ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Children and Adolescents with Depression: Review of the Stimulus Drawing Task and Draw a Story Research
Author: Silver, Rawley
Date: 2009-00-00
Type: Journal Articles
Subjects: Identification,Tests,Adolescents,Foreign Countries,Depression (Psychology),Art Therapy,Freehand Drawing,Child Abuse,Aggression,Cognitive Ability,Interrater Reliability,Self Concept,Mental Health,At Risk Persons,Outcomes of Treatment

This paper reviews a body of research on the author's Silver Drawing Test (SDT) and Draw A Story (DAS) art-based assessments, which span 40 years of development. The original impetus for the assessment is described and studies are reviewed that examined relationships between depression, abuse, and aggression; cognitive skills; interrater and retest reliability; normative data; and treatment outcomes in the United States, Thailand, and Russia. Findings from these studies suggest that drawing responses that are strongly negative (receiving of a score of 1 out of a total possible 5 points) on both the Emotional Content and the Self-Image scales can provide early identification of children and adolescents who may be at risk for depression. (Contains 1 figure.)
Form, Content, and Gender Differences in Lego[R] Block Creations by Japanese Adolescents
Author: Kato, Daiki
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Adolescents,Gender Differences,Art Therapy,Toys,Time on Task,Correlation,Measurement,Foreign Countries,Children,Construction (Process)

This study examined general features of Lego block creations produced by Japanese adolescents with no known mental health disorders. The block creations of 33 participants were assessed for form, content, and gender differences. Time spent on the task, amount of area covered, and quantity and types of blocks used were measured and correlated with the participants' genders and past experiences with block play. Results showed that males used the dimension of height more frequently than females, and females used plants in their compositions more frequently than males. The number of basic blocks used and the size of the area utilized were greater with participants who had past experiences with block play. This brief report suggests that the projective use of Lego blocks may be an attractive medium in art therapy, especially among adolescents who played with Legos during childhood. (Contains 3 tables and 2 figures.)
Art Therapy and Autism: Overview and Recommendations
Author: Martin, Nicole
Date: 2009-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Art Therapy,Barriers

Work with individuals diagnosed with autism spectrum disorders (ASD) is a growing area of significant interest for many art therapists. The purpose of this viewpoint is to outline the current impediments to the expansion of this specialty as well as to highlight the unique treatment advantages of art therapy from the author's perspectives as an art therapist and sibling of a person with autism. A rationale for the use of art therapy to treat ASD and recommendations are provided. (Contains 1 figure.)
Parent Perceptions of the Anticipated Needs and Expectations for Support for Their College-Bound Students with Asperger's Syndrome
Author: Morrison, Julie Q.
Date: 2009-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Self Advocacy,College Bound Students,Expectation,Parent Attitudes,Special Needs Students,Interpersonal Competence,Academic Accommodations (Disabilities),Student Adjustment,Social Development,Success,School Responsibility,Student Development,High School Students,Educational Environment,Males,Focus Groups

Many students with Asperger's Syndrome have the cognitive ability and specific interests to be successful academically at the college level. However, these students often have difficulties navigating social systems, and higher education presents great challenges. The purpose of this study was to explore parent perceptions regarding the: (a) supports or accommodations college-bound students with Asperger's Syndrome need at the postsecondary level to successfully adjust to the academic and psycho-social expectations of the college experience, and (b) self-advocacy skills or strategies needed to increase the likelihood that students with Asperger's Syndrome be successful in college. Parents reported a variety of strategies that colleges can use to support students with Asperger's Syndrome within postsecondary settings and provided insights into their expectations for college-level supports. Implications for practice and recommendations for future research are discussed.
Relentless Optimism: Inclusive Postsecondary Opportunities for Students with Significant Disabilities
Author: Causton-Theoharis, Julie
Date: 2009-00-00
Type: Journal Articles
Subjects: Head Injuries,Psychological Patterns,Severe Disabilities,Inclusive Schools,Mainstreaming,College Students,Postsecondary Education,Mental Retardation,Autism,Neurological Impairments,Interviews,Barriers,Attitudes toward Disabilities,Access to Education,Student Needs,Special Needs Students,College Faculty,Teacher Attitudes,Student Attitudes

Some universities and colleges across the country are creating opportunities for young adults with significant disabilities to meaningfully participate in postsecondary education. Students with significant disabilities are now attending college classes with peers without disabilities either during or after high school. In this qualitative study we investigate two programs housed in Central New York that support students labeled with significant disabilities (i.e., cognitive disabilities, intellectual disabilities, traumatic brain injury, and autism) so they can attend college classes in inclusive settings. For this study we interviewed major stakeholders in these programs and asked research questions focused on the benefits and obstacles to implementation. Our findings suggest that these programs benefit students with disabilities, college classmates, and professors. The obstacles to these programs were institutional, logistical, and attitudinal in nature. We conclude by presenting the implications of these findings and raise questions for future research. (Contains 4 tables.)
Postsecondary Students and Disability Stigma: Development of the Postsecondary Student Survey of Disability-Related Stigma (PSSDS)
Author: Trammell, Jack
Date: 2009-00-00
Type: Journal Articles
Subjects: Disabilities,Student Surveys,College Students,Likert Scales,Postsecondary Education,Student Attitudes,Majority Attitudes,Comparative Analysis

Few instruments or studies have been designed to measure the degree of stigmatization experienced by college and University students with disabilities. Yet, many researchers acknowledge through qualitative studies and other forms of experiential data that postsecondary students with disabilities do in fact encounter significant stigma effects. This study focused on the development, testing, and preparation for wider use of a Likert-type survey to measure self-reported degrees of stigmatization in college students with self-disclosed disabilities. The development of the Postsecondary Student Survey of Disability-Related Stigma (PSSDS) is part of a growing post-ADA effort to reduce stigma and make postsecondary education more accessible for students with disabilities. (Contains 3 tables.)
Promoting University Faculty and Staff Awareness of Students with Learning Disabilities: An Overview of the Productive Learning u Strategies (PLuS) Project
Author: Murray, Christopher
Date: 2009-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Private Colleges,Learning Disabilities,Demonstration Programs,Web Sites,College Faculty,Program Descriptions,Professional Development,Program Implementation,Academic Accommodations (Disabilities),Models,Educational Legislation,College Students

This article presents a model demonstration project that was designed to promote disability awareness, understanding, and responsiveness among University faculty and staff at a large private University. One of the unique features of the Productive Learning u Strategies (PLuS) project is that the effort targeted all faculty and staff through a cascade training model approach. This approach was designed to leverage project resources in ways that allowed the project to reach a broader number of individuals. The effort was supported by a web site, bi-monthly print materials, and informational videos that were developed by the project and widely distributed. This article provides an overview of the model, a description of the specific model features, and an overview of findings from several investigations that were conducted during the course of project implementation. (Contains 1 figure and 3 tables.)
Learning Technologies Management System (LiTMS): A Multidimensional Service Delivery Model for College Students with Learning Disabilities and ADHD
Author: Parker, David R.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Management Systems,Learning Strategies,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Attention Deficit Disorders,Equal Education,Information Technology,Technological Literacy,Models,Educational Trends,Access to Education,Metacognition,Educational Technology

Today's college students are expected to utilize a variety of learning technologies to succeed in higher education. Students with learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) can encounter barriers to equal access and effective learning in this new digital environment, including the development of proficiency with technology tools and self-regulation of attention while processing online information. Recognizing these trends, a research University team developed and piloted the Learning Technologies Management System (LiTMS). Service providers can implement the Principles of Universal Design for Instruction (UDI)[C] when providing academic supports with LiTMS. This new model is presented and illustrated with a hypothetical but increasingly common vignette. A concluding discussion articulates ways in which LiTMS can be used with "all" students in a variety of campus offices and can serve as the focus of future research. (Contains 1 figure.)
Urban Men's Knowledge and Perceptions regarding Sexually Transmitted Infections in Pakistan
Author: Mohammad Mir, Ali
Date: 2009-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Focus Groups,Sexually Transmitted Diseases,Foreign Countries,Sexuality,Misconceptions,Males,Urban Areas,Surveys,Knowledge Level,Health Behavior

