Living Skills Scores Research Articles

Relationships between sensory reactivity and occupational performance in children with paediatric acute-onset neuropsychiatric syndrome (PANS).

Paediatric acute-onset neuropsychiatric syndrome (PANS) is a neurodevelopmental disorder affecting children's performance in a fluctuating manner. This study investigates the relationship between sensory reactivity and occupational performance in children with PANS during exacerbation phases. Understanding these relationships is crucial for developing tailored interventions and managing the condition effectively. This study is part of a larger project in which a two-period bidirectional case-crossover design was employed to assess sensory reactivity and occupational performance in children with PANS. The current study used data from exacerbation phases only. Parents of children aged 4.6 to 13.1years with PANS were recruited globally, and data were collected via online surveys. The Vineland Adaptive Behaviour Scale (VABS) evaluated occupational performance, and the Sensory Processing Measure (SPM) assessed sensory reactivity. Analysis utilised Pearson correlation to determine the relationships between sensory reactivity and occupational performance domains. Data from 60 participants who completed the SPM and 21 who completed the VABS showed moderate to strong negative correlations between the SPM total and several domain scores (vision, hearing, body awareness, balance, and motion) and the VABS Communication and Daily Living Skills scores, indicating that increased sensory reactivity is associated with decreased occupational performance during exacerbations. No significant correlation was found between sensory reactivity and socialisation skills. Findings highlight the significant relationship between sensory reactivity and occupational performance during PANS exacerbations, particularly in communication and daily living skills domains. Further research is needed to examine factors influencing socialisation skills and to assess the effectiveness of sensory interventions in improving occupational performance. Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected. We examined the relationship between children's daily activities and their sensory reactivity during PANS symptom flare-ups. Parents of children aged 4.6 to 13.1 years completed surveys measuring sensory reactivity and their children's performance of daily tasks. Our findings showed that during symptom flare-ups, children experienced significant difficulties with communication and daily living skills. These challenges were directly related to heightened sensory reactivity during flare-ups. This highlights the importance of providing targeted occupational therapy during these times to help children manage their symptoms and improve their daily functioning.

Effectiveness of a structured life skills training program among Indian nursing students.

Nursing education programs increasingly emphasize the importance of life skills alongside clinical competencies to prepare students for the multifaceted demands of modern healthcare. However, there remains a gap in understanding the most effective strategies for integrating life skills into nursing curricula. Therefore, it is of interest to evaluate the impact of a structured life skills training program on first-year B.Sc. Nursing students' proficiency in selected life skills in Tamil Nadu, India. A true experimental pretest-posttest design was employed, with 257 first-year B.Sc. Nursing students from six selected colleges in Trichy district, Tamil Nadu, participating. The intervention, an eight-week Life Skills Training Program, was delivered to the experimental group, while the control group received no intervention. Data were collected using a self-administered questionnaire comprising socio-demographic variables and the Life Skills Assessment Scale. Statistical analysis included chi-square tests, one-way ANOVA repeated measures, and correlation analysis. Significant differences were observed between the experimental and control groups in various life skills, including self-awareness, empathy, interpersonal relationships, and creative thinking (p < 0.001). Age, place of stay, number of friends, hobbies, reason for choosing nursing, and interest in the course showed significant associations with pretest life skills scores (p < 0.05). Positive correlations were found between certain life skills, emphasizing their interconnectedness (p < 0.05). The structured life skills training program demonstrated effectiveness in enhancing the life skills proficiency of first-year B.Sc. Nursing students. The study underscores the importance of integrating life skills development into nursing education curricula to better prepare students for the complexities of patient care. Tailored interventions based on individual characteristics may further optimize outcomes. Future research should explore longitudinal effects and additional factors influencing life skills development among nursing students.

