scholarly journals Relaxation Covert Rehearsal for Adaptive Functioning in Fourth-Grade Children

1986 ◽  
Vol 1 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Sheila Fling ◽  
Patricia Black
Keyword(s):  
Language Arts ◽  
Relaxation Training ◽  
Adaptive Functioning ◽  
Fourth Graders ◽  
Waiting List ◽  
Parent Ratings ◽  
Covert Rehearsal ◽  
Before And After ◽  
Training Evaluations ◽  
Story Listening

In a sample of 162 fourth graders, 62 of the 70 most active and problematic—as identified by teacher ratings—were randomly assigned to relaxation/covert rehearsal, story listening, and waiting list groups. Children were evaluated before and after a 6-week treatment of 2 group sessions per week and again 4 months later, after the waiting list had also received relaxation/covert rehearsal training. Evaluations included teacher and parent ratings on the Abbreviated Behavior Scale–Form B and Coopersmith Self-Esteem Inventory; grades in mathematics, reading, spelling, and language arts; a spelling achievement test; and "blind" classroom observations and electromyographic measures. Little significant evidence was obtained for the efficacy of group relaxation/covert rehearsal, or story listening in improving adaptive functioning. Previous reports of more positive results with children's relaxation training may be spurious owing to the use of less rigorous controls.

Can the Virginia Internet Safety Program Improve Fourth Graders' Internet Safety Knowledge?

2014 ◽  
Vol 4 (2) ◽  
pp. 33-40 ◽  
Author(s):  
Tammy McGraw ◽  
Zheng Yan ◽  
Jean Weller ◽  
Stan Bumgardner
Keyword(s):  
Fourth Graders ◽  
Developmentally Appropriate ◽  
Educational Strategy ◽  
Online Program ◽  
Internet Safety ◽  
Safety Program ◽  
Initial Effect ◽  
Before And After ◽  
Safety Knowledge

The Virginia Internet safety program is the first statewide educational strategy to improve children's Internet safety. It aims to improve children's Internet safety knowledge through a developmentally appropriate and highly interactive online program. To assess the initial effect of this program, 1,379 fourth graders were assessed with a questionnaire covering ten aspects of Internet safety knowledge before and after they participated in the program. Before completing the program, a majority of students were found to have a substantial knowledge of Internet safety in eight of the ten aspects; however, less than half of the students chose the safe responses to two aspects and a noticeable number chose the “unsafe” answers, including 50 students who planned to meet strangers in person. After completing the program, students were found to improve their Internet safety knowledge significantly in nine of the ten aspects. However, 34 students still held the most risky attitude, planning to meet strangers in person.

scholarly journals Vibrator-Assisted Start–Stop Exercises Improve Premature Ejaculation Symptoms: A Randomized Controlled Trial

2019 ◽  
Vol 49 (5) ◽  
pp. 1559-1573 ◽  
Author(s):  
Daniel Ventus ◽  
Annika Gunst ◽  
Stefan Arver ◽  
Cecilia Dhejne ◽  
Katarina G. Öberg ◽  
...  
Keyword(s):  
Negative Symptoms ◽  
Premature Ejaculation ◽  
Mindfulness Meditation ◽  
Controlled Trial ◽  
Waiting List ◽  
Control Group ◽  
Adequate Treatment ◽  
Treatment Groups ◽  
Sexual Distress ◽  
Before And After

AbstractPremature ejaculation (PE) is associated with decreased quality of life, lower confidence and self-esteem, and higher levels of depression, anxiety, and interpersonal difficulties. Here we investigated the effectiveness of vibrator-assisted start–stop exercises for treatment of PE, and whether the treatment effect could be enhanced by an additional psychobehavioral intervention. Fifty participants with a mean age of 41.7 years were included and randomized into two treatment groups and a waiting list control group. Participants were instructed to perform start–stop exercises while stimulating the penis with a purpose-made vibrator, 3 times a week for 6 weeks. Additionally, participants in one of the treatment groups received additional psychoeducation and performed mindfulness meditation-based body scan exercises three times a week. Data were gathered through online questionnaires before and after treatment, as well as 3 and 6 months after treatment. The interventions reduced PE symptoms with large effect sizes (partial η2 = .20 across the three groups, d [95% CI] = 1.05 [.27, 1.82] and 1.07 [.32, 1.82] for treatment groups compared to waiting list control group). The additional psychobehavioral intervention did not further reduce PE symptoms, but did decrease PE-associated negative symptoms such as levels of sexual distress, anxiety, and depression. No side effects were reported. Vibrator-assisted start–stop exercises can be offered as an adequate treatment option for PE.

