Effectiveness of Teaching Play Therapy Attitudes and Skills to Undergraduate Human Services Majors.

This study investigated the effectiveness of an undergraduate human services course based on Landreth's (1991, 2002) 10-week model of filia, therapy and Adlerian principles as in Kinder therapy (White, Flynt, and Draper, 1997). Specifically, this research determined whether the training received in this course facilitated change in the undergraduate students' attitudes toward and empathic behavior with children, the students' parenting attitudes, and their play therapy attitude, knowledge, and skills. Experimental and control groups of undergraduate human services majors completed pretest and posttest measures. Each group also had a 30-minute videotaped play session with a young child. The results revealed the undergraduate students in the course had significantly better scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of attitudes toward persons with a disability, when specific disability and context are considered.

Examined the structure of the Disability Social Relationship (DSR) scale developed by S. A. Grand et al (1982) with data from 259 university students in 5 health care areas: occupational therapy, physical therapy, medicine, nursing, and clinical psychology. Data support the multidimensionality of attitudes toward persons who have a physical disability and the interaction influence of specific target disability and social situation on these attitudes. Attitudinal components, as measured by the DSR scale, reflected the importance of perceived limitations of particular disabilities, apprehensions concerning social stigmatization, situational constraints, and Ss' perceptions of functional limitations as interfering with relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inter-ethnic contact: Attitudinal consequences.

Assessed the attitudes of 379 anglophone 8th graders before and after a short excursion to Quebec City. 198 students who did not participate in the excursion served as the control group, while 87 were classified as having had a low amount of contact and 94 as having had a high amount of contact with Quebec residents. Pretest scores revealed that the High Contact group tended to have the most favorable attitudes toward French Canadians and toward various aspects of French language acquisition. Analyses of covariance of posttest scores, using the corresponding pretest attitude score as the covariate, demonstrated that the High Contact group exhibited more positive attitudes towards both the people and the language than the other 2 groups. (French summary) (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Addressing a state''s physician workforce priorities through the funding of graduate medical education: the TennCare model

OBJECTIVE: To investigate differences in second-, third-, and fourth-year medical students' knowledge of bloodborne pathogen exposure risks, as well as their attitudes toward, and intentions to comply with, Universal Precautions (UP). DESIGN: Cross-sectional survey. PARTICIPANTS AND SETTING: Surveys about students' knowledge, attitudes, and intentions to comply with UP were completed by 111 second-year (preclinical), 80 third-year, and 60 fourth-year medical students at Washington University School of Medicine in the spring of 1996. RESULTS: Preclinical students knew more than clinical students about the efficacy of hepatitis B vaccine, use of antiretroviral therapy after occupational exposure to human immunodeficiency virus, and nonvaccinated healthcare workers' risk of infection from needlestick injuries (P<.001). Students' perceived risk of occupational exposure to bloodborne pathogens and attitudes toward hepatitis B vaccine did not differ, but preclinical students agreed more strongly that they should double glove for all invasive procedures with sharps (P<.001). Clinical students agreed more strongly with reporting only high-risk needlestick injuries (P=.057) and with rationalizations against using UP (P=.008). Preclinical students more frequently reported contemplating or preparing to comply with double gloving, wearing protective eyewear, reporting all exposures, and safely disposing of sharps, whereas students with clinical experience were more likely to report compliance. Clinical students also were more likely to report having "no plans" to practice the first three of these precautions (P<.001). CONCLUSIONS: Differences in knowledge, attitudes, and intentions to comply with UP between students with and without clinical experience may have important implications for the timing and content of interventions designed to improve compliance with UP.     

Subject's attitudes toward psychology as a determinant of experimental results.