The Efficacy of a Programme Utilizing Digital Learning Technology in Fostering the Life Skills of Students with Learning Disabilities

The main aim of this research was to determine how the effectiveness of a programme that uses digital learning technology enhances the life skills of students who have learning disabilities. The research was conducted over a period of one month on a group of 32 students affiliated to educational institutions in the Governorate of Abha, Saudi Arabia. Sixteen individuals were assigned to each of an the experimental and a control group. The experimental group outperformed the control group on post-tests measuring social skills, independence skills, and emotional skills. There was no statistically significant disparity observed in the life skills scores between the experimental group and the control group at either the follow-up evaluation or the immediate post-intervention phase. The hypothesis posits that students' likelihood of experiencing sudden or premature departure decreases when they have the opportunity to practice and enhance their cognitive and practical abilities across various curriculum-defined situations.

THE INFLUENCE OF LEARNING OUTCOMES ON NISAIYYAH SUBJECTSLIFE SKILL CLASS 6 STUDENTS AT MODERN PONDOK ISLAM ASSALAM AJARAN 2021-2022

This research is quantitative associative field research. There were 100 6th grade female students as the population of this study. 100 people were the sample. Sampling is determined bySatisfied Random Sampling. The method used is the data collection method (institutional documents) and the questionnaire method with questionnaires, while the analysis method uses IBM SPSS version 20.0 (statistics 20 license authorization wizard). From the results of research conducted by researchers, it can be concluded that: (1 The Nisaiyyah learning outcomes of grade 6 female students are good as indicated by an average score of 66.29. (2 The life skills scores of grade 6 female students are good which is indicated by an average value of 62.62. (3 There is no strong influence between Nisaiyyah learning outcomes on the life skills of class 6 CLASS 6 female students as determined by the results of the t test, the researcher obtained the results "t count"&lt; more smaller than the "t table" of 1.98127 &gt; 0.131 at a significance of 0.05 &gt; 0.896. So, Ho is accepted and Ha is rejected. So, it can be concluded that there is no influence between the learning outcomes of Nisaiyyah subjects on the life skills of female students. class 6 CLASS 6 at Pondok Modern Assalam. Based on this research, it is hoped that: (1 For CLASS 6 Education (kulliyatu-l Mu'allimat al-Islamiyah) at Pondok Modern Assalam Girls' Campus to be an evaluation in every Nisaiyyah practice activity and the value of student learning outcomes. (2 Nisaiyyah Subject Teachers to continue provide enthusiasm and motivation to carry out practice outside the classroom properly and correctly with the female students and the value of life skills practice remains the best. (3 Students to continue to be enthusiastic in learning and practicing Nisaiyyah activities, so that the balance between the value of learning outcomes and the practice of life skills remains best.

Evaluating the effect of a 12-month youth advisory group on adolescent’s leadership skills and perceptions related to chronic disease prevention research: a mixed-methods study

BackgroundYouth Advisory Groups (YAGs) represent a promising method to engage adolescents in research of relevance to them and their peers. However, YAGs are rarely implemented or evaluated in chronic disease prevention research. The aims of this study were firstly, to evaluate the effect of participation in a 12-month YAG on adolescents’ leadership skills and perceptions related to chronic disease prevention research and secondly, to evaluate the process of establishing and facilitating a 12-month YAG and identify barriers and enablers to establishment and facilitation.MethodsThis study was a 12-month pre-post study. Eligible participants were adolescents (13-18-years) and current members of an established YAG. Data collection involved online surveys and semi-structured interviews at baseline, six-months and 12-months follow-up. Participatory outcomes such as self-efficacy, leadership skills, and collective participation were derived from Youth Participatory Action Research Principles (YPAR), and the Lansdown-UNICEF conceptual framework for measuring outcomes of adolescent participation. Process evaluation data were captured via meeting minutes, Slack metrics and researcher logs. Quantitative data was analysed using descriptive statistics and qualitative data was thematically analysed using a reflexive thematic analysis approach.ResultsThirteen (13/16) YAG youth advisors consented to participate in the evaluation study (mean age 16.0 years, SD 1.3; 62% (8/13) identified as female). Survey data assessing participatory outcomes found an increase in leadership and life skills scores over 12-months (+ 8.90 points). Semi-structured interview data collected over the 12-month term revealed three key themes namely: influence, empowerment, and contribution. Comparison of pre-post themes determined a positive trend at follow-ups, demonstrating improved participatory outcomes. Process indicators revealed that at 12-month follow-up the YAG was implemented as planned. Semi-structured interview data determined barriers to YAG facilitation included time and limited face-to-face components, while enablers to YAG facilitation included flexibility, accessible delivery methods, and a supportive adult facilitator.ConclusionThis study found that a YAG fostered positive participatory outcomes and unique opportunities for youth participants. A successful YAG based on YPAR principles requires researchers to ensure YAG establishment and facilitation is an iterative process. Taking into consideration important barriers and enablers to YAG facilitation ensures adolescent engagement in a YAG is both meaningful and impactful.

Effects of a Life Skills Enhancement Program on the Life Skills and Risk Behaviors of Social Media Addiction in Early Adolescence.

This research aimed to develop and investigate the effects of a life skills enhancement program on the life skills and risk behaviors of social media addiction in early adolescence. This research used a quasi-experimental design for a controlled study with a pre-test and post-test that collected data through a general information questionnaire, Social Media Addiction Screening Scale: S-MASS, and a life skills test. There were 48 samples recruited by purposive sampling from 5 schools in Chiang Mai, Thailand. The life skills enhancement program was developed under the theory of cognitive and behavioral therapy in combination with group therapy or occupational therapy. The program had a total of 10 sessions, with 1 session per week for 60 minutes and 10 weeks in total. For the results, a statistically significant difference in post-test SMASS scores between the control and experimental group was found (p<0.01). Moreover, a statistically significant difference in the experimental group between pre-test and post-test using S-MASS scores decreased significantly after participating in the program but not in the control group. This result is similar to the comparative data of life skills scores that revealed there was a statistically significant difference between the pre-test and post-test only in the experimental group. For the comparative data between the control and experimental group, however, there were no statistically significant differences in pre-test and post-test life skills scores between the two groups. From the results, it can be summarized that the life skills enhancement program had affected an increase in life skills and a decrease in risky social media usage among adolescents.

Potential Cross Talk between Autism Risk Genes and Neurovascular Molecules: A Pilot Study on Impact of Blood Brain Barrier Integrity.

Autism Spectrum Disorder (ASD) is a common pediatric neurobiological disorder with up to 80% of genetic etiologies. Systems biology approaches may make it possible to test novel therapeutic strategies targeting molecular pathways to alleviate ASD symptoms. A clinical database of autism subjects was queried for individuals with a copy number variation (CNV) on microarray, Vineland, and Parent Concern Questionnaire scores. Pathway analyses of genes from pathogenic CNVs yielded 659 genes whose protein–protein interactions and mRNA expression mapped 121 genes with maximal antenatal expression in 12 brain regions. A Research Domain Criteria (RDoC)-derived neural circuits map revealed significant differences in anxiety, motor, and activities of daily living skills scores between altered CNV genes and normal microarrays subjects, involving Positive Valence (reward), Cognition (IQ), and Social Processes. Vascular signaling was identified as a biological process that may influence these neural circuits. Neuroinflammation, microglial activation, iNOS and 3-nitrotyrosine increase in the brain of Semaphorin 3F- Neuropilin 2 (Sema 3F-NRP2) KO, an ASD mouse model, agree with previous reports in the brain of ASD individuals. Signs of platelet deposition, activation, release of serotonin, and albumin leakage in ASD-relevant brain regions suggest possible blood brain barrier (BBB) deficits. Disruption of neurovascular signaling and BBB with neuroinflammation may mediate causative pathophysiology in some ASD subgroups. Although preliminary, these data demonstrate the potential for developing novel therapeutic strategies based on clinically derived data, genomics, cognitive neuroscience, and basic neuroscience methods.

