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Longitudinal Project (longitudinal + project)
Selected AbstractsThe effect of stopping smoking on perceived stress levelsADDICTION, Issue 8 2010Peter Hajek ABSTRACT Aims Many smokers believe that smoking helps them to cope with stress, and that stopping smoking would deprive them of an effective stress management tool. Changes in stress levels following long-term smoking cessation are not well mapped. This longitudinal project was designed to provide more robust data on post-cessation changes in perceived stress levels by following a cohort of smokers admitted to hospital after myocardial infarction (MI) or for coronary artery bypass (CAB) surgery, as such patients typically achieve higher continuous abstinence rates than other comparable samples. Design A total of 469 smokers hospitalized after MI or CAB surgery and wanting to stop smoking were seen in the hospital and completed 1-year follow-ups. Ratings of helpfulness of smoking in managing stress at baseline, smoking status (validated by salivary cotinine concentration) and ratings of perceived stress at baseline and at 1-year follow-up were collected. Findings Of the patients, 41% (n = 194) maintained abstinence for 1 year. Future abstainers and future smokers did not differ in baseline stress levels or in their perception of coping properties of smoking. However, abstainers recorded a significantly larger decrease in perceived stress than continuing smokers, and the result held when possible confounding factors were controlled for (P < 0.001). Conclusions In highly dependent smokers who report that smoking helps them cope with stress, smoking cessation is associated with lowering of stress. Whatever immediate effects smoking may have on perceived stress, overall it may generate or aggravate negative emotional states. The results provide reassurance to smokers worried that stopping smoking may deprive them of a valuable coping resource. [source] Satellite babies in transnational families: A study of parents' decision to separate from their infants,INFANT MENTAL HEALTH JOURNAL, Issue 3 2009Yvonne Bohr This study examines a practice which is characteristic of an era of intensifying globalization: As part of a transnational lifestyle, an increasing number of immigrants to North America send infants thousands of miles back to their country of origin to be raised by members of their extended families,a culturally sanctioned tradition. After several years of separation, the children return to the biological parents to attend school in the adopted country, a custom which, according to Western mental health models, could have significant sequelae for attachment relationships and other facets of development. This practice is particularly prevalent among immigrants from the People's Republic of China, but a modified version of it can be found in other groups as well. The work described here is the first phase of a longitudinal project that explores the advantages and potential repercussions, for both infants and parents, of a transnational lifestyle. The current study reviews the decision-making process of a group of Chinese Canadian immigrant parents who are considering a separation from their infants. Preliminary findings show that the expected concerns about disrupting attachment relationships are embedded in more salient considerations of economic need and cultural perspective. These exploratory data exemplify an emergent field of culture-focused research and practice in infant mental health, and support the call for innovative models to situate infant developmental pathways in global and transcultural contexts. [source] Clinical Learning Environment Inventory: factor analysisJOURNAL OF ADVANCED NURSING, Issue 6 2010Jennifer M. Newton newton j.m., jolly b.c., ockerby c.m. & cross w.m. (2010) Clinical Learning Environment Inventory: factor analysis. Journal of Advanced Nursing,66(6), 1371,1381. Abstract Title.,Clinical Learning Environment Inventory: factor analysis. Aim., This paper is a report of the psychometric testing of the Clinical Learning Environment Inventory. Background., The clinical learning environment is a complex socio-cultural entity that offers a variety of opportunities to engage or disengage in learning. The Clinical Learning Environment Inventory is a self-report instrument consisting of 42 items classified into six scales: personalization, student involvement, task orientation, innovation, satisfaction and individualization. It was developed to examine undergraduate nursing students' perceptions of the learning environment whilst on placement in clinical settings. Method., As a component of a longitudinal project, Bachelor of Nursing students (n = 659) from two campuses of a university in Australia, completed the Clinical Learning Environment Inventory from 2006 to 2008. Principal components analysis using varimax rotation was conducted to explore the factor structure of the inventory. Results., Data for 513 students (77%) were eligible for inclusion. Constraining data to a 6-factor solution explained 51% of the variance. The factors identified were: student-centredness, affordances and engagement, individualization, fostering workplace learning, valuing nurses' work, and innovative and adaptive workplace culture. These factors were reviewed against recent theoretical developments in the literature. Conclusion., The study offers an empirically based and theoretically informed extension of the original Clinical Learning Environment Inventory, which had previously relied on ad hoc clustering of items and the use of internal reliability of its sub-scales. Further research is required to establish the consistency of these new factors. [source] Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based interventionJOURNAL OF RESEARCH IN READING, Issue 3 2007Helen E. Whiteley This longitudinal project identified young children at risk of literacy difficulties and asked why some of these children fail to benefit from phonologically based intervention. Reception class children were screened to identify a group at risk of literacy difficulties and a matched group of children not at risk. Profiles were compiled for each child including measures of reading, spelling, memory, rapid naming, vocabulary and phonological awareness. A daily, 15-week, small group intervention was implemented with 67 at-risk children. Those who had not made progress in their literacy following this intervention participated in a second, individually administered intervention. The results indicate that letter knowledge and expressive vocabulary are key factors mediating a child's ability to benefit from a phonologically based intervention. Findings are discussed in the context of a lexical restructuring account of the development of spoken word recognition. [source] The developmental progression of comprehension-related skills in children learning EALJOURNAL OF RESEARCH IN READING, Issue 1 2003Jane M. Hutchinson Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive-linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three-year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty-three children learning EAL and forty-three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered. [source] Predictors