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Di Prinzio RR, Dosi A, Arnesano G, Vacca ME, Melcore G, Maimone M, Vinci MR, Camisa V, Santoro A, De Falco F, De Maio F, Dalmasso G, Di Brino E, Pieri V, Zaffina S. Effectiveness of a Food Education Program for healthcare workers: a pilot study in a Total Worker Health© approach. Front Public Health 2025; 13:1523131. [PMID: 40144992 PMCID: PMC11936905 DOI: 10.3389/fpubh.2025.1523131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2024] [Accepted: 02/24/2025] [Indexed: 03/28/2025] Open
Abstract
Introduction Obesity has been identified as a crucial cause of non-communicable diseases, especially for healthcare workers who often take a brief lunch break with high energy and micro- and macronutrients deficient food. Methods Our study aims to investigate the clinical and economic effectiveness of the "Food Education Program" (FEP) among healthcare workers having weight problems. Four questionnaires were administered before and after FEP to explore the risk of psychological injury ("Psychological Injury Risk Indicator"), mental and general health status ("Goldberg's General Health Questionnaire-12" and "Short Form-36 health survey") and eating behavior ("Eating Attitudes Test"). The Return on Investment (ROI) was calculated on the base of absenteeism reduction in the 1-year period after FEP. Results Fifty-one participants (78.4% females, mean age: 52.04 ± 8.94) were included in the study. They were mainly nurses (56.9%). 54.9% were obese and 43.1% overweight. The success rate was 32.1%; the reduction in BMI was more evident in the overweight participants than the obese subjects. A significant reduction of waist-to-hip ratio, glycosylated hemoglobin, total and LDL cholesterol, and an increase in vitamin D was observed (p-value: 0.047, 0.002, <0.001, 0.001, and 0.03). Scores on general health significantly improved (p-value <0.001 and 0.011). A mean per capita reduction of 3.70 days was observed in 1-year period after the intervention, with a ROI of 6.97. Conclusion Food Education Program represents a successful program to improve psychophysical wellbeing of healthcare workers through healthy nutritional plans, also having a notable positive impact on the organization, including its financial accounts.
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Affiliation(s)
- Reparata Rosa Di Prinzio
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
- Alta Scuola di Economia e Management dei Sistemi Sanitari (ALTEMS), Università Cattolica del Sacro Cuore, Rome, Italy
| | - Alessia Dosi
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Gabriele Arnesano
- Postgraduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy
| | - Maria Eugenia Vacca
- Postgraduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy
| | - Giuseppe Melcore
- Postgraduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy
| | - Mariarita Maimone
- Postgraduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy
| | - Maria Rosaria Vinci
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Vincenzo Camisa
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Annapaola Santoro
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Federica De Falco
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Federica De Maio
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Guendalina Dalmasso
- Health Directorate, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
| | - Eugenio Di Brino
- Alta Scuola di Economia e Management dei Sistemi Sanitari (ALTEMS), Università Cattolica del Sacro Cuore, Rome, Italy
| | - Valerio Pieri
- Department of Business Economics, Università degli Studi Roma Tre, Rome, Italy
| | - Salvatore Zaffina
- Occupational Medicine Unit, Bambino Gesù Children's Hospital Istituti di Ricovero e Cura a Carattere Scientifico (IRCCS), Rome, Italy
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Calabrese CG, Molesworth BRC, Hatfield J. The effect of punishment and feedback on correcting erroneous behavior. JOURNAL OF SAFETY RESEARCH 2023; 87:481-487. [PMID: 38081719 DOI: 10.1016/j.jsr.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 06/02/2023] [Accepted: 09/01/2023] [Indexed: 12/18/2023]
Abstract
INTRODUCTION Understanding the consequences of non-punitive sanctions and feedback for nonintentional deviations (i.e., errors) is important to effective safety policy. This study aims to address a lack of research on the effects of punishment and feedback on correcting erroneous behavior in the context of multitasking. METHOD A Multi-Attribute Task Battery (MATB-II) was employed to simulate the demands of aviating, an important area of applied safety. Sixty participants were randomly assigned to one of four experimental groups (no intervention, punishment, feedback, punishment + feedback) and asked to perform the MATB-II. Punishment, feedback, and punishment + feedback decreased error and increased performance, with punishment alone having the greatest effect. RESULTS The results highlight the need for behavioral consequences or feedback to reduce erroneous behavior. PRACTICAL APPLICATIONS From an applied perspective, these results have implications for policy and training.
