Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Final Project: Joanna Jedruszczuk, Maya Nasser, Diyala Mawad, and Yoleiry Quezada

May 7, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

How does the role of social media impact the self image of teenage girls?

Due to the overuse of social media platforms such as Facebook, Twitter, Snapchat, and Instagram, many researchers have conducted studies to examine these platforms effects. Previous research has indicated an association between social media use and body dissatisfaction in mostly females. However, a research question that will be discussed in this paper is “How does the role of social media impact the self image of teenage girls.” We decided on teenage, and more specifically, girls ages 13-19, because it is an essential time period where things like hormonal changes, new academic and social challenges, and emotional volatility take place. In other words, it is an equally important period of rapid development.

As the use of social media continues to become more and more popular in today’s society, its effects are extensively questioned. For the reason that social media has advanced greatly over the years, it has given us readily access to not only news and entertainment, but the opportunity to access others online as well. Unlike previous research that was conducted on social media and its effects, this one focuses only on teenage girls. What’s also new about this approach is that it also focuses on how teenage girls view beauty trends from different countries around the world, and the overlapping data from these countries, the actual body max index (BMI) versus the expected BMI of teenage girls and their relationship with their family and friends.

A social media platform such as Instagram, is the top social media platform as of today, with over one billion active users (Cole, 2018., PG.1). One of the key characteristics of Instagram is to post pictures of oneself, where others can can like and comment on their post and even share it with others. Facebook is another similar platform, but has been around for a longer period of time. Facebook is similar to Instagram and also allows for users to post pictures and comments and even update their status. The characteristics of these platforms can have an effect on the way teenage girls view their body. For instance if a teenage girl is to post a picture of herself, a minimum amount of likes on her picture can affect the way she views herself or if someone was to leave a negative comment on her picture, it will begin to negatively affect her self esteem. In an article called, “How Facebook Makes Us Unhappy” by Maria Konnikova, the author talks about how seeing posts of someone else online can cause others to become jealous and make them feel the need to be on someone else’s level of beauty and size. Often times when teenagesrs see pictures of others and see the amount of likes that they receive, it can turn into psychological stress- with the constant battle of asking oneself if “I’m good enough” or “I have to do better.” Social media is causing more harm to teenagers mental well being than good (Konnikova, 2013).

The research question, “How does the role of social media impact the self image of teenage girls” is also essential because once that question is answered, new solutions and ideas can come into light and can decrease the statistics of these effects. Perhaps come up with a feature that hides the amount of likes a person receives on their post, on these social media platforms. Hiding the amount of likes a person receives can take away from making teenagers compare themselves to each other and it can also help remind them that a number is just a number and should not determine how attractive they are. Aside from likes, posting pictures on social media can cause females to overthink their appearance based on what types of comments they receive on their pictures, thus, causing them to develop a negative sense of body image. When conducting this research, the first aim of the study would be to determine how often teenage girls spend their time on social media and what social media platforms they use. The second aim of the study would be to determine how teenage girls feel about their body image.

In terms of studies on how the role of social media impacts self image of teenage girls, there are many studies done on how it affects adolescent girls or how it affects women. One article that involves adolescent girls is Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls. This article discusses the difference in self esteem between girls in co-educational schools and girls in single sex schools. Two -hundred and twelve girls around the age of 13 were studied. It was found that girls in co-educational schools were more likely to have lower self esteem than girls in single sex schools (Cribb, & Haase. (2016). Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls. Journal of Adolescence,46, 107-114). This could possibly have happened due to the pressure that girls have to be beautiful especially around boys. Relying on articles on adolescent girls can be helpful due to the limited amount of articles on teenage girls. This research question is different because it can help expand on the research there is for teenage girls. Teenage years are a time with a lot of changes and phases. By trying to find more information on this age group, differences could be recorded such as how each age range reacts and how willing they are to fight against pressures of beauty standards. Research on this topic can also be helpful in terms of development of the brain. This is because researchers can discover if a certain stage of development will change or affect how adolescent or teenage girls will react. This information can be useful in order to help treat low self-esteem or negative self image in girls. By studying the differences between adolescent girls and teenagers, researchers can treat any girl that has problems with their appearance and can help prevent any of these issues with future generations.

Researching specifically about how social media can affect teenage girls self image also makes this study different. Most articles have to do with body image which ties in with dieting. Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence discusses 130 first born european girls and the correlation between the satisfaction with their body weight at age 10 and how likely they are to diet later on. When adolescent girls were not satisfied, they were more likely to have low self-esteem and as a result would diet at a higher rate at the age of 14 compared to girls who were satisfied with their bodies ( Barker, E., & Bornstein, M. (2010). Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence. Journal Of Early Adolescence, 30(2), 205-224.). This research also explores dieting compared to eating problems within the girls as well. Girls that had a lower self esteem were more likely to develop eating problems/ disorders. This information is useful to help learn what makes girls develop a low self esteem specifically and the consequences of it.

There are articles discussing social media and how it does affect adolescent girls, but it is not at a high volume. A reason this could be true is because social media is a relatively new topic within research. There are still studies being done to help others understand how social media will affect people overall, including pre-teens and teens. the correlation between self-image and social media is what makes this This research can improve upon current studies by expanding on how it happens and how negative self-image can be lessened. Research on social media can improve our understanding on whether or not social media directly affects teenagers self esteem or if it is just what they decide to follow or post that affects their self image. This information is important to know in order to figure out why it affects girls self image so much.

Method

We will test our ideas by conducting a voluntary survey of 30 questions. The survey will be displayed on a laptop or desktop computer. A total of 45 participants will be recruited randomly through social media platforms such as Instagram and Snapchat. Participants wouldn’t receive any compensation for their voluntary act. The sample will include teenaged female participants. Their ages will range from 13-19. There will also be a consent form from a parent or legal guardian regarding their child’s permission to participate in the study for those who are aged 18 and under.

Social Media and Self Image of Teenage Girls

Welcome to our research survey!

We are intrigued to understand the relation of how social media impacts the self image of teenage girls. You will be be presented with questions relevant to social media and body image. If you are under the age of 18, be sure to complete the consent form from a parent or legal guardian prior to this survey. Please be assured that this study may contain personal information, however your responses will be kept completely confidential. Also, your participation is completely voluntary and will be able to withdraw from the study at any point, for any reason.

oI consent, begin the study (1)

oI do not consent, I do not wish to participate (2)

Q1 What is your gender (as you identify)?

oMale (1)

oFemale (2)

oOther (please specify) (3) ________________________________________________

Q2 What is your age? (in whole years)

________________________________________________________________

Q3 What is your highest level of education?

oHighschool (1)

oSome college (Specify what year) (2) ________________________________________________

oCollege degree (3)

oOther (Please specify) (4) ________________________________________________

Q4 Please specify your ethnicity.

oWhite (1)

oHispanic or Latino (2)

oBlack or African American (3)

oNative American or American Indian (4)

oAsian/ Pacific Islander (5)

oOther (6) ________________________________________________

Q5 Which social media do you use weekly?

▢ Facebook (1)

▢ Instagram (2)

▢ Snapchat (3)

▢ Twitter (4)

▢ Tumblr (5)

Q6 Which best describes how many hours a day you spend on social media.

oLess than 1 hour (1)

o1-2 hours (2)

o3-4 hours (3)

o5-6 hours (4)

o7-8 hours (5)

o9-10 hours (6)

o10+ hours (7)

Q7 Which of following BEST describes why you use social media?

oEntertainment (1)

oTo view others page/ see what they are doing (2)

oTo share my photos or videos (3)

oTo communicate with others (4)

oTo update others on what I’m doing (5)

Q8 Social media takes up most of your time.

oStrongly disagree (1)

oDiagree (2)

oSomewhat disagree (3)

oNeither agee nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q9 How often do you post pictures on social media?

oDaily (1)

oWeekly (2)

oMonthly (3)

Q10 How many pictures do you take before selecting one to post on social media?

o1-2 (1)

oAround 5 (2)

o10 + (3)

Q11 How long can you stay off of social media?

oLess than an hour (1)

o1-2 hours (2)

oAround 5 hours (3)

oMore than 5 hours (4)

oAn entire day (5)

Q12 I care about how many “likes” I get on my pictures on social media.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q13 I photoshop or alter my pictures and then post it on social media.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q14 I spend much time looking at other people’s photos on social media.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q15 I am jealous of other people that I see on social media.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q16 Seeing other people on social media makes me want to alter my body image.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q17 I compare my body to celebrities’ bodies that I see on social media.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q18 I am confident about my physical appearance.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q19 I feel like I am being judged by the way I look on social media.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q20 I have a positive sense of body image.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q21 I am satisfied with my weight.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q22 I try to change how I look based on people I see on social media.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q23 When I do not get comments on my pictures on social media, I overthink about my appearance.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q24 I feel more confident when receiving messages from people complimenting me on my pictures.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q25 I feel pressured to look or behave in a certain way.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q26 I “untag” photos when I do not like how I look in them.

oStrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q27 Right now, I feel that I look

oWorse than the average person (1)

oSomewhat worse than the average person (2)

oAbout the same as the average person looks (3)

oSlightly better than the average person (4)

oBetter than the average person (5)

Q28 I feel pressure from social media to look good

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q29 I do not feel confident when posting pictures on social media.

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

Q30 Being on social media makes me feel better about myself

ostrongly disagree (1)

oDisagree (2)

oSomewhat disagree (3)

oNeither agree nor disagree (4)

oSomewhat agree (5)

oAgree (6)

oStrongly agree (7)

End of study, thank you!

Statistics & Prediction

In order to successfully idealize our results and decide what kind of statistics would be needed to compute them, one must take a look at the research that already exists. This is helpful to see past outcomes of previously done studies that are similar or have similar ideas and goals to this paper. This will help develop a sense of common outcomes if there are any, as well as the types of statistics researchers have used and which were the most helpful. This research, which would be looking at the outcomes of prolonged usage of social media and its lasting impact on the self-image of teenage girls, can have many different results based on the country where they were performed, the prevalence of social media as well as focus on it in the particular place, most definitely age, and more.

The first source we looked at was a 2004 study exploring the differences in appearance satisfaction across 15/16 year old boys and girls. It compiled a total of 6 cross sectional studies, finding a more severe decline in appearance satisfaction among girls (Alm & Låftman, 2004). A cross sectional study is when a specific outcome is recorded among all participants at the same point in time (Setia, 2016). This is a good way to receive the results of our study, because cross sectional designs are used to record the data of a population, in our case teenage girls.

Another study we looked at had the goal of finding a link between self-esteem and body image in girl athletes and nonathletes. The researchers formulated a survey for the 12-14 year old girls, which was made by Coopersmith (1967) as well as the Body Cathexis Scale made by Secord and Jourard (1953). They found that the results showed a significance (p<0.05) of a stronger relationship between the body image and self esteem of the girls who played sports and the non athlete (Dorak, 2011). This study is another example of usage of a survey, which helped the researchers find significant results.

In another study where researchers took a look at the difference in self esteem and body image among 13-15 year old girls school environments, namely single sex and co-educational schools, they used a cross sectional data such as a questionnaire and the Rosenburg self-esteem scale to gather data (Cribb & Haase, 2016). The results of this study were that the girls in the co-educational schools were more likely to report a lower self esteem due to factors like greater internalization around their peers. Statistics of this study showed great significance in the levels of internalization between the two types of schools (t(1,209) = 2.52, p = 0.01) (Cribb & Haase, 2016). In our study, we would also be using a questionnaire, so it is helpful to see that results obtained using one were in fact significant.

For the outcome of our research, we would take into account all of the articles we used as sources to compare the data previously gathered, as well as to make our own predictions. When looking at outside data, we are more likely to predict that social media has a lasting negative effect on teenage girls. This is a plausible prediction due to the exposure and the content that is pushed into the faces and minds of teenage girls, namely surrounding their image. Many of the studies we looked at centered around these types of results, but we would want to take it further and find out even more about the lasting impact, ramifications, if it can be fixed or helped, and more. As shown in table 2 from Cribb & Haase’s study, the results are similar as to what would be expected of our study,

The types of statistics we would most likely choose to run on this study would include chi-square tests as well as t-tests if we were to compare two categories, such as age and self-esteem.

