scholarly journals Building Children’s Resilience through a Web-based Interactive Learning Environment: a Quasi-experiment with Primary-School Children (Preprint)

2021 ◽  
Author(s):  
Iolie Nicolaidou ◽  
Evi Stavrou ◽  
Georgia Leonidou
Keyword(s):  
Learning Environment ◽  
Emotion Recognition ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Control Group ◽  
Management Skills ◽  
Interactive Learning Environment ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Accessibility Issues

BACKGROUND Resilience is a person's mental ability to deal with challenging situations adaptively and is a crucial skill for managing stressful situations. Psychological resilience and finding ways to cope amidst a crisis is a highly relevant topic due to the recent coronavirus disease (COVID-19) pandemic, which enforced quarantine, social distancing measures, and schools' closing across the globe. Parents and children are currently living with increased stress due to COVID-19. We need to respond with immediate ways to strengthen children’s resilience. Internet-based Cognitive-Behavioral Therapy interventions (iCBT) for children's stress management overcome accessibility issues such as the inability to visit mental health experts due to COVID-19 movement restrictions. An interactive learning environment was created, based on the preventive program "Friends", to overcome accessibility issues associated with delivering CBT-based interventions in formal and informal education settings. OBJECTIVE The study aimed to examine the effectiveness of a web-based learning environment on resilience in: a) reducing the stress level and b) increasing emotion recognition and stress symptom management skills of 9-10 year-old children. It also aimed to evaluate the learning environment’s usability. METHODS A quasi-experimental pre-test post-test control group design was used. Twenty 4th graders of the experimental group interacted with the learning environment over six, weekly, 80-minute sessions. Twenty-one 4th graders acted as a control group. The main data sources were: a) a psychometric tool measuring children's stress levels, namely Spence Children's Anxiety Scale (SCAS-GR), b) three open-ended questions assessing emotion recognition and stress symptom management skills, and c) the System Usability Scale (SUS) to measure usability. RESULTS Results showed that in both groups, there was a small post-intervention decrease in stress levels, but it was not statistically significant, except in the case of the experimental group's obsessive-compulsive disorder. A paired samples t-test showed that students’ obsessive-compulsive disorder was reduced from M=1.06 (SD=0.68) to M=0.76 (SD=0.61) and this decrease was statistically significant (t(19) = 5.16, P = .010). The experimental group had a statistically significant increase in emotion recognition (t(19)=-6.99, P<.001), identification of somatic symptoms of stress (t(19)=-7.31, P<.001) and identification of stress management techniques (t(19)=-6.85, P<.001). The learning environment received a satisfactory usability score. The raw average SUS score was 76.75 (SD=8.28), which is in the 80% percentile rank, and would result in a grade of B. CONCLUSIONS The study showed that interactive learning environments might deliver resilience interventions in an accessible and cost-effective way in formal education, potentially even in distance learning conditions imposed due to the COVID-19 pandemic. Interactive learning environments on resilience are also valuable tools for parents who can use them with their children at home, for informal learning, using mobile devices. As such, they could be a promising first-step, low-intensity intervention that children and youth can easily access.

scholarly journals Digital Storytelling to Enhance Adults’ Speaking Skills in Learning Foreign Languages: A Case Study

2019 ◽  
Vol 3 (3) ◽  
pp. 59 ◽  
Author(s):  
Emily Kallinikou ◽  
Iolie Nicolaidou
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Digital Storytelling ◽  
Interactive Learning ◽  
Control Group ◽  
Interactive Learning Environment ◽  
Post Intervention ◽  
Significant Difference ◽  
Experimental Group ◽  
Speaking Skills

Digital storytelling, including text, images, audio, music, and video, has been researched as a means of enhancing learners’ motivation, autonomy, and engagement and as a way to improve oral and speaking skills in foreign language learning. This study examined the relation between adults’ engagement in digital storytelling (scaffolded by an interactive learning environment) and their speaking skills and motivation when learning a foreign language. The study used a pre-test, post-test control group design with two groups of 20 Russians who were beginners in learning Greek as a foreign language (n = 40). The 12-h intervention was technology-supported only for the experimental group. Even though the comparison of participants’ recorded speech pre- and post-intervention revealed a statistically significant decrease of mistakes made during speech from pre- to post-intervention for both groups, an independent samples t-test to compare the groups’ post-intervention speaking performance revealed a statistically significant difference in favor of the experimental group (t(38) = 4.05, p < 0.05). The analysis of results from a motivation questionnaire administered pre- and post-intervention showed a statistically significant increase in the motivation of the experimental group only. Findings provide an indication that digital storytelling, scaffolded by an interactive learning environment, supports the development of adults’ speaking skills in a foreign language and increases their motivation.

