The Effects of a Community and School Sport-Based Program on Urban Indigenous Adolescents’ Life Skills and Physical Activity Levels: The <i>SCP</i>Case Study

The primary aim of this study was to investigate the effect of a community and school sport program (SCP) on Indigenous adolescents’ life skills and physical activity levels within program sessions. A secondary aim was to determine the acceptability of the SCP. Participants in the SCP (n = 34;89%) participated in a 10-week case study (age = 13.7 ± 1.16;58% girls). Systematic observations of SCP sessions were conducted to determine physical activity levels and a life skills questionnaire was implemented. Acceptability measures included retention, implementation, attendance rates, and interviews with participants [n = 18] and key stakeholders [n = 6]. Systematic observations indicated that Indigenous students were engaged in MVPA for 58% of lesson time. Participants’ life skills remained unchanged (p = 0.93). Interview data showed that Indigenous students and key stakeholders believed the SCP was acceptable. This study highlights the need for partnerships between Indigenous community organisations and schools to design sport-based programs to promote Indigenous adolescents’ MVPA.

The Effectiveness of Life Skills Training on Enhancing the Self-Esteem of Hearing Impaired Students in Inclusive Schools

This research investigates the effectiveness of life skills training on enhancing the self-esteem of 8-16 years-old students with hearing impairment in inclusive schools. The sample was included of 54 students with hearing impairment from inclusive school whom their age and IQ were matched. They were randomly divided into an experimental and a control group (27 students in each group). The participants were assessed by Coopersmith Self-esteem Inventory (58-items version). The gathered data were analysed using the t-test method through the SPSS package. The results showed that training life skills to students with hearing impairment promote their self-esteem. In other words, life skills training is effective for enhancing the self-esteem of hearing impaired students in inclusive schools.

The Effect of Life Skills Training on the Mental Health and Level of Resilience among Teachers of Normal Students and Teachers of Exceptional Students in Zahedan

This is an experimental study conducted on two groups of control and experimental using pretestposttest design, applying psychological intervention on the study sample. The present study aimed to determine the effectiveness of collective education life skills on mental health and resilience of teachers in Zahedan. The population of the study included all teachers at schools with normal students and teachers at schools with exceptional students in Zahedan, among which 60 teachers at normal schools and 20 teachers at exceptional schools were selected and placed in two groups of experimental and control, respectively. Initially, members of the experimental group were taught 10 basic life skills in 10 2-hour sessions. Mental health and resilience questionnaires were distributed and gathered before and after the training sessions. Results indicated the positive effect of life skills training on mental health of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the lower their mental health scores would be. Results also indicated the positive effect of life skills training on resilience of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the higher their resilience scores would be.

Impact of Life Skills Training to Improve Cognition on Risk of Sexual Behavior and Contraceptive Use among Vocational School Students in Shanghai,China

Objective To evaluate the impact of life skills training that uses participatory teaching method on improving reproductive health cognition of vocational school students of metropolitan, China.Methods Three vocational schools of an urban district in Shanghai were selected as the research sites, with two schools as the intervention groups（group A and group B） and the other as the control（group C）. Group A was provided life skills training with core of reproductive health plus peer education, while group B only provided life skills training. All the second grade students were recruited as the subjects. Baseline surveys were conducted in three schools before the implementation of the intervention, and similar surveys were conducted after two terms of the intervention to test the effectiveness of the intervention. In total, 1 612 subjects, including 810 males and 802 females, were recruited. The effects of the intervention on subjects＇ cognitions on sexual behavior and condom/contraceptive use were analyzed using mixed model with repeated measures.Results From pretest to posttest, there were significant increase of the proportions of perceiving risks in getting pregnant, infecting STDs and HIV, benefits by learning and using condom, and self-efficacy in contraceptive use, and decrease of the proportions of perceiving barriers for condom use in two intervention groups; while few similar changes in the control group. In mixed modeling analysis, interaction effects of group A × time and group B × time were found on the scores of perceived risks （P〈0.000 1）, perceived benefits （P〈0.000 1）, perceived barriers （P=0.001 2for group A and P=0.003 4 for group B）,and perceived self-efficacy （P〈0.000 1）. The significant difference of the effects between two interventions was only observed on perceived benefits （P 〈0.000 1）.Conclusion Life skills training using participatory approaches is effective in improving students＇ reproductive health cognition and could be used as an important method in educating young people about sex-related issues.

A Life-skills-based HIV/AIDS Prevention Education for Rural Students of Primary Schools in China:What Changed? What Have We Learned?

