男性身体意象失调:大众媒体的影响及作用机制

近年来,男性身体意象失调越来越普遍,大众媒体被认为是一种重要的影响因素。大量研究证实了媒体对男性身体意象的消极影响,主要表现在对身体意象的认知、情绪情感和行为调控等方面。研究者基于社会文化理论提出三重影响模型(Thompson,Heinberg,Altabe,Tantleff-Dunn,1999),用以解释媒体影响男性身体意象的作用机制。该模型假设社会文化因素,即家庭、同伴、媒体是身体意象失调的三个最初影响源;外貌比较和"瘦理想"或"肌肉理想"内化是社会文化和身体意象失调之间的中介变量。未来研究应关注被试群体的多样化,将实验室研究和纵向研究相结合,并考虑其他变量的影响作用,对三重影响模型进行丰富和拓展,同时运用脑科学技术探究其神经机制。此外,还应从干预的角度展开研究。     

Effects of violent movies and trait hostility on hostile feelings and aggressive thoughts

The General Affective Aggression Model [Anderson CA, Deuser WE, DeNeve KM (1995): Personality and Social Psychology Bulletin 21:434–448; Anderson CA, Anderson KB, Deuser WE (1996): Personality and Social Psychology Bulletin 22:366–376] suggests that violent movies may increase aggression by increasing hostile feelings and the accessibility of aggressive thoughts. It also suggests that trait hostility may similarly influence affect and cognition. Experiment 1 explored the effects of viewing violent movie clips on affect and cognition. Participants who viewed a violent movie clip later reported higher levels of state hostility than did those who viewed a nonviolent clip. Experiment 2 added trait hostility to the design as a potentially important individual difference variable. The state hostility results of Experiment 1 were replicated. In addition, the relative accessibility of aggressive thoughts was increased by the violent clip, but only for low irritable participants. Discussion focused on the relevance to aggressive behavior. Aggr. Behav. 23:161–178, 1997. © 1997 Wiley-Liss, Inc.     

Swedish adolescents’ experiences of cybervictimization and body-related concerns

The aim of this study was to examine the relationships between cybervictimization and three body-related concerns: body-esteem, self-objectification, and internalization of body ideals. The aim was also to examine these relationships not only to cybervictimization in general but also to appearance-related cybervictimization more specifically. The sample comprised 482 adolescents (233 girls and 247 boys aged 13–15; two participants did not answer the question about gender) from four Swedish schools. The results showed that victims of appearance-related cyberbullying suffered from more body-related concerns: they had a poorer view of their general appearance and of their weight. They also reported more body shame, thin-ideal internalization, and appearance-related pressure from the media. This study shows that cyberbullying that focuses on the victim's appearance is associated with several body-related concerns that have not previously been studied. A novel finding was also that body-related concerns were not related to cyberbullying in general, as has been implied in earlier research, but specifically related to cyberbullying directed at the victim's appearance. The findings suggest that there is a need to include attention to the specific relationships between appearance-related cyberbullying and body-related concerns in future prevention and intervention work.     

Prolonged touch screen device usage is associated with emotional and behavioral problems,but not language delay,in toddlers

BackgroundTouch screen devices are now ubiquitous, and their usage by young children is increasing. However, the effects of these devices on young children are still unknown. Therefore, this study aimed to address the associations of touch screen device exposure with symptomatic emotional and behavioral problems and language development in children between the ages of 18 and 36 months.MethodA total of 161 primary caregivers of children between the ages of 18 and 36 months were recruited from the pediatric ward and outpatient clinic at a medical center in southern Taiwan. All caregivers were asked to fill out the Child Behavior Checklist for Ages 1½–5 (CBCL 1½–5) and a questionnaire on basic personal information and touch screen device usage, and they were also interviewed with the Communication and Language Screening Test for Birth to Three Chinese-Speaking Infant-Toddlers (CLST). Independent t-test and one-way ANOVA were used to examine the differences among the categories in the demographic variables and to characterize the touch screen device usage behaviors. Pearson’s correlation was used to analyze the relationship between language delay and the extent of touch screen device exposure. After primary univariate analysis, we used multiple regression models to examine the relationships among the effects of touch screen device usage behaviors on children's emotional and behavioral problems and language development.ResultThe children’s mean age was 25.63 months (SD = 5.35). Children who spent more time on touch screen devices were more likely to have emotional problems (β = .219, p < .010, 95 % CI: .279–1.518), anxious/depressive symptoms (β = .206, p < .050, 95 % CI: .170–1.244), somatic complaints (β = .291, p < .001, 95% CI: .455–1.462), social withdrawal symptoms (β = .194, p < .050, 95 % CI: 0.133–1.150), attention problems (β = .300, p < .001, 95 % CI: .432–1.267), and aggressive behaviors (β = .247, p < .010, 95 % CI: .967–3.983). The effects were not noted on language development (β = −.136, p < .100, 95 % CI: −2.595–.147).ConclusionYoung children who spent more time on touch screen devices were more likely to have emotional problems, anxious/depressive symptoms, somatic complaints, social withdrawal symptoms, attention problems, and aggressive behaviors, but not language delay.     

