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Agarwal A, Raghav D. Modelling Key Drivers of Employee Behaviour for Personal and Professional Excellence. Psychol Res Behav Manag 2024; 17:2179-2194. [PMID: 38832346 PMCID: PMC11146623 DOI: 10.2147/prbm.s448469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Accepted: 02/28/2024] [Indexed: 06/05/2024] Open
Abstract
Introduction Though, having right set of behavioural skills is always been a priority of all organizations, nevertheless, today's organizations are investing too much on behavioural skill training to safeguard their brand value, bring-up the work culture, maintaining reputation, etc. Behavioural skills plays a vital role in personal development and well-being at student level also. This paper identifies and analyzes the fourteen behavioural skills which are vital in the personal and professional excellence development of a student. Methods Exhaustive literature review is done and expert opinions are taken to determine the behavioural skills. Interpretive Structural Modelling is performed to analyze and prioritize these skills into strategic, operational and performance outcomes. Results Behavioral skills are not only depicted in ones' actions but also determines thought process and attitude of a person. Result of this research shows that time management, emotional intelligence, self-development, resilience, multitasking, and open mindedness of an individual are the key behavioural skills that trigger most behaviours and eventually influences the effectiveness of management of personal and professional life. Discussion Every job requires specific skills to perform. There are certain skills that must be possessed by every student irrespective of the discipline. It include behavioural skills like human values, resilience, multitasking, communication, etc. Research on behavioral skills and its importance are available in literature. However, the literature is lacking in explaining the interplay of these skills in driving personal and professional journey of an individual. Such skills may not be mentioned in the recruitment advertisements but are vital to perform well.
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Affiliation(s)
- Alpana Agarwal
- Symbiosis Centre for Management Studies, Noida Campus, Symbiosis International (Deemed University), Pune, India
| | - Divina Raghav
- Career Transition Coach, Randstad RiseSmart, Noida, Uttar Pradesh, India
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Stager CG, Whitfield S, Osborne T, Adedoyin C, Okoro G, Carley E, Schoenberger YM, Crawford DA, Thompson M, Stafford S, Bateman LB. Community perceptions of contributors and solutions related to neighborhood violent crime: A qualitative interview study. JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 52:311-325. [PMID: 38263721 DOI: 10.1002/jcop.23103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 11/22/2023] [Accepted: 11/24/2023] [Indexed: 01/25/2024]
Abstract
The current study is part of a community engaged planning phase and aimed to identify perceptions related to the prevalence of violent crime, crime contributors, the relationship between the community and law enforcement, and potential interventions and solutions. In March 2021, semistructured interviews were conducted with individuals from five groups who resided or worked in Bessemer, Alabama: (1) Law Enforcement, (2) Residents, (3) Civic Leaders, (4) Community Leaders, and (5) Victims of Crime. Interviews lasted approximately 60 min and were audio recorded, transcribed, and analyzed according to the guidelines of thematic analysis using NVivo 12. Emerging themes were examined in accordance with the CDC Social-Ecological Model: A Framework for Prevention. Participants (N = 18) were 50.0% female and 77.8% African American with an age range of 25-59 (mean = 43.4 years). Themes that emerged related to crime were: (1) impact, (2) contributors, and (3) solutions. Results indicate that impacts of violent crime at the individual level focused on fear, which led to widespread mental health issues. Relationship level impacts included a lack of trust of law enforcement and neighbors, and community level impacts were decreased neighborhood social cohesion as well as decreased safety. At the societal level, the poor reputation of the city was consistently highlighted. For contributors of crime, being a youth under age 30, drugs, and money were discussed as factors at the individual level. At the relationship level, participants mentioned poor parenting and gangs as crime contributing factors to violent crime. Furthermore, contributing issues related to underresourced schools as well as a poor relationship with law enforcement were brought up at the community level. Similarly, poverty was the overarching contributing issue at the societal level. Solutions that emerged included: education and training in life skills, focusing on young people, family/parenting, conflict resolution programs, programs within schools, improved relationships with law enforcement, and inclusive economic opportunities. Intervention plans are discussed that can merge these stakeholder findings with other data sources.
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Affiliation(s)
- Catanya G Stager
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Samantha Whitfield
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Tiffany Osborne
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | | | - Grace Okoro
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Erin Carley
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Yu-Mei Schoenberger
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Dwayne A Crawford
- National Organization of Black Law Enforcement Executives, Birmingham, Alabama, US
| | - Melissa Thompson
- National Organization of Black Law Enforcement Executives, Birmingham, Alabama, US
| | - Sharela Stafford
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Lori B Bateman
- Heersink School of Medicine, Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, Alabama, USA
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Ghani M, Cooper-Ioelu P, Jowsey T. Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals. BMJ Open Qual 2024; 13:e002556. [PMID: 38195690 PMCID: PMC10806542 DOI: 10.1136/bmjoq-2023-002556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 12/19/2023] [Indexed: 01/11/2024] Open
Abstract
In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional educators (HPEs) through a virtual community of practice (vCoP). Specifically, we evaluate if and how the vCoP approach affects learning experiences using an innovative evaluation framework in medical education-the value-creation framework (VCF). We used a mixed-methods approach to evaluation, including an anonymous survey and semistructured interviews. Themes from data sources were identified using the VCF as the common thread. Themes discussed by at least two-thirds of interview participants were analysed using narrative inquiry. 27 of 66 participants responded to the survey, and 15 participated in interviews. Positive and negative indicators of value creation were extracted and organised according to the framework's eight value cycles. Framework analysis made value-creation and potential flow-on effects in one value-creation cycle to another visible, offering insight into relationships. Themes from narrative inquiry elaborated on the results of the framework analysis. Using the VCF to evaluate the Incubator programme brings to bear the complexity of boundary-crossing HPE faculty development for critical care educators. The framework can be a valuable tool for evaluating a vCoP associated with faculty development programmes.
