This series of studies began with an examination of the effects of training status (Tr vs UTr) and sex on the resting levels and redistribution of senescent (CD28-CD57+) and naïve (CD28+CD57-) T-lymphocytes (CD4+, CD8+) following a treadmill test to volitional exhaustion. In this first study exercise elicited a redistribution of senescent CD4+, CD8+ and naïve CD4+,CD8+ T-lymphocytes. UTr had a higher proportion of senescent and a lower proportion of naïve CD8+ T-lymphocytes than Tr. Males had a higher proportion of senescent and lower proportion of naïve T-lymphocytes than females with the highest percentage of senescent and lowest percentage of naïve T-lymphocytes observed in UTr males. CMV was a covariate in the senescent and naïve CD8+ T-lymphocytes. This study highlighted important sex and training status differences in the senescent and naïve T-lymphocyte redistribution in response to exercise. These findings led on to an investigation of the T-lymphocyte (CD4+, CD8+, γδ+) response to a period of 2 weeks increased volume training (39% increase in volume) in trained females (Tr, n=13) compared to a period of 2 weeks habitual activity in female controls (UTr, n=13). This second study observed no difference in the resting T-lymphocyte profile from the pre to post increased volume training period. The resting number of CD3+ and proportion of γδ+ T-lymphocytes was greater in the Tr compared to the UTr. The resting proportion of CD4+T-lymphocytes and the CD4+:CD8+ ratio was greater in the UTr compared to the Tr. CMV was a covariate in the analysis of CD8+, CD28+ CD8+, and naïve CD8+ T-lymphocyte cell numbers but not in the analysis of T-lymphocyte proportions. The increased volume training period had no effect on resting T-lymphocyte populations in Tr females, and T-lymphocyte populations also did not change with 2 weeks of habitual exercise in UTr. The total energy, carbohydrate and protein intake was greater in Tr compared to the UTr during the increased volume training period and was greater than normal in the Tr group. These dietary influences may partly explain the absence of any change in T-lymphocyte proportions pre to post training period in Tr. Differences in the proportions of γδ+, CD4+ and the ratio of CD4+:CD8+ T-lymphocytes at rest between the Tr and UTr warrants further investigation. The final study of this series is presented in two parts. The first part focused on the influence of 4 weeks supplementation at 0.1g/kg body mass/day with n-3 polyunsaturated fatty acids (PUFA) as fish oil (FO, n=10), or short-chain saturated fatty acids (SFA) as coconut oil (CO, n=10) on T-lymphocyte (CD4+,CD8+, γδ+) differentiated populations at rest and in response to exercise in trained males. Changes were examined by Day (Baseline to pre supplementation, Pre Sup (4 week control period), and pre supplementation to post supplementation, Post Sup (4 week supplementation period)). During a 4 week baseline control period no changes were observed in the blood lipid profile in both FO and CO groups. During the control period a main effect of exercise was observed in all the CD3+ and γδ+ T-lymphocytes subsets. During the control period an interaction of group-by-day was observed in the senescent CD8+ T-lymphocytes from BL to Pre Sup the proportion and number decreased in the FO group and increased in the CO group. Inclusion of CMV as a covariate introduced a main effect of group on the CD4+ naïve proportions and cell counts and the group-by-day interaction observed on the CD8+ senescent T-lymphocyte proportions and cell counts disappeared. During the 4 week supplementation period this study observed an increase in the n-3 PUFAs, EPA (20:5n-3), DHA (22:6n-3) and DPA (22:5n-3) in the FO group but not in the CO group (with no changes in blood lipid profile on CO). During the supplementation period a main effect of exercise was observed in all the CD3+ and γδ+ T-lymphocyte subsets except for the proportion of CD8+ naïve T-lymphocytes. The proportion of CD8+ naïve T-lymphocytes was lower at rest and in response to exercise in FO and CO groups after supplementation. CMV was a significant covariate in senescent CD4+ T-lymphocyte cell counts. At the post exercise time point the γδ+ T-lymphocyte count increased in the FO group but decreased in the CO group, following the supplementation period. However, this observation did not quite reach statistical significance. Although a difference between the groups was evident for γδ+ T-lymphocyte count and proportion there was insufficient evidence to conclude whether the difference was supplement related. It would appear that dose, duration and type of fatty acids ingested could all be important in the overall response but these require further study. The second part of this final study investigated the influence of 4 week supplementation at 0.1g/kg body mass/day with n-3 polyunsaturated fatty acids (PUFA) as fish oil (FO, n=10) or short-chain saturated fatty acids (SFA) as coconut oil (CO, n=10) on plasma Th1 cytokine: IL-2, TNF- α and IFN-γ, and Th2 cytokine IL-4, IL-6 and IL-10 concentrations, and expression of the T-lymphocyte activation marker CD69 at rest and in response to exercise in trained males. Changes were examined by Day (Baseline to pre supplementation (4 week control period), and pre supplementation to post supplementation (4 week supplementation period)). This study observed an increase in n-3 PUFAs, EPA (20:5n-3), DHA (22:6n-3) and DPA (22:5n-3) in the FO group but not in the CO group. There was a significant mobilisation of activated CD4+ CD69+ and CD8+ CD69+ (P<0.05) T-lymphocyte numbers in response to exercise in both FO and CO groups. CMV infection was a significant covariate on the number and proportion of CD4+CD69+ T-lymphocytes (P<0.05) but not on the number or proportion of CD8+CD69+ T-lymphocytes. During the supplementation period there was a significant effect of Day on TNF-α, IL-6, IL-4 and IL-2 with IFN-γ and IL-10 trending towards a difference. The plasma cytokine concentration was greater at post supplementation compared to pre supplementation for both FO and CO groups. Latent CMV infection was a significant covariate for TNF-α, IL-6, IL-4, IL-2, IFN-γ and IL-10. In the current study we observed no evidence of a difference between the CO and FO groups for early T-lymphocyte activation marker or plasma cytokine concentrations despite the membrane lipid composition change over the 4 week supplementation period. It would appear that the plasma Th1 and Th2 cytokine concentration increased from pre supplementation to post supplementation on both PUFA and SFA, highlighting a potential link between fatty acid incorporation and cytokine expression that needs closer examination. The results of this series of studies highlight that sex and training status impact upon the T-lymphocyte pool at rest and in response to exercise. Increasing the volume of training for 2 weeks without dietary restriction does not alter the resting T-lymphocyte pool in trained females. Alterations to the T-lymphocyte pool at rest and in response to exercise are not related to FO or CO supplementation. Furthermore, the response of Th1, Th2 plasma cytokines, and the early activation marker CD69 at rest and in response to exercise does not differ between a group supplemented with FO compared to a group supplemented with CO it would appear that Th1 and Th2 plasma cytokines increase post supplementation in both groups. Particular avenues of interest for future research would be, to explore the sex differences in T-lymphocyte subsets at rest and in response to exercise, to determine whether these sex differences are key in susceptibility to disease/infection and to determine the tissue targets of lymphocytes mobilised during exercise.

No description available.

Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.