Using groups for the prevention of eating disorders among college women

Sapia, Jennifer L.

doi:10.1080/01933920108414217

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…The fi ndings of this research are congruent with Burnett's fi ndings that an eight-week SCEP could eff ectively promote participants' self-concept, when compared with the control group ( Burnett, 1994 ). Although the development of individual self-concept takes a long period of time ( Fitts, 1965 ;Marsh, 1990 ), young adults' self-concept can be constructively changed and re-shaped through a peer group incorporating a SCEP ( Haynes, 1990 ;Sapia, 2001 ;Lin, et al ., 2004 ). The results of this study are very encouraging in enhancing a positive and healthy self-concept of university students through the group interventions of knowing, loving, and being true to oneself ( Tam, et al ., 1998 ).…”

Section: Eff Ects Of the Scepsupporting

confidence: 79%

“…Participant Satisfaction Questionnaire .-The Participant Satisfaction Questionnaire (PSQ; Sapia, 2001 ) was used to provide supplementary data on participants' satisfaction with the SCEP. Items of the PSQ assess the likes, strengths, usefulness, satisfaction, and perceived benefi ts of the program from the qualitative perspectives.…”

Section: Methodsmentioning

confidence: 99%

“…There is a consensus among researchers that peers have a signifi cant infl uence on the development of the self-concept, particularly in young adults ( Pan, 2001 ;Sapia, 2001 ). Hence, group intervention focusing on personal growth or prevention of problems might be eff ective for self-concept development.…”

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confidence: 99%

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Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

et al. 2014

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This study examined the effectiveness of a Self-Concept Enhancement Program (SCEP) on Taiwanese university students. Participants were randomly assigned to an experimental group (n = 30) and a waiting-list control group (n = 30). The experimental group received SCEP psycho-educational treatment for 8 weeks, whereas the control group did not. Results indicated significant improvements on physical, personal, self-identity, and total self-concept in the experimental group, but not in the control group. Participants evaluated the SCEP as useful, beneficial, and powerful in promoting their self-concept. Cultural issues were highlighted and discussed. Implications for research and counseling practice are suggested.

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Section: Eff Ects Of the Scepsupporting

confidence: 79%

Section: Methodsmentioning

confidence: 99%

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Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

et al. 2014

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“…Phelps, Sapia, Nathanson, and Nelson (2000) offered an example of research on the effectiveness of an eating disorder preventive intervention delivery system. Epidemiological studies (Phelps, Johnston, & Augustyniak, 1999) and findings from other settings (Sapia, 2001) suggested that resilience could be enhanced and risk reduced through a program of structured education about eating disorders that included interactive lessons, problem solving, and cooperative exercises. Phelps et al (2000) assessed the efficacy of delivering the program in middle and high school classrooms with teachers helping provide the intervention.…”

Section: Prevention Service Delivery System Studiesmentioning

confidence: 99%

Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists

Hage

Romano

Conyne

et al. 2007

The Counseling Psychologist

189

211

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Preventive interventions have been shown to successfully aid the development of children, youths, and adults and avert maladjustment in individuals at risk for negative outcomes. Continued scientific advancement of preventive interventions is crucial to further the health of U.S. children, youths, and families. This article presents 15 best practice guidelines on prevention practice, research, training, and social advocacy for psychology. These guidelines articulate clear standards and a framework for moving the profession toward improving the well-being of a greater number of individuals and communities. The guidelines are intended to assist psychologists in evaluating their preparation for engaging in prevention work and in furthering their understanding through increased knowledge, skills, and experience in prevention.The efficacy of preventive interventions in reducing psychological symptoms and related behavior has been clearly demonstrated in the literature

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“…Group intervention might be effective developmentally, if focused on personal growth or on prevention (Delucia-Waack & Bridbord, 2004;trotzer, 2006;grant, et al, 2008). Previous studies (Fine, Forth, gilbert, & haley, 1991;sapia, 2001;singg & Farquhar, 2009) indicated that group-based interventions were positively associated with self-concept improvement, but most of the studies assessed self-concept as an outcome variable, not as the predisposing variable. this may have confused understanding of the relations among variables.…”

mentioning

confidence: 95%

Associations among Self-Concept, Verbal Behaviors, and Group Climate Early in the Group Counseling Process

et al. 2012

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In this study, relations among group members' self-concept, verbal behaviors, and group climate early in the group counseling process were assessed for college students who were randomly assigned to four counseling groups. Based on measures from the hill interaction matrix, it was observed that family, social, and action self-concepts, as well as engagement, avoidance, and conflict group climate, were correlated with several verbal behaviors. Silence and quadrant 4 (Q4), which consists of speculative and confrontative verbal behaviors at personal and relationship levels, significantly predicted and explained 43% of the variance in engagement group climate. Silence and Q3, comprised of conventional and assertive verbal behaviors at personal and relationship levels, and Q1, conventional and assertive verbal behaviors at topic and group levels, explained 66% of variance in avoidance climate. Q4 and Silence explained 33% of conflict climate variance early in the group sessions. Implications for research and counseling practice are suggested.

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Using groups for the prevention of eating disorders among college women

Cited by 8 publications

References 17 publications

Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

Effectiveness of an Enhancement Program on Taiwanese University Students' Self-Concept

Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists

Associations among Self-Concept, Verbal Behaviors, and Group Climate Early in the Group Counseling Process

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