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group</title> <meta name="description" content="Search results for: experimental group"> <meta name="keywords" content="experimental group"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="experimental group"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14444</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: experimental group</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14444</span> Active Learning Role on Strategic I-Map Thinking in Developing Reasoning Thinking and the Intrinsic-Motivation Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Alotaibi">Khaled Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with developing reasoning thinking and the intrinsic-extrinsic motivation for learning, and enhancing the academic achievement of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 20 students and the other was a control group with 22 students. The following tools were used: e-courses by using I-map, Reasoning Thinking Tes, questionnaire to measure the intrinsic-extrinsic motivation for learning and an academic achievement test. Experimental group was taught using e-courses by using I-map, while the control group was taught by using traditional education. The results showed that: - There were no statistically significant differences between the experimental group and the control group in Reasoning thinking skills. - There were statistically significant differences between the experimental group and the control group in the intrinsic-extrinsic motivation for learning in favor of the experimental group. - There were statistically significant differences between the experimental group and the control group in academic achievement in favor of the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasoning" title="reasoning">reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking" title=" thinking"> thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title="intrinsic motivation">intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/3096/active-learning-role-on-strategic-i-map-thinking-in-developing-reasoning-thinking-and-the-intrinsic-motivation-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14443</span> Experimental Study on the Effectiveness of Functional Training for Female College Students' Physical Fitness and Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yangming%20Zhu">Yangming Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo"> Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to integrate functional training into physical education to test the effectiveness of functional training in improving the physical fitness (PF) and sport skills (SS) of female college students. Methods: A total of 54 female college students from East China Normal University were selected for this study (27 in the experimental group and 27 in the control group), and 13 weeks of the experimental intervention was conducted during the semester. During the experimental period, the experimental group was functionally trained for 1 hour per week. The control group performed one-hour weekly sports (such as basketball, football, etc.) as usual. Before and after the experiment, the national students' physical fitness test was used to test the PF of the experimental group and the control group, and the SS of the experimental group and the control group were tested before and after the intervention. Then using SPSS and Excel to organize and analyze the data. Results: The independent sample T-test showed that there was no significant difference in the PF and SS between the experimental group and the control group before the experiment (T PF=71.86, p PF> 0.05, Tₛₛ=82.41,pₛₛ > 0.05); After the experiment, the PF of the experimental group was significantly higher than that of the control group (T Improve=71.86, p Improve < 0.05); after the experiment, the SS of the experimental group was significantly higher than that of the control group (Tₛₛ = 1.31, pₛₛ <0.01) Conclusions: Integrating functional training into physical education can improve the PF of female college students. At the same time, the integration of functional training into physical education can also effectively improve the SS of female college students. Therefore, it is suggested that functional training be integrated into the daily physical education of female college students so as to improve their PF and SS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20training" title="functional training">functional training</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20skills" title=" sport skills"> sport skills</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20college%20students" title=" female college students"> female college students</a> </p> <a href="https://publications.waset.org/abstracts/126525/experimental-study-on-the-effectiveness-of-functional-training-for-female-college-students-physical-fitness-and-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14442</span> The Effect of Tribulus Terresteris on Histomorphometrical Changes of Testis Induced by Ethanol Administration in Male Wistar Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Esfandiari">Arash Esfandiari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Parsaei"> Ebrahim Parsaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to survey the effect of tribulus terresteris on histomorphometrical changes of testis induced by ethanol administration in male wistar rats. Fifteen male wistar rats divided into three groups: 1- control group (n=5). 2- Experimental group I (IP received 1 mg/gr Alcohole 20% for 30 days) (n=5). 3- Experimental group II (IP received 1 mg/gr Alcohole 20% for 30 days and IP received 100 mg/kg tribulus terresteris 15 days before received Alcohole for 45 days) (n=5). All procedures and care of the animals were conducted following protocols approved by the ethical committee (Iranian Society for the Prevention of cruelty to animal, and Iranian Veterinary Organization). Results showed that the thickness of the wall of seminiferous tubule, the weight of testis, the number of spermatogenic cells were decreased in experimental group I. In addition, all of these parameters were increased in experimental group II compared with experimental group I. These decrement of all of parameters in experimental group I with significant difference in comparison control group (p≤ 0.05). But all of parameters had increment in experimental group II with no significant difference compared with control group (p≥ 0.05) and significant difference with experimental group I (p≤ 0.05).It is concluded that tribulus terresteris may prevent from reducing the number of spermatogenic cell that has been created by the consumption of alcohole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethanol" title="ethanol">ethanol</a>, <a href="https://publications.waset.org/abstracts/search?q=histomorphometric" title=" histomorphometric"> histomorphometric</a>, <a href="https://publications.waset.org/abstracts/search?q=testis" title=" testis"> testis</a>, <a href="https://publications.waset.org/abstracts/search?q=teribulus%20terresteris" title=" teribulus terresteris"> teribulus terresteris</a> </p> <a href="https://publications.waset.org/abstracts/19715/the-effect-of-tribulus-terresteris-on-histomorphometrical-changes-of-testis-induced-by-ethanol-administration-in-male-wistar-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">605</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14441</span> The Students' Mathematical Competency and Attitude towards Mathematics Using the Trachtenberg Speed Math System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlone%20D.