Objective To evaluate a four-hour life-skills-based HIV/AIDS prevention curriculum among 5th grade students in rural primary schools of Hainan province.Methods The study included two stages.Stage one （September 2006-May 2007） was a pre-post-quasi experimental design;a total of 2 413 students aged 9 to 14 years from fifth grade classes of nine primary schools completed a baseline survey （1 720 students were in the intervention group,693 in the control group）,and over 98% of them took part in a short survey.The experimental curriculum was provided to the intervention group.At stage two （September 2008）,a cross-sectional questionnaire was administered to 6 923 students in 7th grade classes of eight middle schools in the same study sites.There were 1 437 students in the intervention group when the curriculum was conducted.Results Students tended to score higher in areas of HIV/AIDS related knowledge and attitudes,if they were younger than average,lived in the county seat,had access to the internet,and their parents had completed higher levels of education.Path analysis showed that,after controlling for characteristics such as family and community factors,the total effects of curriculum on knowledge in the short-term model increased remarkably compared with the baseline,and maintained major contributions to knowledge in the mid-term model.The positive effect of knowledge on attitudes was significantly improved in the short-term model as well.Conclusion A life-skills based curriculum can improve HIV/AIDS related knowledge and self-perceived level of life-skills among primary school students in rural areas in a short time,and these positive effects can still be observed at least 2 years post participation in the curriculum.

Theoretical knowledge and psychomotor skill acquisition of basic life support training programme among secondary school students

BACKGROUND: The aim of the study is to evaluate the theoretical knowledge and psychomotor skill acquisition of basic life support(BLS) by a group of secondary school students in Nigeria pre and post BLS training. METHODS: This was quasi-experimental study design with 210 participants. They were taught on adult BLS and all the participants practiced BLS on a Resusci-Anne manikin immediately after the training. Data were collected using American Heart Association(AHA) structured questionnaire and psychomotor skills checklist for BLS at baseline, and post BLS training.RESULTS: The pre-training knowledge score was 1.9±1.4. This increased after the BLS training to 11.4±2.4, and the mean difference between the pre and post BLS training scores was 9.48571. Pre-training psychomotor skill score was 0.00±0.00, this increased to 8.9±1.9 after the training, and the mean difference was 8.90000. The knowledge and psychomotor skill difference between pre and post BLS training was signifi cant(P<0.000).CONCLUSION: Most Nigerian secondary school students were not knowledgeable about BLS. Therefore, there is need for the creation of more awareness among the students.

Evaluation of Impact of Life-planning Skills Training among Senior High School Students in Shangcai County

Objective To evaluate the impact of sex and reproductive health education using lifeplanning skills training among senior high school students in a rural county. Methods The study was conducted in three senior high schools of Shangcai County with comparable socio-cultural, economic, and demographic characteristics, two as intervention sites and one as the control. A three-month life-planning skills training course was conducted among all grade one students in the intervention schools. The baseline survey was conducted prior to the intervention, once again three months after the intervention was initiated. Data were collected through questionnaires, FGDs and 1Dis to evaluate the effect of the intervention program. Results After the intervention, the median score of reproductive health knowledge was higher in the intervention group （55.66） than that in control group （38.68）. Students from the intervention group were also more comfortable with their developmental changes which were going through, In the end line survey, 92.70% of the students in the intervention group suggested that reproductive health education should be carried out among all middle school students in Shangcai County. Multivariate analysis also indicated that peers and family had a significant effect on students＇ sex-related knowledge, attitudes and behaviors. Conclusion Sex and reproductive health education via provision of life-planning skills training can significantly increase students＇ sex and reproductive health knowl- edge and was welcomed by students, teachers and parents.

Psychological quality of life and employability skills among newly registered first-year students: Opportunities for further university development

In accord with new European university reforms initiated by the Bologna Process, our objective was to evaluate influences on the relationship between psychological quality of life (QoL) and the acquisition of academic employability skills (AES) among first-year students at the University in Luxembourg. At the beginning (2 months in) and the end (9 months) of the academic year, 973 newly registered students participated in this study involving two cross-university surveys. Students who redoubled or who had studied at other universities were excluded. Data were collected with an online questionnaire comprising the psychological Whoqol-bref subscale, AES scale, and questions about other related factors. The AES score decreased from 74.2 to 65.6. At both time points, the psychological Whoqol-bref was positively correlated with environmental and social relations QoL and perceived general health. Multiple regression models including interaction terms showed that a higher psychological QoL was associated with better general health (difference satisfied-dissatisfied 9.44), AES (slope 0.099), social relationships QoL (0.321), and environmental QoL (0.298). No interaction with time effects was significant, which indicates that the effects remain stable with time. If the university could maintain the QoL indicators at appropriate levels or manage decreases as they occur, it would have implications for health promotion and the creation of new student support systems. The SQA- LES project provides valuable information for universities aiming to develop a European Higher Educational Area.

