Now showing 1 - 10 of 45
  • Publication
    Le Chéile: Well-being of Students in Colleges of Further Education in Ireland
    The main aims of this research were to explore the well being of young adults attending colleges of further education in Ireland, in particular the relationship between chronic health conditions, stigma and well-being. Participants were 288 students from Colleges of Further Education in Ireland. Of these 123 (43%) reported living with a chronic physical and/or a mental health condition. Students with chronic health conditions had lower levels of social functioning than their healthy peers. Participants with high levels of stigma for help-seeking reported lower levels of well being and lower general health. Students with chronic health conditions reported significantly lower levels of self esteem than their peers. These findings highlight the importance of providing support to young people with chronic health conditions as they cope with the demands of early adulthood and college life.
  • Publication
    Stigma and youth mental health: The importance of social context
    The term stigma has been widely used in the social sciences since the 1960s, however until recently it has rarely been applied in the context of youth mental health. This paper, which addresses the stigma of youth mental health, has two main aims. The first is to explain what is meant by stigma and to give examples of stigma drawn from interviews with young people with mental health problems.  The second aim is to explore what is known about the development of stigma and to argue that researchers interested in the topic could learn much from theoretical approaches to the study of the development of intergroup relationships and prejudice.  What is stigma? The term is complex but is usually considered to encompass three different components: stereotypes (e.g. young people with mental health problems are disruptive), prejudices (e.g. I would not like to be friends with someone with depression) and discrimination (e.g. I would not invite someone with schizophrenia to a party). The paper will begin by presenting young people's personal experiences of these components of stigma and will argue that social exclusion is a serious problem, as young people need to be part a network of peers in order to develop social skills and confidence.  Research also suggests that young people who stigmatize may themselves suffer, as they may be less willing to seek help if they develop mental health problems. The paper will then consider research on the development of stigmatizing attitudes by drawing on the findings of a series of studies with young people (from middle childhood through adolescence) that have explored negative attitudes towards peers with mental health problems.  Evidence from these studies suggests how young people react depends on their age, their gender and on the type of mental health problem they encounter in their peers. For example, research suggests that older teenagers are more accepting of behaviour associated with ADHD, whereas they are less accepting of males with symptoms of depression.  The findings of studies like this will be used to argue that developmental inter-group theory, originally proposed to explain the development of prejudice in childhood, has potential as a framework for understanding how mental health stigma develops.  The theory proposes that stigma begins to develop early in life as people are identified as different, through their behaviour their looks or the way they are treated.  Once children learn to categorize their peers, they are then susceptible to messages that peers who are different (such as those with mental health problems) have negative characteristics e.g. they are untrustworthy. The value of a unifying theoretical approach is that it can highlight gaps in existing knowledge about the development of stigma, it can point to important topics for future research and it can provide a rationale for the design and implementation of anti-stigma programmes.  Such efforts to reduce stigma have the potential to accrue long-term benefits by improving the quality of life of all young people.
  • Publication
    Moving on up : children's experiences of transitions to new classrooms in childcare settings
    The present study aimed to answer the following research question: What are children’s experiences of transitions to new classrooms in childcare settings? A short-term longitudinal study in Dublin, Ireland followed 7 children (3 boys) from 5 childcare settings for 6 weeks as they moved to the last classroom in the setting. . Children ranged in age from 32 – 44 months (M = 36.42, SD = 4.64). Results of the observation revealed that just over half of the children and all of the boys exhibited increases in the proportion of their behavior that was coded as anxious following the move to their new classroom. The parents of boys were also more likely to report a negative impact of the transition. As well as these negative changes parents and children also highlighted the new learning opportunities that the transition had brought. The findings suggest a possible gender difference whereby boys appear to be more vulnerable to the effects of transitions, it is possible that this relates to boys’ general susceptibility to psychosocial stress.
  • Publication
    Your Youth Health Project: Exploring the impact of COVID-19 on the mental health and well-being of young people in Ireland. A report of findings for the Dún Laoghaire-Rathdown region
    Your Youth Health project is a nationwide survey developed by UCD School of Psychology with the support of Healthy Ireland Fund and Pobal. We aimed to gain insight into the psychological well-being and the mental health needs of young people aged 12-25 years old during this unprecedented public health crisis. The Dún-Laoghaire Rathdown report presents findings from young people living in the area at the time of the pandemic.