%20Severo">Marlone D. Severo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A pre- and post-test quasi-experimental design was used to test the intervention of Trachtenberg Speed Math on the mathematical competency of sixty (60) matched-paired students with a poor performing grade in Mathematics from one of the biggest public national high school at the South of Metro Manila. Both control and experimental group were administered with the Attitude Towards Mathematics Inventory (ATMI) before the pretest were given and both group showed high dislike for Mathematics. Pretest showed a 53 percent accuracy for the control group and 51 percent for the experimental group using a 15-item long multiplication test without any aid of a computing device. The experimental group were taught how to use the Trachtenberg number-keys and techniques in multiplication between October 2014 to March 2015. Post-test showed an improvement in the experimental group with 96 percent accuracy for the control group and a dismal 57 percent for the control group in long-multiplication. Post-test ATMI were administered. The control group showed a great dislike towards Mathematics, while the experimental group showed a positive attitude towards the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20towards%20mathematics" title="attitude towards mathematics">attitude towards mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20competency" title=" mathematical competency"> mathematical competency</a>, <a href="https://publications.waset.org/abstracts/search?q=number-keys" title=" number-keys"> number-keys</a>, <a href="https://publications.waset.org/abstracts/search?q=trachtenberg%20speed%20math" title=" trachtenberg speed math"> trachtenberg speed math</a> </p> <a href="https://publications.waset.org/abstracts/34697/the-students-mathematical-competency-and-attitude-towards-mathematics-using-the-trachtenberg-speed-math-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14440</span> Changes in Postural Stability after Coordination Exercise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Struh%C3%A1r">Ivan Struhár</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Sebera"> Martin Sebera</a>, <a href="https://publications.waset.org/abstracts/search?q=Lenka%20Dovrt%C4%9Blov%C3%A1"> Lenka Dovrtělová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to find out if the special type of exercise with elastic cord can improve the level of postural stability. The exercise programme was conducted twice a week for 3 months. The participants were randomly divided into an experimental group and a control group. The electronic balance board was used for testing of postural stability. All participants trained for 18 hours at the time of experiment without any special form of coordination programme. The experimental group performed 90 minutes plus of coordination exercise. The result showed that differences between pre-test and post-test occurred in the experimental group. It was used the nonparametric Wilcoxon t-test for paired samples (p=0.012; the significance level 95%). We calculated effect size by Cohen´s d. In the experimental group d is 1.96 which indicates a large effect. In the control group d is 0.04 which confirms no significant improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=balance%20board" title="balance board">balance board</a>, <a href="https://publications.waset.org/abstracts/search?q=balance%20training" title=" balance training"> balance training</a>, <a href="https://publications.waset.org/abstracts/search?q=coordination" title=" coordination"> coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a> </p> <a href="https://publications.waset.org/abstracts/7880/changes-in-postural-stability-after-coordination-exercise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14439</span> Effectiveness of Internet Psychological Counseling in Reducing Social Shyness Symptoms among Students of University of Tabuk</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khawla%20Saad%20Albalawi">Khawla Saad Albalawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research was to explore the effectiveness of the internet counseling in reducing social shyness among the university's students. The sample consisted of 40 students and was divided into two groups: an experimental group and a control group. The social shyness scale (SSS) was administered to both groups before applying the counseling to the experimental group (as a pre-test). After that, the internet counseling was applied to the experimental group. Next, the SSS was administered to both groups (as a post-test). Finally, the SSS was administered to the experimental group (as an iterative application). Results suggest that: 1. There is a significant difference between the two groups in the post-test in all dimensions and the total score of the (SSS) in favor of the experimental group in all cases. 2. There is a significant difference between the pre- and the post-test of the experimental group in all dimensions and the total score of the (SSS) in favor of the post-test in all cases. 3. There is no significant difference between the post-test and the iterative application of the experimental group in all dimensions and the total score of the (SSS). The above results were discussed in light of previous research. Recommendations and future researches were suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20psychological%20clinics" title="internet psychological clinics">internet psychological clinics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction%20disorders" title=" social interaction disorders"> social interaction disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=shyness" title=" shyness"> shyness</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a> </p> <a href="https://publications.waset.org/abstracts/12961/effectiveness-of-internet-psychological-counseling-in-reducing-social-shyness-symptoms-among-students-of-university-of-tabuk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">497</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14438</span> Effect of Self-Compassion Techniques for Individuals with Depression: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyanud%20Chompookard">Piyanud Chompookard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the effect of self-compassion techniques for individuals with depression (A pilot study). A quasi-experimental research with pretest-posttest is used to design this work. The research includes 30 participants, divided into the experimental group (ten samples) and the control group (twenty samples). The experimental group received a self-compassion techniques with an appropriate treatment for a total six times. The control group received an appropriate treatment. The measurement of this study using the Hamilton Rating Scale for Depression (Thai version). There are significant differences in levels of depression after received a self-compassion techniques with an appropriate treatment (p<.01). And there are significant differences in levels of depression between the experimental group and the control group (p<.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20compassion%20techniques" title=" self compassion techniques"> self compassion techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pilot%20study" title=" pilot study"> pilot study</a> </p> <a href="https://publications.waset.org/abstracts/123785/effect-of-self-compassion-techniques-for-individuals-with-depression-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14437</span> The Control Illusion of Conditioned Superstition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Ching%20Tsai">Chia-Ching Tsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the control illusion of conditioned superstition by using Taiwanese subjects. The study had a three-group experimental design, that is, conditioning group and a control group, and the conditioning group was further separated into superstitious and unsuperstitious groups. The results showed that conditioned superstition can significantly influence the control illusion. Further analysis showed that the control illusion in the superstitious conditioning group was significantly greater than in the control group or in the unsuperstitious conditioning group. Besides, there was no significant difference between the control group and the unsuperstitious conditioning group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Control%20illusion" title="Control illusion">Control illusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Conditioned%20superstition" title=" Conditioned superstition"> Conditioned superstition</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20design" title=" experimental design"> experimental design</a> </p> <a href="https://publications.waset.org/abstracts/22390/the-control-illusion-of-conditioned-superstition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">611</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14436</span> The Effectiveness of Metaphor Therapy on Depression among Female Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marzieh%20Talebzadeh%20Shoushtari">Marzieh Talebzadeh Shoushtari </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to determine the effectiveness of Metaphor therapy on depression among female students. The sample included 60 female students with depression symptoms selected by simple sampling and randomly divided into two equal groups (experimental and control groups). Beck Depression Inventory was used to measure the variables. This was an experimental study with a pre-test/post-test