Extensive research has clearly revealed that people of all ages can enhance their health by simply incorporating moderate levels of physical activity into their daily routine. Physical activity significantly reduces the risk of morbidity and mortality from coronary heart disease while providing protective benefits from hypertension, diabetes mellitus, osteoporosis, and colon cancer. Physical activity can lead to positive psychological improvements by decreasing levels of anxiety and depression, and enhancing self-esteem. However, despite the tremendous physical and mental health benefits, 60% of American adults do not regularly engage in physical activity and 25% are completely inactive. Moreover, only 34 % of Virginians engage in regular physical activity. Immense progress has been made in terms of understanding physical activity behavior. Many techniques based on theoretical models have been developed for intervening with physical activity behaviors and designing of programs. The Transtheoretical model is considered one of the most promising approaches for enhancing physical activity behavior. This model integrates current behavioral status with a person's intention to change his/her behavior and suggests that individuals attempting to adopt a health behavior progress through five stages of change: precontemplation, contemplation, preparation, action, and maintenance. The concepts of self-efficacy (degree of confidence) and decisional balance (perceived benefits and barriers) are often used in conjunction with the stages of change for physical activity interventions to help individuals progress through the five stages of change. A survey was conducted among 243 Family and Consumer Sciences educators and clientele in Virginia's Cooperative Extension program. Attitudes, preferences, stages of change, perceived incentives and barriers, along with desired education channels and activities were analyzed to provide a basis for development of effective Extension publications and programs aimed to increase and improve levels of physical activity. Results from this study indicate that almost half of the respondents are not regularly engaging in physical activity and 31% are not engaging in any activity. Data revealed significant relationships between the stages of exercise change with respondents' levels of confidence (p<.0001) and with decisional balance scores (p<.0001). Participants who lead sedentary lifestyles or participate occasionally in physical activity (precontemplation contemplation, and preparation stages) viewed the barriers of physical activity to surpass the benefits. Consequently, these participants had low confidence in their ability to participate in physical activity. On the other hand, participants who exercised on a regular basis (action and maintenance stages) perceive the benefits for physical activity to outweigh the barriers. Furthermore, these participants had high confidence in their ability to exercise in challenging situations. Results from this study also suggest that stage of exercise change may be related to an individual's educational level. Regardless of age and gender, educational channels in which respondents selected to receive physical activity information were brochures and newsletters. In addition, activities in which respondents were most frequently engaging were walking and yard work. The activity that subjects selected as a means to increase physical activity levels was also walking. The results from this study can help Extension agents and specialists develop appealing physical activity educational materials and programs that meet the needs of FCS clients. These programs may help FCS clients incorporate regular physical activity in their daily lives, moving closer to achieving the State's objective for increasing physical activity among Virginia adults and, thus, leading to improved quality of life. / Master of Science

Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications teachers, the extent to which their concerns and beliefs influence whether or not they decide to teach online. The potential problem that may exist is that of Graphic Communications teachers' concerns and beliefs are playing a role in impeding their transitioning to teaching in the online environment. The purpose of this study was to examine how teacher concerns and beliefs might be affecting a Graphic Communications teacher's adoption of online teaching. Although there are a multitude of factors that may inhibit Graphic Communications teachers from teaching online, this study sought to document the extent to which teacher concerns and beliefs toward online teaching impact their decision to adopt these practices. This study included a purposeful sample of 79 Graphic Communications educators across the United States and Canada. Data collected from the Graphic Communications Teachers Beliefs Towards Teaching Online (GCTBTTO) survey were analyzed using the Stages of Concern scoring device, simple means, and sample correlation coefficients to examine participant concerns and beliefs towards online teaching and the relationship between their concerns and beliefs. A theme analysis of open-ended responses about teaching online provided further assessment of participant beliefs and concerns towards the innovation. Findings from this study revealed Graphic Communications teachers who had taught online had higher levels of external concerns and stronger beliefs towards teaching online. Graphic Communications teachers who had not taught online had higher levels of internal concerns and average beliefs towards teaching online. T-tests revealed the difference in concerns between the sub-groups of teachers was significant across all stages except Management, where online and non-online teachers had similar management concerns about online teaching. For online teachers, task value and cost beliefs were found to have a moderately strong negative correlation to concerns in the Awareness stage, with no significant relationship between expectancy/ability beliefs and any stages of concern. For teachers not teaching online, task value and cost beliefs had a strong positive correlation with their Collaboration concerns, and expectancy/ability beliefs were strongly positively related to their Refocusing concerns. These findings also revealed that most Graphic Communications teachers do not believe hands-on courses which require manipulation of machinery can be taught online, although online teachers are teaching these types of classes with hybrid methods of instruction. The findings from this study provide implications for change facilitators and their consideration of faculty concerns and beliefs. The recommendations for this study suggest ways in which researchers, educators, and change facilitators can address concerns and beliefs in order to develop new innovative teaching methods for hands-on classes. / Ed. D.