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Affiliation(s)
- Manisa Ghani
- Medicine, Dentistry and Health Sciences, University of Melbourne VCCC, Parkville, Victoria, Australia
| | - Pauline Cooper-Ioelu
- Learning and Teaching Unit, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Faculty of Health Sciences & Medicine, Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
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Darlington-Bernard A, Salque C, Masson J, Darlington E, Carvalho GS, Carrouel F. Defining Life Skills in health promotion at school: a scoping review. Front Public Health 2023; 11:1296609. [PMID: 38169787 PMCID: PMC10758608 DOI: 10.3389/fpubh.2023.1296609] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 11/13/2023] [Indexed: 01/05/2024] Open
Abstract
Background Life Skills have been central to Health Promotion interventions and programmes with children and adolescents for over 40 years. School is a strategic setting for Life Skills education. Recently, policy-and decision-makers have focused on Life Skills development for youth. Research on Life Skills has gained momentum. Different terms are used to discuss and define Life Skills. Research identifies a lack of conceptual definition. The purpose of this study is to identify the definitions in the literature in English and French, and to reach a conceptual and consensual definition. Method The Scoping Review methodology was used. Three research questions aim to identify how Life Skills are defined in the field of health promotion at school, to see whether a conceptual and consensual definition exists, and, if relevant, to propose a conceptual definition. The search was conducted in 5 databases by 3 reviewers. This study focused on full-text publications in English or French, human studies, health promotion in school, school pupils, teacher training, and with a definition of Life Skills. Publications on after-school activities, higher education outside teacher training, adult education, other than peer-reviewed scientific papers were excluded. Results 48 publications were included in English and 7 in French. NVIVO was used to determine and compare the French and English terms used for Life Skills and their definitions. According to the three research questions, (i) the terms used to define Life Skills are diverse and numerous, with different purposes at school in relation to health promotion, and different taxonomies, and relate to different areas of research; (ii) no consensual, conceptual definition of Life Skills was found; (iii) further semantic, epistemological and ontological clarifications are required. Conclusion Some conceptual definitions of Life Skills exist without consensus. Life Skills being at the crossroads between different fields could explain this and is illustrated by the multiplicity and diversity of the terms employed, and the various taxonomies and purposes used at school in health promotion. This may also explain why they are difficult to evaluate. Defining Life Skills consensually cannot be achieved due to the diversity of research perspectives from different fields.
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Affiliation(s)
- Adeline Darlington-Bernard
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | - Corélie Salque
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | - Julien Masson
- Laboratory Education, Cultures, Politics, University Lumière Lyon 2, Lyon, France
| | - Emily Darlington
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
| | | | - Florence Carrouel
- Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France
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Tanious R, Gérain P, Jacquet W, Van Hoof E. A scoping review of life skills development and transfer in emerging adults. Front Psychol 2023; 14:1275094. [PMID: 38046121 PMCID: PMC10690614 DOI: 10.3389/fpsyg.2023.1275094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 10/18/2023] [Indexed: 12/05/2023] Open
Abstract
Emerging adulthood is a unique and sensitive life period during which most psychiatric conditions emerge. Development of life skills and transfer of these skills between contexts may be considered essential for transitioning from emerging adulthood to young adulthood. In the present scoping review of 83 articles published between 2010 and 2022, we address the state of research on life skills development and transfer in emerging adults aged 18-30. Specifically, we were interested in how life skills are defined, which specific life skills are proposed and how life skills transfer is conceptualized for this age group, with an emphasis on cognitive, personal, and interpersonal components. The results show that only a small minority of the reviewed studies defined the term life skills and an even smaller number mentioned the concept of life skills transfer, with only one study actually mentioning transfer components. Life skills research for emerging adults strongly focuses on vulnerable populations (e.g., developmental and contextual vulnerabilities, and sexually transmittable infections treatment and prevention) with the five most frequently mentioned life skills being budgeting/ finances, communication, problem-solving, decision-making, and emotional regulation. We discuss these results in light of future research directions and the lessons learned for life skills development and transfer research in emerging adults. Systematic review registration All analyzed articles are available at: https://osf.io/gmk8w/.
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Mankelow J, Ravindran D, Graham A, Suri S, Pate JW, Ryan CG, Martin D. An evaluation of a one-day pain science education event in a high school setting targeting pain related beliefs, knowledge, and behavioural intentions. Musculoskelet Sci Pract 2023; 66:102818. [PMID: 37418949 DOI: 10.1016/j.msksp.2023.102818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 06/20/2023] [Accepted: 06/26/2023] [Indexed: 07/09/2023]
Abstract
BACKGROUND Persistent pain is a common condition affecting one in four UK adults. Public understanding of pain is limited. Delivering pain education within schools may improve public understanding in the longer term. OBJECTIVE To evaluate the impact of a one-day Pain Science Education (PSE) event on sixth form/high school students' pain beliefs, knowledge and behavioural intention. METHODS Exploratory, single-site, mixed-methods, single-arm study involving secondary school students ≥16 years old attending a one-day PSE event. Outcome measures included the Pain Beliefs Questionnaire (PBQ), Concepts of Pain Inventory (COPI-ADULT), a vignette to assess pain behaviours; and thematic analysis of semi-structured interviews. RESULTS Ninety (mean age 16.5 years, 74% female) of the 114 attendees, agreed to participate in the evaluation. PBQ scores improved on the Organic beliefs subscale [mean difference -5.9 (95% CI -6.8, -5.0), P < 0.01] and Psychosocial Beliefs subscale [1.6 (1.0, 2.2) P < 0.01]. The COPI-Adult revealed an improvement [7.1 (6.0-8.1) points, P < 0.01] between baseline and post intervention. Pain behavioural intentions improved post education for work, exercise, and bed rest related activities (p < 0.05). Thematic analysis of interviews (n = 3) identified increased awareness of chronic pain and its underpinning biology, beliefs that pain education should be widely available, and that pain management should be holistic. CONCLUSIONS A one-day PSE public health event can improve pain beliefs, knowledge and behavioural intentions in high school students and increase openness to holistic management. Future controlled studies are needed to confirm these results and investigate potential long-term impacts.