design with control group. Eight metaphor therapy sessions were held for the experimental group. A post-test was administered to both groups. Data were analyzed using multivariate analysis of covariance (MANCOVA). Results showed that the Metaphor therapy decreased depression in the experimental group compared to the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor%20therapy" title="metaphor therapy">metaphor therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/36335/the-effectiveness-of-metaphor-therapy-on-depression-among-female-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14435</span> Effects of Knowledge on Fruit Diets by Integrating Posters and Actual-Sized Fruit Models in Health Education for Elderly Patients with Type 2 Diabetes Mellitus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suchada%20Wongsawat">Suchada Wongsawat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this quasi-experiment were: 1) to compare pretest and posttest scores of the experimental group who were given health education on the “Fruit Diets for Elderly Patients with Type 2 Diabetes Mellitus”; and 2) to compare the posttest scores between experimental group and controlled group. The samples of this study were elderly patients with type 2 Diabetes Mellitus at Tambon Kanai Health Promoting Hospital, Thailand. The samples were randomly assigned to experimental and controlled groups, with 30 patients in each group. Statistics used in the data analysis included frequency, percentage, average, standard deviation, paired t-test and independent t-test. The study revealed that the patients in the experimental group had significantly higher posttest scores than the pretest scores in the health education at the .05 statistical level. The posttest scores of the experimental group in the health education were significantly higher than the controlled group at the .05 statistical level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fruit" title="fruit">fruit</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20education" title=" health education"> health education</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a> </p> <a href="https://publications.waset.org/abstracts/13116/effects-of-knowledge-on-fruit-diets-by-integrating-posters-and-actual-sized-fruit-models-in-health-education-for-elderly-patients-with-type-2-diabetes-mellitus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14434</span> Effect of Science Learning Module in Filipino on Content Mastery and Conceptual Understanding of Grade 9 Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roly%20B.%20Bayo-Ang">Roly B. Bayo-Ang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the effect of science intervention modules in Filipino and in English on mastery of content (MOC) and conceptual understanding of Grade 9 students in Chemistry. Analysis of content mastery scores revealed a significant difference in the mean scores of the control and experimental group, t (46) = -2.14, p < 0.05. The experimental group achieved an MPS of > 75% in three of the five lessons while none in the control group. Analysis of the pretest and posttest scores of the control group in the test for conceptual understanding (TCU) showed no significant difference, t (18), =1.44, p > 0.05, while pretest and posttest scores of experimental group revealed significant difference, t (29) = -5.08, p < 0.05. Comparison of posttest scores of control and experimental group revealed no significant difference t (42) =1.67, p > 0.05. Performance in TCU and MOC of the control group are not significantly correlated, r (17) =.307, p > 0.05; but significantly correlated, r (27) =.571, p < 0.05, for the experimental group. The intervention module in Filipino promotes conceptual understanding and mastery of content than the module in English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20of%20content" title=" mastery of content"> mastery of content</a>, <a href="https://publications.waset.org/abstracts/search?q=Filipino%20module" title=" Filipino module "> Filipino module </a> </p> <a href="https://publications.waset.org/abstracts/35627/effect-of-science-learning-module-in-filipino-on-content-mastery-and-conceptual-understanding-of-grade-9-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14433</span> Effect of Hill Interval Training on VO₂ Max among Filed Hockey Players </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujay%20Bisht">Sujay Bisht</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to evaluate and find out the effect of Hill interval training on VO₂ MAX among field Hockey players. Thirty male field hockey players were selected from LNIPE, Guwahati who were studied in B.P.Ed course. The selected subjects were aged between 18 to 23 years. The VO₂ MAX was calculated and they were divided into two group. One group (N=15) considered as control group that did not participated in any special training apart from regular scheduled/curriculum and another group (N=15) considered as an experimental group which underwent four week Hill Training program. The selected criterion variable such VO₂ Max was measured by the cooper 12min/run/walk test and scores was recorded in ml/kg/min. The subjects were tested on selected criterion variable such as VO₂ Max prior and immediately after the training program. The pretest and posttest data were evaluate by the Analysis of Covariance (ANCOVA) to find out the significance difference if any between the experimental and control group on selected criterion variable. The level of significance was set at 0.05 level of confidence. After applied ANCOVA it was revealed that there was a significant different among the experimental and control group on VO₂ Max. Finally it was concluded that 4 week of Hill interval training effect the VO₂ max performance of field hockey players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VO%E2%82%82%20max" title="VO₂ max">VO₂ max</a>, <a href="https://publications.waset.org/abstracts/search?q=hill%20interval%20training" title=" hill interval training"> hill interval training</a>, <a href="https://publications.waset.org/abstracts/search?q=ANCOVA" title=" ANCOVA"> ANCOVA</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20group" title=" experimental group"> experimental group</a> </p> <a href="https://publications.waset.org/abstracts/56541/effect-of-hill-interval-training-on-vo2-max-among-filed-hockey-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14432</span> Effectiveness of Working Memory Training on Cognitive Flexibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Maleki">Leila Maleki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezatollah%20Ahmadi"> Ezatollah Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the effectiveness of memory training exercise on cognitive flexibility. The method of this study was experimental. The statistical population selected 40 students 14 years old, samples were chosen by available sampling method and then they were replaced in experimental (training program) group and control group randomly and answered to Wisconsin Card Sorting Test; covariance test results indicated that there were a significant in post-test scores of experimental group (p<0.005). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title="cognitive flexibility">cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20exercises" title=" working memory exercises"> working memory exercises</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20time" title=" reaction time"> reaction time</a> </p> <a href="https://publications.waset.org/abstracts/36509/effectiveness-of-working-memory-training-on-cognitive-flexibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14431</span> Determine the Effectiveness of Group Therapy with Reality Therapy Approach to Reduce Symptoms of Anxiety, Increase Self-esteem, and Internal Control in Infertile Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Alsadat%20Borhani">Fatemeh Alsadat Borhani</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Heydari"> Hassan Heydari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mansour%20Abdi"> Mansour Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study to determine the effectiveness of group therapy with approach reality therapy in reducing symptoms of anxiety and increased self- esteem and internal control of infertile women. The population of this study is all infertile women in Qom city in 2012 that with the use of purposeful sampling, 32 individuals were selected as sample. 