98,419 research outputs found
Development of a single-session, transdiagnostic preventive intervention for young adults at risk for emotional disorders
Full text linkCognitive-behavioral prevention programs have demonstrated efficacy in reducing subclinical symptoms of anxiety and depression, and there is some evidence to suggest that they can lower the risk of future disorder onset. However, existing interventions tend to be relatively lengthy and target specific disorders or problem areas, both of which limit their potential for widespread dissemination. To address these limitations, we aimed to develop a single-session, transdiagnostic preventive intervention based on the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders for young adults at risk for developing anxiety and/or depressive disorders within a college setting. Results from this proof-of-concept study indicated that the intervention was viewed as highly satisfactory and acceptable. The intervention also was successful at delivering adaptive emotion management skills in its 2-hr workshop format. Future studies evaluating the efficacy of this novel transdiagnostic, emotion-focused prevention program are warranted.Accepted manuscrip
The Effects of Stress Mindset Interventions on University Students\u27 Health and Functioning
Get PDFIn modern society, the overwhelming cultural narrative proclaims that stress is detrimental to health and should be limited and avoided at all costs. However, recent research has demonstrated that it is one’s stress mindset, rather than their stress level, that determines the psychological and physiological outcomes. Mindsets are lenses that simplify and order the world, and have been proven to influence daily behavioral and physiological responses to create cascading effects. Recent research has demonstrated that one’s mindset about stress is the demining factor in health, performance, and productivity in response to stressful conditions, and that these mindsets can be manipulated via intervention training programs. Given the increasingly high stress levels of university students and the common mindset that stress is debilitating to health and performance, university students are excellent candidates for mindset interventions. The present study examines the feasibility and impact of a mindset intervention for university students and tracks their academic and psychological functioning over the course of the year. Additionally, this study examines the effect of mindset interventions on students’ willingness to grow from stressful experiences. Results indicates that stress mindset intervention training has a significant effect on students’ mindsets about their stress, and that these effects last over time. However, results fail to indicate that a stress mindset intervention significantly impacts students’ willingness to grow from potentially stressful experiences
Self-other differences in student drinking norms research: the role of impression management, self-deception and measurement methodology
Get PDFBackground: Data-driven student drinking norms interventions are based on reported normative overestimation of the extent and approval of an average student’s drinking. Self-reported differences between personal and perceived normative drinking behaviors and attitudes are taken at face value as evidence of actual levels of overestimation. This study investigates whether commonly used data collection methods and socially desirable responding may inadvertently impede establishing 'objective' drinking norms.
Methods: UK students [N=421; 69% female; Mean age 20.22 years (SD = 2.5)] were randomly assigned to one of three versions of a drinking norms questionnaire: The standard multi-target questionnaire assessed respondents' drinking attitudes and behaviors (frequency of consumption, heavy drinking, units on a typical occasion) as well as drinking attitudes and behaviors for an ‘average student’. Two deconstructed versions of this questionnaire assessed identical behaviors and attitudes for participants themselves or an 'average student'. The Balanced Inventory of Desirable Responding was also administered.
Results: Students who answered questions about themselves and peers reported more extreme perceived drinking attitudes for the average student compared with those reporting solely on the ‘average student’. Personal and perceived reports of drinking behaviors did not differ between multi- and single-target versions of the questionnaire. Among those who completed the multi-target questionnaire, after controlling for demographics and weekly drinking, socially desirable responding was related positively with the magnitude of difference between students’ own reported behaviors/attitudes and those perceived for the average student.
Conclusions: Standard methodological practices and socially desirable responding may be sources of bias in peer norm overestimation research
CARE TEAM EDUCATION ON THE USE OF SENSORY RESOURCES IN INPATIENT PSYCHIATRY
Get PDFSensory processing is the way the nervous system receives, organizes, and understands sensory information gained through our body’s senses and physical environment. The deprivation of sensory processing, or the inability of one’s nervous system to use meaningful sensations, can lead to negative outcomes such as anxiety, stress, depression, withdrawal and reduced motivation, or agitation and disturbed behavior. Dr. Ayres\u27 Sensory Integration Theory was used as the guiding framework for this project. Research literature indicates that sensory modulated approaches are an effective treatment approach for patients who are distressed, anxious, agitated, or potentially aggressive, and can be used as an alternative to more coercive actions such as seclusion and restraint. It has also demonstrated that sensory modulated approaches can be helpful for people with various psychiatric diagnoses such as anxiety, depression, mania, psychosis, and post-traumatic stress disorders. The aim of this project was to provide an educational in-service to psychiatric inpatient staff members about the use of sensory modulated approaches as an additional preventive tool for mental health patients. A post evaluation was provided to identify the effectiveness of the educational in-service. Participants of the in-service included sixteen (16) staff members and ten (10) undergraduate nursing students. All participants who completed the post evaluation reported the rating of helpfulness of sensory integration approaches to their current practice. All staff members reported it as very helpful, while eighty-six percent (86%) of students thought it was very helpful to their current practice. Sixty-nine percent (69%) of the staff reported the in-service as very helpful for increasing their knowledge of sensory resources, and eighty-six percent (86%) of the students reported it as very helpful. The favorable outcomes demonstrate success in providing staff education. Increased knowledge and understanding allow staff members to adopt the sensory modulated approach to further help reduce behavioral disturbances, empower staff and patients to build positive relationships, and provide alternative strategies to more coercive practices such as seclusion or restraints. Further research on the effect of this educational in-service on the actual implementation of sensory modulated approach is needed to support the true effectiveness of this project. Future implications for advanced nursing practice, education, research, and health policy are to promote and implement this alternative approach, provide evidence based data to improve the quality of clinical practice, and analyze the data collected to improve future practices and overall patient outcomes
Self-Compassion, Psychological Resilience, and Social Media Use among Thai and British University Students
Get PDFPrevious research has suggested that self-compassion and psychological resilience are likely to be protective factors for young people’s psychological wellbeing during their time at university. However, no research has focused on self-compassion and psychological resilience among Thai and British students. The aims of this study were to explore the factors that affected self-compassion and psychological resilience among Thai and British university students and to explore the role that social media use has on these constructs. A total of 767 university students (482 Thai and 285 British undergraduate students) took part in a questionnaire-based study and 42 students (21 Thai and 21 British undergraduate students) participated in the in-depth interviews. The quantitative data show that gender, year of study as well as social media factors were predictors of self-compassion, while social support and perceived success influenced psychological resilience among Thai and British students. In addition, the qualitative data indicate that Thai and British students encountered similar problems and highlight the role that family and friends had on students’ strategies to deal with their problems compared to teachers and social media. The comparison between the two groups is discussed in relation to social media and cultural factors and the implications for higher education are considered
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