Positive and humanistic psychology overlap in thematic content and theoretical presuppositions, yet positive psychology explicitly distances itself as a new movement, despite the fact that its literature implicitly references its extensive historical grounding within humanistic psychology. Consequently, humanistic psychologists both celebrate diffusion of humanistic ideas furthered by positive psychology, and resent its disavowal of the humanistic tradition. The undeniably close alignment of these two schools of thought is demonstrated in the embracing of eudaimonic, in contrast to hedonic, conceptions of happiness by positive psychology. Eudaimonic happiness cannot be purely value-free, nor can it be completely studied without using both nomethetic and idiographic (i.e., quantitative and qualitative) methods in addressing problems of value, which identifies positive psychology clearly as a humanistic approach, despite its protestations.In the late 1990s, positive psychology was conceptualized as having three major concerns: First, positive psychology takes an interest in positive subjective experiences, such as subjective well-being, flow, joy, optimism, and hope. Second, it has an interest in studying the personality traits of thriving individuals, with a particular focus on character strengths and virtues, such as courage, perseverance, open-mindedness, and wisdom. Finally, at the social psychological level, positive psychology is intent on identifying, studying, and enhancing those qualities of social institutions that sustain and enhance positive subjective experiences and adaptive personality traits of individuals (Gillham & Seligman, 1999; Seligman & Czikszentmihalyi, 2000).
A SUBSTANTIAL BODY OF RESEARCHhas documented associations between problem behaviors and academic achievement. This topic has relevance from an educational perspective that views problem behaviors as serious impediments to optimal education. From a psychopathology perspective, low academic achievement represents a significant risk factor for poor behavioral outcomes. A systemic viewpoint posits that behavioral and academic problems exert reciprocal influences on one another, which, over time, can negatively affect the development of individuals and their environments. Regardless of perspective, a clear understanding of the relationship between problem behaviors and academic achievement will help generate appropriate assessment, prevention, and intervention strategies for at-risk or troubled youth.We are using the term academic underachievement to denote academic performance that is below normative age level rather than discrepant from one's general cognitive ability (as in the diagnosis of learning disabilities). A wide variety of problem behaviors have been linked to academic underachievement. For example, investigations have consistently revealed that aggression and other forms of antisocial behavior display inverse relationships with academic achievement (e.g., Williams & McGee, 1994).Additionally, the symptoms of attentiondeficit/hyperactivity disorder have shown a robust inverse relationship with achievement (Faraone et al., 1993). Problem behaviors associated with internalizing have also evidenced connections to academic underachievement, though less consistently. Anxiety and negativism have been identified as key personality traits associated with academic problems (Stevens & Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity-impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.
BackgroundPerforming exercise in thermally stressful environments impairs exercise capacity and performance. Cooling during exercise has the potential to attenuate detrimental increases in body temperature and improve exercise capacity and performance.ObjectiveThe objective of this review was to assess the effectiveness of practical cooling strategies applied during continuous exercise in hot environments on body temperature, heart rate, whole body sweat production, rating of perceived exertion (RPE), thermal perception and exercise performance.MethodsElectronic database searches of MEDLINE, SPORTDiscus, Scopus and Physiotherapy Evidence Database (PEDro) were conducted using medical subject headings, indexing terms and keywords. Studies were eligible if participants were defined as ‘healthy’, the exercise task was conducted in an environment ≥25 °C, it used a cooling strategy that would be practical for athletes to use during competition, cooling was applied during a self-paced or fixed-intensity trial, participants exercised continuously, and the study was a randomised controlled trial with the comparator either a thermoneutral equivalent or no cooling. Data for experimental and comparator groups were meta-analysed and expressed as a standardised mean difference and 95 % confidence interval.ResultsFourteen studies including 135 participants met the eligibility criteria. Confidence intervals for meta-analysed data included beneficial and detrimental effects for cooling during exercise on core temperature, mean skin temperature, heart rate and sweat production during fixed-intensity exercise. Cooling benefited RPE and thermal perception during fixed-intensity exercise and improved self-paced exercise performance.ConclusionCooling during fixed-intensity exercise, particularly before a self-paced exercise trial, improves endurance performance in hot environments by benefiting RPE and thermal perception, but does not appear to attenuate increases in body temperature.
Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity-impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.
Dissection of a human cadaver is a time-honored tradition for teaching anatomy in medical education. However, in recent years, for a variety of reasons, including costs and ethical concerns, some medical programs have ceased cadaver dissection in exchange for virtual dissection of cadavers in cyberspace. Past research suggests that students find work on a cadaver to be distressing, but also rewarding. This study analyzed journal entries from 21 undergraduate students working with a cadaver in a gross anatomy course. An empirical, phenomenological analysis of the data identified 19 common themes among the participant's journal entries. In addition, the analysis disclosed how participants usually felt a need to justify the act of dissection. Finally, the analysis identified how students differed in the varied ways they coped with the ambiguous status of the cadaver, which was sometimes viewed as a deceased person while at other times experienced as a fascinating machine. Based on the findings, the researchers offer recommendations for helping students to better cope with the experience of cadaver dissection and to use the experience pedagogically to better prepare students for the stress of the medical world, especially issues surrounding death and dying.
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