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Affiliation(s)
- J Mankelow
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK; Pain Education Team Aspiring Better Learning (PETAL), Australia; Pain Education Team Aspiring Better Learning (PETAL), UK.
| | - D Ravindran
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK; Royal Berkshire NHS Foundation Trust, UK; Pain Education Team Aspiring Better Learning (PETAL), Australia; Pain Education Team Aspiring Better Learning (PETAL), UK
| | - A Graham
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK
| | - S Suri
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK; NIHR Applied Research Collaboration for the North East and North Cumbria, Newcastle Upon Tyne, England, UK
| | - J W Pate
- Graduate School of Health, University of Technology Sydney, Sydney, New South Wales, Australia; Pain Education Team Aspiring Better Learning (PETAL), Australia; Pain Education Team Aspiring Better Learning (PETAL), UK
| | - C G Ryan
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK; Pain Education Team Aspiring Better Learning (PETAL), Australia; Pain Education Team Aspiring Better Learning (PETAL), UK
| | - D Martin
- Centre for Rehabilitation, School of Health and Life Sciences, Teesside University, UK; NIHR Applied Research Collaboration for the North East and North Cumbria, Newcastle Upon Tyne, England, UK; Graduate School of Health, University of Technology Sydney, Sydney, New South Wales, Australia
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Woods C, Kim B, Calvert D, Aronowitz T. The development and pandemic-related adaptation of a resilience program for native middle-school youth: A case study. Public Health Nurs 2023; 40:298-305. [PMID: 36427051 DOI: 10.1111/phn.13154] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 09/06/2022] [Accepted: 11/03/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND As of 2017, American Indian/Alaska Natives (AI/AN) had the highest prevalence of illicit drug use of any ethnic group in the United States, with 17.6% of the population aged 12 and older reporting using illicit drugs in the last month. Studies have shown the positive correlation between a history of trauma and substance use disorder. In fact, the majority of youth in treatment for substance misuse reported a history of trauma. Intergenerational trauma, systematic discrimination, and displacement are downstream effects of colonization, and experiences of racism often define the life experiences of AI/ANs who use substances. This paper describes the process of designing a developmentally and culturally appropriate primary prevention supplement for an evidence-based program to prevent substance use and increase cultural identity among AI/AN youth.
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Affiliation(s)
- Cedric Woods
- Institute of New England Native American Studies, University of Massachusetts Boston, Boston, Massachusetts
| | - BoRam Kim
- College of Nursing & Health Sciences, School of Nursing University of California, Los Angeles, California
| | - Deirdre Calvert
- Bureau of Substance Addiction Services, Massachusetts Department of Public Health, Boston, Massachusetts
| | - Teri Aronowitz
- Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, Worcester, Massachusetts
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Shovaz FA, Zareei Mahmoodabadi H, Salehzadeh M. Effectiveness of life skills training based on self-care on mental health and quality of life of married Afghan women in Iran. BMC Womens Health 2022; 22:296. [PMID: 35841009 PMCID: PMC9288004 DOI: 10.1186/s12905-022-01875-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 07/11/2022] [Indexed: 11/10/2022] Open
Abstract
Background One of the major issues that immigrants, especially Afghan women face, is their self-care disability. This will cause problems in their mental health and quality of life. The aim of this study was to evaluate the effectiveness of life skills training based on self-care on mental health and quality of life of married Afghan women living in Taft. Methods This quasi-experimental study was conducted using a pretest posttest design with control group. Statistical population was all married Afghan women living in Taft (Yazd province) of whom 60 women were selected using purposive sampling and were randomly allocated to two groups of 30 as experimental and control groups. The experimental group received 8 sessions of life skills training based on self-care. General Health Questionnaire (GHQ) and Quality of Life of the World Health Organization Questionnaire (WHOQ-BREF) were used to collect data. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. Results Results showed that following the intervention, the mean scores of quality of life (p < 0.0001) and mental health (p < 0.019) in the experimental group increased in the posttest compared to the pretest and the effect of intervention was significant. Conclusion Results suggested that providing a training opportunity for Afghan women to learn life skills based on self-care, enables them to realize their strengths and weaknesses and improve their quality of life and mental health.
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D’Isanto T, Aliberti S, Altavilla G, Esposito G, D’Elia F. Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12596. [PMID: 36231894 PMCID: PMC9566243 DOI: 10.3390/ijerph191912596] [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: 08/08/2022] [Revised: 09/01/2022] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational-behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students' development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students' teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student's t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student's t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students' soft skills.
