Raising a Red Flag on Dating Violence: Evaluation of a Low-Resource, College-Based Bystander Behavior Intervention Program

2016 ◽  
Vol 33 (22) ◽  
pp. 3480-3501 ◽  
Author(s):  
Amanda E. Borsky ◽  
Karen McDonnell ◽  
Monique Mitchell Turner ◽  
Rajiv Rimal
Keyword(s):  
Dating Violence ◽  
Self Efficacy ◽  
Intervention Program ◽  
Intervention Group ◽  
Behavior Intervention ◽  
Bystander Behavior ◽  
Post Intervention ◽  
Low Resource ◽  
Red Flag ◽  
Bystander Behaviors

Encouraging bystanders to intervene safely and effectively in situations that could escalate to violence—known as bystander behavior programs—is a growing yet largely untested strategy to prevent dating violence. Using a quasi-experimental design, we evaluate a low-resource, low-intensity intervention aimed at preventing dating violence among college students. The integrated behavioral model (IBM) was used to guide the evaluation. We also assess which IBM variables were most strongly associated with bystander behaviors. Participants were drawn from two Virginia colleges that predominantly train females in the health profession sciences. The intervention group ( n = 329) participated in a university-wide bystander behavior intervention consisting of a 30-min presentation on dating violence at new-student orientation and a week-long “red flag” social marketing campaign on campus to raise awareness of dating violence. Controlling for changes at the comparison university, results showed an increase in bystander behaviors, such as encouraging a friend who may be in an abusive relationship to get help, after the intervention and adjusting for potential confounders (increase of 1.41 bystander behaviors, p = .04). However, no significant changes were found for bystander intentions, self-efficacy, social norms, or attitudes related to dating violence from pre- to post-intervention. Self-efficacy had a direct relationship with bystander behaviors. Results suggest that low-resource interventions have a modest effect on increasing bystander behaviors. However, higher resource interventions likely are needed for a larger impact, especially among students who already demonstrate strong baseline intentions to intervene and prevent dating violence.

Effects of an Early Intervention Group Program for Anxious and Depressed Adolescents: A Pilot Study

2001 ◽  
Vol 88 (2) ◽  
pp. 481-482 ◽  
Author(s):  
Peter Muris ◽  
Nicole Bogie ◽  
Angelina Hoogsteder
Keyword(s):  
Early Intervention ◽  
Self Efficacy ◽  
Intervention Program ◽  
Intervention Group ◽  
Self Report ◽  
Psychological Resilience ◽  
Group Program ◽  
Early Intervention Program ◽  
High Anxious ◽  
Anxiety Depression

The Resourceful Adolescent Program is an early intervention program designed to enhance psychological resilience in adolescents with emotional problems. Eight adolescents with high anxious and/or depressive symptoms were treated with this 11-session group program. Treatment effects were examined by means of self-report questionnaires of anxiety, depression, and self-efficacy. Pre- and postintervention data showed reductions in anxiety and depression scores and a concomitant increase in adolescents' self-efficacy.

scholarly journals Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

2020 ◽  
Vol 17 (13) ◽  
pp. 4891
Author(s):  
Cecilia Ruiz-Esteban ◽  
Jaime Terry Andrés ◽  
Inmaculada Méndez ◽  
Ángela Morales
Keyword(s):  
Motor Development ◽  
Intervention Program ◽  
Comparison Group ◽  
Intervention Group ◽  
Free Play ◽  
Post Intervention ◽  
Psychomotor Tests ◽  
Preschool Students ◽  
Leg Coordination ◽  
Before And After

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

scholarly journals Effects of an intervention to reduce fear of falling and increase physical activity during hip and pelvic fracture rehabilitation

2020 ◽  
Vol 49 (5) ◽  
pp. 771-778 ◽  
Author(s):  
Klaus Pfeiffer ◽  
Karin Kampe ◽  
Jochen Klenk ◽  
Kilian Rapp ◽  
Michaela Kohler ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Performance ◽  
Pelvic Fracture ◽  
Self Efficacy ◽  
Fear Of Falling ◽  
Intervention Group ◽  
Inpatient Rehabilitation ◽  
Control Group ◽  
Behavioural Intervention ◽  
Post Intervention

