Large Group Work Research Articles

The lower expression of circulating miR-210 and elevated serum levels of HIF-1α in ischemic stroke; Possible markers for diagnosis and disease prediction.

Background Stroke, either due to ischemia or hemorrhage, causes acute neurological damages to the brain. There is shortage of reliable biomarkers for ischemic stroke (IS), and we therefore investigated the serum concentrations of microRNA‐210 (miR‐210) and hypoxia inducible factor‐1α (HIF‐1α), as possible diagnostic and/or prognostic markers for IS.MethodsSerum samples were acquired from 52 IS patients and their healthy counterparts at five time points: upon admission, 24 and 48 h after admission, upon discharge and 3 months later. Serum levels of miR‐210 and HIF‐1α were respectively analyzed using real time RT‐PCR and ELISA. Diagnostic and prognostic accuracy tests were performed to assess the value of suggested biomarkers.ResultsIS patients demonstrated higher levels of serum HIF‐1α and lower miR‐210 in comparison to the healthy subjects. MiR‐210 was suggested to be a weak diagnostic biomarker at the time of admission (AUC = 0.61; p = 0.05), while HIF‐1α was an acceptable diagnostic marker for IS (AUC = 0.73; p < 0.0001). The higher expression of miR‐210 and lower levels of HIF‐1α were associated with better survivals in IS patients.ConclusionsSerum miR‐210 is a weak diagnostic marker of IS. Serum HIF‐1α is a better biomarker in diagnosing IS patients but further work in larger groups, including those with hemorrhagic stroke is necessary to confirm its diagnostic utility. Similarly, the prognostic potentiality of miR‐210 and HIF‐1α was acceptable but needs bigger sample size and longer follow‐up to be statistically confirmed.

Exploring the impact of exercise and mind-body prehabilitation interventions on physical and psychological outcomes in women undergoing breast cancer surgery.

To compare the impact of exercise and mind-body prehabilitation interventions on changes in quality of life and cancer treatment-related symptoms in women with newly diagnosed breast cancer. The following describes a secondary analysis of a randomized window of opportunity trial (The Pre-Operative Health and Body Study). Forty-nine women were randomized to participate in either an exercise prehabilitation intervention or a mind-body prehabilitation intervention from the time of enrollment to surgery. Participants (N = 47) completed measures of quality of life, anxiety, depression, and stress at the time of enrollment (T1), post-intervention/surgery (T2), and one-month post-surgery (T3). Changes in outcome measures between groups were compared over time using longitudinal models. Mind-body group participants experienced significant improvements in cognitive functioning in comparison to exercise group participants between T1 and T3 (difference in average change: -9.61, p = 0.04, d = 0.31), otherwise, there were no significant differences between groups. Within group comparisons demonstrated that both groups experienced improvements in anxiety (exercise: average change = -1.18, p = 0.03, d = 0.34; mind-body: average change = -1.69, p = 0.006, d = 0.43) and stress (exercise: average change = -2.33, p = 0.04, d = 0.30; mind-body: average change = -2.59, p = 0.05, d = 0.29), while mind-body group participants experienced improvements in insomnia (average change = -10.03, p = 0.04, d = 0.30) and cognitive functioning (average change = 13.16, p = 0.0003, d = 0.67). Both prehabilitation interventions impacted cancer treatment-related symptoms. Further work in larger groups of patients is needed to evaluate the efficacy of prehabilitation interventions on quality of life in women with breast cancer. Pre-operative exercise and mind-body interventions may impact physical and/or psychological effects of cancer diagnosis and treatment in women with breast cancer. ClinicalTrials.gov Identifier: NCT01516190. Registered January 24, 2012.