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Affiliation(s)
- Tiziana D’Isanto
- Department of Human, Philosophical and Education Sciences, University of Salerno, 84084 Fisciano, Italy
| | - Sara Aliberti
- Departamento de Ciencias de la Actividad Física y del Deporte, Universidad Católica San Antonio de Murcia, 30107 Murcia, Spain
| | - Gaetano Altavilla
- Department of Human, Philosophical and Education Sciences, University of Salerno, 84084 Fisciano, Italy
| | - Giovanni Esposito
- Department of Political and Social Studies, University of Salerno, 84084 Fisciano, Italy
| | - Francesca D’Elia
- Department of Human, Philosophical and Education Sciences, University of Salerno, 84084 Fisciano, Italy
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Mao P, Yang X, Tan M, Luo A, Jiang S, Guo J, Su J, Wiley J, Xu P, Chen JL. The roles of parental absence, life skills and personality traits in mental health status among adolescents in rural China. J Pediatr Nurs 2022; 64:e15-e23. [PMID: 35125274 DOI: 10.1016/j.pedn.2022.01.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 01/17/2022] [Accepted: 01/19/2022] [Indexed: 02/05/2023]
Abstract
PROBLEM Mental health issues in adolescents are public health concerns worldwide including China. However, there is a lack of research examining the role of parental absence status, life skills, and personality traits on the mental health of adolescents in rural China. METHOD The purpose of this cross-sectional study was to examine the role of parental absence status, life skills, and personality traits on the mental health of adolescents in rural China. This study used self-developed demographic questionnaire, Mental Health Test (MHT), Middle School Student Life Skills Rating Scale, and Eysenck Personality Questionnaire. Binary logistic regression analyses were performed to examine the associated factors on different domains of MHT. RESULTS Adolescents in rural China reported high proportion of mental health disorders (MHDs), including learning anxiety, sensitiveness, self-accusation, and physical symptoms tendency. Although 75.6% experienced parental absence, this was not associated with MHT after controlling for all other variables. Better mental health was correlated with life skills including communication skills, interpersonal morality, self-efficacy, and stress coping. The instability-neuroticism personality trait was positively associated with MHDs. DISCUSSION Adolescents in rural China reported high positive rates of MHDs. Communication skills, interpersonal morality, self-efficacy, ability to cope with stress and Instability-neuroticism were important associated factors of MHDs. APPLICATION TO PRACTICE Life skills and personality are two important factors that should be considered when assessing the mental health status of adolescents and formulating interventions.
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Affiliation(s)
- Ping Mao
- Nursing Department of the Third Xiangya Hospital, Central South University, No.138, Tongzipo Road, Yuelu District, Changsha, Hunan, China.
| | - Xuefeng Yang
- Department of Oncology, Henan Provincial Key Medicine Laboratory of Nursing, Henan Provincial People's Hospital, Zhengzhou University People's Hospital, Zhengzhou, Henan 450003, China.
| | - Minghui Tan
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
| | - Aijing Luo
- Key Laboratory of Medical Information Research (Central South University), College of Hunan Province, China.
| | - Shan Jiang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
| | - Jia Guo
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
| | - Jing Su
- Nursing department, Shantou University Medical College, Shantou, Gungdong, China
| | - James Wiley
- School of Medicine, University of California, San Francisco, CA, USA
| | - Ping Xu
- ZiBo hospitals of traditional Chinese and Western medicine, Zibo, Shandong, China.
| | - Jyu-Lin Chen
- School of Nursing, University of California, San Francisco, CA, USA.
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Gan TY, Beevi Z, Low J, Lee PJ, Hall DA. Developing Future-Ready University Graduates: Nurturing Wellbeing and Life Skills as Well as Academic Talent. Front Psychol 2022; 13:827517. [PMID: 35310246 PMCID: PMC8931502 DOI: 10.3389/fpsyg.2022.827517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 01/31/2022] [Indexed: 11/16/2022] Open
Abstract
Higher education is starting to embrace its role in promoting student wellbeing and life skills, especially given the concerning levels of poor mental health and uncertainties in the future job market. Yet, many of the published studies evaluating positive educational teaching methods thus far are limited to interventions delivered to small student cohorts and/or imbedded within elective wellbeing courses, and are focussed on developed Western countries. This study addressed this gap by investigating the effectiveness of an institution-wide compulsory course informed by the principles of Seligman's Wellbeing Theory. The course was delivered at a British university in a developing country in Southeast Asia. It purposefully sought to nurture growth-oriented outcomes (including self-awareness, positive emotions, and personal effectiveness) and was taken by an entire cohort of year one undergraduate students. We tested the effectiveness of the curriculum content and staff coaching style in achieving life skills, and evaluated how these perceptions influenced students' subjective wellbeing. A convergent mixed-methods design was used with 350 survey respondents and 11 interviewees. Perceived life skills scores showed a 2.5% improvement at the end of the course. Partial Least Squares Structural Equation Modelling tested the predicted relationships between variables. All relationships were statistically significant, but the influence of course design and educators' style on life skills acquisition (50.8% of the variance) was moderate, while the effect on subjective happiness and life satisfaction (4-5% of the variance) was very weak. Qualitative data indicated that while quantifiable benefits to wellbeing might not be immediate, students did anticipate longer-term benefits for happiness and life satisfaction. This finding suggests that such a novel educational approach is well-received by Asian students and may sow the seeds for future benefit by positively impacting on their skills, behaviours, attitudes, and values. To achieve optimal flourishing at university, we recommend exploring teaching practises that combine positive education with coaching psychology practises.
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Affiliation(s)
- Tzyy Yang Gan
- Foundation Programmes, Heriot-Watt University Malaysia, Putrajaya, Malaysia
| | - Zuhrah Beevi
- Department of Psychology, Heriot-Watt University Malaysia, Putrajaya, Malaysia
| | - Jasmine Low
- Foundation Programmes, Heriot-Watt University Malaysia, Putrajaya, Malaysia
| | - Peter J. Lee
- Foundation Programmes, Heriot-Watt University Malaysia, Putrajaya, Malaysia
| | - Deborah Ann Hall
- Department of Psychology, Heriot-Watt University Malaysia, Putrajaya, Malaysia
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Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students. SUSTAINABILITY 2022. [DOI: 10.3390/su14052765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.
