17,613 research outputs found
Examination of a Brief, Self-Paced Online Self-Compassion Intervention Targeting Intuitive Eating and Body Image Outcomes among Men and Women
Ideals for appearance and body image are pervasive in Western culture in which men and women are portrayed with unrealistic and often unattainable standards (Ferguson, 2013; Martin, 2010). Exposure and reinforcement have created a culture of social acceptance and internalization of these ideals, contributing to pervasive body image disturbance (i.e., body dissatisfaction; Fallon et al., 2014; Stice, 2001; Thompson & Stice, 2001; Thompson et al., 1999). Research has suggested that body dissatisfaction is expressed differently across sexes (Grossbard et al., 2008), with attention to thin ideals among women and muscular ideals among men. Body dissatisfaction has been linked to numerous poor outcomes, including dieting, unhealthy weight control behaviors, disordered eating, and increased psychopathology. Although dieting is one of the primary mechanisms employed to reduce body dissatisfaction (Thompson & Stice, 2001), research has shown that such efforts are contraindicated as dieting predicts weight gain over time (Pietiläinen et al., 2012) as well as preoccupation with food, disordered eating, eating disorders, emotional distress, and higher body dissatisfaction (Grabe et al., 2007; Johnson & Wardle, 2005; Neumark- Sztianer et al., 2006; Paxton et al., 2006; Tiggemann, 2005). Restrictive dietary behaviors suppress physiological cues to eat (e.g., hunger) that presents a vulnerability to eating in response to alternative cues, both internal (e.g., emotions) and external (e.g., availability of food).
Intuitive eating is a non-restrictive approach to eating that encourages adherence to internal physiological cues to indicate when, what, and how much to eat (Tylka, 2006) and has demonstrated an inverse relationship with disordered eating, restrained eating, food preoccupation, dieting, body dissatisfaction, and negative affect (Bruce & Ricciardelli, 2016). Self-compassion, relating to oneself in a caring and supportive manner (Neff, 2003a), has been proposed as a pathway to increase intuitive eating and reduce body dissatisfaction (Neff & Knox, 2017; Schoenefeld & Webb, 2013; Webb & Hardin, 2016). Research has highlighted the efficacy of self-compassion interventions in addressing weight-related concerns (Rahimi-Ardabili et al., 2018) as well as brief experiential exercises for reducing body dissatisfaction (Moffitt et al., 2018). Additionally, there is a growing body of evidence supporting the efficacy of internet-based self-compassion interventions (Mak et al., 2018; Kelman et al., 2018; Nadeau et al., 2020). The purpose of the current study was to examine the effectiveness of a brief, self-paced online self-compassion intervention targeting body image and adaptive eating behaviors and potential mechanisms of change (e.g., self-compassion and psychological flexibility) among undergraduate men and women. This study also examined outcomes among men and women in the area of self-compassion, body dissatisfaction, and intuitive eating as research has highlighted the need to determine who benefits more from self-compassion interventions (Rahimi-Ardabili et al., 2018).
The study compared a one-hour, self-guided online self-compassion intervention to an active control condition. The intervention was comprised of psychoeducation, experiential exercises, and mindfulness practice designed to increase self-compassion surrounding body image and eating behaviors. In contrast, the active control condition consisted of self-care recommendations and self-assessments for nutrition, exercise, and sleep. The study was administered over three parts (e.g., baseline, intervention, and follow-up) in which variables of interest were assessed at each time point. Outcome variables included self-compassion, intuitive eating, disordered eating, body appreciation, muscle dysmorphia, internalized weight bias, fear of self-compassion, and psychological inflexibility. Participants were randomized on a 2:1 intervention to control ratio at the second time point in order to make comparisons between groups while simultaneously having sufficient power for examining mediation and moderation within the treatment condition. Overall, 1023 individuals (64% women, Mage = 18.9, 67.4% white) signed informed consent and participated in at least one part of the study whereas 101 participants (71% women, Mage = 19.3, 71% white) completed all three study portions.
As predicted, self-compassion was correlated with all variables of interest, and all study variables were correlated with each other (p < .01). In contrast to hypothesized outcomes, the self-compassion condition failed to demonstrate improvements across time or between conditions on all study outcomes. These results persisted when participants were screened for levels of intuitive eating as well. Contrary to prediction, internalized weight bias, muscle dysmorphia, and fear of self-compassion demonstrated increased levels within the intervention condition and decreases in the control condition. There were significant gender differences on multiple outcome variables, with men demonstrating higher levels of self-compassion and body appreciation whereas women endorsed higher levels of disordered eating, internalized weight bias, muscle dysmorphia, and psychological inflexibility. Additionally, there were significant gender interactions for internalized weight bias, body appreciation, and muscle dysmorphia. The interactions existed such that men demonstrated increased internalized weight bias and muscle dysmorphia across time whereas women displayed decreased weight bias and muscle dysmorphia. The opposite pattern was found within body appreciation; women demonstrated increased body appreciation across time while men reported decreased levels of body appreciation.
