An Examination of Children\u27s Active Play Imagery

The general purpose of this dissertation was to examine children’s active play imagery using Self-Determination Theory (Deci & Ryan, 2002) as a theoretical basis. The research was comprised of three studies. Study 1examined how the three types of active play imagery (i.e., fun, capability, and social) were associated with the three basic psychological needs (i.e., autonomy, competence, and relatedness). A total of 253 children aged 7-14 years old completed both the Children’s Active Play Imagery Questionnaire (Cooke et al., 2014) and the Basic Need Satisfaction in Physical Activity (Gray et al., 2009). Capability imagery was found to be positively associated with competence, social imagery was positively associated with relatedness, and fun imagery was positively associated with competence. These findings provided valuable information for Study 2. Study 2 investigated whether a 6-week imagery intervention could increase active play levels in children 9-11 years old. The study revealed the participants in the imagery group were able to maintain their active play levels (measured by pedometers) throughout the intervention, while the control group significantly decreased their active play levels from baseline to post-intervention. These findings provided support for continuing to pursue this avenue of research and informed Study 3. Study 3 expanded upon Study 2’s intervention by lengthening the intervention to 18 weeks, having individualized imagery scripts for the participants, and using accelerometers to measure active play. A case study was conducted with two 11 year olds. The results revealed that participant 2 was able to increase her active play levels from baseline to intervention, and maintained those levels in post-intervention. Challenges were seen in regards to wear time for participant 3; however, her subjective measure of active play followed the same pattern as participant 2. The overall findings from this dissertation established that imagery can be a promising avenue for increasing children’s active play levels

CHILDREN’S IMAGERY USE IN ACTIVE PLAY

Physical activity is important in everyday life; however 88% o f Canadian children are not physically active (CFLRI, 2008). It is important to identify strategies to assist children to increase their physical activity; one such strategy could be imagery. The purpose ofthe present study was to examine children’s use of imagery in their active play using a qualitative approach based on the three basic psychological needs put forth by Basic Needs Theory (autonomy, competence and relatedness; Deci & Ryan, 2002). In addition, the study examined gender and age differences that existed in children’s use of imagery in their active play. The participants included 104, 7-14 year olds. A total of23 focus groups were conducted. The results indicated children are using active play imagery and that their imagery is satisfying the three basic psychological needs. Autonomy was satisfied by participants imaging activities that are enjoyable, activities they do often, and those that their favourite activities. Participants reported satisfying the need for relatedness by imaging friends, family members and others (i.e. professional athletes).\u27 Competence was satisfied by participants imaging themselves being good at performing their activities, with many participants imaging themselves better than actually are. Age and gender differences emerged in relatedness and competence. The findings from the study can facilitate the development o f imagery interventions aimed at increasing children’s motivation to do physical activity

Parents’ perceptions of their children’s physical activity during the COVID-19 pandemic

Background COVID-19 has drastically changed the everyday lives of children, including limiting interactions with peers, loss of regularly organized activities, and closure of schools and recreational facilities. While COVID-19 protocols are in place to reduce viral transmission, they have affected children’s access to physical activity opportunities. The purpose of this study was to understand how COVID-19 has affected children’s engagement in physical activity and to identify strategies that can support children’s return to physical activity programming in public places. Methods Parents of past participants in the Grade 5 ACT-i-Pass Program in London, Ontario, Canada were invited to participate in a semi-structured interview online (in November and December 2020) via Microsoft Teams. The script was comprised of questions about their child’s physical activity levels (before, current, and anticipated following COVID-19), lifestyle changes due to COVID-19, and what service providers can do to assist children’s return to public programming. Interviews were transcribed in Microsoft Teams, reviewed by a member of the research team, and analyzed in NVivo 12 using thematic analysis. Results Twenty-seven parents participated in an interview. Four themes and two subthemes were identified during analysis: (1) modifications to everyday life (a. activity options available and b. altered social environment), (2) safety in public spaces, (3) accessibility of activities, and (4) utilizing outdoor spaces. Conclusions COVID-19 protocols have decreased children’s physical activity levels due to the loss of their regular activities, recreational spaces, and peer support. Implementing facility and activity-specific health protocols, providing outdoor activity options, and offering a variety of activity types, times, and locations are three strategies recommended by parents to help facilitate their children’s return to public recreational places. Due to the negative consequences of physical inactivity on children’s health and well-being, service providers need to implement programming and safety protocols that support children’s engagement in physical activity throughout the remainder of, and the years following, the COVID-19 pandemic

