University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Meditative Movement as a Category of Exercise: Implications for Research

Abstract: Introduction: Meditative Movement (MM) is proposed as a new category of exercise defined by (a) some form of movement or body positioning, (b) a focus on breathing, and (c) a cleared or calm state of mind with a goal of (d) deep states of relaxation. Review: Two forms of exercise meeting this definition, Qigong and Tai Chi, are reviewed to examine health benefits found in the research literature, recap elements that should be assessed in MM research, and suggest where aspects of MM intersect with, and are distinguished from, conventional forms of exercise. Results: Relevant dimensions of the key elements of MM, such as frequency, duration, type of movement, degree of exertion, description of breathing, and achievement of relaxed state are recommended to be clearly described and measured to consistently define the category across studies and clarify how MM may affect health outcomes in similar, and perhaps different, ways than conventional exercise. Conclusions: If these suggested standards are used, we wi...

Long-Term Effects of Parenting Practices During Adolescence on Well-Being Outcomes in Young Adulthood

Abstract: This research investigated the consequences of parent-child relationships during adolescence for young adults' well-being and substance use. Analysis of longitudinal data from the National Survey of Families and Households provided support for the hypothesis that parent-adolescent relationships have long-term consequences for young adult well-being and behavior. The findings are consistent with individuation theory and show that coercive parental control in adolescence is associated with lower well-being and more substance use in young adulthood. The long-term effects of parenting were mediated in part by the effects of parenting on adolescent adjustment, which influenced well-being in young adulthood.

Self and Self-Belief in Psychology and Education: A Historical Perspective

Abstract: Publisher Summary This chapter explains the historical perspective of self and self-belief in psychology and education. This chapter discusses that the belief that children create, develop, and hold to be true about themselves are vital forces in their success or failure in all endeavors, and of particular relevance to educators for their success or failure in school. The assumption that children's self-beliefs are inextricably tied to their thinking and functioning, seems so sound, so obvious, and so commonsensical. One might well think that research on academic motivation and achievement should naturally focus, at least in great part, on the things that children come to believe about themselves. The chapter's focus on a child's sense of “self” seems so reasonable that one would think it has always been instrumental in framing the discussion around educational concerns. The chapter explains the historical view that explains that understanding critical issues related to children's sense of self is crucial to understanding the manner in which they deal with all of life's tasks and challenges. Researchers generally agree that children develop a self-concept primarily through their interpretations of the reflected appraisals of others. The chapter concludes by reviewing psychological concepts that are responsible for the current resurgence of interest in self-beliefs in recent years, and by providing a discussion of some of the major educational implications that result from this renewed focus on students' self-beliefs in school.

“Take my hand, help me out:” Mental health service recipients’ experience of the therapeutic relationship

Abstract: The purpose of this study was to describe mental health service recipients' experience of the therapeutic relationship. The research question was 'what is therapeutic about the therapeutic relationship?' This study was a secondary analysis of qualitative interviews conducted with persons with mental illness as part of a study of the experience of being understood. This secondary analysis used data from 20 interviews with community-dwelling adults with mental illness, who were asked to talk about the experience of being understood by a health-care provider. Data were analysed using an existential phenomenological approach. Individuals experienced therapeutic relationships against a backdrop of challenges, including mental illness, domestic violence, substance abuse, and homeless- ness. They had therapeutic relationships with nurses (psychiatric/mental health nurses and dialysis nurses), physicians (psychiatrists and general practitioners), psychologists, social workers, and coun- sellors. Experiences of the therapeutic relationship were expressed in three figural themes, titled using participants' own words: 'relate to me', 'know me as a person', and 'get to the solution'. The ways in which these participants described therapeutic relationships challenge some long-held beliefs, such as the use of touch, self-disclosure, and blunt feedback. A therapeutic relationship for persons with mental illness requires in-depth personal knowledge, which is acquired only with time, understanding, and skill. Knowing the whole person, rather than knowing the person only as a service recipient, is key for practising nurses and nurse educators interested in enhancing the therapeutic potential of relationships.