16 individuals of infertile women in the control group and 16 infertile women in the experimental group is replaced. The research design was of type quasi-experimental with design pretest-posttest with control group. Thus, infertile women were randomly appointed in the experimental and control groups. Also, in this study data through normalized questionnaires, the Beck Anxiety scale, Rotter's Locus of control inventory, Cooper Smith self-esteem inventory was collected. For analysis of data, descriptive statistics, mean, standard deviation and inferential statistics, one way analysis of covariance model with SPSS version 20 software was used. The findings indicated that intervention of the group therapy with approach reality therapy in experimental group reduced symptoms of anxiety and mutually increased self-esteem and internal control in infertile women of experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reality%20therapy" title="reality therapy">reality therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=infertile%20women" title=" infertile women"> infertile women</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20esteem" title=" self esteem"> self esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20control" title=" internal control "> internal control </a> </p> <a href="https://publications.waset.org/abstracts/20903/determine-the-effectiveness-of-group-therapy-with-reality-therapy-approach-to-reduce-symptoms-of-anxiety-increase-self-esteem-and-internal-control-in-infertile-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14430</span> The Effectiveness of Psychodrama in the Reduction of Social Anxiety Disorder among Male Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Dehnavi">Saeed Dehnavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Hadadi"> Zahra Hadadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Marzieh%20Rezabeigi"> Marzieh Rezabeigi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nader%20Monirpoor"> Nader Monirpoor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been performed with the goal of investigating the effectiveness of psychodrama in the reduction of social anxiety among the male adolescents in Kermanshah. 210 adolescents (13-14 year-olds) from four junior high schools in Kermanshah filled Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) (Masia-Warner, Klien & Liebowitz, 2003). 30 of the adolescents who obtained the highest scores in LSAS-CA scale were chosen as the sample and were randomly assigned as experimental group (15 people) and control group (15 people). The experimental group participated in two-hour sessions of psychodrama twice a week for 6 weeks. The control group received no intervention. The findings of this study showed a significant reduction in the symptoms of social anxiety among the adolescents in experimental group in comparison to that of the control group. Also a three-month follow-up confirmed the stability of the results. Adolescents’ interactions in the psychodrama group, talking about their problems to the group, and achieving appropriate solutions by themselves are the useful factors of this intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychodrama" title="psychodrama">psychodrama</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety%20disorder" title=" social anxiety disorder"> social anxiety disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=male%20adolescents" title=" male adolescents"> male adolescents</a> </p> <a href="https://publications.waset.org/abstracts/10988/the-effectiveness-of-psychodrama-in-the-reduction-of-social-anxiety-disorder-among-male-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14429</span> The Effectiveness of Video Clips to Enhance Students’ Achievement and Motivation on History Learning and Facilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Bih%20Ni">L. Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Norizah%20Ag%20Kiflee"> D. Norizah Ag Kiflee</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Choon%20Keong"> T. Choon Keong</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Talip"> R. Talip</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Singh%20Bikar%20Singh"> S. Singh Bikar Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Noor%20Mad%20Japuni"> M. Noor Mad Japuni</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Talin"> R. Talin </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine the effectiveness of video clips to enhance students' achievement and motivation towards learning and facilitating of history. We use narrative literature studies to illustrate the current state of the two art and science in focused areas of inquiry. We used experimental method. The experimental method is a systematic scientific research method in which the researchers manipulate one or more variables to control and measure any changes in other variables. For this purpose, two experimental groups have been designed: one experimental and one groups consisting of 30 lower secondary students. The session is given to the first batch using a computer presentation program that uses video clips to be considered as experimental group, while the second group is assigned as the same class using traditional methods using dialogue and discussion techniques that are considered a control group. Both groups are subject to pre and post-trial in matters that are handled by the class. The findings show that the results of the pre-test analysis did not show statistically significant differences, which in turn proved the equality of the two groups. Meanwhile, post-test analysis results show that there was a statistically significant difference between the experimental group and the control group at an importance level of 0.05 for the benefit of the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Video%20clips" title="Video clips">Video clips</a>, <a href="https://publications.waset.org/abstracts/search?q=Learning%20and%20Facilitation" title=" Learning and Facilitation"> Learning and Facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=Achievement" title=" Achievement"> Achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Motivation" title=" Motivation"> Motivation</a> </p> <a href="https://publications.waset.org/abstracts/105243/the-effectiveness-of-video-clips-to-enhance-students-achievement-and-motivation-on-history-learning-and-facilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14428</span> Effectiveness of Metacognitive Therapy in Metacognitive Beliefs, Anxiety and Social Phobia of Male High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saba%20Hasanvandi">Saba Hasanvandi</a>, <a href="https://publications.waset.org/abstracts/search?q=Molok%20Khademi%20Ashkezari"> Molok Khademi Ashkezari</a>, <a href="https://publications.waset.org/abstracts/search?q=Niloofar%20Esmaieli"> Niloofar Esmaieli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research purpose was to assess the effectiveness of metacognitive therapy in metacognitive beliefs, anxiety and social phobia of male students studying in the high schools of Dargaz City. The sample comprised 30 students who were randomly selected and assigned to the experimental and control groups. The kind of this study was experimental study with pre-ops and follow-up stages. Subjects filled out metacognitive beliefs, anxiety and social phobia questionnaires. The experimental group underwent 10 sessions of therapeutic metacognitive sessions. The group therapy was conducted for ten, weekly, 90-minute sessions. Mankova analysis was utilized to analyze the data. Results revealed that metacognitive group therapy decreased metacognitive beliefs (P=0.007), anxiety (P<0.001) and social phobia (P=<0.017) in the experimental group as compared to the control group. Furthermore, the effectiveness of group metacognitive therapy was stable and consistent after one month of time interval. The results of present study can be effective for mental health professional in reaching a better understanding of anxiety and social phobia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20metacognitive%20therapy" title="group metacognitive therapy">group metacognitive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20beliefs" title=" metacognitive beliefs"> metacognitive beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20phobia" title=" social phobia"> social phobia</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title=" high school students "> high school students </a> </p> <a href="https://publications.waset.org/abstracts/19008/effectiveness-of-metacognitive-therapy-in-metacognitive-beliefs-anxiety-and-social-phobia-of-male-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">588</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14427</span> Effectiveness of Short-Term