When Does Self-Affirmation Reduce Negative Responses to Antismoking Messages?

Previous research has shown that self-affirmation can reduce individuals’ defensive processing of threatening health messages. In this study, we examine two audience characteristics—smoking experience and trait reactance—that might regulate the effects of self-affirmation on negative message responses within the context of college smoking. Results of a controlled experiment indicate that self-affirmation worked to reduce negative message responses among smokers who were low in trait reactance. For smokers high in trait reactance and nonsmokers, the effect of self-affirmation was either unclear or went in a direction that led to even greater defensive processing.     

Index for Volume 59 (1988)

Abstract

Numerous epidemiological investigations have shown that low physical fitness and low physical activity are related to the incidence of coronary artery disease (CAD). Most studies, however, have not examined both variables concurrently to determine which has the strongest association with CAD risk. The purpose of the investigation was to cross-sectionally examine the relationships among physical fitness, physical activity, and risk factors for CAD. Male law enforcement officers (N = 412) from the City of Austin, Texas, were subjects for this study. Physical fitness, physical activity, and risk factors for CAD were assessed through health screenings and from data collected as part of an annual physical fitness assessment. Multivariate analysis of covariance revealed that physical fitness, but not physical activity, was related to several single CAD risk factors. Percent body fat, smoking habits, and Type A behavior score were negatively related to physical fitness level, and high density lipoprotein (HDL) cholesterol was positively related to physical fitness level. Univariate analysis of variance found both physical fitness and physical activity to be significantly related to a composite CAD risk score. Low physical fitness and low physical activity were associated with a high CAD risk score. These data suggest that physical activity must be sufficient to influence physical fitness before statistically significant risk-reducing benefits on single CAD risk factors are obtained, although minimal engagement in weekly vigorous activity provides a significant benefit for the composite CAD risk score. It is plausible, however, that physical fitness is a stronger measure than physical activity and optimally characterizes the relationship among physical activity and CAD risk factors.     

Cardiorespiratory and Perceptual Responses to Arm Crank and Wheelchair Exercise Using Various Handrims in Male Paraplegics

Abstract

The purpose of the present study was to determine the effects of 10-in [025–m] versus 16-in [0.41-m] wheelchair handrims on cardiorespiratory and psychophysiological exercise responses during wheelchair propulsion at selected velocities. Fifteen male paraplegics (27.0 ± 5.5 yrs) performed three discontinuous exercise tests (ACE = arm crank ergometer; WERG = wheelchair roller ergometer) and two 1600-m performance-based track trials (TRACK) under simulated race conditions. There were no significant differences in HR, VO₂, V_E, HLa, or category-ratio ratings of perceived exertion (RPE) using different handrims during wheelchair propulsion at 4 km-h¹. In contrast, at 8 km-h^?1 subjects demonstrated a 13% lower steady state VO₂ (p < .05) using the 10-in handrims, coincident with a 23% lower V_E Steady state HR during WERG at 8 km-h^?1 using the 10-in (124.4 ± 39 b.min^?1) or 16-in (130.6 ± 4.6 b.min^?1) handrims were not significantly different. There were also no significant differences between ACE or WERG conditions during maximal effort for VO₂ or V_E. However, HRpeak during ACE was 7% higher than HRpeak during WERG16 (183 ± 15 b.min^?1 vs. 171 ± 12 b.min^?1, p < .05), and whole blood HLa during ACE was also significantly higher (by 2.3-2.5 mmol; p < .05) compared to WERG. There were no significant differences for HR, performance time, or RPE between trials using different handrim diameters during the 1600-m event. In contrast, HLa was significantly lower using smaller handrims (9.9 mmol) compared with larger handrims (11.3 mmol), paralleling a similar difference in the laboratory. Although these data demonstrated few significant differences of physiologic responses between trials using different handrims, there was a tendency for a lower metabolic stress using the smaller handrims.     

Variance and Invariance in Expert and Novice Triple Junipers

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.     

Rheingold,Howard (2012) Net smart MIT Press (Cambridge MA & London) isbn 978‐0‐262‐01745‐9 322 pp £17.95 http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=12827

This book is about the identification, development and use of the critical literacies that are necessary for the effective use of digital media and social networks—including individual participation but also cyber sociality, the reciprocal or co‐creation of social capital for the greater good. The literacies are attention, critical consumption (“crap detection”), participation, collaboration and network smarts. If it seems that the content of this book is likely to be relevant to you, I recommend you buy your own copy. Samuel King     

A Fine Balance: Instructor Self-Disclosure in the Classroom

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.     

Innovations Applied to the Classroom for Involuntary Groups: Implications for Social Work Education

There is an increasing demand for social work students to be prepared to work with a wide range of involuntary groups including the more traditional court-ordered programs in domestic abuse and chemical dependency, as well as groups in mental health and schools that provide outreach to high-risk client populations. This paper introduces three innovative frameworks including Reactance theory, Stages of Change model and Motivational Interviewing. Classroom guidelines and exercises are presented that help students integrate these interventions as they develop their group work skills. Strategies for involving students in moving these innovations towards best practices with involuntary groups are discussed.     

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.     

Student Research Projects and the Institutional Review Board

Graduate social work students often are required to complete an evaluation or research project. Research instructors work with their students to assure that these projects are rigorous as well as ethical. This study focuses upon the relationship of student projects and the Institutional Review Board (IRB). The IRB aims to strengthen research ethics and to assure that study participants are not exploited. Sixteen MSW research instructors' shared their experiences guiding students through the IRB. Study participants identified benefits and challenges of having students experience the IRB, as well as recommendations on how to facilitate the review process. Additionally participants reflected upon how they determine IRB review requirements.     

A New Perspective: The Common Factors Model as a Foundation for Social Work Practice Education

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum.