Biomedical subjects

Sara E Goldstein

Publications and source records attributed to Sara E Goldstein.

6 recordsLinked to original sources

PubMed2005

Do preschool children understand what it means to "diet," and do they do it?

OBJECTIVE: The current study determined what preschool children understand about dieting and the extent to which they report engaging in dieting behaviors. METHOD: Forty-two children (mean age = 5.2 years) were interviewed about their understanding of the word "diet" and about food restraint behaviors. Children's height and weight were recorded. RESULTS: Only 17% of the children provided an accurate definition of the word diet (i.e., an answer having to do with the foods a person eats). None of the children mentioned weight loss in their definition. Children reported occasional use of restraint behaviors. Girls and heavier children reported more use of restraint. DISCUSSION: Children did not have a clear understanding of the word diet. Thus, the use of the word diet should be avoided when assessing eating behaviors in preschool children. Individual differences in reported dieting behaviors were in the expected directions, suggesting validity in these reports and early emerging social pressures to diet.

Child↗

PubMed2005

Developmental issues in school-based aggression prevention from a social-cognitive perspective.

Contemporary research on the development and prevention of aggressive behavior in childhood and adolescence emphasizes the importance of social-cognitive factors such as perceptual biases, problem-solving skills, and social-moral beliefs in the maintenance of aggression. Indeed, school-based social-cognitive intervention approaches have been identified as best practices by the Centers for Disease Control and Prevention. However, because child age is an important covariate of both intervention effectiveness and social-cognitive ability, school-based prevention program designers should keep in mind a number of issues identified through developmental research. In this paper, we review the social-cognitive model of aggressive behavior development as applied to prevention programming. We then discuss some of the ways in which the broader developmental research base can inform the design of aggression prevention programs. EDITORS' STRATEGIC IMPLICATIONS: Educational administrators and policy makers will find evidence in this review that school-based programs that employ a social-cognitive model represent a strategy that works for preventing violence. Prevention researchers will also benefit from the authors' insights regarding theoretical mediating processes and the importance of a developmental view.

Aggression↗

PubMed2005

Parents, peers, and problem behavior: a longitudinal investigation of the impact of relationship perceptions and characteristics on the development of adolescent problem behavior.

This study examined longitudinal relations among adolescents' family relationships, peer relationships, and problem behavior. Participants were 1,357 African American and European American adolescents who were interviewed at 3 time points: 7th grade (mean age = 12.7 years), the summer after 8th grade (mean age = 14.2 years), and 11th grade (mean age = 17.1 years). For all racial and gender groups, 7th-grade family characteristics (youth perceptions of autonomy and warmth) predicted a risky peer context during 8th grade, which in turn predicted problem behavior during 11th grade. Additionally, problem behavior in the 7th grade predicted 11th-grade problem behavior, directly as well as indirectly through the peer context. Racial and gender differences are discussed, as are implications for future research.

Adolescent↗

PubMed2004

Adolescents' outcome expectancies about relational aggression within acquaintanceships, friendships, and dating relationships.

Adolescents' (N = 292) relational aggression and outcome expectancies for relational aggression in three different relationship contexts (acquaintanceship, friendship, and dating) were assessed. With respect to each type of relationship, adolescents were questioned about the emotional and dyadic consequences of relational aggression, and about whether the victim of relational aggression would retaliate. It was also of interest to assess whether adolescents' personal involvement in relational aggression was associated with these judgments. The results suggest that adolescents' involvement in relational aggression and outcome expectancies for relational aggression often varies by gender, age, relationship context, and type of relational aggression. Additionally, in several instances, adolescents' personal involvement in relational aggression was associated with outcome expectancies for relational aggression. For example, after gender and age had been accounted for, participants' own relational aggression predicted beliefs about whether the victim of relational aggression would want to continue a friendship and a dating relationship. Implications of the results and future directions for research are discussed.

Adolescent↗

PubMed2004

Body size stigmatization in preschool children: the role of control attributions.

OBJECTIVE: The current study assessed preschool-age children's control attributions for weight and the relationship of these attributions to attitudes and behavioral intentions toward children of different body sizes. METHODS: Forty-two children (mean age = 5.2 years) were interviewed about the adjectives they attributed to figures of different sizes, their preference for size in playmates, and their beliefs about children's ability to control their own weight. RESULTS: Adjective ratings for obese figures were the most negative, with no differences found for thin and average figures; the heaviest figure was also chosen less often than other figures to be a playmate. Internal attributions of control for weight were related to less positive adjective ratings for the heavier figure but not to children's friendship selections. CONCLUSION: Results suggest that the relationship between body size stigmatization and control attributions are consistent with attribution theory for young children. Practical implications of these results and possible interventions are discussed.

Affect↗

PubMed2003

Exposure to "low-level" aggression in school: associations with aggressive behavior, future expectations, and perceived safety.

Examined associations with witnessing and being victimized by "low-level" aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district. Results indicated that exposure to low-level aggression appears to relate to psychosocial functioning in ways similar to more severe forms of aggression. Students who were exposed to higher levels of both witnessing and victimization by low-level aggression reported the highest levels of engagement in aggression, the lowest levels of positive expectations for the future, and the lowest levels of perceived safety. Findings are discussed in the context of research on exposure to aggression in general, with suggestions offered for future studies. Implications of the findings for school-based intervention programs are raised.

Aggression↗