The direct effect of thin ideal focused adult television on young girls' ideal body figure

The present study tested the direct effect of watching thin-ideal focused television aimed at (young) adults on body dissatisfaction in preadolescent girls (9-12 years old). A within-subject design was used in which the girls (N=60) were tested three times. They watched three movie clips in random order that were either focused explicitly (thin-ideal program) or indirectly (soap opera) on the thin ideal or were neutral in content. Afterwards, they filled out questionnaires concerning their body dissatisfaction. Only older preadolescent girls (11-12 years old) showed greater body dissatisfaction after watching the thin-ideal focused television clip than after watching the neutral television clip. After watching thin-ideal focused television, they desired a thinner body figure than after watching neutral television. The findings imply that watching (adult) thin-ideal television directly affects the ideal body figure in older preadolescent girls.     

A review of the evidence on the relationship between gender and adolescents' involvement in violent behavior

Adolescents' involvement in violence is a public health concern worldwide, with male adolescents more likely than female adolescents to be involved. A review of the literature published between 1990 and 2011 was conducted to examine the risk and protective factors associated with gender and adolescents' involvement in violent behavior. While research suggests there is an association between gender and involvement in violent behavior, the strength of this association appears to be mediated by gender relationships with other risk and protective factors. Moreover, these relationships appear to vary amongst different communities. Prior to the development and implementation of violence prevention strategies, consideration should be given to collecting longitudinal data specific to the target community. These data would guide the development of effective prevention strategies to ensure they address local needs, influences, and associations between gender and other risk and protective factors.     

Interoceptive and exteroceptive attention have opposite effects on subsequent somatosensory perceptual decision making

Evidence suggests that interoceptive and exteroceptive attention might have different perceptual effects. However, the effects of these different types of body-focused attention have never been directly compared. The current research investigated how interoceptive and exteroceptive attention affect subsequent performance on the somatic signal detection task (SSDT). In Experiment 1, 37 participants completed the SSDT under usual testing conditions and after performing an interoceptive heartbeat perception task. This task led to a more liberal response criterion, leading to increased touch reports in the presence and absence of a target vibration. This finding is consistent with suggestions that attending internally contributes to physical symptom reporting in patients with medically unexplained symptoms (MUS). In Experiment 2, 40 participants completed the SSDT before and after an exteroceptive grating orientation task. This task led to a more stringent response criterion, leading to decreased touch reports in the presence and absence of the target, possibly via a reduction in sensory noise. This work demonstrates that internal and external body-focused attention can have opposite effects on subsequent somatic perceptual decision making and suggests that attentional training could be useful for patients reporting MUS.     

Beyond the fragments of the two Victoires: A fictionalised and incomplete memoir of the two women murdered by Pierre Rivière – His sister and his mother

This paper focuses on gendered spaces in which Pierre Rivière carried out the murder of his mother, his sister and his brother. The archival work of Foucault et al. provides multiple accounts of these family murders, including the very evocative memoir written by Pierre Rivière himself in prison. The position and perspectives of the women in that text, particularly those in his immediate family, are obscured, being seen very much through the eyes of men in general, and Pierre and his father specifically. Here we attempt to cut through that obscuration with a reflexive feminist excavation of fragments from this parricide case. We borrow from multiple sources including historical literature on women at that time, changing laws relating to equality and freedom, literary ways of coming to know the perspective of another through writing, magical realist strategies fostered in arts-based social research, and therapeutic strategies for remembering traumatic events. From these Victoire and her daughter are brought to life in a womanist reading that makes Victoire's position both imaginable and supportable. Specific historical material is confined to footnotes, so maintaining its coherence whilst allowing the foregrounding of the various narratives (from the research process, from original testimonies, and from attempts to write into the spaces left by those testimonies).     

Pierre Rivière and Victoire Rivière: Two accounts of a definitional ceremony ‘staged’ 200 years after the events that shook their family

In the spring of 2010, at the University of Bristol, in the Graduate School of Education, we revisited the case of Pierre Rivière's parricide. More than thirty years after Foucault's (1975) publication devoted to this case, and almost two hundred years after the parricide, we took part in various research events that enabled us to re-connect with Pierre Rivière's memoir. One of these events was a fictional ‘definitional ceremony’. Definitional ceremony is a technique normally used in narrative therapy, and was used by Michael White who developed a Foucauldian analysis of the socio-cultural constitution of mental health. For the purposes of our fictional ceremony two doctoral research students (the authors of this paper) ‘borrowed’ the identities of two of the main protagonists in the Pierre Rivière story. They dressed in period costumes, and embarked on a staging that instigated a renegotiation/resignification of their relationship with each other in the present, and in conversation with a narrative therapist. Our purpose was to re-engage with a troubled family of the nineteenth century as an experiment in seeing how research modalities affect not only our research, but ourselves as researchers.     

The detrimental effects of a suggestion of sexism in an instruction situation

This research investigates the hypothesis that the mere suggestion of sexism can harm women’s experience of an instruction situation. Across three experiments, women exposed to the suggestion about the sexism of a male instructor reported a less positive experience, performed worse on a logic test, and rated the instructor as less competent than did women who were not exposed to the suggestion. The same harmful consequences did not befall men, even when they were potential targets of the alleged sexism. To interpret results, the authors emphasize the concept of social identity threat: the concern that one will be the target not only of stereotypes about inferiority, but also a more general hostility based on a salient social identity. Results suggest the need to expand conceptions of discrimination to include systemic forms of identity threat that can be sufficient to produce harm, even in situations where differential treatment is initially absent.     

Categorizing at the group‐level in response to intragroup social comparisons: a self‐categorization theory integration of self‐evaluation and social identity motives

Two experiments examined how people respond to upward social comparisons in terms of the extent to which they categorize the self and the source of comparison within the same social group. Self‐evaluation maintenance theory (SEM) suggests that upward ingroup comparisons can lead to the rejection of a shared categorization, because shared categorization makes the comparison more meaningful and threatening. In contrast, social identity theory (SIT) suggests that upward ingroup comparisons can lead to the acceptance of shared categorization because a high‐performing ingroup member enhances the ingroup identity. We attempted to resolve these differing predictions using self‐categorization theory, arguing that SEM applies to contexts that make salient one's personal identity, and SIT applies to contexts that make collective identity salient. Consistent with this perspective, the level of identity activated in context moderated the effect of an upward ingroup comparison on the acceptance of shared social categorization. Copyright © 2006 John Wiley & Sons, Ltd.     

Toward a Feminist and Multicultural Model of Consultation and Advocacy

The authors present core ideas or constructs that might be integral to a feminist and multicultural model of consultation. According to the model, the structure of consultation is (a) nonhierarchical and (b) an open triad (incorporating extrapersonal and outside factors). The process of consultation is (c) culturally responsive and (d) empowering. The role of the consultant is as (e) an agent for change and (f) an advocate for both the client and the system. Los autores y sus ideas centrales presente o construyentes quizás sea integral para una feminista y un modelo de la consulta multicultural. Según el modelo, la estructura de la consulta es (a) nonhierarchical y (b) una tríada abierta (incorporando extrapersonal y factores exteriores). El proceso de la consulta es (c) culturalmente receptiva y (d) autorizada. El papel del consultor es como (e) un agente para el cambio y (f) un defensor para el cliente y el sistema.     

A multitrait-multimethod analysis of the preschool behavior questionnaire

The Preschool Behavior Questionnaire is a teacher rating instrument yielding a total score reflecting overall level of adjustment and three subscale scores labeled Hostile/Aggressive, Anxious/Fearful, and Hyperactive/Distractible. This study assessed the convergent and discriminant validity of this teacher rating measure against two alternative measures within a multitrait-multimethod analysis. The results supported the construct validity of the Hostile/Aggressive and Anxious/Fearful scores as well as the overall score. There was, however, no support for the validity of the Hyperactive/Distractible score.This research was supported, in part, by a grant from the Pickering Foundation. The authors would like to thank Maria Bhaneja for her help in the collection and coding of data. Thanks are also extended to the teachers and children who participated in the study.