What’s a coach to do? Exploring coaches’ perspectives of body image in girls sport

Adolescent athletes report body image concerns that negatively impact their sport experiences and participation. The coach’s perspective may be informative to how the context of sport perpetuates, supports, or protects from negative body image. Yet few coaches are represented in this area of research. The purpose of the present study was to explore coaches’ perceptions of body image in girls sport. Thirteen coaches with an average of 10 years of experience working with girls in primarily non-aesthetic team sports were interviewed. Based on inductive thematic analysis, coaches’ perceptions of the athletes’ body image concerns were reflected in four themes labelled (i) body image: the ‘elephant’ on the field (i.e., identifying the unspoken nature of body image), (ii) agents of body image in sport (i.e., parents, coaches, and media), (iii) skill over appearance (i.e., focusing on athletic skill and competence), and (vi) systemic strategies. This last theme offers several considerations for improving the sport context with a lens to improve body image. Of relevance, it was apparent that all coaches operationalized body image as predicated on appearance, body shape, and weight and this narrow simplistic perception could guide future programs and practices. Taken together, findings highlight the need to intervene with coaches to provide adequate support and education on body image in girls sport.     

Why do we think? Consequences of regarding thinking as behavior

Cognitive psychologists have made significant progress in explaining how people think. However, relatively little time and energy have been invested in understanding why we think--the factors that make us start or stop thinking, choose and change strategies and solutions. Such questions are linked to motivation and to discriminative and reinforcing stimuli. In this article, the idea that studying thinking as a form of behavior closely connected to antecedent stimuli and consequences leads to potentially important questions that are not presently being studied in the field of cognitive psychology. This is not an argument for reverting to behaviorism--rather, the argument is made that integrating a behavioral perspective on thinking would enrich cognitive psychology.     

What characterizes early adolescents with a positive body image? A qualitative investigation of Swedish girls and boys

The aim of the present study was to investigate positive body image during adolescence. Semi-structured interviews, centring on three body image domains (satisfaction with own appearance, views on exercise, and influence from family and friends) were conducted with 30 early adolescent Swedish girls and boys who at age 10 and 13 had shown the highest level of body satisfaction in a large longitudinal sample. The data were analyzed thematically. Results revealed that the adolescents’ satisfaction with their own appearance was characterized by a functional view of the body and an acceptance of the bodily imperfections that they perceived that they had. The vast majority of the adolescents were physically active and found exercise joyful and health-promoting. Finally, although some of the adolescents had received negative comments about their appearance from family and friends, such comments were not given any importance.     

What can law do for the development of bio-economy?

Bio-technology has become a new impeller to the development of the world economy since the 1970's. The development of bio-economy has two sides for mankind which calls for intervention by law. During the legislation of bioeconomy, some special principles should be esteemed and observed by legislators. It is necessary for the healthy development of bio-economy.     

A qualitative study of preadolescent boys’ and girls’ body image: Gendered ideals and sociocultural influences

This qualitative study examined preadolescent boys’ and girls’ body ideals, and peer and media factors that shape these ideals. Sixty-eight children aged 8–10 participated in semi-structured interviews: 19 boys and 17 girls in individual interviews and 16 boys and 16 girls in eight group interviews. Techniques from grounded theory were used to analyze the data. Findings demonstrated that fitness was an important element of boys’ and girls’ body ideals. For boys the emphasis was on sport, and this was promoted by their peer interactions and the sportsmen they admired. For girls the focus was on looking good, and this was reinforced by their peer conversations, and the actresses and singers they admired. Focus groups further highlighted how peers both reinforced media messages, yet also helped children critique media messages. Implications are discussed for prevention programs that need to be specifically tailored for boys and girls.     

