Biomedical subjects

P LaChance

Publications and source records attributed to P LaChance.

3 recordsLinked to original sources

PubMed1991

Providing an integrated program of low intensity tobacco cessation services in a health maintenance organization.

This paper reports on the development, promotion and use of a coordinated program of low intensity intervention services designed to appeal to smokers (and smokeless tobacco users) at various stages of change. An initial package of four components: a telephone advice line, self-help materials, single session group meetings and bi-monthly newsletter was offered to subjects in a variety of different settings (outpatient clinics, dental offices, worksites, hospitals) within a health maintenance (HMO) program project. Based upon consumer response and formative evaluations, these components were modified during the course of the year-long intervention. Results revealed differences in use of the various components of the program, with greatest use of self-help materials (manuals, 'tobacco substitutes' and a computerized smoking cessation aid) and least response to group meetings and the advice line. Most encouraging was the finding that it was possible to reach heavy smokers and to engage them in tobacco cessation activities through a centralized program of low intensity services. Data are presented on member characteristics associated with use/non-use of the various low intensity resources and suggestions are made for wider use of such interventions in other health care systems.

Adult↗

PubMed1989

The effect of prior exercise and caffeine ingestion on metabolic rate and hormones in young adult males.

The purposes of this study were to examine (a) the effects of acute exercise on metabolic rate 24 and 48 h postexercise and (b) the interaction of acute exercise and the thermic effect of caffeine on metabolic rate and hormonal changes during the late postexercise recovery period. In six young males, who were regular consumers of caffeine, resting energy expenditure was measured before and after caffeine (5 mg.kg-1) and placebo ingestion under the following conditions: (i) control (e.g., no prior exercise), (ii) 24 h postexercise, and (iii) 48 h postexercise. Blood samples were drawn for plasma glucose, insulin, glycerol, free fatty acids, catecholamines, and thyroid hormones (triiodothyronine, thyroxine, and free thyroxine). Results showed that acute exercise did not exert a detectable effect on resting metabolic rate in the late postexercise recovery period, that is, resting metabolic rate was similar among the conditions of control (1.17 +/- 0.12 kcal.min-1), 24 h postexercise (1.16 +/- 0.12), and 48 h postexercise (1.16 +/- 0.11). Caffeine ingestion increased metabolic rate (approximately 7%), but the thermic effect was not different among the experimental conditions. Plasma insulin and norepinephrine were lower after caffeine ingestion, whereas an increase in plasma free fatty acids was noted. Other hormones and substrates did not change significantly in response to caffeine ingestion. Furthermore, the hormonal and substrate milieu was not significantly different 24 and 48 h postexercise when compared with the control condition. Our results support the view that acute exercise does not alter the resting metabolic rate in the late postexercise recovery period.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗

PubMed1988

Videotaped materials in a school-based smoking prevention program.

The theory used to frame school-based tobacco use prevention programs is general, and such programs are difficult to replicate. This article seeks to offer a model for prevention videotape production, which other researchers can replicate and improve, and to present an analysis of potential merits and drawbacks of such production. To accomplish these goals, this article presents a detailed description of a school-based prevention program and the videotaped materials used in its curriculum. The theoretical and empirical bases for the project are delineated, and the study design is summarized. A detailed outline of the multi-grade curriculum program is presented, including the rationale behind critical program features, a description of specific curriculum strands, and the way in which videotaped materials fit into each strand. The rationale for using videotaped materials within the theoretical framework is discussed. Each videotape is briefly described. An account of video production, a process extending over 4 years, is set forth, including the student feedback data that helped to shape the production process, formatting, script decisions, casting, location, and the actual filming procedure.

Adolescent↗