There is strong evidence that physical activities (PAs) are an important factor in increasing and maintaining mental health as well as in preventing relapse after mental health disorders. Physical ...activity is an important part of the treatment program in psychiatric hospitals. However, when individuals with mental health disorders (IMHD) leave the hospitals in Switzerland (CH), there are few possibilities to do physical activity in a given setting. One of them are voluntary sports groups for individuals with mental health disorders (SGPSY), which have been growing continuously in CH since 2016. Yet, little is known about these groups and their training settings. Therefore, the present study explores challenges, barriers, and enablers for participation in SGPSY from the point of view of the trainers of these groups. Additionally, as the sustainable implementation of SGPSY relies on the trainer, the study aims to identify reasons/motivations as well as the personality characteristics of the SGPSY trainers. Semi-structured interviews were conducted with 15 trainers of SGPSY in CH during spring 2022. Interviews were audiotaped, transcribed, and analyzed using thematic analysis in nVivo. Participants identified several intrapersonal (lack of motivation and fitness, mood problems, etc.), interpersonal (conflicts between participants), and structural barriers (time/location) that hinder IMHD from participating in SGPSY. The participating trainer reported that trainer might be helpful in overcoming the barriers by supporting IMHD as enablers. They rate social skills to be essential for the successful management and organization of SGPSY, as well as the ability to set boundaries to protect one's private life and sports skills expertise. The reasons for their engagement as trainers of SGPSY were the satisfaction of doing sports with IMHD and to improve the physical activities habits of IMHD. The findings of the study highlight the need to upskill the trainers of SGPSY in order to improve recruitment of the future trainers of SGPSY by focusing on the assessment of appropriate personality characteristics of trainers and their motives. Additionally, these findings should be integrated in the educational materials of Swiss disabled sports systems. Further research should validate the results from SGPSY participants' point of view.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This scoping review investigates current developments in the professional characteristics of health promotion (HP) with a focus on the German speaking part of Europe. The conceptualization of HP is a ...prerequisite for progressing HP professionalization and clarifying the interconnectedness between HP and Public Health.
The search strategy was informed by sociological professionalization theories. Original publications were included in a content-based analysis.
Ninety publications (37 original publications) were identified in the review. The results are summarized in categories based on professional characteristics: 1) profession, 2) ethics, 3) education/training 4) competencies, and 5) quality. The professionalization of HP regarding the professional characteristics is less developed in the German compared to the international literature.
The mixed findings emphasize the relevance of a common HP conceptualization. The HP core competencies, which have been developed by the International Union for Health Promotion and Education must be further promoted. A strong HP workforce within Public Health strengthens the HP status in policy contexts and society and its contribution to promoting health and tackling social inequalities in health.
Abstract
Background
Several studies have investigated the relationship between antenatal education classes and pregnancy outcomes. These studies have shown positive effects on mothers, such as a ...lower epidural rate in the intervention groups. However, until now, the impact on outcomes for mothers and newborns of antenatal education classes that focus on breathing and relaxation techniques has not been examined.
Aim
Investigate the effects of skilled breathing and relaxation techniques provided in antenatal education classes on maternal and neonatal birth outcomes.
Methods
The protocol for this study was registered with PROSPERO (ID: CRD42020192289). A systematic literature search was undertaken and completed in January 2022, using the databases MEDLINE, CINAHL, clinicalTrials.gov, Cochrane Library, Embase and MIDIRS according to a priori formulated PICO criteria: population (pregnant women), intervention (antenatal education classes with integrated breathing and relaxation techniques), comparison (antenatal education classes that do not include skilled breathing and relaxation techniques), and outcome (maternal and neonatal outcomes). The quality of the studies was assessed by two reviewers using the standardised instruments RoB 2 and ROBINS-I.
Results
Ten studies were included in this review, nine randomised controlled trials and one quasi-experimental study. The results indicate that skilled breathing and relaxation techniques may positively influence self-efficacy, the need for pharmacological support, specifically the use of epidural anaesthesia, and the memory of labour pain. No effects were found in relation to predefined neonatal outcomes. The quality of evidence on maternal and neonatal outcomes is inconsistent across studies, as different antenatal education classes with varying interventions, including breathing and relaxation techniques, were offered in the studies.
Conclusions
Women who attended an antenatal education class with breathing and relaxation techniques appear to benefit from the intervention. This applies to the practical implementation and use of breathing and relaxation techniques during labour, increased self-confidence and self-efficacy, and a increased feeling of being in control during labour. This demonstrates the importance of information provision and a focus on breathing and relaxation techniques in antenatal education.
Background
Patients with chronic conditions are less physically active than the general population despite knowledge of positive effects on physical and mental health. There is a variety of reasons ...preventing people with disabilities from achieving levels of physical activities resulting in health benefits. However, less is known about potential facilitators and barriers for physical activity (PA) in people with severe movement impairments. The aim of this study was to identify obstacles and facilitators of PA in individuals with severe disabilities.
