Distress in couples coping with cancer: A meta-analysis and critical review of role and gender effects

Research concerning distress in couples coping with cancer was integrated using meta-analysis and narrative critical appraisal. Individual levels of distress were determined more by gender than by the role of being the person with cancer versus that person's partner. That is, women reported consistently more distress than men regardless of their role (standardized mean difference = 0.31). The association between patient and partner distress within couples was only moderate (r = .29) but is sufficient to warrant further consideration of the notion that these couples react as an emotional system rather than as individuals. It is noteworthy that this association is not moderated by gender. With a general lack of comparison groups, the question of how much distress can be ascribed to the cancer experience cannot be answered decisively; elevations in distress are probably modest. We critically discuss these results, identify important unanswered questions, and indicate directions for future research. Attention needs to be directed toward factors other than cancer as direct influences of distress in these couples and to mediators and moderators of the cancer experience. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

Gender-specific changes in quality of life following cardiovascular disease: a prospective study

Gender-specific changes in Quality of Life (QoL) following cardiovascular disease (CVD) were studied in 208 patients to determine whether gender-related differences in postmorbid QoL result from differences in disease severity, premorbid QoL, or different CVD-related recovery. Premorbid data were available from a community-based survey. Follow-ups were done at 6 weeks, 6 months, and 12 months after diagnosis. Results showed that females had worse QoL at all three postmorbid assessments compared to males. However, multivariate analyses adjusting for premorbid gender differences and disease severity showed no significant gender-related differences for physical and psychologic, functioning. Therefore, gender differences in QoL following CVD mainly result from premorbid differences in QoL, age, comorbidity, and disease severity at the time of diagnosis, and do not appear to be the consequence of gender-specific recovery. However, in clinical practice it is important to acknowledge the poorer QoL of females following CVD. (C) 2002 Elsevier Science. All rights reserve

Delivering mindfulness in the classroom via a technology-enabled approach:Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness

This longitudinal study included 64 teachers. We examined the feasibility and preliminary effects of a newly designed program, playing pre-recorded mindfulness practices to elementary school students by teachers across one school year. Self-report surveys and logbooks were used to collect data quantitative and qualitative data. During the first four months of implementation, teachers reported significant improvements in self-efficacy in classroom management and lower levels of perceived stress. Levels of mindfulness increased significantly and gradually throughout the school year. Qualitative results underlined potential changes in teachers’ outcomes, suggesting a calming effect and perceived improvement in their teaching skills.</p

Delivering mindfulness in the classroom via a technology-enabled approach:Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness

This longitudinal study included 64 teachers. We examined the feasibility and preliminary effects of a newly designed program, playing pre-recorded mindfulness practices to elementary school students by teachers across one school year. Self-report surveys and logbooks were used to collect data quantitative and qualitative data. During the first four months of implementation, teachers reported significant improvements in self-efficacy in classroom management and lower levels of perceived stress. Levels of mindfulness increased significantly and gradually throughout the school year. Qualitative results underlined potential changes in teachers’ outcomes, suggesting a calming effect and perceived improvement in their teaching skills.</p

Delivering mindfulness in the classroom via a technology-enabled approach:Feasibility and the potential impact on teachers' psychological well-being, self-efficacy, and mindfulness

This longitudinal study included 64 teachers. We examined the feasibility and preliminary effects of a newly designed program, playing pre-recorded mindfulness practices to elementary school students by teachers across one school year. Self-report surveys and logbooks were used to collect data quantitative and qualitative data. During the first four months of implementation, teachers reported significant improvements in self-efficacy in classroom management and lower levels of perceived stress. Levels of mindfulness increased significantly and gradually throughout the school year. Qualitative results underlined potential changes in teachers’ outcomes, suggesting a calming effect and perceived improvement in their teaching skills.</p