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Harmful Behavior (harmful + behavior)
Selected AbstractsEmotional reactions to harmful intergroup behaviorEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2006Ernestine H. Gordijn In this paper, we examined reactions to situations in which, although one is not personally involved, one could see oneself connected to either the perpetrators or the victims of unfair behavior. We manipulated participants' similarity and measured their identification to either one of two groups which participants later learned was the victim or the perpetrator of harmful behavior. As predicted, making salient similarities to the victims lead participants to: 1) appraise the perpetrator's behavior as more unfair; 2) experience more anger; and 3) be more likely to take action against it and less prone to show support for it as a function of their level of identification with their salient ingroup. In sharp contrast, focusing participants' attention on their similarities to the perpetrators reversed this pattern of findings: Compared to high identifiers, low identifiers appraised the behavior as more unfair than high identifiers, which made them feel angry (and guilty) and less likely to show support for the perpetrator's behavior. The data also provide strong support for a mediational model in which appraisal of the situation colors the emotional reaction which in turn orients action tendencies. We discuss the implications of our findings for the issue of group-based emotions. Copyright © 2006 John Wiley & Sons, Ltd. [source] Risk Factors for Potentially Harmful Informal Caregiver BehaviorJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 2 2005Scott R. Beach PhD Objectives: Caring for a sick or disabled relative has been linked to compromised caregiver health, and risk factors for negative caregiver outcomes have been studied extensively, but little attention has been given to care recipient and caregiver health as risk factors for potentially harmful behavior by informal caregivers. This article explores such risk factors. Design: Structured interviews from baseline assessment of the Family Relationships in Late Life Study. Setting: Three U.S. communities. Participants: Referred, volunteer sample of 265 caregiver/care recipient dyads. Caregivers were primarily responsible for care of an impaired, community-residing family member aged 60 and older and providing help with at least one activity of daily living (ADL) or two instrumental activities of daily living (IADLs). Measurements: Self-reported care recipient demographics, cognitive status, need for care, and self-rated health; self-reported caregiver demographics, cognitive status, amount of care provided, self-rated health, physical symptoms, and depression. Care recipient reports of potentially harmful caregiver behavior, including screaming and yelling, insulting or swearing, threatening to send to a nursing home, and withholding food, were the main outcome variable. Results: The following were significant risk factors for potentially harmful caregiver behavior: greater care recipient ADL/IADL needs (odds ratio (OR)=1.12, 95% confidence interval (CI)=1.03,1.22), spouse caregivers (vs others; OR=8.00, 95% CI=1.71,37.47), greater caregiver cognitive impairment (OR=1.20, 95% CI=1.04,1.38), more caregiver physical symptoms (OR=1.07, 95% CI=1.01,1.13), and caregivers at risk for clinical depression (OR=3.47, 95% CI=1.58,7.62). Conclusion: Potentially harmful caregiver behavior is more likely in spouse caregiving situations and when care recipients have greater needs for care and caregivers are more cognitively impaired, have more physical symptoms, and are at risk for clinical depression. This risk profile is similar to that for negative caregiver outcomes. [source] Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectanciesAGGRESSIVE BEHAVIOR, Issue 2 2010Chrisa D. Pornari Abstract This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. Aggr. Behav. 36:81,94, 2010. © 2009 Wiley-Liss, Inc. [source] Youth and violence: Phenomena and international dataNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 119 2008Sandra Legge The topic of youth, violence, and disintegration needs addressing because young women and men are the world's greatest capital. They have the energy, talent, and creativity for building a future. But this group also suffers grave vulnerabilities. The time of adolescence includes important and difficult periods of life (for example, becoming more independent from the family, finding an adequate position in society, and starting a family of one's own). All of these points are strongly correlated with social integration, employment, and a place in the labor market,important factors in this context. This article gives an overview of the international development and the actual situation of socially harmful behavior among youths,both fatal violence (homicide) and nonfatal violence (such as bullying, fighting, and carrying weapons). The author shows that different kinds of youth violence represent social problems in every society. The data show that youths are not only perpetrators but also the group with the highest risk of becoming victims of violence. Furthermore, the data from around the world show that their vulnerability is not limited to this sphere. It arises also from their social conditions, especially their high risk of being disintegrated from the labor market. The parallels in the data underline the significance of a functioning institutional structure without positing a deterministic relationship between the risk of economic disintegration and violent behavior. [source] Applying Darwinian principles in designing effective intervention strategies: The case of sun tanningPSYCHOLOGY & MARKETING, Issue 7 2006Gad Saad