Detectives and Superheroes: A Pilot Study Teaching Flexible Thinking in Social Situations to a Child with High Functioning Autism

Complex social-cognitive deficits are common in individuals diagnosed with high functioning autism and Asperger syndrome. Research on effective and evidence-based social interventions is needed for this population. This study focused specifically on the challenges these individuals face with respect to flexible thinking and related flexible behaviour in social situations. Madrigal and Winner's (2008) Superflex curriculum - targets social flexibility, however at the time of this study no published research had been conducted to determine the effectiveness of this approach. This study was a pilot study, which sought to examine the impact of the Superflex curriculum within a 10-week training program in teaching one individual with high functioning autism how to think and behave flexibly in social situations. Multiple measurement tools were utilized, and analyses within and across the measures revealed inconsistencies, especially with respect to generalization. Although preliminary, this study provided valuable information for subsequent research.

Evaluating three self-help smoking cessation interventions for post-secondary smokers : a randomized controlled trial on six Ontario campuses

Objective. Smoking prevalence is highest among the young adult cohort. Postsecondary students are no exception. Although many students intend to quit smoking, no research has established what methods best promote reductions in, or complete abstinence from smoking. This randomized controlled trial examined the effectiveness of three self-help smoking cessation interventions. Method. On six post-secondary campuses, 483 smokers who voluntarily accessed Leave The Pack Behind (a tobacco control initiative) were randomly assigned to one of three smoking cessation interventions: One Step At A Time (a 2-booklet, *gold standard' program for adults); Smoke|Quit (a newly-developed 2-booklet program for young adult students); and usual care (a 'Quit Kit' containing a booklet on stress management, information about pharmacological quitting aides and novelty items). All participants also received one proactive telephone support call from a peer counsellor. During the study, 85 participants withdrew. The final sample of 216 students who completed baseline questionnaires and 12-week follow-up telephone interviews was representative of the initial sample in terms of demographic characteristics, and smokingquitting- related variables. Results. Whether participants quit smoking depended upon treatment condition, ^(2, N=2\6) = 6.34, p = .04, with Smoke|Quit producing more successfijl quitters (18.4%) than One Step At A Time (4.5%) or the Quit Kit (1 1.4%). On average, participants had quit 53.46 days, with no significant difference across treatments. Selfefficacy also increased. Use of the intervention or other quitting aides was not associated with treatment condition. Among the 191 participants who did not quit smoking, treatment condition did not influence outcomes. Overall, 46.2% had made a quit attempt. Significant decreases in weekly tobacco consumption and increases in self-efficacy to resist smoking were observed from baseline to follow-up. Conclusion. Post-secondary institutions represent a potentially final opportunity for age-targeted interventions. Self-help resources tailored to students' social and contextual characteristics will have considerable more impact than stage-only tailored interventions. Both reduction and abstinence outcomes should be emphasized to positively support students to stop smoking.