Reducing the Social Stigma Associated with Obsessive Compulsive Disorder: A Controlled Trial of an Intervention Program in a Turkish Community Sample

2020 ◽  
Vol 20 (2) ◽  
pp. 101-120
Author(s):  
Ayça Aktaç Gürbüz ◽  
Orçun YORULMAZ ◽  
Gülşah DURNA
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Intervention Program ◽  
Controlled Trial ◽  
Community Sample ◽  
Case Vignette ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
The Impact

Scientific research into the reduction of stigmatization, particularly related to specific problems such as Obsessive-Compulsive Disorder (OCD), is scarce. In the present study, we examine the impact of a video-based antistigma intervention program for OCD in a pretest-posttest control group research. After being randomly assigned to either an intervention (n= 101) or control group (n= 96), the participants reported their attitudes on a hypothetical case vignette before and after OCD vs. Multiple Sclerosis (MS) videos, and again six months later as a follow up assessment. The mixed design analyses for the group comparisons indicated that although there was no significant difference in the measures of the control group, the participants watching the anti-stigma OCD video, in which the focus was psychoeducation and interaction strategies, reported significantly lower scores on social distances and negative beliefs for the case vignettes they read, and this difference was maintained six months later. Then, the present results indicate the effectiveness of our anti-stigma intervention program for OCD. Interventions to reduce stigmatization can also be viewed as effective tools for changing the attitudes of people toward OCD, although further research and applications are needed related to specific disorders if a longlasting impact is to be achieved.

Smart mature resilience, system dynamics based interactive learning environment: A beta version

2017 ◽  
Vol 7 (3) ◽  
pp. 367-379
Author(s):  
Marta Iturriza ◽  
Ahmed A. Abdelgawad ◽  
Leire Labaka ◽  
Jaziar Radianti ◽  
Jose M. Sarriegi ◽  
...  
Keyword(s):  
Learning Environment ◽  
System Dynamics ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Beta Version

scholarly journals Elevated Expression of SLC6A4 Encoding the Serotonin Transporter (SERT) in Gilles de la Tourette Syndrome

Genes ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 86
Author(s):  
Mathis Hildonen ◽  
Amanda M. Levy ◽  
Christina Dahl ◽  
Victoria A. Bjerregaard ◽  
Lisbeth Birk Møller ◽  
...  
Keyword(s):  
Tourette Syndrome ◽  
Serotonin Transporter ◽  
Neurodevelopmental Disorder ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Expression Levels ◽  
Compulsive Disorder ◽  
Hyperactivity Disorder ◽  
Elevated Expression ◽  
Gene Expression Levels

Gilles de la Tourette syndrome (GTS) is a complex neurodevelopmental disorder characterized by motor and vocal tics. Most of the GTS individuals have comorbid diagnoses, of which obsessive-compulsive disorder (OCD) and attention deficit-hyperactivity disorder (ADHD) are the most common. Several neurotransmitter systems have been implicated in disease pathogenesis, and amongst these, the dopaminergic and the serotonergic pathways are the most widely studied. In this study, we aimed to investigate whether the serotonin transporter (SERT) gene (SLC6A4) was differentially expressed among GTS individuals compared to healthy controls, and whether DNA variants (the SERT-linked polymorphic region 5-HTTLPR, together with the associated rs25531 and rs25532 variants, and the rare Ile425Val variant) or promoter methylation of SLC6A4 were associated with gene expression levels or with the presence of OCD as comorbidity. We observed that SLC6A4 expression is upregulated in GTS individuals compared to controls. Although no specific genotype, allele or haplotype was overrepresented in GTS individuals compared to controls, we observed that the LAC/LAC genotype of the 5-HTTLPR/rs25531/rs25532 three-locus haplotype was associated with higher SLC6A4 mRNA expression levels in GTS individuals, but not in the control group.

scholarly journals Childhood neuropsychological deficits associated with adult obsessive–compulsive disorder

2009 ◽  
Vol 195 (2) ◽  
pp. 138-141 ◽  
Author(s):  
Jessica R. Grisham ◽  
Tracy M. Anderson ◽  
Richie Poulton ◽  
Terrie E. Moffitt ◽  
Gavin Andrews
Keyword(s):  
Executive Functioning ◽  
Obsessive Compulsive Disorder ◽  
Verbal Ability ◽  
Neuropsychological Deficits ◽  
Control Group ◽  
Developmental Study ◽  
Obsessive Compulsive ◽  
Cross Sectional ◽  
Compulsive Disorder ◽  
Visuomotor Skills

BackgroundExisting neuropsychological studies of obsessive–compulsive disorder (OCD) are cross-sectional and do not provide evidence of whether deficits are trait-related (antecedent and independent of symptomatology) or state-related (a consequence, dependent on symptomatology).AimsTo investigate whether there are premorbid neuropsychological deficits associated with adult OCD.MethodLongitudinal data were collected from participants of the Dunedin Multidisciplinary Health and Developmental study. Neuropsychological data collected at age 13 were linked with age 32 diagnosis of OCD.ResultsThe group who had OCD at age 32 differed significantly from the control group with no OCD on their performance at age 13 on neuropsychological tests of visuospatial, visuoconstructive and visuomotor skills, controlling for gender and socioeconomic status, but did not differ on tests of general IQ or verbal ability. Performance of the group with OCD on tests of executive functioning was mixed.ConclusionsIndividuals with OCD have premorbid impairment in visuospatial abilities and some forms of executive functioning, consistent with biological models of OCD.