In a pioneering study undertaken in Pakistan, urban men's sexual behaviors, perceptions and knowledge regarding sexually transmitted infections including HIV/AIDS were determined by employing both qualitative and quantitative research methods. Focus group discussions were carried out initially and followed by a structured cross sectional survey that interviewed 2400 men in six cities. While most men (90%) had heard of the term HIV/AIDS however nearly a quarter of the respondents had misconceptions regarding its mode of transmission. HIV/AIDS was generally perceived as a disease acquired by indulging in &quot;immoral&quot; activities. Knowledge regarding other sexually transmitted infections was negligible. The results from this study point to the need for developing awareness campaigns in Pakistan that mitigate stigma and reduce vulnerability. (Contains 4 tables and 1 figure.)
Differences in Reliability of Reproductive History Recall among Women in North Africa
Author: Soliman, Amr
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Hospitals,Cancer,Pregnancy,Physiology,Patients,Foreign Countries,Reliability,Recall (Psychology),Profiles,Questionnaires,Interviews,Control Groups,Semitic Languages,History,Nutrition,Infants,Contraception,Correlation,Diagnostic Tests,Knowledge Level,Responses,Comparative Analysis,Epidemiology

Breast cancer is the most common cancer among women in North Africa. Women in this region have unique reproductive profiles. It is essential to obtain reliable information on reproductive histories to help better understand the relationship between reductive health and breast cancer. We tested the reliability of a reproductive history-based questionnaire. We interviewed 25 breast cancer patients and 25 non-cancer controls from hospitals in Morocco and Egypt about their reproductive history in colloquial Arabic. The questions included pregnancy history, breastfeeding practices, menstruation, contraceptive use and knowledge of breast screening and re-interviewed the same women after 2 weeks. Two-way paired t-test was used to compare observed mean changes in response, and the Fishers Exact test was used for small-cell data. Pearson's correlation test was used to estimate the correlation of subjects' responses to continuous questions between the first and second interview. For categorical questions, percentage of agreement was calculated along with Cohen's Kappa Coefficient values. Moroccan subjects showed good to excellent agreement for responses to all demographic and reproductive questions (r = 0.87 to 0.99). Egyptian subjects had excellent agreement for these questions (r = 0.87 to 0.99), except for those regarding duration of oral contraceptive pill use and reported age at menarche (r = 0.72 and 0.59, respectively). We showed highly correlated responses to most reproductive questions. Duration of contraception use and age at first pregnancy elicited slightly less than reliable responses. In Egypt, responses relating to self-reported age at menarche were less reliable than those given by Moroccan subjects. Future epidemiological studies should take these differences into account when constructing reproductive history questionnaires. (Contains 5 tables.)
Exercise Self-Efficacy and Perceived Wellness among College Students in a Basic Studies Course
Author: Sidman, Cara L.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Physical Activities,Self Efficacy,Physical Activity Level,Wellness,Exercise,Health Behavior,Surveys,Interpersonal Relationship,Prediction,Student Attitudes,Time Management,Social Support Groups

