Applying an active lumbopelvic control strategy during lumbar extension exercises: Effect on muscle recruitment patterns of the lumbopelvic region

ObjectiveExamine whether implementing an active lumbopelvic control strategy during high load prone lumbar extension exercises affects posterior extensor chain recruitment and lumbopelvic kinematics.MethodsThirteen healthy adults acquired an optimal active lumbopelvic control strategy during guided/home-based training sessions. During the experimental session electromyography was used to evaluate the activity of the posterior extensor chain muscles during high load trunk/bilateral leg extension exercises with/without application of the strategy. Video-analysis was used to evaluate thoracic/lumbar/hip angles.ResultsImplementing the active lumbopelvic control strategy decreased the lordotic angle during trunk (p = 0.045; −3.2°) and leg extension exercises (p = 0.019; −10°). The hip angle was solely affected during trunk extension (p < 0.001; +9.2°). The posterior extensor chain (i.e. mean of the relative activity of all muscles (%MVIC) was recruited to a higher extent (p = 0.026; +9%) during trunk extension exercises performed with active lumbopelvic control. Applying the strategy during leg extension exercises lead to less activity of longissimus thoracic (p = 0.015; −10.2%) and latissimus dorsi (p = 0.010; −4.4%), and increased gluteus maximus activity (p ≤ 0.001; +16.8%).ConclusionsWhen healthy people are taught/instructed to apply an active lumbopelvic control strategy, this will decrease the degree of lumbar (hyper)lordosis and this influences the recruitment patterns of trunk and hip extensors. Hence, the possible impact on predetermined training goals should be taken into account by trainers.     

Suicide Intervention Training for K–12 Schools: A Quasi‐Experimental Study on ASIST

This quasi‐experimental study investigated differences between 104 school personnel who received a standardized suicide awareness and prevention training (i.e., Applied Suicide Intervention Skills Training) and 45 control group participants. Pre‐ and posttraining data included experimental and control group participants' (a) suicide intervention skills; (b) attitudes toward suicide; (c) knowledge of suicide; and (d) comfort, competence, and confidence in responding to individuals at risk of suicide. Results indicated a significant positive effect for training on all measures. Implications for training of school personnel and future research are discussed.     

A multi-session interpretation modification program: changes in interpretation and social anxiety symptoms

Previous research suggests that socially anxious individuals interpret ambiguous social information in a more threatening manner compared to non-anxious individuals. Recently, studies have experimentally modified interpretation and shown that this subsequently affected anxiety in non-anxious individuals. If similar procedures can modify interpretation biases in socially anxious individuals, they may lead to a reduction in social anxiety symptoms. In the current study, we examined the effect of a computerized Interpretation Modification Program (IMP) on interpretation bias and social anxiety symptoms. Twenty-seven socially anxious individuals were randomly assigned to the IMP or a control condition. Participants completed eight computer sessions over four weeks. The IMP modified interpretation by providing positive feedback when participants made benign interpretations and negative feedback in response to threat interpretations. The IMP successfully decreased threat interpretations, increased benign interpretations, and decreased social anxiety symptoms compared to the control condition. Moreover, changes in benign interpretation mediated IMP's effect on social anxiety. This initial trial suggests that interpretation modification may have clinical utility when applied as a multi-session intervention.     

Building Capacity of State Adolescent Pregnancy Prevention Coalitions to Implement Science-Based Approaches

A central question in adolescent reproductive health circles is how to effectively disseminate research to practitioners in a way that supports them in using the most scientifically sound and effective programming. In 2002, the Division of Reproductive Health at the Centers for Disease Control and Prevention (CDC) tackled this question by funding three national-level and five state-level organizations focused on adolescent pregnancy prevention to promote the use of science-based programs and approaches. Healthy Teen Network (HTN) and Education, Training and Research Associates (ETR), two national organizations, have partnered under this CDC funding to implement an effective model for capacity building. This paper provides an overview of the approaches used by HTN and ETR in capacity building using a seven-step process. We describe how we modified the Interactive Systems Framework for Dissemination and Implementation (ISF) for science-based innovations to apply to capacity-building for adolescent reproductive health (ARH) programs, and how we developed relevant, sustainable training and technical support. We conclude by reviewing some of the results of this training, and discuss the future work that will likely continue to advance the science behind effective dissemination of ARH research to practice.     

