The Effects of Playing with Thin Dolls on Body Image and Food Intake in Young Girls

This study experimentally tested the effects of playing with thin dolls on body image and food intake in 6- to 10-year-old Dutch girls (N = 117). Girls were randomly assigned to play with a thin doll, an average-sized doll, or Legos in a no doll control condition. After 10 min, they participated in a taste-test and completed questionnaires about body image. No differences were found between conditions for any of the body image variables. However, girls who played with the average-sized doll ate significantly more food than girls in other exposure conditions. Although no support was found for the assumption that playing with thin dolls influences body image, the dolls directly affected actual food intake in these young girls

School Effects on the Wellbeing of Children and Adolescents

Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being

The “Non-Cuttable” Space In Between: Context, Boundaries And Their Natural Fluidity

The inherent open-ended nature of socio-cultural phenomena makes it necessary to create new theoretical frameworks that enable us to understand the fluidity of the relations between different parts of the dynamic system. Recent advance in modern biology seems to provide a set of heuristic concepts useful to investigate the complexity and fluidity of the relationship between different contexts. One of these is the Rayner’s logic of natural inclusionality. According whit Rayner’s evolutionary standpoint any living system is constantly in dialogue with its natural neighbourhood on the basis of an interdependent and co-evolutive process involved both the context and the organism. The aim of this paper is to evaluate the model proposed by Rayner in light of contextual perspective in development and educational psychology arguing as the space in between is neither a cuttable and divisible presence into discrete things, nor a mere “nothing” that could be cut off our conceptualization. Rather, it’s a ground (for a figure) in which flow and counter-flow in a fluid interplay amidst a distinct bounded context takes place. The interest for the boundary conditions calls for focusing on what happened on the border. By adopting a simultaneous perspective from two standpoints we are able to constantly focus on both aspects—what happens inside and outside different social settings—we became aware that the “walls” of the context of our living are much more permeable than has been until now theorized by psychological research. Keywords: Life’s context . Boundary conditions . Biological perspective . Fluid inclusion . Binocular visio