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Mao P, Peng L, Yuwen W, Liu D, Yan F, Chen Y, Long Y, Hash J. The Mediating and Moderating Roles of Life Skills and Cortisol in the Relationship Between Sleep Quality and Depressive Symptoms Among Chinese Adolescents With Childhood Household Dysfunction. Front Psychiatry 2022; 13:870349. [PMID: 35903627 PMCID: PMC9314773 DOI: 10.3389/fpsyt.2022.870349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 06/07/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Various studies show that sleep quality, life skills, and cortisol are associated with depressive symptoms, separately. However, the relationships between sleep quality, life skills, cortisol, and depressive symptoms remain unclear. Thus, this study aims to examine the mediating or moderating roles of life skills and cortisol in the relationship between sleep quality and depressive symptoms. METHODS A retrospective cross-sectional study was performed among 212 adolescents with childhood household dysfunction (CHD) from August to October 2020 in China. We used the Pittsburgh Sleep Quality Index, the Secondary School Student Life Skills Rating Scale, and the Center for Epidemiologic Studies Depression Scale to measure sleep quality, life skills, and depressive symptoms, respectively. Additionally, 65 participants provided blood samples to assess their blood cortisol levels. Analyses included correlations, regressions, and structural equation models. Bootstrapping was performed to examine the mediation effect. Multiple regression analysis was performed to examine the moderation effect. RESULTS The results showed that sleep quality and life skills were significantly associated with depressive symptoms (p < 0.01). Life skills mediated the relationship between sleep quality and depressive symptoms. Cortisol moderated the relationship between sleep quality and depressive symptoms. CONCLUSION Our findings support potential mediating and moderating roles of life skills and cortisol in the relationship between sleep quality and depressive symptoms, which suggests improving sleep quality, life skills are of great significance in the prevention and intervention of depression in adolescents with CHD, and disseminating knowledge about the high risk of developing increased depressive symptoms among adolescents with CHD with higher cortisol levels is indicated.
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Affiliation(s)
- Ping Mao
- Department of Nursing, Third Xiangya Hospital of Central South University, Changsha, China.,Key Laboratory of Medical Information Research, College of Hunan Province, Central South University, Changsha, China
| | - Lianhua Peng
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Weichao Yuwen
- School of Nursing and Healthcare Leadership, University of Washington, Tacoma, WA, United States
| | - Dongdong Liu
- Department of Cardiothoracic Vascular Surgery, Affiliated Hospital of Jinggangshan University, Ji'an, China
| | - Fang Yan
- Department of Nursing, Third Xiangya Hospital of Central South University, Changsha, China
| | - Yang Chen
- Department of Nursing, Third Xiangya Hospital of Central South University, Changsha, China
| | - Yixiang Long
- Department of Nursing, Third Xiangya Hospital of Central South University, Changsha, China
| | - Jonika Hash
- Department of Child, Family, and Population Health Nursing, School of Nursing, University of Washington, Seattle, WA, United States
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Life Challenges and Barriers to Help Seeking: Adolescents' and Young Adults' Voices of Mental Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413101. [PMID: 34948711 PMCID: PMC8700979 DOI: 10.3390/ijerph182413101] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 12/09/2021] [Indexed: 11/17/2022]
Abstract
Listening to the voices of adolescents and young adults regarding their lived experiences could be a way to identify important skills and abilities for adaptive and positive behaviour that will enable youth to deal effectively with the demands and challenges of everyday life. Hence, the aim with the current study is to explore the experiences and understandings of the life situation among adolescents and young adults of today, by making their voices heard in regards to mental health and help-seeking behaviour. A total of 6 group interviews were conducted with 22 adolescents and young adults (13 girls and 9 boys) ages 17-25 (M = 18.6 years). Data analysis was conducted using qualitative content analysis and resulted in two categories and five subcategories. The first category, Life challenges, included views on the sources of mental health, how to manage different types of relationships, and thoughts on accepted ways to express mental health problems. The second category, The need of present adults, highlighted important aspects for seeking help, such as an expressed need to be seen and heard by adults including parents, school staff, and other professionals as well as a need for adults' increased availability. The challenges to students' well-being and mental health are many, and there are no simple solutions. Based on the results in this study, life skills training should include elements to enhance the development of individual coping strategies, to be applied when life feels tough and when the body is experiencing stress reactions. Further, to minimize the risk of self-stigma and the internalization of negative stereotypes and self-blame, life skills training should include elements to increase knowledge of structural factors that have effects on the life situation as well as parents, school personnel, and other important adults.
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15
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Fadum EA, Carlsen EØ, Ramberg M, Strand LA, Håberg SE, Borud E, Martinussen M. Social and life skills in adolescents who have self-harmed: analysis of survey responses from a national sample of adolescents in Norway. BMJ Open 2021; 11:e054707. [PMID: 34772755 PMCID: PMC8593742 DOI: 10.1136/bmjopen-2021-054707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVE Social and life skills (SLS) may be important in the prevention and treatment of self-harm, but few studies have described this relationship. We examined three components of SLS in adolescents who reported self-harm that was, according to themselves, diagnosed by a clinician. DESIGN Cross-sectional. SETTING National screening prior to military service. PARTICIPANTS 176 284 residents of Norway born in 1999-2001 received a declaration of health. We included 171 486 individuals (84 153 (49%) women and 87 333 (51%) men) who were 17 (n=1 67 855) or 18 years of age (n=3631) when they completed the declaration. OUTCOME MEASURE The main outcome was clinically diagnosed self-harm, defined as self-harm that the adolescents themselves stated had been diagnosed by a clinician. Components of SLS were social interactions; coping strategies; and emotional regulation/aggression. The association between SLS and self-reported clinically diagnosed self-harm was assessed in hierarchical multiple regression models controlling for sex; school absence; and feelings of emotional pain. RESULTS Three percent (n=5507) of the adolescents reported clinically diagnosed self-harm. The three components of SLS together added little to the prediction of clinically diagnosed self-harm (∆R2=0.02). After controlling for school absence and emotional pain, emotional regulation/aggression was the only SLS-component that was independently associated with clinically diagnosed self-harm (OR 1.33, 95% CI 1.31 to 1.36). The young men who said they had been clinically diagnosed for self-harm scored slightly worse on social interactions (Hedge's g (g) = -0.13, p<0.001) and emotional regulation/aggression (g = -0.18, p<0.001) than the young women in this group. CONCLUSION Young women and young men who reported clinically diagnosed self-harm had more problems with emotional regulation/aggression than other adolescents, but did not have worse social interactions or coping strategies.
