Thirty-one patients completed a Genital Self-Image Scale along with the Female Sexual Function Index (FSFI; Rosen et al., 2000), Sexual Distress Scale (Derogatis et al., 2001), Perceived Stress Scale (Cohen et al., 1983), Golombok Rust Inventory of Marital State (Rust et al., 1986) Questionnaire, and Beck's Depression Inventory (Beck et al., 1988). A positive genital self-image correlated negatively with amount of sexual distress and depression but not with marital state, perceived stress, or overall sexual function. A positive genital self-image was associated with higher desire but not with arousal, lubrication, orgasm, satisfaction, or absence of pain on the FSFI. Although not correlated directly with sexual function, genital self-image appears to be associated with parameters of the overall sexual experience.
The goal of this study was to assess the effectiveness of an intervention-Quality English and Science Teaching 2-designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates.
Incentives can promote adult wellness. We sought to examine whether incentives might help overcome barriers to engagement in child weight management programs and the ideal value, type and recipient of incentives. In 2017, we conducted semi-structured phone interviews with parents of children ≤17 years old, formerly or currently affected by obesity, who had (n = 11) or had never (n = 12) participated in family-based behavioral treatment (FBT) for obesity. Interviews explored the range and type of incentives families would be willing to accept. Interview transcripts were coded and data were analyzed using a thematic analysis. We found that some parents were skeptical about receiving cash incentives. However, once treatment-related costs were identified, some became more interested in reimbursement for out of pocket expenditures. Most parents felt up to $100/month would be adequate and that incentives should be tied to changing behaviors, not BMI. Some interviewees expressed preferences for non-cash incentives (e.g. a gift card) over cash incentives. Parents were willing to share incentives with adolescents, up to $50/month, but there was concern about incentives affecting a child's intrinsic motivation for behavior change. All parents acknowledged that moderate incentives alone couldn't overcome the realities of structural and familial barriers to engaging in weight management programs. In summary, we identified aspects of an incentive program to promote engagement in FBT that would be desirable and feasible to implement. Future quantitative work can reveal the value and structure of incentives that are effective for improving obesogenic health behaviors and outcomes.
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