Abstract Background fear of falling and reduced fall-related self-efficacy are frequent consequences of falls and associated with poorer rehabilitation outcomes. To address these psychological consequences, geriatric inpatient rehabilitation was augmented with a cognitive behavioural intervention (“Step by Step”) and evaluated in a RCT. Methods one hundred fifteen hip and pelvic fracture patients (age = 82.5 years, 70% female) admitted to geriatric inpatient rehabilitation were randomly allocated to the intervention or control group. The intervention consisted of eight additional individual sessions during inpatient rehabilitation, one home visit and four telephone calls delivered over 2 months after discharge. Both groups received geriatric inpatient rehabilitation. Primary outcomes were fall-related self-efficacy (short falls efficacy scale-international) and physical activity as measured by daily walking duration (activPAL3™ sensor) after admission to rehabilitation, before discharge and 1-month post-intervention. Results in covariance analyses, patients in the intervention group showed a significant improvement in fall-related self-efficacy (P = 0.025, d = −0.42), but no difference in total daily walking duration (P = 0.688, d = 0.07) 1-month post-intervention compared to the control condition. Further significant effects in favour of the intervention group were found in the secondary outcomes “perceived ability to manage falls” (P = 0.031, d = 0.41), “physical performance” (short physical performance battery) (P = 0.002, d = 0.58) and a lower “number of falls” (P = 0.029, d = −0.45). Conclusions the intervention improved psychological and physical performance measures but did not increase daily walking duration. For the inpatient part of the intervention further research on the required minimum intensity needed to be effective is of interest. Duration and components used to improve physical activity after discharge should be reconsidered.

scholarly journals Development of Professional Care Program for Nurses in Dementia Wards and Its Educational Effects

2020 ◽  
Vol 35 ◽  
pp. 153331752095092
Author(s):  
Yoko Takeuchi ◽  
Mayumi Kato ◽  
Tatsuru Kitamura ◽  
Daisuke Toda ◽  
Yoshimi Taniguchi ◽  
...  
Keyword(s):  
Usual Care ◽  
Knowledge Acquisition ◽  
Self Efficacy ◽  
Usual Care Group ◽  
Intervention Program ◽  
Sense Of Self ◽  
Professional Knowledge ◽  
Dementia Care ◽  
Care Group ◽  
Post Intervention

Purpose: To develop an education program for nurses specializing in dementia care, and to investigate its effects. Methods: An intervention study of nurses was conducted using a quasi-experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of professional knowledge required for dementia care, and sharing of successful experiences based on professional knowledge. The knowledge-acquisition-only group received only the acquisition of professional knowledge framework, and the usual-care group received only the usual-care framework. The intervention period was 3 months. Results: Post-intervention, the program group had a significantly greater sense of self-efficacy associated with professional knowledge and significantly greater self-efficacy associated with practice compared with the knowledge-acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence network diagram of the multivariate analysis results produced by text mining of the descriptive data indicated that nurses provided care for symptoms specific to different diseases based on their pathological mechanisms. Conclusion: Program implementation led to the acquisition of deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful experiences, compared with desk-based learning in a single workshop lecture, suggesting the program’s usefulness in clinical practice.

An RCT of an Online Parenting Program for Parents of Preschool-Aged Children With ADHD Symptoms

2016 ◽  
Vol 24 (12) ◽  
pp. 1716-1726 ◽  
Author(s):  
Nike Franke ◽  
Louise J. Keown ◽  
Matthew R. Sanders
Keyword(s):  
Parental Stress ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Parenting Program ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Parenting Satisfaction ◽  
Behavior Difficulties ◽  
Self Help

Objective: This randomized control trial evaluated the efficacy of an online self-help program in a sample of parents of preschoolers with ADHD symptoms. Method: Parents were randomly assigned to the intervention group ( n = 27) or the delayed intervention group ( n = 26). Child behavior measures were completed by mothers, fathers, and teachers, and parenting measures were completed by mothers. Results: Intent-to-treat analyses indicated significant post-intervention improvements in mother-rated child hyperactivity/inattention, restlessness/impulsivity, defiance/aggression, social functioning, and teacher-rated prosocial behavior, as well as significant improvements in maternal over-reactivity, verbosity, laxness, positive parenting, parenting satisfaction, self-efficacy, stress, and depression. At 6-month follow-up, effects were maintained for maternal over-reactivity and verbosity, parenting satisfaction and self-efficacy, and parental stress and depression. Conclusion: This study provides evidence for the effectiveness of an online self-help parenting program in reducing preschool inattentive behavior difficulties, and in increasing parenting competence, satisfaction in the parenting role, and maternal well-being.