Proposed attitudes toward psychology and psychological research as the basis of ss' differential willingness to cooperate with the demands of the experiment. To test this proposition, demand characteristics for positive opinion-change were communicated in a pretest-posttest design with 144 undergraduates as ss. The psychology research survey (prs) was developed to measure ss' attitudes toward psychology. Although all ss showed significant opinion-change, it was found, as predicted, that ss with more positive attitudes toward psychology showed significantly greater opinion change than ss with less positive attitudes. In addition, prs scores were significantly positively correlated with posttest and opinion-change scores and nonsignificantly correlated with pretest scores. The potential role of attitudes towards psychology as a determinant of ss' experimental performance is discussed. (french summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Meeting a person with AIDS in the classroom: an evaluation

Meeting a person with AIDS in the classroom was evaluated to determine if it had an impact on students' perceived susceptibility to HIV infection and attitudes toward persons with AIDS. The meeting was incorporated into the Grade 9 AIDS education program of a school district in Nova Scotia. Four schools participated in this study. Two schools were randomly assigned to the treatment group, which met the person with AIDS, and the remaining two schools formed the comparison group. Measures of the two attitudinal variables were collected using a self-report questionnaire that was administered both prior to and two weeks after the educational intervention. Meeting a person with AIDS in the classroom had no measurable impact on students perceived susceptibility to HIV infection nor on their attitudes toward persons with AIDS. Suggestions for using the educational intervention more effectively and for further research are made.     

Performance characteristics of a new synthetic APTT reagent

The question of whether the use of a teaching strategy employing simulation influences attitudes toward disabled persons over time was addressed in this quasi-experimental intervention study. The experimental group participated in "Sensitivity Day" which incorporated a simulation activity. A total of 77 undergraduate baccalaureate nursing students completed the Attitudes Toward Disabled Persons scale four times: presimulation, immediate postsimulation, six week delayed postsimulation and six month delayed postsimulation. In general, the nursing students had relatively positive scores on the Attitudes Toward Disabled Persons scale in each testing period. The best indicator of postsimulation attitude scores was the presimulation attitude score. Personal and prior nursing experience had no statistical effects on attitude. Improvement that was significant at p = .07 level was noted in the experimental group at the six weeks delayed postsimulation when compared with the presimulation attitude scores. This study supplies data that is useful in constructing learning activities and contributes to the body of knowledge about simulation and attitudes toward persons with disabilities.     

The effects of testing accommodations on students' performances and reactions to testing.

This study examined the effects of testing accommodations on students' test performances and reactions to the use of testing accommodations. Participants (N = 170) were fourth- and eighth-grade students, with and without disabilities. All students were administered, with and without accommodations, equivalent forms of widely used math and reading tests. Students completed a questionnaire to summarize their reactions to the use of accommodations. The findings indicated testing accommodations overall had a positive impact on students' individual reading and math scores. Furthermore, testing accommodations had a differential positive effect on reading scores for students with disabilities compared to students without disabilities. The relationship between students' perceptions of testing accommodations and the effects of testing accommodations on their test performances was not significant, although most students had positive perceptions of testing accommodations. Students perceived the provision of accommodations as fair for students without disabilities and more fair for students with disabilities. These findings are interpreted within a validity framework and contribute to a greater understanding of testing accommodations by integrating information concerning effects on scores and consequential effects on test-takers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes toward higher education and course evaluation.

Tested the hypothesis that course evaluations are related to (a) students' and instructors' own and perceived attitudes toward higher education and college teaching and (b) congruence between students' and instructors' own and perceived attitudes. Two experiments were conducted with 24 college instructors and 889 students. The evaluation measure contained 18 5-step items drawn from previous studies; factor analysis yielded 4 factors—Intellectual Challenge, Student–Instructor Rapport, Content/Structure, and Teaching Method—accounting for 64% of the variance in the final instrument. Regression analyses show that attitudes accounted for close to 50% of evaluative variance. The most efficient subset of predictors was instructors' attitudes as perceived by students such that the attribution to instructors of attitude items preferred by students was associated with positive course evaluation. These items tended to be progressive or social in orientation. Results support the hypotheses which were derived from directive state and balance theories. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes of health care providers and students towards tattooed people

Attitudes of health care providers and medical and nursing students (n = 513) towards tattooed adults and adolescents were examined. No respondent group had mean scores reflecting a positive attitude towards tattooed persons. Overall, physicians (MDs) and registered nurses (RNs) rated tattooed people less positively than did students. Womens' attitudes were consistently less favourable than those of men, especially towards tattooed professional women. Attitudes towards tattooed adolescents were generally less positive than attitudes towards the adult groups. Research has found that negative attitudes impact patient care. This study suggests that tattooed persons, especially adolescents, may be at risk of being negatively perceived when they seek health care. Increased efforts are needed to assure that those with tattoos receive non-judgemental and sensitive care.     

