The relationship between dietary restraint and deficits in reasoning about causes of obesity

Abstract

Objective: Increased levels of dietary restraint are associated with deficits on many cognitive tasks. Less is known about how individual differences in restraint influences complex cognition such as reasoning which is the focus of this research.

Design: Two experimental studies are reported. In study 1, participants (n?=?158) completed a causal conditional reasoning task with statements about weight-related and general causal relationships. Study 2 replicated and extended study 1. Participants (n?=?108) completed a causal conditional reasoning task focusing on behavioural causes of weight change or general statements.

Main outcome measure: Causal conditional reasoning task performance.

Results: In study 1, levels of dietary restraint were negatively associated with reasoning abilities for weight-related statements only. Study 2 replicated the negative association between dietary restraint and reasoning finding the effect in both weight-related, and general, causal judgements.

Conclusion: The novel findings show that individual differences in dietary restraint have a wider relationship with cognition than previously demonstrated. Results tentatively support theoretical explanations of a reduction in cognitive capacity, rather than differences in belief, explaining reasoning deficits. These findings open an interesting avenue for research and might have implications for effective decision making about personal health behaviours, such as food choice.     

An Essay on the Houston Conference Policy Statement: Static Yet Incomplete or a Work in Progress?

Ardila (Neuropsychol. Rev. 12: 3, 2002) criticizes the Policy Statement from the Houston Conference on Specialty Education and Training in Clinical Neuropsychology (Hannay et al., Arch. Clin. Neuropsychol. 13: 157–250, 1998) as possessing deficiencies in the training of clinical neuropsychologists in three fundamental knowledge areas: the history of the discipline, neuropsychological syndromes, and neuropsychological theory. These problems are seen here as a result of a more pervasive problem associated with the Houston Conference training model's emphasis on technical skill over science and the attempt to micromanage the training of the clinical neuropsychologist at the administrative level.     

La photo-expression : un outil pour accompagner le patient en éducation thérapeutique et pour évaluer son évolution

IntroductionIn therapeutic patient education (TPE), photoexpression is often used by psychologists in order to work on patients’ perceptions and experiences, especially in group workshops.AimThe aim of this study was to explore diabetic patients’ discourse during two photoexpression group workshops at the beginning and the end of a TPE program.MethodSeventeen patients took part in this study. A lexicometric analysis was performed on their discourse during the two group workshops (Alceste® software).ResultsFor the first workshop, the analysis yielded two classes: the place of diabete in daily life as well as psychic and social functioning. For the second workshop, the analysis also yielded two classes: self-management and adjustement, as well as program experience and return back home.ConclusionThe results show an increase in adaptation skills and particularly in self-efficacy, motivation, positive emotions, perhaps illness acceptance. Photoexpression shows to be a very interesting tool in TPE to accompagny patients but also evaluate their discourse evolution during a TPE program.     

Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation

Background: nursing students are required to think reflectively in both real and simulated clinical practice. Although the Reflective Thinking instrument is reliable in its measurement of reflective thinking, its validity is unknown. Method: confirmatory factor analysis was undertaken in an iterative manner within a non-equivalent control-group study to measure nursing students’ reflective thinking and satisfaction with high-fidelity simulation. The validity and reliability of the Reflective Thinking instrument was tested. Results: the resulting instrument consisted of 15 items across four factors. The final model was plausible as it demonstrated ‘goodness of fit’; however, it had neither convergent or discriminatory validity, nor reliability. Internal consistency was fair to reasonable for the four subscales. Conclusion: the testing of the Reflective Thinking instrument using confirmatory factor analysis is a vital initial step in the modification of this instrument. Further development using exploratory factor analysis will enhance the instrument’s relevance within high-fidelity simulation.     

The effectiveness of narrative versus informational smoking education on smoking beliefs,attitudes and intentions of low-educated adolescents

Objective: This study tests the effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents.

Design: A field experiment with three waves of data collection was conducted. Participants (N = 256) were students who attend lower secondary education. At the first and third waves, they completed a questionnaire. At the second wave, 50.8% of the participants read a smoking education booklet in narrative form and 49.2% read a booklet in informational form. After reading, all participants also completed a questionnaire at wave 2.

Main outcome measures: Beliefs about negative consequences of smoking, attitudes towards smoking and intentions to smoke were measured.

Results: Repeated measures analyses with time as a within-subjects factor and condition as a between-subjects factor showed that beliefs about smoking were more negative at Wave 2 compared to Wave 1, irrespective of condition. However, attitudes towards smoking were more positive at Wave 3 compared to Wave 1 when participants had read the narrative version.

