A brief intervention method for investigating the effects of chewing gum on occupational well-being

2012 ◽  
pp. 211-218
Author(s):  
Andrew Allen ◽  
rew Smith
Keyword(s):  
Brief Intervention ◽  
Well Being ◽  
Chewing Gum ◽  
Intervention Method

scholarly journals Chewing Gum: Cognitive Performance, Mood, Well-Being, and Associated Physiology

2015 ◽  
Vol 2015 ◽  
pp. 1-16 ◽  
Author(s):  
Andrew P. Allen ◽  
Andrew P. Smith
Keyword(s):  
Heart Rate ◽  
Cognitive Performance ◽  
Work Performance ◽  
Well Being ◽  
Acute Effect ◽  
Chewing Gum ◽  
Performance Study ◽  
Experimental Conditions ◽  
Performance Tasks ◽  
And Performance

Recent evidence has indicated that chewing gum can enhance attention, as well as promoting well-being and work performance. Four studies (two experiments and two intervention studies) examined the robustness of and mechanisms for these effects. Study 1 investigated the acute effect of gum on mood in the absence of task performance. Study 2 examined the effect of rate and force of chewing on mood and attention performance. Study 3 assessed the effects of chewing gum during one working day on well-being and performance, as well as postwork mood and cognitive performance. In Study 4, performance and well-being were reported throughout the workday and at the end of the day, and heart rate and cortisol were measured. Under experimental conditions, gum was associated with higher alertness regardless of whether performance tasks were completed and altered sustained attention. Rate of chewing and subjective force of chewing did not alter mood but had some limited effects on attention. Chewing gum during the workday was associated with higher productivity and fewer cognitive problems, raised cortisol levels in the morning, and did not affect heart rate. The results emphasise that chewing gum can attenuate reductions in alertness, suggesting that chewing gum enhances worker performance.

scholarly journals Defining a Brief Intervention for the Promotion of Psychological Well-being among Unemployed Individuals through Expert Consensus

2018 ◽  
Vol 9 ◽  
Author(s):  
Osvaldo Santos ◽  
Elisa Lopes ◽  
Ana Virgolino ◽  
Miodraga Stefanovska-Petkovska ◽  
Alexandra Dinis ◽  
...  
Keyword(s):  
Brief Intervention ◽  
Well Being ◽  
Expert Consensus ◽  
Psychological Well Being

scholarly journals Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being

2019 ◽  
Vol 116 (33) ◽  
pp. 16286-16291 ◽  
Author(s):  
Geoffrey D. Borman ◽  
Christopher S. Rozek ◽  
Jaymes Pyne ◽  
Paul Hanselman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Brief Intervention ◽  
Life Stage ◽  
Cost Effective ◽  
Well Being ◽  
School Students ◽  
Double Blind ◽  
Grade Point

The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted a district-wide double-blind experimental study of this approach with middle school students (n = 1,304). Compared with the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant, but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students’ grade point averages were accounted for by changes in students’ attitudes and behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition.

Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention

2007 ◽  
Vol 9 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Andrew K. MacLeod ◽  
Emma Coates ◽  
Jacquie Hetherton
Keyword(s):  
Goal Setting ◽  
Brief Intervention ◽  
Well Being ◽  
Teaching Goal

scholarly journals Sugar Habit Hacker: Initial evidence that a planning intervention reduces sugar intake

2021 ◽  
Author(s):  
Matthew Brittain ◽  
Nathan Consedine ◽  
Kathleen L. Bagot ◽  
Natalia Booth ◽  
Simone N. Rodda
Keyword(s):  
Brief Intervention ◽  
Implementation Intention ◽  
Well Being ◽  
World Health Organisation ◽  
World Health ◽  
Sugar Consumption ◽  
Post Intervention ◽  
Self Monitoring ◽  
Sugar Intake ◽  
Implementation Planning

AbstractBackground and aimsSugar is a potentially addictive substance that is consumed in such high levels the World Health Organisation has set recommended consumption limits. To date there are no empirically tested brief interventions for reducing sugar consumption in adult populations. The current study aimed to preliminarily assess the feasibility of recruitment, retention, and intervention engagement and impact of a brief intervention.MethodsThis pre-post study recruited 128 adults from New Zealand to complete a 30-day internet-delivered intervention with in-person and email coaching. The intervention components were derived from implementation intention principles whereby the gap between intention and behaviour was targeted. Participants selected sugar consumption goals aligned with WHO recommendations by gender. To meet these goals, participants developed action plans and coping plans and engaged in self-monitoring. Facilitation was provided by a coach to maintain retention and treatment adherence over the 30 days.ResultsIntervention materials were rated as very useful and participants were mostly satisfied with the program. The total median amount of sugar consumed at baseline was 1,662.5 g (396 teaspoons per week) which was reduced to 362.5 g (86 teaspoons) at post-intervention evaluation (d = 0.83). The intervention was associated with large effects on reducing cravings (d = 0.59) and psychological distress (d = 0.68) and increasing situational self-efficacy (d = 0.92) and well-being (d = 0.68) with a reduction in BMI (d = 0.51).ConclusionThis feasibility study indicates that a brief intervention delivering goal setting, implementation planning, and self-monitoring may assist people to reduce sugar intake to within WHO recommendations.

The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

2019 ◽  
Vol 28 (2) ◽  
pp. 274-284 ◽  
Author(s):  
Elizabeth Convery ◽  
Gitte Keidser ◽  
Louise Hickson ◽  
Carly Meyer
Keyword(s):  
Decision Making ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Clinical Decision Making ◽  
Hearing Aid ◽  
Well Being ◽  
Self Report ◽  
Self Management ◽  
Hearing Aid Benefit ◽  
The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

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