Changing attitudes about the employability of the deaf and hard of hearing

Hearing students viewed a videotape featuring positive deaf and hard of hearing role models in a variety of employment settings. Attitudes about the employability of these individuals were measured in a pretest posttest control group design. Attitudes after viewing the role model videotape were significantly more positive than those reported prior to viewing the videotape. Respondents were able to generalize their positive attitudes beyond the limited number of occupations featured in the tape to other occupations. Further, the attitude change was of an enduring nature, with posttest two results indicating no significant attitude change from posttest one attitudes. The findings of the present study indicate that video-tape can be an effective means of introducing positive deaf and hard of hearing role models in both educational and employment settings.     

Improving undergraduate nursing research education: the effectiveness of collecting and analyzing oral histories

Nine oral histories of retired RNs (age range from 60 to 77) were collected by trained senior nursing students in their nursing research class. Attitudes toward nursing research of the 18 undergraduate baccalaureate nursing students participating in the collection and analysis of oral histories were compared with 20 students who did not participate. Both groups of students completed a pretest and posttest Attitudes Toward Nursing Research Questionnaire. The participating students had significantly positive changes in their attitudes toward nursing research. The nonparticipating group did not. While reminiscing about their careers, the retired RNs related historical events that influenced their nursing practice. Three themes emerged: World War II, technology, and intensive care units. Through an open-ended, written questionnaire following the interview, the nurses expressed positive benefits of participation. The collection and analysis of oral histories was an effective experiential learning strategy with positive outcomes for the students and the retired nurses who were interviewed.     

Does a Clinical Psychology Education Moderate Relationships Between Personality or Emotional Adjustment and Performance As a Clinical Psychologist?

Does an education in clinical psychology affect relationships between personality or emotional adjustment and clinical knowledge or clinical practice ability? Two groups were assessed at the beginning of their professional development and 1 year later. The 1st group was studying clinical psychology, and the 2nd group was obtaining training under a workplace supervision model. At pretest, measures of defensiveness were correlated with practice ability, and participants who had emotional adjustment problems obtained lower practice ability scores. At posttest, neither pretest personality nor emotional adjustment was correlated with clinical performance. An interaction between education group and problem group suggests that a clinical education enhances the performance of students with emotional problems at the onset of their education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The immunological aspects of systemic enzyme therapy in the combined treatment of recurrent nephrolithiasis

BACKGROUND: Despite the popularity of complementary therapies with the public, knowledge and use of these therapies among doctors appear limited. However, studies show that physicians and medical students are positive toward complementary therapies and have a high level of interest in learning about them. METHODS: The attitudes of medical students toward complementary therapies were examined using a questionnaire distributed to 800 first-, third-, and fifth-year medical students at two universities in Melbourne, Australia. RESULTS: The survey revealed that whereas Australian medical students were positive toward complementary therapies, their self-reported knowledge was low, with 56% having no knowledge of the principles of complementary therapies. Attitudes toward different therapies were found to vary widely, with students having little knowledge of chiropractic and naturopathy, the two therapies most commonly used by Australians. Students consistently scored meditation, massage, and acupuncture the highest with regard to knowledge, perceived usefulness, intended patterns of referral after graduation, and desire for education in the undergraduate degree. CONCLUSIONS: When the medical course included some tuition on complementary therapies, students were more positive toward them. A single lecture on complementary therapies was found to have significant impact on medical students' views. Medical students have a high level of interest in complementary therapies that is not being satisfied by their undergraduate curricula.     

Same- and cross-gender attitudes toward persons with physical disabilities.

Used the Disability Factor Scale-General (DFS-G) of J. Siller et al (1967) to measure 147 male and 139 female 11th-graders' attitudes toward persons with physical disabilities. A subgroup of Ss responded to a specially prepared version of the DFS-G that referred to males with disabilities, while a 2nd subgroup responded to a 2nd version of the questionnaire that referred to females with disabilities. A multivariate analysis of variance (MANOVA) was performed, with scores on the 6 attitude scales of the DFS-G as the dependent variables. The 2 independent variables were Ss' gender and the sex of the person with the disability. Attitudes toward females with disabilities were less positive than attitudes toward males with disabilities. These less positive attitudes were expressed more by boys than by girls. Findings support the theoretical assumption that being disabled and female represents a double minority status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disability and the law: Attitudes of police, lawyers, and mental health professionals.

