Self-regulation Training Research Articles

Counselor-Assisted Problem Solving (CAPS) Improves Behavioral Outcomes in Older Adolescents With Complicated Mild to Severe TBI

To test the efficacy of Counselor-Assisted Problem Solving (CAPS) versus an Internet resource comparison (IRC) condition in reducing behavior problems in adolescents following traumatic brain injury (TBI). Randomized clinical trial with interviewers naive to treatment condition. Three large tertiary children's hospitals and 2 general hospitals with pediatric commitment. A total of 132 children and adolescents aged 12 to 17 years hospitalized during the previous 6 months for moderate to severe TBI. Participants in CAPS (n = 65) completed 8 to 12 online modules providing training in problem solving, communication skills, and self-regulation and subsequent synchronous videoconferencing with a therapist. Participants in the IRC group (n = 67) received links to Internet resources about pediatric TBI. Child Behavior Checklist administered before and after completion of treatment (ie, approximately 6 months after treatment initiation). Post hoc analysis of covariance, controlling for pretreatment scores, was used to examine group differences in behavior problems in the entire sample and among older (n = 59) and younger adolescents (n = 53). Among older but not younger adolescents, CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than IRC. Online problem-solving therapy may be effective in reducing behavior problems in older adolescent survivors of moderate-severe TBI.

Effect of Self-regulation Training on Management of Type 2 Diabetes.

Background:Diabetes is the most common metabolic disorder which is required to be taken under control. According to some studies, the impact of self-regulation on health has been considered as a monitoring strategy to achieve individual’s goals.Objectives:This study, which was performed in 2012, aimed at determining the consequences of self-regulation on controlling type 2 diabetes.Patients and Methods:In this double-blind clinical trial, 60 patients with type 2 diabetes - who were referred to Diabetes Clinic of Bisto-Dou Bahman Hospital in Gonabad, Iran - were divided randomly into case and control groups. Self-regulation questionnaire, nutritional information and physical activity checklists were completed by both groups once at the beginning and once at end of the training. Fasting blood sugar (FBS) of both groups were measured as well. Case group was trained for a month, whereas the control group received no special training. Data were analyzed by SPSS version 19 software, K-square and paired t-tests.Results:Comparing the case with the control group before and after the training showed that teaching patients self-regulatory strategies had significant impact on lowering blood sugar (-16.50 vs. -2.47, P < 0.001), observing dietary behaviors (5.97 vs. -0.87, P < 0.001) and increasing physical activities (6.2 vs. -0.73, P < 0.001) of the former group.Conclusions:Learning self-regulations has a role to play in controlling type 2 diabetes. Therefore, it is suggested to professionals in healthcare centers to educate patients about self-regulatory techniques and use them as auxiliary methods for keeping type 2 diabetes under control.

Neurofeedback and networks of depression

Recent advances in imaging technology and in the understanding of neural circuits relevant to emotion, motivation, and depression have boosted interest and experimental work in neuromodulation for affective disorders. Real-time functional magnetic resonance imaging (fMRI) can be used to train patients in the self regulation of these circuits, and thus complement existing neurofeedback technologies based on electroencephalography (EEG). EEG neurofeedback for depression has mainly been based on models of altered hemispheric asymmetry. fMRI-based neurofeedback (fMRI-NF) can utilize functional localizer scans that allow the dynamic adjustment of the target areas or networks for self-regulation training to individual patterns of emotion processing. An initial application of fMRI-NF in depression has produced promising clinical results, and further clinical trials are under way. Challenges lie in the design of appropriate control conditions for rigorous clinical trials, and in the transfer of neurofeedback protocols from the laboratory to mobile devices to enhance the sustainability of any clinical benefits.

(558) Child pain, function, and psychological outcomes in association with treatment duration in intensive interdisciplinary pediatric pain rehabilitation

We examined the functional, psychological, and pain-related outcomes among children with chronic pain completing an intensive interdisciplinary pediatric pain rehabilitation program. We hypothesized that baseline psychological measures would predict a longer treatment course while baseline pain severity would not correlate with program duration. This outpatient program provides 5-6 hours of daily intensive physical therapy and occupational therapy in addition to yoga, self-regulation training, individual and group behavioral health intervention, group-based music and art therapy, and parent group intervention.

