Objective: Depression and inactivity in the elderly are major health problems with significant ramifications for healthy aging. Research shows an inverse relationship between depression and physical activity levels. The purpose of the current investigation is to examine the relationship between physical activity and depressive symptoms in healthy older women, first within the framework of exercise programs, and second via the impact of an intervention. Method: Two experiments were conducted. In the first, 65 women, all above the age of 60, participated. Measures of physical activity were gained by self-report using the International Physical Activity Questionnaire while the measure of depressive symptomatology was the Beck Depression Inventory. In the second, 11 women participated in a line dancing intervention, and their self-reported depressive symptomatology was measured prior to and just after the 6-week exercise intervention using the Beck Depression Inventory. In addition, during the second experiment, pedometer data were gathered during the fourth week. Results and Conclusion: The data of the first study revealed a relationship between the total amount of physical activity and scores on the Beck Depression Inventory; that is, the more active a person is, the lower her self-reported depressive symptoms. Significant correlations were found between the Beck Depression Inventory and the reports of vigorous and moderate exercise levels, but not with walking. Participants who were part of an organized exercise group exercised significantly more than those who exercised on their own. In the second study, those who participated in a line dancing intervention had significantly lower Beck Depression Inventory scores post intervention. The implications of these findings for public health are discussed.
Terrorist attacks, such as the one that occurred on September 11, 2001 in the US, create an opportunity for psychology faculty to explore with students both the psychological aftermaths of a disaster and the psychological factors associated with terrorism. This article briefly reviews the literature on previous campus response to war and tragedy and then presents ways to integrate illustrations from the psychology of terrorism and victim response with the standard introductory psychology curriculum, as well as some advanced courses, as a method of helping students (and educators) to progressively process a terrorist attack. In practice, we took topics found in introductory psychology textbooks and developed ways to embed discussion, teach psychological principles, understand terrorism and promote healing while moving forward with and maintaining the integrity of the curriculum.
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