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Affiliation(s)
- Curtis G Calabrese
- School of Aviation, University of New South Wales, Sydney, NSW 2052, Australia.
| | | | - Julie Hatfield
- School of Aviation, University of New South Wales, Sydney, NSW 2052, Australia
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Morris EK. Teaching a Course on the History of Behavior Analysis. Perspect Behav Sci 2022; 45:775-808. [PMID: 36467852 PMCID: PMC9685156 DOI: 10.1007/s40614-022-00357-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/10/2022] [Indexed: 11/24/2022] Open
Abstract
Teaching the history of behavior analysis can be approached in many ways. One is to embed history in courses on the field's discipline and subdisciplines (e.g., its basic and applied sciences and their conceptual foundations) and practice. Another is to teach courses on the histories of the discipline and subdisciplines and practice. Still another is to teach a stand-alone course that includes these approaches and more (e.g., their integration, relations with other sciences, the influence of U.S. history and culture). The purpose of this article is to foster teaching the stand-alone course. It has four sections. The first addresses structural considerations: course titles, catalog descriptions, curricula, certification, and accreditation. The second addresses contextual considerations: purposes of teaching history; distinctions between history and historiography; and starting points in selecting textbooks. The third addresses functional considerations: course content organized by topics and their required and recommended readings. The fourth discusses how the course might be revised by eliminating topics (e.g., the Middle Ages), expanding topics and subtopics (e.g., the behaviorisms, philosophy of science) and adding topics and subtopics (e.g., institutional history; diversity, inclusion, and equity). Given the field's continuing development as a science, system, and practice and the rapid growth in its number and variety of its members, its history is becoming its common core-and a means of teaching it. The course elucidates the field's integrity; incorporates the entirety of its community of students, scientists, scholars, and practitioners; and advance its coherence as a cultural practice.
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Affiliation(s)
- Edward K. Morris
- Department of Applied Behavioral Science, Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045 USA
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Affiliation(s)
- Caio F Miguel
- Department of Psychology, California State University, Sacramento
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Laraway S, Snycerski S. MOs can evoke behavior and CMOs remain useful: Commentary on Edwards, Lotfizadeh, and Poling (2019). J Exp Anal Behav 2020; 112:21-26. [PMID: 31294842 DOI: 10.1002/jeab.541] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Accepted: 06/17/2019] [Indexed: 12/29/2022]
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Abstract
Over the last few decades, behaviorism as a philosophy of the science of psychology, especially in the field of behavior analysis and related areas, has diversified to the point that scholars from inside and outside the field are often confused about what exactly behaviorism is. The aim of this study is to analyze how such diversification of behaviorism has arisen over time and what factors might have contributed to it using evolutionary biology's concept of adaptive radiation as an analogical process. Diversification of behaviorism has occurred in many areas over time as behaviorism has extended its field of practice. Although some characteristics of behaviorism remained, other characteristics were modified. One such characteristic that went through extensive modification is the agent-free approach to the analysis of behavior: the agent problem. This approach has met criticism from inside and outside the field and has been under a strong selective pressure. The present article discusses how the agent problem in a different niche has shaped behaviorism into new forms that we see today.
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Affiliation(s)
- Sho Araiba
- Positive Behavior Supports Corporation, 1645 Ala Wai Blvd, Apt 508, Honolulu, HI 96815 USA
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Abstract
As a member of the incoming editorial team, I have been asked to speak to the future of verbal behavior research and of The Analysis of Verbal Behavior, considering questions about the direction of the field, the future path of the journal, and the message I would have for the next generation of researchers. In considering these questions, I propose that we ground strategic decision-making processes in values of collaboration and inclusivity, toward valued outcomes that include diversity and innovation, which I see as necessary for improving both practice and conceptual understanding, the traditionally stated aims of this community.
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Affiliation(s)
- Siri Ming
- The Chicago School of Professional Psychology and Private Practice, Baltimore, MD USA
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Snycerski S, Laraway S, Gregg J, Capriotti M, Callaghan GM. Implications of Behavioral Narratology for Psychotherapy, Help-Seeking Behavior, and Substance Use. Perspect Behav Sci 2018; 41:517-540. [PMID: 31976409 PMCID: PMC6701505 DOI: 10.1007/s40614-018-00182-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Susan Snycerski
- Department of Psychology, San José State University, San José, CA 95192-0120 USA
| | - Sean Laraway
- Department of Psychology, San José State University, San José, CA 95192-0120 USA
| | - Jennifer Gregg
- Department of Psychology, San José State University, San José, CA 95192-0120 USA
| | - Matthew Capriotti
- Department of Psychology, San José State University, San José, CA 95192-0120 USA
- Department of Medicine, Division of Nephrology, University of California, San Francisco, CA USA
| | - Glenn M. Callaghan
- Department of Psychology, San José State University, San José, CA 95192-0120 USA
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Alzrayer NM, Banda DR, Koul R. Teaching children with autism spectrum disorder and other developmental disabilities to perform multistep requesting using an iPad. Augment Altern Commun 2017; 33:65-76. [DOI: 10.1080/07434618.2017.1306881] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Nouf M. Alzrayer
- Department of Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA
| | - Devender R. Banda
- Department of Educational Psychology and Leadership, Texas Tech University, Lubbock, TX, USA
| | - Rajinder Koul
- Department of Speech, Language & Hearing Sciences, Texas Tech University Health Sciences Center, Lubbock, TX, USA
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Abstract
"In the late 1950's, Jack Michael, a bright but irritating young psychology instructor, moved from the Universities of Kansas to Houston to Arizona State. Along the way he befriended two nontraditional students, protected them through their Ph.D. programs, and turned them loose on the world: Teodoro Ayllon…and Montrose Wolf…" (Risley, 2001, p. 267). So begins Risley's chapter on the origins of applied behavior analysis. For almost 50 years, Jack Michael provided a model for us to "talk like Skinner" and to analyze behavior as Skinner would. For this, he has been widely respected and revered. The purpose of this bibliography is to explain to new and familiar readers alike Jack's contributions to the field of behavior analysis in areas of his primary focus: (a) behavioral function taxonomy, (b) motivation, (c) reinforcement, (d) response topographies, (e) multiple control, (f) duplic and codic verbal behavior, and (g) teaching. Throughout, we weave his role in the field's history and his leadership in its expansion, as these have been additional areas of significant contributions. Above all, we wish to highlight Jack's work, in bibliographic and narrative form, in a way that expresses a heartfelt tribute on behalf of his students and others whom he influenced to learn about psychology as a natural science and to think and talk like Skinner.
