The Male Gaze and Women’s Sports Identity: Male Authorship of the Female Experience

The male gaze “construes women subjectively, according to stereotyped cognitions which harmonise with the expectations of the male reader [viewer]” (Brandt 2005, 235). This article examines how the male gaze shapes women’s participation in sport and physical activity. A brief historical retrospective provides examples of how the male voice authored ways in which women were allowed to compete and then offers contemporary examples that show how the male gaze continues to influence women’s sport clothing and behavior, rules, policies, and coaching methods. Despite the improvements in women’s sport participation, men still have the lion’s share of leadership positions with sports authorities in America, which means they can literally author how women compete. Women are still held captive by the male gaze, which creates a dangerous feedback loop forcing some women to conform to the stereotypes supported by the wider culture. In recent years, women have found a voice to talk about their unique athletic needs. Whether it is dark shorts so they can focus on competition during their menstrual cycle or wearing less revealing clothing on the handball court, women want to be seen as competent athletes and not as objectified sexual objects

Students’ perceptions of schooling:The path to alternate education

&lt;p style="margin: 0cm 0cm 24pt 36pt;"&gt;&lt;span style="color: #131413; font-family: Times New Roman; font-size: medium;"&gt;Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.&lt;/span&gt;&lt;/p&gt;</jats:p

Theory of mind and concealing vs. forthcoming communication in adolescence

Concealing information requires that adolescents manage the information that they share, which requires cognitive skills, for example, theory of mind (ToM). This study explored motivations for concealment that early adolescents (N = 90, M = 12.81 years, SD = 5.10 months, range 12–14 years, and 58% female) endorsed concealing or disclosing to friends and parents, in relation to their theory of mind. We found that adolescents broadly endorsed disclosure to both parents and friends, even when it might mean they would face consequences, be impolite (by not protecting another’s feelings), or face negative identity-related emotions. We found that ToM ability was associated with a tendency to endorse being forthcoming and sharing information with both friends and parents. These findings provide new insight into how the relation between ToM and concealment may change with age, specifically how in early adolescence it may foster open communication rather than concealment as is the case in early and middle childhood

Do laypersons conflate poverty and neglect?

ObjectiveChild neglect is often initially identified via adults who come into contact with children and report their suspicions to the authorities. Little is known about what behaviors laypersons view as constituting neglect and hence worth reporting. We examined laypersons' perceptions of neglect and poverty, particularly how these factors independently and jointly shaped laypersons' decisions about what warrants official reporting of neglect, and how laypersons' socioeconomic background related to their decisions.HypothesesWe anticipated that neglect would be correctly perceived as such, but that extreme poverty would also be perceived as neglect, with these latter perceptions being most pronounced among laypersons of higher socioeconomic background.MethodIn 2 studies, adults read vignettes about a mother's care of her daughter and rendered decisions about whether the mother's behavior met the legal standard of neglect and should be reported. In Study 1 (N = 365, 55% female, mean age = 37.12 years), indicators of poverty and neglect were manipulated. In Study 2 (N = 474, 53% female, mean age = 38.25 years), only poverty (housing instability: homelessness vs. not) was manipulated.ResultsLaypersons often conflated poverty and neglect, especially in circumstances of homelessness. Laypersons of lower socioeconomic background were less likely to perceive neglect in general and to report an obligation to make a referral (R2s ranged from 17-26%, odds ratios ranged from 2.24-3.08).ConclusionsLaypersons may overreport neglect in circumstances of poverty. Increasing public awareness of how to recognize and separate neglect from poverty may enhance identification of vulnerable children and families. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

To what extent does emotional dysregulation account for aggression associated with ADHD symptoms? An experience sampling study

Previous research suggests that aggression is associated with ADHD symptoms and this may partly reflect problems with emotional regulation. Using data from the D2M study (n=260) we found that ADHD symptoms were associated with both emotional lability and aggression, but emotional lability did not mediate the ADHD-aggression association. Results suggest that other factors may be more important for explaining elevated levels of aggression in ADHD