Amplification of Cognitive Motivation and Its Effects on Epistemic Observation

1977 ◽  
Vol 14 (4) ◽  
pp. 485-491 ◽  
Author(s):  
Kayoko Inagaki ◽  
Giyoo Hatano
Keyword(s):  
Direct Observation ◽  
Fourth Graders ◽  
Control Group ◽  
Choice Response ◽  
Choice Problem ◽  
Response Distribution ◽  
Conservation Problem ◽  
Cognitive Motivation ◽  
Before And After ◽  
Experimental Group

By direct observation, 203 fourth-graders confirmed the conservation of combined weights of sugar and water as measured before and after dissolving. Prior to this confirmation, experimental group subjects were required to choose one of three alternatives of a conservation problem and were presented with a fictitious choice response distribution with conflicting reasons. Control group subjects were given only the multiple-choice problem. Experimental group subjects showed (a) stronger curiosity for confirmation by observation, (b) greater progress in generalizing the principle of weight conservation to a variety of situations, and (c) higher positive correlation between curiosity and amount of progress.

ADDING COGNITIVE THERAPY ELEMENTS TO EXPOSURE THERAPY FOR OBSESSIVE COMPULSIVE DISORDER: A CONTROLLED STUDY

2004 ◽  
Vol 32 (3) ◽  
pp. 275-290 ◽  
Author(s):  
Patrick A. Vogel ◽  
Tore C. Stiles ◽  
K. Gunnar Götestam
Keyword(s):  
Cognitive Therapy ◽  
Treatment Condition ◽  
Relaxation Training ◽  
Exposure Therapy ◽  
Waiting List ◽  
The Other ◽  
Treatment Manual ◽  
Controlled Study ◽  
Placebo Control ◽  
Compulsive Disorder

Thirty-five outpatients (25 women, 10 men) with a DSM-III-R principal diagnosis of OCD accepted exposure treatment at a psychiatric outpatient clinic. They were randomly assigned to one of two individual treatments for a 6-week exposure therapy treatment based on a treatment manual or to a 6-week waiting list condition. The 12 patients assigned to the waiting list were subsequently randomly assigned to one of the active treatments. Both treatment groups received in vivo or imaginal exposure in each of the 10 twice-weekly treatment sessions held after two assessment sessions. One group (n=16) received cognitive therapy interventions for comorbidity problems or to alter beliefs underlying patients' OCD. The other group (n=19) received relaxation training as an attention placebo control. Both groups received relapse prevention follow-up contacts. Twenty-seven patients completed intensive treatment. Both treatments overall showed satisfactory levels of clinical improvement and large effect sizes. ANCOVAS for treatment completers showed non-significantly lower levels of OCD symptoms, depression and state anxiety in the treatment condition that did not include cognitive interventions. The patients receiving additional cognitive therapy showed significantly lesser dropout than those in the other treatment condition, but there were no significant differences in the intention-to-treat analyses.

scholarly journals Applying Student-Problem Chart, Grey Student-Problem Chart and Grey Structure Modeling to Analyze the Effect of an Elementary School English Remedial Instruction

2019 ◽  
Vol 9 (6) ◽  
pp. 49
Author(s):  
Ping Huang Sheu
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Graphical Analysis ◽  
Remedial Instruction ◽  
Learning Condition ◽  
Distribution Diagram ◽  
Test Items ◽  
Before And After ◽  
Item Types ◽  
Student Problem

Student-Problem (S-P) chart, Grey Student-Problem (GSP) chart and Grey Structural Modeling (GSM) are graphical analysis tools to represent the relationship between students and test items which can be applied to diagnose, analyze, and evaluate students’ learning situation and achievement. This study has adopted a combination of these graphic analyses to assess the effect of an elementary school remedial instruction. A group of 20 fourth graders in Taipei city participated in this study, and an English test, consisting of four sections with 25 question items in total, which is based on the textbook in the fourth grade, was conducted before and after the remedial instruction. The results indicated that S-P chart, the distribution diagram of student and item types, GSP and GSM graphs effectively diagnosed students’ learning condition and items’ difficulty, and demonstrated the effect of students’ achievement and the change of test items’ types. It is strongly recommended that teachers utilize these methods in assessing the progress of their teaching and their students’ learning.

scholarly journals The Effect of a Social-Emotional School-Based Intervention upon Social and Personal Skills in Children and Adolescents

2018 ◽  
Vol 7 (6) ◽  
pp. 57
Author(s):  
Tania Gaspar ◽  
Ana Cerqueira ◽  
Cátia Branquinho ◽  
Margarida G. Matos
Keyword(s):  
Risk Factors ◽  
Social Skills ◽  
Children And Adolescents ◽  
Interpersonal Relationships ◽  
Intervention Group ◽  
Waiting List ◽  
Evaluation Tool ◽  
Social Emotional ◽  
Emotional Skills ◽  
Before And After

In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions. The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors. The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3. The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.

