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Katherine D. Veazey Morris Gilbert R. Parra Sarah R. S. Stender 《Journal of College Counseling》2011,14(1):21-33
The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed. 相似文献
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Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics. 相似文献
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Bradley Wade Bishop 《Public Library Quarterly》2016,35(4):318-324
In this article, Bradley Wade Bishop sets forth the unspoken premise that public libraries that offer desired services to their constituents are going to succeed. This article has many specific examples of emergency and continuing services that small public libraries provide. It also suggests the need for extensive research on successful libraries which illustrate all sorts of rules about how to meet the future successfully. 相似文献
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We examined the effectiveness of perceptual training on the performance of handball goalkeepers when anticipating the direction of both direct and deceptive 7-m throws. Skilled goalkeepers were assigned equally to three matched-ability groups based on their pre-test performance: a perceptual training group (n = 14) received video-based perceptual training, a placebo training group (n = 14) received video-based regular training and a control group received no training. Participants in the perceptual training group significantly improved their performance compared to both placebo and control groups; however, anticipation of deceptive throws improved less than for direct throws. The results confirm that although anticipating deception in handball is a challenging task for goalkeepers, task-specific perceptual training can minimise its effect and improve performance. 相似文献
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Mark D. Weist Amy Goldstein Leslie Morris Tanya Bryant 《Psychology in the schools》2003,40(3):297-308
This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003. 相似文献
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Johnetta Wade Morrison 《Early Childhood Education Journal》1991,18(4):4-7
Joey and Mary, along with three other children and the teacher, are seated at one of several tables having their snack. Mary's plate has no crackers. Giggling, Mary begins poking at Joey's plate, which still has crackers, as if she intends to snatch one. The teacher asks, “Mary, would you like more crackers?” Mary continues the poking action during the interchange and responds, “Yes.” The teacher directs Mary, saying, “Get a package of crackers from the supply table and see if other tables need additional crackers. If you would like more, then get three crackers for yourself”. 相似文献