The purpose of this study was to gain a better understanding of the past research that has been conducted to date on pre-shot routines in golf via a thorough review of the literature. A historical review is presented in a chronological order of research studies that have been conducted pertaining to pre-shot routines in golf over the last 40 years. From this review, the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was developed and assessed amongst college golf coaches in the United States. A total of 36 college golf coaches working at the NCAA Division I level participated in a two-round Delphi study to validate the usefulness and future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf. The usefulness of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was validated by achieving a 72.73% consensus agreement level amongst study participants. The researchers were unable to reach adequate levels of expert consensus amongst college golf coaches working at the NCAA Division I level pertaining to the future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf in their golf instruction. However, it was found that future utilization rates of the model may increase if the designer of the model were to provide educational sessions to college golf coaches and members of their college golf team. Practitioners and researchers are encouraged to further examine the efficacy and future adoption rates of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf amongst golfers of all ability levels. In addition, a study examining the real adoption and utilization rates of college golf coaches working at the Division I level is encouraged upon the completion of face-to-face educational sessions by a researcher who has expertise in the area of pre-shot routines in golf.

Fear of crime is an issue that has long been a part of mainstream society through politics and media. However, research on the specific mechanisms of fear and the effects on behavior is sparse. After considering the victim-offender overlap consistently found within the literature, the present study was based on the theory posed within Schreck, Stewart, and Fisher (2006) in which those who are low in self-control may have altered perceptions of fear or risk of crime that might increase the likelihood that the individual will be in risky locations conducive to victimization. The current study also included a novel feature in which fear of crime is measured by two separate constructs, an emotional fear response to crime as well as a cognitive risk perception of crime as suggested in Rountree and Land (1996). This study will utilize data collected from 3,692 seventh-graders in Kentucky as part of the Rural Substance Abuse and Violence Project. It is believed that this study will help to better explain the process behind school victimization in particular, not only for intervention and prevention purposes for offending behavior, but to also prevent victimization.

The COVID-19 pandemic increased uncertainty and anxiety for most and was especially disruptive to autistic people and their families. Autistic children were particularly vulnerable due to their intolerance for increased uncertainty and disruption to their school and therapy support. This study aimed to investigate the effect that increased uncertainty had on autistic children, specifically their sensory behaviors and stress levels and on the stress levels of their primary caregivers. Parents and guardians of 47 autistic children completed an online survey consisting of questions investigating background and demographic information, their experiences during the first six months of the pandemic, information about the types of support that they were provided, and measures of intolerance of uncertainty (IUS-12) and sensory processing (SSP). Additionally, 10 primary caregivers participated in semi-structured interviews to explore in-depth accounts of their experiences and those of their children during the pandemic. Eighty nine percent of caregivers reported their children had significant sensory difficulties prior to the pandemic. We found that this majority group showed significant increases in sensory processing and intolerance of uncertainty from pre to during the first six months of the pandemic. Changes from pre to during the first six months of the pandemic were significantly correlated suggesting that as uncertainty increased, sensory processing ability decreased. Disruption to routines was significantly correlated with sensory processing and explained a significant portion of the variance in child, household, and parent stress. The themes found in interview responses including the relationship between sensory processing and uncertainty, living in "survival mode,"and unmasking reflect the quantitative findings, showing that the uncertainty introduced by disrupted routines increased sensory processing difficulty and typically autistic behaviors. These findings have implications for helping us to understand the relationship between uncertainty, sensory processing, and stress leading to better interventions and supports for this population. Additionally, primary caregivers noted the need for increased education and training for parents during therapy sessions and for a stronger community of primary caregivers to support the unique needs of these individuals and families.

In routine outcome monitoring (ROM), the rate and timing of treatment failure alerts has been related to the success of feedback in past randomized clinical trials. In a recent OQ-45 feedback study, Burlingame and colleagues (2018) found that the rates and timing of not-on-track (NOT) progress alerts in group treatment were different than those reported for individual treatment. Using data from 58 different therapy groups and 374 patients, NOT progress alerts occurred at 186% of the rate reported by Shimokawa et al. (2010) when they examined over 6,000 patients receiving individual therapy at the same clinics. Another significant difference was found on the timing of the first NOT progress alerts with group treatment's first alerts occurring two sessions later than individual treatment. The goal of the current study was to use de-identified archival OQ-45 data from patients receiving group and individual treatment at a comparable clinic to determine if these rate and timing differences were replicable. Data from individual therapy (N = 5,493) and group therapy (N = 146) patients' OQ-45 scores show that the present study duplicated the significant difference found in the rate of NOT alerts between these formats. Relative risk of alerting as NOT at least once in group therapy was calculated to be 1.43 compared to individual therapy (group patients are 143% more likely to alert than individual patients). On the other hand, the present study did not find a significant difference in the timing of first alerts between formats. The implication of these results are significant when considering ROM in group therapy. Patients participating in group therapy are much more likely to flag as not-on-track later during the course of treatment when compared to patients in individual therapy.

