Just Jocking? An Exploration of how 10-12 year old Children Experience an Equine Assisted Learning Programme, in a DEIS School, in Limerick city.

Throughout Irish history, the horse has had many uses. In modern Ireland, some communities have harnessed the power of the horse to deliver a range of social interventions. However, at present, there is little published research about equine assisted programmes in Ireland. The main intention of this research project is to explore how 10-12 year old children, from a DEIS primary school in Limerick city, experience an Equine Assisted Learning (EAL) programme facilitated by the local Garda Youth Diversion Project (GYDP). The project aims to be child centred, emergent and participatory, in keeping with the United Nations Convention on the Rights of the Child (UNCRC), 1986. The research methods deemed most relevant for the participants were micro ethnographic observation and children‟s photography, followed by semi-structured interviews, where the children‟s photography was used as an elicitation technique. Although it is recognised that this study is on a small scale, and is not generalizable, the findings for this sample support EAL as a positive intervention which promotes learning, self-efficacy, relaxation, relationship-building, social support and self-awareness. In the same way, the programme offers children the opportunity to provide gender neutral care and develop empathy. Equally, EAL appears to give children a space to engage in culturally-significant activities in a safe environment. In sum, the findings suggest that EAL may be a successful programme for engaging young people with an interest, but not necessarily a background, in horses. These findings could be relevant to other DEIS schools and GYDP‟s in Ireland, especially in areas with strong ties to horses

Mental Wellbeing Technologies in High-Performance Sport: Current Knowledge and Future Directions

This research explores the intersection of high-performance sports and the evolving landscape of mental wellbeing technologies, situated within the context of shifting paradigms regarding wellbeing within the sporting realm. Primary research was conducted through digital interviews to understand the perceptions and attitudes surrounding mental wellbeing in sports and how the emergence and adoption of technologies contribute to this discourse. The acquired insights, derived from both primary and secondary research sources, were subsequently synthesized and organized using Curry and Hodgson's (2008) Three Horizons tool. This futures analysis framework was employed to explore the current state of mental wellbeing and technology integration in high-performance sports, an initial vision of the future as imagined by key stakeholders, the necessary near-term changes to materialize this desired future, strategic recommendations to propel the field forward, and an overview of select technologies that can be harnessed to bolster elite athlete mental wellbeing. This study centers its attention on technologies that encompass two important domains in elite sports: mental health and the development of mental skills

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Silver Linings Playlist: Exploring the Effectiveness of Music as an Emotion Regulation Tool

Music not only entertains listeners, but it also evokes emotions and facilitates emotion regulation (Gabrielsson, 2001; Krahe & Bienick, 2012). Specifically, music helps listeners to express their emotions and alter their mood through cognitive reappraisal (Chin & Rickard, 2014; Witvliet & Vrana, 2007). Listening to music also enhances relaxation and reduces physiological arousal after experiencing a stressful event (Yehuda, 2011). Stress often involves an influx of negative emotions, which when left unmitigated, may result in fewer positive emotions, increased depression, and maladaptive coping (Flynn & Rudolph, 2010; Lazenby et al., 2019). While music appears to be an effective stress management tool, less is known about how music impacts positive and negative emotions in the context of stressors. Thus, the current study examined the ability of different kinds of music interventions to reduce negative emotions and increase positive emotions after a stressful event. The study was conducted in two phases using undergraduate samples. Seven hundred and ninety-five students completed a music preferences questionnaire during Phase 1. During Phase 2, 63 students who participated in Phase 1 were randomly assigned to one of three conditions (Empowering Music, Calming Music, Control Group) following a stress induction task. Measures of positive and negative emotions and stress levels were administered three times during the experiment. A series of 3 (Time [Time 1, Time 2, Time 3]) x 3 (Condition [Control Task, Calming Music, Empowering Music]) factorial ANOVAs were used to determine the impact of the music interventions on positive and negative emotion scores. Regarding positive emotions, results revealed a significant Time x Condition interaction effect, where individuals in the Empowering Music group reported greater positive emotions compared to those in the control group. Results revealed a significant Time x Condition interaction effect for negative emotions as well. However, there were some methodological concerns which prevented me from clearly interpreting these findings. Results also revealed a significant main effect for condition at Time 3 stress scores, where individuals in both music intervention conditions reported significantly lower stress scores compared to those in the control group. These findings highlight the benefits of using empowering music to build positive emotions, which may help individuals find well-being, even in the face of moderately distressing events

Proceedings of the 8th international conference on disability, virtual reality and associated technologies (ICDVRAT 2010)

The proceedings of the conferenc

Music Interventions in the Treatment of Adolescent Trauma: A Systematic Review

As multidisciplinary research continues to uncover the promise of non-invasive interventions such as music in mental health treatment, clinicians, researchers, and music scholars alike have increasingly come together through the field of music psychology. As such, it is unsurprising that some of the most significant findings have come from cross-disciplinary studies in music and medicine. The juxtaposition of music and mental health creates a unique and substantial need for integration of literature across multiple disparate settings, including clinical psychology, education, neuroscience, music therapy, behavioral medicine, and psychiatry. Through methodological application of a textual narrative evidence synthesis, this review examines multiple modes of research, from randomized control trials and longitudinal studies to qualitative case material and phenomenological analysis. Psychologists and other mental health professionals will benefit from this review by learning what musical interventions are currently used in practice, for what purposes, and to what outcomes. The primary aim of this systematic review is to examine musical interventions for adolescent trauma survivors. This dissertation explores the following questions: How are clinicians using music with adolescents with histories of trauma? What musical interventions are used to improve affect regulation and other associated symptoms? What are the outcomes of musical interventions for traumatized adolescents

Staying active despite pain: Investigating feedback mechanisms to support physical activity in people with chronic musculoskeletal pain

Chronic (persistent) pain (CP) affects 1 in 10 adults; clinical resources are insufficient, and anxiety about activity restricts lives. Physical activity is important for improving function and quality of life in people with chronic pain, but psychological factors such as fear of increased pain and damage due to activity, lack of confidence or support, make it difficult to build and maintain physical activity towards long-term goals. There is insufficient research to guide the design of interactive technology to support people with CP in self-managing physical activity. This thesis aims to bridge this gap through five contributions: first, a detailed analysis from a plethora of qualitative studies with people with CP and physiotherapists was done to identify factors to be incorporated into technology to promote physical activity despite pain. Second, we rethink the role of technology in improving uptake of physical activity in people with CP by proposing a novel sonification framework (Go-with-the-flow) that addresses psychological and physical needs raised by our studies; through an iterative approach, we designed a wearable device to implement and evaluate the framework. In control studies conducted to evaluate the sonification strategies, people with CP reported increased performance, motivation, awareness of movement, and relaxation with sound feedback. A focus group, and a survey of CP patients conducted at the end of a hospital pain management session provided an in-depth understanding of how different aspects of the framework and device facilitate self-directed rehabilitation. Third, we understand the role of sensing technology and real-time feedback in supporting functional activity, using the Go-with-the-flow framework and wearable device; we conducted evaluations including contextual interviews, diary studies and a 7-14 days study of self-directed home-based use of the device by people with CP. Fourth, building on the understanding from all our studies and literature from other conditions where physical rehabilitation is critical, we propose a framework for designing technology for physical rehabilitation (RaFT). Fifth, we reflect on our studies with people with CP and physiotherapists and provide practical insights for HCI research in sensitive settings