Formal mentoring programs: The relationship of program design and support to mentors’ perceptions of benefits and costs

This study investigates the relationship of formal mentoring program design elements (i.e., voluntary participation, input to matching, and effectiveness of training) and management support to the benefits and costs perceived by formal mentors. Data were collected from 97 formal mentors from a Midwestern financial institution. Multiple regressions were performed controlling for time as a mentor in the program, hours spent mentoring, and number of protégés. Voluntary mentor participation was positively related to perceiving rewarding experiences and negatively related to being more trouble than it was worth. Input to the matching process was negatively related to nepotism, and perceptions of training effectiveness were positively related to generativity. Finally, perceived management support for the program was positively related to rewarding experience and recognition, and negatively related to generativity and bad reflection. Three supplemental group interviews were conducted to further explore some of the survey findings. Directions for future research and implications for formal workplace mentoring programs as well as mentoring programs in cross-disciplinary contexts are discussed.     

The Role of Organizational Professionals in the Conscious Evolution of Business and Society

This article explores the role of organizational professionals in the evolutionary development of business. Such professionals are currently defined in the fields of human resources development, organizational development and human performance improvement as executive and strategic coaches, training professionals and consultants. Their work seeks to improve the human systems on which organizational processes depend. This article explores (a) areas of convergence and divergence among these fields; (b) how these professions might contribute to the conscious evolution of humane, sustainable and viable organizational cultures; and (c) the challenges and issues these professions must effectively address.     

Feedback in Couple and Family Therapy: A Randomized Clinical Trial

Routine Outcome Monitoring (ROM) is recommended as a psychotherapy procedure to serve as clinical feedback in order to improve client treatment outcomes. ROM can work as a warning signal to the therapist if the client shows signs of no change or deterioration. This study has investigated whether any difference in outcome could be detected between those clients in couple and family therapy who used the Systemic Therapy Inventory of Change (STIC) feedback system (ROM condition) versus those who were offered treatment without the use of STIC (“treatment as usual” or TAU condition). A sample of 328 adults seeking couple and family therapy in Norway was randomly assigned to ROM versus TAU conditions. Outcome measures were The Outcome Questionnaire–45 and The Revised Dyadic Adjustment Scale. The results demonstrated no significant differences in outcomes between the ROM and TAU. Possible explanations of this result related to design and implementation issues are discussed.     

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.     

An interactive procedure for learning about preferences: Case study of a portfolio manager

This paper presents a new interactive procedure for learning and interpreting the choices available to a decision maker confronted with a discrete decision problem. The procedure guides a decision maker through the evaluation process, has an ability ‘to learn’ from previous choices and generates a set of rules that describe a decision maker's posterior preferences. The validity of the procedure was tested by creating an investment portfolio. The emphasis of the application is on assisting the portfolio manager to determine the decision consistency of a given portfolio selection process.     

La formation,intervention comprise

Thinking of training as an intervention assumes that an action of training is an integral and integrated part of the dynamics involved in production of work. This conception of training locates the action of the trainer at the articulation social and individual dimensions, integrating the demands of work without as much to neglect the development of people and collectives. It becomes a trainer-consultant, who connects and moves the work to be done, the subjects that do it and the contexts where action is required. In this article, we propose to develop this concept of intervention training. from an intervention chronicle where the presentation of the order then the conduct of the training action will serve as support to clarify the links between training and intervention and the complexities that they contain for the trainer. Before we return briefly to some elements of the history of this professionalism and its relationship to the intervention.