The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the "small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes. / The farm to school movement is partially supported by active citizens in the policymaking process who promote legislation to encourage activities such as purchasing local foods, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of political advocacy for farm to school activities when compared to other states. Individuals such as advocates, farmers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in the academic community as there is limited research on the role these individuals play in promoting farm to school during the legislative process. In this study, a policymaking model was used as a foundation to explore individuals' experiences as they participate in the farm to school legislative process in the Northern Virginia Region. The findings uncovered experiences that respondents believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages were also examined. Further, respondents provided suggestions to all policymakers for improving the process in the future. Key findings revealed the importance of collaboration, connectedness, and relationship building in the policymaking process. Additionally, respondents generally found success in "small wins," such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.

<p>Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit fram­gångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom ett bekvämlighetsurval. De fyra hälsovägledarna arbetade med att motivera individer till viktnedgång, alla hade utbildning inom hälso­främjande arbete som varierade mellan en vecka till flera år. Resultatet visade på att hälso­vägledarna använder sig av befintliga teorier samt av strategier som bygger på deras utbildning och egna erfarenheter. De förändrar sin arbetsmetod efterhand som de får ny kunskap samt då de reflekterar över sitt arbetssätt, vilket tyder på att de är reflekterande praktiker.</p>

Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit fram­gångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom ett bekvämlighetsurval. De fyra hälsovägledarna arbetade med att motivera individer till viktnedgång, alla hade utbildning inom hälso­främjande arbete som varierade mellan en vecka till flera år. Resultatet visade på att hälso­vägledarna använder sig av befintliga teorier samt av strategier som bygger på deras utbildning och egna erfarenheter. De förändrar sin arbetsmetod efterhand som de får ny kunskap samt då de reflekterar över sitt arbetssätt, vilket tyder på att de är reflekterande praktiker.

This article examines the stability of symptoms, syndromes, and diagnoses of specific anxiety and depressive disorders, as well as diagnostic shifts from one syndrome to another over time. Using retrospective and longitudinal prospective data from the baseline and first follow-up investigation (19.7 months later) of the Early Developmental Stages of Psychopathology Study (EDSP), we focus on establishing stability measures for early stages of mental disorders in a community sample of adolescents aged 14 to 17 years at baseline. The results are as follows: (1) Although only about 30% developed a full-blown DSM-IV disorder, psychopathological syndromes are widespread in adolescents: 15% of the population aged 14 to 17 at baseline were not affected by at least some clinically relevant symptoms of mental disorders either throughout their previous life or throughout the follow-up period. (2) The likelihood of staying free of symptoms and threshold disorders during follow-up was highest among subjects who were completely well at baseline. The probability of a positive outcome decreased as a function of severity of baseline diagnostic status. (3) There was a considerable degree of fluctuation not only in the diagnostic status and severity of specific disorders, but also in terms of complete remissions and shifts from one syndrome and disorder to another. (4) Anxiety disorders, overall, slightly differ with regard to the persistence and stability of the diagnostic status from depressive disorders. (5) However, there were remarkable differences between specific types of anxiety and depressive disorders. Consistent with other longitudinal epidemiological studies in the general population, this study finds that the syndromes and diagnoses of mental disorders have a strong tendency to wax and wane over time in this age group.