Conclusion: These results show that narrative smoking education is not more effective than informational smoking education for low-educated adolescents and can even have an unintended effect for this target group by making attitudes towards smoking more positive.     

On epistemic and moral certainty: A wittgensteinian approach

Abstract

Epistemic and moral certainities like ‘This is a hand’ or ‘Killing people is evil’ will be interpreted as constitutive rules of language games, such that they are unjustifiable, undeniable and serving as obliging standards of truth, goodness and rationality for members of a community engaging in the respective practices.     

Considerations on medical training for gender-affirming care: Motivations and perspectives

Abstract

Background: Many transgender individuals lack access to needed medical care, partially due to a lack of providers with experience in gender-affirming healthcare.

Aims: The purpose of this study was to identify professional motivators for medical providers seeking out training in gender-affirming care and to define which training experiences were most beneficial to their career development. By identifying experienced providers’ recommendations on which training modalities are most relevant to their practice, we aim to suggest future directions for medical education initiatives to effectively expand the transgender care workforce.

Methods: A voluntary cross-sectional electronic survey was distributed through professional listservs and publicly-available referral lists to interdisciplinary providers who self-identified as having experience in providing care to transgender individuals.

Results: One hundred and fifty-three (n?=?153) physicians, physician assistants, or advance-practice nurses responded to the survey. The majority (96.7%) were located in the United States, representing 37 states. The two most common motivators for seeking out training in gender-affirming care were filling a need in the community (73.0%) and/or having met a transgender-identified person in a clinical setting who requested care (63.8%). While many providers gained skills independently (57.3%), the two most commonly-available training opportunities were professional conferences (57.3%) and mentorship (41.3%). Respondents were most likely to recommend that others in their field be trained via structured clinical experience (e.g., a rotation or longitudinal exposure during training), rather than additional didactic training.

Discussion: This study identifies key high-yield training methodologies which could improve access to quality gender-affirming healthcare. Through integration of structured clinical experiences during training, direct clinical mentorship, and professional development at conferences on gender-affirming care, the workforce of welcoming and prepared healthcare providers for transgender patients will increase. This will lead to a tremendous improvement on access to gender-affirming care in our communities.     

Prosocialité perçue par les éducatrices en centre de la petite enfance et pragmatique du langage des enfants de 4 ans : une question de genre ?

Objective and methodThe aim of this article is to study the influence of pragmatic skills (language use in social context) of girls and boys aged 4 (n = 120) on prosociality as perceived by their early childhood educators (n = 22).ResultsAs with many works, the results show a significant difference in favor of girls rather than boys, indicating a differential perception of gender in perceived prosociality. Then, they show that the conversational initiative of the boys influences the evaluation of the prosociality as perceived by their early childhood educators, whereas for the girls, it does not make it possible to account for it. On the other hand, girls’ expressed pragmatics (communication intentions) are related to their perceived prosociality, whereas it is not the case for boys.ConclusionThese results tend to show a differentiated influence of the pragmatic skills according to the sex of 4-year-olds in the perceived prosociality by their early childhood educators.     

Reducing demand for ineffective health remedies: overcoming the illusion of causality

Abstract

Objective: We tested a novel intervention for reducing demand for ineffective health remedies. The intervention aimed to empower participants to overcome the illusion of causality, which otherwise drives erroneous perceptions regarding remedy efficacy.

Design: A laboratory experiment adopted a between-participants design with six conditions that varied the amount of information available to participants (N?=?245). The control condition received a basic refutation of multivitamin efficacy, whereas the principal intervention condition received a full contingency table specifying the number of people reporting a benefit vs. no benefit from both the product and placebo, plus an alternate causal explanation for inefficacy over placebo.

Main outcome measures: We measured participants’ willingness to pay (WTP) for multivitamin products using two incentivized experimental auctions. General attitudes towards health supplements were assessed as a moderator of WTP. We tested generalisation using ratings of the importance of clinical-trial results for making future health purchases.

Results: Our principal intervention significantly reduced participants’ WTP for multivitamins (by 23%) and increased their recognition of the importance of clinical-trial results.

Conclusion: We found evidence that communicating a simplified full-contingency table and an alternate causal explanation may help reduce demand for ineffective health remedies by countering the illusion of causality.     

What Is the Role of Quaker Education in a Time of Terror?