“We're not gonna be friends anymore”: Associations between viewing relational aggression on television and relational aggression in text messaging during adolescence

A number of studies suggest that adolescents who view relational aggression on television are more likely to engage in higher levels of subsequent relational aggression in social interactions. This study examined longitudinal associations between viewing relational aggression on television and relationally aggressive behavior in text messaging over a 1-year period during adolescence. Participants were 197 adolescents who completed a number of questionnaires regarding media use and aggression. Adolescents were each given a BlackBerry device and a sample of text messages was coded for aggressive behavior. Results revealed that exposure to relational aggression on television was associated with higher levels of relational aggression in texting one year later, but only for girls. Results are discussed with reference to the General Aggression Model.     

Reviving Nostalgia for an Era of Practice: An Illustration of the Therapeutic Use of Projective Methods/Media in Occupational Therapy

Projective methods have long had their roots in psychosocial occupational therapy and they remain valuable to the profession. In this article, the author hopes to reawaken interest for an era of practice that was strongly influenced by psychoanalytic theories. She critiques the conceptual models that inform their use in mental health and argues the importance of having a sound theoretical stance in light of the profession’s unique value in this area. She articulates the methods’ clinical utility and relevance to occupational therapy practice and recovery-oriented care. Using a clinical illustration, she demonstrates the potency of the unfolding process between therapist, client and activity.     

How Palestinian students invoke the category “human” to challenge negative treatment and media representations

Dehumanisation of opponents in conflict has been shown to be a common and damaging feature in the media. What is not understood is how this dehumanisation is challenged, which is the novel contribution that this research will make. Drawing on focus groups (four focus groups each with four to six participants) conducted in the West Bank in 2015 that discussed media coverage of international conflict, this article demonstrates the ways in which young Palestinian participants attempt to rehumanize themselves in the context of the Israeli–Palestinian conflict. Discursive analysis demonstrates how this was achieved in a number of ways: categorising Palestinians as “human being”; by directly and explicitly challenging the suggestion that Palestinians are less than human; by drawing the enemy into the category “human”; and by embodying the “human.” These findings, the first to address the talk of young Palestinians about the reporting of violent conflicts around the world, demonstrate the importance of categorization and how, in this case, the specifics of the use of the (human) category work to rehumanize Palestinians in the face of (claims of) dehumanisation.     

Ethical and Regulatory Considerations for Using Social Media Platforms to Locate and Track Research Participants

As social media becomes increasingly popular, human subjects researchers are able to use these platforms to locate, track, and communicate with study participants, thereby increasing participant retention and the generalizability and validity of research. The use of social media; however, raises novel ethical and regulatory issues that have received limited attention in the literature and federal regulations. We review research ethics and regulations and outline the implications for maintaining participant privacy, respecting participant autonomy, and promoting researcher transparency when using social media to locate and track participants. We offer a rubric that can be used in future studies to determine ethical and regulation-consistent use of social media platforms and illustrate the rubric using our study team’s experience with Facebook. We also offer recommendations for both researchers and institutional review boards that emphasize the importance of well-described procedures for social media use as part of informed consent.     

World religion and fake news: A pedagogical response in an age of post‐truth

This article describes a pedagogical response to teaching world religions courses in a post‐truth age. The course assignment and its application, utilized in both online and in‐person formats, bridge student academic pursuits with religious traditions, require students to engage with source‐based journalism, and extend beyond the classroom into many of the contemporary politics encroaching upon the humanities fields. Related to the first, the objective of the assignment is for students to discover that religiosity permeates multiple sectors, both private and public, corresponding with student career paths. As a result, students discover that religion is relevant to their academic pursuits and that they must consider the possibilities of how religion might integrate with their career choices. Regarding the second objective, the assignment develops student digital media literacy skills as a form of civic education that challenges the current political attacks on journalism and factuality. Last, this exercise acknowledges the realities facing many humanities programs across the country and offers this assignment as a way of engaging with those issues within the classroom. See as well, published in this issue of the journal, three short companion essays by Sarah L. Schwarz, Jonathan R. Herman, and Harshita Mruthinti Kamath, each of which analyzes this pedagogical strategy for their particular teaching contexts.