  • Publication
    Chronic Illness Stigma and Well-Being in Youth: The Mediating Role of Support
    A considerable amount of stigma-related health research has been conducted in school-aged and university students, yet few studies involved young people enrolled at further education colleges. The present study aims to investigate the role of social support on the consequences of stigma on general health and social functioning in students in Colleges of Further Education (CFE) living with chronic illness. Participants of this study (n = 55) were students in CFE in Ireland aged 18-25 years diagnosed with a chronic illness. Self-report measures were used to assess stigma, social support, social functioning and general health. Using Structural Equation Modeling (SEM) with 2000 bootstrapped samples a model was constructed and tested to answer the research questions of the study. SEM revealed a good model fit to data (χ2 = 2.12, df = 2, p = .33). Stigma negatively predicted general health and social functioning in youth living with chronic illness. The bootstrapped mediational model showed that social support from family, friends and a significant other partially mediated the influence of stigma on social functioning but not on general health. Stigma is an important element that negatively influences aspects of well-being in young adults living with chronic illnesses. Youth that perceive their environment more supportive tend to have less self-stigma attitudes and better functioning. Understanding how stigma operates in students in CFE can be used to design effective interventions.
  • Publication
    Viewer versus Film: Exploring Interaction Effects of Immersion and Cognitive Stance on the Heart Rate and Self-Reported Engagement of Viewers of Short Films
    An immersive viewing environment compels the viewer to attend more to the film. Such immersion is associated with increased emotional experience in the viewer. Thus, for an emotional film, an immersive environment should arouse more intense emotional engagement than a less immersive environment. Viewers can actively regulate their cognitive engagement with the film. For example, viewers can remind themselves it's not real, or conversely, they can make extra efforts to empathise with the character. The aim of the study was to explore participant's cognitive engagement with film and how this interacts with the immersiveness of the viewing environment. Self-report measures of emotional arousal and engagement were higher for participants who viewed the films in a more immersive environment and those who were instructed to take an involved stance
  • Publication
    The effects of electrical muscle stimulation training in a chronic obstructive pulmonary disease population – a pilot study
    Exercise training is currently advocated as a therapeutic modality for improving the systemic manifestations of chronic obstructive pulmonary disease (COPD) -including peripheral muscle dysfunction, decreased exercise tolerance, weight loss, depletion of muscle mass and muscle strength and poor health status. Owing to a limited cardiopulmonary reserve, COPD patients are frequently physically unable to tolerate sufficient training intensities which would afford them with the benefits associated with conventional exercise training interventions. Electrical muscle stimulation (EMS) appears to have a limited demand on ventilatory requirements and dyspnoea, and may be a promising exercise training alternative for patients with COPD.
  • Publication
    A blueprint for providing resources to parents of adolescents who self-harm
    This report presents the findings of a research project funded by the Irish National Office for Suicide Prevention and was a collaboration between UCD School of Psychology and Pieta. The report details the findings of a scoping review, parent survey and Delphi study with professionals that sought to identify the information needs of parents of adolescents who self-harm. The report presents the findings of all elements of the research and provides recommendations on the information that should be provided to parents to support them at all stages of their journey from discovery of self-harm, through treatment and into recovery.
  • Publication
    Young children's food brand knowledge. Early development and associations with television viewing and parent's diet
    Brand knowledge is a prerequisite of children's requests and choices for branded foods. We explored the development of young children's brand knowledge of foods highly advertised on television – both healthy and less healthy. Participants were 172 children aged 3–5 years in diverse socio-economic settings, from two jurisdictions on the island of Ireland with different regulatory environments. Results indicated that food brand knowledge (i) did not differ across jurisdictions; (ii) increased significantly between 3 and 4 years; and (iii) children had significantly greater knowledge of unhealthy food brands, compared with similarly advertised healthy brands. In addition, (iv) children's healthy food brand knowledge was not related to their television viewing, their mother's education, or parent or child eating. However, (v) unhealthy brand knowledge was significantly related to all these factors, although only parent eating and children's age were independent predictors. Findings indicate that effects of food marketing for unhealthy foods take place through routes other than television advertising alone, and are present before pre-schoolers develop the concept of healthy eating. Implications are that marketing restrictions of unhealthy foods should extend beyond television advertising; and that family-focused obesity prevention programmes should begin before children are 3 years of age.
      714Scopus© Citations 17