A Preliminary Investigation into the Use of Humor in Sport Psychology Practice

‘Creative efforts’, such as the use of humor,have been found to be beneficial to the nurse-patient, teacher-student , and psychologist-patient alliance. Potentially humoruse might benefit the working alliance in applied sport psychology, yet to datethere is limited research. Sportpsychology consultants (n = 55) completedan online survey that explored humor use within their practice. Statisticalanalyses revealed most participants used humor for adaptive purposes such as tofacilitate the working alliance, reinforce knowledge, and create healthylearning environments. Therefore, possible client change is likely to befacilitated by practitioners’ personal qualities and skills such as humor useand humor style. Recommendations are made for sport psychology practitioners inrelation to humor use and further research.Peer reviewedFinal Accepted Versio

Online educational counselling for students with special needs: Building rapport

This paper reports the findings from a study that investigated the effects of providing online counselling for undergraduate students with long‐term health problems. Issues associated with learning at a distance for such students include fatigue, manual dexterity, academic and social isolation, together with a need for better interactive communication with support agencies (Debenham, 1996a). The results of a feasibility study undertaken in 1996 suggested that for students with special needs personal rapport with their educational counsellor is considered important for problems to be aired and addressed (Debenham, 1998a). This raises interesting questions relating to how such rapport can be developed using computer‐mediated communication (CMC). Participants in the study reported appreciation of a small amount of informal contact with the counsellor in a closed peer‐group conference; this conference is described in Debenham (1996b). Building on this finding, a main study was undertaken which was modified by the addition of a counselling topic ‐ a ‘Virtual Study’ for the counsellor ‐ within this conference area (Debenham, 1998b). The counsellor was encouraged to participate informally in the other student‐led topics. This added a group dimension to the study. The results are encouraging: increased levels of motivation and enjoyment of the study process were reported by more than three‐quarters of the sample and in the degree of autonomy by more than half the sample. These findings throw light on the support of students with special needs and also contribute to the development of knowledge in the wider fields of academic advising and the use of CMC in distance education

Professional boundaries: research report

In 2008 the General Social Care Council (GSCC) published Raising standards: Social work conduct in England 2003-2008. This constituted the GSCC’s first report covering the work undertaken to uphold standards and protect people who use social care services. The GSCC’s analysis revealed that a considerable proportion of conduct cases, some 40%, involved allegations of 'inappropriate relations'. In the light of this finding, and the release by the Council for Healthcare Regulatory Excellence (CHRE) of sexual boundaries guidance for healthcare workers at the beginning of this year (Halter et al, 2009), the GSCC committed itself to exploring the possibility of producing professional boundaries guidance for social workers. To begin this exploration, the GSCC commissioned a study in early 2009.This is the report of that study. There were two main purposes. First, to establish what professional boundaries1 guidance currently exists for social workers, or for sections of the workforce that includes social workers in the United Kingdom, and the content of any such guidance. Secondly, to identify and discuss a number of other examples of professional boundaries guidance to act as points of reference for the GSCC’s project. The aim was to identify and discuss examples relevant to the GSCC’s project

Relationship between financial literacy and financial distress among youths in Malaysia - an empirical study

This paper examines the relationship between the levels of financial literacy and financial distress among Malaysian youths. A quantitative approach was adopted to determine the relationship between variables of financial literacy and those of financial distress. Questionnaires from previous studies were used to determine the levels of financial literacy and financial distress of 430 youths. The findings show that the levels of respondents’ financial distress and financial literacy were moderate. The study also shows that there is a positive but weak relationship between financial literacy and level of financial distress. The implications of the study points to the fact that the organizations concerned would do well to invest in human resources, in particular, with respect to personal financial management for their employees as such knowledge investment would help raise the level of financial literacy among employees and achieve the organisations’ own objectives of high productivity. This is evidenced in previous studies that indicated that financial distress was one of the factors leading to reduced productivity at the workplace. As such this investment in reducing the employees’financial distress by way of enhancing their financial literacy would serve, in the long run, to improve the effectiveness of the country’s delivery system, especially in the public service

