Sam J. Cooley

Meditation-based interventions for family caregivers of people with dementia: a review of the empirical literature

Objectives: Providing care for a family member with dementia is associated with increased risk of adverse mental health sequelae. Recently, interventions utilising meditation-based techniques have been developed with the aim of reducing psychological distress among dementia caregivers. The present review aimed to critically evaluate the extant empirical literature in order to determine: (1) whether meditation-based interventions can reduce depression among dementia caregivers and (2) whether meditation-based interventions can reduce subjective burden among dementia caregivers. Method: After adhering to inclusion and exclusion criteria, a total of eight studies were included in the present review. Methodological quality was assessed using one of two scales dependent on study design. Results: The results provide tentative evidence that meditation-based interventions do indeed improve levels of depression and burden in family dementia caregivers. Conclusions: The review highlighted the strengths and weakness of the studies’ methodological designs. Whilst this novel review offers evidence in support of meditation-based interventions to improve the psychological distress of family dementia caregivers, future research should direct efforts to conduct larger scale, more rigorous studies. Clinical implications of the findings are also discussed.

Seeing the Difference: Developing Effective Imagery Scripts for Athletes

This article provides guidelines for coaches and applied practitioners to create effective imagery scripts for use with their athletes. Supported by the imagery literature, we describe the planning, writing, delivering, and evaluating stages of script development. We explain the importance of considering the five Ws (Who, Where and When, Why, and What) in the planning stage, and use our own case study to provide specific examples of how we considered these when writing our own script. Finally we discuss different ways of delivering and evaluating the imagery script to ensure it is effective and continues to be over time. An example imagery script is provided along with a checklist coaches can use when developing their own script.

Developing imagery ability effectively: A guide to layered stimulus response training

ABSTRACT The ability to generate and control images is an important factor in determining the effectiveness of imagery interventions. Despite evidence that imagery ability improves with practice, until recently, few established ways for its development existed. This article describes the application of layered stimulus response training (LSRT), a technique based on Langs bioinformational theory. We explain LSRT, why it works, and how it can be evaluated with a detailed case study. We also offer variations to LSRT for overcoming common imagery problems experienced by clients.

Methodological Variations in Guided Imagery Interventions Using Movement Imagery Scripts in Sport: A Systematic Review

Abstract Imagery studies have varied widely in the methods used to deliver guided imagery interventions. This variation has led to difficulties comparing studies and uncertainty as to what methods should be followed. A review is needed to evaluate the interventions to date to inform applied recommendations. The aim of this systematic review was to (1) assess the quality of intervention design, (2) investigate the extent to which interventions vary, (3) highlight the different methods that should be considered in the design and implementation of future interventions, and (4) investigate adherence to some of the current theories and models of imagery use. A total of 20 interventions administered between the years 2001 and 2011 were compared over 17 main areas, including imagery ability, duration, script development, delivery method, and adherence to the PETTLEP model and the bio-informational theory. The results of this review found evidence of many inconsistencies between interventions and demonstrate a need for more comprehensive practical guidelines. Recommendations are offered for the design of future interventions, including increasing imagery practice time and the use of personalised imagery scripts. Numerous questions are raised to strengthen and direct future research such as the need for continued modification of scripts throughout an intervention.

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.

Reported Growth Following Mountaineering Expeditions: The Role of Personality and Perceived Stress:

Results from previous studies suggest that stressful environmental conditions such as those faced on expedition may result in psychological growth. Building on previous research, the present cross-sectional study examined the role of personality and perceived stress in relation to post-expedition growth. Eighty-three participants who had completed a mountaineering expedition responded to measures of stress, personality, growth, well-being, and resilience. Findings implicate perceived stress, and personality dimensions of agreeableness and openness, in post-expedition growth. Growth was associated with well-being but distinct from psychological resilience, highlighting the need to consider growth and resilience independently. Present findings support the proposition that stressful expedition environments may promote positive psychological adjustment and identify factors that may influence this change. Research is needed to delineate the impact of other variables, such as coping, on changes that occurs during the post-expedition phase. Such research holds relevance for maintaining health following immersion in extreme and unusual environments.

Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes

Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing ...

Examining the Feasibility of a Short Intervention for Improving Exercise Imagery Ability

Abstract The primary aim of the present study was to investigate the effect of combining layered stimulus response training (LSRT) with one week of imagery rehearsal on exercise imagery ability. Further aims were to investigate pre- to post-intervention changes in exercise related feeling states and interest/enjoyment, and determine if imagery ability at post-intervention was associated with these variables. Forty-five women aged 19 to 50 years (M = 30.53; SD = 10.08) performed LSRT and were randomly assigned to either rehearsal or no rehearsal conditions of an imagery script describing a brisk walk. Both groups significantly improved their ability to image different types of exercise imagery from pre- to post-intervention, but the rehearsal group improved their imagery accuracy significantly more than the control group. Both groups significantly improved on interest/enjoyment, physical exhaustion and positive engagement, but not revitalization or tranquility. For the rehearsal group, post-intervention exercise imagery ability correlated significantly and positively with post-intervention interest/enjoyment, positive engagement, and tranquility. Results indicate that it is feasible to improve exercise imagery ability through a brief imagery intervention and that this increase was associated with better affective responses to exercise.

Using Outdoor Adventure Education to Develop Students’ Groupwork Skills: A Quantitative Exploration of Reaction and Learning

This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick’s model of training evaluation. University students (N = 238) completed questionnaires measuring their initial reactions to OAE (Level 1 of the Kirkpatrick model) and learning from pre- to post-course (Level 2). There were high levels of enjoyment and satisfaction with OAE, and significant self-reported improvements in the use of groupwork skills, attitudes toward groupwork, and groupwork self-efficacy. Learning and intention to transfer learning to the university setting were both positively predicted by students’ perceived use of groupwork skills before OAE, course satisfaction, enjoyment, groupwork self-efficacy, and attitude toward groupwork. These findings demonstrate that OAE increases students’ use of interpersonal groupwork skills, and that this is predicted by positive beliefs at baseline and favorable reactions to the learning experience.