Materials and methods
Using a qualitative approach to explore individuals’ subjective perspectives in depth, five community-dwelling adults (age 52–72, 2 female, 3 male) living with chronic mobility impairments after stroke that restrict independent PA were interviewed. A semi structured topic guide based on the theoretical domains framework was utilized. The interview data was analyzed thematically, and the theoretical domains framework constructs were mapped onto the main and sub-categories.
Results
The six main categories of facilitators and barriers along the capability, opportunity, motivation–behavior (COM-B) framework were: (1) physical capabilities, (2) psychological capabilities, (3) motivation reflective, (4) motivation automatic, (5) opportunity physical, and (6) opportunity social. The physical capabilities to independently perform PA were variable between participants but were not necessarily perceived as a barrier. Participants were highly motivated to maintain and/or increase their abilities to master their everyday lives as independently as possible. It became clear that a lack of physical opportunities, such as having access to adequate training facilities can present a barrier. Social opportunities in the form of social support, social norms, or comparisons with others can act as both facilitators and barriers.
Conclusion
While confirming known barriers and facilitators that impact the ability of individuals with functional limitations to be active, the findings highlight the need and opportunities for comprehensive service models based on interdisciplinary collaborations.
Groups need contributions that are personally costly to their members. Such cooperation is only adaptive when others cooperate as well, as unconditional cooperation may incur high costs to the ...individual. We argue that individuals can use
-if-then plans (collective implementation intentions, cIIs) to regulate their group-directed behavior strategically, helping them to cooperate selectively with group members in the situation planned for. In line with this prediction, a cII to consider group earnings increased cooperative decisions in a prisoners' dilemma game when playing against another group member but not when playing against a stranger (i.e., non-group member). Moreover, cIIs to cooperate in the prisoners' dilemma game did not increase cooperation in a structurally similar investment game that participants had not planned for. We discuss the role of collective planning in solving social dilemmas.
Motor deficiencies are observed in a large number of children with ADHD. Especially fine motor impairments can lead to academic underachievement, low self-esteem and frustration in affected children. ...Despite these far-reaching consequences, fine motor deficiencies have remained widely undertreated in the ADHD population. The aim of this review was to systematically map the evidence on existing training programs for remediating fine motor impairments in children with ADHD and to assess their effectiveness.
The scoping review followed the PRISMA-ScR guidelines. In March 2020, PsycINFO, MEDLINE (PubMed), Web of Science, Google Scholar and The Cochrane Database of Systematic Reviews were searched for evidence. The eligibility criteria and the data charting process followed the PICO framework, complemented by study design. The investigated population included children with a formal ADHD diagnosis (either subtype) or elevated ADHD symptoms aged between 4 and 12 years, both on and off medication. All training interventions aiming at improving fine motor skills, having a fine motor component or fine motor improvements as a secondary outcome were assessed for eligibility; no comparators were specified.
Twelve articles were included in the final report, comprising observational and experimental studies as well as a review. Both offline and online or virtual training interventions were reported, often accompanied by physical activity and supplemented by training sessions at home. The training programs varied in length and intensity, but generally comprised several weeks and single or multiple training sessions per week. All interventions including more than one session were effective in the treatment of fine motor deficiencies in children with ADHD and had a wide range of additional positive outcomes. The effects could be maintained at follow-up.
Fine motor training in children with ADHD can be very effective and multiple approaches including specific fine motor and cognitive training components, some kind of physical activity, feedback mechanisms, or multimodal treatments can be successful. Training programs need to be tailored to the specific characteristics of the ADHD population. A mHealth approach using serious games could be promising in this context due to its strong motivational components.
Introduction
There is strong evidence that physical activities are important in increasing and maintaining mental health as well as in preventing relapse after mental health disorders (Schulz et al., ...2011). Physical activity is an integral part of the treatment program in psychiatric hospitals in Switzerland (CH; Brand et al., 2016). However, after discharge from the hospital in CH, there are insufficient opportunities to engage in physical activity for individuals with mental health disorders (IMHD). To close this gap, voluntary sports groups (VSG) for IMHD have been growing in Switzerland since 2016, mainly organized by the PluSport Umbrella Organization of Swiss Disabled Sports (Kiselev & Loosli, 2019). Yet, little is known about these VSG and their training settings. The perspectives of IMHD and trainers of these groups as well as the perceived barriers and facilitators for participating for IMHD have neither been assessed nor included in the design of sports programs. Therefore, two studies aimed to explore the point of view of the IMHD (first study) and the trainers of these groups (second study) on challenges, barriers, and facilitators for IMHD regarding participation in VSG for IMHD. Additionally, given the crucial role of the trainers in the training process and the importance of their interpersonal characteristics, both studies aimed to identify reasons/motivations and proper personality characteristics of the VSG trainers from the interviewees’ perspective.
Methods
Both studies consisted of 15 semi-structured interviews each (with participants (1st study) and with trainers (2nd study) of VSG for IMHD). The results were analyzed using thematic analysis using Nvivo (Guest et al., 2012).
