The attuned representation model for the primary prevention of eating disorders: An overview for school psychologists     

Catherine Cook‐Cottone 《Psychology in the schools》2006,43(2):223-230

The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006.  相似文献   

Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning     

Rebekka Darner Gougis  Janet F. Stomberg  Alicia T. O’Hare  Catherine M. O’Reilly  Nicholas E. Bader  Thomas Meixner  Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.  相似文献   

Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game     

Catherine C. Chase  Laura J. Malkiewich  Alison Lee  Stefan Slater  Ahram Choi  Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74

It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings.  相似文献   

Autonomy at mealtime: Building healthy food preferences and eating behaviors in young children     

Catherine Mogharreban Ph.D.  Marcia Nahikian-Nelms 《Early Childhood Education Journal》1996,24(1):29-32

This article discusses family-style meal service as a means to building autonomy and healthy eating behaviors in young children. The authors discuss the development of food preferences, age-related developmental responses to food, and the importance of socially mediated exposure to food as a way to increased food acceptance. Guidelines for implementing family-style mealtimes in child care settings are outlined. To think, “On a typical day in 1992, 1.9 million children ate at least one of their meals in a child care center or family day care home”. (Briley, Roberts-Gray, & Simpson, 1994).  相似文献   

Beyond the Tyranny of the Real: Revisiting Burke's Pentad as Research Method for Professional Communication     

Catherine Fox 《Technical Communication Quarterly》2002,11(4):365-388

This article answers Carl Hemdl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. This article illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides us with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication.  相似文献   

Evaluation of the implementation, use and effects of a computerised management information system in English secondary schools     

Adrie Visscher  Phil Wild  Debbie Smith  Len Newton 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):357-366

Very little empirical large-scale research has been carried out on the use of IT in the management and administration of schools despite of the fact that schools all over the world have adopted such IT based systems. The move in many countries towards autonomous school management will further require the use of these systems. Sophisticated computerised school information systems (SISs) will have to provide school-based information relevant to the development of policies in areas where schools used merely to follow governmental guidelines. If such systems are to be designed and used to full effect, knowledge is urgently needed on the implementation, use and effects of established computerised SISs. The large-scale research project in England, reported here, goes some way towards filling this gap in our knowledge.  相似文献   

Score Gains, Attitudes, and Behavior Changes Due to Answer-Changing Instruction     

Catherine P. Prinsell  Philip H. Ramsey  Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337

Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale.  相似文献   

Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity     

David L. Lee  Phillip J. Belfiore  Mary Catherine Scheeler  Youjia Hua  Rachel Smith 《Psychology in the schools》2004,41(7):789-801

The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004.  相似文献   

Resilience in Context: A Brief and Culturally Grounded Measure for Syrian Refugee and Jordanian Host‐Community Adolescents          下载免费PDF全文

Catherine Panter‐Brick  Kristin Hadfield  Rana Dajani  Mark Eggerman  Alastair Ager  Michael Ungar 《Child development》2018,89(5):1803-1820

Validated measures are needed for assessing resilience in conflict settings. An Arabic version of the Child and Youth Resilience Measure (CYRM) was developed and tested in Jordan. Following qualitative work, surveys were implemented with male/female, refugee/nonrefugee samples (N = 603, 11–18 years). Confirmatory factor analyses tested three‐factor structures for 28‐ and 12‐item CYRMs and measurement equivalence across groups. CYRM‐12 showed measurement reliability and face, content, construct (comparative fit index = .92–.98), and convergent validity. Gender‐differentiated item loadings reflected resource access and social responsibilities. Resilience scores were inversely associated with mental health symptoms, and for Syrian refugees were unrelated to lifetime trauma exposure. In assessing individual, family, and community‐level dimensions of resilience, the CYRM is a useful measure for research and practice with refugee and host‐community youth.  相似文献   

Intention to participate in child sexual abuse prevention programs: a study of Chinese adults in Hong Kong     

Tang CS  Yan EC 《Child abuse & neglect》2004,28(11):1187-1197

OBJECTIVES: This study aimed to explore factors relating to intention to participate in community child sexual abuse (CSA) prevention programs among Chinese adults in Hong Kong. METHOD: A total of 1,606 Chinese adults (497 men and 1,109 women) were individually interviewed about their intention to participate in community CSA prevention programs, endorsement of myths about CSA, their acquaintance with CSA victims, worry about CSA, and perceived prevalence of CSA. RESULTS: Among participants, nearly two-thirds believed CSA involved physical injuries of victims, 40% perceived boys as unlikely victims of CSA, and one-third were skeptical about children reports of CSA. About 24% of participants reported that they would definitely take part in CSA prevention programs. Participants who showed definite intention to participate in these programs endorsed fewer myths in relation to CSA, showed more worry about children being at risk of sexual abuse, perceived CSA as more prevalent and involving more physical injuries of victims, and were more likely to be women. CONCLUSIONS: Attention should be addressed to predisposing factors of adult participation in CSA prevention programs.  相似文献