Abstract

This article presents not only the distinctive pedagogical philosophy of Quaker education, but discusses the special relevance of Friends values and educational methods in a time when America is at war. The article also includes a listing of print resources on Quaker values and education.     

The Challenge of Information Technology for Literary Studies

ABSTRACT

This paper identifies the challenge and shows how research done on the Kierkegaard corpus is meeting the challenge. It presents eighteen studies, tracing the development of computer based Kierkegaard research, and suggesting that the computer might be used to produce more than word counts and locations of words or strings of texts. The study introduces the idea of a multi-dimensional concordance as evidenced by recent research on Fear and Trembling.     

Taking spiritual experiences seriously in the religious education classroom: a transrational approach

ABSTRACT

Spiritual experiences are common across religious and non-religious faiths, but schoolchildren are often afraid to share these because they fear ridicule from peers who are convinced religion is irrational. The need to speak about spirituality in religious education is increasingly recognised. Signposts suggests that intercultural understanding implies recognising religious students’ perception of reality and helping others understand it. Religious education in Norway now includes exploration of existential questions as a core element, and in England, making sense of religious, spiritual and mystical experiences has been suggested as a big idea. In this paper, we discuss how the dualistic paradigm of modern science makes it difficult to take spirituality seriously as lived experience and empirical phenomenon. Instead we suggest a transrational approach to explore our multidimensional reality in an intercultural dialogue where insiders and outsiders learn from each other. We also explore examples of transrational research on spiritual phenomena.     

Psychometric properties of the French version of the Teachers’ Sense of Efficacy Scale (TSES-12f)

IntroductionSelf-efficacy appears to be an important resource for teachers assessed by the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001).ObjectiveThe current study aims to explore psychometric properties the TSES short form translated into French, taking account of teachers’ experience with special needs students.MethodA sample of 283 primary and secondary teachers completed the scale.ResultsResults of confirmatory factor analyses confirm the tridimensional structure of the scale, which shows satisfactory psychometric properties.ConclusionThe usefulness of this scale is discussed considering the context of inclusive education reforms, as well as the potential protective effect of self-efficacy for teachers.     

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

Abstract

In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers’ ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives.     

Evolutionary Learning Ecosystems for Thrivable Futures: Crafting and Curating the Conditions for Future-Fit Education

Abstract

This paper explores the shifting dynamics in our Learning Landscapes as pressure for deep systemic change mounts. Concepts of future-fit learning and future-creative competencies are introduced as part of a new narrative for new educational paradigms. A Protopia of Evolutionary Learning Ecosystems (ELEs) is proposed. The emergence of ELEs is more likely to curate and foster a thrivability world during those times of growing pressures. Six integral levels of wellbeing for thrivability are postulated, and the role of education to integrate them in the development of future-fit competencies is considered. These competencies are further explored through five evolutionary archetypes.     

School Psychology: Training Individuals for One of the Best Kept Secrets in Professional Psychology

Abstract

School psychology training at the doctoral level is discussed. Given the increasing diversity in the schools as well as the varied education and mental health needs of the population, school psychology training is necessarily broad, involving traditional skills such as assessment, intervention, consultation, and counseling, all of which are taught within a context of a changing school population with changing needs. Because there is compulsory education, school psychologists’ interface with a broad cross-section of individual children, their parents, and their teachers. Moreover, school psychological practice is not limited to schools, as doctoral school psychologists are health service providers; many of these individuals work in other settings for which they are trained to provide services. The complexities and challenges of training school psychologists within this broad agenda effectively across domains are discussed.     

Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis

PurposeRecent work has reported adverse effects of students’ stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education.MethodsThe sample comprised 22 SWS and 403 non-stuttering peers (22 classes) of secondary education in Flanders (Belgium). Students' nominations regarding three acceptance and three rejection criteria were combined. Social network analysis offered procedures that considered direct and indirect interaction between all classmates.ResultsWe found few significant differences: SWS and their peers were distributed similarly across positive and negative status groups. Both considered and were considered by, on average, six or seven classmates as ‘a friend', who they liked and could count on, and nominated or were nominated by one or two classmates as ‘no friend', somebody who they disliked and could not count on. On average, SWS and their classmates also did not differ in terms of structural position in the class group (degree, closeness and betweenness), reciprocated rejection, and clique size. However, SWS do tend to be slightly more stringent or more careful in nominating peers, which led to fewer reciprocated friendships.ConclusionOur results suggest that SWS are quite accepted by peers in secondary education in Flanders. Such positive peer interaction can create a supportive and encouraging climate for SWS to deal with specific challenges.