Effectiveness and Factors Associated with Improved Life Skill Levels of Participants of a Large-Scale Youth-Focused Life Skills Training and Counselling Services Program (LSTCP): Evidence from India

(1) Background: To empower and facilitate mental health promotion for nearly 18 million youth, a pioneering state-wide Life Skills Training and Counselling Services Program (LSTCP) was implemented in Karnataka, India. This study assesses the changes in life skills scores, level of life skills and factors associated with increased life skills among participants of the LSTCP. (2) Method: This pre–post study design was conducted on 2669 participants who underwent a six-day structured LSTCP. Changes in mean life skills scores and level of life skill categories pre- and post-LSTCP were assessed. Multivariate logistic regression was performed to assess the factors associated with increases in life skills. (3) Results: The LSTCP resulted in significant changes in life skill scores and level of life skills, indicating the effectiveness of the training. All life skill domains, except empathy and self-awareness, increased post-training. There was a positive shift in the level of life skills. Age (AOR = 1.34, CI = 1.11–1.62), gender (AOR = 1.39, CI = 1.15–1.68), education (AOR = 1.44, CI = 1.05–1.97) and physical (AOR = 1.02, CI = 1.01–1.03) and psychological (AOR = 1.02, CI = 1.01–1.03) quality of life was associated with an increase in life skills among participants. (4) Conclusions: The LSTCP is effective in improving the life skills of participants. The LSTCP modules and processes can be used to further train youth and contribute to mental health promotion in the state.

Quantifying medical manifestations in Hurler syndrome with the infant physical symptom score: associations with long-term physical and adaptive outcomes.

A physical symptom score (PSS) for the mucopolysaccharidosis (MPS) disorders has been developed to quantitate the somatic burden of disease across multiple organ systems. Studies have demonstrated the sensitivity and its relationship to age, IQ and adaptive functioning of the PSS in older children. With the onset of newborn screening, there is an increased need to characterize the somatic symptoms in the earliest stages of life, especially for young children under 36 months of age. Consequently, a new scale, Infant Physical Symptom Score (IPSS), was developed to score physical symptoms in infants and toddlers. Part I. To create a measure to quantify somatic burden in patients with MPS disorders under 36 months of age. The IPSS assess outcomes and changes in somatic disease in individuals with MPS disorders diagnosed very early in life. Part II. To determine the relationship between IPSS and other measures to evaluate its validity and utility, a) we evaluated the relationship between the IPSS and PSS in the same patients with MPS I over time to determine if the two scales are measuring the same concepts, and b) we evaluated the association between IPSS and a functional adaptive measure over time with a focus on the age at first treatment (under 36 months) to determine if the IPSS has predictive value. Part I. The Infant Physical Symptom Score (IPSS) for the infant population in MPS disorders was established using data from 39 patients enrolled in the Lysosomal Disease Network longitudinal MPS I study (U54NS065768). All of these patients had Hurler syndrome (MPS IH) and underwent hematopoietic stem cell transplant (HSCT) at the University of Minnesota. Items for the IPSS were selected by reviewing CRFs prepared for the MPS I longitudinal study and examining medical records of these patients prior to HSCT based on the knowledge gained from the development of the PSS. Part II. Of those 39 patients, a subset of 19 were all seen 9 to 12 years post HSCT. Having retrospectively calculated their IPSS prior to HSCT, we categorized them by age at HSCT, and examined their most recent PSS along with Composite and Daily Living Skills scores on the Vineland Adaptive Behavior Scales - Second Edition (VABS-II). The total score on the IPSS collected prior to transplant differed by patient's age at transplant, as expected in this progressive condition. Those transplanted at ≤12 months of age had a mean score of 7.4, which was significantly lower, suggesting less somatic disease burden, compared to those transplanted at >12 to ≤24 months (mean 11.8) and > 24 to ≤36 months (mean 13.6). Higher IPSS reflects more evidence of somatic disease burden and lower IPSS reflects less evidence of disease burden. Nine to 12 years later, the severity level as measured by the PSS was comparable to severity on the IPSS suggesting that the two scales are measuring similar concepts. Retrospectively calculated pre-transplant IPSS were negatively associated with higher VABS-II Composite scores 9-12 years later (p value-0.015) and to a lesser extent Daily Living Skills scores (p value-0.081). We conclude that the IPSS appears to be a useful approach to quantifying the somatic disease burden of MPS IH patients under 36 months of age.