Works Cited

Alm, S., & Låftman, S. (2018). The Gendered Mirror on the Wall: Satisfaction with Physical

Appearance and Its Relationship to Global Self-esteem and Psychosomatic Complaints Among Adolescent Boys and Girls. Young,26(5), 525-541.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sage_s10_1177_1103308817739733&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Barker, E., & Bornstein, M. (2010). Global Self-Esteem, Appearance Satisfaction, and

Self-Reported Dieting in Early Adolescence. Journal Of Early Adolescence, 30(2), 205-224.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000275334100001&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Cribb, & Haase. (2016). Girls feeling good at school: School gender environment, internalization

and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls. Journal of Adolescence,46, 107-114.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0140-1971(15)00252-3&context=PC&vid=hc&lang=en_US&search_scope=everything&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,girls%20self%20esteem%20appearance&sortby=rank

Dohnt, H., Tiggemann, M., & García Coll, Cynthia. (2006). The Contribution of Peer and Media

Influences to the Development of Body Satisfaction and Self-Esteem in Young Girls: A Prospective Study. Developmental Psychology, 42(5), 929-936

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_apa_articles10.1037/0012-1649.42.5.929&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Dorak, F. (2011). SELF-ESTEEM AND BODY IMAGE OF TURKISH ADOLESCENT GIRLS.

Social Behavior and Personality, 39(4), 553-561.

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Konnikova, M., & Konnikova, M. (2017, June 19). How Facebook Makes Us Unhappy.

Retrieved from

https://www.newyorker.com/tech/annals-of-technology/how-facebook-makes-us-unhappy

Kutob, R., Sent, J., Crago, M., & Shisslak, C. (2010). Concurrent and Longitudinal Predictors of

Self-Esteem in Elementary and Middle School Girls. The Journal of School Health, 80(5),

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Romo, L., Mireles-Rios, R., & Hurtado, A. (2016). Cultural, Media, and Peer Influences on

Body Beauty Perceptions of Mexican American Adolescent Girls. Journal of Adolescent

Research, 31(4), 474-501.

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Setia M. S. (2016). Methodology Series Module 3: Cross-sectional Studies. Indian journal of

dermatology, 61(3), 261–264. doi:10.4103/0019-5154.182410

https://www.ncbi.nlm.nih.gov/pubmed/27293245

Why Is Instagram So Popular? We Asked Active Users To Explain. (2018, September 11). Retrieved from

Why Is Instagram So Popular? We Asked Active Users To Explain

Participation #5 – Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

April 12, 2019May 5, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Part A – Chapter 7 #2: Read two empirical articles. What could have gone wrong in these studies? Were any precautions taken against adverse consequences that were de- scribed in the research paper

The article we decided to choose is titled Children Who Witness Domestic Violence: A Review of Empirical Literature by Jerome R. Kolbo, Elearnor H. Blakely, and David Engleman. This article focused on how children who witness domestic violence establish impaired development. Many things could’ve gone wrong in this study, for example: the kind of violence that the children were observing, children hurting themselves because of the violence they see, cause-effect relationship, the environment and nature in which these domestic violence cases are taking place (e.g., siblings, school, home, family), and reliance of behavioral measures. Precautions like not only relying on parental reports of both the child’s exposure and behavioral functioning were described in this research paper. Also, children only being regarded as witnesses when in some cases they were also being abused. Precautions were taken against adverse consequences by questioning and reviewing the studies conducted that had no correlation between the relationship of children who witnessed domestic violence and cognitive functioning and social functioning.

https://journals.sagepub.com/doi/pdf/10.1177/088626096011002010

In Impact of sexual abuse on children: A review and synthesis of recent empirical studies, researchers study the impact of sexual abuse on children and how it affected them. They recorded symptoms of the children and how often they came up. There was not a specific symptom that was the majority, although low self esteem was rated most frequently. A third of the children reported having no symptoms and were assumed to not have any lasting trauma. A thing that could have gone wrong was that the children may not have been fully honest or not willing to fully talk about their symptoms due to fear. While researchers did their best to get responses, it is difficult to get all the information from children that may not be ready to give the full story. Also, trauma can be remembered in pieces and children may not fully understand what they are feeling.

https://psycnet.apa.org/doiLanding?doi=10.1037%2F0033-2909.113.1.164

Part B – Chapter 10 #1: Write a letter to a journal editor here. Have your lab mate or classmate review the letter.

Subject: Invitation to Review

April 4, 2019

Dear Dr. Shireen Kanakri,

We hope you are able to find the time to review our journal, “Biophilic Design Reducing Sensory Processing in Children with Autism.” We are submitting this paper to the Environment and Behavior Journal, a journal that you have had many successful papers featured in. Here we show the effect of biophilic design within classroom environments that impact the sensory processing behaviors of children aged 3-7 years old with autism. This contributes to our understanding of design and its potential impact on developmental disorders.

I believe you would be the ideal candidate to review our journal as you are a tenure-track assistant professor in the Interior Design Program and affiliate faculty with the Autism Center at Ball State University. Your interests in the psychology of design, architecture and behavior of children with autism would make you the ideal candidate to review our paper that takes all of these topics into consideration.

Please let us know as soon as possible if you are able to accept this invitation for review by responding to this email or contacting us at (516) XXX-XXXX. The abstract for the manuscript can be found at the end of this email.

If you decide to accept this review, we will provide you with the information needed to access the paper. We would like to receive your review within 6 weeks of accepting this invitation.

We understand that you have a busy schedule, so if you are unable to accept, we would sincerely appreciate any suggestions of people similarly qualified in your expertise and interests that would provide an informative review of my submission. We greatly value your input for this paper’s topic. We are looking forward to hearing from you.

Warm regards,

Psychology 310 Students:

Stephanie Hinck, Joanna Jedruszczuk, Maya Nasser, Diyala Mawad, and Yoleiry Quezad

Review of the letter: I think you did a great job writing this letter to the journal editor. I would possibly give a more detailed introduction to the journal more towards the beginning of the letter, to grab the editor’s attention and make them interested in the topic right away. Otherwise, I think the point comes of very clear, the writing is concise, and convincing.

Part C – Chapter 10 #2: Select and read a journal article. Pretend you are a reviewer for the journal. Write your response to the authors. You might even try this exercise for your own research papers.

Journal Article Chosen: Stress and Your Health by: Bruce McEwen and Robert Sapolsky

Link to article: https://academic.oup.com/jcem/article/91/2/E2/2843213

The Journal of Clinical Endocrinology & Metabolism, Volume 91, Issue 2, 1 February 2006, Page E2, https://doi.org/10.1210/jcem.91.2.9994

The article about health and stress was informative and had many interesting facts in it. I liked the organization of the article and how every idea was broken down into its own heading and paragraph. I also liked how the article asked its audience questions, and because of the questions asked, I was able to relate to what I was reading. However, I did feel as if the majority of the article was definitions of stress and what causes it and less on how stress affects our health. I would recommend the authors to maybe include a few examples on real life situations where one’s stress affected their health and in what way shape and form did it affect it. Other than that, it was a great article.

Midterm: Joanna Jedruszczuk, Maya Nasser, Diyala Mawad, and Yoleiry Quezada

March 15, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Question: How does the role of social media impact the self image of teenage girls?

1. Cribb, & Haase. (2016). Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls. Journal of Adolescence,46, 107-114.

I chose this article because it talks about how societal pressure and beauty standards can affect the self esteem of young girls. I feel like this is something that many girls around me have felt when they were younger and even now. It could help with our research by providing evidence through studies done of how beauty standards can affect the way girls view themselves. It can also help us learn more about this so we are able to fight this stigma.

2. Dohnt, H., Tiggemann, M., & García Coll, Cynthia. (2006). The Contribution of Peer and Media Influences to the Development of Body Satisfaction and Self-Esteem in Young Girls: A Prospective Study. Developmental Psychology, 42(5), 929-936.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_apa_articles10.1037/0012-1649.42.5.929&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I chose this article because it talks about the influence of the media and peer pressure on young girls. This is important because it provides evidence on how young girls self esteem and attention to appearance can be affected by technology and people around them. This was done through surveys and close analyzation. Doing surveys could help us with our study and help us learn what ways social media can affect girls self appearance. It can also help us to see if social media or peers can positively affect girls self esteem and self appearance.

3. Mcvey, Tweed, & Blackmore. (2007). Healthy Schools-Healthy Kids: A controlled evaluation of a comprehensive universal eating disorder prevention program. Body Image, 4(2), 115-136.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS1740-1445(07)00002-2&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I chose this reference because I like that it is an evaluation of a standing school program. The participants all come from a school, including 982 boys and girls from grades 6 and 7, and 91 teachers and other school administration officials. They filled out self report surveys about body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviours, and perceptions of school climate (teachers only). 84% of student participants also followed up with the researchers and repeated a survey after 8 months, and were placed into high/low risk groups. The findings of this research included the realization that members of the high risk group benefited the most from less media exposure, which in turn cause higher body satisfaction and reduction of disordered eating. This study will be perfect for the paper because it follows our hypothesis, shows that early intervention can be of great help to younger populations, and has the outcome we hope for.

4. Alm, S., & Låftman, S. (2018). The Gendered Mirror on the Wall: Satisfaction with Physical Appearance and Its Relationship to Global Self-esteem and Psychosomatic Complaints Among Adolescent Boys and Girls. Young,26(5), 525-541.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sage_s10_1177_1103308817739733&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I chose this reference because I like that the data comes from the school system. Sudents in 9^thgrade (ages 15/16) took surveys to report their individual satisfaction with their physical appearance, and this was related to their self-esteem. The researchers found that girls reported lower body satisfaction, as opposed to the boys. The girls also had overall lower self-esteem, and both genders showed the same rates of association with psychosomatic complaints. This will be helpful for the paper in distinguishing rates of self satisfaction between genders and possible roots.

5. Webb, Zimmer-Gembeck, & Donovan. (2014). The appearance culture between friends and adolescent appearance-based rejection sensitivity. Journal of Adolescence, 37(4), 347-358.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0140-1971(14)00023-2&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I think this article would be great for our research paper. It studied 380 adolescents and looked for their opinion on things like social comparison between friends, dissatisfaction with their bodies, and more. One thing I really liked was that it studied Appearance based rejection sensitivity, which is known to be associated with psychological and social issues, so it’s good for the participants of the study to be aware of the effect their ideas may be having on themselves. Something interesting about the results was that the data didn’t differ between boys and girls, besides the rate association of BMI and body dissatisfaction being a lot higher in girls. I think this article goes perfectly in line with our research question and will provide us with lots of usable information.

6. Rg Phillips, & Aj Hill. (1998). Fat, plain, but not friendless: Self-esteem and peer acceptance of obese pre-adolescent girls. International Journal of Obesity, 22(4), 287-293.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_nature_a10.1038/sj.ijo.0800582&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I chose this article because this study focuses on how body weight influences pre-adolescent girls self-esteem and peer acceptance. They experimented with girls in four weight measurement groups. Their assessments consisted of body weight and height, body shape preference, self-esteem, and peer nominations of popularity and attractiveness. Their results were that obese and overweight girls had significantly lower physical appearance and athletic competence self-esteem than their normal weight peers. Overweight girls were less likely to be nominated as pretty by their peers. Results indicated that participants were significantly similar to their nominated friends on self-esteemThis study relates to our research question because it shows how popularity, views on attractiveness, and preference can shape girls’ self-image.

7. Romo, L., Mireles-Rios, R., & Hurtado, A. (2016). Cultural, Media, and Peer Influences on Body Beauty Perceptions of Mexican American Adolescent Girls. Journal of Adolescent Research, 31(4), 474-501.