Cognitive-Behavioral Group Therapy on Binge Eating Disorder in Females</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Dehnavi">Saeed Dehnavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Asadallahi"> Ismail Asadallahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Rahmatian"> Fatemeh Rahmatian</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Rahimian"> Elahe Rahimian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Due to an increasing prevalence of over eating disorders, this paper aims to investigate the effectiveness of short-term group cognitive-behavioral therapy on reducing binge eating behavior and depression symptoms among females suffered from binge eating disorder (BED) in Qazvin, Iran. Methodology: This is aquasi-experimental study (pre-post testing plan with control group). Using a convenience sampling technique, binge eating scale (BES) and clinical interviews, 30 persons were selected among all clients who had referred to weight loss centers in Qazvin, these persons were randomly placed into two control and experimental groups. The experimental group participated in a seven-session plan on short-term cognitive-behavioral group therapy. Results: The results showed that the short term group cognitive-behavioral therapy results in a significant reduction in binge eating signs and depressive symptoms within the experimental group, compared to the control. Conclusion: Regarding the results, it is known that short-term group cognitive-behavioral therapy is effective in reducing overeating symptoms. Hence, it can be used as an economical and effective treatment method for individuals suffering from BED. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive-behavioral%20group%20therapy" title="cognitive-behavioral group therapy">cognitive-behavioral group therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=binge%20eating%20disorder" title=" binge eating disorder"> binge eating disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/11613/effectiveness-of-short-term-cognitive-behavioral-group-therapy-on-binge-eating-disorder-in-females" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14426</span> Improving Young Learners' Vocabulary Acquisition: A Pilot Program in a Game-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20Stratidou">Vasiliki Stratidou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern simulation mobile games have the potential to enhance students’ interest, motivation and creativity. Research conducted on the effectiveness of digital games for educational purposes has shown that such games are also ideal at providing an appropriate environment for language learning. The paper examines the issue of simulation mobile games in regard to the potential positive impacts on L2 vocabulary learning. Sixteen intermediate level students, aged 10-14, participated in the experimental study for four weeks. The participants were divided into experimental (8 participants) and control group (8 participants). The experimental group was planned to learn some new vocabulary words via digital games while the control group used a reading passage to learn the same vocabulary words. The study investigated the effect of mobile games as well as the traditional learning methods on Greek EFL learners’ vocabulary learning in a pre-test, an immediate post-test, and a two-week delayed retention test. A teacher’s diary and learners’ interviews were also used as tools to estimate the effectiveness of the implementation. The findings indicated that the experimental group outperformed the control group in acquiring new words through mobile games. Therefore, digital games proved to be an effective tool in learning English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20group" title="control group">control group</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20group" title=" experimental group"> experimental group</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary%20learning" title=" second language vocabulary learning"> second language vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20games" title=" simulation games"> simulation games</a> </p> <a href="https://publications.waset.org/abstracts/103548/improving-young-learners-vocabulary-acquisition-a-pilot-program-in-a-game-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14425</span> Effectiveness of Clinical Practice Guidelines for Jellyfish Stings Treatment at the Emergency Room of Songkhla Hospital Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prataksitorn%20Chonlakan">Prataksitorn Chonlakan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiparat%20%20Wongsilarat"> Tiparat Wongsilarat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional clinical practice guideline used at the emergency room at Songkhla Hospital in caring for patients who come in contact with jellyfish venom took a long time for the pain to reduce to the level that patients can cope with. To investigate the effectiveness of clinical practice guidelines by comparing the effectiveness of a newly developed clinical practice guideline with the traditional clinical practice guideline in the following aspects: 1) pain reduction, 2) length of pain, 3) the rate of patient’s re-visit, 4) the rate of severe complications such as anaphylactic shock, and cardiac arrest, and death, and 5) patient satisfaction. This study employed a quasi-experimental research design. Thirty subjects were selected with purposive sampling from jellyfish-sting patients who came for treatment at the Emergency Room of Songkhla Hospital. The subjects were divided using random assignment into two groups of 15 each: an experimental group, and the control group. The control group was treated using the traditional clinical practice guideline consisting of rinsing the affected area with 0.9% normal saline, using a cloth soaked with vinegar to press against the affected area, and controlling pain using tramadol or diclofenac intramuscular injection. The data were analyzed using descriptive statistics and paired t-test at the significance level p < 0.05. The results of the study revealed the following. The pain level in the experimental group was significantly lower than that of the control group (the average pain score of the experimental group was 3.46 while that of the control group was 6.33) (p < 0.05).The length of pain in the experimental group was significantly lower than that of the control group (the average length of pain in the experimental group was 48.67 minutes while that of the control group was 105.35 minutes) (p < 0.05). The rate of re-visit within 12 hours in the experimental group was significantly lower than that of the control group (the rate of re-visit within 12 hours of the experimental group was 0.07 while that of the control group was 0.00) (p < 0.05).No severe complications such as anaphylactic shock, and cardiac arrest were found in the two groups of subjects.The rate of satisfaction among the subjects in the experimental group was significantly higher than that of the control group (the rate of satisfaction among the subjects of the experimental group was 90.00 percent while that among the control group was 66.33 percent) (p < 0.05). The newly develop clinical practice guideline could reduce pain and increase satisfaction among jellyfish-sting patients better than the traditional clinical practice guideline. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20practice%20guideline" title=" clinical practice guideline"> clinical practice guideline</a>, <a href="https://publications.waset.org/abstracts/search?q=jellyfish-sting%20patients" title=" jellyfish-sting patients"> jellyfish-sting patients</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiac%20arrest" title=" cardiac arrest"> cardiac arrest</a> </p> <a href="https://publications.waset.org/abstracts/23522/effectiveness-of-clinical-practice-guidelines-for-jellyfish-stings-treatment-at-the-emergency-room-of-songkhla-hospital-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14424</span> The Effectiveness of Group Spiritual Therapy on Increasing the Life Expectancy and Mental Health in Elderlies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Reza%20Mirmahdi">Seyed Reza Mirmahdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Maryam%20Hashemi%20Jabali"> Seyedeh Maryam Hashemi Jabali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted to evaluate the effects of group spiritual therapy on increasing the life expectancy and mental health among the elderlies. This was a quasi-experimental research using a pretest-posttest design with a control group conducted over a population including all the elderly people of Tehran in 2012-13. A randomized sampling method was used to select 30 elderly people living in Parham nursing home that were then randomly assigned into two control and experimental groups of 15 people each. The instruments used were Miller’s life expectancy and mental health test (SCL.90.R) standard questionnaires. Individuals in experimental group received 12 sessions of group spiritual therapy while those in control group did not receive any kind of therapy. The tests were performed again for all the subjects (30 individuals) at the end of the experiment. To test the hypotheses, the data collected by questionnaires were analyzed using descriptive methods through relevant tables and charts and also inferential methods through the analysis of covariance using the SPSS software. Results showed that group spiritual therapy leads to a significant increase in both mental health and life expectancy in the experimental group of elderlies living in Parham nursing home compared to those in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spiritual%20therapy" title="spiritual therapy">spiritual therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20expectancy" title=" life expectancy"> life expectancy</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=elderlies" title=" elderlies"> elderlies</a> </p> <a href="https://publications.waset.org/abstracts/16980/the-effectiveness-of-group-spiritual-therapy-on-increasing-the-life-expectancy-and-mental-health-in-elderlies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14423</span> The Effect of Group Counseling Program on 9th Grade Students' Assertiveness Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerime%20Meryem%20Dereli%CC%87o%C4%9Flu"> Kerime Meryem Dereli̇oğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to determine the effects of group counseling program on secondary school 9th grade students’ assertiveness skills. The study group was formed of 100 students who have received education in Erzurum Kültür Elementary School in 2015-2016 education years. RAE-Rathus Assertiveness Schedule developed by Voltan Acar was applied on this group to gather data. 40 students who got lower grades from the inventory were divided randomly into experimental and control groups. Each group is formed of 20 students. Group counseling program was carried out on the experimental group to improve the students’ assertiveness skills for 8 weeks. Single-way and two-way analysis of covariance (ANCOVA) were used in the analysis of the data. The data was analyzed by using the SPSS 19.00. The results of the study show that assertiveness skills of the students who participate in the group counseling program increased meaningfully compared to the control group and pre-experiment. Besides, it was determined that the change observed in the experimental group occurred separately from the age and socio-economic level variables, and it was determined with the monitoring test applied after four months that this affect was continued. According to this result, it can be said that the applied group counseling program is an effective means to improve the assertiveness skills of secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school" title="high school">high school</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness" title=" assertiveness"> assertiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20inventory" title=" assertiveness inventory"> assertiveness inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20education" title=" assertiveness education"> assertiveness education</a> </p> <a href="https://publications.waset.org/abstracts/53719/the-effect-of-group-counseling-program-on-9th-grade-students-assertiveness-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14422</span> Effects of a Nursing Intervention Program Using a Rehabilitation Self-Management Workbook on Depression, Motivation and Self-Efficacy of Rehabilitation Inpatients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Young%20Ae%20Song">Young Ae Song</a>, <a href="https://publications.waset.org/abstracts/search?q=So%20Yun%20Kim"> So Yun Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nan%20Ji%20Kim"> Nan Ji Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=So%20Young%20Jang"> So Young Jang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yun%20Mee%20Park"> Yun Mee Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Mi%20Jin%20Lee"> Mi Jin Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%20Yeon%20Lee"> Ji Yeon Lee </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & Purpose: Many patients have psychological problems such as depression and anxiety during the rehabilitation period. Such psychological instability affects the prognosis of the patient in the long term. We develop a nursing intervention program for rehabilitation inpatients using a rehabilitation self –management note and evaluate the effects of the program on depression, motivation, and self-efficacy. Methods: The study was conducted using a nonequivalent control group non-synchronized design. Participants were rehabilitation inpatients, 27 patients in the control group and 20 in the experimental group. Questionnaires were completed three times (pretest, 5 days, 10 days) Final data for 40 patients were analyzed, 23 patients in the control group and 17 in the experimental group. Data were analyzed using x2-test, t-test, and repeated measure ANOVA. Results: Depression in the experimental group decreased compared to the control group, but it was not significant. The motivation for the experimental group changed significantly (F=3.90, p=.029) and self-efficacy increased, but not significantly (F=0.59, p=.559) Conclusion: Results of this study indicate that nursing intervention programs for rehabilitation inpatients could be useful to decrease depression and to improve motivation and self-efficacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation%20inpatient" title=" rehabilitation inpatient"> rehabilitation inpatient</a>, <a href="https://publications.waset.org/abstracts/search?q=self-management%20workbook" title=" self-management workbook"> self-management workbook</a> </p> <a href="https://publications.waset.org/abstracts/95631/effects-of-a-nursing-intervention-program-using-a-rehabilitation-self-management-workbook-on-depression-motivation-and-self-efficacy-of-rehabilitation-inpatients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14421</span> Enhancing Coping Strategies of Student: A Case Study of 'Choice Theory' Group Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Warakorn%20Supwirapakorn">Warakorn Supwirapakorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to study the effects of choice theory in group counseling on coping strategies of students. The sample consisted of 16 students at a boarding school, who had the lowest score on the coping strategies. The sample was divided into two groups by random assignment and then were assigned into the experimental group and the control group, with eight members each. The instruments were the Adolescent Coping Scale and choice theory group counseling program. The data collection procedure was divided into three phases: The pre-test, the post-test, and the follow-up. The data were analyzed by repeated measure analysis of variance: One between-subjects and one within-subjects. The results revealed that the interaction between the methods and the duration of the experiment was found statistically significant at 0.05 level. The students in the experimental group demonstrated significantly higher at 0.05 level on coping strategies score in both the post-test and the follow-up than in the pre-test and the control group. No significant difference was found on coping strategies during the post-test phase and the follow-up phase of the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title="coping strategies">coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=choice%20theory" title=" choice theory"> choice theory</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20counseling" title=" group counseling"> group counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=boarding%20school" title=" boarding school"> boarding school</a> </p> <a href="https://publications.waset.org/abstracts/95792/enhancing-coping-strategies-of-student-a-case-study-of-choice-theory-group-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14420</span> An Exploratory Study on the Difference between Online and Offline Conformity Behavior among