Browsing by Subject "Confidence"

Now showing 1 - 2 of 2
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    Increasing Therapist Knowledge in Trauma-Informed Care
    (2021-05-04) Conrady, Haley; Petrenchik, Terry; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Kiel, Holly
    Research surrounding childhood trauma and maltreatment has consistently demonstrated a strong positive correlation between the amount of adverse experiences a child experiences and future physical and mental health consequences, as well as a strong negative correlation between childhood trauma and brain development. Occupational therapists, physical therapists, and speech language pathologists work with children that have endured traumatic experiences on a daily basis. As healthcare professionals that work with these children on their development and skill acquisition, it is critical that they understand the negative impacts of childhood trauma and how to implement trauma-informed practices. This program was created with the intention of increasing therapist knowledge and confidence on identifying traumatic experiences and symptoms, the impact on brain development, and how to plan trauma-informed therapy sessions. The content of this training program was created by completing an extensive literature search in order to provide the therapists with evidence-based knowledge and skills. All formal information was provided throughout two in-service presentations. Fourteen therapists were present at both sessions and used a self-reported rating scale to assess their confidence prior to the training and just following. Following the in-service presentations, a 128% increase in confidence was found, with p<.001. Through this training program, the therapists at IU Health Ball Pediatric Rehabilitation gained a basic understanding of the developmental effects of trauma and began to incorporate trauma-informed practices. The results of this study suggest that by providing therapists with two in-service presentations solely dedicated to the effects of childhood trauma and its role in childhood development, their confidence in working with children that have experienced trauma statistically significantly increases.
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    Investigation of Indiana tennis coaches' knowledge of disordered eating and nutrition and their confidence in such knowledge
    (2015-12-11) Reagan, Brian Patrick; Bahamonde, Rafael; Morrone, Anastasia; Pierce, David; Beekley, Matt
    It is well documented that a variety of sports coaches lack nutrition knowledge. However, few studies explore their knowledge of appropriate weight loss methods, macronutrient intake, or disordered eating. Unfortunately, both college and high school coaches disseminate inaccurate nutrition and weight loss counsel to their respective athletes who are just as unknowledgeable. Further, there is little research, which only focuses on coaches of a specific sport (e.g. tennis). Thus, the primary purpose of this study was to assess high school tennis coaches' knowledge of macronutrients and disordered eating (e.g. symptoms and prevention). Other purposes included identifying confidence in knowledge and any differences between the participating coaches' knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis ("NET") Survey was created (and validated). The study design involved a one-time, voluntary assessment of the Indiana coaches' demographic variables, knowledge, sources of knowledge, and level of confidence (e.g. Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). The latter was further substantiated through the responses to scenario questions (Part 3). Specifically, the tennis coaches demonstrated a significant knowledge deficiency of carbohydrates, energy needs, and appropriate scope of practice. There was no significant difference between coaches' education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Moreover, there was a trend of overconfidence in the most missed questions. This dissertation's data can provide basis for coaches' educational programs.