Despite this study’s intent to examine underlying mechanisms of change, the condition in which participants were randomly selected did not have any relationship, positive or negative, with the outcome variables of interest. As such, mediation within the current study was not conducted as it would violate statistical assumptions required to examine this hypothesis. Finally, upon examining the moderating relationship of fear of self-compassion between self-compassion and outcome variables, there were main effects for self-compassion on intuitive eating, emotional eating, internalized weight bias, body appreciation, and psychological inflexibility as well as main effects of fear of self-compassion on psychological inflexibility. There were significant interactions for intuitive eating and emotional eating, such that as fear of self-compassion increased, the effect of self-compassion on intuitive eating decreased, and the effect of self-compassion on reducing emotional eating behaviors decreased.
Overall, the brief, self-paced online intervention delivered in the current study did not prove to be an effective means for improving self-compassion, intuitive eating, body appreciation, disordered eating, muscle dysmorphia, and psychological inflexibility. Nevertheless, the relationships between self-compassion and outcome variables of interest throughout the study mirror that of the existing literature. Findings from this study, in general, were also consistent with differences between men and women despite a gap in the research for intervention outcomes. Although fear of self-compassion demonstrated a moderating effect on the relationship between self-compassion and intuitive eating as well as emotional eating, this does not account for the lack of significant findings. The context surrounding this study, such as the COVID-19 pandemic, provided a considerable challenge to examining the efficacy of the current intervention. However, the findings of this study suggest future research will likely need to identify ways to enhance the delivery of experiential exercises that encourage engagement, provide a safe and warm environment for participants, and create flexibility and willingness surrounding painful and difficult experiences in order to undermine internalized and socially accepted beliefs about body image and eating behaviors
Interactive Sonic Environments: Sonic artwork via gameplay experience
The purpose of this study is to investigate the use of video-game technology in the design and implementation of interactive sonic centric artworks, the purpose of which is to create and contribute to the discourse and understanding of its effectiveness in electro-acoustic composition highlighting the creative process. Key research questions include: How can the language of electro-acoustic music be placed in a new framework derived from videogame aesthetics and technology? What new creative processes need to be considered when using this medium? Moreover, what aspects of 'play' should be considered when designing the systems? The findings of this study assert that composers and sonic art practitioners need little or no coding knowledge to create exciting applications and the myriad of options available to the composer when using video-game technology is limited only by imagination. Through a cyclic process of planning, building, testing and playing these applications the project revealed advantages and unique sonic opportunities in comparison to other sonic art installations. A portfolio of selected original compositions, both fixed and open are presented by the author to complement this study. The commentary serves to place the work in context with other practitioners in the field and to provide compositional approaches that have been taken
Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640
Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures.
This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life
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Wordsworth's death and the figure of the poet in 1850
This article will consider the extent and nature of the celebrity of the Poet Laureate William Wordsworth, who died in 1850. Ostensibly the most famous English poet alive in that year, on his death on 23 April 1850, Wordsworth had been Poet Laureate for just over seven years and had been actively producing verse since 1793. Shortly after his death, his longest poem, now considered a masterpiece of autobiographical epic, The Prelude, was published; one could easily assume that the death of such a major poet coupled with the publication of one of his most significant works would dominate the literary world in that year; yet notices of his death, while widespread, were fleeting in focus, and The Prelude met with a lukewarm reception. This challenges the concept of even a Poet Laureate as a literary celebrity. Nonetheless, as I will show, his name endured as a byword for ‘poet’ in periodicals of the time, and the Wordsworthian pastoral lyric remained an enduring form in periodicals of the year of his death; meaning that Wordsworth as a figure of ‘true poet’ endured even as his personal celebrity had waned
Approach to corporate governance and supporting shareholders' interests
10 páginasShareholders interests play a relevant role in corporate governance. Notwithstanding the different legal
regimes across the globe, there is a trend towards converging mechanisms protect shareholders
through disclosure and other instruments. Simplification of voting process and procedures to ease the
taking into account of shareholder preferences are matters still to be resolved.S
Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
p.1769-1790The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three diferent schools (N=215) were
randomly allocated to two forms of strategy-focused program called cognitive selfregulation instruction (CSRI). The full-CSRI (experimental condition 1, n=72) taught students a strategic approach to set appropriate product goals along with
planning strategies. However, in the brief-CSRI (experimental condition 2, n=69), the direct teaching of planning procedures was removed. These two experimental conditions were compared with a control condition (n=74). We used a pre-test/posttest design and we also collected a maintenance writing performance 7 months after the intervention. Writing performance was holistically evaluated through readerbased measures made up of aspects related to structure, coherence, and quality. Only the full-CSRI condition wrote better compare–contrast texts than the control group in both the short term and at the maintenance timepoint. The study discusses the efects of the intervention on each measure and whether or not it is necessary to train