of Success in Individuals with Learning Disabilities: A Qualitative Analysis of a 20-Year Longitudinal StudyLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2003Roberta J. Goldberg The research described here is part of a larger longitudinal project tracing the lives of a group of individuals with learning disabilities who attended the Frostig Center more than 20 years ago. The purpose of the larger project has been to identify variables that predict successful outcomes for adults with learning disabilities. This article focuses on the qualitative findings obtained using an ethnographic approach to analyzing in-depth interviews with participants. Six previously identified "success attributes" (self-awareness, proactivity, perseverance, appropriate goal setting, effective use of social support systems, and emotional stability/emotional coping strategies) were further defined. Using qualitative analysis, significant components of the success attributes that differentiated the successful from unsuccessful groups were identified, and changes over time were revealed. In addition, the following new themes were identified: (1) the learning disability exerted a critical influence across the entire lifespan; (2) there were differences in participants' family functioning; and (3) there were differences in participants' social relationships. Support for the salience of the success attributes and the additional themes to the participants is given in the form of direct quotations from the corpus of interview transcripts. Qualitative methodologies are stressed throughout the study for the purpose of obtaining an "insider's view" of LD. [source] The BAMSE Project: presentation of a prospective longitudinal birth cohort studyPEDIATRIC ALLERGY AND IMMUNOLOGY, Issue 2002Magnus Wickman The aims of this prospective and longitudinal project are to establish crucial risk factors for asthma and other allergic diseases in childhood, and to study factors of importance for prognosis at already established allergic disease. Socio-economic factors, such as inequality in health, are also to be addressed. The project started in February 1994. To reach sufficient power, 4,000 children had to be included. In November 1996, this number was reached (4,093). Inclusion in the study was made at 3,4 months of age. At that time, and before induction of allergic disease/asthma of the child, a questionnaire focused on exposure, genetics and socio-economic factors was answered. Settled dust was sampled for later analysis of furred animal and mite allergens. When the children were aged both 1 and 2 years, their parents were asked to fill in new questionnaires focusing on respiratory and allergic (skin, gastrointestinal) symptoms, but also key variables of exposure. Cases with asthma are identified and, for every case, two matched controls drawn. During the following winter, the homes of cases and controls were investigated and the temperature, indoor humidity, air change rate and NO2 measured. Two hundred cases (5%) were expected to be identified during the first 2 years of the children's lives. Some 479 homes have now been investigated and 97.7% of the original 4,093 children still remain in the cohort. The 2-year symptom follow-up ended in November 1998. The 4-year follow-up started on 1 September 1998 and was planned to be finished in June 2000. Questionnaires (allergic and respiratory symptoms, key variables of exposure at home and day care) are sent out to all 4,093 families. All children are invited for examination, lung function tests (PEF, flow-volume, MVV and oxygen clearance) and physical performance. Blood is taken from all children (20 ml). Allergy screening is performed and specific IgE examined. Blood cells will be frozen to allow for later DNA extraction. In subsets (children with any allergic and/or respiratory manifestation and controls), markers of inflammation in blood and urine will be examined, as well as eosinophils in nasal smear. Interviews are carried out to assess the severity of asthma, type/periodicity of health care given, asthma medication and parental sick leave when appropriate. As a separate project, financed by the EU, outdoor pollution as risk factors for asthma and allergies are to be studied within the BAMSE cohort. A follow-up of 8,9 years is underway. [source] Quality of Life,Towards an understanding of individuals with psychopathic tendenciesPERSONALITY AND MENTAL HEALTH, Issue 3 2009Marie Väfors Fritz The objectives are to explore: (1) the association between psychopathy and self-rated quality of life; and (2) the possible role of childhood hyperactivity on the relationships between Psychopathy Checklist (PCL) scores and self-rated domains of Quality of Life (QoL). Male subjects with a history of criminality at age 11,14 years (n = 108) and matched controls (n = 59) from a Swedish longitudinal project were studied. Self-rated QoL domains of psychological health, family relationships and work satisfaction were dichotomized and used as dependent variables in calculations of odds ratios (ORs) with dichotomized PCL scores as the independent variable, as assessed at age 38,41. The results showed that for each of the three QoL domains, the proportion of individuals that reported dissatisfaction was significantly higher in both criminals and controls characterized by psychopathic tendencies (PT) compared with the groups with no psychopathic tendencies. Furthermore, the results revealed higher strata-specific risk of dissatisfaction among the PT individuals for two of the domains: psychological health (OR = 6.58) and work satisfaction (OR = 7.98). Childhood hyperactivity individuals were overrepresented in the PT group. However, hyperactivity did not confound the association between PCL and QoL. The results are discussed in the light of possible treatment implications. Copyright © 2009 John Wiley & Sons, Ltd. [source] Intensity of Aggression in Childhood as a Predictor of Different Forms of Adult Aggression: A Two-Country (Finland and the United States) AnalysisJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2009Katja Kokko This study examined the prediction of different forms of adult aggression in 2 countries from child and adolescent aggression. It was based on 2 longitudinal projects: the Jyväskylä Longitudinal Study of Personality and Social Development (JYLS; N=196 boys and 173 girls) conducted in Finland and the Columbia County Longitudinal Study (CCLS; N=436 boys and 420 girls) conducted in the United States. The same peer-nominated items for aggression were used in both studies at age 8; comparable measures of aggression were also available in adolescence (age 14 in the JYLS/19 in the CCLS) and adulthood (ages 36/30 and 42/48). Results showed that in both countries and in both genders, aggression in school age was linked significantly to physical aggression and lack of self-control of anger in adulthood but not to verbal aggression. This differential predictability of aggression over 40 years suggests that individual differences in physical aggression are more determined by lasting individual differences (including emotional reactivity) than are individual differences in verbal aggression. [source] | |||||||||||||