(556) Chronic pain rehabilitation and alcohol use disorder: promising outcomes in an interdisciplinary treatment program

(556) Chronic pain rehabilitation and alcohol use disorder: promising outcomes in an interdisciplinary treatment program

(555) Psychological functioning improves during intensive interdisciplinary pediatric pain rehabilitation

Intensive interdisciplinary pediatric pain rehabilitation programs seek to return children and adolescents who are disabled by pain to normal physical, social, and academic functioning. Psychological outcomes represent an important domain of functioning for these teens as they tend to show high levels of catastrophizing, have increased depressive symptoms, and tend to make avoidance of pain a priority over the pursuit of other goals and values. However, no study has specifically investigated the longitudinal pattern of change in these variables over the course of intensive treatment. Adolescents in our interdisciplinary pediatric pain rehabilitation program engage in physical therapy and occupational therapy, and each week also participate in 4.5 hours of yoga, 1 hour of self-regulation training, 2-3 hours of individual and 2-3 hours of group behavioral health intervention, and one hour each of group-based music and art therapy. Parents also attend 2-3 hours per week of group behavioral health intervention and occasional individual family sessions. For this investigation of initial outcomes, 22 participants completed measures (PROMIS anxiety and depression, PRCQ-catastrophizing, Pain Acceptance Questionnaire for Adolescents, and VAS pain ratings) at program baseline, the end of each week, and 19 completed one-month follow-up. Statistically-significant improvements in depression, anxiety, catastrophizing, and pain acceptance (all p’s<.01), but not pain, were observed during the program. Self-reported pain improved significantly between the end of the program and follow-up (t=3.14, p<.01), and pain acceptance showed further improvement between program-end and follow-up (t=3.17, p=.001). Heirarchical linear modeling analysis supports consistent improvement in psychological variables across the program and follow-up (all p’s<.001). Data also suggest that psychological variables change prior to changes in pain. These results suggest that interdisciplinary pediatric pain rehabilitation leads to steady improvements in psychological factors relevant to adolescents’ return to normal activities, and that changes in psychological functioning precede changes in self-reported pain. Intensive interdisciplinary pediatric pain rehabilitation programs seek to return children and adolescents who are disabled by pain to normal physical, social, and academic functioning. Psychological outcomes represent an important domain of functioning for these teens as they tend to show high levels of catastrophizing, have increased depressive symptoms, and tend to make avoidance of pain a priority over the pursuit of other goals and values. However, no study has specifically investigated the longitudinal pattern of change in these variables over the course of intensive treatment. Adolescents in our interdisciplinary pediatric pain rehabilitation program engage in physical therapy and occupational therapy, and each week also participate in 4.5 hours of yoga, 1 hour of self-regulation training, 2-3 hours of individual and 2-3 hours of group behavioral health intervention, and one hour each of group-based music and art therapy. Parents also attend 2-3 hours per week of group behavioral health intervention and occasional individual family sessions. For this investigation of initial outcomes, 22 participants completed measures (PROMIS anxiety and depression, PRCQ-catastrophizing, Pain Acceptance Questionnaire for Adolescents, and VAS pain ratings) at program baseline, the end of each week, and 19 completed one-month follow-up. Statistically-significant improvements in depression, anxiety, catastrophizing, and pain acceptance (all p’s<.01), but not pain, were observed during the program. Self-reported pain improved significantly between the end of the program and follow-up (t=3.14, p<.01), and pain acceptance showed further improvement between program-end and follow-up (t=3.17, p=.001). Heirarchical linear modeling analysis supports consistent improvement in psychological variables across the program and follow-up (all p’s<.001). Data also suggest that psychological variables change prior to changes in pain. These results suggest that interdisciplinary pediatric pain rehabilitation leads to steady improvements in psychological factors relevant to adolescents’ return to normal activities, and that changes in psychological functioning precede changes in self-reported pain.

Developing self-regulation for dietary temptations: intervention effects on physical, self-regulatory and psychological outcomes

We aimed to investigate whether a self-regulatory skills intervention can improve weight loss-related outcomes. Fifty-five participants (M BMI=32.60±4.86) were randomized into self-regulation training and advice groups and received two training workshops and weekly practice tasks. The self-regulation training group was trained to use six self-regulatory skills: Delayed gratification, thought control, goal setting, self-monitoring, mindfulness, and coping. The advice group received dietary and physical activity advice for weight loss. Physical, self-regulatory, and psychological measures were taken at baseline, end of intervention (week 8) and at follow-up (week 12). Using intention-to-treat analysis, weight, waist circumference, body fat and body mass index (BMI) were significantly reduced at follow-up for both groups. There were significant increases in all six self-regulatory skills and the psychological measures of self-efficacy, self-regulatory success, and physical self-worth for both groups. Results indicate that self-regulatory skills training might be as effective as dietary and physical activity advice in terms of weight loss and related outcomes.

