scholarly journals A School-Based Program to Promote Well-Being in Preadolescents: Results From a Cluster Quasi-Experimental Controlled Study

2018 ◽  
Vol 40 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Elias Allara ◽  
◽  
Franca Beccaria ◽  
Roberta Molinar ◽  
Laura Marinaro ◽  
...  
Keyword(s):  
Well Being ◽  
Controlled Study ◽  
School Based ◽  
Quasi Experimental

scholarly journals Impact of co-located welfare advice in healthcare settings: prospective quasi-experimental controlled study

2017 ◽  
Vol 211 (6) ◽  
pp. 388-395 ◽  
Author(s):  
Charlotte Woodhead ◽  
Mizanur Khondoker ◽  
Robin Lomas ◽  
Rosalind Raine
Keyword(s):  
Mental Health ◽  
Service Use ◽  
Common Mental Disorder ◽  
General Health Questionnaire ◽  
Well Being ◽  
Financial Strain ◽  
Controlled Study ◽  
Consultation Rate ◽  
Quasi Experimental ◽  
The Impact

BackgroundEvaluations of primary healthcare co-located welfare advice services have been methodologically limited.AimsTo examine the impact and cost-consequences of co-located benefits and debt advice on mental health and service use.MethodProspective, controlled quasi-experimental study in eight intervention and nine comparator sites across North Thames. Changes in the proportion meeting criteria for common mental disorder (CMD, 12-item General Health Questionnaire); well-being scores (Shortened Warwick and Edinburgh Mental Well-being Scale), 3-month GP consultation rate and financial strain were measured alongside funding costs and financial gains.ResultsRelative to controls, CMD reduced among women (ratio of odds ratios (rOR) = 0.37, 95% CI 0.20–0.70) and Black advice recipients (rOR=0.09, 95% CI 0.03–0.28). Individuals whose advice resulted in positive outcomes demonstrated improved well-being scores (β coefficient 1.29, 95% CI 0.25–2.32). Reductions in financial strain (rOR=042, 95% CI 0.23–0.77) but no changes in 3-month consultation rate were found. Per capita, advice recipients received £15 per £1 of funder investment.ConclusionsCo-located welfare advice improves short-term mental health and well-being, reduces financial strain and generates considerable financial returns.

scholarly journals Viewing Art on a Tablet Computer: A Well-Being Intervention for People With Dementia and Their Caregivers

2015 ◽  
Vol 36 (7) ◽  
pp. 864-894 ◽  
Author(s):  
Charles Tyack ◽  
Paul M. Camic ◽  
Michael James Heron ◽  
Sabina Hulbert
Keyword(s):  
Well Being ◽  
Controlled Study ◽  
Care Practice ◽  
Bonferroni Correction ◽  
People With Dementia ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Quantitative Results ◽  
Tablet Device ◽  
Analogue Scales

Background: Art-based interventions have been shown to be beneficial for the well-being of people with dementia and their caregivers. This article explored whether such interventions can be delivered via a touchscreen tablet device displaying art images. Method: Twelve pairs of volunteers with dementia and informal caregivers were recruited (N = 24). A quasi-experimental mixed-methods within-subjects study evaluated the well-being impacts of art viewing using visual analogue scales and explored participant experiences with thematic analysis. Findings: Quantitative results before Bonferroni correction showed a significant effect for change in composite well-being from Session 1 to Session 5 but this became non-significant after the correction was applied. Well-being subdomains generally increased with number of sessions. Qualitative findings included changes in cognition, behavior, mood, and relationships. These changes tended to be viewed positively. Conclusion: The results suggest touchscreen-based art interventions could yield well-being benefits for this population. A larger-scale controlled study would help determine whether wider dementia care practice implications can be drawn.

scholarly journals Mobile well-being in pregnancy: suggestions from a quasi-experimental controlled study

2021 ◽  
pp. 1-13
Author(s):  
Claudia Carissoli ◽  
Deborah Gasparri ◽  
Giuseppe Riva ◽  
Daniela Villani
Keyword(s):  
Well Being ◽  
Controlled Study ◽  
Quasi Experimental ◽  
In Pregnancy

scholarly journals My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study

Adolescents ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 21-35
Author(s):  
Emanuela Rabaglietti ◽  
Giorgia Molinengo ◽  
Antonella Roggero ◽  
Antonella Ermacora ◽  
Laura Marinaro ◽  
...  
Keyword(s):  
Social Skills ◽  
Academic Success ◽  
Transition To Adulthood ◽  
Intervention Group ◽  
Well Being ◽  
Health Risk Behaviors ◽  
Controlled Study ◽  
School Based ◽  
Significant Difference ◽  
Health Diary

Background: A positive transition to adulthood entails developing the individual and social skills needed to cope with critical situations. The “My Health Diary” program was designed as a school-based and teacher-led intervention focusing on the active engagement of 12- to 13-year-old pre-adolescents. The study analyzes the role of several primary variables (psychological well-being, psychosomatic symptoms, health status), secondary variables (health-risk behaviors, prosocial behavior, academic success, physical and verbal aggression), and mediator variables of emotional and social skills in terms of empathic and social self-efficacy, and satisfaction with school. Methods: Sixty schools were involved, divided into control groups (N = 29) and intervention groups (N = 31). The program was administered only to the intervention group. Of the 2306 students at the baseline, 2078 were still involved at post-intervention 6 months later. Results: The program was not found to have significant effects on the primary outcome variables and most of the secondary variables. For the mediators, however, the association was stronger for the girls in the intervention group, and there was a statistically significant difference in the empathic skills shown by girls, who reported higher levels than boys. Conclusions: The program was found to have encouraging effects on some mediators and in enhancing socio-relational and emotional skills among pre-adolescents.

scholarly journals MOBILE WELL-BEING IN PREGNANCY: SUGGESTIONS FROM A QUASI-EXPERIMENTAL CONTROLLED STUDY

2020 ◽  
Author(s):  
Claudia Carissoli ◽  
Deborah Gasparri ◽  
Giuseppe Riva ◽  
Daniela Villani
Keyword(s):  
Antenatal Care ◽  
Well Being ◽  
Mobile App ◽  
Controlled Study ◽  
Control Group ◽  
Present Moment ◽  
Psychological Well Being ◽  
Self Help ◽  
Quasi Experimental ◽  
Experimental Group

“BenEssere Mamma” app, is a mobile self-help intervention containing mindfulness meditations and “savoring the present moment” exercises for use during pregnancy. The goal of this study is to investigate the effectiveness of this app in enhancing the psychological well-being of healthy childbearing women. A quasi-experimental controlled study was conducted with 74 pregnant women randomly assigned to experimental group (APP - mobile app and antenatal care) or control group (routine antenatal care). Participants were assessed on their psychological well-being before, after the four weeks of use of the app, and during the first three months after the birth of the child, using Ryff’s Psychological Well-Being Scale. Women’s acceptance and user experience with the app were also assessed through an ad hoc questionnaire. Experimental group reported an increase in sense of autonomy after intervention and after childbirth, and greater self-acceptance after the childbirth compared to the control group. These results suggest that a self-help mobile intervention can be effective for enhancing women’s psychological well-being. Future researches are needed to understand if a more interactive content or a longer intervention could achieve more effective results and if other populations could take advantage of this opportunity.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: Outcome evaluation (Preprint)

2020 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preschool Age ◽  
Early Years ◽  
Children’S Wellbeing ◽  
Preschool Age Children ◽  
Measuring Change ◽  
Quasi Experimental ◽  
Clinically Significant

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

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