scholarly journals Effects of Active Video Games on Children’s Psychosocial Beliefs and School Day Energy Expenditure

2019 ◽  
Vol 8 (9) ◽  
pp. 1268 ◽  
Author(s):  
Zan Gao ◽  
Zachary C. Pope ◽  
Jung Eun Lee ◽  
Minghui Quan
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Intervention Group ◽  
Outcome Expectancy ◽  
Caloric Expenditure ◽  
Post Intervention ◽  
Active Video Games ◽  
Active Video ◽  
School Day ◽  
Post Intervention Group

Purpose: Examine the effects of active video games (AVGs) on children’s school-day energy expenditure (EE) and physical activity (PA)-related self-efficacy, social support, and outcome expectancy over 9 months. Method: Participants were 81 fourth grade students ( X ¯ age = 9.23 years, SD = 0.62; 39 girls) from two urban Minnesota elementary schools. A once-weekly 50 min AVG intervention was implemented in the intervention school for 9 months in 2014–2015 while the control school continued regular recess. Children’s school-day EE (daily caloric expenditure) and mean daily metabolic equivalent (MET) values were estimated via accelerometry whereas self-efficacy, social support, and outcome expectancy were assessed with psychometrically-validated questionnaires. All measures were completed at baseline and at the 4th and 9th months. Results: We observed significant interaction effects for daily caloric expenditure, F(1, 58) = 15.8, p < 0.01, mean daily MET values, F(1, 58) = 11.3, p < 0.01, and outcome expectancy, F(1, 58) = 4.5, p < 0.05. Specifically, intervention children had greater increases in daily caloric expenditure (91 kilocalorie/day post-intervention group difference), with control children decreasing daily caloric expenditure over time. We observed identical trends for mean daily MET values (0.35 METs/day post-intervention group difference). Interestingly, we observed outcome expectancy to increase in the control children, but decrease among intervention children, at post-intervention (1.35 group difference). Finally, we observed a marginally significant interaction effect for social support, F(1, 58) = 3.104, p = 0.08, with an increase and decrease seen in the intervention and control children, respectively. We observed no interaction or main effects for self-efficacy. Discussion: Observations suggested an AVG intervention contributed to longitudinal increases in school-day EE and social support compared to the control condition. Future research should examine how self-efficacy and outcome expectancy might be promoted during school-based AVG interventions.

A Universal Prevention Trial of Anxiety and Depressive Symptomatology in Childhood: Preliminary Data from an Australian Study

2001 ◽  
Vol 18 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Hayley M. Lowry-Webster ◽  
Paula M. Barrett ◽  
Mark R. Dadds
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
Depressive Symptomatology ◽  
Intervention Group ◽  
School Curriculum ◽  
Behavioural Intervention ◽  
Universal Prevention ◽  
Post Intervention ◽  
Cognitive Behavioural ◽  
Long Term Follow Up

AbstractThis paper describes the development and preliminary findings of a program designed to prevent the development of anxiety and depressive symptoms in children aged 10 to 13 years. Using a universal prevention approach, a total of 594 children were randomly assigned on a class-by-class basis to either a 10-session family group CBT program (FRIENDS) routinely implemented as part of the school curriculum, or to a comparison group. Pre-post intervention changes were examined universally, and for children who scored above the clinical cut-off for anxiety at pretest. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms, regardless of their risk status, than the comparison group at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced improvements at posttest. Overall, these preliminary results appear to support the benefits of a school-based universal cognitive-behavioural intervention program. Implications of this study are discussed, and long-term follow-up measures are currently underway.

scholarly journals The impact of a peer-based education on fruits and vegetables intake among housewives

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Roya Sheybani ◽  
Zahra Hosseini ◽  
Sayed Hossein Davoodi ◽  
Teamur Aghamolaei ◽  
Amin Ghanbarnejad
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Group Discussion ◽  
Peer Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

