Guest Lectures 2018

GUEST LECTURES

Dr. Vera Araújo-Soares:
Developing behavioural Interventions for health: Methodological Challenges and Innovations
(see abstract below)
Thursday 3.5.2018 at 15.00-16.00
Venue: Soc&Kom, Snellmaninkatu 12 (note: visiting address: Yrjö-Koskisen katu 2), room 209

Prof. Leen Haerens & Dr. Nathalie Aelterman:
A self-determination theory perspective on (de)motivating styles: a methodological step forward
(see abstract below)
Tuesday 5.6.2018 at 15.30-16.30
Venue: Unioninkatu 37, room: Social Psychology Unit library

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TALK ABSTRACTS

Dr. Vera Araújo-Soares:
Developing behavioural Interventions for health:
Methodological Challenges and Innovations

Thursday 3.5.2018 at 15.00-16.00
Venue: Snellmaninkatu 12 (note: visiting address: Yrjö-Koskisen katu 2), Soc&Kom, room 209

Abstract

The science of developing interventions aims to optimize the reach, effectiveness, adoption, implementation and maintenance of gains alongside rigorous evaluation of outcomes and processes of change. Current challenges emerge calling for interventions that change the macro and micro environment and by doing this lead to better health of the populations.

In this seminar we will cover what makes a good intervention; the general processes of intervention development; present some example interventions targeting behaviour change by:  altering the context of choice; shifting the pathways of care. Finally key reflections will be made on the challenges ahead and potential for innovation.

Information about the speaker:

Vera Araújo-Soares is a Senior Lecturer in Health Psychology in the Faculty of Medical Sciences, Newcastle University, UK and the President Elect of the European Health Psychology Society. She completed her studies at Minho University in Portugal where she worked as an academic and a clinician. In 2006 she moved to Aberdeen as Senior Research Fellow in the Scottish Alliance for Self-Care Research before moving to Newcastle in 2010. Her research targets the development and assessment of evidence-based interventions for the promotion of health behaviours, prevention and self-management of chronic conditions. She has published in leading international journals including the BMJ, Diabetologia, Pain, Health Psychology and Health Psychology Review. She is passionate about translating theory and empirical evidence into practice and by doing so, contributing to refining theory.

 

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Prof. Leen Haerens & Dr. Nathalie Aelterman:
A self-determination theory perspective on (de)motivating styles: a methodological step forward

Tuesday 5.6.2018 at 15.30-16.30
Venue: Unioninkatu 37, room: Social Psychology Unit library

Abstract:

The cumulative adverse health effects associated with decades of physical inactivity are manifest by high rates of overweight and obesity, cardiovascular diseases, cancer, osteoporosis, diabetes type 2 and depression (Janssen & LeBlanc, 2010). This worrisome evolution is placing a significant health burden on the population and the nation’s health care systems. To be able to change physical activity trajectories of children and adolescents at risk, insights into determinants of physical activity are needed so that effective interventions in different settings such as the school (e.g., physical education) can be developed and implemented. In that respect, the role of motivation and the processes that support, as oppose to forestall, high-quality motivated engagement in physical activity has become an important avenue for research (e.g. Aelterman et al., 2012, Standage & Ryan, 2012; Haerens et al., 2015). Specifically, physical education (PE) teachers’ and sports coaches motivating style is suggested to play a large influential role for youngsters’ motivation towards and engagement in physically activity (e.g. Hagger et al., 2009; Haerens et al., 2018). Relying on evidence from Self-Determination Theory (SDT, Deci & Ryan, 2000), an influential and well-validated motivational theory, this talk aims to present some of the most recent literature on PE teachers’ and sports coaches’ motivating style in relation to youngsters’ motivation towards, and their engagement in lifelong physical activity. Studies will be presented that have documented specific real-life observable manifestations of physical education teachers’ motivating style (Reeve, 2004; Haerens et al., 2013), and we present a newly developed vignette-based questionnaire, entitled the Situation-in-School Questionnaire-Education (SISQ-education) (Aelterman et al., in preparation) that allows gaining a more integrative and fine-grained insight into motivating and demotivating teaching styles.

 

Information about the speakers:

 Leen Hearens is Associate Professor at the Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences of the Ghent University.  Her research program is centered around the question “how physical education teachers and sports coaches can motivate children and youngsters towards lifelong engagement in physical activity and sport”. To investigate this central question, different lines of research are set up, which all start from Self-Determination Theory (SDT, Deci & Ryan, 2000). She has particularly acquired expertise with respect to the development of self-report and observation scales that tap into teachers’ motivating style, and with the development of vignette-based experimental studies, and SDT-based intervention studies. Also, in her work, she moves beyond self-reports by including objective measures of physical activity, engagement, and performance. During the past years, she has published over 70 scientific manuscripts.

 Nathalie Aelterman is a postdoctoral research fellow (FWO) affiliated at the Department of Developmental-, Personality-, and Social Psychology, Faculty of Psychology and Educational Sciences of the Ghent University. She is mainly interested in applying Self-Determination Theory (SDT) in educational settings and sports. In her research she particularly focuses on the stimulating and undermining effects of the social environment and the question whether social agents can successfully be trained in adopting a (more) motivating style. She has acquired expertise in investigating these dynamics from a multi-informant perspective. Recently, she has developed an innovative, vignette-based questionnaire tapping into teachers’ (de)motivating styles. During the past years, she has (co-)authored 30 international scientific papers.

Let's Move It –tutkimushanke