process strategiesS
Word sketches of descriptive modifiers in children's short stories for teacher training in teaching English as a foreign language
.Stories have proved to be an important didactic resource in language teaching; therefore, teacher trainees are often encouraged to design story-based tasks. However, they may find difficulties in identifying the language typically found in children's stories. For this reason, the present paper aims at exploring a relevant feature of this genre, descriptive modifiers, in order to raise student teachers’ genre awareness and prompt them to use high-frequency words and phrases. In this corpus-based study, a number of key elements were first identified, then classified, and finally, their occurrences were analyzed to obtain patterns in their grammatical behavior and an inventory of their most common collocates. SketchEngine was used both to compile the corpus and to retrieve word sketches of each modifier. Gaining more insight into the language of stories can contribute to helping teacher trainees to perceive characteristic language in children-oriented text types and to develop their own storytelling abilities.S
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Using Digital Storytelling in Science: Meaning Making with Students aged 10-12 years old
Meaning making is an essential aspect of learning as a process of interpreting and negotiating information while sharing it with others. One way of meaning making is through (digital) storytelling. The process of creating and telling a story depends on how one can see their understanding of something come together and make sense and it is considered a (socio) constructivist strategy of learning. The purpose and contribution of this research are to explore how digital storytelling may support engagement in meaning-making as students externalise their understanding of the science topic of matter. To this aim, two digital storytelling activities were constructed – SEeDS (Sequencing of Events enabling Digital Storytelling) and Narration. The two activities included the same content but differed in structure. SEeDS presented the story scenes in an order that was not predefined and Narration in a predefined order. Both activities derived elements from the theoretical concept of Tricky Topics and Stumbling Blocks (SBs). This research was informed by the theory of Problem-based learning.
Participants were sixty-one Greek primary students aged 10-12 years old and twenty-two English secondary students aged 11-12 years old. Half students worked through the SEeDS activity and the rest through the Narration activity. Students worked cooperatively in small teams to implement the two activities. A systematic analysis of the collected data was conducted using qualitative methods. Findings revealed that the two activities had supported the Greek and English students in externalising their understanding of many scientific concepts included in the topic of matter, while it identified gaps in their prior knowledge. The two activities have also facilitated the instinctive use of exploratory talk over the other two types (cumulative and disputational talk) that can often be found in peer talk in science learning. Finally, the two activities appeared to have engaged students in the two contexts, as they allowed them to own the story creation whilst working independently. Finally, the Greek and English students viewed the SEeDS activity as challenging, making it hard to complete and at times tiring and confusing, and the Narration activity as easy to implement, giving students the opportunity to mainly focus on inventing the story plot.
This research makes a valuable contribution to the literature on making meaning in science, offering new insights about the use of problem-based stories supported by mobile technology. The findings provide opportunities to further explore the practical application of problem-based digital storytelling activities, which are hard thinking and challenging, across different age groups and cultural contexts. There is a need for teaching practices to be based on socio-constructivist learning approaches that focus on students’ thinking, not performance. Therefore, the implications of this research are relevant to a number of educational contexts and levels
Glass children: The lived experiences of siblings of people with a disability or chronic illness
Siblings of disabled or chronically ill children are often hidden family members and their needs for support might not be met. Current research however is limited in its understanding of siblings' lived experiences. This study uses semi-structured interviews to explore the lived experiences of 16 individuals (referred to as siblings) who grew up with a disabled or chronically ill brother or sister. Participants reflected on their childhood and adolescent experiences as siblings, focusing on their social interactions and relationships, social support, and wellbeing. Using thematic analysis, we identified four distinct but theoretically related themes; participants experienced (a) feelings of invisibility during social interactions, (b) psychological difficulties due to the internalisation of family roles or life conditions, and (c) feelings of guilt and self-blame. Finally, (d) social support was central as siblings were sometimes unable to understand their own needs, and support from family and peer groups helped them have their negative experiences validated. Our findings suggest greater support for siblings is required with a focus on addressing negative feelings and the availability of social support from people with similar experiences
What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges
.Virtual exchange refers to the engagement of groups of learners in online intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of course work and under the guidance of educators and/or expert facilitators. This study presents a qualitative content analysis of reported learning outcomes by students of English in a Spanish university following their participation in one of thirteen online intercultural exchanges. Based on the analysis of 345 learner portfolios, several key themes were identified which provide insight into the type of learning which virtual exchange can contribute to second language classrooms. These included how virtual exchange contributed to overcoming students’ stereotypes, gaining confidence as communicators in their second language (L2) and reconceptualizing English as a tool for communication rather than as an abstract academic activity. A comparison of two models of virtual exchange within the dataset also revealed how task design can influence the outcomes of this activityS
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