A Pilot Intervention Designed to Address Behavioral Factors That Place Overweight/Obese Young Children at Risk for Later-Life Obesity

2017 ◽  
Vol 39 (8) ◽  
pp. 1192-1212 ◽  
Author(s):  
Leigh Small ◽  
Leroy Thacker ◽  
Heather Aldrich ◽  
Darya Bonds-McClain ◽  
Bernadette Melnyk
Keyword(s):  
Intervention Program ◽  
Externalizing Behaviors ◽  
Controlled Trial ◽  
Intervention Group ◽  
Later Life ◽  
Child Behaviors ◽  
Post Intervention ◽  
Child Externalizing Behaviors ◽  
Pilot Intervention ◽  
Post Hoc

The purpose of this pilot randomized controlled trial (RCT) was to intervene with parents of overweight/obese 4- to 8-year-old children to improve child internalizing and externalizing behaviors. Parent–child dyads ( N = 60) were randomly assigned to treatment or comparison conditions. Parents attended four intervention sessions at their child’s primary health care office over 3 months. Child behaviors were assessed at 0, 3, 6, and 12 months post intervention. Parental beliefs in their skills/abilities increased in the experimental group parents, but there was no statistical difference between groups at any time. Child externalizing behaviors significantly decreased from baseline to postintervention for both groups ( F = 3.26, p = .020). Post hoc model testing suggests that this change was more pronounced in the intervention group ( F = 0.56, p = .692). Child somatic symptoms significantly decreased over time ( F = 4.55, p = .004), and there were group differences in child depressive behaviors ( F = 6.19, p = .020). These findings suggest that a parent-focused intervention program demonstrated positive preliminary effects on children’s behaviors.

scholarly journals Effects of “Bacterfree Hand Intervention” on the knowledge, attitude of handwashing and its technique, among pre-schoolers in Wilayah Persekutuan, Malaysia.

2018 ◽  
Vol 17 (1) ◽  
pp. 67-70 ◽  
Author(s):  
Nurul Azmawati Mohamed ◽  
Mohamad Haizif Mohamed Ridzuwan ◽  
Nurul Atiqah Embok Ungah ◽  
Tengku Zetty Maztura Tengku Jamaluddin
Keyword(s):  
Intervention Program ◽  
Mode Of Delivery ◽  
Medical Science ◽  
Intervention Group ◽  
Hand Washing ◽  
Natural Immunity ◽  
Salmonella Spp ◽  
Post Intervention ◽  
Single Intervention ◽  
Knowledge And Attitude

Background and objective: Through contaminated hands, number of infectious disease can be transmitted from one person to another. Salmonella spp, E. coli O157, norovirus and adenovirus that can cause diarrheal and respiratory infections are transmitted either directly or indirectly via contaminated objects. Children are at higher risk of getting such infections as they lack natural immunity and understanding of the importance of good hygiene. Hand washing is one of the most important factors in controlling the spread of the microorganisms. This study aimed to determine the knowledge and attitude of hand washing and the hand washing technique, in relation to “Bacterfree Hand Intervention” among pre-schoolers.Materials and methods: This cluster-randomized trial involved 146 pre-schoolers from 3 different pre-schools in Wilayah Persekutuan was conducted from April to August 2015.Participants were interviewed twice; pre and post intervention. Face-to-face interview was done using guided questionnaires that include questions on knowledge and attitude of hand washing and its techniques. A group of students were given single intervention i.e. posters and the other group participated in “Bacterfree Hand Intervention” program which consisted of storytelling, posters and demonstration.Results: There were significant increase of knowledge (median (10.00 vs 11.00, P< 0.001) and technique(6.00 vs 6.00, P = 0.020) after intervention in single intervention group while the attitude (median 6.00 vs 6.00, P= 0.871) was remained unchanged. Meanwhile, the median of knowledge, attitude and hand washing techniques in multiple intervention group increased significantly after intervention.Conclusions: This study highlighted the need of comprehensive educational programs that include various mode of delivery to create awareness regarding the importance of hand hygiene among pre-school children. This is very important to establish healthy environment and eventually prevent communicable diseases in the community.Bangladesh Journal of Medical Science Vol.17(1) 2018 p.67-70

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