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12 Cards in this Set
- Front
- Back
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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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What effect did LifeMatters have in Cleveland (2015)? |
1. N = 32 (12 male, 20 female) 2. 40.6% mixed race, 21.9% African American 3. Age: 14-18 (M = 15.81) 4. 8 of 10 LifeMatters sessions (confidence session not included) 5. Findings: kids only improved in character |
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What's happening with LifeMatters now? |
1. Mexico: psychologists using program with all 9th graders 2. Botswana: program could go national |
