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What are our basic psychological needs according to self-determination theory?
1. Autonomy: choice
2. Competence: multiple opportunities, no exclusionary games
3. Relatedness: communication and team building
What effect did the Life Matters program have on children from the NPH orphanage?
1. 14 girls and 20 boys; age 15-20 (M = 17.09); at orphanage for 1-16 years (M = 6.97)
2. 15 possible sessions; range = 1-13 (M = 8.82); discussions/activities and games
3. Significantly improved life-satisfaction and global self-worth from pre- to post-test
- only for those who went to more than 5 sessions
What consequences does experiencing continuous adverse circumstances (e.g., living in poverty) have?
1. Perceived lack of control, leading to:
- helplessness
- hopelessness
- diminished will power
Describe externally-orientated individuals
1. Do not believe they are responsible for what happens in their lives
2. Do not feel they have the ability to control events or their behaviours
3. Hopelessness + minimal sense of control = not taking steps to change their lives
What are some of the skills and activities that are taught in the LifeMatters program?
1. Mental Skills
- Goal setting
- Optimal activation
- Attention control
- Imagery
- Self-talk
- Self-confidence
2. Games
- Designed to improve trust, communication, and problem-solving skills
What effect did LifeMatters have of former Mexican gang members?
1. 20 former gang members (9 male, 11 female, mean age of 21.3)
2. Ten 2-hour sessions; mental skills, games, thoughts for the day; mean attendance 7.86 sessions (3-10)
3. From pre- to post-test, Ps significantly improved in:
- happiness (they were already quite happy)
- life satisfaction
- close friendship
- behavioural conduct
- scholastic competence
- athletic competence
- social acceptance
- global self-worth
What has research found of self-regulation?
1. Self-regulatory skills and self-esteem related to resilience (even after controlling for differences in negative life events)
2. Beneficial for dealing with stress in a proactive manner and coping with stressors that have already occurred
What effect did LifeMatters have on inner city kids in Ohio (2013)?
1. N = 36 (16m, 20f)
2. Age 13-17 (14.6)
3. 58% African American, 33% multiracial
4. Sig. increases in resilience
What effect did LifeMatters have on teenagers living in poverty in Mexico?
1. Five groups of kids in program (2 control groups)
2. Intervention group: sig. increases in conduct self-concept, school self-concept, and belonging
3. Control group: sig. increase in school self-concept; sig. decrease in friendship self-concept
4. Street kids (did sport based activities): had been "ni-nis"; 9 months after program 2 were working at a carpenter shop and one was studying to become and English teacher
What effect did LifeMatters have in Botswana?
1. Train the trainer
2. 5 Cs of positive youth development
- competence
- confidence
- connection
- character
- caring
3. Coaches/teachers: 50 males, 12 females, 1 unspec
- ages: 24-62 (M = 37.63)
- coaching experiences: 2-29 years (M = 11.66)
- main sports: football, softball, athletics
- LifeMatters workshops over 3-4 full days
4. Students: 90 males, 95 females, 1 unspec
- ages: 12-20 (M = 15.58)
- main sports: football, athletics, netball, softball
- 75% of LifeMatters workshops over 2 full days (run by coaches with supervision)
5. Findings - Coaches
- coaches improved in competence, confidence, connection
6. Findings - Students
- students improved in competence and confidence
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