Life Skills Group Research Articles

Integration Of Life Skills Through Hockey In The Framework Of Positive Youth Development

This study aims to find out how much influence the integration of life skills has on youth hockey in the city of Bandung. Development of life skills in the context of Positive Youth Development, to find out which components of life skills have experienced the highest increase, and to find out how much life skills contribute to Positive Youth Development. The research method used is an experiment with a Quasi-Experimental Design model. The data collection techniques used in this study were the LSSS and CPYDS questionnaires. The sampling technique used purposive sampling. The number of samples was 30 youths who took part in extracurricular hockey, which were divided into two groups: hockey training, which was given the integration of life skills consisting of 15 kids, and Hockey training, which was not given life skills integration composed of 15 children. Research Results There is a significant effect of the integration of life skills in the development of youth hockey on life skills in the framework of Positive Youth Development. There is a substantial influence of non-integrated life skills in the development of youth hockey on life skills in the context of Positive Youth Development. There is a difference in the effect of hockey training integrated life skills and non-integrated life skills on developing life skills in the framework of Positive Youth Development. Integrated life skills hockey training is better than non-integrated life skills. The components of life skills that experienced the highest increase in the integrated life skills group were interpersonal communication and social skills. Meanwhile, the life skills component that experienced the highest growth in the non-integrated life skills group was teamwork. There is a contribution to life skills and positive youth development (PYD).

Exploring Patient Outcomes After Participation in an Inpatient Occupation-Based Group: A Longitudinal Observational Cohort Study.

Occupation-based interventions are used during inpatient rehabilitation, and group models may enhance intervention delivery. However, little is known about the impact of occupation-based groups on patient outcomes. To examine the effect of an occupation-based group on patient outcome measures of instrumental activities of daily living (IADL) skills over time and explore demographic differences among patients. Longitudinal observational cohort study with four time points: preintervention, postintervention, 30-day follow-up, and 90-day follow-up. Tertiary hospital general rehabilitation ward. Inpatient adults age 18 or older recruited using consecutive sampling from those referred to the group. The LifeSkills group, which focused on repetitive practice of meaningful occupation-based activities. Demographic data were obtained, and the Canadian Occupational Performance Measure (COPM), Goal Attainment Scaling, Lawton IADL scale, and a self-efficacy scale were administered at each data point. Thirty people (21 women, 9 men; ages 35-91 yr) participated, with 5 lost to follow-up. A statistically significant increase in scores postintervention occurred on all measures and was also seen at 90-day follow-up for COPM occupational performance, satisfaction, and self-efficacy scores. Lawton IADL scale scores at follow-up were lower than those at preintervention and statistically significant. No significant differences were found for age and diagnosis. Positive patient outcomes of goal achievement, occupational performance, satisfaction, and self-efficacy were seen at discharge, with evidence of sustainability over time. This could be a resource alternative for addressing skill retraining because people with different diagnoses and in different age groups benefited equally. What This Article Adds: Occupation-based group programs have encouraging application in general inpatient rehabilitation for addressing patient outcomes.

Uncovering the experiences of engaging in an inpatient occupation-based group program: The LifeSkills group

Background Consumer engagement is an important element for developing and maintaining value-based healthcare standards. Occupation-based practice in the context of a group has been adopted by inpatient rehabilitation clinicians, but little research has explored if these groups are valuable and useful to patients. Aims/Objectives To explore the experiences of patients participating in an occupation-based group intervention for instrumental activities of daily living to understand its value and usefulness in an inpatient rehabilitation setting. Material and methods Interpretive description guided the development of the study. Semi-structured interviews were completed with 15 participants of an occupation-based group, the LifeSkills group. Comparative analysis was used to analyse the data and develop themes. Results Five themes were reported by participants: choice and control, confidence through doing, a real-world connection, the power of the therapeutic relationship and the impact of the shared experience. Conclusions and significance In line with current rehabilitation literature, patient experiences around client-centredness, occupational engagement in a ‘real-world’ environment, and valued relationships can be facilitated through an occupation-based group. This study supports the implementation of valued-based healthcare in understanding patient perceptions of occupation-based interventions into rehabilitation; ensuring that the right intervention is being used at the right time for the right patient.