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Affiliation(s)
- Barbara E. Esch
- Esch Behavior Consultants, LLC, PO Box 20002, Kalamazoo, MI USA
| | - John W. Esch
- Esch Behavior Consultants, LLC, PO Box 20002, Kalamazoo, MI USA
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Araújo AHD, Borloti E, Haydu VB. Ansiedade em Provas: um Estudo na Obtenção da Licença para Dirigir. PSICOLOGIA: CIÊNCIA E PROFISSÃO 2016. [DOI: 10.1590/1982-3703000592014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Situações de avaliação geram ansiedade e dentre elas está a prova prática de direção para a obtenção da licença para dirigir, essa ansiedade pode perturbar o desempenho e impedir a obtenção da habilitação. O presente estudo visou analisar: (a) a fundamentação teórica que embasa a intervenção terapêutica em casos de ansiedade em avaliações e provas; e (b) o processo terapêutico de uma cliente que procurou terapia comportamental após tentativas fracassadas na obtenção da licença para dirigir. A relevância da análise funcional da ansiedade e dos repertórios de enfrentamento da ansiedade foi considerada. Em seguida, um estudo de caso foi relatado: uma paciente com um histórico de seis reprovações no teste prático para a obtenção da licença para dirigir e níveis altos de ansiedade. Esse estudo demonstrou que um preparo apropriado e a intervenção terapêutica contribuíram para reduzir a ansiedade e promover a condição necessária para a obtenção da licença para dirigir. Estudos adicionais deverão ser realizados de modo a se obter uma melhor compreensão da relação entre a ansiedade e o desempenho, especialmente no que diz respeito ao processo de obtenção de uma licença para dirigir.
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Panosso MG, Souza SRD, Haydu VB. Características atribuídas a jogos educativos: uma interpretação Analítico-Comportamental. PSICOLOGIA ESCOLAR E EDUCACIONAL 2015. [DOI: 10.1590/2175-3539/2015/0192821] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo:Há muitas maneiras de arranjar contingências para promover a aprendizagem, sendo os jogos educativos uma delas. Este artigo apresenta uma revisão da bibliografia relativa a pesquisas empíricas que empregaram jogos educativos para a coleta de dados com o objetivo de identificar argumentos em que os autores especificam as características dos jogos e interpretá-las com base nos princípios da Análise do Comportamento. Realizou-se uma busca com o operador boleano "AND" nas bases de dados Scielo e Pepsic e os descritores jogos educativos; jogos AND educação; jogos AND saúde, na Base Scielo e jogos; jogo; jogos AND brinquedos na Pepsic. Foram selecionados sete artigos e identificaram-se argumentos que permitiram destacar as seguintes características dos jogos: operações estabelecedoras, instrucional e de controle de estímulos (discriminação e generalização). Reconheceu-se a partir dos argumentos dos autores da bibliografia revisada que os jogos educativos apresentam características de estratégias de ensino e motivadoras e podem contribuir para a programação de contingências de ensino eficazes e eficientes.
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Dallery J, Kurti A, Erb P. A New Frontier: Integrating Behavioral and Digital Technology to Promote Health Behavior. THE BEHAVIOR ANALYST 2014; 38:19-49. [PMID: 27347477 DOI: 10.1007/s40614-014-0017-y] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Modifiable behavioral risk factors such as cigarette smoking, physical inactivity, and obesity contribute to over 40 % of premature deaths in the USA. Advances in digital and information technology are creating unprecedented opportunities for behavior analysts to assess and modify these risk factors. Technological advances include mobile devices, wearable sensors, biomarker detectors, and real-time access to therapeutic support via information technology. Integrating these advances with behavioral technology in the form of conceptually systematic principles and procedures could usher in a new generation of effective and scalable behavioral interventions targeting health behavior. In this selective review of the literature, we discuss how technological tools can assess and modify a range of antecedents and consequences of healthy and unhealthy behavior. We also describe practical, methodological, and conceptual advantages for behavior analysts that stem from the use of technology to assess and treat health behavior.
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Affiliation(s)
- Jesse Dallery
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
| | - Allison Kurti
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
| | - Philip Erb
- Department of Psychology, University of Florida, P. O. Box 112250, Gainesville, FL 32611 USA
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