Women and Weight: Gendered Messages on Magazine Covers

In this content analysis, the covers of 21popular women's and men's magazines were examined forgendered messages related to bodily appearance. Magazinecovers were divided according to gender of readers and each cover was reviewed using a checklistdesigned to analyze visual images and text as well asthe placement of each on the covers. Analyses showedthat 78% of the covers of the women's magazinescontained a message regarding bodily appearance, whereasnone of the covers of the men's magazines did so.Twenty-five percent of the women's magazine coverscontained conflicting messages regarding weightloss and dietary habits.In addition, the positioning ofweight-related messages on the covers often implied thatlosing weight may lead to a better life. Men's magazinesfocus on providing entertainment and expanding knowledge, hobbies, and activities; women'smagazines continue to focus on improving one's life bychanging one's appearance.     

Exploratory Factor Analysis of the VB-MAPP: Support for the Interdependency of Elementary Verbal Operants

Journal of Behavioral Education - Competing viewpoints on the independency or interdependency of Skinner’s verbal operants have been discussed in the literature and with empirical support for...     

Changes in Attitudes and Self-Confidence in the Women's and Gender Studies Classroom: The Role of Teacher Alliance and Student Cohesion

Previous research provides evidence that women's and gender studies (WGS) classes are successful in helping students to develop more egalitarian gender role attitudes, appreciation and acceptance of diversity, awareness of sexism and other social inequities, and agentic self-confidence in both women and men. The mechanisms by which these changes take place were the focus of this study. WGS students (n = 328) from 23 classes on four college campuses participated. Results indicated that (a) student readiness (positive WGS class expectations and capacity for positive interpersonal relationships) predicted the development of alliances with teachers and cohesion with classmates, (b) alliance and cohesion were associated with changes toward more egalitarian attitudes, (c) cohesion was associated with increases in confidence, and (d) links between student readiness and change were mediated by alliance and cohesion developed within the WGS classroom.     

Language and communication development in Down syndrome

Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first briefly describing the physical and cognitive phenotype of Down syndrome, and two communication related domains-hearing and oral motor skills. Next, we describe language development in Down syndrome, focusing on communication behaviors in the prelinguistic period, then the development of language in children and adolescents, and finally language development in adults and the aging period. We describe language development in individuals with Down syndrome across four domains: phonology, semantics, syntax, and pragmatics. Wethen suggest strategies for intervention and directions for research relating to individuals with Down syndrome.     

Psychosocial Family Treatment for a 10-Year-Old with Schizoaffective Disorder

Schizophrenia spectrum disorders are rare in childhood and little is known about their psychosocial treatment. Relevant findings from the adult and child literature are reviewed. The case of 10-year-old “Michael” is presented, who participated in a randomized clinical trial of a psychoeducational family treatment for mood disorders. Following treatment, quantitative and qualitative data show that Michael's mood and social functioning improved, utilization of mental health services improved, the overall family emotional climate became more positive, and his parents felt supported. He no longer met criteria for a mood episode but continued to display psychosis. This family's response suggests that group psychoeducation may be an effective treatment for families of children with emerging schizophrenia spectrum disorders.