Bullying as a social process : factors influencing bystander behaviour

Bullying was approached as a social phenomenon in the present study. The central aim of this thesis was to uncover some of the factors that contribute to the attitudes and behavioural choices of bystanders during bullying situations. With this type of information, interventions can be tailored to change the behaviour of bystanders during bullying situations, and thus the ethos of the larger group. Thus, acting to alter the available sources of reinforcement for bullying behaviour and peer intervention attempts. Six hundred and twenty-six students participated. Students were sampled from grades 4 (n=140), 5 (n=l 13), 7 (n=205), and 8 (n=168). Students were measured for their involvement in bullying and victimization, as well as for involvement in the following bystander behaviours: encouraging, onlooking, defending, and seeking adult support. In addition, students were measured for tolerance of deviance, pro-victim attitudes, social anxiety and fear, and self-efficacy for peer intervention. Last, students were asked to complete a series of qualitative measures, including a series of hypothetical vignettes and open-ended questions. Analyses centered on the following areas: 1) rates of bullying, victimization, and bystander behaviour; 2) the influence of age and gender on bystander behaviour; 3) the characteristics associated with students who predominantly report involvement with defending, seeking adult assistance, encouraging, and onlooking behaviour; and 4) the influence of past involvement with bullying and victimization on bystander behaviour. b .--' -i . k Rates of bullying, victimization, and bystander behaviour were comparable to findings in the existing literature, where male students were more likely than female students to report involvement in both bullying and victimization. Boys were more likely than girls to report participation in encouraging and onlooking behaviours, while being less likely to report involvement in defending and seeking adult assistance. Partly consistent with existing findings, older students were more likely to report involvement in bullying, encouraging, and onlooking behaviour than younger students, who were more likely to report victimization, defending, and seeking adult assistance. Self-identified encouragers and onlookers reported a similar array of characteristics, in that they tended express high levels of tolerance of deviance, while expressing low levels of pro-victim attitudes and self-efficacy for peer intervention. Likewise, self-identified defenders and seekers of adult assistance tended to report a similar array of characteristics to each other, in that they tended to report low levels of tolerance of deviance, while expressing high levels of pro-victim attitudes and self efficacy for peer intervention. Additionally, self-identified bullies and self-identified bully-victims tended to report increased involvement in encouraging and onlooking, whereas self-identified victims tended to report increased involvement in defending behaviour and seeking adult assistance. Results are discussed in terms of implications for bullying prevention and intervention. Specifically, evidence from the present study suggests that as bystanders, students predominantly act to either support bullying acts or to support the victims of these acts, or alternatively, to actively remain outside bullying situations. Thus, encouraging students to make small changes in the way they express these sentiments during bullying situations would act to alter the culture of the larger peer group and the sources of reinforcement available for bullying acts as well as peer intervention attempts.

The effects of a general excercise program on task self-efficacy and social physique anxiety in older adults

Older adults represent the most sedentary segment of the adult population, and thus it is critical to investigate factors that influence exercise behaviour for this age group. The purpose of this study was to examine the influence of a general exercise program, incorporating cardiovascular, strength, flexibility, and balance components, on task selfefficacy and SPA in older adult men and women. Participants (n=114, Mage = 67 years) were recruited from the Niagara region and randomly assigned to a 12-week supervised exercise program or a wait-list control. Task self-efficacy and SPA measures were taken at baseline and program end. The present study found that task self-efficacy was a significant predictor of leisure time physical activity for older adults. In addition, change in task self-efficacy was a significant predictor of change in SPA. The findings of this study suggest that sources of task self-efficacy should be considered for exercise interventions targeting older adults.

Predictors of shy children's coping with a social conflict : mediators and moderators

Shy children are at risk for later maladjustment due to ineffective coping with social conflicts through reliance on avoidance, rather than approach-focused, coping. The purpose of the present study was to explore whether the relation between shyness and children's coping was mediated by attributions and moderated by personality selftheories and gender. Participants included a classroom-based sample of 175 children (93 boys), aged 9-13 years (M = 10.11 years, SD = 0.92). Children completed self-report measures assessing shyness, attributions, personality self-theories and coping strategies. Results showed that negative attribution biases partially mediated the negative relations between shyness and social support seeking, as well as problem-solving, and the positive association between shyness and externalizing. Moreover, self-theories moderated the relation between shyness and internalizing coping at the trend level, such that the positive relation was exacerbated among entity-oriented children to a greater degree than incrementally-oriented children. In terms of gender differences, shyness was related to lower use of social support and problem-solving among incrementally-oriented boys and entity-oriented girls. Thus, shy children's perceptions of social conflicts as the outcome of an enduring trait (e.g., social incompetence) may partially explain why they do not act assertively and aggress as a means of social coping. Furthermore, entity-oriented beliefs may exacerbate shy children's reliance on internalizing actions, such as crying. Although an incrementally-oriented stance may enhance shy girls' reliance on approach strategies, it does not appear to serve the same protective role for shy boys. Therefore, copingoriented interventions may need to focus on restructuring shy children's social cognitions and implementing gender-specific programming for their personality biases.