The Feasibility of a Harry Potter-based Cognitive Behavioural Therapy Skills Curriculum on Suicidality and Well-being in Middle Schoolers.
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ABSTRACT:
SUBMITTER: Conforti P
PROVIDER: S-EPMC7564693 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:The role of gamification and active learning has been common topics of conversation in higher education for many years. These learning tools have been correlated with a multitude of positive effects, including increased student engagement, collaboration, and motivation to learn. This article explores the role of gamification and active learning in a virtual setting using a gamified Harry Potter-themed final examination review session for first-year osteopathic medical students. We also discuss how gamification can be used to improve the connectivity and wellness of students as they attend classes almost entirely online during the COVID-19 global pandemic.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-022-01501-4.
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Project description:This project utilized a Community-Based Participatory Research (CBPR) approach to conduct qualitative interviews with 30 transgender adults living in a rural state. Participants' identities spanned from trans women and men to non-binary and Two-Spirit. The aim of this study was to better understand the experiences, needs, and priorities of the participants as well as to examine possible determinants of mental health, well-being, and suicidality for transgender individuals in Montana. These factors were investigated at individual, interpersonal, community, and societal levels using an ecological framework. Qualitative results indicate that participants experienced discrimination at all levels. Participants noted that discrimination contributed to mental health challenges and limited access to adequate general and transgender-specific healthcare services, both of which impacted overall well-being. This is reflected most notably in the elevated rate of past suicidal ideation attempts among the sample. Participants reported that the ability to transition, as well as other protective factors, played a role in reducing suicidality and improving mental and physical health. Our findings highlight the need to address transgender mental health through implementing changes at multiple ecological levels.
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Project description:PurposeThe burnout rate among US radiation oncology residents was 33% in 2016. To our knowledge there are no published interventions addressing burnout among radiation oncology residents. We describe the implementation of a well-being curriculum, cocreated by a psychologist, a medical humanities professional, and radiation oncology attending and resident physicians.Methods and materialsRadiation oncology residents at our institution were surveyed to determine themes that induced burnout. A curriculum was developed, with monthly small group sessions focused on 1 identified topic. Sessions alternated between psychological tool-focused approaches and humanities exercises. These were led by a psychologist or medical humanities professional. Residents were given protected time to attend sessions during business hours. Participation was optional. Participants were assigned a random identifier, and the Stanford Professional Fulfillment Index (PFI) was assessed at baseline and 3-month intervals. PFI trends were analyzed after 1 year. At the end of the year, a focus group was held to evaluate work satisfaction and self-reported interactions with patients and coworkers. This information was used to improve the curriculum.ResultsAll 12 residents in the radiation oncology program participated in the curriculum. There was an equal number of residents of postgraduate years 2 through 5. Six of the participants were female. Of the participants, 11 completed the PFI. At baseline, 80% of residents met criteria for burnout. This decreased to 67%, 50%, and 33% at 3, 6, and 9 months, respectively. The proportion of residents meeting criteria for very good professional fulfillment was 30%, 56%, 38%, and 22% at baseline and 3, 6, and 9 months, respectively. On average, 9 of 12 residents attended each session.ConclusionsOur experience demonstrates the feasibility of collaborating with residents in the development of a well-being curriculum to cater programming to their needs, which we believe led to excellent engagement and attendance at each session.
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Project description:During reading, effects of contextual support indexed by N400-a brain potential sensitive to semantic activation/retrieval-amplitude are presumably mediated by comprehenders' world knowledge. Moreover, variability in knowledge may influence the contents, timing, and mechanisms of what is brought to mind during real-time sentence processing. Since it is infeasible to assess the entirety of each individual's knowledge, we investigated a limited domain-the narrative world of Harry Potter (HP). We recorded event-related brain potentials while participants read sentences ending in words more/less contextually supported. For sentences about HP, but not about general topics, contextual N400 effects were graded according to individual participants' HP knowledge. Our results not only confirm that context affects semantic processing by ~250 ms or earlier, on average, but empirically demonstrate what has until now been assumed-that N400 context effects are a function of each individual's knowledge, which here is highly correlated with their reading experience.
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Project description:BackgroundResearch on adults points to personality as a crucial determinant of well-being. The present study investigates the question of personality's relation to well-being and psychosocial adjustment in adolescence.MethodsWe assessed the role of temperament and character (Temperament and Character Inventory, TCI-125), on psychological well-being (PWB; Psychological Well-Being scales), subjective well-being (SWB; Positive and Negative Affect, PA and NA, respectively), and psychosocial adjustment (emotional-behavioural problems measured by the Strengths and Difficulties Questionnaire for Adolescents, SDQ-A), in 72 Italian late adolescents (aged 17.5 ± 0.75). Multiple regressions were conducted to predict PWB, SWB, and SDQ-A scores using TCI-125 scales as predictors.ResultsCharacter maturity, and in particular Self-Directedness, had a widespread protective effect on well-being and psychosocial adjustment, while different strengths and emotional-behavioural difficulties were associated to specific temperamental and character traits. For example, Harm-Avoidance and Novelty-Seeking positively predicted internalized and externalized problems, respectively.DiscussionThe present results suggest the usefulness of continuing to evaluate temperament and, in particular, character dimensions in investigations focused on adolescents' well-being and psychosocial functioning, especially in the contexts of potential interventions aimed at enhancing development of adolescents' character dimensions at the intrapersonal, interpersonal, and transpersonal levels.