Принципы организации социально-психологического сопровождения, направленного на профилактику социальных рисков подросткового возраста, в России и за рубежом

We discuss the features of development and implementation of programs of social and psychological support of adolescents in domestic and foreign practice. The priority in the field of prevention of social risks among young people is to provide systematic, comprehensive, accurate information about the consequences of substance use, adolescent training in self-care and self-regulation, the use of health-care technology, the formation of stable personal negative attitude to the problem of substance abuse. The effectiveness of preventive anti-drug programs is caused by the identification of the target group (including psychophysiological age characteristics), development of a set of preventive measures based on interagency cooperation with involvement of the minors’ parents (legal representatives).

Effects of Self-Regulated-Assessment Learning Strategies as Learning and Interacting with Families on School Achievement and Self-Concept Math Girls Students in Third Grade

The Main objective Determining the effect of of self-regulation strategies, assessment as learning and interacting with the families on self- concept and students' academic achievement in mathematics and comparing the effectiveness of these methods with each other. The study sample consisted of all female students of third grade in the middle schools of Arak city in academic year of 2011-2012, including 171 classes accounting for over 5094 students enrolled in this city. In this study, four subjects groups (three experimental groups and one control group) were needed. Since the selected sample in each group included 31-38 subjects, and the total sample consisted of 137 female students in the third grade of middle school, the current study is considered as a semiexperimental study. Analysis of data showed that the of assessment components as learning can increase the self-concept and academic achievement in math in female students in the third grade of middles school. Based on collected data analysis on the second research hypothesis, suggesting training self-regulation strategies increases the self-concept and academic achievement in mathematics of female students, the second research hypothesis was also confirmed. As a conclusion, assessment as learning can have a great impact on academic achievement and self-concept of the students. In fact, this type of assessment has gone far beyond the assessment for learning, since the assessment for learning is an educational tool that not only monitors the students' learning and control to, but also increases the evaluation of learning.

Развитие креативности у специалистов по противодействию терроризму и ликвидации последствий террористических актов

The article substantiates the necessity of development of creativity among experts in counteraction to terrorism and elimination of the consequences of acts of terrorism. The author demonstrates the role of psychophysiological technologies in development of a creative potential. The author describes the technique of carrying out an alpha-biofeedback training for development of creativity among experts. 22 correspondence students of Southern Federal University (SFedU) and South-Russian Humanitarian Institute (SRHI) aged 35–44 were examinees in the research. They were former special detachment fighters who took part in elimination of consequences of acts of terrorism (special operations soldiers, snipers, shot-firers, sappers). The examinees have been divided into 2 groups: a control group (11 persons) and an experimental group (11 persons).On the basis of the carried-out comparative analysis the author demonstrates the efficiency of the alpha-biofeedback training in solving non-standard problems of the professional activity of officers of special operations forces. The author draws a conclusion that after training in self-regulation of the alpha rhythm EEG by means of biofeedback training the level of creativity has been increases and situational anxiety has been decreased among the officers of special operations forces working within anti-terrorist activity.

Applied Relaxation &amp; Applied Mindfulness (ARAM): A Practical and Engaging Approach for Mind-Body Regulation Training in Medical Education

Mind-body self-regulation techniques, including progressive muscle relaxation, biofeedback, the Relaxation Response, applied relaxation, and meditation, have been employed for the treatment of stress and mental health disorders and for moderating the causes and complications of acute and chronic medical illnesses for many years. More recently, interest has grown in the usefulness of forms of self-regulation training for mitigating the stresses of medical practice along with enhancement of professional performance. Medical schools have begun to include mindfulness training in their required curricula and many make the training available through electives or student health services. In this article, we describe a practical approach to self-regulation training that is a combination of applied relaxation and applied mindfulness (ARAM) designed to be cogent to third-year medical students. Approximately 150 students have practiced this approach and overall feedback has been positive.