Health Information Seeking and Mental Health Support Utilization Among Individuals in U.S. Prisons.

This study examined factors influencing health information and mental health support seeking among individuals in U.S. prisons using the 2014 data from the Programme for the International Assessment of Adult Competencies. Results showed that not only are age, race, health status, receiving health information (e.g., from health experts, friends, and other incarcerated individuals), and readiness to learn associated with health information seeking from the media, but so too are competencies such as literacy, numeracy, and problem-solving skills. Years of education moderated the association between social trust and seeking mental health support. In addition, gender, work duration, and attending substance abuse support groups, life skills groups, and religious groups are associated with seeking mental health support in prisons. Findings from this study may provide insight for correctional health stakeholders working in partnership to deliver more tailored health and mental health interventions in U.S. prison settings.

TEACHING LIFE SKILLS THROUGH VOLLEYBALL PASSING SKILL TO CHILDREN 9-11 YEARS OLD

The purpose of this research was to examine the effect of teaching life skills through the volleyball passing skill, of 44 primary school female children and their perceived satisfaction with the program. The sample was randomly assigned into two groups. The life skills group (LSG, n= 23) and the control group (CG, n= 21). All participants followed a six-week practice program aiming the passing skill learning. For the participants of LSG the program was combined with the components of goal setting, problem-solving and positive thinking. The control group received typical teaching and feedback provided by the PE teacher. All participants were evaluated in three measurements: pre-test, post-test and retention test. A qualitative evaluation (five main elements) of the passing technique, which was recorded by the digital camera, was used. Also, a common format for evaluating life skills knowledge perceptions and transfer (10-item questionnaire), which was developed in the Greek population by Papacharisis (2004) based on the work of Hogan (2000), and also a questionnaire for the perceived satisfaction of the students was used (Alexandris, Tsorbatzoudis & Grouios, 2004a, 2004b). Anova repeated measures show that participants of the LSG improved passing skill (p<.05) and showed a positive reception of the program by the students who learned interesting and useful things for their life in general, transferable to other aspects in their life, besides sports. The results of the study support the effectiveness of the life skills program that integrated volleyball passing skill learning, life skills improvement and participants’ perceived satisfaction of the program.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0915/a.php" alt="Hit counter" /></p>

Predictors of Seeking Health Information and Mental Health Support in U.S. Prisons: A Study Using 2014 PIAAC Data

Being in prison increases the vulnerability to poor health, especially mental illnesses. This is evident in the documented health disparities between prison inmates and the general population. For example, suicide rates among inmates are higher than in the general population. There is an urgent need to understand how inmates experience mental well-being. This is important as some inmates serve long/life sentences and some will need to successfully re-integrate into the society. Although they have a constitutional right to health care access through the Eight Amendment, little is known of the health information and mental health support seeking patterns among inmates. The current study examined factors associated with the amount of health information accessed, and participation in mental health support groups in US prisons. Data (N= 645) from the Program for the International Assessment of Adult Competencies (2014) were analyzed using linear and logistic regressions. Sample weights were applied in the analyses. Results show statistically significant relationships between amount of health information acquired and age (66 years and above), race, health-status, readiness to learn, literacy skill, and numeracy skill. Social trust moderated the effect of education on the odds of participating in mental health support groups. Also, gender, work duration, attending substance abuse support and life skills groups were significant predictors. Our study may provide insight for stakeholders (e.g., policymakers, clinicians, social workers, and wardens, etc.) working in partnership to deliver a more tailored health interventions for inmates, by highlighting key contextual issues predicting mental health and well-being within prison settings.

