Research suggests a link between gratitude and subjective well-being exists. Research on gratitude practices have shown to increase gratitude, subjective well-being, and other related outcomes. However, the efficacy of gratitude practices may be limited by the rote application of the gold standard gratitude practice--the gratitude journal. Such findings suggest that a more comprehensive, adaptable, and flexible gratitude practice may be needed. This study examined the efficacy of the My Best Self 101 (MBS101) gratitude module: an online gratitude resource that provides psychoeducation about gratitude along with a menu of empirically based gratitude practices. Using a randomized controlled design method, this study compared using the MBS101 gratitude module to using a gratitude journal for 21 days. The sample consisted of 225 adults recruited online and through university research systems. Seemingly unrelated regression models were used to analyze gratitude and subjective well-being outcomes between groups as well as the interaction between time spent on gratitude practice and group assignment. Compared to the gratitude journaling group, the MBS101 group had significantly better outcomes on gratitude and subjective well-being. Additionally, when the time and group interaction was added, the MBS101 group had greater increases in benefits for gratitude and subjective well-being with increased time spent. Further research is required to support these findings.

Self-compassion is associated with a variety of positive outcomes including well-being and positive body image. There is a need for accessible online self-compassion resources that can be disseminated to the general public. This study examined the efficacy of The Gift of Self-Compassion course (GSC): a 30-day internet-delivered self-compassion training within a non-clinical general population sample. Outcomes examined were self-compassion, well-being, and body dissatisfaction. Using a randomized controlled design, this study compared the GSC to an expressive writing (EW) curriculum. Participants were 215 adults from the general population. Seemingly unrelated regression models were used to estimate treatment differences between groups as well as the relationship between usage and outcome. Compared to control participants, GSC participants reported significantly greater improvements in self-compassion and well-being, but not measures of affect or body dissatisfaction. Our hypothesis that usage would impact outcomes was only partially supported.

No description available.

A few scholars have argued that the Internet is a valuable channel for social marketing, and that practitioners need to rethink how they engage with target audiences online. However, there is little evidence that online social marketing interventions can significantly influence behaviours, while there are few evidence-based guidelines to aid online intervention design. This thesis assesses the efficacy of online interventions suitable for social marketing applications, presents a model to integrate behavioural change research, and examines psychological principles that may aid the design of online behavioural change interventions.The primary research project used meta-analytical techniques to assess the impact of interventions targeting voluntary behaviours, and examined psychological design and adherence correlations. The study found that many online interventions demonstrated the capacity to help people achieve voluntary lifestyle changes. Compared to waitlist control conditions, the interventions demonstrated advantages, while compared to print materials they offered similar impacts, but with the advantages of lower costs and broader reach. A secondary research project surveyed users across an international public mobilization campaign and used structural equation modelling to assess the relationships between website credibility, active trust, and behavioural impacts. This study found that website credibility and active trust were factors in behavioural influence, while active trust mediated the effects of website credibility on behaviour. The two research projects demonstrated that online interventions can influence an individual’s offline behaviours. Effective interventions were primarily goal-orientated: they informed people about the consequences of their behaviour, encouraged them to set goals, offered skills-building support, and tracked their progress. People who received more exposure to interventions generally achieved greater behavioural outcomes. Many of these interventions could be incorporated into social marketing campaigns, and offer individually tailored support capable of scaling to massive public audiences. Communication theory was used to harmonize influence taxonomies and techniques; this proved to be an effective way to organize a diversity of persuasion, therapy, and behavioural change research. Additionally, website credibility and users’ active trust could offer a way to mitigate the negative impacts of online risks and competition.