scholarly journals Disturbed Monitoring and Response Inhibition in patients with Gilles De La Tourette Syndrome and Co-Morbid Obsessive Compulsive Disorder

2003 ◽  
Vol 14 (1-2) ◽  
pp. 29-37 ◽  
Author(s):  
Sandra Verena Müller ◽  
Sönke Johannes ◽  
Berdieke Wieringa ◽  
Axel Weber ◽  
Kirsten Müller-Vahl ◽  
...  
Keyword(s):  
Executive Functions ◽  
Obsessive Compulsive Disorder ◽  
Tourette Syndrome ◽  
Response Inhibition ◽  
Error Detection ◽  
Neuropsychological Tests ◽  
Cognitive Domain ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder

Objective:Fronto-striatal dysfunction has been discussed as underlying symptoms of Tourette syndrome (TS) with co-morbid Obsessive Compulsive Disorder (OCD). This suggests possible impairments of executive functions in this disorder, which were therefore targeted in the present study.Results:A comprehensive series of neuropsychological tests examining attention, memory and executive functions was performed in a group of 14 TS/OCD in co-occurrence with OCD patients and a matched control group.Results:While attentional and memory mechanisms were not altered, TS/OCS patients showed deficits in executive functions predominately in the areas of response inhibition and action monitoring.Conclusions:These findings provide further evidence for a substantial impairment of the frontal-striatal-thalamic-frontal circuit. We propose that the deficits in monitoring, error detection and response inhibition constitute the major impairment of TS/OCD patients in the cognitive domain.

scholarly journals Voxel-wise meta-analysis of grey matter changes in obsessive–compulsive disorder

2009 ◽  
Vol 195 (5) ◽  
pp. 393-402 ◽  
Author(s):  
Joaquim Radua ◽  
David Mataix-Cols
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Grey Matter ◽  
Antidepressant Treatment ◽  
Meta Analysis ◽  
Anterior Cingulate ◽  
Control Group ◽  
Grey Matter Volume ◽  
Obsessive Compulsive ◽  
Caudate Nuclei ◽  
Compulsive Disorder

BackgroundSpecific cortico-striato-thalamic circuits are hypothesised to mediate the symptoms of obsessive–compulsive disorder (OCD), but structural neuroimaging studies have been inconsistent.AimsTo conduct a meta-analysis of published and unpublished voxel-based morphometry studies in OCD.MethodTwelve data-sets comprising 401 people with OCD and 376 healthy controls met inclusion criteria. A new improved voxel-based meta-analytic method, signed differential mapping (SDM), was developed to examine regions of increased and decreased grey matter volume in the OCD group v. control group.ResultsNo between-group differences were found in global grey matter volumes. People with OCD had increased regional grey matter volumes in bilateral lenticular nuclei, extending to the caudate nuclei, as well as decreased volumes in bilateral dorsal medial frontal/anterior cingulate gyri. A descriptive analysis of quartiles, a sensitivity analysis as well as analyses of subgroups further confirmed these findings. Meta-regression analyses showed that studies that included individuals with more severe OCD were significantly more likely to report increased grey matter volumes in the basal ganglia. No effect of current antidepressant treatment was observed.ConclusionsThe results support a dorsal prefrontal–striatal model of the disorder and raise the question of whether functional alterations in other brain regions commonly associated with OCD, such as the orbitofrontal cortex, may reflect secondary compensatory strategies. Whether the reported differences between participants with OCD and controls precede the onset of the symptoms and whether they are specific to OCD remains to be established.

scholarly journals Coping Strategies, Anxiety and Depression in OCD and Schizophrenia: Changes during COVID-19

2021 ◽  
Vol 11 (7) ◽  
pp. 926
Author(s):  
Ángel Rosa-Alcázar ◽  
José Luis Parada-Navas ◽  
María Dolores García-Hernández ◽  
Sergio Martínez-Murillo ◽  
Pablo J. Olivares-Olivares ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Experiential Avoidance ◽  
Online Survey ◽  
Anxiety And Depression ◽  
Control Group ◽  
Healthy Controls ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Survey Results ◽  
And Coping

Background: The main aim was to examine changes in coping strategies, anxiety and depression in obsessive–compulsive and schizophrenia patients during COVID-19, in addition to controlling the influence of intolerance to uncertainty and experiential avoidance. Method: The first time, the study comprised (15–30 April 2020) 293 patients, 113 of whom were diagnosed with obsessive–compulsive disorder, 61 with schizophrenia and 119 healthy controls, aged 13–77 years (M = 37.89, SD = 12.65). The second time (15–30 November), the study comprised 195 participants (85 obsessive–compulsive patients, 42 schizophrenic patiens and 77 healthy controls participants). The evaluation was carried out through an online survey. Results: The clinical groups worsened over time in cognitive coping, anxiety and depression, while the control group only worsened in depression. Intergroup differences in anxiety, depression and coping strategies were maintained, highlighting the use of some maladaptive strategies (avoidance, spiritual) in clinical groups. Experiential avoidance and tolerance for uncertainty mainly affected coping. Conclusions: The duration of COVID-19 not only produced changes in anxiety and depression in clinical groups but also in coping strategies to face this pandemic and its consequences.

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