Efficacy of an Empowerment-Based, Group-Delivered HIV Prevention Intervention for Young Transgender Women

The incidence of HIV infection among transgender women in the United States is extremely high, with young transgender women (YTW) at highest risk; condomless sex is the primary risk behavior for transmission. However, there are no published randomized clinical trials to date examining interventions to reduce sexual risk for HIV acquisition and transmission within this group. To determine the efficacy of a culturally specific, empowerment-based, and group-delivered behavioral prevention intervention to reduce sexual risk for HIV acquisition and transmission in sexually active YTW aged 16 to 29 years. Randomized clinical efficacy trial of Project LifeSkills, a group-delivered, behavioral HIV prevention intervention, vs standard of care conducted among 190 sexually active YTW between March 26, 2012, and August 15, 2016, at community-based locations in Boston, Massachusetts, and Chicago, Illinois, to reduce sexual risk for HIV acquisition or transmission. Data analysis was by a modified intention-to-treat approach. Participants were randomized (approximately 2:2:1) to the LifeSkills intervention (n = 116), standard of care only (n = 74), or a diet and nutrition time- and attention-matched control (attention control) arm (n = 43). The attention control arm was dropped during active enrollment per the Data Safety and Monitoring Board's recommendation. The LifeSkills intervention was delivered in six 2-hour sessions spanning a 3-week period. Primary outcome was change in the number of self-reported condomless anal or vaginal sex acts in the 4 months before the baseline assessment and that reported at the 4-, 8-, and 12-month visits. Of the 190 study participants, the mean (SD) age was 23.4 (3.4) years (range, 16-29 years); 47 (24.7%) were white, 83 (43.7%) were black or African American, 25 (13.2%) were Hispanic or Latina, and 35 (18.4%) were another race/ethnicity. From baseline to 4 months, the LifeSkills group had a 30.8% greater mean (SE) reduction in condomless sex acts (2.26 [0.40] at baseline vs 1.22 [0.22] at 4 months) compared with the standard of care group (2.69 [0.59] at baseline vs 2.10 [0.47] at 4 months) (risk ratio [RR], 0.69; 95% CI, 0.60-0.80; P < .001). Similarly, the LifeSkills group had a 39.8% greater mean (SE) reduction in condomless sex acts at the 12-month follow-up visit compared with the standard of care group (0.71 [0.13] vs 1.40 [0.32]; RR, 0.60; 95% CI, 0.50-0.72; P < .001). Among YTW at sexual risk of HIV acquisition or transmission, the LifeSkills intervention resulted in a 39.8% greater mean reduction in condomless sex acts during the 12-month follow-up in comparison to the standard of care group. This trial is the first to date to demonstrate evidence of efficacy for a behavioral intervention to reduce sexual risk in YTW. ClinicalTrials.gov Identifier: NCT01575938.

Population-Centered Groups for Women Recovering from Substance Abuse: Satisfaction, Engagement, and Lessons Learned

ABSTRACTThe authors report a retrospective cross-sectional study examining quantitative and qualitative data from surveys completed after interventions. Participants were a convenience sample of women in recovery for substance dependence between 2012 and 2013. Descriptive statistics were used to examine client satisfaction, inferential statistics to determine differences in client engagement, and NVivo and Excel systems to guide qualitative analysis. Survey responses (n = 893) revealed high satisfaction (97.3%) and engagement in craft-based self-development and life skills groups. Two overarching themes related to clients having learned (1) something about self and (2) something about others, the world, or the characteristics of healthy living.

Integrating positive youth development and clinical care to enhance high school achievement for young people of color

