Health Promotion
(Asynchronous)
Barriers to Improving the Quality of Nutrition of Persons with Severe Mental Illness: Implications for Advancing Wellness View Digital Media
Paper Presentation in a Themed Session Ron Shor
Persons with mental illness living in community residential facilities may encounter barriers to improve the quality of their nutrition. Therefore, a study was conducted to identify the barriers and difficulties they experienced to advance the quality of their nutrition during their participation in a health promotion program and the differences in their perception of the barriers as a result of participation in the programs. A mixed methods study was implemented with 84 persons with mental illness who participated in 6 health promotion programs and live in community residential facilities in Israel. The findings illuminate that this population may face some unique challenges to advance their wellness. Among the challenges are individual barriers, such as period of relapse in their mental health situation and co-morbid illnesses. In addition participants experienced systemic barriers such as limited room for choice or control over the nutrition served in community residential facilities or lack of companionship for wellness related activities. These are elements that could be essential to advance their wellness, such as control and choice. Comparison between the beginning and end of the program indicate significant differences in the perceived knowledge and accessibility related barriers. The findings indicate that any health promotion program should include not only the provision of knowledge about healthy nutrition, but also approaches aimed at reducing individual and systemic barriers. Organizations serving persons with mental illness could support them in overcoming the individual and systemic barriers hindering the advancement of healthy nutritional habits.
Crisis Management Via The Comparative Analysis of War Fiction to Create a Fundamental Formula/Theory for Post-Covid 19 Era in Malaysia and the World
Paper Presentation in a Themed Session Halimah Mohamed Ali
Covid19 has created an emergency that is worse than any war. Humans have been quarantined and a person infected with the virus can die within 24 hours after contracting the virus. Life expectancy has become fragile. Humans have begun to live in fear and in isolation. Many have gone into self-quarantine. The world economy is suffering while we struggle to find a cure. Pandemics can be traced back to eighteenth century Britain. However, a cure has not been found yet. 100 years ago there was an epidemic in China that killed millions of citizens. Covid19 is a challenge to the human mind and security. It is our duty to handle the crisis the best way possible and help the nation and the world to cope with the crisis until we can find a solution to it. This research analyzes World War II Literature in South East Asia, Japan, and Britain to ascertain how we handled crises related to national security, food security, health security, and its impact on education and business in the country: Malay at that time between 1940-1950. The research iw on pre-war, war, and post-war eras. Thus, this research aims to look at how World War II emergency literature can be used to help manage the crisis that we are facing today. It will create a fundamental idea of modern-day crisis management in the new millennium This paper elucidates how the research will be carried out.
Effect of Gratitude Interventions on Well-being of Indian Youth View Digital Media
Paper Presentation in a Themed Session Monika Srivastava
An online experimental study was designed and conducted to administer gratitude interventions within the purview of positive psychology to study its effects on the Indian youth. Objectives were: First, to study if gratitude interventions lead to an increase in overall wellbeing. Second, to see if a cumulative effect of two gratitude interventions on wellbeing is greater than a single gratitude intervention. Experimental design with N= 80 was used and participants were randomly allocated to experimental group and control group (n=40 each). Participants answered measures at pre-test and post-test. The data was analyzed using two way MANOVA and difference-in-difference methods. Result: At T1 after practicing only three good things exercise, there was a significant increase in mental health, happiness, and gratitude and a decrease in depression, anxiety, and stress of the experimental group. Whereas, there was no significant change in the control group. At T2 after practicing the three good things exercise & gratitude letter together there was a significant increase in mental health , happiness, and gratitude and a decrease in depression, anxiety, and stress of the experimental group. Whereas, there was no significant change in the control group. Further, three good things and gratitude letters together are more effective in increasing positive affect and reducing negative affect compared to single three good things exercise. Gratitude intervention significantly increases positive affect and mental health and decreases negative affect. Two gratitude interventions together lead to greater increase in overall well-being of an individual as opposed to a single gratitude intervention.
School Connectedness, School Sport Participation, and School Attendance View Digital Media
Paper Presentation in a Themed Session Deborah Widdowson
Research highlights a relationship between truancy and a range of at-risk behaviors, while resiliency research has identified protective factors for at-risk children, including connectedness to adults and school, and participation in extracurricular activities like sport. This study explored the links between school sport participation, school connectedness, and school attendance. Using a mixed-methods research design, self-report data on school sports participation, school attendance, and school connectedness were collected from 1153 male and 1245 female students aged between eleven and seventeen years from four high schools using an anonymous questionnaire. A subset of students (N=93) participated in focus group interviews. Quantitative data analyses revealed a significant interaction between sport participation and truancy (p <.001); frequent truants were less likely to participate in school sports (p < 0.00), while infrequent truants were more likely to play sport (p= 0.01). Participation in school sports was associated with higher school connectedness scores: students who truanted frequently scored significantly lower on school connectedness than students who truanted infrequently and students who had not truanted (p < 0.000). Qualitative analysis revealed that school sport participation was viewed by students as contributing to their physical, social and psychological well-being and connection to school, and provided motivation for students to regularly attend school. Findings suggest that school sport participation is linked to school connectedness and more frequent school attendance. The value of school sport participation in contributing to positive outcomes for children is discussed, and ways of promoting wider participation in school sports are considered.
Experience and Education - Reclaiming the Thought of Luigi Giussani View Digital Media
Paper Presentation in a Themed Session Madalena Fontoura
Importance of experience in education is held as consensual by the various current pedagogical tendencies. Teachers and educators in general agree that knowledge and skill are only solidly acquired when obtained through the experience of the learner. Experience allows for an access to reality that becomes a personal conquest, in which the person no longer depends on the educator for verification, critique, or personal ownership of what is learned. The central nature of experience in education requires an understanding of what is meant by experience, how contact with reality becomes experience and what the role of education is in encouraging personal experience. Through this study, we aim to present the thought of Luigi Giussani (1922-2055), the Italian philosopher and educator, with a vast number of published works, whose approach to experience lies at the origin of numerous schools and other educational projects in various countries and continents. Giussani has been the subject of many books, academic studies and colloquia of international range. Based on a non-systematic literature review, we intend to understand the novelty in what Luigi Giussani brought to the comprehension of the concept of experience and the relationship between experience and education.
