<p> Stress is a ubiquitous phenomenon in modern society, as a risk factor for several chronic diseases. This study investigated the feasibility of utilizing a four-week online e-health yoga video series to provide adults with a potential mechanism for stress management. While 128 subjects provided informed consent, 92 provided baseline data, 63 joined the study by following instructions to receive the videos, 27 provided end of week # 1 data; and, 14 of 27 provided a discernable personal code for matching files (51.85% adherence rate to personal code instructions). Thus, the final sample was N=14 (of 63 with video access) for a 22.22% study completion rate/63.5% attrition rate. Study completers (N=14) were 85.7% )n=12) White female (n=12) with mean age of 43.86 years (min=21, max=61, SD=10.52), mean education (M=5.07, min=2, max=6, SD=1.072) closest to a Master&rsquo;s Degree, and mean household income (M=5.31,min=1, max=7, SD=1.494) closest to $50,000-$99,000. </p><p> Post-video, the mean dose of exposure to the yoga videos was closest to watching all of the videos, as a measure of very good adherence; barriers to adherence included not enough time due to other responsibilities. The yoga video series was rated between good and very good, while 64.3% (n=9) reported intention to continue to practice this form of yoga, and recommend the series to others. As the main study variable of interest, the Perceived Stress Scale (PSS-10) pre-video Cronbach&rsquo;s Alpha was .916, suggesting excellent internal consistency. Using paired t-tests, the pre-video PSS-10 mean (Mean= 15.0, min 3 max 31, SD= 8.421) was higher than the post-video mean PSS-10 (Mean= 9.21, min 2 max 16, SD= 4.457), achieving significance (t= 3.377, df=13, p =.0055) at the Bonferroni Significance level (p=.005)&mdash;suggesting the intervention was an effective brief intervention for reducing past month stress. Qualitative data showed positive emergent themes supporting feasibility and acceptability of planning to continue the practice due to personal benefits, easily accessible, relaxing, and effective; and, negative themes of yoga sequencing/format issues, general preference for in-person instruction, and general dislike. Overall, the pilot study&rsquo;s findings support the feasibility of providing online four-week yoga e-health intervention. Implications and recommendations are discussed.</p>

Aim: This thesis describes a study undertaken to investigate the effect, feasibility and acceptability of health education groups for adults with a diagnosis of schizophrenia. Background: Common medical problems are more prevalent in this client group. Life expectancy is significantly reduced with the majority of deaths resulting from natural and preventable causes. Unhealthy lifestyles have been implicated in this excess mortality. However, few studies have evaluated the outcomes of health education. Methods: Guided by the UK Medical Research Councils framework for the evaluation of complex health care interventions, health education literature was used to model a group intervention programme. A preliminary investigation was conducted using a single group pre-test post-test design. Data regarding the effect of the intervention on participants’ lifestyles were collected at interview pre, post and six months after the health education groups. Feasibility was assessed through monitoring patterns of referral and attendance. Data regarding acceptability were collected by conducting focus groups with participants who attended the health education groups and mental health practitioners who co-facilitated them. Results: 45 participants were offered the intervention. 87% (n=39) attended the health education groups. Post-intervention results showed a significant increase in levels of exercise (Z = -2.77, p = 0.006) and the number of portions of fruit and vegetables consumed (t = -5.38, p =<0.001). Changes remained significant for both exercise (Z = -2.31, p = 0.021) and fruit and vegetable intake (t = -3.77, p = 0.002) at follow up and effect sizes were large. Small but non significant changes were shown in the amount of fried food eaten (F = 4.70, df = 2, p = 0.09) and the number of cigarettes smoked per day (F = 0.83, df = 2, p =0.66). The feasibility of the intervention was good and results of focus groups indicated that health education delivered in a group format was acceptable to the participants of the study. Conclusions: Health education delivered according to the protocol developed in this study may help adults with schizophrenia to develop healthier lifestyles. However, due to methodological limitations only speculative conclusions can be made regarding the causality of effect. Further more rigorous investigation of the efficacy of the intervention in a larger scale randomised controlled trial is indicated.

The purpose of this study was to investigate the behavioral impact of knowledge regarding the relationship between breast cancer, vitamin D supplementation, and sunlight exposure considering levels of self-efficacy and response-efficacy. The study was based on protection motivation theory, which attributes behavior change to cognitive processes related to perceived threats and has demonstrated efficacy in promoting breast cancer risk-reducing behaviors. The study employed a quasi-experimental research design based on a survey using SurveyMonkey. Participants were New York City-residing women ranging in age from 25 to 74 who were recruited via an invitation from SurveyMonkey. Correlation analysis and linear regression analysis were performed on the data extracted from the survey in order to better understand the relationship of the variables in this study, and to test if any of the independent variables were significant predictors of vitamin D intake through supplementation and sunlight exposure. The results of this analysis showed that knowledge regarding the reduction in risk of breast cancer from sunlight exposure and through vitamin D supplementation was not related to changes in behavior involving increases in sunlight exposure and vitamin D intake through supplementation. Further, the results showed that those participants with higher levels of self-efficacy and response-efficacy regarding sunlight exposure and vitamin D supplementation had an increased amounts of vitamin D intake through supplementation on a daily basis. The results of this study can be used to help medical professionals understand the complexity involved in how their clients may or may not take action to reduce the potential for reducing the risk of breast cancer.