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Affiliation(s)
- Elin Anita Fadum
- Institute of Military Epidemiology, Norwegian Armed Forces Joint Medical Services, Ullensaker, Akershus, Norway
| | - Ellen Øen Carlsen
- Institute of Military Epidemiology, Norwegian Armed Forces Joint Medical Services, Ullensaker, Akershus, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Maria Ramberg
- Department of Child and Adolescent Psychiatry, Oslo University Hospital, Oslo, Norway
| | - Leif Aage Strand
- Institute of Military Epidemiology, Norwegian Armed Forces Joint Medical Services, Ullensaker, Akershus, Norway
| | - Siri Eldevik Håberg
- Institute of Military Epidemiology, Norwegian Armed Forces Joint Medical Services, Ullensaker, Akershus, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Oslo, Norway
| | - Einar Borud
- Institute of Military Epidemiology, Norwegian Armed Forces Joint Medical Services, Ullensaker, Akershus, Norway
- Institute of Community Medicine, UiT The Arctic University of Norway Faculty of Health Sciences, Tromso, Troms, Norway
| | - Monica Martinussen
- Regional Centre for Child and Youth Mental Health & Child Welfare, UiT The Arctic University of Norway, Tromso, Norway
- Norwegian Command and Staff College, Norwegian Defence University College, Oslo, Norway
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16
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Beckman L, Hellström L. Views on Adolescents' Mental Health in Sweden-A Qualitative Study among Different Professionals Working with Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:10694. [PMID: 34682441 PMCID: PMC8570328 DOI: 10.3390/ijerph182010694] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 10/07/2021] [Accepted: 10/09/2021] [Indexed: 01/01/2023]
Abstract
Professionals who meet and work with adolescents hold important information and perspectives on adolescents' mental health that, in addition to the adolescents' voices, can shed light on complex issues. The aim was to explore professionals' views on what challenges they face and how they can strengthen today's adolescents' mental health. This study involves four group interviews, conducted in March and October of 2020, including professionals with different working backgrounds. Data were analyzed with a qualitative content analysis. Two categories emerged: navigating life arenas and support for mental health. The first category included the demanding aspects of school, the challenges of social media, and the professionals' thoughts on which pieces of mental health knowledge adolescents are lacking. The second category included what the professionals thought today's parents need to develop and do to best support their children. Moreover, self-critical views were expressed on which aspects the professionals could do better to improve adolescents' mental health. In conclusion, listening to professionals working with adolescents talk about adolescents' mental health gives important insights. According to the professionals, both adolescents and their parents need improved life skills, including a strengthened and empowered self-esteem as well as improved mental health literacy.
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Affiliation(s)
- Linda Beckman
- Department of Public Health Science, Karlstad University, 651 88 Karlstad, Sweden
| | - Lisa Hellström
- Department of School Development and Leadership, Malmö University, 211 19 Malmö, Sweden;
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17
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Condello G, Mazzoli E, Masci I, De Fano A, Ben-Soussan TD, Marchetti R, Pesce C. Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189871. [PMID: 34574794 PMCID: PMC8467800 DOI: 10.3390/ijerph18189871] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 09/09/2021] [Accepted: 09/14/2021] [Indexed: 12/12/2022]
Abstract
Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.
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Affiliation(s)
- Giancarlo Condello
- Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy;
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong 3125, Australia;
| | - Ilaria Masci
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
| | - Antonio De Fano
- Behavioral Imaging and Neural Dynamics Center, Università degli Studi G. d’Annunzio Chieti e Pescara, 66100 Chieti, Italy;
| | - Tal Dotan Ben-Soussan
- Cognitive Neurophysiology Laboratory, Research Institute for Neuroscience, Education, and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy;
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Illan University, Ramat Gan 5290002, Israel
| | | | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
- Correspondence: ; Tel.: +39-063-6733-3366
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18
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Maddah D, Saab Y, Safadi H, Abi Farraj N, Hassan Z, Turner S, Echeverri L, Alami NH, Kababian-Khasholian T, Salameh P. The first life skills intervention to enhance well-being amongst university students in the Arab world: 'Khotwa' pilot study. Health Psychol Open 2021; 8:20551029211016955. [PMID: 34188948 PMCID: PMC8212383 DOI: 10.1177/20551029211016955] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Although Life Skills programs showed to improve the psychological and physical
wellbeing of individuals, little attention has been paid, worldwide and in the
Arab countries in specific to implementing life skills intervention for
university students. In this study, we tested the effectiveness of a life skills
based health promotion intervention KHOTWA (STEP) in enhancing the wellbeing of
university students in Lebanon, a country that faces economic and political
instability. This is a quasi-experimental study, with pre and post-test,
intervention-control design. Each group was formed of 78 participants studying
in a private university in Lebanon. Mixed design was used to address the process
and outcomes objectives of the intervention. The program was carried online due
to COVID-19 pandemic. Significant differences were observed between the
intervention and the control groups for life skills, dietary habits and mental
health scores at the 3-month follow-up. For the intervention group, a
significant increase was observed in the mean score of each of the following
Life Skills subscales: self-care (p = 0.001), work and study
(p = 0.013), career and education planning
(p = 0.011) and looking forward/goal settings
(p < 0.001). Students also achieved a healthier eating
habit compared to those in the control group by decreasing their consumption of
processed food. There was no significant effect in terms of body mass index
(p = 0.827). Also, there was a significant change in the
mental health status (p = 0.012) only in the intervention group
as its mean score decreased after 3 months of the intervention implementation.