Purpose – High school completion is one of the strongest predictors of health and well-being. There is increased public attention on the challenges faced by young people of color and educational achievement. In particular, young men of color must navigate myriad stressors which often undermine their mental health, as well as their academic performance, including likelihood of graduation from high school that fare worse in academic outcomes than their female counterparts. The purpose of this paper is to examine the role of Step-Up, a positive youth development and mental health promotion program, created in collaboration with young people of color on their high school achievement as measured by grade point average (GPA). Design/methodology/approach – This exploratory pre-post study employed multivariate analysis of data drawn from a sample of 212 youth of color to examine student’s GPA before their involvement in Step-Up and the number of Step-Up groups they attend in the first year could improve their high school achievement. Findings – Results revealed an association between students participation in Step-Up, specifically having at least ten life skills group contacts, and significant increases in GPA. Research limitations/implications – High school achievement is measured by GPA, which might not be a clear indication of achievement since grades are not truly comparable across schools. The exploratory pre-post research design of this study, and the lack of control group, limits any references to causality but the descriptive changes in GPA demonstrate a statistical significance of Step-Up group participation and improved high school achievement. A potential next step is to design an experimental study that includes psychosocial and developmental mechanisms while examining the treatment effect of Step-Up vs students receiving standard of care. Practical implications – Programs that aid young people of color in increasing their GPA should acknowledge the multitude of stressors that youth in urban environments encounter by creating interventions targeting multiple ecological contexts. These preliminary analyses suggest how programmatic supports that are collaboratively designed with youth, such as Step-Up, may yield promising results in improving young people of color high school achievement. Social implications – To better serve adolescents experiencing serious academic and behavioral health challenges, there needs to be programs that offer intensive, short-term mental health support in school settings. Given the widespread risk factors that adolescents and particularly young men of color are facing, Step-Up is informed by both the developmental assets framework and the social development model and aims to provide youth with opportunities for prosocial interactions and additional resources to combat multiple stressors. Since successful completion of high school is associated with better outcomes as young people transition to adulthood, programs that are developmentally timed to allow for an optimal protective factor during the high school years is necessary. Originality/value – This research contributes to the knowledge base of the importance of providing mental health supports in school settings and may contribute to studies examining the academic achievement of young people of color in school settings.

Skills for life – evaluation of a group intervention for brain injury survivors

Purpose– The purpose of this paper is to evaluate a weekly, group-based occupational therapy (OT) intervention in an inpatient brain injury rehabilitation unit. The evaluation aims to assess whether this intervention incorporates evidence-based recommendations for executive functioning and positive social interactions.Design/methodology/approach– A literature review was carried out to identify those components deemed most effective for improvements of executive functions and group interventions. Systematic observations of the intervention were used to collect data matching the research requirements. The group intervention which was subject to the evaluation was a weekly OT activity called Life Skills Group. Participants were four brain injured patients, aged between 49 and 62 years and on average 4.5 month post injury. The group activities included the preparation, cooking and consuming of a meal.Findings– Some elements of evidence-based procedure for executive functioning training were observed, including repeated practice and errorless learning. The group provided opportunities for social interaction and peer support/modelling. The evaluation indicated opportunities for improving executive functions within the Life Skills Group setting, for instance, the consistent use of errorless practice, repetition and meta-strategy training. Social interventions were mainly initiated by the facilitation therapists and opportunities for social skills training and positive interactions between participants were overlooked. The evaluation concludes in a set of recommendations aimed at optimising the effectiveness of future groups.Originality/value– This paper gives an example how the use of research evidence can influence and optimise cognitive rehabilitation, social training and group interventions. Thus it is an attempt to highlight how occupational interventions and social interactions can be improved by a systematic evaluation. The evaluation provides a framework for how OT and social interventions can be planned, implemented and researched which will hopefully increase systematic outcomes studies in this field in the future.

Life Skills Group: increasing foundation knowledge and motivation in offenders with a learning disability

