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71.
72.
In order to better understand how an integrated mindfulness and acceptance-based intervention works and for whom it works best, study objectives were to examine (i) the trajectories of mindfulness skills and performance-related outcomes during the intervention, and athletes’ perceptions of the impact of the intervention; and (ii) the potential moderating effects of personality characteristics on changes in targeted variables associated with the intervention. The sample consisted of 40 young elite female basketball players (M = 16.33, SD = 0.75 years) from three incoming groups at the French Federal Basketball Center over a 3-year period. All players participated in a 15-week Mindfulness BasketBall Integrated program. They completed online questionnaires measuring personality traits 10 months before the intervention, as well as pre-, mid- and post-intervention measurements of mindfulness skills, intensity and directional interpretation of stress, and performance satisfaction. They also participated in semi-structured social validation interviews conducted one month after the intervention. The results of the multilevel growth curve (MGCA) and thematic analyses revealed how the mindfulness skills and performance-related outcomes evolved over the course of the intervention and how these changes were perceived by the athletes. Specifically, the MGCA showed significant linear increases in acceptance, positive stress direction, and performance satisfaction. The complementary social validation data indicated perceived improvements in mindfulness skills and performance. The MGCA also showed that baseline personality traits moderated the effects of the program on acceptance and experience of stress. These findings may be used to inform the design of more effective integrated mindfulness and acceptance-based interventions. 相似文献
73.
This study compared prototype and rote instruction of English names for Chinese visual characters. In the prototype condition, participants were taught the meaning of the prototype that served as the distinctive feature of multicomponent characters. In the rote condition, participants traced the character and wrote its translation. Participants learned more rapidly and maintained more words in the prototype condition. 相似文献
74.
Douglas W. Woods Raymond G. Miltenberger Vicki A. Lumley 《Journal of applied behavior analysis》1996,29(4):483-493
In this study, we sequentially administered up to four components of the habit-reversal treatment to 4 children with motor tics within a multiple baseline design. The habit-reversal components included (a) awareness training; (b) awareness training and self-monitoring; (c) awareness training, self-monitoring, and social support; and (d) awareness training, social support, and the use of a competing response. Results demonstrated that the combined use of awareness training, social support, and competing response training was effective in eliminating motor tics in 2 of 4 children, that awareness training alone was effective for 1 child, and that a combination of awareness training and self-monitoring was effective for the 4th child. The treatment and ensuing improvement were found to be socially valid. We discuss possible explanations for these results and recommend directions for future research. 相似文献
75.
Stephanie M. Peck David P. Wacker Wendy K. Berg Linda J. Cooper Kimberly A. Brown David Richman Jennifer J. McComas Pamela Frischmeyer Thomas Millard 《Journal of applied behavior analysis》1996,29(3):263-290
The choice-making behavior of 5 young children with developmental disabilities who engaged in aberrant behavior was studied within a concurrent operants framework. Experimental analyses were conducted to identify reinforcers that maintained aberrant behavior, and functional communication training packages were implemented to teach the participants to gain reinforcement using mands. Next, a choice-making analysis, in which the participants chose one of two responses (either a mand or an alternative neutral response) to obtain different durations and qualities of reinforcement, was conducted. Finally, treatment packages involving choice making via manding were implemented to decrease inappropriate behavior and to increase mands. The results extended previous applications of choice making to severe behavior disorders and across behaviors maintained by positive and negative reinforcement. 相似文献
76.
In this paper, it is proposed that a) psychosocial medicine is best taught in a setting that provides technical and emotional support, while seizing for teaching only those moments when the learner is most receptive; and b) that the setting should avoid the development of a separate psychosocial skills curriculum, but should take the student where he or she is and integrate the psychosocial skills into his or her everyday biomedical practice. The paper gives specific case examples in which family based psychosocial issues were preeminent in the clinical problem-solving medical residents faced. 相似文献
77.
Steven A. Meyers 《Contemporary Family Therapy》1998,20(1):123-136
To increase the effectiveness of parent education interventions, family therapists can address those factors that shape the way in which parents interact with their children. This article presents ecological theory as a framework that can help clinicians expand the range of their parent training efforts. In order to assess the utility of ecological theory for clinical practice, the present study empirically explored the ways in which selected characteristics of parents, children, and the family context related to mothers' parenting behavior. Specific recommendations for family therapists who employ parent training techniques are offered. 相似文献
78.
John T. Rapp Raymond G. Miltenberger Ethan S. Long 《Journal of applied behavior analysis》1998,31(4):665-668
The chronic hair pulling of a 36-year-old woman with moderate mental retardation was initially treated with a simplified habit-reversal (SHR) procedure that consisted of awareness training, competing response training, and social support. When SHR did not produce large and sustained reductions in hair pulling, an awareness enhancement device was added, and it reduced hair pulling to near-zero levels in two settings. The results are discussed, and directions for future research with this device are provided. 相似文献
79.
Steiner D 《Science and engineering ethics》1996,2(4):457-468
Individual and institutional conflict of interests in biomedical research have becomes matters of increasing concern in recent
years. In the United States, the growth in relationships — sponsored research agreements, consultancies, memberships on boards,
licensing agreements, and equity ownership — between for-profit corporations and research universities and their scientists
has made the problem of conflicts, particularly financial conflicts, more acute. Conflicts can interfere with or compromise
important principles and obligations of researchers and their institutions, e.g., adherence to accepted research norms, duty
of care to patients, and open exchange of information. Disclosure is a key component of a successful conflict policy. Commitments
which conflict with a faculty member's primary obligations to teaching, research, administrative responsibilities, or patient
care also need attention. Institutional conflict of interests present different problems, some of which are discussed in an
analysis of an actual problem posed by two proposed clinical trials.
This paper is adapted from a lecture presented to a Symposium on Scientific Integrity, Warsaw, Poland, 23 November 1995.
Daniel Steiner was Vice-President and General Counsel of Harvard University (1972–92) and in that capacity became familiar
with conflict of interest issues. He is currently Counsel to the Boston law firm. Ropes and Gray, and is Adjunct Lecturer
in Public Policy at the John F. Kennedy School of Government. Harvard University. 相似文献
80.
Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training. 相似文献