Early childhood predictors of boys’ antisocial and violent behavior in early adulthood

Research on early childhood predictors of violent behaviors in early adulthood is limited. The current study investigated whether individual, family, and community risk factors from 18 to 42 months of age were predictive of violent criminal arrests during late adolescence and early adulthood using a sample of 310 low-income male participants living in an urban community. In addition, differences in trajectories of overt conduct problems (CP), hyperactivity/attention problems (HAP), and co-occurring patterns of CP and HAP from age 1½ to 10 years were investigated in regard to their relationship to violent and nonviolent behaviors, depression, and anxiety at age 20. Results of multivariate analyses indicated that early childhood family income, home environment, emotion regulation, oppositional behavior, and minority status were all significant in distinguishing violent offending boys from those with no criminal records. In addition, trajectories of early childhood CP, but not attention deficit hyperactivity disorder, were significantly related to self-reports of violent behavior, depressive symptoms, and anxiety symptoms. Implications for the prevention of early childhood risk factors associated with adolescent and adult violent behavior for males are discussed.     

What is terrorism and can psychology do anything to prevent it?

Terrorism has a long history, which continues to unfold, and takes many forms. Notwithstanding these facts, there is no generally accepted definition of terrorism. I set forth the definitional issues that underlie the current debate about terrorism. By comparing terrorism with various forms of violence, I argue that it is plausible to construe terrorism as crime and, in support of this, I demonstrate why terrorism cannot be morally justified. Next, I cluster various immediate and long-term approaches intended to prevent terrorism, highlighting psychologically based strategies, such as behavioral profiling, teaching tolerance and citizenship, modifying media images of terrorism, and building peace. In order to understand and respond more effectively to 21st-century terrorism, I advocate adoption of a multidisciplinary, contextually sensitive approach.     

Preschoolers’ behavioural reenactment of “failed attempts”: The roles of intention-reading,emulation and mimicry

To clarify the nature of the social cognitive skills involved in preschoolers’ reenactment of actions on objects, we studied 31- and 41-month-old children's reenactment of intended acts (“failed attempts”) in Meltzoff's (Meltzoff, A. N. (1995). Understanding the intentions of others: Reenactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838–850) behavioural reenactment paradigm. Measuring children's first action, performance of target acts was similar in a novel Emulation Learning condition to that seen in the Failed Attempt condition. In the Emulation Learning condition, children did not see the adult's manipulation and their response was likely to have been based on the end state specifying the object's key affordances. Both 31- and 41-month-old children also copied the control acts they had observed in the Adult Manipulation condition. However, 41-month-old but not 31-month-old children reproduced the failed attempt actions in the Failed Attempt condition. This pattern of findings suggests that, whilst 2- to 3-year-olds mimic adults’ actions when these actions do not trigger alternative object affordances, only in the third year of life will children mimic adults’ actions when these actions simultaneously trigger such affordances. Reenactment of actions on objects involves a number of social cognitive processes and exceptional care in the design of experiments is required to determine the roles played by intention-reading, emulation, and mimicry.     

How much risk can you stomach? Individual differences in the tolerance of perceived risk across gender and risk domain

Research within the psychological risk–return framework, namely, using the Domain-Specific Risk-Taking scale, has led to a conclusion that risk attitude—measured as an individual's sensitivity to the risk they perceive—is stable across people (e.g., gender) and domains (e.g., recreational, social, financial, & health). Risk taking differences across gender and domain have been interpreted in terms of differences in the magnitude of risk perceived (and expected benefit). Yet the Domain-Specific Risk-Taking scale items, contrived by researchers rather than decision makers themselves, may have failed to detect differences in perceived risk attitude by failing to adequately represent all combinations of risks and benefits across gender and domains. In Study 1, participants generated their own examples of activities, which we selected among in Studies 2 and 3 to construct a new scale representing various levels of perceived risk and expected benefit. Our findings reveal that women are more sensitive than men to risk they perceive (i.e., are less tolerant of risk) in the recreational, social, and financial domains but not in the health domain. Risk attitude also differed across domains, with participants tolerating more risk in some domains than in others. We conclude that gender and domain differences in risk taking stem partly from gender and domain differences in people's sensitivity to perceived risks. Our findings have theoretical implications for the psychological risk–return framework and bridge with other theoretical approaches, such as the expected utility framework. Our studies also provide a new scale for assessing differences in attitudes toward risk that overcomes shortcomings of existing scales.     

