3,232 research outputs found
An examination of the verbal behaviour of intergroup discrimination
This thesis examined relationships between psychological flexibility, psychological inflexibility, prejudicial attitudes, and dehumanization across three cross-sectional studies with an additional proposed experimental study. Psychological flexibility refers to mindful attention to the present moment, willing acceptance of private experiences, and engaging in behaviours congruent with one’s freely chosen values. Inflexibility, on the other hand, indicates a tendency to suppress unwanted thoughts and emotions, entanglement with one’s thoughts, and rigid behavioural patterns. Study 1 found limited correlations between inflexibility and sexism, racism, homonegativity, and dehumanization. Study 2 demonstrated more consistent positive associations between inflexibility and prejudice. And Study 3 controlled for right-wing authoritarianism and social dominance orientation, finding inflexibility predicted hostile sexism and racism beyond these factors. While showing some relationships, particularly with sexism and racism, psychological inflexibility did not consistently correlate with varied prejudices across studies.
The proposed randomized controlled trial aims to evaluate an Acceptance and Commitment Therapy intervention to reduce sexism through enhanced psychological flexibility. Overall, findings provide mixed support for the utility of flexibility-based skills in addressing complex societal prejudices. Research should continue examining flexibility integrated with socio-cultural approaches to promote equity
In the name of status:Adolescent harmful social behavior as strategic self-regulation
Adolescent harmful social behavior is behavior that benefits the person that exhibits it but could harm (the interest of) another. The traditional perspective on adolescent harmful social behavior is that it is what happens when something goes wrong in the developmental process, classifying such behaviors as a self-regulation failure. Yet, theories drawing from evolution theory underscore the adaptiveness of harmful social behavior and argue that such behavior is enacted as a means to gain important resources for survival and reproduction; gaining a position of power This dissertation aims to examine whether adolescent harmful social behavior can indeed be strategic self-regulation, and formulated two questions: Can adolescent harmful social behavior be seen as strategic attempts to obtain social status? And how can we incorporate this status-pursuit perspective more into current interventions that aim to reduce harmful social behavior? To answer these questions, I conducted a meta-review, a meta-analysis, two experimental studies, and an individual participant data meta-analysis (IPDMA). Meta-review findings of this dissertation underscore that when engaging in particular behavior leads to the acquisition of important peer-status-related goals, harmful social behavior may also develop from adequate self-regulation. Empirical findings indicate that the prospect of status affordances can motivate adolescents to engage in harmful social behavior and that descriptive and injunctive peer norms can convey such status prospects effectively. IPDMA findings illustrate that we can reach more adolescent cooperation and collectivism than we are currently promoting via interventions. In this dissertation, I argue we can do this in two ways. One, teach adolescents how they can achieve status by behaving prosocially. And two, change peer norms that reward harmful social behavior with popularity
1st Design Factory Global Network Research Conference ‘Designing the Future’ 5-6 October 2022
DFGN.R 2022 -Designing the Future - is the first research conference organised by the Design Factory Global Network. The open event offers the opportunity for all like-minded educators, designers and researchers to share their insights and inspire others on education, methods, practices and ecosystems of co-creation and innovation. The DFGN.R conference is a two-day event hosted on-site in Leeuwarden, the Netherlands. The conference is organized alongside International Design Factory Week 2022, the annual gathering of DFGN members. This year's conference is organized in collaboration with Aalto University from Helsinki Finland and hosted by the NHL Stenden University of Applied Sciences
Combined Nutrition and Exercise Interventions in Community Groups
Diet and physical activity are two key modifiable lifestyle factors that influence health across the lifespan (prevention and management of chronic diseases and reduction of the risk of premature death through several biological mechanisms). Community-based interventions contribute to public health, as they have the potential to reach high population-level impact, through the focus on groups that share a common culture or identity in their natural living environment. While the health benefits of a balanced diet and regular physical activity are commonly studied separately, interventions that combine these two lifestyle factors have the potential to induce greater benefits in community groups rather than strategies focusing only on one or the other. Thus, this Special Issue entitled “Combined Nutrition and Exercise Interventions in Community Groups” is comprised of manuscripts that highlight this combined approach (balanced diet and regular physical activity) in community settings. The contributors to this Special Issue are well-recognized professionals in complementary fields such as education, public health, nutrition, and exercise. This Special Issue highlights the latest research regarding combined nutrition and exercise interventions among different community groups and includes research articles developed through five continents (Africa, Asia, America, Europe and Oceania), as well as reviews and systematic reviews
Predicting Student Pragmatic Social Skills Development by Student Age and Behavior Classification
Over the course of a decade, schools have experienced an increase in inappropriate student behaviors and suspensions with a decrease in teacher retention. Students are demonstrating intensive externalizing and internalizing behaviors that are producing a negative effect on their success in the classroom, with low teacher efficacy in knowing how to properly address those behaviors and concerns. Students receiving special education services in behavior tend to experience challenges with more than just behavior but tend to only experience addressing of behavior. Studies have shown that an increased number of students with a behavioral disorder are more likely to have an undiagnosed language impairment. The sample size was drawn from a Washington school district. There were56 participants who had special education classifications of either specific learning disability (SLD), other health impairment (OHI), or emotional behavior disturbance (EBD). This study administers the Pragmatic Language Observation Scale (PLOS) to measure not only the likelihood of a student presenting with a deficit in their pragmatic language, but to measure the effectiveness of direct instruction, addressing pragmatic communication on the student’s behavior. A predictive correlational research design was implemented to allow the researcher to evaluate the intervention administered to measure its effectiveness. The results from the multiple linear regression demonstrated no significant predictive relationship between student social interaction and the students age and behavior classification, resulting in a failure to reject the null hypothesis. A recommendation for future research could include an increase in participants as well as the collection of pre and post data