Purpose– Offenders with a learning disability present with greater clinical need than those without a learning disability. However, for this client group, access to and engagement with psychological and criminogenic interventions are often limited. The purpose of this paper is to discuss a potentially useful approach to this issue.Design/methodology/approach– A single case study design was used to evaluate an introductory group programme, delivered over 12 weekly sessions, in a forensic learning disability service. Semi-structured interviews were used alongside psychometric measures, which were completed prior to, and following completion of, the group, in order to assess the individual's experience of the group, their emotional understanding and difficulties, and readiness to change.Findings– Readiness to change and emotional understanding improved following completion of the programme. Self-reported emotional difficulties showed improvement, although not all staff reports corroborated this. Notably, the service user reported a positive experience, with increased confidence and motivation to attend further groups.Research limitations/implications– Generalisation from the results of single case studies is limited. Although results suggest that motivation to engage further has increased, more research is required to assess whether this impacts on actual ability to engage.Practical implications– Offering an introductory programme prior to further, more criminogenically focused intervention may be more effective than offering these interventions as the first stage of treatment.Originality/value– An introductory group programme may be potentially helpful in providing the foundation knowledge, confidence and motivation necessary to attend further intervention focusing on criminogenic need for offenders with a learning disability.

Population-Centered Life Skills Groups: Perceptions of Satisfaction and Engagement

PURPOSE. We examined the satisfaction with and engagement in population-centered life skills groups of women in a residential facility for substance dependence. METHOD. This study was a retrospective, cross-sectional analysis of 561 surveys designed to elicit Likert scale client ratings. Descriptive statistics were used to examine client satisfaction. Differences in client engagement by content focus and activity process were also examined by analyzing the median scores of eight life skills development questions using the Kruskal-Wallis test of medians. RESULTS. Collectively, 96.8% of those who completed the surveys were satisfied with the living skills groups; 73.3% strongly agreed, and 23.4% agreed. No significant differences (p > .05) were found in the median scores of the engagement responses by either content focus or activity process. CONCLUSION. Population-centered life skills groups conceptualized within a holistic Person-Environment-Occupation model appear to be satisfactory and engaging interventions for women in recovery.

O12.4 Design and Feasibility of Yo Puedo, a Combined Conditional Cash Transfer and Life Skills Sexual Health Intervention For Adolescents in San Francisco, California: Results of a Randomised Study

BackgroundInnovative interventions to prevent persistently high rates of STIs and pregnancy among Latino youth in the U.S. are needed. We developed Yo Puedo (“I can”), a sexual health intervention that...

An Approach to Life Skills Group Work With Youth in Transition to Independent Living: Theoretical, Practice, and Operational Considerations

Group work is fundamental to working with youth learning about independent living and in making the tough and challenging transition to independence. The authors, seasoned and experienced group workers and researchers with youth leaving the child welfare system, will present a conceptual framework and set of practices for helping youth gain those life skills essential to effective transition and independence. The article addresses key concepts such as life skills, the nature of transition, and independence, its requirements and its support. The article also examines theoretical perspectives that support the acquisition of life skills including social learning and self-efficacy and modes of learning (e.g., visual, dialogic, problem solving, experiential, and didactic).

Clinical service desires of medical cannabis patients

BackgroundMedical cannabis dispensaries following the social or hybrid model offer supplementary holistic services in addition to dispensing medical cannabis. Historically, alternative physical health services have been the norm for these dispensaries, including services such as yoga, acupuncture, or chiropractor visits. A clinical service dearth remains for medical cannabis patients seeking substance use, misuse, dependence, and mental health services. This study examined patient desires for various clinical services and level of willingness to participate in specific clinical services.MethodsAnonymous survey data (N = 303) were collected at Harborside Health Center (HHC), a medical cannabis dispensary in Oakland, CA. The sample was 70% male, 48% Caucasian and 21% African American. The mean male age was 38 years old and female mean age was 30. Sixty two percent of the male participants and 44% of the female participants are single. Sixteen percent of the population reported having a domestic partner. Forty six percent of the participants are employed full time, 41% have completed at least some college, and 49% make less than $40,000 a year.ResultsA significant portion of the sample, 62%, indicated a desire to participate in free clinical services at HHC, 34% would like more information about substances and use, and 41% want to learn more about reducing harms from substance use. About one quarter of the participants marked "would" or "likely would" participate in individual services such as consultation. Approximately 20% indicated "would" or "likely would" participate in psycho-educational forums, harm reduction information sharing sessions, online support groups, and coping, life, and social skills group. There was little interest in traditional NA/AA 12-step groups or adapted 12-step groups.ConclusionsDesired clinical services can be qualified as a combination of harm reduction, educational, skills-based, peer support and therapeutic individual and group services. Results suggest that medical cannabis patients seek more information about various substances, including cannabis. Dispensaries can help to decrease gaps in substance education and clinical services and fulfill unmet clinical desires. More research is necessary in additional medical cannabis dispensaries in different geographic settings with different service delivery models.