University basic studies courses provide a valuable opportunity for facilitating the knowledge, skills, and beliefs that develop healthy behaviors to last a lifetime. Belief in one's ability to participate in physical activity, exercise self-efficacy, is a psychological construct that has had a documented impact on physical activity. Although previous research has investigated self-efficacy, physical activity, and wellness in various contexts, this study has specifically focused on exercise self-efficacy and perceived wellness in a college population. The purpose of the study was to determine the relationship between exercise self-efficacy and perceived wellness in a sample of college students enrolled in a basic studies physical activity and wellness course. After surveying 611 students, the results indicated that total exercise self-efficacy significantly predicted perceived wellness and the wellness subscales of physical, spiritual, intellectual, psychological, and emotional dimensions (p less than 0.05). However, exercise self-efficacy did not significantly predict social wellness. These findings are of particular relevance because a predictive relationship between exercise self-efficacy and perceived wellness is in need of examination. This study indicated that development of exercise self-efficacy through strategically-planned curricula and educational programs may be an effective way to improve wellness among college students. (Contains 4 tables.)
Physical Activity Levels in Normal Weight and Overweight Portuguese Children: An Intervention Study during an Elementary School Recess
Author: Lopes, Luis
Date: 2009-00-00
Type: Journal Articles
Subjects: Body Composition,Play,Age,Intervention,Physical Activities,Playgrounds,Scientific Concepts,Foreign Countries,Body Weight,Elementary School Students,Recess Breaks,Gender Differences,Equipment,Statistical Analysis

This study aimed to analyze the effects of an intervention strategy during the school recess on physical activity (PA) levels, by gender, age and body mass index (BMI). The sample comprises 158 Portuguese children aged 6 to 12 years. Weight and height were objectively measured. PA was assessed by accelerometry during the recess in pre-intervention and post intervention periods. Introduction of extra outdoor play equipment was used as an intervention strategy. Significant interaction effects were found for the following areas: percentage of time spent in PA (F[subscript (1,150)]=70.157;p less than 0.001), intervention x age group (F[subscript (1,150)]= 24.416;p less than 0.001) and gender x age group (F[subscript (1,150)]=6.919;p=0.009); the time spent in Moderate PA for intervention x gender (F[subscript (1,150)]=15.290;p less than 0.001) and BMI x gender (F[subscript (1,150)=6.411;p=0.012); the time spent in Vigorous and Very Vigorous PA (F[subscript (1,150)]=54.790;p=0.001), intervention x age group (F[subscript (1,150)]=9.490; p=0.002), intervention x gender (F[subscript (1,150)]=14.161;p less than 0.001) and BMI x gender (F(1,150)=5.049;p=0.026). It appears that successful recess interventions to improve PA for children in elementary scholars are possible by providing relatively inexpensive play equipment. (Contains 3 tables.)
Preparing Culturally Competent Health Educators: The Development and Evaluation of a Cultural Immersion Service-Learning Program
Author: Tremethick, Mary Jane
Date: 2009-00-00
Type: Journal Articles
Subjects: Health Education,Foreign Countries,Rewards,Teacher Education,Cultural Awareness,Service Learning,Immersion Programs,Developing Nations,Cultural Differences,Student Attitudes,Diaries,Reflection,Teacher Attitudes,Course Evaluation,Program Descriptions

The United States is becoming an increasingly diverse culture. To function in this diverse setting, health education students need opportunities to develop cultural competence. Cultural immersion service-learning courses are one way to meet this need. Using a combination of literature review and experiences with a cultural immersion service-learning course in Honduras, the authors explore important issues associated with the development of a cultural immersion service-learning course for health education students. Activities during he immersion as well as pre and post immersion activities and evaluation are discussed long with the challenges and rewards of working in a developing country.
Exploring a Virtual Conference Web Site for Undergraduate Health Education Students
Author: Johnson, Maureen
Date: 2009-00-00
Type: Journal Articles
Subjects: Health Education,Web Sites,Undergraduate Students,Conferences (Gatherings),Computer Simulation,Computer Mediated Communication,Comparative Analysis,Educational Benefits,Instructional Effectiveness,Costs