Mental health benefits of interactions with nature in children and teenagers: a systematic review

Background It is commonly believed that nature has positive impacts on children’s health, including physical, mental and social dimensions. This review focuses on how accessibility to, exposure to and engagement with nature affects the mental health of children and teenagers. Methods Ten academic databases were used to systematically search and identify primary research papers in English or French from 1990 to 1 March 2017. Papers were included for review based on their incorporation of nature, children and teenagers (0–18 years), quantitative results and focus on mental health. Results Of the 35 papers included in the review, the majority focused on emotional well-being and attention deficit disorder/hyperactivity disorder. Other outcome measures included overall mental health, self-esteem, stress, resilience, depression and health-related quality of life. About half of all reported findings revealed statistically significant positive relationships between nature and mental health outcomes and almost half reported no statistical significance. Conclusions Findings support the contention that nature positively influences mental health; however, in most cases, additional research with more rigorous study designs and objective measures of both nature and mental health outcomes are needed to confirm statistically significant relationships. Existing evidence is limited by the cross-sectional nature of most papers

A Social Media Policy for Clinical Mental Health Counseling Programs

The American Counseling Association 2014 Ethical Code mandates that counselors who engage in social media communication develop knowledge and skills related to ethical and legal considerations (American Counseling Association, 2014). In response to these expectations, this article introduces a social media policy created by faculty in a Clinical Mental Health Counseling program. An example and review of an implemented social media policy is provided, along with guidelines for a student-led training program. Case examples are provided that illustrate potential dilemmas of student misuse of social media, along with examples of faculty interventions. This article is designed to contribute to the professional discourse on how to address social media and technology in counselor training

The mental well-being and coping strategies of Canadian adolescents during the COVID-19 pandemic: a qualitative, cross-sectional study

BACKGROUND: Qualitative research is lacking on the mental well-being of adolescents during the COVID-19 pandemic. The aim of this study was to explore the feelings and emotions adolescents experienced during the first wave of the COVID-19 pandemic and the coping strategies they identified and employed to manage those emotions. METHODS: Participants living in Canada aged 13-19 years were recruited through social media platforms and youth-serving organizations. Qualitative data were gathered from 2 open-ended questions included in a youth-informed cross-sectional online survey: What feelings and emotions have you experienced around the pandemic? and What coping strategies have you used during the pandemic? We collected data from June 2020 to September 2020. A summative content analysis was undertaken to analyze survey responses inductively. RESULTS: A total of 1164 open-ended responses from Canadian adolescents (n = 851; mean age 15.6, standard deviation 1.7, yr) were analyzed. We identified 3 major themes within the category of feelings and emotions associated with the pandemic: sociospatial and temporal disconnections, emotional toll of the pandemic and positives amid the pandemic. Within the category of coping strategies used during the pandemic, 2 major themes were identified: connecting online and outdoors, and leisure and health-promoting activities. INTERPRETATION: Although the emotional toll of the first wave of the COVID-19 pandemic is evident, participants in our study adopted various positive coping strategies to mitigate their distress, including physical activity, safe peer interactions and hobbies. The results have important implications for public health policy and practice during pandemic times, emphasizing the importance of accessible mental health resources for those experiencing psychological distress

The mental well-being and coping strategies of Canadian adolescents during the COVID-19 pandemic: a qualitative, cross-sectional study

Background: Qualitative research is lacking on the mental well-being of adolescents during the COVID-19 pandemic. The aim of this study was to explore the feelings and emotions adolescents experienced during the first wave of the COVID-19 pandemic and the coping strategies they identified and employed to manage those emotions.Methods: Participants living in Canada aged 13–19 years were recruited through social media platforms and youth-serving organizations. Qualitative data were gathered from 2 open-ended questions included in a youth-informed cross-sectional online survey: “What feelings and emotions have you experienced around the pandemic?” and “What coping strategies have you used during the pandemic?” We collected data from June 2020 to September 2020. A summative content analysis was undertaken to analyze survey responses inductively.Results: A total of 1164 open-ended responses from Canadian adolescents (n = 851; mean age 15.6, standard deviation 1.7, yr) were analyzed. We identified 3 major themes within the category of feelings and emotions associated with the pandemic: sociospatial and temporal disconnections, emotional toll of the pandemic and positives amid the pandemic. Within the category of coping strategies used during the pandemic, 2 major themes were identified: connecting online and outdoors, and leisure and health-promoting activities.Interpretation: Although the emotional toll of the first wave of the COVID-19 pandemic is evident, participants in our study adopted various positive coping strategies to mitigate their distress, including physical activity, safe peer interactions and hobbies. The results have important implications for public health policy and practice during pandemic times, emphasizing the importance of accessible mental health resources for those experiencing psychological distress