The relationship between caregivers’ gender equality norms and girls’ need satisfaction and self-esteem under conditions of resource scarcity

Motivation and Emotion - As key socialization figures in children’s lives, caregivers play an important role in the nurturing of children’s psychological needs. Parental conditional...     

What do employers want of counsellors and counseling training?

Abstract

A Psychotherapy and Counselling Network, funded by the Department for Education and Employment, was researching employment and training of therapists and counsellors during the period September 1996 to April 1998. Its main task was examining the relevance of current psychotherapy and counselling training, as perceived by the courses, by the graduates and by the employers of psychotherapists and counsellors. This article summarizes the work carried out in the project, drawing particular attention to what employers might be looking for when they interview candidates for counsellor and psychotherapist posts.     

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182 men) and 1493 students (685 boys). Teachers completed a slightly adapted version of the Student-Teacher Relationship Scale. The results indicated limited measurement non-invariance in teacher reports. Female teachers reported better (i.e., more close, less conflictual, and less dependent) relationships with students than male teachers. In addition, both male and female teachers reported more conflictual relationships with boys than with girls, and female teachers also reported less close relationships with boys than with girls. The findings challenge society's presumption that male teachers have better relationships with boys than women teachers.     

Academic career intention beyond the PhD: can the theory of planned behavior explain gender differences?

Are women less interested in becoming professors than men? We applied the theory of planned behavior (TPB) to investigate the intention to pursue an academic career. Postdocs who recently finished their PhD at a German university participated in an online survey (N = 380, mean age: 33; 45% women). Women reported lower academic career intentions (d = 0.40); TPB variables (attitude, subjective norm, self‐efficacy) explained 87% of this gender difference. At an 8 month follow‐up, we found no gender difference in the intention to continue in an academic career among the postdocs who were still working in academia (n = 129). Addressing TPB constructs early in women's academic careers could encourage them to remain in academia and strive for a professorship.     

Cardiovascular correlates of emotional expression and suppression: do content and gender context matter?

Three studies examined cardiovascular (CV) responses during emotional expression with empathically responsive strangers. Study 1 demonstrated that self-relevant emotional expression fostered CV reactivity consistent with challenge. Study 2 manipulated content of discussion by assigning participants to 1 of 4 conditions: emotional, nonemotional, emotional suppression, nonemotional suppression. In same-sex dyads. emotional expression elicited CV challenge reactivity whereas emotional suppression evoked CV threat reactivity, both compared with appropriate control groups. In opposite-sex dyads, however, emotional expression engendered CV threat. Because same- and opposite-sex disclosures differed, Study 3 controlled the content of emotional expression while manipulating gender context. Results confirmed findings from the first 2 studies, indicating that both context and content of emotional expression influenced CV effects. Findings are discussed within a theoretical challenge and threat perspective.     

What makes us believe a conditional? The roles of covariation and causality

Two experiments were conducted to investigate the roles of covariation and of causality in people's readiness to believe a conditional. The experiments used a probabilistic truth-table task (Oberauer & Wilhelm, 2003 Oberauer, K. and Wilhelm, O. 2003. The meaning(s) of conditionals: Conditional probabilities, mental models, and personal utilities. Journal of Experimental Psychology: Learning, Memory & Cognition, 29: 680–693. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) in which people estimated the probability of a conditional given information about the frequency distribution of truth-table cases. For one group of people, belief in the conditional was determined by the conditional probability of the consequent, given the antecedent, whereas for another group it depended on the probability of the conjunction of antecedent and consequent. There was little evidence that covariation, expressed as the probabilistic contrast or as the pCI rule (White, 2003 White, P. A. 2003. Making causal judgements from the proportion of confirming instances: The pCI rule. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29: 710–727.  [Google Scholar]), influences belief in the conditional. The explicit presence of a causal link between antecedent and consequent in a context story had a weak positive effect on belief in a conditional when the frequency distribution of relevant cases was held constant.     