The role of mentoring in facilitating the process of repurposing OER

This paper presents the initial data analysis of a research that is work in progress. It discusses the role of mentoring and peer support in facilitating the process of repurposing open educational resources (OER). It also reports on the lessons so far learned from the analysis of two distinct but related case studies on working with learners to use and disseminate OER. The first case study is based on the 2009 presentation of the distance learning Masters’ course of the Institute of Educational Technology of the Open University UK (from now on OU) entitled “Technology Enhanced Learning: Practices and Debates”. In this course the registered students were guided through the repurposing of content within the OER repository of the OU, OpenLearn, as part of their course activities. The aim was to provide the students with substantial information about and knowledge of finding, using and repurposing OER. The second case study relates to the activities of the online community COLEARN, an initiative of the Knowledge Media Institute of the OU which started in 2006. COLEARN is an online community hosted within the OpenLearn platform, bringing together researchers and practitioners from Brazil, Portugal and Spain mostly. The aim of COLEARN is to offer a community-supported environment in which research and ideas about the use of collaborative technologies for learning can be shared. All the activities in COLEARN are available to the world as OER, as well as all the resources shared the by participants. Mentoring in these two cases happen in different ways. In the first case we term it ‘formal mentoring’ because the mentoring is part of the course activities of registered students in the course. The students are guided step by step on how to find OER, assess its relevance and how to make use of web 2.0 technologies to modify the content to fit specific purposes. In particular, they are prompted to use an in situ editing tool offered by OpenLearn to modify and re-publish content. The mentoring in this case is offered through the task design of the course material and through the tutoring available. In the case of COLEARN, the mentoring process happens through peer and tutor support from the community to the community. This is why we term it ‘informal mentoring’, although at a times the user performing the mentor’s role is a tutor of another learning setting (e.g. a tutor associated with a higher education institution). By means of pre-booked learning sessions (e.g. brainstorming sessions based on a web-videoconference tool such as Flashmeeting ), workshops and discussion forums the participants of this community get substantial support and guidance on how to use OER and technologies that facilitate OER repurposing. By analysing the activities of the mentors and participants in the two case studies, we aim to explore how both forms of mentoring seem to address the needs of the practitioners/students in terms of learning how to work with OER

Cost-effectiveness of a nurse-based intervention (AIMS) to improve adherence among HIV-infected patients : Design of a multi-centre randomised controlled trial

Peer reviewedPublisher PD

Efficacy of exercise counselling as an aid for smoking cessation: a randomized controlled trial.

To examine whether exercise counselling increases smoking abstinence and reduces tobacco withdrawal and gains in weight and body fat

Changing behaviour

Individual change in behaviour has the potential to decrease the burden of chronic disease due to smoking, diet and low physical activity. Smoking quit rates can be increased by simple advice from a physician or trained counsellor, overall and in people at high risk of smoking related disease, with low intensity advice as effective as high intensity advice. Advice from a nurse, telephone counselling, individualised self help materials and taking exercise may also be beneficial. Training health professionals increases the frequency of offering antismoking interventions but may not increase their effectiveness. Nicotine replacement therapy, bupropion and nortriptyline may improve short term quit rates as part of smoking cessation strategies. Moclobemide, selective serotonin reuptake inhibitors, anxiolytics and acupuncture have not been shown to be beneficial. Smoking cessation programmes increase quit rates in pregnant women, but nicotine patches may not be beneficial compared with placebo. Physical activity in sedentary people may be increased by counselling, with input from exercise specialists possibly being more effective than physicians, in women over 80 years and in younger adults. Advice on eating a low cholesterol diet leads to a mean 0.2 to 0.3 mmol/L decrease in blood cholesterol concentration in the long term, but no consistent effect of this on morbidity or mortality has been shown. Intensive interventions to reduce sodium intake lead to small decreases in blood pressure, but may not reduce morbidity or mortality. Advice to lose weight leads to greater weight loss than no advice, and cognitive behavioural therapy may be more effective than dietary advice

Reviews

Danny Saunders and Nina Smalley (eds.), The International Simulation and Gaming Research Yearbook — Volume 8: Simulations and Games for Transition and Change, London: Kogan Page, 2000. ISBN: 0–7494–3397–3. Hardback, viii+271 pages, £40.00