I chose this article because it examines how social and cultural values influence the types of bodies that adolescent girls consider beautiful and desirable. This experiment used twenty seven Latina mid-adolescent girls between the ages 14 to 16 to share what body shapes and sizes are valuable in Latino and European American culture. They were also asked whether boys consider large body sizes acceptable. Influences like friends’ opinions, perceptions of boys’ dating preferences, norms in their communities, and body shapes of female celebrities in Latino media played a role in adolescents’ thoughts of beauty and desirability. It relates to our research question because it shows how social media and cultural values impact girls’ self-image.

8. Thompson, Jkevin, Shroff, Hemal, Herbozo, Sylvia, Cafri, Guy, Rodriguez, Janette, & Rodriguez, Melby. (2007). Relations Among Multiple Peer Influences, Body Dissatisfaction, Eating Disturbance, and Self-Esteem: A Comparison of Average Weight, At Risk of Overweight, and Overweight Adolescent Girls. Journal of Pediatric Psychology, 32(1), 24-29.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest19514390&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I decided to choose this article because apart of their study was to test and see whether peers have an influence on girls self esteem. It interested me because during the adolescent age, the majority of girls are in school and spend a great amount of time with peers, and so, it would make sense for girls self esteem to worsen or get better based on what they are exposed to-whether it’s something that they hear while at school or even see. Their results indicated that participants were significantly similar to their nominated friends on self-esteem. This article relates to our study, because just like our study, it focuses on adolescent females and their self esteem.

9. Dorak, F. (2011). SELF-ESTEEM AND BODY IMAGE OF TURKISH ADOLESCENT GIRLS. Social Behavior and Personality, 39(4), 553-561.

I chose this article because it is one that interested me since I was able to make a connection to it. Growing up, I always thought to myself that the more I exercised, the more skinnier and happier I would be. This study examined the relationship between self-esteem and body image in 477 female adolescents who were athletes or non athletes. The females chosen were Turkish and were between the ages of 12-14. There results showed that there is a strong significant relationship between self-esteem and body image in the athletic girls compared to the non athletic girls. They observed that the girls whose self-esteem was high had a positive body image. This study relates to our question because it shows how body image reflects on girls self esteem and how they feel about themselves.

10. Barker, E., & Bornstein, M. (2010). Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence. Journal Of Early Adolescence, 30(2), 205-224.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000275334100001&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

I chose this article because it does relate to appearance in young girls. What makes this article different than the others is the fact that it also involves dieting. This was done through surveys which were done by young girls. The correlation between self esteem and appearance satisfaction with dieting could help see if there is a link between those things. It would also be interesting to see how global self esteem is defined and if this happens to girls globally. If this does happen, does it primarily happen because of social media or people around them? This could be discussed in our research.

11. Chiu, P., Foster, J., Weiss, L., Polonsky, M., Yates, L., Parrino, T., & Nunez, A. (2002). Listen, little sister: A mother daughter workshop to improve minority pre-teen and teen girls’ self-esteem. Pediatric Research, 51(4), 9A.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000174714600051&context=PC&vid=hc&lang=en_US&search_scope=everything&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,girls%20self%20esteem%20appearance%20listen%20little%20sister&sortby=rank&offset=0

12. Kutob, R., Sent, J., Crago, M., & Shisslak, C. (2010). Concurrent and Longitudinal Predictors of Self-Esteem in Elementary and Middle School Girls. The Journal of School Health, 80(5), 240.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest89293407&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

13. Theran, S. (2010). Authenticity with authority figures and peers: Girls’ friendships, self-esteem, and depressive symptomatology. Journal of Social and Personal Relationships, 27(4), 519-534.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000278557800005&context=PC&vid=hc&lang=en_US&search_scope=everything&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,girls%20self%20esteem%20appearance%20theran&sortby=rank&offset=0

14. Purić Danka, Simić Nataša, Savanović Ljubomir, Kalanj Marko, & Jovanović-Dačić Stefan. (2011). The impact of forced social comparison on adolescents’ self-esteem and appearance satisfaction. Psihologija, 44(4), 325-341.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_doaj_soai_doaj_org_article_d5bcef770deb4513959b59f0796e4205&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

15. Moria Golan, Noa Hagay, & Snait Tamir. (2014). Gender related differences in response to “in favor of myself” wellness program to enhance positive self & body image among adolescents. PLoS ONE, 9(3), E91778.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_doaj_soai_doaj_org_article_915577a8487449648fe9b995999816cd&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

16. Shroff, H., & Thompson, J. (2006). Peer Influences, Body-image Dissatisfaction, Eating Dysfunction and Self-esteem in Adolescent Girls. Journal of Health Psychology,11(4), 533-551.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sage_s10_1177_1359105306065015&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

17. De Bruin, A., Woertman, P., Bakker, L., & Oudejans, F. (2009). Weight-Related Sport Motives and Girls’ Body Image, Weight Control Behaviors, and Self-Esteem. Sex Roles, 60(9), 628-641.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_springer_jour10.1007/s11199-008-9562-8&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

18. Lee, J. (2012). THE RELATIONSHIP BETWEEN APPEARANCE-RELATED STRESS AND INTERNALIZING PROBLEMS IN SOUTH KOREAN ADOLESCENT GIRLS. Social Behavior and Personality, 40(6), 903-918.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest1069240501&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

19. Franzoi, S., Vasquez, K., Sparapani, E., Frost, K., Martin, J., & Aebly, M. (2012). Exploring Body Comparison Tendencies: Women Are Self-Critical Whereas Men Are Self-Hopeful. Psychology Of Women Quarterly, 36(1), 99-109.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000305564500008&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

20. Clay, D., Vignoles, V., & Dittmar, H. (2005). Body Image and Self‐Esteem Among Adolescent Girls: Testing the Influence of Sociocultural Factors. Journal of Research on Adolescence, 15(4), 451-477.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest57189457&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

21. Dishman, R., Hales, D., Pfeiffer, K., Felton, G., Saunders, R., Ward, D., . . . Pate, R. (2006). Physical self-concept and self-esteem mediate cross-sectional relations of physical activity and sport participation with depression symptoms among adolescent girls. Health Psychology,25(3), 396-407.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000237761300017&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

22. Kim, S. (2018). EATING DISORDERS, BODY DISSATISFACTION, AND SELF-ESTEEM AMONG SOUTH KOREAN WOMEN. Social Behavior and Personality: An International Journal, 46(9), 1537-1546.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_gale_ofa556734563&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

23. Horn, T., Newton, J., & Evers, J. (2011). Gender Conceptualizations in Female High School Seniors: Relationships with Global Self-Worth and Multiple Measures of Body Image. Sex Roles, 65(5-6), 383-396.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest880032194&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

24. Carey, R., Donaghue, N., & Broderick, N. (2013). Peer Culture and Body Image Concern Among Australian Adolescent Girls: A Hierarchical Linear Modelling Analysis. Sex Roles, 69(5), 250-263.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_springer_jour10.1007/s11199-013-0305-0&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

25. Ayres, M., & Leaper, C. (2013). Adolescent Girls’ Experiences of Discrimination: An Examination of Coping Strategies, Social Support, and Self-Esteem. Journal Of Adolescent Research, 28(4), 479-508.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000330297200004&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

26. Zimmer-Gembeck, M., Webb, H., Farrell, L., & Waters, A. (2018). Girls’ and boys’ trajectories of appearance anxiety from age 10 to 15 years are associated with earlier maturation and appearance-related teasing. Development and Psychopathology, 30(1), 337-350.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_medline28516825&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

27. Zeigler-Hill, V., & Noser, A. (2015). Will I Ever Think I’m Thin Enough? A Moderated Mediation Study of Women’s Contingent Self-Esteem, Body Image Discrepancies, and Disordered Eating. Psychology Of Women Quarterly, 39(1), 109-118 .https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000349604600009&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

28. Ruedinger, Shlafer, Wall, Hsueh, & Neumark-Sztainer. (2014). The Impact of Body Mass Index on the Associations Between Pubertal Timing and Self-harm, Depression, and Self-esteem in Adolescent Girls. Journal of Adolescent Health, 54(2), S84.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS1054-139X(13)00716-7&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

29. Olson, K., Musselman, B., Matlock, J., Blake, R., Emery, C., & Rofey, D. (2011). A WEIGHT LOSS INTERVENTION FOR ADOLESCENT GIRLS: AN EXPLORATION OF ADDRESSING SELF-ESTEEM. Annals Of Behavioral Medicine, 41, S217.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000289297701337&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

30. Vogel, E., Rose, J., Roberts, L., Eckles, K., Kaufman, James C., & Sumerson, Joanne Broder. (2014). Social Comparison, Social Media, and Self-Esteem. Psychology of Popular Media Culture, 3(4), 206-222.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_apa_articles10.1037/ppm0000047&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

31. Su Sukumaran Mbchb, Dcch, Mrcpsych. “Self-esteem in Child and Adolescent Psychiatric Patients.” European Child & Adolescent Psychiatry12.4 (2003): 190-7. Web.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest214268367&context=PC&vid=hc&lang=en_US&search_scope=everything&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,girls%20self%20esteem%20appearance&sortby=rank&offset=0

32. Visser, Pozzebon, Bogaert, and Ashton. “Psychopathy, Sexual Behavior, and Esteem: It’s Different for Girls.” Personality and Individual Differences 48.7 (2010): 833-38. Web.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0191-8869(10)00069-3&context=PC&vid=hc&lang=en_US&search_scope=everything&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,girls%20self%20esteem%20appearance&offset=0

Every group member unique contribution:

Diyala: Recorded the groups video, came up with a set schedule for the group to meet on, and came up with the question for our final project. Also helped pick out two articles from the first ten and wrote about what they’re about and how it relates to our project.

Joanna: Help distinguish what was different about our approach: different countries, school data, beauty trend, relation to family, actual BMI vs. expected, in relation to celebrities, social norms. Also helped pick out two articles from the first ten and wrote about what they’re about and how it relates to our project.

Yoleiry: Helped cite the 32 articles we have, then chose two out of the first ten articles to read and write about what they’re about and how they relate to our study. Also uploaded the youtube video to youtube and put the link on our blog.

Maya: Picked the 32 articles and chose three out of the first ten and discussed what they were about and how they relate to our project.

YouTube Video:https://youtu.be/ThPzTFmC7MA

Participation #4 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

March 12, 2019March 13, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Part A: Chapter 4, Questions 1-3 & 8.

Question 1: Find two to three research papers, and illustrate the setup of the study. Ask a lab mate or classmate to do the same with the same study. Do your images look similar? Why or why not? (If the setups used in the research studies are clearly spelled out, your images will likely be similar to each other’s.)

Paper 1 Title: Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers.

Paper 1 Image:

I asked my classmate to read this study as well. Due to her busy time constraints, I allowed for her to just describe her interpretation of the set-up of the study, and then showed her my illustration. She described it very similarly to my interpretation, however, we had different understandings of the questions asked as there needed to be clarification of definitions to all of the participants involved in the study. For the most part, we had the same image of the set up for this study. Our difference in understanding the information provided to the participants could have been due to unclear methods sections or even complicated wording.

Paper 2 Title:Classrooms With Nature Views: Evidence of Differing Student Perceptions and Behaviors

Paper 2 Image:

This study was interesting for me and my classmate. I asked her to read the study, describe the set-up, and then viewed my illustration, just as I did with the first paper. We had vivid matches and similar descriptions of what this study would look like. We both understood that the settings of the classrooms would vary by the outside view, that this was a 16 week long study, and even understood the questionnaire provided to the participants at week 16. This was a beautifully written paper in that it clearly described every action the researchers took with ample explanation as to why they did what they did. The clearness of the writing could have contributed to our similar interpretations, as well as that we both found the concept behind this study to be interesting, therefore getting more of our attention compared to the other one. This study was very engaged with the participants and had significant results in the end which made the reader eager to put themselves in the shoes of the researcher.