In recent years, have the focus on Incels increased due to various deadly attacks that have been associated with extreme misogynistic content. This study aims to discuss current online prevention methods’ applicability with respect to Incels and to comprehend if online prevention methods can mitigate future attacks in Nordic countries. To provide knowledge of current online prevention methods a systematic literature review in accordance with the PRISMA was conducted. Several databases e.g., Google Scholar and PsycINFO were searched for articles published in peer-reviewed international journals. Ten articles which included online moderation measures regarding extremist content and Incels were admitted. Additionally, a non-systematic review was conducted in relation to reports regarding Incels published by Nordic organizations. Four reports were found. The Routine Activity Theory was then applied to the results from the papers found in the systematic and the non-systematic review. One limitation of the review is that only a few articles have been included which makes generalizability difficult. Numerous methods can be applied regarding Incels when it comes to online prevention measures. However, current methods seem to consist of a duplexity, where the moderation methods influence different SoMe platforms, but also create echo chambers on encrypted platforms where an increase of Incel radicalization materializes. To mitigate future attacks the use of proactive online prevention methods, e.g., detection tools and connectivity tools should be used by different platforms and law enforcement, as the capable guardian, to allocate imminent threats from Incels.

The last 3 decades have seen a dramatic increase in the creation and effective use of spiritually integrated therapy (SIT) for a wide variety of client populations and clinical issues. The outcome research on SIT has increased and improved dramatically, yet process research on SIT has lagged somewhat. While valuable, prior process-oriented studies on SIT have used retrospective survey methods and asked about generalized usage rates of predetermined spiritual interventions. Rather than relying on retrospective reports of SIT with clients, there is great value and likely greater accuracy in examining session-by-session usage of SIT with clients and identifying correlational patterns between clinical issues and spiritual interventions. The current study used a descriptive, practice-based evidence approach and analyzed session-by-session process data from a private practice explicitly marketed as offering SIT. After every therapy session, eight therapists at this site completed an in-depth process measure, the Clinically Adaptive Therapist Session Checklist, and reported which clinical issues they discussed and which spiritual interventions they used in session. Findings revealed that therapists discussed self-esteem, anxiety, depression, and religious/spiritual concerns in over half of their sessions. Therapists also endorsed affirming clients' divine worth, encouraged trusting God, encouraged clients to listen to their heart, and encouraged accepting God's love in over half of their sessions. The strongest positive correlations between spiritual interventions and clinical issues were between challenging shame and challenging fear, and emotional orientation (r = 0.664 and 0.648, respectively). The clinical patterns found in this analysis illustrate one way of incorporating spirituality into clinical work. This study highlights the importance of routine outcome/process monitoring systems to help illuminate the process of SIT and contribute to deliberate practice efforts in the field. This study also stimulated discussion on the distinction between SIT and being a spiritually centered therapist.

Hispanic youth and families, although they comprise a sizeable portion of the population, are underrepresented in mental health settings within the United States and face significant barriers to receiving adequate treatment. Specifically, the lack of availability of Spanish assessment tools for application in treatment prohibits Hispanic clients from accessing the full extent of available therapeutic resources. The Treatment Support Measure (TSM) is a valid and reliable instrument that allows clinicians and researchers to collect information to better understand change processes and relevant client characteristics in therapy. The present study created a Spanish-translated version of the parent and youth TSM (TSM-SP) and assessed its psychometric properties in a Spanish-speaking community sample of 177 youth and 214 adult caregivers. The internal consistency reliability of all domains of the parent and youth versions of the TSM-SP was good, aside from the Youth Motivation domain. In contrast, the test-retest reliability of all domains of the parent and youth versions of the TSM-SP were generally poor. The construct validity of all domains of the parent and youth versions of the TSM-SP as examined by confirmatory factor analysis was excellent, aside from the Youth Motivation domain. Overall, these results laid the foundation for future research examining the utility and properties of the TSM-SP. The TSM-SP has potential to provide clinicians treating Spanish-speaking youth and families with a useful tool to help better serve these populations in therapy and broaden the scope of research into change processes in youth therapy to involve more diverse populations.