Public-service announcements typically seek to educate consumers regarding a given unhealthy practice, the assumption being that individuals will cease the harmful behavior once they are fully informed. Many intervention strategies have failed in curbing the targeted behaviors because these are not due to incomplete information but instead may also have a Darwinian-based etiology. Using sunbathing as a case analysis, it is shown how Darwinian theorizing (evolutionary psychology, life-history theory, gene-culture co-evolution, and memetic theory) can augment social marketers' ability to develop efficacious intervention strategies. © 2006 Wiley Periodicals, Inc. [source] Adolescents' Sleep Behaviors and Perceptions of SleepJOURNAL OF SCHOOL HEALTH, Issue 5 2009Heather Noland MEd ABSTRACT Background:, Sleep duration affects the health of children and adolescents. Shorter sleep durations have been associated with poorer academic performance, unintentional injuries, and obesity in adolescents. This study extends our understanding of how adolescents perceive and deal with their sleep issues. Methods:, General education classes were randomly selected from a convenience sample of three high schools in the Midwest. Three hundred eighty-four ninth- to twelfth-grade students (57%) completed a self-administered valid and reliable questionnaire on sleep behaviors and perceptions of sleep. Results:, Most respondents (91.9%) obtained inadequate sleep (, 9 hours) on most school nights of the week, with 10% reporting less than 6 hours of sleep each week night. The majority indicated that not getting enough sleep had the following effects on them: being more tired during the day (93.7%), having difficulty paying attention (83.6%), lower grades (60.8%), increase in stress (59.0%), and having difficulty getting along with others (57.7%). Some students reported engaging in harmful behaviors to help them sleep: taking sleeping pills (6.0%), smoking a cigarette to relax (5.7%), and drinking alcohol in the evening (2.9%). Students who received fewer hours of sleep were significantly more likely to report being stressed (p = .02) and were more likely to be overweight (p = .04). Conclusions:, Inadequate sleep time may be contributing to adolescent health problems such as increased stress and obesity. Findings indicate a need for sleep hygiene education for adolescents and their parents. A long-term solution to chronic sleep deprivation among high school students could include delaying high school start times, such as was done successfully in the Minneapolis Public School District. [source] Generating Peace: A Study of Nonformal Youth OrganizationsPEACE & CHANGE, Issue 3 2003Leonisa Ardizzone Youth today encounter many obstacles,including poverty, violence, and marginalization,that often result in feelings of hopelessness and despair leading to harmful behaviors. This sometimes has led to the scapegoating of youth in society. However, many youth have chosen to confront these media-propagated stereotypes by becoming involved positively in their communities. Utilizing a conceptual framework and philosophy of education that incorporates structural violence theory and peace education pedagogy, this article explores the impact involvement has on inner-city youth who have chosen to address issues of direct and structural violence as peacebuilders. The empirical research conducted established that involvement in a prosocial organization had an impact on personal growth, on interest in learning, in a desire to "get their word out," and in reinforcing an ethic of social responsibility. This research supports the creation of bottom-up education programs that incorporate the voices of youth in their design and development. [source] Brief Motivational Intervention to Increase Self-reported Safety Belt Use among Emergency Department PatientsACADEMIC EMERGENCY MEDICINE, Issue 5 2008William G. Fernandez MD Abstract Objectives:, Brief motivational interventions have shown promise in reducing harmful behaviors. The authors tested an intervention to increase safety belt use (SBU) among emergency department (ED) patients. Methods:, From February 2006 to May 2006, the authors conducted a randomized trial of adult ED patients at a teaching hospital in Boston. ED patients were systematically sampled for self-reported SBU. Those with SBU other than "always" were asked to participate. At baseline, participants answered a 9-item series of situational SBU questions, each scored on a 5-point Likert scale. SBU was defined as a continuous variable (9-item average) and as a dichotomous variable (response of "always" across all items). Participants were randomized to an intervention or a control group. The intervention group received a 5- to 7-minute intervention, adapted from classic motivational interviewing techniques, by a trained interventionist. Participants completed a 3-month follow-up phone survey to determine changes from baseline SBU. Continuous and dichotomous SBU were analyzed via analysis of covariance and chi-square testing. Results:, Of 432 eligible patients, 292 enrolled (mean age 35 years, standard deviation [SD] ±11 years; 61% male). At baseline, the intervention and control groups had similar mean (±SD) SBU scores (2.8 [±1.1] vs. 2.6 [±1.1], p = 0.31) and SBU prevalence (each 0%). At 3 months, 81% completed follow-up. The intervention group had significantly greater improvement in mean (±SD) SBU scores than controls (0.76 [±0.91] vs. 0.34 [±0.88], p < 0.001). Also, SBU prevalence of "always" was higher for the intervention group than controls (14.4% vs. 5.9%, p = 0.03). Conclusions:, Participants receiving a brief motivational intervention reported higher SBU at follow-up compared to controls. An ED-based intervention may be useful to increase SBU. [source] | |||||||||||||