Mental Health Treatment Practices Within African American Communities

This research paper explores several textbooks and articles that report on mental health treatment practices within African American communities. The research paper will also confer lesbian, gay, bisexual, transgender/sexual, queer (LGBTQ) identities, as it relates to mental health. This research will explain how specific psychiatric disabilities can have detrimental effects on African American communities, if left untreated. Moreover, this paper will discuss how unaddressed mental health treatment barriers disrupt quality of life in terms of social support, education, and judicial systems within African American communities. Although African Americans and LGBTQ populations are different minority groups, there are similarities within groups as it relates to mental health treatment disparities that will be conferred within this document. The author will additionally examine patterns of mental health treatment seeking behaviors within the context of racism, discrimination, and homophobia. Further discussions on the disconnect between psychiatric disabilities such as Major Depressive Disorder (MDD) and treatment options will follow. Implications are suggested within this research to increase cultural competency for providers and community members, as well as to promote independence for persons with disabilities (PWD) altogether

The Mindful Campus: Organizational Structure and Culture

This case study of a campus known to incorporate contemplative practices in the curriculum and co-curriculum explored how a mindful campus is operated as well as what organizational structures and cultures are in place to support the use of contemplative practices. Supportive structures include physical structures (i.e., a labyrinth and meditation room), non-physical structures (i.e., a faculty learning community and student meditation club), and financial structures (i.e., a special professorate and internal grants). Cultural themes that emerged from participants’ description of the campus culture focused on embodiment of the liberal arts philosophy, community, and connection. All of Tierney’s (2008) aspects of culture—organizational mission, environment, information sharing, socialization of members, strategy, and leadership—had some evidence of being supportive of contemplative education in this campus culture, albeit in varying degrees. However, contemplative education, in itself, does not appear to be adequate to raise consciousness of issues of privilege, social justice, and diversity without making these issues explicit aspects of a mindful campus

Example-based learning for information problem-solving in Arabian Gulf higher education

Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six-country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates. The treatments consisted of two different EBL orienting activities, self-explanation and explanation-help, while the control group received no treatment. Performance and perception data related to information problem-solving schema, skills, and behaviour were analyzed using descriptive and inferential (t-tests, ANOVA, ANCOVA) statistics. Findings indicate significant improvements in performance of IPS skill one - define the problem – by the two treatment groups at retention, and the explanation-help group significantly outperformed the self-explanation group on the same skill immediately following both post-tests but not at retention. Results also suggest significant main effects for the EBL treatment and English language proficiency, and no significant difference between the two treatment groups at retention. Participants’ assessment of the training was positive, and overall, the explanation-help group ratings for both usefulness and difficulty of the training were the highest, though not significantly. Empirical research indicates that explanation-help scaffolds are well-suited when students are not yet able to fully or accurately explain the learning domain principles. The results provide support for the role of worked examples to support schema and skill development for novices, and emerging proof of concept for the use of EBL to transition from teacher-centred to student-centred with worked example scaffolds

Integrative Health Coaching: Qualitative Results Of A Randomized Controlled Trial Pilot Study (Poster)

Background: Integrative health coaching aligns with Integrative Medicine values of care for the whole person, but few studies report on direct observation of what coaches do in practice to help patients step into an active learning role. Objective: Use verbatim transcripts of medical patients’ first few integrative health coaching sessions to identify the actual processes that coaches use to help patients enter a more active learning role. Methods: 72 verbatim transcripts from the coaching sessions of 26 patients were qualitatively analyzed for themes. Patients completed 6 months of health coaching as part of the intervention arm of a randomized, controlled pilot study designed to assess feasibility of an integrative medicine intervention for those with severe dysfunction from tinnitus. Results: Four main themes: (1) Describing the Health Coaching Process – coaches initially described the coaching process to their patients; (2) Using Key Procedures for Action Planning – coaches used an optimal health future-self visualization exercise, the Wheel of Health, and an exploration of the gap between current and desired states to help patients set goals for themselves; (3) Supporting Action & Building Momentum – coaches guided the creation of action steps and then followed up on progress reinforcing self-efficacy; and (4) Active Listening & Inviting the Patient to Articulate Learning – coaches’ active listening process included reflection, clarifying questions, turning patient questions back to the patients, highlighting values, identifying potential barriers and resources, and inviting patients to articulate what they were learning

Estimation of dietary flavonoid intake and cognitive performance in older adults with Alzheimer\u27s type dementia

Abstract presented at The Nutrition Society of Australia and Nutrition Society of New Zealand 2013 Joint Annual Scientific Meeting, 4-6 December 2013, Brisbane, Australi

Integrative Health Coaching: An Organizational Case Study

OBJECTIVE:The aim of this study was to describe integrative health (IH) coaching as developed in three different interventions offered through a major medical center, as a step toward further defining the field of health coaching.STUDY DESIGN:An organizational case study was conducted with document analysis and interviews.SETTING/PARTICIPANTS:Interviewees were the first six IH coaches at Duke Integrative Medicine who provided 360 clients with individual and/or group coaching (two to 28 sessions) in a randomized clinical study and two work-site wellness programs.ANALYSIS:Qualitative analysis using the constant comparative method was conducted.RESULTS:Integrative health coaching is characterized by a process of self-discovery that informs goal setting and builds internal motivation by linking clients' goals to their values and sense of purpose. Time, commitment, and motivation are necessary in the IH coaching process.CONCLUSIONS:The underpinnings of IH coaching are distinct from the medical model, and the process is distinct from health education, executive coaching, and psychotherapy. Integrative health coaching fits well with the assumptions of integrative medicine and has a role in supporting behavior change

Effects of Tai Chi Chuan on anxiety and Sleep Quality in Young adults: Lessons From a Randomized Controlled Feasibility Study

Objective: To determine feasibility and estimate the effect of a 10-week tai chi chuan (TCC) intervention on anxiety and sleep quality in young adults.Participants: Seventy-five adults (18–40 years) from a predominately undergraduate mid-sized university.Methods: This was an assessor blinded, randomized feasibility trial, and participants were randomized into one of three groups: 10 weeks of TCC meeting 2 times per week, 10 weeks of TCC with a DVD of the curriculum, and control group receiving a handout on anxiety management. Anxiety and sleep quality were assessed 4 times: baseline, 4 weeks, 10 weeks (immediate post-intervention), and 2 months post-intervention. Retention was defined as a participant attending the baseline assessment and at least one other assessment. Adherence to the intervention was set a priori as attendance at 80% of the TCC classes.Results: Eighty-five percent of participants were retained during the intervention and 70% completed the 2 month follow-up assessments. To increase statistical power, the two TCC groups were combined in the analyses of anxiety and sleep quality measures. No significant changes in anxiety were found in the control group, while levels of anxiety decreased significantly over time in the two TCC groups. Sleep quality scores improved across time for all three groups, but adherent TCC participants reported greater improvement than control participants. Conclusion: TCC may be an effective nonpharmaceutical means of improving anxiety and poor sleep quality in young adults