Young people and political action: who is taking responsibility for positive social change?

A human rights perspective suggests that we are all responsible for ensuring the human rights of others, which in turn ensures that our own human rights are respected and protected. A convenience sample of 108 young people (41 males and 67 females) aged between 16 and 25 completed a questionnaire which asked about (a) levels of involvement in political activity and (b) sense of personal responsibility for ensuring that the human rights of marginalised groups (e.g. ethnic minorities, immigrants, lesbians and gay men) are protected. Findings showed that most respondents supported (in principle) the notion of human rights for all, but tended to engage in low key political activity (e.g. signing petitions; donating money or goods to charity) rather than actively working towards positive social change. Qualitative data collected in the questionnaire suggested three main barriers to respondents viewing themselves as agents of positive social change: (1) "It’s not my problem", (2) "It’s not my responsibility", and (3) a sense of helplessness. Suggestions for how political action might best be mobilised among young people are also discussed.</p

The relationship between trust in mass media and the healthcare system and individual health: evidence from the AsiaBarometer Survey

<p>Abstract</p> <p>Background</p> <p>Vertical and horizontal trust, as dimensions of social capital, may be important determinants of health. As mass media campaigns have been used extensively to promote healthy lifestyles and convey health-related information, high levels of individual trust in the media may facilitate the success of such campaigns and, hence, have a positive influence on health. However, few studies have investigated the relationship between trust levels in mass media, an aspect of vertical trust, and health.</p> <p>Methods</p> <p>Based on cross-sectional data of the general population from the AsiaBarometer Survey (2003–2006), we analyzed the relationship between self-rated health and trust in mass media, using a multilevel logistic model, adjusted for age, gender, marital status, income, education, occupation, horizontal trust, and trust in the healthcare system.</p> <p>Results</p> <p>In a total of 39082 participants (mean age 38; 49% male), 26808 (69%) were classified as in good health. By the levels of trust in mass media, there were 6399 (16%) who reported that they trust a lot, 16327 (42%) reporting trust to a degree, 9838 (25%) who do not really trust, 3307 (9%) who do not trust at all, and 191 (0.5%) who have not thought about it. In the multilevel model, trust in mass media was associated with good health (do not trust at all as the base group): the odds ratios (OR) of 1.16 (95% confidence interval (CI) = 1.05–1.27) for do not really trust; OR of 1.35 (95% CI = 1.23–1.49) for trust to a degree, and 1.57 (95% CI = 1.36–1.81) for trust a lot. Horizontal trust and trust in the healthcare system were also associated with health.</p> <p>Conclusion</p> <p>Vertical trust in mass media is associated with better health in Asian people. Since mass media is likely an important arena for public health, media trust should be enhanced to make people healthier.</p

Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review

Background: Much controversy exists regarding the clinical efficacy of behavioural and developmental interventions for improving the core symptoms of autism spectrum disorders (ASD). We conducted a systematic review to summarize the evidence on the effectiveness of behavioural and developmental interventions for ASD. Methods and Findings: Comprehensive searches were conducted in 22 electronic databases through May 2007. Further information was obtained through hand searching journals, searching reference lists, databases of theses and dissertations, and contacting experts in the field. Experimental and observational analytic studies were included if they were written in English and reported the efficacy of any behavioural or developmental intervention for individuals with ASD. Two independent reviewers made the final study selection, extracted data, and reached consensus on study quality. Results were summarized descriptively and, where possible, meta-analyses of the study results were conducted. One-hundred-and-one studies at predominantly high risk of bias that reported inconsistent results across various interventions were included in the review. Meta-analyses of three controlled clinical trials showed that Lovaas treatment was superior to special education on measures of adaptive behaviour, communication and interaction, comprehensive language, daily living skills, expressive language, overall intellectual functioning and socialization. High-intensity Lovaas was superior to low-intensity Lovaas on measures of intellectual functioning in two retrospective cohort studies. Pooling the results of two randomized controlle

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects.

Drawing on social identity theory and self-categorization theory, we outline an approach to sport psychology that understands groups not simply as features of sporting contexts but rather as elements that can be, and often are, incorporated into a person's sense of self and, through this, become powerful determinants of their sport-related behavior. The underpinnings of this social identity approach are outlined, and four key lessons for sport that are indicative of the analytical and practical power of the approach are presented. These suggest that social identity is the basis for sports group (1) behavior, (2) formation and development, (3) support and stress appraisal, and (4) leadership. Building on recent developments within sport science, we outline an agenda for future research by identifying a range of topics to which the social identity approach could fruitfully contribute

Experiencing Diversity: Complexity, Education, and Peace Construction

AbstractThe relationship with diversity is one of the basic aspects of human experience. In the present contribution, a broad definition of diversity is proposed, which includes, but is not limited to, cultural diversity. The analysis of the experience of diversity is especially focused on children's attitudes and behavior. The role of education is also highlighted. Though education is generally considered by the author in its broad sense, namely, as the sum of all the elements of reality that in one way or another affect human development, a special emphasis here is given to school. The main assumption of this chapter is that complexity, diversity, education, and peace construction are intimately interrelated. Diversity is one of the essential components of complexity, and considerations regarding the reality of complexity should be the prerequisite of any educational program and of any effort toward peace construction. These reflections partly draw on a number of studies (especially through the use of anonymous open-ended essays) we conducted in Italian secondary schools on children's (aged 9–18) attitudes toward multiculturalism. Some suggestions are also prompted by a brief analysis of a passage from the Australian novel My Place by Sally Morgan