The patterns demonstrated by the SSC group are analogous to more-mature sleep organization. SSC may be used as an intervention to improve sleep organization in this population of preterm infants.
Perceptions of intelligence were investigated in 2 longitudinal studies of leaderless discussion groups (LDGs). In Study 1 (N = 87), students completed trait-shyness questionnaires and met 7 times in groups of 4-5. After Meetings 2 and 7, participants rated all group members on state shyness and intelligence. Trait-shy participants were initially judged to be less intelligent on both self-and peer ratings. At Time 2, however, trait-shy participants were no longer derogated by peers. Study 2 (N = 103) replicated the same pattern of shy derogation while demonstrating no actual relation between IQ and trait shyness. Again, trait-shy derogation disappeared by Time 2, but state-shy derogation continued, The state shy were now the low-IQ participants, who had begun to talk less. Thus, the bias against quiet individuals, originally inappropriate, gradually became a valid cue for low intelligence. Results were traced to overlapping cues for intelligence and shyness in LDGs. Shyness I has been linked to a cascade of negative consequences. These include low self-esteem (Cheek & Buss, 1981), loneliness (Jones & Carpenter, 1986), depression (Traub, 1983), and overconformity (Santee & Maslach, 1982). Moreover, shyness is inversely related to such positive sequelae as dating frequency and satisfaction, number of friends, and level of self-disclosure to friends (Jones & Briggs, 1984). In a longitudinal study, Caspi, Elder, and Bem(1988) found that shy men married later, had less stable marriages, and became parents later than nonshy men; they were also delayed in settling into a career, which limited their overall career achievement. In short, trait shyness is associated with impairments in selfconcept, personal relationships, and career success. There is reason to believe that the plight of shy people is due, at least in part, to unwarranted negative perceptions of their intellectual abilities. Little is known, however, about which abilities are derogated and why. In this report, we pursued the possibility that this ability derogation of shy persons is limited to unfamiliar perceivers in socially demanding contexts. To this end, we examined perceptions of shy persons' abilities in a demanding social situation, namely, leaderless discussion groups. Perceptions of Shy Persons' Intellectual Abilities Although there is some evidence to justify a negative view of their social skills (e.g., Meleshko & Alden, 1993), the derogation of shy individuals appears to overgeneralize to other evaluative domains. Of particular interest here are several studies
Aims and method A series of eleven patients prescribed intramuscular clozapine at five UK sites is presented. Using routinely collected clinical data, we describe the use, efficacy and safety of this treatment modality. Results We administered 188 doses of intramuscular clozapine to eight patients. The remaining three patients accepted oral medication. With the exception of minor injection site pain and nodules, side-effects were as expected with oral clozapine, and there were no serious untoward events. Nine patients were successfully established on oral clozapine with significant improvement in their clinical presentations. Clinical implications Although a novel formulation in the UK, we have shown that intramuscular clozapine can be used safely and effectively when the oral route is initially refused.
In a case study, two sets of premature twins were held in Shared Kangaroo Care (KC) while maternal breast and infant body temperatures were recorded. Infant temperatures remained warm and increased during KC and each breast appeared to respond to the thermal needs of the infant on that breast. Physiologic explanations for thermal synchrony exist. The data suggests that twins can be simultaneously held in KC without physiologic compromise.
The family environments children live in have profound effects on the skills, resources, and attitudes those children bring to school. Researchers studying family structure have found that children who live with two married, opposite-sex, biological parents, on average, have better educational outcomes than children living in alternate family structures, perhaps due to higher resources, lower stressors, or different selectivity patterns. Socioeconomic stratification plays a major role in family structure, with low-income families seeing more instability. We argue that the impact of family structure is attenuated by transitions in and out of family structures that may decrease a specific resource important to child academic outcomes: parental involvement. This may contribute to increased academic differences already noted across class gaps. Using waves 1 to 6 of the Growing Up in Australia: Longitudinal Study of Australian Children (LSAC) data, we examine the relationship of family stability and transitions from birth to age 10/11 years on parental involvement and educational outcomes, adjusted for resource, stressor, and selectivity covariates. We find that changes in parental involvement are only apparent for families that experience both a transition and single parenting, and that these differences in parental involvement impact academic outcomes.
Purpose As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to address this gap in understanding, this paper aims to explore the experiences of doctoral student wellness within the context of online distance education. Doctoral students, and their instructor, in an advanced qualitative research course sought to use collective autoethnography to address the following questions: How do the authors perceive the wellness as doctoral students engaged in distance education, and how do the authors understand the influence of the doctoral program cultures on the perceptions of the own wellness? Design/methodology/approach This paper emerged from a 12 week advanced qualitative research course where students opted to engage in a poetic arts-based collective autoethnography to reflect on and analyze their experience of wellness as doctoral students taking online courses. Data collection included the use of reflective journaling, creation of “My Wellness Is” poetry, and weekly group debriefing. Journals and poems were analyzed individually, then collectively. First and second cycle coding techniques were used, with the first cycle including process and descriptive coding and second round coding involving pattern coding. Findings Through first and second round coding, three primary themes emerged: positionality as an element of wellness, the role of community in maintaining wellness and awareness and action regarding wellness. Research limitations/implications Due to the inherent nature of qualitative research, and specifically autoethnographic methods, the findings of this study may be difficult to generalize to the broader online graduate student population. Future research on this topic may use the experiences explored in this study as a basis for the development of future quantitative studies to measure the extent of these findings in the broader population. Practical implications This paper includes implications for the development of interventions that may support wellness in graduate students in online environments including support interventions from faculty advisors, leveraging academic curriculum to promote wellness, and suggestions for building community among online graduate students. Social implications As technology advances, online education is quickly becoming a leading mechanism for obtaining a graduate education. Scholarship in this discipline has primarily focused on academic outcomes of online students and has largely focused on undergraduate populations. This paper broadens the conversation about online education by illustrating a non-cognitive dimension of the student experience, i.e. wellness, through the perspective of graduate students. Originality/value This paper addresses a gap in the current understanding of online graduate student experiences and outcomes using methods that provide vivid illustrations of the nuanced experience of online doctoral students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.