The FAB scale, Mini-BESTest, and BBS provide moderate capacity to predict "fallers" (people with one or more falls) from "nonfallers." Only some items of the 3 scales contribute to the detection of future falls. Clinicians should particularly focus on the item "tandem stance" along with the items "one-leg stance," "rise to toes," "compensatory stepping backward," "turning 360°," and "placing foot on stool" when analyzing postural control deficits related to fall risk. Future research should analyze whether balance training including the aforementioned items is effective in reducing fall risk.
Positive psychology interventions have been shown to increase individual well-being and happiness at a nomothetic level. We expand our understanding of their potential impact on individual's self-leadership by adopting an idiographic approach. Moreover, we compare that effect with that of a goal-setting intervention. In a diary study using a randomized controlled design, 60 undergraduates were surveyed daily for 14 consecutive days before an exam and were assigned to one of three conditions: a "three good things" (TGT) intervention in which participants wrote down three positive things they had experienced during the day before going to bed; a "goal-setting" (GS) intervention in which they wrote down three learning goals for the next day; or a placebo control condition. Dynamic modeling of time series revealed that students in the TGT and the GS intervention significantly increased their self-leadership across time at a small to medium effect size. Students in the placebo control group showed no significant change. Contrary to expectations, the TGT intervention was not more strongly associated with self-related strategies, and the GS intervention was not more strongly associated with task-related strategies. This study demonstrates the value of a brief positive psychology intervention, which is comparably effective as a goal-setting intervention in fostering individual self-leadership in academic achievement settings.
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