A literature review on the attitudes of police officers, lawyers, and mental health professionals toward the disabled indicates that police officers' attitudes are related to the extent of their formal education and the amount of information they have about relating to persons with various types of disabilities. Lawyers who have disabled clients tend to be more knowledgeable and to have more positive attitudes than lawyers without such clients, but it is not easy to turn lawyers into advocates for disabled clients. Mental health professionals, who may be called on to provide advice to police officers or lawyers or to testify in court cases, have some negative aspects that may impair their helpfulness, but their attitudes are more positive than those of less educated persons. Data also indicate that the attitudes of psychologists are less negative than those of psychiatrists. It is concluded that rehabilitation psychologists need to undertake studies of the attitudes of these groups and to set up programs designed to change the attitudes of members of these professions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of aptitude, attitudes, motivation, and language use on second-language acquisition and retention.

Examined retention of 2nd-language skills of 128 9th graders after a 9-mo absence of instruction in French as a 2nd language. Students were tested 3 times: at the beginning of the term, at the end of the semester, and 9 mo later. Ss perceived significant losses in speaking, reading, writing, and understanding French 9 mo after training ended. Written production skills also declined significantly, though recognition skills did not. Ss' attitudes toward the 2nd-language community and the learning situation also declined significantly, while their anxiety about using French increased. Few of the correlations of aptitude, attitude, motivation, or language anxiety with proficiency change scores were significant, although the correlations were substantial and stable from pretest to posttest. A casual model linking these measures to objective indices of French achievement explained the correlation among the variables. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helicobacter pylori: from bench to bedside

Within occupational therapy education, there has been increased attention to curricula and courses that emphasize problem solving, clinical reasoning, and synthesis of information across traditional discipline-specific boundaries. This article describes the development, implementation, and outcomes of a problem-based learning course entitled Selected Cases in Occupational Therapy. The course was designed to help students to integrate the various elements of a specific occupational therapy curriculum and to enhance their abilities to respond to an ever-changing health care environment. An evaluation of the course by the first 11 students who completed it revealed both strengths and weaknesses. Students responded that the course enhanced their professional behavior, including interpersonal communication skills, team work, and follow-through with professional responsibilities; helped them to integrate the various elements of the total occupational therapy academic program; enhanced their clinical reasoning skills by providing a structure for thinking through clinical issues; and provided personal gain or benefit (i.e., students perceived the course to be a valuable, realistic, and motivating experience). The students also identified several specific course elements that contributed to its integrating function, including content, class session format, and students' role. Identified course weaknesses included the methods of evaluating student performance and the format and content of specific cases.     

Pluralistic ignorance and alcohol use on campus: Some consequences of misperceiving the social norm.

Four studies examined the relation between college students' own attitudes toward alcohol use and their estimates of the attitudes of their peers. All studies found widespread evidence of pluralistic ignorance: Students believed that they were more uncomfortable with campus alcohol practices than was the average student. Study 2 demonstrated this perceived self–other difference also with respect to one's friends. Study 3 tracked attitudes toward drinking over the course of a semester and found gender differences in response to perceived deviance: Male students shifted their attitudes over time in the direction of what they mistakenly believed to be the norm, whereas female students showed no such attitude changes. Study 4 found that students' perceived deviance correlated with various measures of campus alienation, even though that deviance was illusory. The implications of these results for general issues of norm estimation and responses to perceived deviance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A conjoint analysis of factors influencing American and Taiwanese college students' preferences for people with disabilities.

Objective: To determine the effect of demographic variables on attitudes toward disability. Participants: Eighty-three female American and 89 female Taiwanese college students. Outcome Measure: A conjoint measurement of 16 stimulus cards (representing people with varying disability labels, severity of disability, age, gender, and education). Procedures: The participants were asked to sort the stimulus cards according to their personal preferences for working with people with disabilities. Results: Younger and higher educated women with milder disabilities were preferred by both Taiwanese and American students. Preference formation is affected by both disability-related variables and other demographic variables (e.g., educational levels). Conclusion: The use of conjoint analysis to examine multiple attributes of persons with disabilities may have higher external validity than single-attribute-design studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)