Question 2: The Internet (through such websites as YouTube, Pinterest, etc.) provides you the opportunity to get a “feel” for research. Many journals and laboratories also have videos available online. Here’s a link from one of my classes:http://pinterest.com/triciastriano/professor-tricia-striano Watching videos from other laboratories is one way to become familiar with various research paradigms and techniques. You may also get ideas about everything from how to position or hold a baby during a study to what sorts of stimuli other labs use in research studies. Find 10 videos. List the sources here. Share your observations with the class or laboratory, or perhaps even add them to your own social media site. Did watching these videos inspire any research questions? What are they?

https://www.youtube.com/watch?v=b6ZJRFwdF3c&feature=share&list=PLpAHd-5e7iIPIXBK5BFvseZzCrElSu18-

This video discusses having dialogue with a child when telling/ watching a story with them. Asking them these questions help them learn vocabulary and recall story-telling better. In this video, researchers show videos of kids watching a cartoon story with their parents. They use acronyms to help parents remember what and how they should ask questions such as PEER and CROWD and then show examples of this.

https://www.youtube.com/watch?v=fJ3yZDoRwOs

This video discusses using infrared eye movement and EEG’s to see if babies recall sounds. The research is good because if their siblings had any language/auditory issues, this technique can help prevent those problems from happening to their next baby. They do this by demonstrating the study and showing the visuals that the babies are seeing. Then they spoke to parents to see their opinions on it.

https://www.youtube.com/watch/?v=t_Y6wNWbNuE

This video is a study that was done at Rutgers to learn about how and when babies start learning. They do this by watching tv and playing with toys that help aid in memory. There is an EEG hooked up to their heads while doing this. They observe the learning happening and it usually puts the babies ahead of the game compared to others. EEG seems to be a very useful tool in analyzing how babies learn and how effective this learning is.

https://youtu.be/M2I0kwSua44

This video discusses when babies see the link between themselves and the image in the mirror. They placed a red mark on their forehead and before 18 months they do not make the connection but at 18 months, they do. They showed videos of babies doing the experiment and examples of how they do and don’t recognize themselves.

https://www.youtube.com/watch/?v=QGC8N13S4jA

The bobo doll experiment discusses how children imitate adults when they are being aggressive with the “bobo doll.” It is a video of kids hitting the doll and the researcher commenting on their observations.

https://www.youtube.com/watch/?v=rVqJacvywAQ

This video was about babies failing the object permanence test. There is a video of a baby playing with a toy, and the mother hiding the toy under a blue cloth. The baby looks confused and does not know what happened with it.

https://www.youtube.com/watch/?v=kBkqDqVge_c

This video is talking about the motor skills of babies. In the video, a baby is shown trying to walk across a narrow table. When there is no hand rail, she does not move forward and returns to her mom. When a stable hand rail is there, she hits it to make sure its stable and then tries to walk across. When an unstable rail was placed she moved it and tasted it and moved away because she knew it was not stable.

https://www.youtube.com/watch/?v=Tl_PfbeJRro

In this video, a baby is looking at two images of scattered dots change very fast. Most turns, the dots are in the same positions for both photos. There are a few times that the dots look different. When the baby notices, his eyes grow wide and he looks shocked. His hands slap the table he is on to show that he recognized the change.

https://www.youtube.com/watch/?v=O4a2RAyx1B8

This video discusses if babies can understand and think about what people say. An MRI was put on a baby and sentences were played normally and backwards and babies can discern what is forwards and backwards talk. Knowing what normal development is can help learn what atypical development is. They show diagrams of the babies brain and light up the parts of the brain where it is being used.

https://www.youtube.com/watch/?v=tLiP4b-TPCA

The researcher in this video uses diagrams and videos of young children to show that stress levels can affect development of children. If a child has positive stressors and is socially competent, learning will be at peak level. However, if a child has toxic stressors and has anxiety, the brain will not develop properly which can affect them in learning and later on in life.

Question 3 Describe the scenes/setups shown in Figures 4.1 and 4.2. Copy your descriptions and give them to someone without showing him or her the images. Can he or she draw the setups based on your descriptions? This exercise will help you better describe the setups in your own research paper. Repeat this procedure with your own images.

Figure 4.1: There is a young child, around 4 or 5 years old. They have mid length hair and it is falling over one of the child’s eyes. They are wearing dark boots below the knee, bright, possibly white pants, a white ruffle shirt with polka dots, and a jean jacket. There are 3 small toys laid out evenly in front of them, and the image shows the child placing a cup on the middle toy. There is a window in the background, with an “X” detail over it, that is low to the ground.

Figure 4.2: This child is most likely 18 months- 2 years old. They have very short wispy hair, and have a pacifier in their mouth. This child is wearing a white buttoned top with dark buttons going down the center, and the sleeves are unbuttoned and pushed up a bit. The child’s pants are medium toned with light and dark triangles printed all over them in various slants. The child is positioned with one leg stretched towards the right side of the photo, and the other leg seems to be stretched to the left but it is cut out of the photo. The child is holding toys in both of its hands, and is looking at them. One of the toys looks like a doll’s baby bottle, and the other looks like a kitchen toy. The child’s nails are painted. There are also two small toys in front of the child. The child seems to be sitting on a couch with a pillow/ throw behind it. The photo is zoomed in to only show the child and barely any of the background.

Question 8: Make a list of relevant research-related talks and events in your community occurring this month. Do not forget to consider museums, theaters, clubs, and any other relevant venues.

The following research-related talks that I found for the month of March all reflect either topics of development that I am interested in (I/O, workplace development, organizational impacts), conferences that could help guide me towards success with my midterm/final project (improving child development in autisim populations through the environment), or even events that could assist me with writing excellent research papers.

This search for talks and conferences occurring in New York City for March showed me that these events can be expensive!! However, there are SO many opportunities that provide free or discounted tickets for college students. I am glad that I am aware of these events that are occurring around me and will definitely try to check out ones that I found to be interesting.

March 13- Everyone Reading Conference –Learn new strategies from noted experts in the field and experience the latest in teaching resources, technologies, schools and program

March 15 – Ethics by DESIGN– Through a mixture of keynote presentations, panels and research roundups, our participants will discuss individual behavior, group norms and legal/regulatory systems and how these relate to designing ethical systems in organizations.

March 15 – Building Organizational Skills and Executive Functions in Children with ADHD and Related Conditions – will help classroom teachers, psychologists, social workers and special education teachers gain strategies to help their students with organizational skills that will improve their school functioning as well as enhance their self-esteem and general well being

March 16 – Research Writing Process Workshop

March 16 – Business and Creative Conference – Gain a wealth of knowledge and practical principles that will help shift your business and vision into productivity and growth.

March 19 – Organizational Skills Training – Participants will encounter improved productivity, better management, and an overall increase in professional growth.

March 21 – Our Brain on A.I. – Learn about the human and social implications of artificial intelligence and machine learning through the concerns and questions

March 21 – Data Privacy and Big Data Ethics

March 27– Autism Science Foundation TED-Style Autism Science Conference

March 29 – MLconf is a single-day, single-track machine learning conference event designed to gather the community to discuss the recent research and application of Algorithms, Tools, and Platforms to solve the hard problems that exist within organizing and analyzing massive and noisy data sets

March 30 – Pratt Research Open House – Learn more about tools for archeological visualization, advanced methods for participatory community development and unique approaches to place-based storytelling.

Part B: Chapter 5, Questions 1, 3 & 4.

Question 1: Consider your research question. What’s the big question that you are addressing?

Our big question is how does the role of social media impact the self-image of teenage girls?

What’s the specific question that you are addressing?

Our specific question is in what ways does social media affect teenage girls self-image?

What literature did you read to inspire this question?

Summary: This article is about the way school can influence the self-esteem of adolescent girls. The experiment was conducted with two separate school environments to study the differences of appearances, attitudes, associations, and social influences with self-esteem. The two types of school environments were co-educational and single sex.

2. Theran, S. (2010). Authenticity with authority figures and peers: Girls’ friendships, self-esteem, and depressive symptomatology. Journal of Social and Personal Relationships, 27(4), 519-534.

Summary:This study focused on how relationships and mental prosperity can ethnically influence 14-year-old young ladies’ self-esteem and depressive symptomatology. They analyze how the approval, support, and emotional social support from family members direct the connection between authenticity involved with power figures and depressive symptomatology.

3. Barker, E., & Bornstein, M. (2010). Global Self-Esteem, Appearance Satisfaction, and Self-Reported Dieting in Early Adolescence. Journal Of Early Adolescence, 30(2), 205-224.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_wos000275334100001&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary:This article examines global self-esteem, appearance satisfaction, and self-reported dieting and how they are interrelated. They experiment across early adolescents from age 10 to 14. They were European American adolescents and 40% of them were girls. Adolescents seem to be less satisfied with their appearance at age 10. Girls with high body mass index at age 10 were less satisfied with their appearance at age 14.

4. Dorak, F. (2011). SELF-ESTEEM AND BODY IMAGE OF TURKISH ADOLESCENT GIRLS. Social Behavior and Personality, 39(4), 553-561.

Summary:This study examined the relationship between self-esteem and body image in female adolescents who were athletes or nonathletes. These adolescent girls between the ages of 12-14 were Turkish. There seems to be a strong significant relationship between self-esteem and body image in the athletic girls compared to the nonathletic girls.

5. Romo, L., Mireles-Rios, R., & Hurtado, A. (2016). Cultural, Media, and Peer Influences on Body Beauty Perceptions of Mexican American Adolescent Girls. Journal of Adolescent Research, 31(4), 474-501.

Summary:This article examines how social and cultural values influence the types of bodies that adolescent girls consider beautiful and desirable. This experiment used 27 Latina mid-adolescent girls between the ages 14 to 16 to share what body shapes and sizes are valuable in Latino and European American culture. They were also asked whether boys consider large body sizes acceptable. Influences like friends’ opinions, perceptions of boys’ dating preferences, norms in their communities, and body shapes of female celebrities in Latino media play a role in adolescents’ thoughts of beauty and desirability.

6. Dohnt, H., Tiggemann, M., & García Coll, Cynthia. (2006). The Contribution of Peer and Media Influences to the Development of Body Satisfaction and Self-Esteem in Young Girls: A Prospective Study. Developmental Psychology, 42(5), 929-936.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_apa_articles10.1037/0012-1649.42.5.929&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary:This study examined the role of peer and media influences in the development of body satisfaction in young girls as well as their relationship between body satisfaction and self-esteem. They used television programs that focused on appearance to find the young girls appearance satisfaction and their desire for thinness. They found that girls’ desire for thinness was found to temporally pursue low self-esteem. Girls appear to already have the thin ideal to follow which negatively influences the development of body image and self-esteem.

7. Mcvey, Tweed, & Blackmore. (2007). Healthy Schools-Healthy Kids: A controlled evaluation of a comprehensive universal eating disorder prevention program. Body Image, 4(2), 115-136.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS1740-1445(07)00002-2&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary:This experiment focused on a school-based universal program involving male and female students, parents, teachers, school administrators, and local public health professionals. They completed self-report surveys measuring body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviors, and perceptions of school climate.

8. Alm, S., & Låftman, S. (2018). The Gendered Mirror on the Wall: Satisfaction with Physical Appearance and Its Relationship to Global Self-esteem and Psychosomatic Complaints Among Adolescent Boys and Girls. Young,26(5), 525-541.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_sage_s10_1177_1103308817739733&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary:This study investigated gender differences in satisfaction with physical appearance as a domain-specific aspect of self-esteem. Participants were ninth grade students from age 15 to 16. Girls resulted in having lower satisfaction with their appearance than boys. Satisfaction with appearance was strongly associated with global self-esteem among girls. This means that girls cared about their appearance much more than boys which affected their self-esteem.