SmartPIV – an app for flow visualization by cross-correlation and optical flow using smartphones

In recent years smartphones considerably changed our communication and are used on a daily (or even every minute) basis especially by students without any difficulties. Fluid flows also belong to our daily experiences. However, the education of the basic principles of fluid mechanics is sometimes cumbersome due to its non-linear nature. This problem may be tackled in practical sessions applying flow visualization techniques in wind or water tunnels and directly learn from own observations. Nowadays, often optical methods like particle imaging velocimetry (PIV) or particle tracking velocimetry (PTV) are used for these purposes. A typical PIV/PTV setup consists of a (double)pulse laser, a scientific camera and a synchronization device. The costs for this equipment can easily add up to more than 100,000 euros and the installations and set up of the systems requires experiences and is complex. For these reasons Universities often only offer practical courses for a small amount of students and the students may not be allowed to use and set up the systems by their own as the equipment is also needed for scientific research. Due to the COVID-19 pandemic it is also often not allowed to share equipment or even to work in larger groups during practical sessions.

Hemşirelerde İş-Aile Yaşam Çatışması Düzeyi ile İş Verimliliği ve İş Stresi Arasındaki İlişkinin Belirlenmesi

Objective: This study aims to determine how nurses' work-family life conflict level affects job productivity and work stress.Method: This cross-sectional study was conducted between May and July 2018. No sampling was performed; the study was conducted with 95 nurses who agreed to participate in the study among 231 nurses working in a public hospital. The data were collected using the Socio-demographic form, Work-Family Life Conflict Scale, Attitude Scale on Productivity, and Work Stress Scale. The data were analyzed using SPSS-22 statistical software.Results: The nurses were found to have a moderate-level (3.34±0.90) mean score in the Work-Family Life Conflict Scale. They were also found to receive a moderate-level score in the Attitude Scale on Productivity (49.17±3.74). However, it was found that when the working conditions worsened, their productivity decreased and family-work life conflict and work stress increased. In addition, dedication to the job was found to increase as the family-work conflict and work stress increased.Conclusion: High dedication to the job indicates that individuals try to be happy by establishing a psychological balance by giving priority to their work and by giving importance to their job. This study is believed to contribute to future studies that aim to increase nurses' productivity and decrease their work stress. It is recommended to do this work in larger groups and to make initiatives to reduce work stress and increase productivity in order to ensure work-family life balance.

Migration Education Program for Teacher Candidates

This study aims to analyze Migration Education Program (MEP) developed for teacher candidates from the viewpoint of teacher candidates. MEP lasted 8 sessions and consists of topics: Migration phenomenon, Migrant Population in Turkey and World, Globalization and Multiculturalism, Migration and Poverty, Migration and Women, Migration and Children, Migration and Education, and Migration from the Viewpoint of Teacher Candidates. The participants of MEP are 34 volunteer teacher candidates. Case study method which is one of the qualitative research designs is used in this study. The data of the study is collected from teacher candidates' diaries and group interview forms carried out at the end of education program. The results of the study showed that at the end of MEP teacher candidates deepened their knowledge of migration phenomenon; they were able to make more detailed and extensive analysis and inquiries of topics such as migration and globalization, migration and multiculturalism, migration and poverty, migration and women, migration and children, migration and education; they were able to face their own prejudices and improve their viewpoints; and also they found materials used in the program effective. Additionally, the activities most appreciated by teacher candidates were film activity, creative writing, small and large group work activities and case analysis. Finally, it is possible to say that MEP is an educational program which can be used in the training of teacher candidates.

The Large Group Experience: Affiliation in a Learning Community

ABSTRACT This article is designed to orient prospective members of a large group convened for educational purposes. The authors frame the experience as one of affiliation within a learning community, emphasizing relational processes to facilitate group-as-a-whole understanding, civic mindedness, and systemic change. They provide an historical overview of large group work, a description of basic learning goals and relevant concepts from social psychology, and an elaboration of their relational team model of consultancy. A summary of the large group convened at the Annual Meeting of the American Group Psychotherapy Association, AGPA Connect 2018, includes in-session material and integrative commentary. Reflective questions are offered to help readers consider the relevance of large group learning to their professional development as group therapists.