体操运动生活化发展的价值意蕴与路径转向

现代竞技体操的发展疏离了体操运动与日常生活的关系,而如何走向生活并助力美好生活实现,需要重新审视体操运动生活化发展的价值意蕴与路径转向。体操运动起源于人类应对自然生活的生存技能的对象性活动,经历了工具性存在到文化性活动的意涵深化,践行了从发展身体能力到审美情感表达,泛化活动到特定运动,提升个体生活能力到生成意义世界的结构转向。当代体操运动的生活化发展不再局限于健康促进的经验性视域,而转向社会生产与文化发展的超验性维度,从作为生活实践的具体手段转向构成生活的世界,实现从器物之道到文化之道的发展方式转型。拓展服务结构、升级服务方式、创新活动形式、增强审美体验、强化育人价值,推进体操运动进机关、进学校、进社区、进家庭、进企业,实现从健身运动向文化活动的价值延展,是促进我国体操运动发展融入人民美好生活实践的具体路径。

An Analysis of the Translation Skills in Life and Death Are Wearing Me Out from the Perspective of Skopos Theory

Skopos Theory is the kernel part of functionalism, holding that the skopos rule is the top-ranking rule that justifies the overall translation process. This paper attempts to make an analysis of the C-E translation of Life and Death Are Wearing Me Out from the perspectives of Skopos Theory, and intends to explore the impact of translating skopos on the translator's choice of translating skills as well as the possible reasons behind them.

护患沟通技巧联合心理护理在肺功能检查患者中的应用

目的:探讨护患沟通技巧联合心理护理在肺功能检查患者中的应用效果。方法:选取2020年1月1日~2022年12月1日109例行肺功能检查患者为研究对象,随机分为对照组54例和研究组55例,对照组实施常规护理,研究组实施护患沟通技巧联合心理护理;比较两组检查时间、肺通气完成情况,护理前后心理状态[采用焦虑自评量表(SAS)、抑郁自评量表(SDS)]、肺功能[包括第一秒用力呼气容积(FEV_(1))、FEV_(1)/FVC%]、生活质量[采用生命质量测定量表(QLQ-C30)]及护理满意度。结果:研究组检查时间、肺通气完成率优于对照组(P<0.01);护理后,两组SAS、SDS评分低于护理前(P<0.05),且研究组低于对照组(P<0.01);护理后,两组FEV_(1)、FEV_(1)/FVC%、QLQ-C30评分均优于护理前(P<0.05,P<0.01),且研究组优于对照组(P<0.05);研究组护理满意度高于对照组(P<0.05)。结论:将护患沟通技巧联合心理护理应用于肺功能检查患者中,可有效缩短检查时间,提高肺通气完成率,改善患者负性情绪和肺功能,从而提高生活质量和护理满意度。

针刺联合作业疗法干预孤独症谱系障碍社会生活能力的临床研究

目的:观察针刺联合作业疗法对孤独症谱系障碍(autism spectrum disorder,ASD)儿童社会生活能力的干预疗效。方法:选取我院2021年1月至2022年12月收治的3—6岁ASD儿童72例,采用随机数字表法分为对照组与观察组,每组36例。对照组运用作业疗法,观察组在对照组基础上结合针刺治疗,连续治疗12周。采用Gesell发育诊断量表(GDS)、孤独症儿童行为量表(ABC)、婴儿-初中生社会生活能力量表(S-M)和孤独症儿童心理教育量表第3版(PEP-3)评测比较两组治疗效果,并统计针刺过程中副反应情况。结果:观察组总有效率为83.33%,与对照组总有效率为61.11%相比较明显提升(P<0.05)。治疗后两组儿童Gesell发育量表适应性行为、粗大、精细、语言及个人-社会等5大能区评分及总分均较治疗前提升,且观察组效果明显优于对照组(P<0.05)。两组儿童ABC交往、生活自理因子评分及总分均较治疗前降低,观察组效果优于治疗组(P<0.05)。两组儿童S-M评分高于治疗前,观察组效果优于对照组(P<0.05)。两组PEP-3个人自理、适应行为评分均明显提高,观察组提高更明显(P<0.05)。观察组儿童针刺过程中的副反应较小。结论:针刺联合作业疗法能有效改善孤独症儿童的发育水平,提高社会生活能力,有利于孤独症儿童的预后。

