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Dec 2025 DOI 10.14302/issn.2694-2283.jsem-25-5827
Manaenkova ZarinaCorresponding author
Background Mind–body exercises are frequently used to support well-being during the menopausal transition, but perceived physical and psychological outcomes associated with practices such as the 3D Movement Method have not been quantitatively assessed. Objective To examine associations between characteristics of the 3D Movement Method and women’s self-reported physical and mental improvement during the menopausal transition. Methods Cross-sectional survey data from 330 women aged ≥ 35 years were analyzed using general linear models. Perceived physical progress and mental improvement were each assessed using single-item, 15-point scales. Independent variables included practice frequency, duration of experience, explanation clarity, satisfaction, baseline health status (SF-36 Physical and Mental Component Summary scores), age, and menopausal status. Results The model for physical progress was significant, F(16, 144) = 6.26, p < .001, R² = .41. Greater practice frequency, longer experience, clearer instructional explanations, and higher satisfaction were each independently associated with higher perceived physical progress. The mental improvement model was also significant, F(16, 96) = 2.25, p = .008, R² = .27, identifying satisfaction as the sole significant predictor. Baseline health, age, and menopausal status did not predict outcomes in either model. Conclusions Perceived physical progress was shaped by structured engagement parameters consistent with deliberate-practice principles, whereas perceived mental improvement was primarily linked to subjective satisfaction, a pattern compatible with motivational accounts of engagement. The 3D Movement Method may support women’s health across the menopausal transition when designed to optimize clarity, engagement, and experiential quality.
Nov 2022 DOI 10.14302/issn.2644-1101.jhp-22-4273
J. Grant Coke MoniqueCorresponding author
Canada
The purpose of this topic is to add to the body of good teaching and learning that helps create the conditions for more critical thinking and practice skills that enable, keep students interested, and consistently motivate them. Teachers now have a greater focus on implementing motivational learning and studying strategies that are more relevant to the processes of teaching and learning thanks to new methodologies, which have further enhanced instructional strategies for teaching and learning. Positive school cultures that are long-lasting will result from these new methods and strategies. According to the authors, educators have been impacted by evidence-based practice and data-based decision making within the educational system. As a result, there is a growing need for educators to learn more about these resources that are relevant to students and can lead to greater success. These applicable interventions have a positive effect on students, and the information that helps them make decisions increases their response.
Jan 2019 DOI 10.14302/issn.2643-2811.jmbr-18-2536
Shaikh SadiqueCorresponding author
KYDSC Trust’s, Institute of Management & Science (IMS), Bhusawal, M.S, India
In this article we try to pay attention of readers, researchers and management executives how one can adapting situational leadership in another words dynamic leadership and enhance organization performance for goal attainment with high motivational leverages for effective team building and teamwork. We developed two models and explained how we should have to improve leadership qualities to lead business efficiently.
Jul 2017 DOI 10.14302/issn.2574-612X.ijpr-17-1543
Kuikka LiisaCorresponding author
Clinical teacher, University of Helsinki, Department of General Practice , Finland
Our own long term experiences as clinical teachers among undergraduate medical students have generated the interest to investigate the plausible connection between students’ study orientation and their learning experiences in small groups.The objective of the study was to assess the hypothesis whether learning in small groups may contribute to study motivation. Participants were 52 undergraduate medical students (10-12 in each group) in the primary health care course between 1st and 5th year during the spring term 2012. The questionnaires used were the Inventory of General studies (IGSO) for study orientation and IQ questionnaire for group learning. The data were analyzed by Bayesian network modeling. In this study, the application used was the Bayminer (www.BayMiner.com) non-linear visualization modeling software. Positive atmosphere in a small group increases study motivation and commitment and predicts mutual trust and gives space to new ideas, where contradictive views can raise interesting discussions. Based on Bayesian modeling it seems that the experience of motivational problems in the present studies may be an indicator of study alienation and connected with the perception of small group dysfunctionality.
Mar 2017 DOI 10.14302/issn.2474-3585.jpmc-16-1161
Johansson GunnarCorresponding author
Professor of Health Sciences, School of Health and Welfare, Halmstad University
There Is A Gap Between What We Know And What We Do, Such As Knowing What We Should Eat And What We Actually Eat, A So-Called “Attitude/Behavior Gap”. It Is Not Necessary To Go From A Change In Attitude To A Change In Behavior. It Is Possible To Do The Opposite; In Other Words, It Is Possible To Go From A Change In Behavior To A Change In Attitude. The Objective Of This Paper Is To Describe And Explain The Concept Of Dietary Advice On Prescription (DAP) And Present The Reasons And Evidences For The DAP Messages. Dietary Advice On Prescription (DAP) Starts With Discussing Behaviors Related To Dietary Habits And Then Goes From Behaviors Towards Attitudes. DAP Is A Theory-Based Pedagogical Model That Deals With Behaviors Related To Why, How And When We Eat, Rather Then What We Eat. The DAP Model Is A Method That Quickly Leads The Client Onto A Track That Yields Autonomy, Respects The Client’s Integrity, Gives Confirmation, Emphasizes The Delight And Pleasure Of Eating, Stimulates Discussions And Gives The Client The Initiative In These Discussions. In A Clinical Situation, The Counsellor Lays Out The DAP Postcards On A Table And The Client Picks One Card (Or Several) That Feels Relevant And Interesting For The Client To Discuss. Together They Make An Agenda For The Discussion Such As, For Instance, In What Order To Discuss The DAP Postcards. The Counsellor Asks In An Open Manner With A Motivational Interview (MI) Spirit Why The Client Has Chosen The Particular Card(S). The Client Explains, Elaborates, Turns And Twist About The Choices He/She Has Made. The Results Of The First Published Qualitative Study Of This Two-Year Randomized Controlled Trial Demonstrate That The Participants Found The Concept Valuable.
May 2016 DOI 10.14302/issn.2574-450X.jom-16-1039
V. Seeman MaryCorresponding author
Professor Emerita, Department of Psychiatry, University of Toronto, 260 Heath St. W., Suite 605, Toronto, Ontario, M5P 3L6, Canada.
Over the last three decades, an epidemic of obesity has markedly affected patients suffering from mental illnesses such as schizophrenia. Antipsychotic medications used to treat schizophrenia are considered as major culprits. The aim of this review is to first consider risk factors, to then outline negative sequelae of obesity for this population, and finally to address timing and content of recommended clinical interventions. Medical databases were searched with the terms “”weight,” “obesity,” and “schizophrenia.” Selection of articles was guided by date of publication; recent papers are preferentially cited. The main findings were that, in addition to antipsychotic medications, socio-economics, lifestyle, immune factors, and circadian rhythms also contribute to obesity risk. A barrier to effective health promotion within psychiatry has been the concern that fears about gaining weight might stop individuals with schizophrenia from taking needed antipsychotic medication. Recommendations, therefore, are to keep the dose of antipsychotic medication as low as possible, avoid polypharmacy, encourage healthy eating and physical activity, address sleep problems and substance use, monitor weight, blood pressure, and metabolic parameters regularly, utilize motivational interviewing techniques and peer support, pay special attention to special needs such as those of women during pregnancy, and include bariatric surgery as a potential intervention. Conclusion: Besides careful attention to medication regimens, the literature supports the active encouragement and support of patient self-management strategies to both prevent and manage obesity in schizophrenia.