The use of proxies in designing for and with autistic children: supporting friendship as a case study
Participatory Design (PD) is an approach for designing new technologies which involves end users in the design process. It is generally accepted that involving users in the design process gives them a sense of ownership over the final product which enhances its usability and acceptance by the target population. Employing a PD approach can introduce multiple challenges especially when working with autistic children. Many approaches for involving autistic children and children with special needs were developed to address these challenges. However, these frameworks introduce their own limitations as well. There is an ethical dilemma to consider in the involvement of autistic children in the design process. Although we established the ethical benefit of involving children, we did not address the ethical issues that will result from involving them in these research projects. Among other issues, the nature of design workshops we as a community currently run require working with unfamiliar researchers and communicating with them while social and communication differences are one of the main diagnostic criteria for autism. When designing for autistic children and other vulnerable populations an alternative (or most often an additional) approach is designing with proxies. Proxies for the child can be one of several groups of other stakeholders, such as: teachers, parents and siblings. Each of these groups may inform the design process, from their particular perspective, and as proxies for the target group of autistic children. Decisions need to be made about what stages in the design process are suited to their participation, and the role they play in each case. For this reason, we explore the role of teachers, parents, autistic adults and neurotypical children as proxies in the design process.
To explore the roles of proxies we chose friendship between autistic and neurotypical children as the context we are designing for. We are interested in understanding the nature of children's friendships and the potential for technology to support them. Although children themselves are the ones who experience friendship and challenges around its development and peer interaction, they might find it difficult to articulate the challenges they face. Furthermore, it is unrealistic to expect children to identify strategies to help them overcome the challenges with friendship development that they are facing as it assumes children have the social skills to come up with these strategies in the first place. Hence, it is necessary in this context to consider proxies who can identify challenges and suggest ways to overcome them
Understanding concussion in para athletes with vision impairment
Sports-related concussions occur in para sport as they do in able-bodied sport. There is evidence to suggest athletes with vision impairment (VI) may be more likely to sustain concussion injuries compared to athletes with other impairment types. However, there is limited understanding of best practices in concussion assessment and management for athletes with VI. Symptoms intrinsic to pre-existing conditions in para athletes are also commonly seen in athletes suffering from a concussion, which makes the assessment and management of concussion more challenging in the para athlete population. Perspectives and experiences of VI para sport athletes and coaches with concussion are also poorly understood.
The purpose of this project was to understand how concussions are currently assessed and managed in elite para athletes with vision impairment, to move toward establishing clinical practice guidelines and critical research priorities in concussion management for elite athletes with VI. The secondary objective of this thesis was to understand the perspectives, experiences, and knowledge of elite athletes with VI and coaches concerning concussion in VI para sport.
A two-round Delphi study was conducted to solicit the opinions of healthcare professionals, researchers, and administrators in VI para sport concerning concussion assessment and management practices. Eight out of the nine interested participants completed the first-round survey; seven of those completed the second-round survey. Five out of eight participants were sports medicine physicians, and the remaining three participants had a background in physical therapy. Experts identified that VI athletes may exhibit different observable signs of concussion (e.g., lack of blank look, balance issues at baseline, etc.) compared to able-bodied athletes. Experts unanimously agreed that pre-season baseline testing is necessary for para athletes with VI. While most experts (86%) agreed the SCAT5 currently represents the most effective assessment tool available for the evaluation of suspected concussion, one expert disagreed and explained that the SCAT5 is too complex for regular sideline use. Some experts suggested prescribing a longer period of initial rest or doubling the time between return-to-sport steps for athletes with VI. Experts came to a unanimous consensus that there is a lack of after-care in VI para sport in addition to the lack of on-site specially trained medical support.
Elite para athletes with VI and coaches were invited to participate in a single-round survey study. The survey questions covered the following topics: Demographics; Concussion incidence, recognition, response, assessment, and management; Return-to-sport; and Education. Analysis consisted of categorizing written responses and analyzing response frequencies. A total of 8 participants (athletes (n = 4); coaches (n = 4)) from elite VI para sport took part. Athletes were found to have less awareness of medics at sidelines, assessment tools, how decisions are made to investigate for concussion, and the need for concussion assessments than coaches. Athletes were also more likely to not report incidents with reasons for not reporting including “don’t think it’s serious”, “time and money”, and “misdiagnosis because of underlying conditions”. Coaches are not considering athlete involvement in return-to-play decisions. Athletes and coaches agreed that it is important for medical professionals to have concussion education but differ on the need for education of athletes and guides. Athletes reported having little and poor quality concussion education.
Future investment in the provision of specially trained on-site medical support is needed to ensure the safety and well-being of VI para athletes. Education strategies should prioritize informing para athletes of the potential long-term consequences of concussion, so they understand the significance of failing to report concussion symptoms and of neglecting concussion injury protocol
“So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy
Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offer significant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, disruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these contributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts
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