Physical Disability,Stigma, and Physical Activity in Children

Using the stereotype content model as a guiding framework, this study explored whether the stigma that able‐bodied adults have towards children with a physical disability is reduced when the child is portrayed as being active. In a 2 (physical activity status) x 2 (ability status) study design, 178 university students rated a child described in one of four vignettes on 12 dimensions of perceived warmth and competence. Results revealed a main effect of ability status on warmth (p < 0.001) such that children with a physical disability were rated significantly higher in perceived warmth than able‐bodied children, regardless of activity status (d = 0.86). Also, there was a significant interaction (p = 0.02) of ability and activity status on perceived competence, indicating that ratings of perceived competence were significantly higher for active children with a physical disability than for all other children (d = 0.54–0.64). Results suggest that physical activity should be explored as a way to mitigate the stigmatisation of children with a physical disability.     

Identity Management and the Fostering of Network Ignorance: Accounts of Queer Iranian Women in the United States

This qualitative study explores the narratives of 12, first-generation, queer, Iranian-American women in an attempt to better understand the experiences of being both Iranian and queer, and to explore the various ways participants manage their sexual identities within their ethnic communities. Online interviews were analyzed using grounded theory analysis, which revealed that shame anxiety motivates the fostering of network ignorance. Feelings of fear and guilt, which together cultivate shame anxiety, motivate the identity management strategies of queer Iranian women as they attempt to foster ignorance of their sexual orientation within the Iranian community. Strategies include (co)-covering, deceiving and passing, and avoiding.     

Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.     

The Influence of Stigma on College Students' Attitudes Toward Online Video Counseling and Face‐to‐Face Counseling

The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma.     

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.     

‘It’s a dark cloud’: experiences of social undermining among people living with HIV in New Mexico

Social undermining as a strong predictor of adverse health outcomes in people living with HIV (PLWH), yet little is known about the experiences that constitute social undermining in this population. We led community-engaged research to identify and understand experiences of social undermining of PLWH in largely rural, minority-majority Southwestern communities. While past research focused on stigma-related experiences, participants in this study also told stories that shared their feelings of being undermined by lack of patient-centered care that they did not attribute to stigma, but to bureaucratic and impersonal service provision that marginalized them. These experiences create stress and serve as barriers for participants’ well-being and care. By bringing to the front experiences and mechanisms of social undermining, these findings advance theory, research, and practice regarding social undermining and living with HIV in diverse communities.     

两种芦荟属(Aloe L.)植物花粉活性和柱头可授性的测定

文章采用TTC法和醋酸洋红染色法测定皂质芦荟〔Aloesaponaria(Ait.)Haw .〕和元江芦荟 (AloeyuanjiangensisXiong ,ZhengetLiu)的花粉活力 ,用TTC法测定的结果表明 :皂质芦荟花粉的平均可育率为65.48 % ,元江芦荟花粉的平均可育率为52.28 % ;醋酸洋红染色法测定的结果为 :皂质芦荟花粉的平均可育率为64.02 % ,元江芦荟花粉的平均可育率为55.46 %。用联苯胺 -过氧化氢法测定柱头可授性的结果表明 ,二者的柱头均具较高的可授性     

体重污名对超重和肥胖人群心理与行为的影响、作用机制与干预

体重污名对超重和肥胖人群的心理和行为具有显著负面影响,损害了个体的心理健康和生活质量,诱发了个体饮食障碍、回避体育锻炼等异常行为。体重污名通过行为改变、心理应激效应、社会关系改变、歧视的结构效应和消极归因模式等作用机制对超重和肥胖人群产生影响。心理干预和媒体宣传对消除体重污名的效果不一,体育锻炼干预对消除体重污名具有稳定的显著作用。今后的研究需要从研究群体和方法上进一步改进,提高研究的科学性和实践指导价值。     

角色理论视域下体育教师污名化归因研究

借助社会学理论对污名化的概念及发生机制进行解读,运用角色理论对体育教师污名化的成因进行探究,结果表明:教师自身知识结构与认知能力不足引起的角色认知偏差导致体育教师污名化;教师个体越轨行为与教学效果不佳引起的角色扮演不当导致体育教师污名化;体育学科理论研究不足引起的角色期望不符导致体育教师污名化;教师角色间矛盾与角色内部矛盾引起的角色冲突复杂导致体育教师污名化。为此应纠正体育教师角色的认知偏差,规范体育教师的角色扮演,化解体育教师的角色冲突,改变来自各方的贬低和偏见,使体育教师得到应有的地位和尊重。