The influence of personal factors, unmet need and service obstacles on the relationship between health service use and outcome after brain injury

BackgroundThis exploratory study aimed to: (i) examine the relationship between health service use and quality of life, psychological wellbeing, global function and participation after discharge from brain injury inpatient rehabilitation, and (ii) determine the influence of personal factors, unmet need for services and service obstacles on the relationship between service use and these outcomes.MethodsUsing a prospective cohort design, 41 adults with acquired brain injury (median age = 46 years; 71% male; 61% severe traumatic injury) were followed for 6-months after discharge from specialist brain injury inpatient rehabilitation. Service use was continuously recorded and obtained through data linkage methods, focusing on the use of: outpatient medical services, outpatient nursing, outpatient allied health; medical acute services; incidents of re-hospitalization; and transitional rehabilitation service use. Outcome questionnaire measures were completed via telephone, at 6-months after discharge, and included: the EuroQol-5D; Depression Anxiety and Stress Scale, Mayo-Portland Adaptability Inventory and Sydney Psychosocial Reintegration Scale. Data were analyzed in a heterogeneous treatment effects framework, using Bayesian Additive Regression Trees.ResultsThere was weak evidence that transitional rehabilitation service use was associated with better psychological wellbeing scores. The posterior probability of lower depression, anxiety and stress scores was .87, .81 and .86, respectively (average treatment effect). There was also weak evidence that re-hospitalization was associated with worse independent living skills scores. The posterior probability of worse scores was .87. However, most re-hospitalizations were due to unavoidable medical complications. We did not find that place of residence at discharge, marital status, unmet need, or service obstacles affected the relationship between service use and the studied outcomes.ConclusionsThis study may highlight the importance of participation in transitional rehabilitation, in the 6-months after discharge from brain injury rehabilitation. Replication in a larger sample size is required to confirm these findings.

Developing Future-Ready University Graduates: Nurturing Wellbeing and Life Skills as Well as Academic Talent.

Higher education is starting to embrace its role in promoting student wellbeing and life skills, especially given the concerning levels of poor mental health and uncertainties in the future job market. Yet, many of the published studies evaluating positive educational teaching methods thus far are limited to interventions delivered to small student cohorts and/or imbedded within elective wellbeing courses, and are focussed on developed Western countries. This study addressed this gap by investigating the effectiveness of an institution-wide compulsory course informed by the principles of Seligman’s Wellbeing Theory. The course was delivered at a British university in a developing country in Southeast Asia. It purposefully sought to nurture growth-oriented outcomes (including self-awareness, positive emotions, and personal effectiveness) and was taken by an entire cohort of year one undergraduate students. We tested the effectiveness of the curriculum content and staff coaching style in achieving life skills, and evaluated how these perceptions influenced students’ subjective wellbeing. A convergent mixed-methods design was used with 350 survey respondents and 11 interviewees. Perceived life skills scores showed a 2.5% improvement at the end of the course. Partial Least Squares Structural Equation Modelling tested the predicted relationships between variables. All relationships were statistically significant, but the influence of course design and educators’ style on life skills acquisition (50.8% of the variance) was moderate, while the effect on subjective happiness and life satisfaction (4–5% of the variance) was very weak. Qualitative data indicated that while quantifiable benefits to wellbeing might not be immediate, students did anticipate longer-term benefits for happiness and life satisfaction. This finding suggests that such a novel educational approach is well-received by Asian students and may sow the seeds for future benefit by positively impacting on their skills, behaviours, attitudes, and values. To achieve optimal flourishing at university, we recommend exploring teaching practises that combine positive education with coaching psychology practises.

