Basic Psychological Needs as mediators: An examination of the relationship between exercise and well-being

Grounded in Basic Psychological Needs Theory (Deci & Ryan, 2002), the present investigation examined whether psychological need satisfaction mediated the relationship between moderate-to-vigorous physical activity (MVPA) and well-being. Adopting a longitudinal design participants (N= 147) completed questionnaires assessing MVPA, well-being and perceived psychological need satisfaction in exercise contexts on three occasions separated by three weeks. A pattern of small-to-moderate correlations were noted between MVPA and indices of well-being (r12's ranged from .16 to .29). Multiple mediation analysis indicated that perceived psychological need satisfaction mediated the relationship between MVPA and well-being with perceived competence emerging as a unique mediator. Serial mediation analyses indicated the importance of ongoing psychological need satisfaction to well-being. Contexts that afford individuals the opportunity to engage in MVPA, as well as supports their need for competence, would be most advantageous for the promotion of psychological well-being.

HIDING IN PLAIN SIGHT- Sustainable Physical Activity Program Development and Evaluation for Youth with Special Needs: An Evaluative Case Study

The purpose of my research was to contribute to the improvement and sustainability of the Special Needs Activity Program, and develop program implementation strategies that had practical outcomes. I conducted an evaluative case study of S.N.A.P in order to determine what a quality adapted physical activity (APA) program is, why S.N.A.P is considered a quality APA program, and what institutional policies and practices exist to support it. Data was collected via interviews, questionnaires, and observations. Data analysis involved inductive and deductive methods, and a SWOTAR evaluation. Results indicate that quality APA programs include: ‘people’, ‘environment’, and ‘expectations’; there are benefits of experiential learning; activity stations that promote creativity are valuable; several stakeholders do not know the details about S.N.A.P but recognize its value; the institution values what S.N.A.P provides, yet, there is nothing being done to sustain it. Future research should investigate the feasibility of implementing S.N.A.P in various contexts.

The Effects of a Psychosocial Behavioural Intervention on Arterial Health in Children

This study evaluated the effects of a Leisure and Well-Being Model (LWM) psychosocial intervention on arterial health, measured by arterial stiffness and thickness, in 82 children aged 10-13 (n=41; intervention, n=41; control) over one year. The intervention was to provide children with the awareness, skill development, and application of positive emotion, personal strengths, coping, and free-time vitality. Results showed no change in arterial health for children exposed to the intervention compared to controls. However, a significant systolic blood pressure decrease was found in children exposed to the intervention and increased in those of the control group (F (1, 73) = 4.085, p = 0.047). This is the first study to show that a psychosocial intervention has a positive effect on childhood cardiovascular health within one year. Hence, if exposed for-or followed for- a longer period of time, it may be possible to see further improvements in arterial health.

Bullying, cyberbullying & sexuality: “Everyone needs a good friend”

Bullying is a pervasive social issue that occurs in numerous contexts and is particularly recognized in populations that are easily targeted. Individuals who identify as Lesbian, Gay, Bisexual, and Questioning (LGBQ) are at an increased risk of victimization. Using mixed methodology involving 40 participants (N= 20) LGBQ and (N = 20) non-LGBQ and 10 subsequent in-depth interviews, this study examined prevalence rates of (cyber)bullying on the basis of sexual orientation. Results indicate a high frequency of direct and indirect bullying of LGBQ as compared to non-LGBQ youth. Ten interviews revealed themes that precipitate victimization such as the lack of understanding of LGBQ issues, educational shortfalls, societal and stereotypical beliefs. Results highlight the importance and need of formal and informal support (i.e. peer and online support).

Can Ontario Be the Next Finland? Assessing Whether the Finnish Model Can Meet the Educational Needs of Ontario, Canada

This study examines the adaptability of the Finland model to meet the educational disparities currently observed in the education system in Ontario, Canada. A literature review and a database highlight key characteristics of the Finland model. From this information, Finland and Ontario’s systems are found to be similar in the areas of systemic structure and educational philosophies, and international testing and performance standards. The systems are found to be different in the areas of geography and demographics, social perceptions and attitudes towards education, school system structure, teaching philosophies, teacher education and professional status, and standardized and high-stakes testing. Discussion regarding use of Finnish philosophies to meet Ontario’s needs in the following areas takes place: social perceptions and attitudes towards education, our teaching philosophies, our teacher education and professional status, and our use of high-stakes and standardized testing. Opportunities for future research are also discussed and the major research paper includes a workshop and survey.

A Longitudinal Examination of Bidirectional Associations between Subjective Sleep Characteristics and Psychosocial Functioning among University Students

A number of studies have found a significant link between sleep and psychosocial functioning among university students. A critical examination of this literature, however, indicates that one important gap within the literature is the need for longitudinal studies that specifically test for bidirectional associations between these two constructs. The main purpose of my dissertation was to address this gap by conducting three studies that examined bidirectional associations between sleep and psychosocial functioning among a sample of university students. Participants were 942 (71.5% female) undergraduate students enrolled at a Canadian university, who completed survey assessments annually for three consecutive years, beginning in their first year of university. In the first study, I assessed bidirectional associations between two sleep characteristics (sleep quality and sleep duration) and three psychosocial functioning variables (academics, friendship quality, and intrapersonal adjustment). Results based on cross-lagged models indicated a significant bidirectional association between sleep quality and intrapersonal adjustment, such that more sleep problems predicted more negative intrapersonal adjustment over time, and vice versa. Unidirectional associations indicated that both higher academic achievement and more positive friendship quality were significant predictors of less sleep problems over time. In the second study, in which I examined bidirectional associations between sleep and media use, results provided support only for unidirectional associations; such that more sleep problems predicted increases in both time spent watching television and time spent engaged in online social networking. In the third study of my dissertation, in which I examined social ties at university and sleep quality, results indicated a significant bidirectional association, such that more positive social ties predicted less sleep problems over time, and vice versa. Importantly, emotion regulation was a significant mediator of this association. Findings across the three studies, highlight the importance of determining the direction of effects between different sleep characteristics and various aspects of university students’ psychosocial functioning, as such findings have important implications for both methodology and practice. A better understanding of the nature of the associations between sleep and psychosocial functioning will equip students, parents and university administrators with the tools necessary to facilitate successful adjustment across the university years.