9. Kutob, R., Sent, J., Crago, M., & Shisslak, C. (2010). Concurrent and Longitudinal Predictors of Self-Esteem in Elementary and Middle School Girls. The Journal of School Health, 80(5), 240.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_proquest89293407&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary: This study investigates the effects of factors related to self-esteem among 2 cohorts of girls over a period of 4 years from elementary through middle school. Their study included 103 questions that had to do with self-esteem, appearance appraisal, effect of body changes, depressed mood, teasing, school performance, and other factors. They also weighted participants heights and weights. They found that the most important predictor of self-esteem in each grade was appearance appraisal. They also found that weight-related teasing was a predictor of boys and girls’ self-esteem. Self-esteem was lower in girls who were teased about their weight than boys.

10. Rg Phillips, & Aj Hill. (1998). Fat, plain, but not friendless: Self-esteem and peer acceptance of obese pre-adolescent girls. International Journal of Obesity, 22(4), 287-293.

https://onesearch.cuny.edu/primo-explore/fulldisplay?docid=TN_nature_a10.1038/sj.ijo.0800582&context=PC&vid=hc&search_scope=everything&tab=default_tab&lang=en_US

Summary:This study focuses on how body weight influences pre-adolescent girls self-esteem and peer acceptance. They experimented with girls in four weight measurement groups. Their assessments consisted of body weight and height, body shape preference, self-esteem, and peer nominations of popularity and attractiveness. Their results were that obese and overweight girls had significantly lower physical appearance and athletic competence self-esteem than their normal weight peers. Overweight girls were less likely to be nominated as pretty by their peers.

Question 3: Find six research journals. What is the scope of each journal (as defined in its website and the journal’s pages)?

1.Journal of Health Psychology

Scope: Journal of Health Psychology is an international peer-reviewed journal that aims to support and help shape research in health psychology from around the world. It provides a platform for traditional empirical analyses as well as more qualitative and/or critically oriented approaches. It also addresses the social contexts in which psychological and health processes are embedded.

Studies published in this journal are required to obtain ethical approval from an Institutional Review Board. Such approval must include informed, signed consent by all research participants. Any manuscript not containing an explicit statement concerning ethical approval and informed consent will not be considered.

2.Journal of Pediatric Psychology

Scope: The Journalof Pediatric Psychology (ISSN 0146-8693) is published ten times a year by Oxford University Press for the Society of Pediatric Psychology, PO Box 170231, Atlanta, GA 30317. The journal is the scientific publication of the Society of Pediatric Psychology (SPP), Division 54 of the American Psychological Association, whose mission is to promote the health and psychological well-being of children, youth and their families through science and an evidence-based approach to practice, education, training, advocacy, and consultation. As such, the journal publishes articles related to theory, research, and professional practice in pediatric psychology.

Pediatric psychology is an interdisciplinary field addressing physical, cognitive, social, and emotional functioning and development as they relate to health and illness issues in children, adolescents, and families. The journal publishes papers on a wide variety of topics exploring the interrelationship between psychological and physical well-being of children, adolescents, and families including: psychosocial and developmental factors contributing to the etiology, course, treatment, and outcome of pediatric conditions; assessment and treatment of behavioral and emotional concomitants of disease, illness, and developmental disorders; the role of psychology in healthcare settings; behavioral aspects of pediatric medicine; the promotions of health and health-related behaviors; the prevention of illness and injury among children and youth; and issues related to the training of pediatric psychologists.

3. Journal of Adolescent Research

Scope: The aim of the Journal of Adolescent Research is to publish informative and dynamic articles from a variety of disciplines that focus on development during adolescence (ages 10 to 18) and early emerging adulthood (18-22). We are particularly interested in papers that use mixed-methods, systematically combining qualitative and quantitative data and analyses. We also seek rigorous qualitative research using a variety of strategies including ethnography, in-depth interviews, case studies, photo elicitation, and the like. We focus on work that takes a strengths-, or assets-, based approach to adolescent development. Our goal is to expand upon the understanding of a diverse range of experiences of adolescents and emerging adults across a variety of contexts.

4. Journal of Adolescence

Scope: The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. Our focus is specifically on adolescentdevelopment: change over time or negotiating age specific issues and life transitions. The aim of the journal is to encourage research and foster good practice through publishing empirical studies, integrative reviews and theoretical and methodological advances. The Journal of Adolescence is essential reading for adolescent researchers, social workers, psychiatrists, psychologists, and youth workers in practice, and for university and college faculty in the fields of psychology, sociology, education, criminal justice, and social work.

5. The Journal of Social and Personal Relationships

Scope: The Journal of Social and Personal Relationships (JSPR) is an international and interdisciplinary peer-reviewed journal that publishes the highest quality original research on social and personal relationships. JSPR is the leading journal in the field, publishing empirical and theoretical papers on social and personal relationships. It is multidisciplinary in scope, drawing material from the fields of social psychology, clinical psychology, communication, developmental psychology, and sociology.

6. Journal of School Health

Scope: Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success

List links to journals here.

Journal of Health Psychology: https://journals.sagepub.com/loi/hpq

Journal of Pediatric Psychology: https://academic.oup.com/jpepsy/pages/About

Journal of Adolescent Research: https://us.sagepub.com/en-us/nam/journal/journal-adolescent-research#description

Journal of Adolescence: https://www.sciencedirect.com/journal/journal-of-adolescence/about/aims-and-scope

Journal of Social and Personal Relationships: https://us.sagepub.com/en-us/nam/journal/journal-social-and-personal-relationships#description

Journal of School Health: https://onlinelibrary.wiley.com/page/journal/17461561/homepage/productinformation.html

Copy one journal’s statement of its “scope” here.

Journal of Adolescent Research

The aim of the Journal of Adolescent Research is to publish informative and dynamic articles from a variety of disciplines that focus on development during adolescence (ages 10 to 18) and early emerging adulthood (18-22). We are particularly interested in papers that use mixed-methods, systematically combining qualitative and quantitative data and analyses. We also seek rigorous qualitative research using a variety of strategies including ethnography, in-depth interviews, case studies, photo elicitation, and the like. We focus on work that takes a strengths-, or assets-, based approach to adolescent development. Our goal is to expand upon the understanding of a diverse range of experiences of adolescents and emerging adults across a variety of contexts.

Imagine that you are submitting a research paper to the journal. What is the title of your paper as a function of each journal’s scope, as defined above? Provide six titles for the same research paper. Do these titles reflect the question? Why is the question important, and what is new in your study?

The title of my paper would be Emerging Adolescence: Puberty Factors that Contribute to Adolescent Behaviors. Six other titles for this same research paper will be: Change in Behavior within Adolescents, What Factors Influence Adolescent Development?, How do hormones affect adolescent behavior?, Pubertal Development and Behavior in Adolescents, How does early vs late puberty change adolescent behavior?, What mental, social, and physical change do adolescents go through when going through puberty? All these titles reflect the question. The question is important because it researches the different factors that can affect an adolescent’s behavior through puberty. Perspectives of mental, social, and physical change is new in my study. Also, biological influences such as hormones is also new in my study.

Question 4: Read the submission guidelines of three journals. Which journal(s) would you select for your paper?

1. Association for Psychological Science

2. Sage Journal of Health Psychology

3. University of Illinois Press

Write an abstract for a possible research study. How does the abstract change as a function of each journal’s scope and submission guidelines?

Sample abstract: Social media has evolved in drastic ways over the past ten years, which affects adolescents in many ways in terms of how they see themselves and others. It has allowed for girls to constantly compare themselves to unrealistic images they see online, which are often marketing ploys or put online deliberately to catch peoples attention. This research study looked at girls of ages 12-21 to see how they believe social media affects them.

Different journals have different requirements. Some journals require completely original ideas and studies, so anything done previously wouldn’t be allowed. One of the journalsI chose requires a psychological idea to be linked to emerging/ established areas of research. Some psychological journals require connection only to mind, brain, and behavior. Also, different journals have different word and citation minimum/ maximums which affect the abstract.

Part C: Chapter 6, Questions 1 & 6

Question 1: You have just started your own laboratory that studies cognitive development among 3- to 7-year-olds. Design your logo here.

You have just started your own laboratory that studies stress among college-age students taking research methods classes. Design your logo here.

Show your logo to five people. What are their comments?

Person 1: “ I like your second logo with college students stress, but I think since the first one is for children, maybe add more color and pictures in it”

Person 2: “Haha, the second one is the story of my life. I think it is perfect. I like the first one as well, but I feel like it is a bit plain.”

Person 3: “Hmmm… I liked that you included the definition of stress in the second one and I like how it’s very colorful and detailed. I also like the first one, but I would suggest maybe adding more things to do with cognitive than just a puzzle in the brain”

Person 4: “ Nice. I like them both”

Person 5: “Wow the second one is me during midterms and finals week, that logo speaks to me. I like the first one too.”

Can you improve your logo based on their comments? Why or why not? If so, design another one or two on the next page.

Based on their comments, I believe that they are right about my first logo being too plain. For a change, I will add more color to it and make it look more appealing for children ages 3- to 7-year-olds. As for the second one, everyone that I had shown liked it and did not suggest any changes to be made to it, and therefore, I will keep it as it.

New cognitive development among 3- to 7-year-olds Logo

Question 6: Find three ads for research studies on the web. List the links here. What are the pros and cons of each? Would you participate in the studies? Why or why not?

https://www.clinilabs.com/volunteer-study/free-memory-screens/

Pros: Memory screening is free

Cons: Not much information on this

I would not participate in this because I would not fit the age range (60-85). It also does not list much information on the topic.

https://www.clinilabs.com/volunteer-study/limited-recreational-drug-users/

Pros: Explains the study well and lists the rules for the study; travel can be compensated

Cons: Very specific people can do this; not something anyone can do

I would participate in this study if I did drink. This is because all the rules are laid out clearly and it would be interesting to see how recreational alcohol can affect people long term.

https://www.clinilabs.com/volunteer-study/980/

Pros: Stipend up to $4,800

Cons: Must be available for inpatient for 3 days; an implant would be placed on you

I would not do this since it is slightly time consuming. They would have an implant on me, which I am wary of since I am not sure how that would affect my body.

Participation #3 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

February 22, 2019February 22, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Part A. Chapter 3, Questions 1-8

Question 1. What are your research goals for the week? What are your research goals for today? How will you achieve these goals? (Of course, you can use extra pages from your research notebook.) What will you do if you are unable to achieve those goals? What is your backup plan for alternative goals or activities?

For the week, my groups and I research goals are to communicate with each other and setup a schedule that will work for us all to meet and work on our project together. After scheduling the time and dates that we will be meeting on, together, we will discuss how we will work collaboratively on our research paper and make sure to break everything up evenly. We will also discuss what type of peer reviewed papers we will be looking for based on our proposal and make sure to share them with each other along with our thoughts and opinions. Moreover, we will think and come up with ways to do our 90-second YouTube video and be ready to share them with the group the next time we meet. For today, however, we will be discussing the time and dates that we will be meeting on. We will achieve our research goals by being commutative with each other another and be respectful to the times and dates that we agreed to meet on. If, for whatever reason, one decides to change the dates or is unable to make it to one of our meetings, they will notify the rest of the group. We will also be planning everything adequately, remain active, and see each other frequently.

Question 2. Can you think of any guidelines to implement that would better organize your laboratory or team? How might these help new members of your laboratory or the team that you are involved in? List your ideas below, and develop a strategic plan. In this plan, how will you get from point A to B? What are the mechanisms that you will use?

An organized laboratory/team makes for a better laboratory overall. An organized lab can help save time and use time more efficiently. This will help with achieving goals overall. Some of the ways to manage and organize lab time is to write down goals that need to be achieved and all the steps to get to those goals. This will help better visualize what needs to be done. Another way is to be prepared for what is to be done in the lab ahead of time, this way time can be used efficiently. Communication between the supervisor and people working in the lab are also important in order to make sure everything is being planned accordingly. Making sure everyone working in the lab is determined and focused before allowing them to work there is also an important step in order to have an organized laboratory. If there was an assignment that had to be done in lab, the first thing would be communicating it effectively with others in the lab. Then, plans would be made in order to achieve the goals of this assignment. The supervisor would look over the plans, and have consistent meetings with those working in the lab to make sure things are being done properly and efficiently.