Multifamily Groups in Recovery: A Revised Multifamily Curriculum

The Center for the Study of Addiction and Recovery (CSAR; a center within the College of Human Sciences at Texas Tech University) operates a Collegiate Recovery Community. This community provides a model of support and relapse prevention for college students recovering from addictive behaviors—primarily alcohol and drug addiction. In addition, the CSAR provides the clinical management for an inpatient alcohol and drug treatment facility, The Ranch at Dove Tree (DTR). Professionals at DTR work with individuals using a number of different therapeutic techniques including individual therapy, gender-specific group therapy, multifamily therapy groups, trauma groups, and life skills groups. This article presents a revised multifamily group curriculum developed by the authors and originally tested in an outpatient treatment program. This revised multifamily curriculum was implemented as part of the multifamily programs of both the CSAR and DTR. Preliminary feedback gathered as part of the CSAR family program is presented.

Looking Into the Health Reform Crystal Ball: Seeing More Constructive, Less Expensive Management Scenarios

Looking Into the Health Reform Crystal Ball: Seeing More Constructive, Less Expensive Management Scenarios

CE FEATURE: The Effect of Positive Adolescent Life Skills Training on Long Term Outcomes for High-Risk Teens

This paper reports on long term follow-up data-12 months post intervention-from a clinical trial of an intervention designed to enhance teen resilience by supporting the development of social skills needed to make positive connections and overcome the influence of negative environmental influences. Sixteen adolescents aged 12 to 16 (10 boys and 6 girls) attending an inner city urban secondary school participated in a 32 week intervention study. Subjects were randomly assigned within sex to Teen Club plus Positive Adolescent Life Skills (PALS) or Teen Club intervention groups. The Problem Oriented Screening Instrument for Teenagers (POSIT) was used to measure the dependent variables (problems related to substance use, health, mental health, family relations, peer relations, education status, vocational status, social skills, leisure and recreation, and aggression). The small sample size limited the ability to determine statistical differences between the POSIT subscale scores for PALS plus Teen Club or Teen Club only interventions. Descriptive data suggest mixed results for both interventions and sex groups. Most important were reductions in mental health problems for all boys in both groups and only slightly increased numbers of problems in substance use for PALS boys and girls over time. Other trends by group and sex are reported.

Impact of a life skills group work programme on the psychosocial functioning of juvenile offenders.

Life skills programmes are presented to groups of people on a regular basis under different circumstances by a wide range of institutions with a view to reach certain objectives. The Department of Correctional Services in South Africa made life skills training, in the form of social group work, part of the rehabilitation programme which offenders have to complete during their period of imprisonment. This article was aimed at evaluating the impact of a life skills group work programme on the psycho-social functioning of juvenile offenders in a maximum correctional facility. Qualitative and quantitative findings were discussed to indicate the progress made by the participants as well as to obtain triangulation of data.

The Life Skills group ‐ an introductory multi‐modular group programme in forensic learning disability

This paper describes an innovative, multi‐modular group therapy programme based on cognitive‐behavioural principles and psycho‐education. It introduces participants to strategies and skills to assist with deficits such as poor social skills, low self‐esteem, poor emotional regulation and problematic inter‐personal relationships. The manual‐based format of this programme enables members to be introduced to working in a group, and enables facilitators to obtain qualitative information about group members to promote existing skills in future treatment programmes. The core deficit areas targeted by the programme are not by any means exclusive to individuals in in‐patient forensic learning disability settings, so the programme can be useful for clients with learning disability and offending behaviours who are resident in the community.