威廉姆斯生活技能训练在酒精依赖患者中的应用研究

目的评价威廉姆斯生活技能训练对酒精依赖患者的焦虑抑郁和应对方式的影响。方法便利抽样选取2020年4月至2021年4月长沙市某精神卫生中心酒瘾网瘾科的72例酒精依赖患者为研究对象,以随机数字表法分为观察组37例,对照组35例。对照组给予酒精依赖健康知识教育课程培训,观察组在此基础上增加威廉姆斯生活技能训练。比较两组患者在干预前、干预后3个月焦虑抑郁和应对方式指标的改善情况。结果干预后3个月,观察组患者的焦虑得分、抑郁得分以及消极应对方式得分低于对照组,积极应对方式得分高于对照组(P<0.05)。结论威廉姆斯生活技能训练能有效缓解酒精依赖患者的焦虑抑郁情绪,增加其积极应对方式,减少其消极应对方式。

从现实自我走向目标自我:高职院校技能大师型教师成长叙事探究

在对技术技能人才培养的讨论中,高职院校技能大师型教师是极少被关注却又是对人才培养作出重要贡献的群体。运用叙事探究的方法,以一位高职院校技能大师型教师为对象,以自我认同和生命历程理论为视角剖析其专业成长历程。研究发现:高职院校技能大师型教师的专业成长是在与社会结构的多重互动中从现实自我走向目标自我的过程,教师个体踏实勤奋、精益求精的人格品质和悦纳自我、乐观上进的人生态度等非认知因素在成就目标自我过程中发挥了关键作用。

基于信息-动机-行为技巧模型的护理干预对功能性消化不良患者心理状态及胃肠动力的影响

目的分析基于信息-动机-行为技巧(IMB)模型的护理干预对功能性消化不良患者的作用。方法选取2022年12月—2023年6月新乡医学院第一附属医院收治的160例功能性消化不良患者为研究对象,根据随机数字表法将其分为对照组和观察组,每组80例。对照组患者应用常规护理干预,观察组患者在对照组基础上应用基于IMB模型的护理干预。比较2组患者干预前后心理状态、胃肠动力及生活质量情况。结果干预后,2组患者汉密尔顿焦虑量表(HAMA)及汉密尔顿抑郁量表(HAMD)评分均有所下降,且观察组低于对照组,差异有统计学意义(P<0.05)。干预后,2组患者胃肠激素一氧化氮(NO)、血清胃动素(MTL)和血清胃泌素(GAS)水平均有所改善,观察组各指标水平均优于对照组,差异有统计学意义(P<0.05)。干预后,2组患者胃肠道生活质量指数(GIQLI)评分均有所提高,且观察组高于对照组,差异有统计学意义(P<0.05)。结论基于IMB模型的护理干预有利于缓解功能性消化不良患者的焦虑、抑郁情绪,能有效增强患者胃肠动力及活力,提高患者生活质量。

Second Life与高阶思维能力培养的关系及对教育游戏设计的启示

高阶思维能力是信息化教学设计的根本宗旨与核心目标。文章在全面论述Second Life所特有的作用与功能及其与高阶思维能力之间的关系基础上,提出了Second Life对教育游戏设计的几点启示。

团队生活技能训练模式在初发精神分裂症患者康复期的应用效果观察

目的:观察团队生活技能训练(SST)模式在初发精神分裂症患者康复期的应用效果。方法:选取2020年1月—2022年9月许昌市建安医院收治的60例初发精神分裂症康复期患者作为研究对象,采用随机数表法分为实验组和对照组,每组各30例。对照组采用常规心理健康教育干预,实验组采用团队SST模式进行干预。观察比较两组患者干预前后阳性与阴性症状量表(PANSS)、症状自评量表(SCL-90)、及社会功能评定量表(SSPI)的评分情况。结果:干预后,实验组PANSS各维度评分较对照组高,差异有统计学意义(t=2.480、2.193、3.958,P<0.05);干预后,实验组SCL-90各维度评分较对照组高,差异有统计学意义(t=3.840、7.752、7.530、3.623、6.530、6.003、5.308、2.364,P<0.05);干预后,实验组SSPI各维度评分较对照组高,差异有统计学意义(t=5.128、6.571、7.272,P<0.05)。结论:对于初发精神分裂症康复期患者而言,团队SST模式干预效果较为显著,可有效改善患者执行能力和社会功能,提高患者智力水平,减轻患者精神分裂症状,有利于促进患者康复。

