11,163 research outputs found

    When the wildebeest gets your berries : adolescent anger management

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    This study presents a review of literature regarding adolescent anger management. Problematic anger is defined as externalizing or internalizing behaviors that occur frequently enough and at a high enough level of intensity to: (1) disrupt one\u27s everyday functioning at school, home, and/or in the community; and (2) impair one\u27s relationships with others and one\u27s own self-concept. The causes can be traced to a myriad of possible sources: cognitive problems; developmental problems; chronic irritability, agitation, volatility, or mood instability; or environmental stressors. This review of studies regarding adolescent anger management programs leads to the following suggestions for school psychologists: (1) understand the comprehensive nature of the student\u27s anger; (2) carefully match the method of intervention to the nature of the student\u27s anger; and (3) become an agent of change within the school to create more user-friendly environments

    The effects of rhythmic gymnastics on the physical fitness of college women

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    We are being called upon pre-eminently for one task—to improve physical vigor—through the medium of exercise. First things must come first once again. ... Our unique contribution to education is physical, not intellectual, technical, esthetic, or ethical. (31:119) A voice from the past decade, perhaps, but a voice that today is being echoed and re-echoed throughout the physical education profession as the demands of American society once again present our profession with a challenge. The challenge is that of helping to develop within American youth a level of fitness which will enable them to function effectively and efficiently in the modern world. This concept of fitness, or total fitness, encompasses such areas as emotional, social, mental, and physical fitness; it is with the latter element that the physical education profession is concerned

    The effects of physical education upon cognitive functioning

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    The effects of exercise obtained in a physical education class upon cognitive functioning were examined. [This is an excerpt from the abstract. For the complete abstract, please see the document.

    Vasopressin Prolongs Behavioral and Cardiac Responses to Mild Stress in Young But Not in Aged Rats

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    In young male Wistar rats sudden silence superimposed on low intensity background noise evokes a relative decrease in heart rate. This bradycardia is accompanied by immobility behavior. In the present study, involving young (3 month), late-adult (14 month), aged (20 month), and senescent (25 month) rats the magnitude of the stress-induced bradycardia shows an age-related reduction while the behavioral immobility response remained unchanged during the process of aging. Arginine-8-vasopressin (AVP, 6 µg/kg SC) administered 60 min prior to the experiment led to a prolonged behavioral and cardiac stress response in young and late-adult rats, but not in aged and senescent animals. The peripheral and central mechanisms possibly involved in the failure of systemically applied AVP to improve bradycardiac stress responses in aged rats are discussed.

    Graduate Course Catalog [1955/56]

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    Graduate Course Catalog, 1955/56https://repository.stcloudstate.edu/gradcat/1002/thumbnail.jp

    Stress management and organisation development : effects of transcendental meditation on psychological, physiological, and organisational variables at the worksite

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    Bibliography: p. 348-363.This study evaluated the effectiveness of a stress reduction intervention (SRI) offered to employees at one worksite where 80 were employed. 41 Volunteers (aged 21-65) participated in Transcendental Meditation (TM), and 18 (aged 19-46) in Progressive Muscle Relaxation (PMR). Two groups did not attend the SRI. These were 11 non-volunteers for the SRI (aged 25-58) who served as on-site controls, while 16 outside attendees (aged 27-44) of a personal productivity workshop served as offsite controls. All subjects completed a standardised stress symptoms questionnaire (SCL-90-R) before and after the SRI. On-site subjects also had blood pressure, heart and breath rates measured by a trained nurse and completed a company climate questionnaire-before and after the SRI. Structured interviews were conducted at three year followup. An hypothesis that test groups would show significant reductions in psychological stress symptoms was supported at 6-week (TM p<0,0001, PMR p<0,001) and 5,5 month followup (p<0,0002, paired-t). TM groups showed significant reductions in blood pressure at 5,5 month followup (p<0,05). Overall company climate showed improvement at 6 weeks which tended to reverse at 5,5 months, following retrenchment of 10 staff. Psychological and physiological variables were found to be positively correlated. Non-volunteer on-site controls appeared to benefit almost as much as those who received training, whereas off-site controls did not. Company effectiveness improved over three years following the intervention though causality was not addressed

    Graduate Course Catalog [1956/57]

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    Graduate Course Catalog, 1956/57https://repository.stcloudstate.edu/gradcat/1003/thumbnail.jp

    Graduate Course Catalog [1956/57]

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    Graduate Course Catalog, 1956/57https://repository.stcloudstate.edu/gradcat/1003/thumbnail.jp

    Effectiveness analysis of traditional and mixed reality simulations in medical training: a methodological approach for the assessment of stress, cognitive load and performance