Question 3. A-D

A. Select a goal. It can be anything from being sure to call your mother, or to write five pages a day, to doing 20 push-ups each morning (see the example below; but select something different from these examples).

I would like to wake up earlier as well as continue to exercise a minimum of three times a week, even on the weekends when I would rather stay in bed. Each day, whether it is a week day when I’m going school or work, or a weekend when I have the opportunity to sleep in, I would like to wake up a little earlier than I need to in order to have time to ready myself for the day without rushing. I often wake up in the morning for school and barely have enough time to get ready before I have to rush out the door, so I would like to start waking up a little earlier.

B. What are your research goals for the day? How will you achieve these goals?

My research goal for the day in relation to the final paper is to figure out the types of databases and which ones I will be using in order to research information about the topic. I will achieve this goal by using information given to me through lectures in the past on how to look up research papers and studies.

C. What are your research goals for the week? How will you achieve these goals?

My research goals for the week are to find a couple of studies to reference and research for the midterm/ final paper in order to have practice and better know how to find the rest of the papers. I would like to have at least 10 papers I know are helpful for my midterm and be actively looking for more. I will do this by searching the databases I have found using key words.

D. What are your research goals for the month? How will you achieve these goals?

My research goals for the month are to have completed the midterm assignment and be done researching the papers needed at least two weeks before the due date, and to have began the final paper. I will achieve this goal by setting reminders in my planner to complete assignments in reasonable timeframes so I don’t have to rush to complete anything last minute.

Question 4. Take a look at 10 research laboratories from around the world. (There is space here for three labs. Use your research notebook for additional labs.) Spend 10 minutes apiece investigating how these various laboratories are organized. Everything from the way that participants are recruited to how the lab is organized might give you ideas about how to get your research done more effectively. What did you find? Some examples are listed below.

Argonne National Laboratory

https://www.anl.gov/

Pros:

has news articles listed about it
explain what research it does (multidisciplinary science and engineering research center)

2. Oak Ridge National Laboratory

https://www.ornl.gov/

Pros:

Organizes who works there and the community and pictures of what they do
Statistics about scientists who visit, nationalities and licenses

3. Thomas J. Watson Research Center

http://research.ibm.com/labs/watson/

Pros:

An about us statement
Categories of what they do with pictures next to each category

4. Simula Research Laboratory (Norway)

https://www.simula.no/

Pros:

Lists people who work there and their degrees and what they do there
Has articles about what people have researched listed

5. Beatson Institute for Cancer Research

http://www.beatson.gla.ac.uk/

Pros:

Has research and seminars organized in two separate areas
Has the latest news on cancer research on the side of the website

6. Fermi National Accelerator Laboratory

http://www.fnal.gov/

Pros:

Has a video showing the buildings as a background
Has sections for employees, job seekers, visitors and students and teachers

7. Wageningen University and Research Center

https://www.wur.nl/en.htm

Pros:

Has blogs, news and calender of what goes on there

8. Massachusetts Institute of Technology’s Stata Center

https://web.mit.edu/facilities/construction/completed/stata.html

Pros:

Has awards listed

9. The Bharati Antarctic Research

http://www.ncaor.gov.in/antarcticas/display/377-bharati

Pros:

Has updates news about research running constantly
Has achievements listed

10. Los Alamos National Laboratory

https://www.lanl.gov/

Pros:

Has videos of people at work
A big button to seek jobs
Has a section explaining their mission

Question 5. If you are involved in a laboratory, how do you plan to implement changes in the lab that you consider helpful? What is the timeline for these changes? Who is doing what and when? How might these changes best be achieved?

If I were involved in a laboratory, I would plan to implement changes I consider to be helpful in varying time increments depending on the situation. If the change that needs to be implemented is something in relation to the study, I would most likely try to implement them as soon as possible. If I’m not the person leading the study, I would go to the main researcher first and speak to them about any changes I believe need to be done and take it from there. Changes such as research methods or data collection methods are best done right away in order to prevent contamination of research results. On the other hand, if the change that needs to be implemented is something that doesn’t compromise the integrity of the study but still is important, its absorption is best done in increments. This is because it is more manageable to complete smaller changes rather than putting a huge change into effect that can possibly throw people off.

Question 6. If your lifestyle allows it, deliberately shut down all your access to social media, phone, etc., for 2 hours. What did you do during this time?

If my lifestyle allows to deliberately shut down all access to social media, phone, etc., for 2 hours there are many things that I would consider doing. For instance, I would pick up and start reading a book that I have been wanting to read, but never got the chance to. I would also open notes from my classes and begin to re read some of them and go over them. I would also consider spending time with family and friends, perhaps go shopping, go out and eat together, or anything that involves spending quality time together.

Question 7. List in detail what you did for the past 30 minutes

As a college student my time is often consumed by school assignments and classes. This is what a typical Wednesday afternoon looks like for me, and exactly how it went today for a half hour. (2:45 p.m. – 3:15 p.m.)

2:45 – 2:50 p.m. – Got back to my apartment after my internship at the Child Development Center in Harlem (8 a.m. – 2 p.m.) and unpacked/got situated.

2:50 – 3:00 p.m. – Made a small lunch and ate. Responded to missed text messages or emails from the morning.

3:00 p.m. – Got on my computer and looked at my “to-do” list for assignments or exams that I needed to work on today

For 5-10 minutes I typically plan out what should be prioritized and I get that done first…

3:10 p.m. – Make a cup of coffee to be ready to start my work after being drained of all of my energy at the nursery school!

3:15 p.m. – Sat down at my desk and started working on the priority assignment (which happened to be this classes participation assignment)

Question 8.

Take 40 uninterrupted minutes to read a peer-reviewed paper or a paper assigned to you. Next, stand alone in a dark, quiet room with your eyes shut for 10 minutes (have someone time you). Answer each of the following questions in a single sentence.

What is the question the paper addressed?

The question the paper addressed was how does physical attractiveness have an effect on helping behavior?

Why was this question important?

It was important because the experiment was conducted to answer this question and the authors hypothesized that physical attractiveness will not have a significant effect on helping behavior.

What was new about the findings or the study?

The new findings were that they had more than one experiment conducted to conclude that there was a significant effect between physical attractiveness and helping behavior.

Discussion question: How did spending 10 minutes with your eyes closed affect your ability to answer these two questions?

Spending 10 minutes with my eyes closed affected my ability to answer these questions in a positive way. I was able to process what I have read better and really concentrate on all the details.

https://www.tandfonline.com/doi/abs/10.1080/00224545.1978.9924081?journalCode=vsoc20

Part B. Chapter 11, Question 1

Select a research paper. Write a public summary of it.

Research paper: Evidence of Potentially Harmful Psychological Treatments for Children and Adolescents by Jean Mercer

The idea of possibly unsafe psychotherapies and conceivably hurtful medicines for children and adolescents has been an important and essential topic to research. Such medicines can be distinguished by strategies from the Adverse Childhood Experiences (ACE) Study and from the NIS-4 investigation of maltreatment and disregard including their credibility or consistency with child development improvement hypothesis and research. Five mental medicines for kids and adolescents that have been accounted for being destructive and are being inspected. Experts researching the topic have been utilizing evidence from distributed materials, writers’ reports, authoritative archives and internet locales. Distinctions of treatment and results are contrasted with important ACE and NIS-4 criteria.

Also, credibility and observational strategies help for the treatments being analyzed. The analyzed medicines use techniques that would be viewed as antagonistic youth encounters, for example, harsh or careless consideration events that happened outside a therapeutic setting. Most, however not all, need observational support of adequacy and are incongruent with set up data about how to continue on. Dangers related with PHTCs would be able to be distinguished through close examination before children are presented to them and hurt. The research will broaden our knowledge on how prevention or decrease of PHTC utilize might be conceivable. The research would help us understand what medicines or therapies can cause trauma to a child or adolescent. The research would help us understand better ways to cope with a child in need of assistance like medicine or therapies. It would also help us figure out side effects that might contribute to tragedy.

http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=77784cb7-a5d9-4e8c-a22b-445c9bb0a5d1%40sessionmgr4010&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=121497410&db=a9h

Part C. Chapter 11, Question 2

Question 2. Select four research papers. Develop a newsletter or blog based on these articles.

Newsletter #1 “An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children with Autism”

Newsletter #2 for “Sex differences in Sensory Features between boys and girls with Autism Spectrum Disorder”

Newsletter #3 for “Perfectionism, Negative Motives for Drinking, and Alcohol-related Problems: A 21 Day Diary Study”

Newsletter #4 for “Sibling influences on theory of mind
development for children with ASD”

By: Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Participation #2 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

February 15, 2019February 15, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Part A. Chapter 2, Questions #1-4

Question #1: Advantages and Disadvantages of Forming an IRB

Advantages:

Protects the rights and health of human participants. As this is the main purpose behind forming an IRB, I believe that it makes it the number one advantage. Although the process to receive an IRB may seem tedious just to interact with other humans, it is important that the participants health and rights are always prioritized. This process is an advantage as it will ensure that there are no hazards or unethical methods being used in your research that could have been missed with your own review, which could lead to serious consequences for yourself and the participant. Ensuring that the participant is comfortable and being honest throughout a research will create advantages for your research’s results as well.
Participants may be more willing to participate in the study knowing its purpose and methods have been reviewed by another professional source. Relatable to the first advantage that I listed, professional review from an IRB can persuade more participants to partake in the research. It is common knowledge that an individual would be more willing to participate in a study that is reviewed at such high standards compared to a study conducted with only peer reviews. Individuals could see this IRB approval as a guarantee that they will be safe in this study and that there is a great need behind for this type of research to be done.
Your research is being looked at from another viewpoint. This is an advantage as this other “set of eyes” can notice any biases that occurred in the design of the research and then prevent them. It is always beneficial to get another look on your research to ensure that there are no cultural biases, biases in design, or potential hazards! It can be seen as getting your draft revised… making sure it is perfect and ready to be published for the public to see. This extra review can also influence more participants to feel comfortable with getting involved in the study, just like the previous advantages listed.

Disadvantages:

Long process (4-6 weeks). Time restraints is one of the biggest disadvantages/inconveniences of forming an IRB. The process varies based on the population and level of risk of the research study, but for most studies they suggest submitting IRB applications a month prior to the intended research date. This is a disadvantage as the population that you are researching could be affected during this time or your research proposal/idea has been altered within this time. Therefore, you must be certain that this population will be available when the IRB is approved and also be confident with the research you are submitting for approval. In some circumstances, life happens, and it is hard to avoid some of the experiences that occur within the time period which is a big disadvantage of this process.
Possibility for violations… must be careful or you can be rejected! In order to get your research approved by an IRB, it is necessary to make sure you did not violate an ethical code to keep a smooth process. If you are not careful with your research design and the IRB finds potential violations, you will be denied their approval for the research to be conducted. This denial can lead to research dissertation or thesis work to be rejected, the article may not be published, or even the University not supporting your unapproved research. That is why having any violations with submitting an IRB can be a disadvantage as it can lead to many downfalls for the near future. This is why research needs to be 100% ready and reviewed when submitting to an IRB.
Expensive!This is one of the biggest disadvantages of forming an IRB. Depending on the type of review, the price can range from hundreds to thousands of dollars. If the research is not funded by a University, this can be a big inconvenience for someone’s financial situation! This amount of money for an IRB review also creates more pressure to ensure that your research is ready for approval and is most importantly – worth the money. This could be a disadvantage financially as well as a factor that prevents researchers from attempting to get their studies IRB approved.

-See Hunter College’s FAQ’s on IRBs here!

Question #2:

Visit the following websites that focus on ethics, and discuss some possible unforeseen consequences of research. How might you avoid harm to participants in research? Can you provide examples?