O desenvolvimento de habilidades para a vida está associado às estratégias de coping em jovens atletas brasileiros?

Abstract Playing sports during youth has been considered one of the main tools for the development of life skills. Thus, this cross-sectional study investigated the association between the development of life skills and coping strategies in 134 young athletes of both sexes in the state of Pernambuco, Brazil. The instruments used were the Sports Life Skills Scale and Coping Skills Inventory-28 (ACSI-28BR). Data analysis was performed using Pearson's correlation and Multiple Regression (p&lt;0.05). The results showed a significant (p&lt;0.05) and positive correlation between the life skills subscales and coping strategies. Multiple regression analyses found that total life skills development (a summative score of all eight life skills scores) was positively related to coping skills–providing support for the “pile-up” effect. It was concluded that a range of life skills development is positively associated with the coping strategies of young athletes, possibly helping these young people to show more confidence and motivation to achieve better performances in training and competitions.

Leadership Life Skills Development in 4-H Teen Leadership Programs

This study introduces a framework for 4-H leadership competencies and explores the relationship between 4-H leadership programs and participant leadership life skills development. Illinois 4-H members aged 15-18 completed an online survey about their 4-H experiences and skills. Participants reported local programs exhibited the characteristics in the leadership competencies framework. Members participating in leadership competency programs reported higher leadership life skills scores than those in other 4-H non-leadership oriented programs. Females reported higher leadership life skills scores in comparison to males. However, spending more years in leadership programs was only related to a significant change in skills development for some participants.

The effect of access to a designated interdisciplinary post-acute rehabilitation service on participant outcomes after brain injury

ABSTRACT Objective This study aimed to determine the influence of participation in a designated acquired brain injury (ABI) transitional rehabilitation service (ABI TRS) on outcome, in the context of a historical comparison group (HIST). Design: A cohort study, with retrospective comparison. Participants: 187 persons with ABI. Measures: The Depression, Anxiety and Stress Scale (DASS-21), Mayo-Portland Adaptability Index (MPAI-4) and Sydney Psychosocial and Reintegration Scale (SPRS) were completed at discharge and 3 months after discharge. Participation in the ABI TRS involved interdisciplinary rehabilitation, 2–4 times per week, for 3 months after hospital discharge. Results: There was evidence that at 3 months, participants with ABI TRS showed stabilized psychological wellbeing, and improvements in MPAI-4 ability and participation scores; in addition to improvements in SPRS occupational activity and living skills scores. Conclusion: A designated ABI TRS may improve the transition from hospital to home, and could form an important part of the brain injury rehabilitation continuum, between the inpatient and community setting.

Association of Noncognitive Life Skills With Mortality at Middle and Older Ages in England