Imagining one’s physical activity (PA) possible self can lead to increased PA (e.g., Murru & Martin Ginis, 2010). This online experiment examined potential benefits of forming a self-regulatory PA possible self, which involves reflection on a PA possible self image and strategies to pursue this self. This intervention was compared to a standard PA possible selves intervention and a control condition in terms of impact on motivational, self-regulatory, and PA outcomes. Insufficiently active participants (n = 247) completed baseline measures, were exposed to the intervention or control procedures, and then completed outcome measures immediately and at two and four-weeks post-intervention. The mediational roles of action/coping planning in the intervention-PA relationships were explored. Results: ANCOVAs showed no differences on motivational or self-regulatory outcomes; action/coping planning were not mediators. The two intervention conditions, combined, led to significantly greater PA over the four weeks post-intervention than did the control condition (p. = .041).

abstract: Type 1 diabetes (T1D) is one of the most common chronic diseases in youth and it has been shown that adolescents have the worst glycemic control of any age group. The objective of this study was to develop, test and evaluate the feasibility of an online intervention (Can-Do-Tude) that uses the principles of motivational interviewing (MI) to deliver tailored diabetes self-management education to adolescents with T1D. Bandura’s efficacy belief system was used to guide the design of this study. The study used a multi-phase, multi-method approach. The first phase (alpha) of this study was a qualitative descriptive design to examine the intervention’s fidelity. Evaluation of performance was conducted by experts in the fields of MI, T1D, adolescence and/or online education. The second phase (beta) was a quantitative descriptive design conducted in order to evaluate feasibility by examining the acceptability (recruitment, retention and satisfaction) and implementation (diabetes self-management self-efficacy) to determine whether the intervention was appropriate for further testing. First phase findings showed that the intervention passed all measures with the content experts (n = 6): it was functional, accurate, usable and secure. Improvements to the intervention were made based on reviewer recommendations. For the second phase 5 adolescents between 14 and 17 were enrolled. Three adolescents completed all 4 weeks of the intervention while 2 completed only 3 weeks. Participants (n = 3) rated satisfaction on a 5-point Likert-type scale ranging from “not at all” satisfied (1) to “very much” satisfied (5). There was a positive response to the intervention (M = 4.28, SD = 0.55). Implementation was measured by a pre- and post-test for diabetes self-management self-efficacy. Participants (n = 3) demonstrated overall improvements in diabetes self-management self-efficacy (Z = -2.952, p = .007). Implications for further Can-Do-Tude research are planned at a metropolitan diabetes center using updated technology including an application platform. Although the sample was small, findings indicate that the intervention can be conducted using a web-based format and there is initial evidence of improvement in self-efficacy for diabetes self-management. / Dissertation/Thesis / Doctoral Dissertation Nursing and Healthcare Innovation 2017

Imagining one’s physical activity (PA) possible self can lead to increased PA (e.g., Murru & Martin Ginis, 2010). This online experiment examined potential benefits of forming a self-regulatory PA possible self, which involves reflection on a PA possible self image and strategies to pursue this self. This intervention was compared to a standard PA possible selves intervention and a control condition in terms of impact on motivational, self-regulatory, and PA outcomes. Insufficiently active participants (n = 247) completed baseline measures, were exposed to the intervention or control procedures, and then completed outcome measures immediately and at two and four-weeks post-intervention. The mediational roles of action/coping planning in the intervention-PA relationships were explored. Results: ANCOVAs showed no differences on motivational or self-regulatory outcomes; action/coping planning were not mediators. The two intervention conditions, combined, led to significantly greater PA over the four weeks post-intervention than did the control condition (p. = .041).