Limiting resources to build classroom community in a flipped pre-service teacher course for pre-service middle school teachers

Students are at risk of struggling academically and socially in the first two semesters following a transfer to a university setting. Helping transfer students in this critical period is complicated by a large variance in students' prerequisite knowledge. A flipped classroom with a large group work component may help students form cohort bonds; however, it is difficult to get groups of students comfortable enough to engage in such discussions. The purpose of this mixed method case study was to investigate how limiting groups' resources to a single smartpen and notebook helped students form a strong classroom community that integrates all students. Sixteen pre-service middle school teachers from seven different transfer institutions were enrolled in a flipped precalculus course using smartpens to record their activities. Findings indicated that the smartpens helped students build stronger cohort bonds and encouraged students to confront their own misconceptions about the material.

“Formulation wars”: a novel formulation curriculum for residents and faculty

Biopsychosocial formulation remains an important skill for both residents and faculty. If it is not taught early and adequately, then residents fail to develop this skill. Despite a number of evidence-based teaching tools, residents continue to voice concern about when and how formulation is being taught in training programs. A survey in Canada showed that residents were dissatisfied with the current “status quo”. Structured teaching was deemed important; as was hearing supervisors formulate. Small group teaching was valued and early exposure was also considered beneficial. The purpose of our paper is to demonstrate a novel technique for teaching biopsychosocial formulation to psychiatry residents of all training levels. We detail a workshop we developed for both residents and faculty that combines faculty formulations with small and large group work. We recognize that this initial workshop was a small first step in changing the culture of formulation teaching. More studies are needed to determine exactly which teaching methods should be employed in a more robust and structured formulation curriculum.

Commentary on Woodger’s ‘Large Group Work: Identity Development and Its Significance for Achieving Race Equality’

Introduction What is exciting about Woodger’s article is that it demonstrates how an experiential large group in a training context can be the instrument for effecting change. Change not only in the members as they get to know themselves better, not only in the learning that takes place about group dynamics or the subject of their education, which is stated to be about understanding of racism and identity in this case, but the beginnings of social change. I will comment on the group analytic concepts and practices that relate to this work, in particular the concept of the social unconscious, I will introduce Agazarian’s notions of stereotypical and functional subgroups, and end with some examples of large group experiences from the large group that is held at the Institute of Group Analysis, another training context that uses large groups.

Large Group Work: Identity Development and Its Significance for Achieving Race Equality

This article examines and analyses the effectiveness of experiential large group work (between 24–35 students) in delivering community and youth work training at Goldsmiths1. It specifically focuses on students’ development and experience in their understanding of racism and identity. The training has refined a model of learning and teaching that combines large group work and experiential learning. It is in this arena that students explore and critically reflect on their life and work experiences. They learn to process and articulate their feelings and understandings across a wide range of issues that come from learning how to inwardly reflect and to develop an awareness of themselves and change. The article explores the experience of group work training and the significance of students’ development of their racial identity in effectively addressing racism. It draws on both the work of Paulo Freire (1972; 1995) on education and Pat de Maré (1975; 1991) on large groups. The article begins by examining some of the literature on both race and large groups followed by an exploration of racial identity and its development in the group work process in terms of distinct phases. It then discusses the importance of the large group and its relevance to development of racial identities. It concludes by highlighting the significance of the issue of racial identity in addressing racism.

Change in DASH diet score and cardiovascular risk factors in youth with type 1 and type 2 diabetes mellitus: The SEARCH for Diabetes in Youth Study.

Youth with diabetes are at an increased risk of cardiovascular disease (CVD). Adherence to the Dietary Approaches to Stop Hypertension (DASH) diet has been shown to improve CVD risk. In this study, we evaluated whether changes in diet quality as characterized by DASH are associated with changes in CVD risk factors in youth with diabetes over time. Longitudinal mixed models were applied to data from 797 participants in the SEARCH for Diabetes in Youth Study representing three time points: baseline, 12- and 60-month follow-up. Data were restricted to youth whose diabetes was first diagnosed in 2002–2005. DASH-related adherence was poor and changed very little over time. However, an increase in DASH diet score was significantly associated with a decrease in HbA1c levels in youth with type 1 diabetes (β=−0.20, P-value=0.0063) and a decrease in systolic blood pressure among youth with type 2 diabetes (β=−2.02, P-value=0.0406). Improvements in dietary quality may be beneficial in youth with type 1 or type 2 diabetes. However, further work in larger groups of youth with type 1 and 2 diabetes is desirable.