Undergraduate health education students have been encouraged to attend professional conferences at the regional, state, and national levels. However, despite the benefits of attending these conferences, students may be reluctant to attend due to time and financial constraints among others. One solution for overcoming these barriers is the creation of a virtual conference Web site for health education students. The purpose of this paper is to compare the benefits and barriers of face-to-face and virtual conferences, to describe several elements required for the successful development and operation of a virtual conference, and to propose recommendations for evaluating the effectiveness of a virtual conference Web site for undergraduate health education students.
Using the PEN-3 Model to Assess Knowledge, Attitudes, and Beliefs about Diabetes Type 2 among Mexican American and Mexican Native Men and Women in North Texas
Author: Melancon, Jim
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Mexican Americans,Mexicans,Prevention,Focus Groups,Diabetes,Health Education,Anxiety,Knowledge Level,Multivariate Analysis,Models,Surveys,Correlation,Volunteers,Scores,Health Promotion,Health Behavior,English (Second Language),Trust (Psychology),Fear,Psychological Patterns

The primary purpose of this mixed-methods study was two-fold: first, to assess diabetes knowledge, attitudes, disease management and self efficacy among a sample of Mexican American (MA) and Mexican-Native (MN) adults living in North Texas; and second, to determine factors which promote or deter diabetes prevention and management using Airihenbuwa's PEN-3 Model. Data was collected by way of quantitative surveys and focus groups. A volunteer sample of 100 MA and MN men and women who were living in North Texas and diagnosed with T2DM agreed to participate in the research. Data was analyzed using Pearson product correlations, t-tests, and MANOVA as well as qualitative analysis. Results showed that knowledge and perceived psychosocial impact scores for participants were significantly lower than those from national samples. No significant effects for gender were found. Barriers identified from focus group data included fatalistic views, language challenges, fear of deportation, mistrust of U.S. medical personnel, lack of financial resources, transportation, and guilt relating to the perceived burden of management and prevention of the disease. By using mixed methodologies and culturally inclusive planning models such as PEN-3, health educators and other personnel can develop more relative and empowering diabetes education programs and services for this population. (Contains 8 tables and 1 figure.)
Priority Health Behaviors among South African Undergraduate Students
Author: Porter, Kandice
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Activities,Wellness,Health Behavior,Foreign Countries,Questionnaires,Student Attitudes,Metropolitan Areas,Smoking,Drinking,Alcohol Abuse,Eating Habits,Motor Vehicles,Restraints (Vehicle Safety),Suicide,Sexuality,Gender Differences,Age Differences,Health Education,Racial Differences

This study examined the priority health behaviors of South African youth by administering a questionnaire to 635 undergraduate students enrolled in a large metropolitan university in South Africa. Results indicate that 65.5% of the participants tried cigarettes at least once during their lifetime, over 15.2% had their first cigarette and 31.2% had their first alcoholic drink before age 15, and over 95.4% consumed their first alcoholic drink by age 18. During the month preceding the survey, 37.0% consumed five or more alcoholic drinks on a single occasion and 10.3% carried a weapon at least once. Over 83.3% percent had at least three servings of fruits and vegetables the day before the survey, 44.3% engaged in vigorous physical activity on three or more of the seven days preceding the survey, 10% rarely or never wore a seatbelt when driving, 10% seriously considered attempting suicide, and 46.7% had sexual intercourse in their lifetime. Results were analyzed by demographic variables including sex, race and age. Recommendations for campus wellness programs addressing these issues are included. (Contains 12 tables.)
A Culturally Appropriate Framework for Educating Collegiate International Students about Alcohol
Author: Esch, Laura
Date: 2009-00-00
Type: Journal Articles
Subjects: Universities,Alcohol Education,Drinking,Culturally Relevant Education,Foreign Students,Drug Education,Program Evaluation,Health Education,College Students,Social Adjustment,Student Adjustment,Guidelines,Cultural Awareness

International students enrolling in American universities may receive education on alcohol use because alcohol consumption is a key concern across American colleges and universities. However, general alcohol education often overlooks the specific cultural, language, and learning needs of international students. This article reviews one current alcohol education program, AlcoholEdu, on a college campus and uses specific examples from international students and the literature to recommend a culturally appropriate alcohol education framework for international students to assist with social, cultural, and educational adjustments related to the college experience. (Contains 2 tables.)