Chinese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyue%20Ma">Xinyue Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Dishen%20Zhang"> Dishen Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yijun%20Liu"> Yijun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yutian%20Jiang"> Yutian Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiyan%20Yu"> Huiyan Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chufeng%20Gu"> Chufeng Gu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conformity is defined as one in a social group changing his or her behavior to match the others’ behavior in the group. It is used to find that people show a higher level of online conformity behavior than offline. However, as anonymity can decrease the level of online conformity behavior, the difference between online and offline conformity behavior among Chinese college students still needs to be tested. In this study, college students (N = 60) have been randomly assigned into three groups: control group, offline experimental group, and online experimental group. Through comparing the results of offline experimental group and online experimental group with the Mann-Whitney U test, this study verified the results of Asch’s experiment, and found out that people show a lower level of online conformity behavior than offline, which contradicted the previous finding found in China. These results can be used to explain why some people make a lot of vicious remarks and radical ideas on the Internet but perform normally in their real life: the anonymity of the network makes the online group pressure less than offline, so people are less likely to conform to social norms and public opinions on the Internet. What is more, these results support the importance and relevance of online voting, because fewer online group pressures make it easier for people to expose their true ideas, thus gathering more comprehensive and truthful views and opinions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anonymity" title="anonymity">anonymity</a>, <a href="https://publications.waset.org/abstracts/search?q=Asch%E2%80%99s%20group%20conformity" title=" Asch’s group conformity"> Asch’s group conformity</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20college%20students" title=" Chinese college students"> Chinese college students</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20conformity" title=" online conformity"> online conformity</a> </p> <a href="https://publications.waset.org/abstracts/134894/an-exploratory-study-on-the-difference-between-online-and-offline-conformity-behavior-among-chinese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14419</span> Investigating Differential Psychological Impact of Translated Movies: An Experimental Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonakshi%20%20Saxena">Sonakshi Saxena</a>, <a href="https://publications.waset.org/abstracts/search?q=Moosath%20Harishankar%20Vasudevan"> Moosath Harishankar Vasudevan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study seeks to investigate the differences in the psychological impact of movies in their original and translated versions. International cinema is exemplar of the success of globalization. The multitude of languages in the global village does not seem to impede the common cinematic goal of filmmakers across linguistic boundaries. To understand, hence, whether the psychological impact of movies, intentional or otherwise, is preserved when the original is translated into a different language, an experimental design was adopted. Multilingual participants in the age group 18-25 years were recruited for the same. A control group and an experimental group were randomly assigned and the psychological impacts of movies were studied under two conditions- a) watching the movie in its original language, and b) watching the movie in its original language as well as translated version. For the second condition, the experimental group was further divided into two groups randomly to balance order effects. The major aspects of psychological impact assessed were emotional impact and attitude towards the movie. The scores were compared for the two groups. It is further discussed whether the experience is salient across language or do languages inherently possess the ability to alter experiences of the audience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20design" title="experimental design">experimental design</a>, <a href="https://publications.waset.org/abstracts/search?q=movies" title=" movies"> movies</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20impact" title=" psychological impact"> psychological impact</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/87262/investigating-differential-psychological-impact-of-translated-movies-an-experimental-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14418</span> The Effect of MOOC-Based Distance Education in Academic Engagement and Its Components on Kerman University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Dortaj">Fariba Dortaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Asadinejad"> Reza Asadinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Akram%20Dortaj"> Akram Dortaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Atena%20Baziyar"> Atena Baziyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to determine the effect of distance education (based on MOOC) on the components of academic engagement of Kerman PNU. The research was quasi-experimental method that cluster sampling with an appropriate volume was used in this study (one class in experimental group and one class in controlling group). Sampling method is single-stage cluster sampling. The statistical society is students of Kerman Payam Noor University, which) were selected 40 of them as sample (20 students in the control group and 20 students in experimental group). To test the hypothesis, it was used the analysis of univariate and Co-covariance to offset the initial difference (difference of control) in the experimental group and the control group. The instrument used in this study is academic engagement questionnaire of Zerang (2012) that contains component of cognitive, behavioral and motivational engagement. The results showed that there is no significant difference between mean scores of academic components of academic engagement in experimental group and the control group on the post-test, after elimination of the pre-test. The adjusted mean scores of components of academic engagement in the experimental group were higher than the adjusted average of scores after the test in the control group. The use of technology-based education in distance education has been effective in increasing cognitive engagement, motivational engagement and behavioral engagement among students. Experimental variable with the effect size 0.26, predicted 26% of cognitive engagement component variance. Experimental variable with the effect size 0.47, predicted 47% of the motivational engagement component variance. Experimental variable with the effect size 0.40, predicted 40% of behavioral engagement component variance. So teaching with technology (MOOC) has a positive impact on increasing academic engagement and academic performance of students in educational technology. The results suggest that technology (MOOC) is used to enrich the teaching of other lessons of PNU. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=components%20of%20academic%20engagement" title=" components of academic engagement"> components of academic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=mooc%20technology" title=" mooc technology"> mooc technology</a> </p> <a href="https://publications.waset.org/abstracts/94571/the-effect-of-mooc-based-distance-education-in-academic-engagement-and-its-components-on-kerman-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14417</span> The Effect of Support Program Based on The Health Belief Model on Reproductive Health Behavior in Women with Orthopedic Disabled</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eda%20Yakit%20Ak">Eda Yakit Ak</a>, <a href="https://publications.waset.org/abstracts/search?q=Erg%C3%BCl%20Aslan"> Ergül Aslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted using the quasi-experimental design to determine the influence of the nursing support program prepared according to the Health Belief Model on reproductive health behaviors of orthopedically disabled women in the physical therapy and rehabilitation clinic at a university hospital between August 2019-October, 2020. The research sample included 50 women (35 in the control group and 15 in the experimental group with orthopedic disability). A 3-week nursing support program was applied to the experimental group of women. To collect the data, Introductory