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Appropriate Behavior (appropriate + behavior)
Selected AbstractsAssessing Perceived Health and Associated Health-Promoting Behaviors: An Investigation of Methods Used to Assess Health StatusJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 2 2007Craig M. Becker Health assessments have been integral in the development of health behavior and policy recommendations. As the nation's health status improves, information about positive health is needed to continue development of appropriate behavior and policy recommendations. In this study, perceived health, health behaviors, health care usage, and how participants defined health were assessed. Using reported health-promoting behaviors, respondents were grouped into high-, middle-, and low-health groups. Analyses found statistically significant differences (p<.05) for all health behaviors reported and for life satisfaction. Each group's understanding of health also differed significantly. Results document the discriminating value and importance of positive health-promoting behaviors beyond their traditional role in prevention. Recommendations for health professionals' use of positive health assessments are discussed. [source] Starting Out on the Right Foot: Negotiation Schemas When Cultures CollideNEGOTIATION AND CONFLICT MANAGEMENT RESEARCH, Issue 2 2009Wendi L. Adair Abstract We investigate the intercultural negotiation schemas of 100 experienced Japanese and U.S. negotiators. Specifically, we examine the assumptions negotiators make about appropriate behavior when primed to negotiate with an intercultural (vs. intracultural) counterpart. We find that intercultural negotiation schemas clash on six of nine elements, meaning U.S. and Japanese negotiators have significantly different expectations about what it is like to negotiate with the other. This clash occurs not because negotiators stay anchored on their own cultural assumptions about negotiating, but rather because they try to adjust to their counterpart's cultural assumptions about negotiating. But negotiators adjust their schemas by thinking about how their counterpart negotiates in an intracultural rather than intercultural setting. That is, they fail to account for the fact that their counterpart would also adjust expectations for the intercultural context. The phenomenon we uncover is one of schematic overcompensation, whereby negotiators' intercultural schemas do not match because each negotiator expects the encounter to be just like the counterpart's within-culture negotiations. Our theory of schematic overcompensation receives some support, and negotiators' perceived knowledge and experience with the other culture somewhat attenuates the phenomenon. Implications for negotiator cognition, intercultural negotiation, and global management are discussed. [source] A mand analysis and levels treatment in an outpatient clinicBEHAVIORAL INTERVENTIONS, Issue 2 2003Julia T. O'Connor An adolescent with severe mental retardation and fragile X syndrome who displayed destructive behavior maintained by positive reinforcement in the form of adult compliance with mands was assessed and treated in an outpatient setting. A levels system treatment was assessed, consisting of a continuum of attention and reinforcement ranging from access to the functional reinforcer in level 3 contingent upon appropriate behavior to a 10,min room time-out for level 1 contingent upon aggressive and dangerous behavior. While the efficacy of this treatment has been demonstrated in an inpatient setting (Hagopian et al., 2002), this application extended the findings to outpatient and community settings. The levels system treatment resulted in a 98.1% reduction in destructive behavior from baseline levels. Treatment was successfully transferred to the home and school and reductions were maintained at 6 and 9 months. Treatment acceptability ratings were high across both home and school staff. Copyright © 2003 John Wiley & Sons, Ltd. [source] Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, UgandaAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010C.W. Kuhar Abstract Although the importance of evaluating the effectiveness of conservation education programs cannot be underestimated, few evaluations of these programs and their resulting impact on the environment have been conducted. A partnership between scientists, educators, and local administrators on an evaluation program has been developed to evaluate a model of education program evaluation that includes short- and long-term evaluation of (1) knowledge and attitude change, (2) behavior change, and (3) positive biological impact. Previous work has shown short-term knowledge retention from this education program. In the current study follow-up evaluations were collected from students at 14 schools outside the Kalinzu Forest Reserve, Uganda. By comparing performance 30 days, 1 year and 2 years after the initial program we demonstrate that knowledge gain from this program is not transient. However, although knowledge is a prerequisite for appropriate conservation actions it does not guarantee appropriate behaviors will be performed. Anecdotal evidence of behavior change and positive biological impact is discussed within the context of the challenges with changing behavior and evaluating the true biological impacts of those behaviors. Ultimately, conservation professionals will need to partner with educators and social scientists to effectively measure the impact of conservation education and human-based conservation programs on primate populations and their habitat. Am. J. Primatol. 72:407,413, 2010. © 2009 Wiley-Liss, Inc. [source] | ||||||||||