What do we owe co-nationals and non-nationals? why the liberal nationalist account fails and how we can do better

Liberal nationalists have been trying to argue that a suitably sanitized version of nationalism—namely, one that respects and embodies liberal values—is not only morally defensible, but also of great moral value, especially on grounds liberals should find very appealing. Although there are plausible aspects to the idea and some compelling arguments are offered in defense of this position, one area still proves to be a point of considerable vulnerability for this project and that is the issue of what, according to the liberal nationalists, we owe both members of our nation, our co-nationals, and what we owe those who are not members of our nation. It is here that we see the project still has some distance to go if a version of liberal nationalism is, indeed, to be morally defensible. In this paper I examine leading liberal nationalist accounts of our obligations to co-nationals and non-nationals. I argue that liberal nationalists have not yet given us an adequate account of our obligations to non-nationals for a number of reasons. For instance, on the issue of the priority we may give co-nationals' interests over non-nationals', the theorists' view show significant tension, they seem to be confused about what their positions entail, the views are unhelpful, ad hoc, or the positions are quite unclear. Liberal nationalists also have a misleading impression that their positions better capture the relation between personal identity and duty, but this turns out to be false. Other defects with their specific projects are highlighted. I go on to offer a more promising method for determining our obligations to non-nationals. Rather than this alternative precluding any scope for nationalism, it actually makes clearer to us how there might be some defensible space for nationalism once our obligations to put in place appropriate institutions and sets of rules have been fulfilled.     

Conceptualizing and measuring perceptions of sexual attractiveness: Are there differences across gender and sexual orientation?

There is no consistent conceptualization of sexual attractiveness in the literature. The present paper reviews previous literature on sexual attractiveness, examining the different terms used to refer to sexual attractiveness, as well as the measures designed to evaluate perceptions of sexual attractiveness. A new measure of self-perceptions of sexual attractiveness is proposed and psychometrically tested based on this material. The review of the literature demonstrates that there are multiple, often ambiguous, terms used in relation to sexual attractiveness, with few definitions provided. Additionally, there is no standardized measure of perceptions of sexual attractiveness. Single item measures are commonly used to assess an individual’s perceptions of their own or of another’s sexual attractiveness, and few studies provide a psychometric evaluation of the measures used. A clearer picture of sexual attractiveness is formed in this paper and, with this, a new scale measuring self-perceptions of sexual attractiveness is developed. The new scale is a valid and reliable measure of self-perceived sexual attractiveness that may be used among men and women who identify as heterosexual, gay, lesbian or bisexual. Furthermore, the findings suggest that sexual attractiveness may be conceptualized similarly across gender and sexual orientation.     

Latino parents’ science beliefs and support of high school students’ motivational beliefs: Do the relations vary across gender and familism values?

Based on the Eccles’ expectancy-value theory, the objectives of this study were (1) to examine the longitudinal relations between Latino parents’ science beliefs, parents’ science support, and high school students’ science motivational beliefs, and (2) to test whether these relations varied by familism values and adolescent gender. Multi-informant longitudinal survey data were collected from 104 Latino parents and adolescents during 9th and 10th grade. Parents’ perceptions of their adolescents’ science ability and value of science in 9th grade predicted higher parent science support at home in 10th grade if they were parents of boys. In contrast, these relations were not statistically significant for parents of daughters. Parent support in 9th grade predicted higher adolescent motivational beliefs one year later. This work provides evidence that parent support is important for high school student success in this understudied population.