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    La simulazione nell'educazione in medicina è considerata un metodo di formazione in grado di migliorare le competenze cliniche e il comportamento degli operatori sanitari e, di conseguenza, la qualità dell'assistenza per il paziente. Inoltre, l'utilizzo di nuove tecnologie come la Realtà Aumentata, offre ai discenti l'opportunità di esercitarsi in un ambiente immersivo. L'opportunità di sperimentare questo innovativo metodo didattico è efficace non solo nel ridurre il rischio di errori e approcci sbagliati ma anche nel provare ansia e stress simili a quelli avvertiti nella pratica reale. La sfida sta nel trovare il giusto equilibrio. I discenti devono infatti provare lo stesso stress che avvertirebbero lavorando ad un vero caso clinico ma, allo stesso tempo, devono essere controllati ed evitati possibili disturbi da stress post-traumatico, verificabili soprattutto nel campo della gestione delle emergenze (pronto soccorso). Inoltre, è fondamentale anche ottenere alte prestazioni e un apprendimento adeguato, evitando sovraccarichi cognitivi che influenzerebbero negativamente l’apprendimento. Tuttavia, ad oggi mancano ancora studi approfonditi sull'impatto che le simulazioni mediche hanno su stress, frustrazione, carico cognitivo e apprendimento dei discenti. Per questo motivo, l'obiettivo principale di questo studio è valutare l'efficacia del training tramite simulazione, analizzando prestazioni, ansia, stress e carico cognitivo durante simulazioni cliniche tradizionali (con manichino) ed avanzate (in realtà mista). A questo scopo, è stato sviluppato un approccio metodologico strutturato e completo per valutare le prestazioni, le condizioni emotive e cognitive degli studenti. Questo comprende l'acquisizione e l'analisi di parametri psicologici (valutazione soggettiva), segnali biometrici (valutazione oggettiva) e prestazioni. Questa indagine consente di evidenziare i punti deboli delle simulazioni e offre l'opportunità di definire utili linee guida per la riprogettazione e l'ottimizzazione delle stesse. La metodologia è stata applicata su tre casi studio: il primo si riferisce a simulazioni ad alta fedeltà per la gestione del paziente in pronto soccorso, il secondo si riferisce a simulazioni a bassa fedeltà per la pratica della rachicentesi. Per il terzo caso studio, è stato progettato e sviluppato un prototipo di simulatore in realtà mista per la rachicentesi, con l'obiettivo di migliorare il senso di realismo e immersione della simulazione a bassa fedeltà. 148 studenti sono stati coinvolti nei primi due casi studio osservazionali, mentre soltanto 36 studenti hanno preso parte allo studio pilota sulla simulazione in realtà mista. In tutti i casi di studio sono state effettuate analisi descrittive delle prestazioni, degli stati cognitivi ed emotivi. Per le simulazioni ad alta e bassa fedeltà, le analisi di regressione statistica hanno evidenziato quali variabili influenzano le prestazioni, lo stress e il carico cognitivo degli studenti. Per lo studio pilota sulla realtà mista, l'analisi della user experience ha sottolineato i limiti tecnici della nuova tecnologia.Simulation in medical education is considered a training method capable of improving clinical competence and practitioners’ behaviour, and, consequently quality of care and patient’s outcome. Moreover, the use of new technologies, such as augmented reality, offers to the learners the opportunity to engage themselves in an immersive environment. The opportunity to experiment with this innovative instructional method is effective not only in reducing the risk of errors and wrong approaches but also in experiencing anxiety and stress as in real practice. The challenge is to find the right stress balance: learners have to feel as if they were practicing in the real stressful clinical case, and, at the same time, post-traumatic stress disorders, verifiable especially in the emergency field, must be controlled and avoided. Moreover, it is fundamental also to obtain high performance and learning, thus avoiding cognitive overloads. However, extensive researches about the impact of medical simulations on students’ stress, frustration, cognitive load, and learning are still lacking. For this reason, the main objective of this study is to assess simulation training effectiveness by analysing performance, anxiety, stress, and cognitive load during traditional (with manikin) and advanced (with augmented reality) clinical simulations. A structured and comprehensive methodological approach to assess performance, emotional and cognitive conditions of students has been developed. It includes the acquisition and analysis of psychological parameters (subjective assessment), biometric signals (objective assessment), and task performance. This investigation allows to point out simulations’ weaknesses and offers the opportunity to define useful optimisation guidelines. The methodology has been applied to three case studies: the first one refers to high-fidelity simulations, for the patient management in the emergency room, the second one refers to low-fidelity simulation for rachicentesis. For the third case study, a prototype of a mixed reality simulator for the rachicentesis practice has been designed and developed aiming at improving the sense of realism and immersion of the low-fidelity simulation. While 148 students have been enrolled in the first two case studies, only 36 students have taken part in the pilot study about mixed reality simulation. Descriptive analysis about performance, cognitive and emotional states have been done in all the case studies. For the high-fidelity and low-fidelity simulations, the statistical regression analysis has pointed out which variables affect students’ performance, stress, and cognitive load. For the pilot study about mixed reality, the user experience analysis highlighted the technical limitations of the new technology
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