Noncognitive life skills are patterns of behavior, thoughts, and feelings that complement cognitive ability in promoting positive economic and educational outcomes. These positive attributes have been associated with favorable social and health outcomes at older ages, but their combined association with survival is not known. To evaluate the association of the combination of 5 noncognitive life skills with mortality, and to explore the role of sociodemographic, health, cognitive, and behavioral factors in explaining associations. This cohort study used data from wave 5 of the English Longitudinal Study of Ageing, conducted in 2010. Participants included adults 52 years and older. Associations of scores on 5 noncognitive life skills, including conscientiousness, perseverance, emotional stability, optimism, and control, with all-cause mortality were analyzed for a mean (SD) of 7.2 (1.3) years. Data analyses were completed in November 2019. Response to wave 5 of the English Longitudinal Study of Ageing. Noncognitive life skills scores, including conscientiousness, perseverance, emotional stability, optimism, and control, were measured by questionnaire. The main outcome was all-cause mortality, and the associations with noncognitive life skills scores were analyzed using Cox proportional hazards regressions models to estimate hazard ratios per 1-SD increase in score. A total of 7850 participants (mean [SD] age, 66.5 [9.0] years; 4333 [55.2%] women) were included. Combined life skill score was positively associated with survival, with a hazard ratio of 0.81 (95% CI, 0.72-0.90) per 1-SD increase in positive attributes after adjustment for age, sex, race/ethnicity, childhood socioeconomic status, educational attainment, baseline chronic disease, depressive symptoms, cognitive function, mobility impairment, social isolation, smoking, physical activity, alcohol intake, and fruit and vegetable consumption (P < .001). Excluding deaths during 24 months after baseline as a check for reverse causation showed the same pattern (adjusted hazard ratio, 0.79; 95% CI, 0.70-0.89; P < .001). Associations were maintained after each life skill was omitted in turn from the aggregate score, indicating that no single positive attribute accounted for the protective association. These findings suggest that noncognitive life skills are associated with survival at older ages. Whether training and education programs could enhance these attributes and influence mortality risk is not known, but fostering and maintaining life skills may be important in later life.

Penerapan Pembelajaran Bioentrepreneurship untuk Meningkatkan Life Skills dan Minat Wirausaha Siswa SMK

The application of learning in schools emphasizes students get knowledge from their experience directly. Most of the graduates of vocational students do not go to college but the desire or interest of students for entrepreneurship is very low, therefore schools must equip students with life skills to prepare them to face life after they graduate from school. The problem of this study is how to approach the application of biointrenrenship learning to vocational students to improve life skills and interest in student entrepreneurship. This research is a research development (R &amp; D). Development of learning oriented bioentrepreneurship and tested experimental class. Data was taken by observation, questionnaire and test. Data analysis method used descriptive percentage of life skills scores and questionnaires then analyzed by paired samples test. From the results of the study, there was an increase in interest in entrepreneurship and life skills of students before and after the application of bio-entrepreneurship learning.

Examining the relationships among the coaching climate, life skills development and well-being in sport

Using Benson and Saito’s framework for positive youth development, we investigated the relationships between the coaching climate, young people’s perceived life skills development within sport, and their psychological well-being. British youth sport participants ( N = 326, Mage = 13.81, range = 11–18 years) completed a survey assessing the coaching climate, participants’ perceived life skills development (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In all analyses, the coaching climate was positively related to young peoples’ perceived development of life skills within sport and their psychological well-being. Total life skills development (a summative score of all eight life skills scores) was positively related to all three psychological well-being indicators – providing support for the “pile-up” effect – and partially mediated the relationships between the coaching climate and participants’ psychological well-being. Interpretation of the results indicated that coaches should foster the development of multiple life skills in youth sport participants, as they are associated with participants’ psychological well-being. One way this can be achieved is through autonomy-supportive coaching behaviours.

Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice.

The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N = 23) and to age-matched and verbal IQ-matched typically developing children (N = 57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r = 0.474) while being independent from verbal IQ (r = 0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r = 0.464) and Socialization (r = 0.482) scores, but not with Daily Living Skills scores (r = 0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function.