AbstractCaldemo, Marie (2019). Meetings between teachers and children. The interaction between teachers and children during a day at preschool. Master thesis, Institution of School development and Leadership, Faculty of Education and Society, Malmö University.PurposeThis study investigates what happens in the meetings between teachers and children and how different circumstances affect the meetings between them.MethodThe analysis is based on sound recordings, captured from three teachers’ meetings during three days in three different preschools in a larger Swedish town. The recording were captured using a dictation machine. To augment the material, the teachers also supplied their daily schedules. The analysis of the recordings follows a hermeneutic method, where the whole can be understood from the parts and the parts can be understood from the whole. The study contains a categorization of different kinds of meetings based on the material. My purpose was to discuss the meeting from different perspectives; such as, identity forming, gender consolidating, teaching and directing. The concept “meeting” represents the processes that preschool teachers and other teachers participate in with children. I intended to study what actually happens in the interaction in these meetings.TheoryI study the interaction between teacher and child, using existing theories about meetings to describe what actually happens. Juul and Jensen (2003) argue that the best way to meet the objectives in a preschool in a constructive manner is to base all activities on care and relations. This includes realizing that children learn in different ways; e.g., through observation, conversation and reflection (Öhman 2016). How children actually observe, converse and reflect is affected by how it is received by the teachers they meet. Children need to be listened to, and they need support to express themselves and reflect in together with others. Adults’ interaction with children is the basis for the childrens’ ability to express themselves, converse and think independently. Säljö (2013) view humans as reflecting beings, who socialize to become part of a cultural context. People interact with each other as well as social environments and institutions, and as a result they understand how to behave in that particular environment. The human being becomes both and individual and a member of society, learns established behavior in order to coexist in different contexts. ResultsThe analysis shows that the most influential meetings are those where children are given directives. At the other end of the spectrum were meetings where teachers and children conversed about some topic over longer periods of time. Other research (Rantala 2016) shows that teachers often guide children directly or indirectly through questions. These situations can be characterized as teacher monologues. Guidance through long sentences is at times difficult for children to interpret and comprehend. Many meetings resulted from questions about how to accomplish something, affirming meetings and direct meetings caused by children’s questions. Questions which aimed for making contact or get an answer were common. The conclusion is that the teachers work towards bringing order and structure through directives and questions which aim to gain control. It is primarily routine situations that create those types of meetings. In a study about children’s participation in preschools, Johannesen and Sandvik (2009) concluded that adults control and regulate children’s movement and focus. In their description, adults are in the way of children but they have difficulties putting their finger on what is really going on. They believe their work warrants reflection. The recorded meetings show that the teachers want to be there for the children, work towards better contact and create relations. One of the teachers was less restricted by other activities, and had more freedom to develop relations with the children under a longer period of time. The conclusion is that this opened the opportunity for other types of meetings.

In different municipalities, some children may attend pre-school five hours a day, three days a week while other children are there full time, from seven o'clock in the morning to five o'clock in the afternoon. This means for the children different conditions of learning if the pre-school does not work in a way where learning permeates throughout the school day. This is why we wanted to do a study on how pre-school teachers encourage learning in pre-school routine activities. Our aim of the study is to generate knowledge about routine activities that can contribute to create an equivalent pre-school for all children. This will be done by highlighting and analysing how educators have worked and planned for the routine situations in pre-school and problematizing the pre-school teachers´ perspectives on learning in different routine situations.The study is based on a socio-cultural perspective on learning with a method of interviewing three pre-school teachers at various pre-schools and conducting participant observations. The result of the study has shown us examples of how pre-school teachers work in different routine situations and we have seen different perspectives on learning. The concept of communication is something highly valuable for the learning process. We have also come to an understanding that routine situations can be adapted to the children in order to increase their feeling of safety.

The participant is a 61-year-old woman, diagnosed with a generalized anxiety disorder and profound intellectual disability who was referred to a behavior-disorders clinic, to increase cooperation with routine dental procedures. I used a behavioral treatment package consisting of stimulus fading, differential reinforcement, and extinction to establish tolerance of, and cooperation with, routine dental procedures. Results showed that cooperative responding varied throughout the progression of teaching the prerequisite steps (sitting in a chair, sitting in a variety of chairs, then working on sitting in the dental chair). However, by the end of the study, the participant engaged in the behavior of open mouth for 30 s and tolerated/cooperated with the experimenter using a plastic visual inspection tool for 30 s. Further research should evaluate the effectiveness of a similar treatment package to develop a more streamlined and systematic framework to improve compliance and tolerance.