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Project description:ObjectivesA growing body of research has investigated psychosocial predictors of subjective well-being (SWB), a key component of healthy aging, which comprises life satisfaction and affective well-being. However, few studies have examined how executive function (EF)-a collection of adaptive, goal-directed control processes-could affect SWB in middle and late adulthood.MethodsBy analyzing a nationally representative adult cohort ranging from the early 30s to early 80s from the Midlife Development in the United States 2 study, we examined two potential mediators (i.e., sense of control vs positive reappraisal) that could underlie the relation between EF and SWB. Further, we assessed how these mediational pathways would differ across midlife and older adulthood.ResultsOur results revealed that sense of control, but not positive reappraisal, significantly mediated the relation between EF and life satisfaction and affective well-being. Moreover, these mediation effects were significantly moderated by age, with more pronounced effects among older adults.DiscussionWe found that EF in later adulthood facilitates a sense of control over obstacles that interfere with the attainment of goals, which in turn is associated with greater life satisfaction and positive affect. This underscores the role of EF as an increasingly valuable resource that buffers against declines in sense of control and SWB in late adulthood.
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Project description:In recent decades, a substantial number of popular press articles have described an increase in demand for certain species in the pet trade due to films such as "Finding Nemo", "Ninja turtles", and "Harry Potter". Nevertheless, such assertions are largely supported only by anecdotal evidence. Given the role of the wildlife trade in the spread of pathogens and zoonosis, the introduction of invasive species, the overexploitation of biodiversity, and the neglect of animal welfare, it is crucial to understand what factors drive demand for a species. Here, we investigate the effect the movie industry may have on wildlife trade by examining the relationship between the "Harry Potter" cultural phenomenon and the trade in owls within the United Kingdom (UK). We gathered data from the UK box office, book sales, and newspaper mentions, and examined their relationship with data from three independent sources reflecting the legal ownership of owls in the UK, which is likely to involve several thousands of animals. Additionally, we conducted a questionnaire survey with UK animal sanctuaries to study the presumed mass abandonment of pet owls when the film series ended. Counter to common assertions, we find no evidence that the "Harry Potter" phenomenon increased the legal trade in owls within the UK, even when possible time-lag effects were taken into account. Only one indicator, the number of movie tickets sold, showed a weak but contradictory relationship with demand for owls, with a recorded drop of 13% (95% CI: 3-27%) per 1 SD in tickets sold in the original analysis but an increase of 4% (95% CI: 0-8%) with a one-year lag. In addition, our results suggest that the end of the Harry Potter series did not have a noticeable impact on the number of owls abandoned in UK wildlife sanctuaries, as only two of the 46 animal sanctuaries we contacted independently stated they had seen an increase in owls received and believed this was due to the Harry Potter series. We highlight the importance of further research on the drivers of demand for wildlife to better manage this global trade, and discuss the potential to use films to positively influence behaviour.
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Project description:Bullying behavior alters the way in which students coexist together in the classroom and negatively affects adolescents' well-being. Research highlights the importance of emotional skills in promoting positive youth development and optimal social functioning. Therefore, education in these skills is a potential target for interventions aimed at reducing cyberbullying and promoting satisfaction with life during adolescence. This study analyzes the impact of an emotion education program in adolescents to promote classroom coexistence and well-being. The sample comprised 148 students from 7th and 8th grade of secondary school aged between 12 and 15 years (M age = 12.63, SD age = 0.74; 57% girls). A quasi-experimental design with longitudinal data collection was used in this study with randomized classroom assignment to the experimental group and the control group. The intervention program was based on the emotional intelligence model of Mayer and Salovey (1997). Its objective was to develop adolescents' emotional skills to improve the quality of interpersonal relationships and reduce conflicts between peers, positively influencing coexistence and well-being. The intervention took place in eleven sessions during school hours over a period of 3 months. Participants completed the emotional competence questionnaire, the cyberbullying scale and the life satisfaction scale before (T1), immediately after (T2), and 6 months after the intervention (T3). The results showed that the intervention program reduced victimization and assault via mobile phones and the Internet in T2 and T3. In the follow-up (T3), the intervention group had enhanced emotional perception and regulation skills and reported an increase in life satisfaction in comparison to the control group. Our findings suggest that implementing classroom intervention programs to develop students' emotional competencies could be beneficial for their subjective well-being and peer coexistence.
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Project description:Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans' probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later. In study 2, conducted in the Northeast, the intervention increased African Americans' probability of college enrollment 7-9 y later. Among those who enrolled in college, affirmed African Americans attended relatively more selective colleges. Lifting a psychological barrier at a key transition can facilitate students' access to positive institutional channels, giving rise to accumulative benefits.
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Project description:The goals of the study were to determine the extent to which the underlying structure of different types of well-being was multidimensional and whether well- and ill-being were influenced by similar or different genetic and environmental factors. Participants were 1226 male twins ages 51-60, from the Vietnam Era Twin Study of Aging. Measures included: psychological well-being, Multidimensional Personality Questionnaire Well-Being scale (MPQWB), life satisfaction, self-esteem, and depressive symptoms. A two-orthogonal-factor common pathway model fit the data well. Psychological well-being and self-esteem loaded most strongly on Factor 1, which was highly heritable (h(2) = .79). Life satisfaction loaded most strongly on Factor 2, which was only moderately heritable (h(2) = .32). Only MPQWB had measure-specific genetic influences. Depressive symptoms loaded on both factors, and only depressive symptoms had measure-specific common environmental influences. All measures had specific unique environmental influences. Results indicate that well-being is genetically and environmentally multidimensional and that ill-being has partial overlap with both latent factors.
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