This intervention enhances the mental health and promotes healthy habits leading
consequently to a better quality of life and more productivity amongst
university students. Therefore, such interventions should be replicated in other
similar context to improve university students’ well-being.
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Affiliation(s)
| | | | | | | | | | | | | | - Nael H Alami
- Modern University for Business and Science, Lebanon
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19
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King G, Kingsnorth S, Morrison A, Gorter JW, DeFinney A, Kehl B. Parents' perceptions of the foundational and emergent benefits of residential immersive life skills programs for youth with disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 110:103857. [PMID: 33453694 DOI: 10.1016/j.ridd.2021.103857] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 12/08/2020] [Accepted: 01/06/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE To examine parents' views of the benefits of residential immersive life skills programs for youth with disabilities. METHOD Three- and 12-month post-session interviews were held with ten parents of youth with disabilities who had attended one of three residential immersive life skills programs in one of three years of data collection. A deductive thematic analysis was conducted to describe the types of benefits reported by parents. RESULTS Parents discussed foundational benefits that were common to youth and more individualized emergent benefits. The foundational benefits included acquisition of life skills, greater awareness of future possibilities, and enhancements to self-confidence. The emergent benefits included greater comfort in new situations, and changes in motivation and initiative, maturity and responsibility, and community involvement. CONCLUSIONS Parents reported diverse benefits from involvement in these youth transition programs. In the eyes of parents, these programs prepared youth for transition to adult roles by enhancing awareness of life possibilities, amplifying existing capacities, and accelerating growth in adaptability, motivation, and maturity, as well as community involvement. The findings indicate the utility of RILS programs, and can be used to explain the diverse effects of these programs to parents and youth contemplating enrollment.
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Affiliation(s)
- Gillian King
- Bloorview Research Institute, Toronto, Canada; Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada; Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada.
| | - Shauna Kingsnorth
- Bloorview Research Institute, Toronto, Canada; Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada; Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Andrea Morrison
- Children's Developmental Rehabilitation Program, McMaster Children's Hospital, Hamilton, Ontario, Canada
| | - Jan Willem Gorter
- CanChild and Department of Pediatrics, McMaster University, Hamilton, Canada
| | - Andrea DeFinney
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Barbara Kehl
- ErinoakKids Centre for Treatment and Development, Mississauga, Ontario, Canada
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20
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Atif N, Rahman A, Huma ZE, Hamdani SU. Preparing for parenthood: developing a life-skills and socioemotional health program for young married couples in rural Pakistan. Glob Health Action 2021; 14:1982485. [PMID: 34605368 PMCID: PMC8491718 DOI: 10.1080/16549716.2021.1982485] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Background Socioemotional life-skills to negotiate important life-transitions such as marriage and parenthood are critical for the wellbeing of young couples and their offspring, but programs addressing this issue are lacking in Low and Middle-Income Countries (LMICs). Objective This study describes the development of a ‘life-skills’ program for young married women, their husbands and families, living in rural settings in Pakistan. Methods Our methods included: a) a targeted review of relevant literature on life-skills and mental health in young people, b) a qualitative study and, c) intervention development workshops with experts and stakeholders. The review showed that common life-skills employed as part of psychosocial interventions in LMICs were communication skills, problem-solving, assessing relations, stress management, emotional regulation, identifying/eliciting affect, and self-awareness. Results The qualitative study indicated that areas of particular need included interpersonal communication skills with significant others, coping with the pressures of parenthood, and mental well-being. Existing helpful practices included social support by family members and elders. Lack of empowerment in young married women and poor engagement of husbands were identified as a barrier to accessing a potential intervention. Our proposed intervention called ‘Preparing for Parenthood’ consisted of 10 core sessions and 10 follow-up sessions designed to be delivered by lay health workers. It synergistically combined evidence-based socioemotional life-skills (awareness, communication skills, assertiveness, decision-making skills, goal-setting, critical thinking, problem-solving, and coping with stress), with cognitive behavioural strategies (gently challenging existing thoughts and attitudes, behaviour activation and problem solving). The intervention focuses on engagement of the entire family, including husbands. Conclusions The intervention can supplement existing sexual and reproductive health programs by providing skills to prospective parents to effectively negotiate stressful life-transitions and life-events. We envisage the intervention would improve mental as well as sexual and reproductive health of young couples and plan to test this in future randomised trials.