This article examines the stability of symptoms, syndromes, and diagnoses of specific anxiety and depressive disorders, as well as diagnostic shifts from one syndrome to another over time. Using retrospective and longitudinal prospective data from the baseline and first follow-up investigation (19.7 months later) of the Early Developmental Stages of Psychopathology Study (EDSP), we focus on establishing stability measures for early stages of mental disorders in a community sample of adolescents aged 14 to 17 years at baseline. The results are as follows: (1) Although only about 30% developed a full-blown DSM-IV disorder, psychopathological syndromes are widespread in adolescents: 15% of the population aged 14 to 17 at baseline were not affected by at least some clinically relevant symptoms of mental disorders either throughout their previous life or throughout the follow-up period. (2) The likelihood of staying free of symptoms and threshold disorders during follow-up was highest among subjects who were completely well at baseline. The probability of a positive outcome decreased as a function of severity of baseline diagnostic status. (3) There was a considerable degree of fluctuation not only in the diagnostic status and severity of specific disorders, but also in terms of complete remissions and shifts from one syndrome and disorder to another. (4) Anxiety disorders, overall, slightly differ with regard to the persistence and stability of the diagnostic status from depressive disorders. (5) However, there were remarkable differences between specific types of anxiety and depressive disorders. Consistent with other longitudinal epidemiological studies in the general population, this study finds that the syndromes and diagnoses of mental disorders have a strong tendency to wax and wane over time in this age group.

Bakgrund: Narkotikamissbruk har sedan 1960-talet ansetts vara ett allvarligt samhällsproblem som ökar risken för sjukdom och social utsatthet. Varje år dör omkring 900 personer i Sverige av läkemedels- och narkotikaförgiftningar. Personer som utvecklat ett narkotikamissbruk kan hamna i en ond spiral där de negativa konsekvenserna ökar och medför en risk att förlora allt så som jobb, hem och familj. Detta kan i sig öka de socioekonomiska skillnaderna i befolkningen. När en person bryter sitt missbruk sker en process som i denna studie förklarats utifrån modellen Stages of change. Syfte: Syftet med studien är att skildra betydelsefulla faktorer i förändringsprocessen för individer som tagit sig ur narkotikamissbruk. Metod: Studien var av kvalitativ karaktär och genomfördes med semistrukturerade intervjuer. I studien kombinerades induktiv och deduktiv ansats. Resultat: Resultatet visade att socialt stöd var en viktig faktor genom förändringsprocessen, framförallt under faserna action och maintenance. Olika strategier som att bryta gamla beteenden och mönster var betydande. Den egna viljan ansågs vara essentiell för att inleda och genomföra en förändring. Genom behandling fick informanterna verktyg att hantera sin vardag. De jobbade hårt med sig själva genom de olika förändringsfaserna i Stages of change för att uppnå ett vidmakthållande och minimera risken för återfall. Konklusion: Studiens resultat visar att när en person är i behov av hjälp, och uttrycker detta, då behöver familj och samhälle erbjuda stöd. För de individer som inte har det sociala nätverket bakom sig, där synliggörs ett större behov av att samhällsinsatser måste finnas tillgängliga för att bidra till jämlik hälsa. / Background: Since the 1960s, drug abuse has been considered a serious societal issue that increases the risk of illness and social exclusion. In Sweden approximately 900 people die from drug intoxication annually. People who develop a drug addiction can end up in a negative spiral with consequences such as loss of work, home and family. Consequences that can increase the socio-economic differences within the population. When a person decides to end their addiction a process of change takes place, in this study explained using the Stage of change model. Purpose: The purpose of the study is to describe significant factors during the process of change within individuals who have recovered from drug abuse. Method: The study design was qualitative and was conducted using a semi-structured interview guide. The study combined inductive and deductive analysis. Results: The results indicated that social support was an important factor throughout the process of change, especially during the phases action and maintenance. Various strategies such as breaking old habits and patterns were also significant. Self-determination was considered essential to initiate and implement change. During treatment, the informants were given coping strategies to handle their everyday lives. They worked hard with themselves throughout the various stages in Stages of change to achieve sustainability and minimize the risk of relapse. Conclusion: The study's result implies that when a person is in need of help, and expresses this, family and community need to offer support. Individuals who do not have the social network requires more interventions from the community to enable a healthy life.

The purpose of this study has been to examine the use of augmentative and alternative communication in special school The study examine which methods and various purpose AAC used by and with the students and what it is that determines what form to use according to educators. The research shows how important communication is for a child's cognitive development and that it is largely a question of competence on how AAC is used in special school. It is a qualitative study based on observations at three different special schools and three interviews with five educators who all work with students having development disabilities in early stages and use AAC in their daily activities. The empirical data has been analyzed from a socio-cultural perspective, focusing on the concepts of artifacts and mediation. The results show that they use both aided and unaided AAC. AAC are used to structure the day visually in schematically pictures, to enhance their speech, to help to show their intention and to help their memory. The result also shows that, according to educators, students' abilities and previous experience is crucial to which form of AAC that they will use. It is also clear that many cases the teachers themselves is the one who analyze the abilities that students have and then choose an AAC method to work with. Another factor that also influences is the financial resources allocated to special school and the teachers 'and assistants' lack of expertise in the field. The result also reveal that a very small portion of AAC use is about how students communicate with AAC, to make their opinions and voices heard in a more independent way. The conclusion is that there are many different forms of AAC in special school. The purpose of the AAC is usually about structuring and make the world more understandable to students. It is generally the student's abilities that determine what form of AAC used, but there are other factors that also affect. Financial resources and lack of expertise are some of these factors. In other words, the special teacher have in their profession an important role in which type of AKK that are used and in which knowledge those who working in special school have of AAC. / Syftet med studien är att undersöka användningen av alternativ och kompletterande kommunikation (AKK) i grundsärskolan. I studien undersöks vilka olika former och i vilka olika syften AKK används av och med eleverna, samt vad det är som avgör vilken form man använder enligt pedagogerna. Forskningen visar hur viktig kommunikationen är för ett barns kognitiva utveckling och att det till stor del handlar om kompetens på hur AKK-användningen ser ut. Studien är en kvalitativ undersökning som bygger på tre observationer i grundsärskolan samt tre intervjuer med fem pedagoger som alla arbetar med elever på tidig utvecklingsnivå och använder AKK i den dagliga verksamheten. Empirin har analyserats ur ett sociokulturellt perspektiv med fokus på begreppen artefakter och mediering. Resultatet visar på att det både används hjälpmedelsberoende och hjälpmedelsoberoende AKK. AKK används i syfte att strukturera vardagen visuellt i form av schemabilder, förstärka det talade språket, att förmedla sin vilja och som minneshjälp. Resultatet visar även på att det enligt pedagogerna är elevernas förmågor och tidigare erfarenheter som är avgörande för vilken form av AKK som används, det framgår också att det många fall är pedagogerna själva som analyserar vilka förmågor som eleverna har och därefter tar fram en AKK-metod som man arbetar med. En annan faktor som också påverkar är vilka ekonomiska resurser som tilldelats grundsärskolan samt pedagogers och assistenters brist på kompetens inom området. Resultatet visar även på att en väldigt liten del av AKK användandet handlar om hur eleverna kommunicerar med AKK för att göra sin röst hörd eller sina egna åsikter på ett mer självständigt sätt. Slutsatsen är att det finns många olika former av AKK i grundsärskolan. Syftet med AKK handlar oftast om att strukturera och göra omvärlden mer begriplig för eleverna. Det är i huvudsak elevens förmågor som avgör vilken form av AKK som används, men det finns andra faktorer som också spelar in. Ekonomiska resurser och brister i kompetens är några av dessa faktorer. Med andra ord så har specialläraren i sin profession en viktig roll i vilken typ av AKK som används och i hur kompetensen hos de som arbetar i grundsärskolan ser ut.

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