The efficacy of reading interventions on elementary students’ decoding and word reading skills and reading comprehension has been well-established in the literature. The efficacy of online reading interventions, however, is unknown. This study adapted an in-person reading fluency intervention for synchronous online implementation and examined its effectiveness in a single-case research design. Three struggling readers in grades 2 and 3 participated in an 8-week online reading intervention. Pre-test, post-test, and progress monitoring data were collected and analyzed. The results indicated that the online RAVE-O intervention was effective in increasing the participants’ accurate word reading and decoding skills as well as their reading comprehension. The adapted intervention was implemented with fidelity and maintained its efficacy in an online setting. For struggling readers who cannot access intervention resources in person, an online reading intervention such as the one used in this study could have a positive effect on their reading skills. / Graduate

Gli esseri umani vengono definiti come membri di un gruppo quando assumono i significati che il gruppo stesso crea ed utilizza per concepire sè stesso, i suoi membri e l'universo in generale. Abbiamo studiato i significati che definiscono un essere umano nella versione dell'"autolesionista utente di un gruppo online". In primo luogo, tramite un'analisi tematica di post condivisi nel forum del gruppo siamo venuti a conoscenza delle teorie sul comportamento, la sofferenza ad esso associata ed altre tematiche che definiscono "l'autolesionista". I risultati ottenuti hanno dimostrato che i significati che descrivevano il dolore associato all'autolesionismo erano più rilevanti rispetto a quelli legati all'atto. In seguito tramite IPA di interviste individuali abbiamo compreso che la qualità dello spazio del forum e della relazione tra le dimensioni online e offline determinavano influenze reciproche tra la partecipazione al forum, gli effetti sul sè e sul comportamento e il tipo di utilizzo del forum. Infine abbiamo condotto quattro incontri online con un gruppo di utenti del forum e lavorando sui significati, abbiamo stimolato la loro capacità di diventare consapevoli del loro stato mentale in relazione al comportamento autolesionista. / Human beings are defined as members of a group when they assume the meanings that such group creates and uses to conceive itself, its members and the world in general. We studied meanings that shape a human being in the version of a “self-injurer member of an online group”. Firstly, through a thematic analysis of posts shared in the forum of the group we became acquainted with theories about the behavior, its associated sufferance and other issues that define “a self-injurer”. We found that the most important meanings related to the sufferance rather than to the practice of self-injurious gestures. Secondly, through IPA of individual interviews we understood that the quality of the space of the forum and the relationship between online and offline dimensions determined influences between the self-injurer's identity and her experience in the forum in terms of participation, effects on self and behavior, and type of use of the forum. Finally, we conducted four online meetings with a group of users of the forum and always focusing on meanings, we stimulated their capacity to be aware about their mental states in relation to self-injury.

Survivors of complex childhood trauma (CCT) tend to develop distinctive mental health challenges later on in adulthood, which may be exacerbated by the ongoing coronavirus pandemic. CCT survivors often struggle with self-regulation, making it difficult to tolerate the distress associated with “gold-standard” trauma-processing therapies for survivors of single-incident and adult-onset trauma. Yoga can enhance self-regulation, through physical movements, breathing techniques, meditative focus, and ethical guidelines of behaviour. This dissertation encompasses the creation of a new approach for teaching yoga to trauma survivors, called TIME yoga. This approach is based on a neuropsychological understanding of the bio-psycho-social alterations that CCT survivors undergo. Chapter 1 details the methods employed in this series of dissertation studies. A randomized controlled trial (RCT) was conducted with 26 adult survivors of CCT. Mental health, emotional functioning, resilience, and cognitive functioning were assessed via subjective and objective measures at two time points (i.e., pre- and post- participation in the online yoga program or waitlist). Chapter 2 is a retrospective and cross-sectional study describing survivors’ pre-intervention psychological and cognitive functioning during the pandemic, and evaluating the impact of trauma at particular developmental stages. Regression analyses revealed particular implications of adolescent and young-childhood trauma. Chapter 3 presents a manual of TIME yoga and feasibility data from the initial RCT, supporting both feasibility and safety of the program. Chapter 4 underscores yoga-related improvements in depressive symptoms, interoceptive awareness, and executive functioning. Using both repeated-measures ANOVAs and clinically meaningful indicators of change, this study illustrates how TIME yoga effectively improved survivors’ self-regulation during the global health crisis. Future directions for program development and evaluation are discussed. / Graduate / 2023-04-11