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Affiliation(s)
- Najia Atif
- Child and Adolescent Mental Health, Human Development Research Foundation, Rawalpindi, Pakistan
| | - Atif Rahman
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, UK
| | - Zill-E- Huma
- Child and Adolescent Mental Health, Human Development Research Foundation, Rawalpindi, Pakistan.,Department of Primary Care and Mental Health, University of Liverpool, Liverpool, UK
| | - Syed Usman Hamdani
- Child and Adolescent Mental Health, Human Development Research Foundation, Rawalpindi, Pakistan.,Department of Primary Care and Mental Health, University of Liverpool, Liverpool, UK
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21
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Pulimeno M, Piscitelli P, Colazzo S, Colao A, Miani A. School as ideal setting to promote health and wellbeing among young people. Health Promot Perspect 2020; 10:316-324. [PMID: 33312927 PMCID: PMC7723000 DOI: 10.34172/hpp.2020.50] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Accepted: 07/24/2020] [Indexed: 01/19/2023] Open
Abstract
Background: Nowadays, young people face several health challenges. As children and teenagers spend most of their time in the classroom, schools may have the opportunity to positively influence students’ quality of life, playing a crucial role in fostering their health. The aim of this review was to analyze evidence that demonstrated why school is the ideal setting for thepromotion of young generations’ wellbeing. Methods: We have reviewed the available literature about health promotion in school setting, searching for articles and books published from 1977 to 2020. A total of 74 articles and 17books were selected and assessed. Results: The promotion of students’ wellbeing could reduce the prevalence of measurable unhealthy outcomes and improve their academic achievements. At least 80% of all cases of heart diseases, strokes, type 2 diabetes and one third of all cancers can be prevented through health education. In this perspective, primary prevention and health promotion should start as early as possible, finding in the school the ideal setting of action. Effective school-based preventive approaches should raise students’ motivation towards a personal interiorization of health knowledge and develop in young people a critical thinking about harmful consequences of the most common risky behaviours. Educators should receive adequate training concerning health topics and become expert in the most innovative approaches to effectively engage students in adopting healthy lifestyles. Conclusion: As primary educational institution, school should integrate students’ health promotion in its ordinary teaching and learning practices in the perspective of "better health through better schools".
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Affiliation(s)
- Manuela Pulimeno
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Doctorate in Human Relations Sciences, University of Bari "Aldo Moro", Bari, Italy
| | - Prisco Piscitelli
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Euro Mediterranean Scientific Biomedical Institute, ISBEM, Bruxelles, Italy
| | - Salvatore Colazzo
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Annamaria Colao
- UNESCO Chair on Health Education and Sustainable Development, Naples, Italy.,Department of Clinical Medicine and Surgery, Federico II University School of Medicine, Naples, Italy
| | - Alessandro Miani
- Department of Environmental Science and Policy, University of Milan, Milan, Italy.,Italian Society of Environmental Medicine, SIMA, Milan, Italy
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22
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Simbar M, Nazarpour S, Arabi Z, Keshavarz Z, Baghestani AR. Skills-Based Education for Promoting Healthy Diet Among Female Adolescents: A Randomized Controlled Trial Study. CHILD AND ADOLESCENT SOCIAL WORK JOURNAL 2020. [DOI: 10.1007/s10560-020-00696-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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23
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Huang CC, Chen Y, Jin H, Stringham M, Liu C, Oliver C. Mindfulness, Life Skills, Resilience, and Emotional and Behavioral Problems for Gifted Low-Income Adolescents in China. Front Psychol 2020; 11:594. [PMID: 32296378 PMCID: PMC7137824 DOI: 10.3389/fpsyg.2020.00594] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 03/12/2020] [Indexed: 11/13/2022] Open
Abstract
In contrast to emotional and behavioral problems (EBPs), which can disrupt normal adolescent development, resilience can buffer the effects of stress and adverse childhood experiences and can help youth overcome adversity. While research has looked at the relationship between adolescent resilience and EBPs, current literature relatively lack a discussion of a strengths-based approach of resilience framework, nor discuss non-western sociocultural contexts. In this study, we utilized the resilience theory to examine the effects of individual mindfulness and life skills on resilience and consequently on EBPs in a group of low-income and gifted adolescents in China. A secondary data of 152 adolescents from a specialized school for low-income and gifted students in Guangzhou, China was used for the analysis. The findings from structural equation modeling indicated that mindfulness and life skills were associated with heightened resilience and reduced EBPs. In addition, resilience reduced EBPs for this group of adolescents. These findings underscore the promise of mindfulness and life skills training on increasing resilience and reducing EBPs in gifted adolescents.
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Affiliation(s)
- Chien-Chung Huang
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Yafan Chen
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Huiying Jin
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Marci Stringham
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Chuwei Liu
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Cailee Oliver
- Huamin Research Center, School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
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Huang CC, Chen Y, Cheung S, Greene L, Lu S. Resilience, emotional problems, and behavioural problems of adolescents in China: Roles of mindfulness and life skills. HEALTH & SOCIAL CARE IN THE COMMUNITY 2019; 27:1158-1166. [PMID: 30968982 DOI: 10.1111/hsc.12753] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Revised: 03/11/2019] [Accepted: 03/18/2019] [Indexed: 06/09/2023]
Abstract
While emotional and behaviorial problems increase risks to youth development, resilience helps youth adapt and overcome adversity. Research has discussed factors related to youth resilience, emotional problems, and behaviorial problems; however, existing literature excludes non-western sociocultural contexts and has not explored the potential relations among mindfulness and life skills. This study examines the effects of mindfulness and life skills on resilience, emotional problems, and behaviorial problems of adolescents in China. Our data come from a group-administered survey among 60 adolescents from a school for behaviourally delinquent students in Beijing, China, in 2017. The regression results indicate that mindfulness is associated with reduced adolescent emotional and behaviorial problems, whereas life skills are associated with increased resilience. The findings suggest the importance of adolescent interventions that incorporate concepts from both mindfulness and life skills training.
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Affiliation(s)
- Chien-Chung Huang
- School of Social Work, Huamin Research Center, Rutgers, the State University of New Jersey, New Brunswick, New Jersey
| | - Yafan Chen
- School of Social Work, Huamin Research Center, Rutgers, the State University of New Jersey, New Brunswick, New Jersey
| | - Shannon Cheung
- School of Social Work, Huamin Research Center, Rutgers, the State University of New Jersey, New Brunswick, New Jersey
| | - Loren Greene
- School of Social Work, Huamin Research Center, Rutgers, the State University of New Jersey, New Brunswick, New Jersey
| | - Shuang Lu
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
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