Disordered eating attitudes and self-objectification among physically active and sedentary female college students

The authors' purpose in this study was to examine objectification theory (B. L. Fredrickson & T. A. Roberts, 1997) among physically active (n=115) and sedentary (n=70) women. The women completed the Self-Objectification Questionnaire (Noll & Fredrickson, 1998), the Body Surveillance and Body Shame subscales of the Objectified Body Consciousness Scale (McKinley & Hyde, 1996), the Appearance Anxiety Scale (Dion, Dion, & J. Keelan, 1990), a flow experiences measure (Tiggemann & Slater, 2001), and the Eating Attitudes Test-26 (Garner, Olmsted, Bohr, & Garfinkel, 1982). Self-objectification directly and indirectly (via body shame and appearance anxiety) predicted disordered eating in both groups of women. Physically active women reported more frequent flow experiences than sedentary women. Women high in self-objectification reported higher levels of body surveillance, body shame, appearance anxiety, and self-reported disordered eating attitudes. Body surveillance was related to disordered eating only among women with high self-objectification. Appearance anxiety was negatively associated with flow experiences among sedentary women. Objectification theory provides a useful framework for understanding factors related to disordered eating attitudes among active and sedentary college women.     

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.     

Perceived discrimination in the context of multiple group memberships

This study examined the joint impact of gender and ethnicity on expectations of general discrimination against oneself and one's group. According to the double–jeopardy hypothesis, women of color will expect to experience more general discrimination than men of color, White women, and White men because they belong to both a low–status ethnic group and a low–status gender group. Alternatively, the ethnic–prominence hypothesis predicts that ethnic–minority women will not differ from ethnic–minority men in their expectations of general discrimination because these expectations will be influenced more by perceptions of ethnic discrimination, which they share with men of color, than by perceptions of gender discrimination. All results were consistent with the ethnic–prominence hypothesis rather than the double–jeopardy hypothesis.     

Joint custody and the preschool child

A longitudinal study of 25 families, with children aged 14 months-5 years, in joint custody, is reported. Varying motivations that lead divorcing parents to undertake and sustain joint custody are discussed, together with the stresses and gratifications of these arrangements for the parents and children. Findings are that where both parents are motivated primarily by interest in the child, where the parenting is sensitive and where the child is shielded from interparental conflict, young children do well. Such families were not the majority in this study. Significant differences emerged in the adjustment of the 1–3 age group as compared with the 3–5 age group which point to greater difficulties for the 3–5-year-olds.     

Changing self-reported physical activity using different types of affectively and cognitively framed health messages,in a student population

The present research focused upon the power of different messages to increase self-reported physical activity (PA). Five hundered and ninety six participants were randomised to one of five conditions that varied in the content of message: short-term affective, short-term cognitive, long-term affective, long-term cognitive and a no message control. PA was measured at baseline and follow-up (seven days later) was done using the Godin Leisure Time Exercise Questionnaire over the subsequent seven day period. The affective short-term message (ASM) was shown to be equally effective at increasing self-reported PA as a cognitive long-term message. Furthermore, when controlling for baseline activity levels, the ASM emerged as being the message that produced the highest levels of self-reported PA at follow-up. The findings point to the value of distinguishing between health messages in terms of the focus on affective and cognitive outcomes and the temporal nature of the outcomes (short-term or long-term).     

“The unbearable embeddedness of being”: Self psychology,intersubjectivity and large group experiences

Studying the large group from a self psychological perspective is a new area of exploration. The purpose of this work is to consider an expansion of the selfobject concept to include experiences in group. The groupobject is conceived as a function which addresses the inherent group needs of the individual. Just as the selfobject serves to fill in missing aspects of the self, the groupobject fills in missing aspects of the group self. The development of this concept emerged from an ongoing large group experience. It has its roots in the idea that effective group treatment can result from the recognition and support of groupobject as well as selfobject needs.This phrase, first coined by Stolorow and Atwood (1993) represents their attempt to clarify the fallacy of the isolated mind.Contexts of Being. Hillsdale, NJ: Analytic Press, 1993.