Objective: To investigate the impact of forgiveness interventions designed to help individuals who have suffered because of betrayals, offenses, or victimization. Forgiveness is believed to be a mechanism through which individuals can experience increases in hope and positive emotions and relief from negative emotions, cognitions, and behaviors. Method: Fourteen published reports of process-based forgiveness interventions that included a comparison group are meta-analyzed. Results/Conclusions: Samples that received forgiveness interventions forgave more (effect size [ES] = .82) and enjoyed increased positive affect (ES = .81) and self-esteem (ES = .60) and less negative affect (ES = .54). Such gains were largely maintained at follow-up periods. Individually delivered programs are superior to group delivery, and some forgiveness programs are superior to others. Further moderators are discussed.
Background: Informal learning experiences in science, technology, engineering, and math (STEM) can enhance STEM learning that occurs in formal educational settings and curricula as well as generate enthusiasm for considering STEM careers. The aim of this systematic review is to focus on the experiences of neurodiverse students in informal STEM learning. Neurodiversity is a subgroup of neurodevelopmental conditions, such as autism, attention deficit disorder, dyslexia, dyspraxia, and other neurological conditions. The neurodiversity movement regards these conditions as natural forms of human variation, as opposed to dysfunction, and recognizes that neurodiverse individuals possess many strengths relevant to STEM fields. Methods: The authors will systematically search electronic databases for relevant research and evaluation articles addressing informal STEM learning for K-12 children and youth with neurodiverse conditions. Eight databases and content-relevant websites (e.g., informalscience.org) will be searched using a predetermined search strategy and retrieved articles will be screened by two members of the research team. Data synthesis will include meta-analysis and meta-synthesis techniques, depending on the quantitative, qualitative, or mixed methods designs of the studies. Discussion: The synthesis of the findings resulting from various research and evaluation designs, across the K-12 age span, and across various informal STEM learning contexts, will lead to depth and breadth of understanding of ways to improve informal STEM learning programs for neurodiverse children and youth. The identification of informal STEM learning program components and contexts shown to yield positive results will provide specific recommendations for improving inclusiveness, accessibility, and STEM learning for neurodiverse children and youth. Systematic Review Registration: The current study has been registered in PROSPERO. Registration number: CRD42021278618
Date Presented 04/05/19
This research addressed the feasibility and acceptability of a sleep education intervention for caregivers of children from birth to age three with developmental disabilities on the Navajo Nation. Many caregivers reported increased sleep duration, improved sleep quality, and high satisfaction with this tailored intervention. This intervention addressed sleep problems as both an individual and a family issue and would be useful for other populations served by OTs.
Primary Author and Speaker: Maureen Russell
Contributing Authors: Carol Baldwin, Kelly Roberts
Date Presented 03/28/20
The promotion of healthy sleep in caregivers of children with disabilities is critical to the functioning of families. Navajo caregivers were interviewed about their obstacles to healthy sleep. Following educational sessions, caregivers developed Sleep Plans and included strategies to improve sleep. This study suggests that strategies that change daytime habits and bedtime routines are helpful in improving sleep quality and quantity, regardless of challenges in the sleep environment.
Primary Author and Speaker: Maureen Russell
Contributing Authors: Carol Baldwin, Kelly Roberts
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