Results
Several training facilitators and trainers’ characteristics supporting the participation of the IMHD in VSG for IMHD were named by interviewees (e.g., offer-specific, emotional, rational motives, social skills of the trainers, and ability to set boundaries). At the same time, respondents reported several barriers as possible inhibitors for the participation of IMHD in VSG for IMHD (e.g., intrapersonal, structural, offer-specific, interpersonal and socio-cultural). Within the interviews, IMHD described predominantly positive perceived outcomes from participating in VSG for IMHD. On the other side, trainers of VSG for IMHD highlighted the satisfaction of doing sports with IMHD and of the contribution to improving the physical activity habits of IMHD as the main factors for their commitment as coaches (Baumberger et al., under review; Epiney et al., 2023).
Discussion/Conclusion
IMHD benefit socially, physically, and psychologically from participating in VSG for IMHD. However, participation is associated with barriers that need to be minimized in the future to make participation more accessible. Furthermore, the findings suggest improving the recruitment of future trainers of VSG for IMHD by focusing on assessing the appropriate personality characteristics of trainers and their motives. Additionally, findings should be integrated into the educational materials of Swiss disabled sports systems to ensure the proper upskilling of the new and present trainers of VSG for IMHD and ensure the quality and attractiveness of these groups for the target population . Finally, a large-scale survey is necessary to validate the results among the population.
References
Baumberger, C., Wieber, F., Pauli, C., Loosli, D., Kleim, B., & Kiselev, N. (under review). Active bodies - Active minds? A deep dive into the voluntary sports programs for individuals with psychiatric disorders in Switzerland: Participants view. BMC Public Health.
Brand, S., Colledge, F., Beeler, N., Pühse, U., Kalak, N., Sadeghi Bahmani, D., Mikoteit, T., Holsboer-Trachsler, E., & Gerber, M. (2016). The current state of physical activity and exercise programs in German-speaking, Swiss psychiatric hospitals: Results from a brief online survey. Neuropsychiatric Disease and Treatment, 12, 1309-1317. https://doi.org/10.2147/NDT.S107313
Epiney, F., Wieber, F., Loosli, D., Znoj, H., & Kiselev, N. (2023). Voluntary sports programs for individuals with mental health disorders: The trainer’s view. Plos one, 18(10), Article e0290404. https://doi.org/10.1371/journal.pone.0290404
Guest, G., MacQueen, K., & Namey, E. (2012). Applied Thematic Analysis. SAGE. https://doi.org/10.4135/9781483384436
Kiselev, N., & Loosli, D. (2019). Kann ich mitmachen? Behinderten- und Rollstuhlsportclubs in der Schweiz und der Zugang zum Behinderten- und Rollstuhlsport Disabled and wheelchair sports clubs in Switzerland and access to disabled and wheelchair sports. Schweizerische Zeitschrift für Heilpädagogik, 25(5-6), 13-20.
Schulz, K. H., Meyer, A., & Langguth, N. (2011). Körperliche Aktivität und psychische Gesundheit Physical activity and mental health. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz, 55(1), 55-65. https://doi.org/10.1007/s00103-011-1387-x
: Little is known about how teachers and doctors make sense of ADHD. Drawing on a corpus of online accounts, we reconstructed their worldviews with a qualitative analysis. While both professional ...groups referred to a male troublemaker and to the German literary figure of the Fidgety Phil, they also expressed rival expert claims. Doctors represented the scientific authority in labeling and diagnosing ADHD, whereas teachers attached objective meaning to the medical judgement by pathologizing deviant behavior and justifying measures of control.
Background
The coronavirus disease 2019 (COVID-19) pandemic increased multiple risk factors for mental health. Evidence-based, intersectoral public mental health responses are therefore critical. The ...primary aim of this study was to collate public mental health responses from across Europe.
Methods
We conducted a cross-sectional survey in March 2021. Participants were public and mental health professionals from across Europe. We developed an online instrument exploring five domains: changes in mental health supports during the pandemic; mental health support for vulnerable groups; multi-sectoral and service-user involvement; published mental health response plans; and perceived quality of overall country response.
Results
Fifty-two individuals from 20 European nations responded. Reported changes in mental health supports included an increase in online mental health supports (n = 18); but no change in long-term mental health funding (n = 13); and a decrease in access to early interventions (n = 9). Responses indicated mental health support for vulnerable groups was limited, as was multi-sectoral and service-user involvement. Few national mental health response plans existed (n = 9) and 48% of respondents felt their countries mental health response had been ‘poor’ or ‘very poor’.
Conclusions
Our results give insights into the changes in mental health support at a country level across Europe during the COVID-19 pandemic. They indicate countries were not prepared to respond and people with existing vulnerabilities were often neglected in response planning. To be prepared for future pandemics and environmental disasters Public Mental Health preparedness plans are highly needed. These must be developed cross-departmentally, and through the meaningful inclusion of vulnerable groups.
PDF
