4 research outputs found
Impact of public exhibition on the perception of birthmarks
BACKGROUND: The importance of photographs in social media, the steep rise in popularity of tattoos, and the prominence of individuals with visibly different skin in fashion are likely to be changing the landscape of self- and public perception of birthmarks. Study objectives were to assess the impact of a photoshoot and public exhibition on the self-perception of individuals with extensive birthmarks, and to explore the viewing public's reactions. METHODS: Thirty individuals with congenital melanocytic nevi (CMN) were recruited internationally. Each had a professional photoshoot portrait with their skin exposed, resulting in a public exhibition in London entitled "How do you C Me Now?" Participants/parents completed pre- and post-questionnaires relating to self-perception and the impact of their birthmarks on behavior. Over 8000 members of the public viewed the exhibition, 464 completing an on-site questionnaire on its effects. RESULTS: All participants/parents rated the experience as positive, valuable and helpful. Scores on self-appreciation and self-confidence were significantly higher after the photo shoot. Members of the general public overwhelmingly reported the exhibition increased their positive feelings towards people with birthmarks. The majority of public respondents also reported that the exhibition made them feel better about their own skin and about their looks in general. CONCLUSION: This unique exhibition and the associated research has provided a striking new perspective on potential psychological interventions for individuals with birthmarks
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Making educational videos more engaging and enjoyable for all ages: an exploratory study on the influence of embedded questions
There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g., 25-34) seemed to benefit more from questions during videos than slightly older students (35-44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions
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Voluntary self-exclusion and contingency management for the treatment of problematic and harmful gambling in the UK: an exploratory study
Research into self-directed methods for reducing problematic and harmful gambling is still in its infancy. One strategy that individuals use to prevent gambling involves voluntary self-exclusion (VSE) programs. For example, VSE programs can make it challenging to access betting sites or enable banks to block gambling-related transactions. Although individual VSEs can be helpful when used alone, it is unclear whether their efficacy is enhanced when combined. Furthermore, it is unknown how VSE compliance can be improved. We propose that contingency management (CM), an evidence-based strategy to incentivise abstinence, could encourage continued VSE use, promoting long-lasting recovery from problematic or harmful gambling. Here, we conducted exploratory analyses on VSE use and CM for gambling in two populations (members of the UK general population recruited and students). Participants responded favourably regarding combined VSE use. They felt that providing vouchers exchangeable for goods/services could incentivise gambling abstinence during VSE. However, some were concerned about people potentially “gaming” the system. Participants believed supplementing VSE and CM with social support could encourage abstinence. These attitudes, and recent research on treatment providers’ opinions on CM for gambling, suggest that experimental evidence should be sought to determine the efficacy of combined VSE use and CM for gambling.</p
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Making educational videos more engaging and enjoyable for all ages: an exploratory study on the influence of embedded questions
There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g., 25-34) seemed to benefit more from questions during videos than slightly older students (35-44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions