Danielle Kohfeldt  Regina Day Langhout 《Journal of community & applied social psychology》2012,22(4):316-329

Participatory action research with young people (yPAR) involves youth and adults in a collaborative process of research, reflection, analysis and action. An important part of the research cycle is the identification of a problem definition. Yet, there is relatively little research addressing the process of how young people develop a problem definition on which to focus their analysis and intervention and what methods might exist to facilitate this process. This article draws upon a yPAR project with fifth‐grade working‐class young people, primarily young people of colour, to demonstrate how the Five Whys method for reflecting on lived experiences facilitated the development of problem definitions in line with second‐order change. The Five Whys method, when used within a participatory framework, offers both a context and a structure for young people to critically examine social problems they identify and to seek out root causes. The article highlights changes in the participant's formulation of problems in the context of using the Five Whys method, from a primarily individual level of analysis to a more structural level of analysis. It also outlines the subsequent changes in proposed actions to address the identified problems. Copyright © 2011 John Wiley & Sons, Ltd.  相似文献   

    

Regina Hechanova 《Asian Journal of Social Psychology》2012,15(3):208-219

This mixed method study examines the impact of culture masquerading among 488 Filipino customer service representatives handling international accounts. Culture masquerading is practised via taking on foreign names, locations and nationalities. Applying social identity theory, it is hypothesized and supported that masquerading of nationality is negatively related to cultural identity. As predicted, there is a positive relationship between cultural identity and organization commitment. No support is found for the hypothesis that cultural identity mediates the relationship between culture masquerading. Situated identity theory and economic, social, and historical influences are used to explain these findings.  相似文献   

    

Deanne Dworski-Riggs  Regina Day Langhout 《American journal of community psychology》2010,45(3-4):215-230

Community psychologists are increasingly using Participatory Action Research (PAR) as a way to promote social justice by creating conditions that foster empowerment. Yet, little attention has been paid to the differences between the power structure that PAR advocates and the local community power structures. This paper seeks to evaluate the level of participation in a PAR project for multiple stakeholder groups, determine how PAR was adjusted to better fit community norms, and whether our research team was able to facilitate the emergence of PAR by adopting an approach that was relevant to the existing power relations. We conclude that power differences should not be seen as roadblocks to participation, but rather as moments of opportunity for the researchers to refine their methods and for the community and the community psychologist to challenge existing power structures.  相似文献   

    

Jessica R. Goodkind  Kimberly Ross-Toledo  Susie John  Janie Lee Hall  Lucille Ross  Lance Freeland  Ernest Coletta  Twila Becenti-Fundark  Charlene Poola  Regina Begay-Roanhorse  Christopher Lee 《American journal of community psychology》2010,46(3-4):386-394

American Indian/Alaska Native youth represent the strength and continued survival of many Nations and Tribes. However, they currently experience numerous health disparities and challenges, including the highest rate of suicide among 15–24 year-olds in the United States. Our comprehensive review of the literature on the mental health of AI/AN youth highlighted seven focal causes of behavioral health disparities: (1) high levels of violence and trauma exposure and traumatic loss, (2) past and current oppression, racism, and discrimination, (3) underfunded systems of care, (4) disregard for effective indigenous practices in service provision, policy, and funding, (5) overreliance on evidence-based practices, (6) lack of cultural competence among systems of care and providers, and (7) barriers to care. Seven policy recommendations that recognize the importance of moving beyond exclusive reliance on western models of care and that seek to foster transformation of individuals, families, communities, behavioral health service systems of care, and social structures are presented, supported, and discussed.  相似文献   

    

Regina Trammel 《Mental health, religion & culture》2013,16(5):500-514

ABSTRACT

Mindfulness is enfolded in therapies addressing mental health conditions and is informed by secular and Buddhist models. However, mindfulness interventions can be rooted in other theoretical and spiritual frameworks including Christianity, which parallels Buddhist-based mindfulness practices. This study evaluates a mindfulness–based intervention drawing from Christian spiritual practices and discusses its practical implications. The researcher explored whether a Moving Picture Experts Group-3 (MP3)-based Christian mindfulness intervention would improve mindfulness states and decrease stress, measured by the Mindful Attention and Awareness Scale (MAAS) and Perceived Stress Scale (PSS), respectively. An analysis of covariance (ANCOVA) resulted in significant differences between pre- and post-test scores in experimental versus control groups on the MAAS and PSS after a 6–8-week intervention of a student sample (n?=?80) from two private, religiously-affiliated universities. Higher MAAS scores reflected improved mindfulness states, F(1,80)?=?11.947, p?=?.01 with a partial η^2?=?.134. Lower PSS scores reflect lowered perceived stress, F(1,80)?=?3.849, p?=?.053 with a partial η^2?=?.047.  相似文献   

    

Saskia Kistner  Bruce D. Burns  Regina Vollmeyer  Ulrich Kortenkamp 《Quarterly journal of experimental psychology (2006)》2016,69(6):1179-1196

The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.  相似文献   

    

Regina D. Langhout  Cecily A. Mitchell 《Journal of community & applied social psychology》2008,18(6):593-614

This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environment engaging for all students. Participants included a young white female teacher and 21 second grade, low‐income students, of whom approximately 50% were white and 50% were Black or Latino/a. A teacher interview and fieldnotes covering 8 hours a week over 3 months comprised the data. Results indicated that students were required to show their engagement in particular ways that related to control and conformity. When they did not, they were reprimanded, which led to academic disengagement and the transmission of the hidden curriculum's message that school was not a place for them. This process was especially salient for Black and Latino boys, which indicated that the hidden curriculum was institutionalized. Results also showed that the hidden curriculum was a structural limitation for the teacher, as she was often thwarted in her attempts to create an academically engaging learning environment. Implications include strategies for school change and reform, including making the hidden curriculum more visible. Copyright © 2008 John Wiley & Sons, Ltd.  相似文献   

    

Regina R. Moro  Edward Wahesh  S. Elizabeth Likis‐Werle  Jayne E. Smith 《Journal of Addictions & Offender Counseling》2016,37(1):2-15

Counselor educators prepare master's‐level counselors‐in‐training on addiction topics. This content analysis examined the frequency and types of addiction topics for counselor educator continuing education. The results revealed limited attention to addiction topics within professional literature and conference presentations.  相似文献   

    

Regina A. Carroll  Tiffany Kodak  Kari J. Adolf 《Journal of applied behavior analysis》2016,49(1):176-181

  相似文献   

    

Rachel F. L. Diamond  Tara S. Stoinski  Jennifer L. Mickelberg  Benjamin M. Basile  Regina Paxton Gazes  Victoria L. Templer  Robert R. Hampton 《Journal of the experimental analysis of behavior》2016,105(1):100-110

Many species classify images according to visual attributes. In pigeons, local features may disproportionately control classification, whereas in primates global features may exert greater control. In the absence of explicitly comparative studies, in which different species are tested with the same stimuli under similar conditions, it is not possible to determine how much of the variation in the control of classification is due to species differences and how much is due to differences in the stimuli, training, or testing conditions. We tested rhesus monkeys (Macaca mulatta) and orangutans (Pongo pygmaeus and Pongo abelii) in identical tests in which images were modified to determine which stimulus features controlled classification. Monkeys and orangutans were trained to classify full color images of birds, fish, flowers, and people; they were later given generalization tests in which images were novel, black and white, black and white line drawings, or scrambled. Classification in these primate species was controlled by multiple stimulus attributes, both global and local, and the species behaved similarly.  相似文献