Lifetime Racial/Ethnic Discrimination and Ambulatory Blood Pressure: The Moderating Effect of Age

Objective To determine if the relationships of lifetime discrimination to ambulatory blood pressure (ABP) varied as a function of age in a sample of Black and Latino(a) adults ages 19 – 65. Methods Participants were 607 Black (n = 318) and Latino(a) (n = 289) adults (49% female) who completed the Perceived Ethnic Discrimination Questionnaire-Community Version (PEDQ-CV), which assesses lifetime exposure to racism/ethnic discrimination. They were outfitted with an ABP monitor to assess systolic and diastolic blood pressure (SBP, DBP) across a 24-hour period. Mixed-level modeling was conducted to examine potential interactive effects of lifetime discrimination and age to 24-hour, daytime, and nighttime ABP after adjustment for demographic, socioeconomic, personality and life stress characteristics, and substance consumption covariates (e.g., smoking, alcohol). Results There were significant interactions of Age × Lifetime Discrimination on 24-hour and daytime DBP (ps ≤ .04), and in particular significant interactions for the Social Exclusion component of Lifetime Discrimination. Post-hoc probing of the interactions revealed the effects of Lifetime Discrimination on DBP were seen for older, but not younger participants. Lifetime discrimination was significantly positively associated with nocturnal SBP, and these effects were not moderated by age. All associations of Lifetime Discrimination to ABP remained significant controlling for recent exposure to discrimination as well as all other covariates. Conclusions Exposure to racial/ethnic discrimination across the life course is associated with elevated ABP in middle to older aged Black and Latino(a) adults. Further research is needed to understand the mechanisms linking discrimination to ABP over the life course

Stapled ACE2 peptidomimetics designed to target the SARS-CoV-2 spike protein do not prevent virus internalisation

COVID‐19 is caused by a novel coronavirus called severe acute respiratory syndrome‐coronavirus 2 (SARS‐CoV‐2). Virus cell entry is mediated through a protein‐protein interaction (PPI) between the SARS‐CoV‐2 spike protein and angiotensin‐converting enzyme 2 (ACE2). A series of stapled peptide ACE2 peptidomimetics based on the ACE2 interaction motif were designed to bind the coronavirus S‐protein RBD and inhibit binding to the human ACE2 receptor. The peptidomimetics were assessed for antiviral activity in an array of assays including a neutralization pseudovirus assay, immunofluorescence (IF) assay and in‐vitro fluorescence polarization (FP) assay. However, none of the peptidomimetics showed activity in these assays, suggesting that an enhanced binding interface is required to outcompete ACE2 for S‐protein RBD binding and prevent virus internalization

Teens talk vaping: A co-produced participatory study exploring teens’ reflections on vaping experiences and exposures in their everyday environments

Increasing prevalence of vaping (e-cigarette use) among youth in Canada and elsewhere has become a serious public health concern. The Teens Talk Vaping project sought to co-produce research about teen vaping with teens to generate in-depth qualitative evidence about the everyday socio-environmental dimensions of teen vaping experiences and exposures across perspectives of both teens who vape and those who do not. Our participatory approach included a capacity-building programme to train teen team members to contribute to the project as ‘co-researchers’, equipping them with the research skills necessary to contribute to all phases of the project, from data collection through to knowledge translation. Paired with adult researchers, teen co-researchers facilitated 7 online focus groups with teens (n=17) from across Canada, including teens who vaped (n=3) and those who did not (n=14). Our participatory thematic analysis generated five themes: (1) Secrecy and surveillance at school; (2) Online omnipresence; (3) Social pressures and positionings; (4) (Un)restricted mobilities and access; and (5) Re-thinking school-based vaping education. Our findings reveal the extent to which exposure to vaping is deeply embedded and normalized in the everyday micro-geographies of teens in Canada as seemingly ‘everywhere.’ Teen vaping prevention efforts must be equity-centred, youth-driven, and take account of the nuanced ways in which vaping is layered into the day-to-day online and offline contexts of young people’s lives