Strength Versus Deficit Educational-based Interventions on Mental Toughness: A Case Study of Female Student-athletes

Educational-based psychological skills training (PST) is effective in terms of Positive Psychology outcomes. Mental toughness (MT), a Positive Psychology construct, is positively associated with sports performance via mostly correlational research. Sports training emphasizes working on the weaknesses of the athlete. Positive Psychology is rooted in strength-based interventions. In Applied Sports Positive Psychology, where females are underrepresented, the two approaches appear contradictory. PURPOSE: To examine the effects of deficit- versus strength-based interventions on MT levels of female collegiate athletes. METHODS: Out of 161 female SUNY Plattsburgh athletes, 95 participated. MT scores were collected via the eight-item, Mental Toughness Index (MTI). Each question (score range: 1-7) represents one key MT dimension (e.g., buoyancy). We had created and successfully pilot-tested eight videos. Scores 1-3 were considered low (deficits) and 6-8 high (strengths). Participants were clustered into two groups. Power analysis yielded a sample size of 34. Group 1 (n=18) received intervention in the form of 1-3 videos based on their deficits, whereas Group 2 (n=18) on their strengths. Due to ceiling effect, we recruited an extra, third group of “strength” participants (n=13) who retook the MTI without any intervention. The data were analyzed descriptively before using a mixed-effects analysis of variance using time as a within-subjects and matched pairs (e.g., block) and group as between-subjects factors. Descriptive statistics, inferential results, and effect sizes were produced and interpreted. RESULTS: Prior to the intervention, the total MT scores of deficit and strength groups were 32.8 and 44.2, respectively, while 42.9 and 46.9, afterwards. The increase of the deficit group was statistically significant and large (F=8.99, p=.01, ηP=.39). No difference was detected between the two strength groups. CONCLUSION: The deficit-based intervention was effective on a large magnitude. Although MT increased, we could not conclude the same for the strength-based intervention, even after adding an extra group. This is the first study to examine the effectiveness of a telehealth education-based PST strength­ versus deficit-based intervention on MT

Strength Versus Deficit Educational-based Mental Toughness Interventions on Mental Health of Female Student-athletes

Educational-based psychological skills training (PST) is effective in terms of Mental Health (MH) outcomes. Mental toughness (MT), a Positive Psychology construct, is positively associated with MH. Sports training emphasizes working on the weaknesses of the athlete. Positive Psychology is rooted in strength-based interventions. In Applied Sports Positive Psychology, where females are underrepresented, the two approaches appear contradictory. PURPOSE: To examine the effects of deficit- versus strength-based MT interventions on MH levels of female collegiate athletes. METHODS: Out of the 161 female athletes of a SUNYAC institution, 95 participated. MH scores were collected via the Mental Health Continuum Short Form (MHC-SF) while MT scores were via the eight-item, Mental Toughness Index (MTI). Each MTI question (score range: 1-7) represents one key MT dimension (e.g., Q7: Buoyancy). We had previously created and successfully pilot-tested eight educational PST videos (one per key dimension). MT scores 1-3 were considered low (deficits) and 6-8 high (strengths). Participants were clustered into two groups. Power analysis yielded a sample size of 34. Group 1 (n=18) received intervention in the form of 1-3 videos based on their deficits, whereas Group 2 (n=18) on their strengths. Descriptive statistics, a two-sided t-test, and an analysis of variance (ANOVA) on the gain scores were produced on SPSS 28. RESULTS: Deficit Group MH scores: MPRE=43.2, SD=10.3; MPOST=51.9, SD=12.5. Strength Group MH scores: MPRE=52.2, SD=7.1; MPOST=52.9, SD=9.4. Gain scores: ΔDEFICIT=8.7, SD=11.7; ΔSTRENGTH=0.7, SD=7.2. T-test of deficit group: t(17)=-3.2, p=.01, d=0.84. T-test of strength group: t(17)=-.4, p=.68, d=0.09. ANOVA: F(1,34)=6.1, p=.19, =.151. CONCLUSION: Both interventions were effective. Only the deficit-based intervention was significant and of large magnitude. The difference between the groups in the effect of the interventions was also significant and of large magnitude. This is the first study to examine the effectiveness of a telehealth education-based PST strength­ versus deficit-based MT intervention on MH

Early, Accurate Diagnosis and Early Intervention in Cerebral Palsy : Advances in Diagnosis and Treatment

Importance: Cerebral palsy describes the most common physical disability in childhood and occurs in 1 in 500 live births. Historically, the diagnosis has been made between age 12 and 24 months but now can be made before 6 months' corrected age. Objectives: To systematically review best available evidence for early, accurate diagnosis of cerebral palsy and to summarize best available evidence about cerebral palsy-specific early intervention that should follow early diagnosis to optimize neuroplasticity and function. Evidence Review: This study systematically searched the literature about early diagnosis of cerebral palsy in MEDLINE (1956-2016), EMBASE (1980-2016), CINAHL (1983-2016), and the Cochrane Library (1988-2016) and by hand searching. Search terms included cerebral palsy, diagnosis, detection, prediction, identification, predictive validity, accuracy, sensitivity, and specificity. The study included systematic reviews with or without meta-analyses, criteria of diagnostic accuracy, and evidence-based clinical guidelines. Findings are reported according to the PRISMA statement, and recommendations are reported according to the Appraisal of Guidelines, Research and Evaluation (AGREE) II instrument. Findings: Six systematic reviews and 2 evidence-based clinical guidelines met inclusion criteria. All included articles had high methodological Quality Assessment of Diagnostic Accuracy Studies (QUADAS) ratings. In infants, clinical signs and symptoms of cerebral palsy emerge and evolve before age 2 years; therefore, a combination of standardized tools should be used to predict risk in conjunction with clinical history. Before 5 months' corrected age, the most predictive tools for detecting risk are term-age magnetic resonance imaging (86%-89% sensitivity), the Prechtl Qualitative Assessment of General Movements (98% sensitivity), and the Hammersmith Infant Neurological Examination (90% sensitivity). After 5 months' corrected age, the most predictive tools for detecting risk are magnetic resonance imaging (86%-89% sensitivity) (where safe and feasible), the Hammersmith Infant Neurological Examination (90% sensitivity), and the Developmental Assessment of Young Children (83% C index). Topography and severity of cerebral palsy are more difficult to ascertain in infancy, and magnetic resonance imaging and the Hammersmith Infant Neurological Examination may be helpful in assisting clinical decisions. In high-income countries, 2 in 3 individuals with cerebral palsy will walk, 3 in 4 will talk, and 1 in 2 will have normal intelligence. Conclusions and Relevance: Early diagnosis begins with a medical history and involves using neuroimaging, standardized neurological, and standardized motor assessments that indicate congruent abnormal findings indicative of cerebral palsy. Clinicians should understand the importance of prompt referral to diagnostic-specific early intervention to optimize infant motor and cognitive plasticity, prevent secondary complications, and enhance caregiver well-being