Groupwork Training for social justice

This paper examines and analyses experiential groupwork in delivering community and youth work training at Goldsmiths, University of London. The programme has, over its forty year history refined a model of education and training that combines large groupwork and experiential learning. The paper explores our experience of groupwork training. The model developed combines groupwork as a tool for learning and teaching. It is in this arena that students explore and critically reflect on their life and work experiences, and learn to process and articulate their feelings and understandings across a wide range of issues, including democratic social change, equality, identity, empowerment and leadership which all comes from learning how to inwardly reflect and change and develop an awareness of themselves. The paper in particular focuses on the development of students’ identity from which they draw out their learning on equality and sets out that this is central to training for achieving equality and social change.

Groupwork Training for social justice

This paper examines and analyses experiential groupwork in delivering community and youth work training at Goldsmiths, University of London. The programme has, over its forty year history refined a model of education and training that combines large groupwork and experiential learning. The paper explores our experience of groupwork training. The model developed combines groupwork as a tool for learning and teaching. It is in this arena that students explore and critically reflect on their life and work experiences, and learn to process and articulate their feelings and understandings across a wide range of issues, including democratic social change, equality, identity, empowerment and leadership which all comes from learning how to inwardly reflect and change and develop an awareness of themselves. The paper in particular focuses on the development of students’ identity from which they draw out their learning on equality and sets out that this is central to training for achieving equality and social change .

Change in Adherence to DASH Diet and Cardiovascular Risk Factors in Youth with Type 1 and Type 2 Diabetes Mellitus: The SEARCH for Diabetes in Youth Study

Youth with diabetes are at increased risk of cardiovascular disease (CVD). We evaluated whether change in adherence to the Dietary Approaches to Stop Hypertension (DASH) diet was associated with change in CVD risk factors in youth with type 1 and type 2 diabetes mellitus. Adherence to DASH was assessed using an index score (range=0–80). Longitudinal mixed models were utilized to examine the relationship between change in DASH adherence and change in CVD risk overtime in 806 participants. Diet adherence was poor and appeared to change very little over time (mean= −0.17 for type 1 and −0.36 for type 2). However, an increase in DASH adherence was significantly associated with decreases in triglyceride and A1c levels in youth with type 1 diabetes. Thus, a 10 point increase in DASH score was related to a 0.23% decrease in A1c and 5.91 mg/dl decrease in triglycerides. No significant associations were observed in youth with type 2 diabetes. Improvements in dietary quality may have beneficial effects in youth with type 1 diabetes. Further work in larger groups of youth with type 1 and 2 diabetes is desirable. Funded by CDC PA #'s 00097, DP‐05‐069, and DP‐10‐001.

I Have Been Changed for Good

I Have Been Changed for Good

Non-Hodgkin's lymphoma (NHL) patients at a VA medical center: Comorbidity and treatment

e19559 Background: We hypothesized that measures of comorbidity may help explain the number of treatments administered to patients with non-Hodgkin's lymphoma. Methods: We performed a retrospective, IRB approved protocol, using chart review of all patients diagnosed with non-Hodgkin's lymphoma at the VANJHCS from January 1, 1997 through December 31, 2008. Records were reviewed for demographic, clinical, pathological data, the number of chemotherapy regimens, radiation therapy, and total number of treatments and survival. We tabulated the Charlson Comorbidity Index (CMI), the Kaplan-Feinstein Comorbidity Index (KFI), the Cumulative Illness Rating Scale (CIRS), International Prognostic Index (IPI), and performance status (PS) were tabulated for 100 patients seen at a VA Medical Center. Results: There were 100 patients with median (M) age 62 years (27–89). There were 61 deaths (61%) with M survival(MS) 1068 days(13–3976). The M Stage was 1(0–4), M LDH was 204 IU/L (88–1905), M Hgb 12.3gm/dL (7.3–17.4), M Albumin was 3.8g/dl(1.2–5.4), M Zubrod Performance Status(PS) was 1(0–4) in 50 pts(50%). The M CMI was 6(1–12), M KFI was 3(1–3), M CIRS17 was 1.7(1–3.15). The M total number of systemic therapy regimens received was 1(0–4.5), M radiotherapy was 0(0–1) and the overall M total treatment regimens used was 1 (0–4.5). IPI was a significant predictor in the use of radiation therapy (p&lt;0.054) but did not correlate with the use systemic therapy. The CMI was a predictor of the use of systemic chemotherapy (p&lt;0.007), and the total number of treatments received (p&lt;0.011), but not the KFI or the CIRS 17. The performance status did not predict for the number of treatments. In a Cox regression analysis, the number of treatments did not affect survival. Conclusions: This data provides evidence that one measure of comorbidity, the CMI, may partially explain the number of systemic therapy treatments, and total treatments received by NHL patients. Further work in larger groups of pts is warranted. No significant financial relationships to disclose.