Capacity to Attend to the Needs of Persons with Dual Diagnoses in the Criminal Justice System: Views of Mental Health and Criminal Justice Professionals

Currently, individuals with intellectual disabilities are overrepresented within the Criminal Justice System (Griffiths, Taillon-Wasmond & Smith, 2002). A primary problem within the Criminal Justice System is the lack of distinction between mental illness and intellectual disabilities within the Criminal Code. Due to this lack of distinction and the overall lack of identification procedures in the Criminal Justice System, individuals with disabilities will often not receive proper accommodations to enable them to play an equitable role in the justice system. There is increasing evidence that persons with intellectual disabilities are more likely than others to have their rights violated, not use court supports and accommodations as much as they should, and be subject to miscarriages of justice (Marinos, 2010). In this study, interviews were conducted with mental health (n=8) and criminal justice professionals (n=8) about how individuals with dual diagnosis are received in the Criminal Justice System. It was found that criminal justice professionals lack significant knowledge about dual diagnosis, including effective identification and therefore appropriate supports and accommodations. Justice professionals in particular were relatively ill-prepared in dealing effectively with this population. One finding to highlight is that there is misunderstanding between mental health professionals and justice professionals about who ought to take responsibility and accountability for this population.

Destigmatizing Child and Adolescent Mental Health through Group Chat: A Workshop to Support the Emotional and Social Needs of Youth

The purpose of this project was to raise awareness surrounding child and adolescent mental health in an effort to reduce preconceived stigmas in relation to this specialized field. This project presented a literature review of the current state of child and adolescent mental health in Canada today, including the prevalence and several treatment options for young people confronting mental health challenges. Consideration of the powerful role of the education system upon youth with mental health issues became evident, specifically regarding early identification and prevention. A needs assessment was conducted to gather feedback from the clinical practitioners of a Section 23 classroom within a Southern Ontario hospital. This assessment was used to develop an informational and pedagogical workshop resource to extend practitioner understanding of this pertinent issue and support the social and emotional needs of young people confronting mental heath challenges. Results of the assessment indicated the significant need for such a workshop resource, and these responses were used to guide the development of Group Chat: A Workshop to Support the Emotional and Social Needs of Youth. The latter was subsequently presented to participants, whereby evaluative questionnaires indicated the efficacy and usefulness of this workshop resource to both practitioners and students alike.

Postsecondary Teaching and Learning Development Needs: Motivators and Barriers Associated With Participation in Educational Development

This study investigated instructor perceptions of motivators and barriers that exist with respect to participation in educational development in the postsecondary context. Eight instructors from a mid-size, research intensive university in south-western Ontario participated in semistructured interviews to explore this particular issue. Data were analyzed using a qualitative approach. Motivation theory was used as a conceptual framework in this study, referring primarily to the work of Ryan and Deci (2000), Deci and Ryan (1985), and Pink (2009). The identified motivators and barriers spanned all 3 levels of postsecondary institutions: the micro (i.e., the individual), the meso (i.e., the department or Faculty), and the macro (i.e., the institution). Significant motivators to participation in educational development included desire to improve one’s teaching (micro), feedback from students (meso), and tenure and promotion (macro). Significant barriers to participation included lack of time (micro), the perception that an investment towards one’s research was more important than an investment to enhancing teaching (meso), and the impression that quality teaching was not valued by the institution (macro). The study identifies connections between the micro, meso, macro framework and motivation theory, and offers recommendations for practice.

Motivation and Reading Achievement: Understanding the Needs and Motivation Processes of Adult Literacy Learners

Adult struggling readers are understudied and most evidence-based remedial approaches target youth. This thesis examined relationships among motivation constructs across typical and struggling adult readers. Age was also investigated as a moderator in these relationships. Participants included 198 adults in adult basic education and 138 undergraduate students. Examining the influence of self-efficacy on reading achievement, moderation analyses indicated there were stronger relationships for typical readers. Furthermore, stronger relationships were found for younger participants when moderated by age. Additional regression analyses identified positive relationships between two measures of intrinsic motivation and reading value. This relationship was replicated for avoidance and value. Though age was not uniformly sampled across ability grouping, age did not account for these effects. Despite difficulties with reading, adults still exhibited motivation to engage with texts with equal to greater levels of reading value. Value and intrinsic motivation may have unique developmental courses associated with longstanding reading challenges.

Livestock Handling Needs Improvement

The article discusses problems with the handling of livestock and the conclusion of the article states "rough handling of livestock is not only inhumane, but can cause excessive losses due to sickness and slower growth...careful handling of livestock in all phases of production is prerequisite to a profitable business".

Needs of High Functioning Teenagers and Adults with Autism (Tips from a Recovered Autistic)

Some of the topics discussed in the article include: Direct Fixations, Gradual Introduction to a Career, Talent and Deficit Areas, Thinking in Pictures, Reading and Language, Social Problems, Recognize Need for Change, Cognitive Differences, Constant Anxiety, Improvement Takes Time, Family Background and Depression, Sensory Problems, Aggressive and Self-Injurious Behavior.