Self-Regulation Training Remodels Autonomic Receptors in End-Stage Heart Failure

Self-Regulation Training Remodels Autonomic Receptors in End-Stage Heart Failure

Training in Self-regulation Enhances Psychological Well-being of Distressed Couples

The goal of the present research was to examine the effect of the short-term couple therapy using emotional self regulation on the psychological well-being of distressed couples. An experimental pre-test and post-test design was utilized by couples assigned to experimental and control groups. Thirty couples from referrals to private and governmental consultation centers were chosen a nd randomly assigned to control (15 couples) and experimental (15 couples) groups. The dependent variable in this study was the couples’ psychological well-being which was assessed by the 54-item Ryff's scales of psychological well-being. Couples in the experimental group was exposed to 8 sessions of short-term couple therapy using emotional self regulation strategies. Findings confirmed the alternative hypothesis that short-term couple therapy with emotional self regulation can increase psychological well-being and its components. Data were analyzed using a two-way analysis of variance. The results showed that short-term couple therapy with emotional self regulation increased feelings of autonomy, self acceptance and general psychological well- being in couples with marital discord.

Neurofeedback Training Aimed to Improve Focused Attention and Alertness in Children With ADHD

Neurofeedback is a nonpharmacological treatment for attention-deficit hyperactivity disorder (ADHD). We propose that operant conditioning of electroencephalogram (EEG) in neurofeedback training aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands' relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol ("Focus/Alertness" by Peak Achievement Trainer) has a focused attention and alertness training mode. The neurofeedback protocol provides one for Focus and one for Alertness. This does not allow for collecting information regarding changes in specific EEG bands (delta, theta, alpha, low and high beta, and gamma) power within the 2 to 45 Hz range. Quantitative EEG analysis was completed on each of twelve 25-minute-long sessions using a custom-made MatLab application to determine the relative power of each of the aforementioned EEG bands throughout each session, and from the first session to the last session. Additional statistical analysis determined significant changes in relative power within sessions (from minute 1 to minute 25) and between sessions (from session 1 to session 12). Analysis was of relative power of theta, alpha, low and high beta, theta/alpha, theta/beta, and theta/low beta and theta/high beta ratios. Additional secondary measures of patients' post-neurofeedback outcomes were assessed, using an audiovisual selective attention test (IVA + Plus) and behavioral evaluation scores from the Aberrant Behavior Checklist. Analysis of data computed in the MatLab application, determined that theta/low beta and theta/alpha ratios decreased significantly from session 1 to session 12, and from minute 1 to minute 25 within sessions. The findings regarding EEG changes resulting from brain wave self-regulation training, along with behavioral evaluations, will help elucidate neural mechanisms of neurofeedback aimed to improve focused attention and alertness in ADHD.

ELECTROENCEPHALOGRAPHIC BIOFEEDBACK IMPROVES FOCUSED ATTENTION IN ATTENTION DEFICIT/HYPERACTIVITY DISORDER

EEG biofeedback (so called neurofeedback) is considered as an efficacious treatment for ADHD. We propose that operant conditioning of EEG in neurofeedback training mode, aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands' relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol (“Focus/Alertness” by Peak Achievement Trainer, Neurotek, KY) used to train patients has focused attention training procedure, which according to specifications, represents wide band EEG amplitude suppression training. Quantitative EEG analysis was completed on each of 25 min long twelve sessions to determine the relative power of each of the EEG bands of interest throughout each session, and from the first session to the last session. Additional statistical analysis was performed to determine significant changes in relative power within sessions (from minute 1 to minute 25), and between sessions (from session 1 to session 12) for an individual patient. We performed analysis of relative power of Theta, Alpha, Low and High Beta, Theta/Alpha, Theta/Beta, and Theta/Low Beta and Theta/High Beta ratios. We performed also analysis between the “Focus”measure and changes in relative power of above EEG rhythms and their ratios. Additional secondary measures of patients’ post-neurofeedback outcomes were assessed using an audio-visual selective attention test (IVA + Plus) and behavioral evaluation scores from Aberrant Behavior Checklist. We found that, as expected, Theta/Low Beta and Theta/Alpha ratios decreased significantly from Session 1 to Session 12 and from minute 1 to minute 25 within sessions. The ‘Focus” measure of protocol showed high negative correlation with both Theta/Alpha and Theta/Beta ratios. The findings regarding EEG changes resulting from self-regulation training along with behavioral evaluations will help in elucidation of neural mechanisms of neurofeedback aimed to improve focused attention and alertness in ADHD.