Williams生活技能训练对手术室护士工作压力及主观幸福感的影响

目的:探讨Williams生活技能训练对手术室护士工作压力及主观幸福感的影响。方法:选取2022年5月—11月在医院手术室工作的30名护士为研究对象,均接受Williams生活技能训练8周。比较干预前后手术室护士工作压力源量表(NJSS)、中文版压力知觉量表(CPSS)、中文版工作压力反应量表(SRQ)、中文版护士工作倦怠表(NBS)及中文版总体幸福感量表(GWB)评分。结果:干预后手术室护士的NJSS、CPSS及SRQ评分均低于干预前(P<0.05);干预后手术室护士NBS评分低于干预前(P<0.05),GWB评分高于干预前(P<0.05)。结论:Williams生活技能训练可有效降低手术室护士工作压力和职业倦怠感,提升其主观幸福感。

中国青少年社会与情感能力发展水平报告——基于第二轮SSES测评数据

本报告分析了我国济南市10岁和15岁组学生社会与情感能力测评数据,结果发现:10岁组学生在所有16项社会与情感能力中的得分都高于15岁组学生。总体上,男生在多项社会与情感能力上得分高于女生;在10岁组学生群体中,除责任感和成就动机外,男生在其他各项社会与情感能力上得分均高于女生,差异最大的前三项能力分别为好奇心、创造性和信任。在15岁组学生群体中,责任感、共情、包容度三项能力得分女生高于男生,差异最大的能力为共情。其他各项社会与情感能力男生得分高于女生,差异最大的前三项能力分别为抗压力、情绪控制和好奇心。高社会经济地位学生群体社会与情感能力均高于低社会经济地位学生群体。普通中学和职业中学学生在社会与情感能力上无显著差异。15岁组学生群体中民办学校学生在交往能力和开放能力上都稍高于公办学校学生,而其他能力上结果相反。乐观是迄今为止与健康行为、身体意象、生活满意度、关系满意度、心理幸福感最为密切的能力。情绪控制和抗压力与学生学业焦虑的关系最为密切。任务能力尤其是成就动机和毅力,还有好奇心,和学生的语文、数学和艺术方面的成绩密切相关。值得注意的是,15岁组女生比男生从社会与情感能力中获益更多,而10岁组男生比女生从社会与情感能力中获益更多,且高社会经济地位学生的身体意象、健康行为、心理幸福感、关系满意度与大多数能力之间的关系要强于低社会经济地位学生。高社会经济地位学生往往比低社会经济地位学生参加更多的职业发展活动。社会与情感能力较高的学生,尤其是创造性和好奇心比较高的学生,其参与的职业发展活动更多。女孩和高社会经济地位学生往往比男孩和低社会经济地位学生对未来的教育和职业更有抱负。开放能力和任务能力水平高的学生对未来的教育期望和职业抱负更高。

稳定期慢性阻塞性肺疾病患者居家肺康复现状及其对生活质量影响的调查研究

目的调查慢性阻塞性肺疾病(COPD)患者居家肺康复训练和自我管理情况,及居家肺康复训练和自我管理对患者生活质量的影响。方法便利选取COPD患者作为研究对象,运用“问卷星”在线问卷平台对81例COPD患者进行调查,主要调查患者居家自我管理和肺康复训练的情况,及自我管理和居家肺康复对患者生活质量的影响。结果81例患者中,46.91%(38/81)的患者坚持呼吸训练(每周训练天数≥3 d),61.73%(50/81)的患者能坚持运动锻炼(每周锻炼天数≥3 d),按医嘱服药的患者占75.31%(61/81),未进行家庭氧疗的患者占64.20%(52/81)。COPD患者慢性阻塞性肺疾病评估测试(CAT)问卷总分为(20.22±7.48)分,属于中下水平。单因素分析显示,年龄、学历、病程、有无工作、近1年因COPD而住院的次数、饮酒习惯、吸烟习惯、是否尝试戒烟、是否按时遵医嘱用药、是否家庭氧疗及持续氧疗时间、每周进行呼吸及运动训练天数会影响生活质量(P<0.01)。相关分析结果显示,生活质量与饮酒频次、吸烟习惯、是否戒烟、是否按时遵医嘱用药、家庭氧疗及每天持续时间、每周呼吸训练天数具有相关性(P<0.01)。结论居家肺康复的COPD患者应提高自我管理能力,养成健康的生活习惯,坚持科学家庭氧疗;适当开展呼吸训练与运动训练;保持愉快的心情,对于提高生活质量具有重要的意义。