published_or_final_version / Nursing Studies / Master / Master of Nursing

This study assessed the efficacy of the application of cognitive-behavioral self control therapy with a sample of psychiatrically impaired adolescents. Ten adolescent inpatients (5 male/5 female), residing within the Adolescent Unit of the State Hospital of a Southwestern state, were selected as subjects. Subjects ranged in age from 12 to 17 years and were paid volunteers. Subjects were assessed pretreatment for non self controlled behavior via the teacher rated Self Control Rating Scale (Kendall & Wilcox, 1979). This measure also served as the blocking variable utilized for random assignment to treatment or control group. Five adolescents were assigned to each group. Pretreatment measures of social perspective taking (Chandler Bystander Cartoons; Chandler, 1973) and social problem solving (Means-Ends Problem Solving test: Platt & Spivack, 1975) were taken additionally. All three measures were repeated at posttreatment and at 4 week follow-up. Treatment consisted of twelve 60-minute sessions held 3 times a week over the period of 4 weeks. The treatment consisted of a group application of Kendall's (1980) Cognitive-Behavioral Self Control therapy. The main treatment strategies included: (1) a problem solving approach, (2) self instructional training, (3) behavioral contingencies, (4) modeling, (5) affective education, and (6) role play exercises. The separate strategies were essentially interwoven. Except for the cognitive-behavioral self control training proper, subjects in both treatment and control groups were given similar tasks, task instructions, and performance feedback. Results found a range of behavioral self control skills distributed among the subjects but failed to support the hypothesis of associated poor social perspective taking and social problem solving skills. Treatment failed to improve teacher ratings of behavioral self control at posttreatment and at follow-up. Likewise, no significant improvement was found in social problem solving skills at posttreatment or follow-up, although a trend toward improvement was suggested. A significant improvement in social perspective taking skills was found in the treatment group at posttreatment. The improvement was maintained at 4 week follow-up. The results are interpreted as suggesting that cognitive-behavioral self control training can be useful in facilitating the further development and enhancement of previously inadequate cognitive capacities in psychiatrically impaired, non self controlled adolescents. Certain suggestions for enhancing the effectiveness and generalization of the treatment approach are discussed.

This study sought to determine the efficacy of the Wheeler Coping Skills Program for Parents of Adolescents. Twenty-six parents were assigned to either an experimental group or to a control group. The experimental group participated in an eight-week presentation of the Coping Skills Program. The control group received no treatment. Subjects were assessed on the Conflict Tactics Scale, Four Parent-Adolescent Situations, the Ways of Coping Scale, the Parent-Adolescent Communication Checklist, and the Parenting Skills Inventory. In addition, the Goal Attainment Scaling was used. Significant treatment effects were found on three of the four Reactivity Subscales, and on the Rapport Subscale. The Coping Skills Program for parents of Adolescents appeared: effective in reducing reactivity of parents exposed to the program, and ineffective in any of the other ways measured. Parents were, however, very successful in attaining goals they set for themselves.

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Low levels of physical activity and unhealthy dietary behaviours have been associated with poor health in adolescents, leading to an increased risk of chronic disease in adulthood. These behaviours are modifiable and since adolescents spend a significant amount of time in school this provides an increasingly popular setting for physical activity and dietary interventions. A systematic review of school-based interventions aimed at changing physical activity and/or dietary behaviours in adolescents was conducted. The aim was to identify successful interventions, identify effective intervention components, behavioural theories and techniques which may have facilitated interventions success and assess reporting quality. Fifteen studies were included in the review; two dietary only, seven physical activity only and six physical activity combined dietary interventions. Diet only interventions were not successful. Interventions aimed at only physical activity behaviours were the most successful, with education combined with environmental adaptations identified as being most effective. Physical activity only interventions aimed specifically at girls were generally successful. Physical activity interventions aimed at both boys and girls tended to be more effective at improving the behaviours of boys only. Interventions aimed at both physical activity and diet showed some evidence of gender differences with boys increasing physical activity behaviours and girls improving dietary behaviours. Studies based on a theory which considered environmental influences appeared more effective. No specific behaviour change techniques were identified with studies reporting significant results. The reporting of intervention design/methodology was of moderate quality. The heterogeneity of the studies made it difficult to generalise which interventions were most effective. Education combined with environmental adaptations appeared effective at changing physical activity behaviours in both boys and girls. Further research into dietary interventions is required, especially in boys. The quality of study reporting needs to improve to facilitate the identification of the active components/techniques implemented within interventions.

M.A. / In this study an attempt is made to understand the phenomenological experience of girls in late adolescence who have had eating disorders, as well as the family dynamics that form part of this disorder. A developmental perspective regarding adolescence is discussed in this study. Eating disorders as a construct and the family of origin are broadly discussed in the literature chapter. Phenomenological research procedures are used to investigate three participants’ experience of eating disorders and their family of origin. Themes and sub themes that stood out in this study have been formulated and discussed. These main themes are the following: identity; emotionality; friendship relationships; compulsive behavior regarding food, body and weight; medical factors due to eating disorders; academic performance and competition; possible triggers for eating disorders; family factors; family patterns; family communication, and the road to recovery. The value of this study is illuminated. Some shortcomings of this study are recognized and suggestions for future research are made.

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Thesis advisor: Dominic Doyle / Thesis advisor: Theresa O'Keefe / Thesis (STL) — Boston College, 2012. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Huang, Hanyun. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 224-242). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix in Chinese.

This descriptive study examines the relationship between nutritional practices and academic performance among school-age children as suggested in the literature review.