A pilot study of a mind-body stress management program for student veterans

Sylvia, Louisa G.; Bui, Éric; Chudnofsky, Rana; Lakin, Laura; McCarthy, Megan D.; Gupta, Carina; Furbish, Kayla; Mehta, Darshan; Denninger, John W.; Park, Elyse R.; Fricchione, Gregory L.; Spencer, Thomas

doi:10.1016/j.ctcp.2020.101221

Cited by 8 publications

(8 citation statements)

References 24 publications

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“…Regarding the descriptiveness of information, each study was presented in such a way to identify the most pertinent program aspects and resultant outcome information. However, this led to discrepancy surrounding the information, where some studies presented copious program detail (e.g., Adler et al, 2009; Fischer et al, 2013; Jha et al, 2015; Kees & Rosenblum, 2015; Precious & Lindsay, 2019; Rosenblum et al, 2015), others only reported on certain elements of the program, such as the skills applied, session breakdown, or type of program approach (e.g., Blevins et al, 2011; Harper et al, 2014; Jensen et al, 2020; Reivich et al, 2011; Sylvia et al, 2020; Tenhula et al, 2014), and some only gave a vague description of the program in an overview before moving into their study (e.g., Casey, 2011; Hilton et al, 2019; Lester et al, 2011; Meyer, 2018; Smith, 2013; Tedeschi & McNally, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…The effectiveness of the programs was evaluated based on the identified strengths and weaknesses as well as cost–benefit inferences (i.e., time for training or cost of program compared with positive outcomes). Strengths highlighted within the studies included: The notion of mental skills as an easily applied supplement to other training (DeWiggins et al, 2010), long-lasting effects and retention times for skills learned and applied (Harper et al, 2014; Kees et al, 2015; Lester, Aralis, et al, 2016), the use of mental skills programming as substantial resources or toolkit additions for involved parties (Herzog & Deuster, 2014), and the comfort created for participants through the context specific application of mental skills (Sylvia et al, 2020). The weaknesses most prominently identified within these programs appeared resultant of broader issues of timing, competing resources, and challenges with retention or uptake.…”

Section: Resultsmentioning

confidence: 99%

“…The most frequently referred outcomes resulting from the interventions were focused in areas of improved skills or increased usage and decreases in burdensome psychosocial aspects (i.e., anxiety or depression). Regarding improvements, some outcomes included higher levels of reported self-confidence (Adler, Bliese, et al, 2015; Adler, Williams et al, 2015; Hammermeister et al, 2009), improved interpersonal communication (Bui et al, 2018; Fischer et al, 2013; Lester et al, 2011; Perlman et al, 2010), greater psychological health (Cohn & Pakenham, 2008; Lester, Liang, et al, 2016; Saltzman et al, 2016), improved performance on physical tasks (Adler, Bliese, et al, 2015; Jensen et al, 2020; Jha et al, 2017), greater resilience and coping skills (Kees & Rosenblum, 2015; Pickering et al, 2010; Sylvia et al, 2020), and enhanced connection with family or transition out of the armed forces environment (DeFraia et al, 2014; Harper et al, 2014). Outcomes involving a decrease in negative psychosocial experiences included decreases in post traumatic stress disorder (PTSD) symptoms (Adler et al, 2009; Blevins et al, 2011; Hilton et al, 2019), lowered depression scores or reduction of depression symptoms (Blevins et al, 2011; Dodge et al, 2018; Kees et al, 2015; Sylvia et al, 2015), and a reduction in anxiety or overall stress (Adler, Williams et al, 2015; Bui et al, 2018; Cohn & Pakenham, 2008; Judkins & Bradley, 2017; Kees & Rosenblum, 2015; Lester et al, 2013; Sylvia et al, 2020; Tenhula et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

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Mental skills in the armed forces: A scoping review.

Rodden-Aubut¹,

Tracey²

2022

Sport, Exercise, and Performance Psychology

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As mental performance strategies have been used effectively in a variety of elite sport settings, the purpose of this scoping review was to understand the applications of mental skills within an armed forces population. Furthermore, this review sought to uncover what types of programs have been established, and who the programs are designed to benefit. Beyond programs specifically, the review was designed to uncover additional forms of psychological skills training received. A scoping review method was employed to provide an overview of the type of programs or training received, targeted populations, and foci of mental performance applications in English speaking armed forces with particular attention toward the Canadian landscape. Of 52 studies reviewed, only three represented a Canadian Armed Forces (CAF) perspective; most programs were oriented toward supporting active duty members, and 15 studies did not present a specific program. There was significant overlap amongst the 52 studies with certain programs represented in several articles, and others mentioned only one time. Findings of this review identify a need for more programming tailored toward the needs of families of serving armed forces members, seeking to provide them with adequate skills implemented directly within the family system as opposed to a delivery of skills via the active member. This review also identifies the need for more psychological skills research within the CAF landscape. It is unclear if there is simply a lack of programming offered in the Canadian context, or whether the problem lies with a lack of research to understand the efforts that do exist.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Mental skills in the armed forces: A scoping review.

Rodden-Aubut¹,

Tracey²

2022

Sport, Exercise, and Performance Psychology

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“…The effectiveness of student management can be increased by emphasizing the application and acquisition of information, as well as encouraging their involvement in university administration. Literature [13] proposed a 10-axis physical and mental stress reduction intervention experiment using the management of veterans' reintegration into college and university life as the research object. This is intended to assist college management decision-makers in developing management programs that better serve student veterans and to increase student veterans' acceptance of campus life.…”

Section: ) Student Managementmentioning

confidence: 99%

“…Qingsong Li, Xiaoqin Shu. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18] …”

mentioning

confidence: 99%

Effective Integration of Ideological and Political Education and Student Management in Colleges and Universities Based on the Coupled Coordination Model

Li,

Shu

2023

Applied Mathematics and Nonlinear Sciences

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In keeping with contemporary demands, the integration of political and ideological education with student management empowers students to actively embrace the establishment of a superior ideological culture in a more open and laid-back learning environment. The creation of an extensive index system enables the integration and collaboration of political and ideological instruction and student management duties in colleges and universities. The theory of system coupling is used to discuss the level of synergy and consistency of system development. The subjective empowerment method uses the FIAHP technique to determine the subjective weight of the standard. The objective weight of the indicator is determined by using the pull-out grade method. The LPE-SMW coupling coordination model is constructed by combining the weights of the two indexes to solve the weights. The coupling coordination level is evaluated and examined in order to confirm the efficacy of the coupling coordination model in examining the development and integration between political and ideological education and student management in colleges and universities. The coupling degree of coordination in the eastern region is approximately 0.65, and the degree of coupling coordination of the LPE-SMW in the central region has a mean yearly increase of 0.43% over the 20 years, according to the results of the smoothness test of each variable of the LPE-SMW linking coordination degree model, which shows differences at the 1% level. The linking coordination model offers a fresh approach to the creation of successful integration between political and ideological education and student management in higher education by offering a thorough examination of the relationship between the two.

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