Information Form and Scale for Determining the Protective Attitudes of Married Women towards Reproductive Health (SDPAMW) were applied. The evaluation was made with a follow-up form for four months. In the first evaluation, the total SDPAMW scores were 119.93±20.59 for the experimental group and 122.20±16.71 for the control group. In the final evaluation, the total SDPAMW scores were 144.27±11.95 for the experimental group and 118.00±16.43 for the control group. The difference between the groups regarding the first and final evaluations for the total SDPAMW scores was statistically significant (p<0.01). In the experimental group, between the first and final evaluations regarding the sub-dimensions of SDPAMW, an increase was found in the behavior of seeing the doctor on reproductive health issues, protection from reproductive organ and breast cancer, general health behaviors to protect reproductive health, and protection from genital tract infections (p<0.05). Consequently, the nursing support program based on the Health Belief Model applied to orthopedically disabled women positively affected reproductive health behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthopedically%20disabled" title="orthopedically disabled">orthopedically disabled</a>, <a href="https://publications.waset.org/abstracts/search?q=woman" title=" woman"> woman</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health" title=" reproductive health"> reproductive health</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20support%20program" title=" nursing support program"> nursing support program</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20belief%20model" title=" health belief model"> health belief model</a> </p> <a href="https://publications.waset.org/abstracts/143740/the-effect-of-support-program-based-on-the-health-belief-model-on-reproductive-health-behavior-in-women-with-orthopedic-disabled" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14416</span> The Impact of Solution-Focused Brief Therapy on the Improvement of the Psychological Wellbeing of Family Supervisor Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaveh%20Qaderi%20Bagajan">Kaveh Qaderi Bagajan</a>, <a href="https://publications.waset.org/abstracts/search?q=Osman%20Khanahmadi"> Osman Khanahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Mamaghani%20Chaharborj"> Ziba Mamaghani Chaharborj</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Chenaparchi"> Majid Chenaparchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the efficacy of the solution-focused brief therapy on improving the psychological wellbeing of family supervisor woman. This study has been carried out by semi-experimental method and in the form of pre-test, post-test performance on two groups (experimental and control), so that one sample group of 30 individuals was randomly achieved and were randomly divided in two groups of experimental (n=15) and control (n=15). To collect data, Ryff scale psychological wellbeing was used. After conducting pre-test (RSPWB) for two experimental and control groups, Solution-focused brief therapy interference was conducted on the experimental group during five two-hour sessions. Finally, Ryff scale psychological wellbeing was reused for the two groups as post-test and achieved outcomes that were analyzed using covariance. The results indicated that the significant increase of average marks of the experimental group in psychological wellbeing had better function than that of the control group. Finally, solution-focused brief therapy for improving psychological well-being of family supervisor women has a suitable capability and could be used in this way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=solution-focused%20brief%20therapy" title="solution-focused brief therapy">solution-focused brief therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20therapy" title=" short-term therapy"> short-term therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20supervisor%20women" title=" family supervisor women"> family supervisor women</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a> </p> <a href="https://publications.waset.org/abstracts/42248/the-impact-of-solution-focused-brief-therapy-on-the-improvement-of-the-psychological-wellbeing-of-family-supervisor-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14415</span> The Effect of Group Counseling on the Victimhood Perceptions of Adolescent Who Are the Subject of Peer Victimization and on Their Coping Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C4%B0smail%20Se%C3%A7er">İsmail Seçer</a>, <a href="https://publications.waset.org/abstracts/search?q=Ta%C5%9Ftan%20Se%C3%A7er"> Taştan Seçer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the effect of the group counseling on the victimhood perceptions of the primary school 7th and 8th grade students who are determined to be the subject of peer victimization and their dealing way with it was analyzed. The research model is Solomon Four Group Experimental Model. In this model, there are four groups that were determined with random sampling. Two of the groups have been used as experimental group and the other two have been used as control group. Solomon model is defined as real experimental model. In real experimental models, there are multiple groups consisting of subject which have similar characteristics, and selection of the subjects is done with random sampling. For this purpose, 230 students from Kültür Kurumu Primary School in Erzurum were asked to fill Adolescent Peer Victim Form. 100 students whose victim scores were higher and who were determined to be the subject of bullying were talked face to face and informed about the current study, and they were asked if they were willing to participate or not. As a result of these interviews, 60 students were determined to participate in the experimental study and four group consisting of 15 people were created with simple random sampling method. After the groups had been formed, experimental and control group were determined with casting lots. After determining experimental and control groups, an 11-session group counseling activity which was prepared by the researcher according to the literature was applied. The purpose of applying group counseling is to change the ineffective dealing ways with bullying and their victimhood perceptions. Each session was planned to be 75 minutes and applied as planned. In the control groups, counseling activities in the primary school counseling curricula was applied for 11 weeks. As a result of the study, physical, emotional and verbal victimhood perceptions of the participants in the experimental groups were decreased significantly compared to pre-experimental situations and to those in control group. Besides, it was determined that this change observed in the victimhood perceptions of the experimental group occurred independently from the effect of variables such as gender, age and academic success. The first evidence of the study related to the dealing ways is that the scores of the participants in the experimental group related to the ineffective dealing ways such as despair and avoidance is decreased significantly compared to the pre-experimental situation and to those in control group. The second evidence related to the dealing ways is that the scores of the participants in the experimental group related to effective dealing ways such as seeking for help, consulting social support, resistance and optimism is increased significantly compared to the pre-experimental situation and to those in control group. According to the evidence obtained through the study, it can be said that group counseling is an effective approach to change the victimhood perceptions of the individuals who are the subject of bullying and their dealing strategies with it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying" title="bullying">bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20victimization" title=" perception of victimization"> perception of victimization</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20strategies" title=" coping strategies"> coping strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=ancova%20analysis" title=" ancova analysis"> ancova analysis</a> </p> <a href="https://publications.waset.org/abstracts/31676/the-effect-of-group-counseling-on-the-victimhood-perceptions-of-adolescent-who-are-the-subject-of-peer-victimization-and-on-their-coping-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=experimental%20group&page=3">3</a></li> <li class="page-item"><a class="page-link" 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