Research is a great way to learn and study subjects in more depth. It has helped people learn about attachment styles, human development and many more topics. It has also further advanced technology which has helped people. Although research has advanced our ideas and society, there are consequences to research.

One of the consequences of research is the unknown of the future. An example of this is within technology. Researchers are learning about robots, how they work, and how they would integrate into human society. Although it is not everyday people see robots, they are becoming more advanced and more researched. In the future, it is unknown how this advancement will affect our society. The harms of robots are unknown and it cannot be fully known until it happens since humans do not truly know everything about artificial intelligence.

Another issue is the people chosen for research and consent. There are groups of people who may be vulnerable to research including children and those in prison. Children are still too young and underdeveloped to understand what is going on or how it can affect them. Any agreements between the researcher and guardian must be fulfilled in order to protect the child. Those in prison may not be able to fully consent due to the crimes they have committed or the issue of them feeling compelled by authority figures. All details of experiments or research must be disclosed at the beginning in order for participants to consent.

A way we can avoid harm of participants is to make sure that the participant is able to consent first, and if not, like in the case of children, get a guardian to consent. The parent should also be evaluated to make sure they are not forcing the child nor are abusive and are trying to harm the child. All details of research should be told from the beginning and the participant should be able to take away consent at any moment. When any unforeseen consequences happen within research, the researcher should notify the participant and try to rectify these consequences. Confidentiality should be taken seriously in order to protect the participant as well. There should be no falsification of data in order to make sure all results are honest.

Question #3: Parts 1-3

Part 1. Read “Ethical Standards in Research” at http://www.srcd.org/about-us/ ethical-standards-research. In your view, what are some fair incentives for participating in research?

Incentives are often a crucial part in getting someone to agree to participation in a research study. According to the article, any form of incentive proposed to a child should not be beyond anything they would regularly experience. Also, the greater effects of a possible incentive should be kept in mind by the researcher. Keeping this information in mind, I would consider some good examples of incentives for children to be small coupons to places such as toy stores or movie theaters, maybe some small snack. Nothing overly extraordinary, but enough to motivate/ satisfy the child.

Part 2. Would I let my own child participate in a research study?

I personally would let my own child participate in a research study as I am educated on the importance and safety of research studies today. With the codes of ethics and reviews done by official organizations such as IRB’s, it can be assumed that your child is in good hands when participating in research. All research must match up with ethical standards and be clear about any potential risks that could occur as a result. With that being said, if I perceive a consent form or reasoning behind any study to be suspicious or threatening to the well-being of my child, I would not put them through the process. After working in a nursery school with 3-5-year old’s that all experience developmental delays, I have been exposed to the importance behind the need for research for these children in order for their development to be improved. Research for children at young and vulnerable ages, regardless of mental capabilities, is vital for understanding development. Therefore, I would personally allow my child to participate in a research study to assist in improving therapies and education for these individuals. If my child did not have any disabilities, they could still contribute greatly to research for developing children in today’s world, as society and ways of parenting (such as increasing use of technology at young ages) are constantly changing, research on how these changes are affecting the children is imperative. However, researchers should keep in mind that ensuring the safety and wellbeing of the child is a top priority. I feel that these conditions should be emphasized when explaining the reasoning and methods behind a study so that more parents or guardians would be willing to contribute to these needed research studies.

Part 3. If your child had a disability, would you let him or her participate in research? Why or why not?

If I had a child who had a disability, I may let them participate in research depending on what it is. If it is research in order to help the disability of my child and there is no harm in it, then I would. I would only allow my child to participate if they could fully understand what is going on in the research and if they were willing to go through with it. I may also consider letting my child do research if there is a limited amount of people willing to do the research and my child fits the description of the participant needed. However, if there are any long term risks in this research or any serious harm could possibly done, I would not allow my child to participate.

Question #4:

Read “How Many Scientists Fabricate?” at http://www.plosone.org/article/ info%3Adoi%2F10.1371%2Fjournal.pone.0005738, or conduct an Internet search for “data fabrication” and related terms.What would you do if you suspected that data fraud was being perpetrated on a project you were involved in? Why?

If I suspected that data fraud was being perpetrated on a project I was involved in, I would immediately halt my involvement. Before going to a higher power with my suspicion, I would try to maybe get a second opinion from another experienced scientist or participant. If my suspicion was agreed upon by the second person, then I would follow through and try to file a report against the project to stop its progression. I would let a group such as the Committee on Publication Ethics or the Office of Research Integrity investigate my suspicion. I see data fraud as a serious wrongdoing; it not only deletes trust others have in scientists, but can lead to serious consequences if the fabricated results are taken into consideration in, for example, the pharmaceutical industry in drug dosage cases.

In your opinion, what should happen to scientists who fabricate data?

I believe that scientists who fabricate data or engage in sorts of scientific misconduct should definitely face some sort of repercussion, whether it be revoking of their professional standing in the scientific field, fines, or etc. The case of Wakefield, who published a study linking vaccines to autism is a prime example of how disastrous the consequences of punishing a false study can be to one’s career. Scientists who fabricate or falsify data can lose their career, have their studies retracted, face criminal charges, and more. These consequences are all justified, as fabricating data is a serious offense, which according to Danelli (2009) can cause endangerment of peoples’ lives, as well as being a waste of financial and human resources.

Part B. Chapter 8, Question 1

Find eight graphs in the news. Present these graphs to your class or your lab. Would you change these graphs—and, if so, in what ways?

Not following a convention

A graph that is moving up and right is meant to represent growth in numbers. Normal conventions would make you think that gun deaths declined in Florida from 2005 to 2012. In this chart, however, the y-axis is upside down. Zero is at the top and maximum value is at the bottom. This violates the convention that y-values increase as we move up.

https://www.businessinsider.in/This-Chart-Shows-What-Happened-To-Gun-Deaths-In-Florida-After-Stand-Your-Ground-Was-Enacted/articleshow/30635752.cms

2. Numbers Don’t Add Up

When you draw a pie, the numbers should add up to 100. The three pie slices don’t add up to 100 percent, but 193 percent instead. Also, if you don’t read the numbers and just observe the size of pies, you will get an impression that each of the three candidates has a close to third of the support, which is also a wrong conclusion. To not do a mistake like the one above, I would double check my numbers and make sure to use standard tools that will not allow me to make a wrong pie chart.

https://flowingdata.com/2009/11/26/fox-news-makes-the-best-pie-chart-ever/

3. Cropped Axes

Axes values provide context to charts. Fox News has truncated the y-axis of the bar graph here, and now it looks like that seven million is almost three times of six million, which is not the case. I would have avoided this by not messing with the y-axes. When it is necessary to show a detailed view, it is better to start with a broad view first and then show a detailed view in second chart to focus on a certain area.

https://www.businessinsider.in/We-Fixed-Fox-News-Embarrassing-Obamacare-Chart/articleshow/33034053.cms

4. Hard to Compare

When using two charts to compare things, it is important to make sure that it won’t be difficult for others to interpret the charts. Charts are supposed to make the task of interpreting data easier and not harder, but in this case it’s very difficult for a reader to compare. Something like this can be avoided if we think from a reader’s perspective or try to get feedback from our colleague or friend before publishing it. We can simply ask them how easy it is to interpret the charts? Are they able to easily compare the two charts? Also I would use ‘labels’ wherever necessary.

5. Improper Bubble Sizes

Bubble charts are very useful for displaying three dimensional data in two dimensions. Not only is there a x- and y-axes, but you can depict a third quantity by varying the size of the bubble. By far the most common mistake people make in bubble charts is that they vary ‘radius’ of bubble instead of varying ‘area’ to display different values. For example, in the chart above, the two left-most bubbles, are representing $0.92B and $1.84B. It looks like the larger bubble is at least four times the size of smaller one. Others are more likely to misunderstand this if they don’t read the text inside the bubbles. One way I would avoid this mistake is by varying ‘area’ and not ‘radius’ proportional to the data value.

https://documentation.devexpress.com/windowsforms/5212/Controls-and-Libraries/Chart-Control/Fundamentals/Series-Views/2D-Series-Views/Point-and-Line-Series-Views/Bubble-Chart

6. Incomplete Data

If someone was looking at this map and trying to figure out which company has more market share, it would be very difficult for them to tell. However, most are bound to think that ‘ABC’ has a higher market share. However, the information given is incomplete and therefore, we are unable to tell. This is because ABC leads in more number of states than XYZ does, but we do not know anything about the volume of sales of both products in each state. So to know who has a larger market share, we need more data.

7. Complicated Charts

Sometimes we gather so much information, and get excited to share it all with our audience. However, although we wish to share all the data that we gathered often times, we can not. This is because we will end up creating a clustered, meaningless chart which makes it impossible for the audience to figure out where and what to focus on. To help avoid a problem like that, we can start out with a plan. We can consider in advance what information we want to extract from your data or what is most important and useful for our audience, and only share that.

https://www.businessinsider.com/chart-of-the-day-percent-job-losses-in-post-wwii-recessions-2012-6?IR=T

8. Extra information

This chart should just be a chart about who trusts Fox news, and it should leave the rest out. The non-Fox category is a huge lump of news source and is not needed. This confuses the audience about what the graph really means. If it had been a chart with just “people choosing Fox as their most-trusted news source”, leaving only the red bars, it still would have made a strong point. And we wouldn’t be figure out what, exactly, was going on. Sometimes simplicity makes graphs graph easier to understand and more convincing, and it makes you look more trustworthy.

http:// https://www.washingtonpost.com/news/politics/wp/2017/10/05/only-about-1-in-10-americans-have-a-lot-of-friends-of-the-opposing-political-party/?noredirect=on&utm_term=.8cc03003ee5a

Part C. Chapter 8, Question 2

Find three research papers. Examine all the figures and graphs used. Are the graphs labeled properly? Would you change these—and, if so, in what ways?

The article, Social Networks’ Use on Adolescents and Young People by Simona Eftimie, describes how the excessive use of social networks affect adolescents and young people. A table labeled as Tabel 1presented a comparison between investigated adolescents use of social networks was included in this research paper. The table consisted of social networks preferred such as Instagram, Facebook, and WhatsApp. It also consisted of identified advantages of social networks, posted information, permission to access information from personal devices, and the need for personal data protection. Advantages of social networks stated in this research were relationships with friends, colleagues, parents and rapid and cheap contact with families, friends in real time/finding old friends/creating new relationships. Posted information stated in this research were photos, films (with/about friends/colleagues), homework solutions, school information, news/announcements. I believe the table is labeled improperly; the author misspelled table. I would also add a bar graph comparing the rates or percentages of the social networks preferred as well as the identified advantages of social networks. It would be more helpful and reliable to see comparable statistics. http://web.a.ebscohost.com.proxy.wexler.hunter.cuny.edu/ehost/pdfviewer/pdfviewer?vid=17&sid=f2cdddb7-5696-4365-b36f-50227e52d8bf%40sdc-v-sessmgr04

A second article, The Impact of Heavy and Disordered Use of Games and Social Media on Adolescents’ Psychological, Social, and School Functioning by Regina Van Den Eijnden, Ina Koning, Suzan Doornwaard, Femke Van Gurp, and Tom Ter Bogt investigates whether or not the excessive use of games and social media should be considered behavioral addictions and whether they qualify the criteria given in the DSM-5 for internet gaming disorder. A table labeled as Table 1 included descriptive statistics at each time point for the total group and separately for girls and boys. It included the variables’ age, level of education, gaming hours, internet gaming disorder, frequency of social media use, social media disorder, social competence, life satisfaction and school grade. Their results indicated a significant difference between girls and boys. I wouldn’t change this table at all. I believe it is very helpful to see the statistics behind their research. It makes the research ethical and reliable.

http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=5&docId=GALE%7CA558368565&docType=Article&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA558368565&searchId=R1&userGroupName=cuny_hunter&inPS=true

A third article, Social Media and Adolescent Hea by Maggie R. Guinta and Rita M. John, addresses that social media has both advantages and disadvantages to the health of an adolescent. Disadvantages included were cyberbullying, educational and mental health consequences, sexting, and privacy concerns. Advantages included were increased opportunities for collaboration, communication, self-esteem enhancement, health promotion, and access to vital health information. This article provided three tables labeled as: Table 1 – Social Media Use Amount in U.S Teenagers 13 to 17 Years old, Table 2 – Healthy Social Media Habits Education for Adolescents and Families, and Table 3 – Role of Nurses in Assisting Adolescents Develop Healthy Social Media Habits. The first table consists of social media platforms and the percentage of teenage use. The second table includes 12 different healthy advantages of social media in regards to families and adolescents. The third table includes questions nurses ask assisting adolescents to develop healthy social media habits. All three tables are very descriptive and support their research well. I believe they’re labeled properly and don’t need any change.

http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm&currentPosition=7&docId=GALE%7CA553340727&docType=Report&sort=Relevance&contentSegment=&prodId=AONE&contentSet=GALE%7CA553340727&searchId=R1&userGroupName=cuny_hunter&inPS=true

Written by: Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Current Trends in Developmental Sciences (Classwork 2/5/19)

February 5, 2019February 5, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

– Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, & Yoleiry Quezada

The damage the US government is doing to 12,000 kids

ICE detaining children has an effect on their brain development. Their development is impacted from the trauma of separating children from their parents and child abuse during their detainment. This article was found after looking on Twitter and searching “Developmental Psychology” and going to the News section of the search results.