A pilot study of cognitive therapy in bipolar disorders

2001 ◽  
Vol 31 (3) ◽  
pp. 459-467 ◽  
Author(s):  
J. SCOTT ◽  
A. GARLAND ◽  
S. MOORHEAD
Keyword(s):  
Cognitive Therapy ◽  
Psychiatric Treatment ◽  
Internal State ◽  
Bipolar Depression ◽  
Bipolar Disorders ◽  
Waiting List ◽  
Control Group ◽  
Hospitalization Rates ◽  
Before And After ◽  
High Level

Background. The efficacy and effectiveness of cognitive therapy (CT) is well established for unipolar disorders, but little is known about its utility in bipolar disorders. This study aimed to explore the feasibility and efficacy of using CT as an adjunct to usual psychiatric treatment in this patient population.Method. Subjects referred by general adult psychiatrists were assessed by and independent rater and then randomly allocated to immediate CT (N=21) or 6-month waiting-list control, which was then followed by CT (N=21). Observer and self-ratings of symptoms and functioning were undertaken immediately prior to CT, after a 6-month course of CT and a further 6-months later. Data on relapse and hospitalization rates in the 18 months before and after commencing CT were also collected.Results. At 6-month follow-up, subjects allocated to CT showed statistically significantly greater improvements in symptoms and functioning as measured on the Beck Depression Inventory, the Internal State Scale, and the Global Assessment of Functioning than those in the waiting-list control group. In the 29 patients who eventually received CT, relapse rates in the 18 months after commencing CT showed a 60% reduction in comparison with the 18 months prior to commencing CT. Seventy per cent of subjects who commenced therapy viewed CT as highly acceptable.Conclusion. Although the results of this study are encouraging, the use of CT in subjects with bipolar disorders is more complex than in unipolar disorders and requires a high level of therapist expertise. The therapy may prove to be particularly useful in the treatment of bipolar depression.

Applied Relaxation Training for Generalised Anxiety and Panic Attacks:

1986 ◽  
Vol 149 (3) ◽  
pp. 330-336 ◽  
Author(s):  
Nicholas Tarrier ◽  
Chris Main
Keyword(s):  
Treatment Effect ◽  
Relaxation Training ◽  
Specific Effect ◽  
Waiting List ◽  
Panic Attacks ◽  
Treatment Groups ◽  
Applied Relaxation ◽  
At Home

The results of applied relaxation training in patients with generalised anxiety and panic attacks are reported. ART was taught during one session, by means of participant demonstration, written instructions, taped instructions, or a combination of all three, with instructions to practise at home. All four methods proved superior to a waiting list control, but there were no differences between the treatment groups. There was some evidence for the non-specific effect of expectancy, but this did not completely explain the treatment effect.

The Relationship of Teachers’ Task Refinement and Feedback to Students’ Practice Success

1992 ◽  
Vol 11 (4) ◽  
pp. 349-357 ◽  
Author(s):  
G. Linda Rikard
Keyword(s):  
Physical Education ◽  
Fourth Graders ◽  
Teacher Feedback ◽  
Before And After ◽  
Specific Feedback ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of teachers’ task refinement and feedback to the practice success of low- and high-skilled students. Data were gathered from two introductory striking units taught to fourth graders by physical education specialists. Four high- and 4 low-skilled subjects from intact classes were randomly selected in order to examine practice success when receiving refining tasks as compared to when receiving extending and applying tasks, both before and after teacher feedback. Success for low-skilled subjects remained about the same (74%) in response to both refinement and extending and applying tasks. Modest increases in success occurred when refining tasks were followed by specific feedback. High-skilled subjects’ practice success improved by 14% when they received refining tasks, as compared to when they received extending and applying tasks; however, no increase in success was experienced when teacher feedback followed refining tasks. Feedback following extending and applying tasks did result in increases in practice success for these subjects.

Sign in / Sign up

Export Citation Format

Share Document