The use of human immunodeficiency virus (HIV) counselling and testing (HCT) is a necessary component of implementing HIV prevention and control programs in Nigeria. Knowledge, acceptance, and use of HCT remain low in Nigeria, especially among young people ages 15 to 24 years. The purpose of this study was to ascertain how sociodemographic factors (i.e., gender, place of residence, level of education, geopolitical zone, and socioeconomic status [SES]); cognitive factors (i.e., HCT awareness, knowledge of HIV prevention, and knowledge of HIV transmission); and knowledge of sexual risk behaviors affected HCT uptake among young people in Nigeria using data from the 2013 National HIV/AIDS and Reproductive Health Survey Plus. The study was guided by the social cognitive theory. The sample was composed of 10,091 young people ages 15 to 24 years from all geopolitical zones, SES, and educational backgrounds in Nigeria. Multiple regressions and multivariate comparisons revealed a significant relationship between HCT awareness and HCT uptake (p < .001) and between knowledge of HIV prevention and HCT uptake (p < .001). Sociodemographic variables of gender, place of residence, level of education, geopolitical zone, and SES were also significantly associated with HCT uptake. The sexual risk behavior variables tested were not significantly associated with HCT uptake among young people in Nigeria. The implications for positive social change include providing public health professionals with data to plan and implement HCT awareness and knowledge programs for young people in Nigeria that could increase HCT uptake and reduce the incidence of HIV/AIDS.

<p> College is already considered an at-risk period for the development of mental illness, however a number of studies have suggested that certain stressors may increase student athlete&rsquo;s vulnerability to depression. Despite this, research into the actual prevalence rate of depression among this population is thin. This study, therefore, aimed to determine an overall prevalence rate for depression symptoms among NCAA Division I collegiate athletes. It was also designed to assess various risk-factors that may increase an athlete's vulnerability to depression such as sex, academic class, scholarship level, sport season status and history of injury. Due to the lack of any required mental health education in college athletics, athletes were also asked questions regarding their opinion of current mental health services within their athletic program. Using a sample of 950 Division I student athletes it was found that 33.2% of athletes experienced symptoms of depression, contradicting findings from previous studies that have suggested a prevalence rate lower than the general college population (approximately 30%). Female athletes (<i> p</i> =. 00), underclassmen (<i>p</i> = .01), and in-season athletes (<i>p</i> = .05), were all found to experience higher rates of depression symptoms than other athletes. Similarly, athletes who suffered an injury in the previous 6 months (<i>p</i> = .05) experienced more severe depression symptoms than healthy athletes. Missing practice or competition due to injury was also shown to increase depression symptoms (<i> p</i> = .00) compared to athletes who were able to continue their activity. It was found that 25.7% of athletes did not know how or where to access mental health treatment at their university, and 44.5% had received no mental health education from their athletic department. The results from this study suggest that depression is a more significant issue in college athletics than previously thought, and highlights the need for continued improvements to be made in both the understanding of mental health issues in college athletics, and the services that are provided to athletes.</p>

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This study makes an original contribution to the evidence base for service user involvement in the teaching of interpersonal skills. The study is a synthesis of three different types of research activity. Firstly a systematic review which reviews the evidence base for service user involvement in interpersonal skills teaching. This review used inclusion criteria that restricted its scope to research that included elements that used outcomes, either qualitative or quantitative related to mental health service users involvement in teaching interpersonal skills. Four quantitative and eight qualitative studies met the criteria for inclusion. All the quantitative studies were methodologically weak. Qualitative studies lacked clear statements of qualitative methods used. Overall the studies reviewed provided some evidence of the efficacy of service user involvement. Qualitative findings included some negative effects of involvement. The second research approach used was reliability and validity testing of the Observed Assessment of Interpersonal Skills Scale (OAISS) using Factor Analysis and Cronbach’s Alpha. The OAISS is an observational instrument intended to measure an observer’s impression of another’s interpersonal skills during simulated interviews. Two factors were retained that accounted for 34% of the variance within the scale. Internal consistency of the scale was good. Two factors were interpreted to produce subscales called feedback and collaborative reflection and listening. The final study used mixed methods including a quasi-experiment and interview based qualitative data gathering. The quasi-experimental part of the study examined the effects on the student nurses (n = 75) interpersonal skills of a teaching intervention run by mental health service users. The experiment used a pre-test post-test design with a teaching as normal control group compared with the service user-teaching group. No significant difference was found between the two groups on measures of interpersonal skills. Qualitative results indicated that students had been affected by the service user teaching. Evidence was found of changes in empathic responses, attitudes and deep reflection on practice. Some polarization of views was also found particularly regarding the shocking nature of some of the personal accounts used in service user teaching and student concerns related to the representativeness of service users involved in teaching.