Adolescent Neurocognitive Development, Self-Regulation, and School-Based Drug Use Prevention

Adolescence is marked by several key development-related changes, including neurocognitive changes. Cognitive abilities associated with self-regulation are not fully developed until late adolescence or early adulthood whereas tendencies to take risks and seek thrilling and novel experience seem to increase significantly throughout this phase, resulting in a discrepancy between increased susceptibility to poor regulation and lower ability to exercise self-control. Increased vulnerability to drug use initiation, maintenance, and dependence during adolescence may be explained based on this imbalance in the self-regulation system. In this paper, we highlight the relevance of schools as a setting for delivering adolescent drug use prevention programs that are based on recent findings from neuroscience concerning adolescent brain development. We discuss evidence from school-based as well as laboratory research that suggests that suitable training may improve adolescents' executive brain functions that underlie self-regulation abilities and, as a result, help prevent drug use and abuse. We note that considerable further research is needed in order (1) to determine that self-regulation training has effects at the neurocognitive level and (2) to effectively incorporate self-regulation training based on neuropsychological models into school-based programming.

Persuasive Writing and Self-Regulation Training for Writers With Autism Spectrum Disorders

In this single-subject study, we examined the effects of a persuasive writing and self-regulation strategy on the writing of children with autism spectrum disorders (ASD). Six children with ASD worked in pairs to learn a mnemonic-based strategy for planning and writing a persuasive essay using the self-regulated strategy development (SRSD) approach. Postintervention analysis revealed increases for all students in number of essay elements and holistic quality. Evidence of planning and self-regulation behaviors was also noted. Results support the assertion that utilizing a peer component to teach strategy instruction coupled with self-regulation procedures can positively affect the writing of children with ASD.

Closing the intention–behaviour gap for sunscreen use and sun protection behaviours

Objective Two studies were conducted with the aim of closing the intention–behaviour gap for sunscreen use and sun protection behaviours by examining the influence of self-regulatory capacity on the prediction of sunscreen use (Study 1) and self-regulatory capacity and habit on sun protection behaviours (Study 2). Design Studies were conducted online. Participants completed questionnaires and cognitive measures and then reported behaviour one week later. Main Outcome Measures Questionnaires measuring intention and cognitive tasks measuring self-regulatory capacity were administered to 209 university students. One week later, participants reported behaviour. In Study 2, questionnaires measuring intentions, and habit and cognitive tasks measuring self-regulatory capacity were administered to 178 university students who reported behaviour one week later. Results Intention accounted for 7.1% of variance in sunscreen use, no measures of self-regulation accounted for variance in behaviour or moderated the intention–behaviour gap (Study 1). Intention, self-regulatory capacity and habit accounted for 56.1% of variance in sun protection behaviours (Study 2). Intention, self-regulatory ability and habit predicted behaviour, while habit moderated the intention–behaviour gap. Conclusion Interventions aimed at increasing sun protection behaviours should take into account level of intention, self-regulatory capacity and habit. Individuals may benefit from habit formation strategies and self-regulation training.

Eating Disorders and Pathological Gambling in Males: Can They Be Differentiated by Means of Weight History and Temperament and Character Traits?

In the present study, we investigated whether binge/purge eating disorders (ED) and pathological gambling (PG) in males can be differentiated by means of weight history and temperament and character traits. We investigated 43 male ED patients, 46 pathological gamblers and 46 healthy controls (HC) by means of lifetime weight information and the Cloninger's Temperament and Character Inventory-Revised (TCI-R). The MANCOVA results showed that ED patients showed significantly more lifetime weight fluctuations compared with PG and HC after controlling for age. Additionally, both ED and PG patients showed significantly higher scores on Harm Avoidance and lower Self-Directedness compared with HC. Results of a multinomial logistic regression showed that ED versus HC membership was determined by more weight fluctuations and lower Self-Directedness; whereas ED versus PG membership was determined by more weight fluctuations. Finally, PG versus HC membership was characterized by more Harm Avoidance, Novelty Seeking, and Persistence, and less Self-directedness. Given that both patient groups were characterized by low levels of Self-Directedness (i.e., low levels of effortful or executive control), they can benefit from training in self-regulation; and in PG patients special attention needs to be given on the training of behavioral control in the presence of novel and rewarding stimuli.

Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education

This study compares the effects of two different self-assessment tools – rubrics and scripts – on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes – a usual task when studying Geography – in one of twelve experimental conditions (process/performance instructions×control/rubric/script self-assessment tools×mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant. Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed.