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<p>The purpose of this meta-analysis is to examine the effects of adventure programs on a diverse array of outcomes such as self concept, locus of control, and leadership. The meta-analysis was based on 1,728 effect sizes drawn from 151 unique samples from 96 studies, and the average effect size at the end of the programs was .34. In a remarkable contrast to most educational research, these short-term or immediate gains were followed by substantial additional gains between the end of the program and follow-up assessments ( ES = .17). The effect sizes varied substantially according the particular program and outcome and improved as the length of the program and the ages of participants increased. Too little is known, however, about why adventure programs work most effectively.</p>
Mindfulness training has been proposed as a potentially important new approach for the treatment of generalized anxiety disorder (GAD). However, to date only a few studies have investigated mindfulness training for GAD. The aim of this study was to further investigate symptom change and recovery in pathological worry after mindfulness-based cognitive therapy (MBCT) using an uncontrolled pre-post design. Twenty-three adults with a primary diagnosis of GAD participated in the study. The MBCT program involved 9 weekly 2-hour group sessions, a post-treatment assessment session, and 6-week and 3-month follow-up sessions. Intent-to-treat analysis revealed significant improvements in pathological worry, stress, quality of life, and a number of other symptoms at post-treatment, which were maintained at follow-up. Attrition was also low, and MBCT was perceived as a credible and acceptable intervention. However, when applying standardized recovery criteria to pathological worry scores, the rate of recovery at post-treatment was very small, although improved at follow-up. Overall, the findings suggest MBCT is definitely worthy of further investigation as a treatment option for GAD, but falls well short of outcomes achieved by past research. Possible reasons for the poor rate of recovery, implications, and limitations are briefly outlined.
Background. Motor and nonmotor symptoms negatively influence Parkinson’s disease (PD) patients’ quality of life. Mindfulness interventions have been a recent focus in PD. The present study explores effectiveness of a manualized group mindfulness intervention tailored for PD in improving both motor and neuropsychiatric deficits in PD. Methods. Fourteen PD patients completed an 8-week mindfulness intervention that included 6 sessions. The Five Facet Mindfulness Questionnaire (FFMQ), Geriatric Anxiety Inventory, Hamilton Depression Rating Scale, PD Cognitive Rating Scale, Unified PD Rating Scale, PD Quality of Life Questionnaire, and Outcome Questionnaire (OQ-45) were administered before and after the intervention. Participants also completed the FFMQ-15 at each session. Gains at postassessment and at 6-month follow-up were compared to baseline using paired -tests and Wilcoxon nonparametric tests. Results. A significant increase in FFMQ-Observe subscale, a reduction in anxiety, depression, and OQ-45 symptom distress, an increase in PDCRS-Subcortical scores, and an improvement in postural instability, gait, and rigidity motor symptoms were observed at postassessment. Gains for the PDCRS were sustained at follow-up. Conclusion. The mindfulness intervention tailored for PD is associated with reduced anxiety and depression and improved cognitive and motor functioning. A randomised controlled trial using a large sample of PD patients is warranted.
2017-07-21 The purpose of this dissertation was to examine how teacher education programs may or may not be instructing preservice teachers to learn about and teach for social emotional learning and development for students. I conducted a mixed methods study in which I interviewed program faculty and administrators, analyzed program documents such as syllabi and assignments, and interviewed and surveyed students regarding the ways in which social emotional learning (SEL) constructs were present in the coursework or fieldwork opportunities throughout one program. I also examined student networks in the program to see whether students were forming peer learning groups around SEL related topics, such as classroom management, student behaviors, or child development. I found that SEL was not introduced with any formalized framework or theory, yet elements of SEL were embedded into the program in various contexts. Students emerged with higher levels of SEL knowledge by their second year, but appeared to have less confidence than first years in terms of implementation in the classroom.
Why do some people do selfless things, helping other people even at risk to their own well-being? Psychology researcher Abigail Marsh studies the motivations of people who do extremely altruistic acts, like donating a kidney to a complete stranger. Are their brains just different?