A Framework for Collaborative Learning in Dynamic Group Environments

In this article, we propose a framework for Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A Dynamic Group Environment for Collaborative Learning (DGE/CL) supports students in making informed and intelligent choices about how, when, and with whom to collaborate. This is a face-to-face collaborative environment, where all students are in the same room, can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions.

Bringing deep democracy to life: an awareness paradigm for deepening political dialogue, personal relationships, and community interactions

Democracy in its traditional form is exercised in part through voting, majority rule, laws protecting minority viewpoints and the freedom to listen to all voices. However, democracy is rarely something that we consciously manifest in daily life – whether during political debates, community meetings, personal relationships, or in our internal lives. In this article I describe a few communication methods that make it possible to bring an even deeper form of democracy to life in our moment-to-moment interactions. Leaders, group and community facilitators, and anyone who wants to become a ‘participant-facilitator’ can use this new form of democracy, based on basic awareness principles and methods. The framework I describe is derived from process-oriented psychology, its group process application, called worldwork and its philosophy of deep democracy. I show that without awareness of our moment-to-moment overt and subtle, dreamlike signals democracy is a dream that has not quite happened. With greater awareness, political debate as well as community and personal dialogue can transform into more co-creative and deeply democratic interactions. I also speak about a new kind of leader who can be ordinary and one sided as well as bring awareness and openness to the various people and levels of any interaction. To make my point, I use examples from large group work, the recent presidential race in the United States, as well as personal interactions. Copyright © 2008 John Wiley & Sons, Ltd.

Taking Democracy to Scale

This article explores the large-scale work of America Speaks in the public sector, engaging citizens in 21st Century Town Meetings in decisions that impact their lives. It first reviews the differences in practicing large group work in broader social systems versus more bounded organizational systems. It also reviews the core dimensions and principles of the America Speaks model followed by an examination of the use of these town meetings in land use planning, resource allocation, and policy formulation projects. Finally, the authors describe America Speaks’sintent to institutionalize the practice of national discussions on critical policy issues and highlight the work of other deliberative democracy practitioners over the past decade locally, regionally, nationally, and abroad.

Patient attitudes toward granting consent to participate in perioperative randomized clinical trials

Study objective To determine the factors that affect patients' decisions to provide informed consent to participate in perioperative clinical trials. Design Survey instrument (questionnaire). Setting Urban, tertiary-care, university-affiliated hospital. Measurements and main results Of 52 patients who had been asked to participate in a randomized control trial (RCT), 43 agreed to be participate in our survey. Almost all consenters (97%), but only 62% of nonconsenters agreed to answer the survey questions ( p = 0.002). No significant difference in gender, ethnic background, marital status, or education level was found between groups who were or were not willing to participate. Univariate correlates of agreement to participate in RCTs included older age (>60 yrs; p = 0.02), a reassuring attitude conveyed by study personnel ( p = 0.02), and trust in study personnel ( p = 0.02). Those who declined participation in clinical trials more frequently indicated that the study made them feel like a “guinea pig” ( p = 0.02). Conclusion Patient age and personal attitudes predict the likelihood of participation in perioperative clinical trials. Neither gender nor race affected willingness to participate. Further work in larger groups is needed to identify predictors of consent and techniques to increase willing participation.