Life Skills of Adolescents According to Internet Usage

Adolescence is a transitional stage of physical and psychological human development that generally begins with the onset of physiologically normal puberty to the age of legal adulthood. This period of development corresponds roughly to the period between the ages of 10 and 19 years, which is consistent with the World Health Organization’s definition of ‘adolescence’. During this period adolescents need life skills to face the realities of life. Life skills help the young people to take positive actions to protect themselves and to promote health and meaningful social relationship. Social media like internet is playing a major role in maintaining social relations by becoming an integral part of many adolescents’ lives. The Internet can be known as a kind of global meeting place where people from all parts of the world can come together. The present study was conducted to assess the life skills of adolescents according to the usage of internet. The sample were adolescent students studying 7th, 8th and 9th standards in Chittoor district. Multi-stage stratified random sampling technique was used to collect the data. In the first stage, one private and one Govt. school were identified randomly from four towns of Chittoor district Viz., Chittoor, Madanapalle, Srikalahasti and Tirupati. In the next stage 7th, 8th and 9th standard students were selected from each school giving equal choice to girls and boys using systematic random sampling technique. Thus, 90 students from each school, 180 students from each town and 720 from four towns constituted the sample of data collection. The tools used were Internet Usage Questionnaire and Life Skills Self Rating Scale. Adolescents differed significantly in their life skills score based on their internet usage. Comparatively low internet users have more life skills score than heavy internet users. Results also revealed that there was significant negative correlation between amount of time spent in internet usage and life skills scores of adolescents. Int. J. Soc. Sci. Manage. Vol-3, issue-2: 115-118

Does Guanfacine Extended Release Impact Functional Impairment in Children with Attention-Deficit/Hyperactivity Disorder? Results from a Randomized Controlled Trial.

BackgroundIn clinical trials of medications to treat attention-deficit/hyperactivity disorder (ADHD) in children, effects on functional impairment have been less well-studied than changes in ADHD symptoms.ObjectiveData regarding functional impairment were analyzed from a multicenter, double-blind, placebo-controlled study of guanfacine extended release (GXR) in children with ADHD, using the Weiss Functional Impairment Rating Scale–Parent Report (WFIRS-P). The correspondence of changes in WFIRS-P scores with symptomatic and global response to GXR treatment was also examined, with treatment response defined by scores on both the ADHD Rating Scale IV (ADHD-RS-IV) and the Clinical Global Impressions–Improvement Scale (CGI-I).MethodsIn this 8-week, double-blind, placebo-controlled, dose optimization study at 47 sites across the USA and Canada, children aged 6–12 years with a diagnosis of ADHD [Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision criteria, and an ADHD-RS-IV score ≥28 and CGI–Severity of Illness Scale score ≥4 at baseline], were randomized 1:1:1 into three groups: GXR am [GXR (1–4 mg/day) in the morning, placebo in the evening], GXR pm [placebo in the morning, GXR (1–4 mg/day) in the evening], or twice-daily placebo. Parents rated their children on the WFIRS-P at screening, baseline, the end of dose optimization, and at the final on-treatment assessment.ResultsThe efficacy population was composed of 333 subjects (GXR am: n = 107; GXR pm: n = 114; placebo: n = 112). At the final on-treatment assessment, there were significant improvements from baseline in the placebo-adjusted difference in least-squares (LS) mean (95 % confidence interval) WFIRS-P Total scores for both GXR treatment groups combined [GXR all-active: −0.16 (−0.25, −0.07), effect size (ES) = 0.448, P <0.001] and separately [GXR am: −0.15 (−0.26, −0.05), ES = 0.417, P = 0.004; GXR pm: −0.18 (−0.28, −0.07), ES = 0.478, P = 0.001]. Significant improvements in WFIRS-P domain scores for Family, Learning and School (including Academic Performance and Behavior in School), Social, and Risky Behavior were found for both GXR cohorts compared with placebo. However, the Life Skills and Self-Concept domain scores of the WFIRS-P did not improve with GXR treatment. Post hoc stratification by responder status revealed that significant (P <0.001) improvements in WFIRS-P Total and all domain scores were associated with symptomatic treatment response in the GXR all-active group.ConclusionsGXR treatment in children with ADHD was associated with reductions in WFIRS-P functional impairment scores compared with placebo, regardless of time of GXR administration. Changes in WFIRS-P scores were congruent with clinical response, as determined by both ADHD symptom reduction and CGI-I scores.ClinicalTrials.gov identifierNCT00997984.