An informative website that shows the latest headlines in Child Development is available on ScienceDaily.com

On this website we found an article called:

Teens too low on sleep, activity, and too high on screen time

This article focuses on adolescents health. The article states, “only 1 in 20 U.S. adolescents is meeting national recommendations for sleeping, physical activity, and screen time, according to new research.” Teenagers are spending too much time on electronics and not enough time sleeping. This is affecting their emotional well-being and academic performance.

Documentaries and conferences are also great resources available to find current trends in science research.

Participation #1 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

February 1, 2019February 1, 2019 Joanna Jedruszczuk, Maya Nasser, Stephanie Hinck, Diyala Mawad, Yoleiry Quezada

Part A: Introduction

My name is Diyala Mawad, I am 20 years old and I am a child of four. I was born in Syria and came to the United States when I was three years old. Although I was born in Syria, I have my US citizenship. I am fluent in speaking both Arabic and English, but however, I do not know how to write or read Arabic. I enjoy cooking, listening to music, teaching young children and spending quality time with my family and friends. I am majoring in Early Childhood Education and Psychology. I have been working with children ever since I was a child myself. I would always enjoy teaching my younger siblings their homework as soon as they get home from school. My passion for children grew bigger when I started volunteering at an Arab -American Association at the age of 16. There, I helped children who were new to America and did not understand English really well, with their homework. From there, I knew that working with children is what I want to do when I get older. Right after, I decided to declare Early Childhood as my major, along with psychology. I enjoy watching young children grow and experience things for the first time. The reaction and excitement that I witness on a child’s face when they see or learn something fascinating for the first time are astonishing and extremely rewarding.

As of right now, I work as an after-school teacher for a first-grade classroom. On the weekends, I volunteer for a pediatric speech pathologist at NYU Lutheran Hospital. Over there, I get to witness how the speech pathologist deals and help children who struggle with their speech. Some of these children walk in not knowing how to talk or move their tongue, and it is extremely rewarding when watching them overcome their struggles. In the future, I hope to be a certified teacher and receive a masters in speech pathology.

Hello! My name is Yoleiry Quezada. I am 21 years old. I was born and raised in New York and my parents are Dominican. Therefore, I can fluently speak and write Spanish and English. I live in Inwood, Manhattan. My major is psychology with a focus study in anthropology culture. I am a senior pursuing to graduate at the end of summer 2019. After graduation, I plan on applying for my master’s degree in education. I work part-time at an after-school program with elementary students five days a week. I love working with children; it is something I want to do within my career. I want to be a school counselor or teacher in an elementary school. At my current job, we do extracurricular activities with children from pre-k until fifth grade. We offer science projects, sports, cooking, arts & crafts, dance, karate, language classes, chess, and help with homework. The best part about my job is that the students get to learn while having fun. I love guiding and helping children in the right direction. It is phenomenal to see kids grow in all aspects: mentally, spiritually, physically and emotionally. During my free time I love shopping, listening to music, photography, spending time with family and friends, and traveling.

My expectations from this course are to gain more knowledge on developmental psychology specifically on infants to age 10. I am also very interested in learning about the different influences, trials and tribulations that affect a child’s growth and behavior. Furthermore, in what ways do these experiences affect them and for how long. I am determined and excited to experience any opportunities to increase my expertise in child development.

Hello classmates! My name is Stephanie Hinck. I am 20 years old and from Long Island, New York. I am a Psychology major and plan to graduate a semester early in December 2019! I currently work part-time at 2 different jobs and I am an intern at another. When I’m not working or at school, I love spending time with family and friends, working out, binge-watching Netflix series (The Office is my personal favorite), or finding cool new places to eat at in the city!

I have been an intern at the Child Development Center (CDC) since August 2018 and will be continuing my time as an intern there until the end of this semester. The CDC is a nursery school for children aged three-five that are experiencing ranges of developmental delays. These delays include limited verbal abilities, chromosomal abnormality, autism, or behavioral and emotional difficulties. The therapeutic setting of the nursey school relies on the use of play therapy with the children to guide them through their conflicts, encourage verbal interactions with other children, and even assist them with understanding their emotions. I hope that this course can offer me guidance through my last few months at the CDC to make my experience as rewarding as possible.

This course can help me during my experience by discovering current research trends used for children with autism or effective therapies used with children who are non-verbal. As well as being exposed to news articles or journal entries about development in children like the population at my internship, I hope to learn how to conduct my own research experiment as well. As an intern, my role is pretty limited within the classroom. However, I would love to be able to use my education to help in particular situations that arise at the CDC. Another reason behind my enrollment in this course is that child development is a very interesting topic to me. I have seen a child with autism that was also completely non-verbal when she first came to the nursery school show drastic improvements within the first two months of being there. Being able to contribute to these significant improvements in a child’s life is truly a rewarding experience!

I hope that this course will help me understand the steps needed to take to complete my own research so that I could do so successfully in my future career. I am currently looking into receiving my master’s degree in Industrial Organizational Psychology, and I am aware that research is a large component of that area of psychology. Although my future plans of getting involved in I/O psychology does not have to do much with developmental psychology, which is what this course focuses on, I hope to be able to incorporate the research techniques and tips that I learn throughout this class into my future work and studies. Overall, I am looking forward to learning efficient ways to conduct my own research studies and be able to incorporate my education of psychology into my findings. These skills could assist me within my current internship and also my future career.

My name is Joanna Jedruszczuk. I’m 21 years old, and a Scorpio. Although my first language is Polish, I’m currently in an elementary Polish class to improve my reading and writing skills. I grew up in Rockaway Beach but went to school in Brooklyn starting in 6th grade, continuing on to high school, so I’m used to traveling. Like a lot of the students here, it takes me about an hour and a half to 2 hours on a regular day to get to Hunter. I am currently in my senior year of college, and am majoring in Psychology with a minor in English.

I have a pug, 2 parrots, bearded dragon, and turtle at home, so it’s safe to say I love animals. When I was little, I wanted to become a veterinarian. But as I got older, I realized it doesn’t just mean saving animals, they die too, so that dream extinguished. I love to travel and am planning a trip to Rome soon. In the future, I want to work in a school as either a school psychologist or guidance counselor. At the moment, I am an Assistant Teacher in an after school program in a classroom of children aged 2-3, but have been in classrooms with ages 4-12, and am always babysitting. I love working with children and am excited for any opportunities to further my knowledge in this area.

Maya Nasser

My name is Maya Nasser and I am currently a senior at Hunter college. I am majoring in Psychology and I am on the pre-med track. Psychology was always one of the things that clicked for me and is something I always had interest in which is why I chose to major in it. Helping and taking care of others is something that I was drawn to from a young age. This is what sparked my interest in being in the medical field. My dreams are to become a Psychiatrist and specialize in drug abuse or trauma and help patients in that field.

I am Lebanese and both my parents were born and raised there. I visit Lebanon often and see my family there. My dad is from the south and my mother is from Beirut. I try to go at least once a year to see my grandparents and other family members, including my younger cousins. Whenever I am there, I feel like I am at home. I can speak, read and write in Arabic as well. This helps me communicate with the family members that do not know English.

Leading a healthy lifestyle is something that is important to me. I workout at least three times a week and try my best to eat healthy. I became more serious about fitness about a year ago. I met a friend at the gym who helped me with my training. It has helped me cope with many things in my life and I always walk out of the gym or boxing classes feeling amazing. Without fitness, I would not have as much energy nor be as happy as I am.

Traveling is something I enjoy doing. Ever since I was younger, my parents exposed us to traveling. I have been to Italy, Switzerland, Turkey, England, Egypt and many other countries. There was a period of time where I hated airplanes because they made me sick. However, that never stopped me from going to where I wanted to go. I still want to travel to Greece, Iran, Spain and Japan and hope to do so in the upcoming years.

Baking is another thing I am fond of. I started baking when I was in high school by trying things out I learned from online. Chocolate chip cookies, my favorite sweet, was the first thing I learned to bake. I moved on to brownies, cakes, cheesecake, and other sweets as well. It is one of my favorite hobbies. Cooking is still something I am working on, but it also interests me.

Part B. Exercise 1, Chapter 1.

Paper Title: Itsy Bitsy Spider…: Infants React with Increased Arousal to Spiders and Snakes

1. What research question did the study address?

This study addresses the research question of whether or not infants show an increase in arousal to ancestral threats, such as spiders and snakes, compared to fear-irrelevant images like flowers and fish.

2. Why is the question important to address?

This question is important to address since there are still prevalent existing fears and phobias for spiders and snakes, regardless of the minimal threat that these animals pose towards humans nowadays. Evidence for arousal in response to snakes and spiders in infant-aged participants would support the notion that an evolved mechanism underlies specific fears of ancestral threats in humans. This would allow for the conclusion that the fear of snakes and spiders is evolutionary and not learned.

3. What was new about the study? How did it fill in gaps in the literature?

Prior to this study, there were only two other studies that tested arousal for ancestral threats in infants. Therefore, the sample that the study used was filling gaps in literature since mainly children and adults were studied. For a change, this study included visuals such as snakes and spiders for the ancestral threats condition and images like flowers and fish for the fear-irrelevant condition. Other literature tested evolutionary fear-relevant sounds such as snakes hissing or angry voices compared to modern fear relevant and pleasant sounds.

4. What are some of the limitations and future directions of the study?

Some of the limitations in this study is that the visual categories should have been be represented more comprehensively. Even though the stimuli were matched in a range of relevant low-level features, the spider and flower stimuli in particular were not perfectly matched in terms of features and complexity, as the use of ecological stimuli was important to the researchers in the current study. Their study had to perform the snake-fish section twice due to inaccurate results being found. They repeated the study but had to create between-participant design instead of the original within-participant design, where one sample would look at only the fish and the other sample looked at only the snake. This change in design allowed them to rule out potential carry-over effects from the infants generalizing snakes with the perceptually matched fish in the study. Future research may address this issue by using a set of stimuli based on schematic illustrations of spider-like vs. not spider-like arrangements of a “body” and “legs” or “petals” (e.g., New and German, 2015). Also, although the researchers deem 6-month-olds unlikely to have been exposed to spiders and/or snakes or experienced direct fear-conditioning or social learning of specific fears, they cannot know for sure that infants included in their study were unaffected in their responses by prior experience.

5. What ideas do you have for future studies?

For future studies, I believe it would be interesting to do a similar study, but this time using people infants are used to seeing versus people they have never seen before when being carried by them. It would be interesting to see whether infants would show an increase in arousal when people whom they are unfamiliar with carry them. The arousal would indicate that they fear strangers, even though being carried is often a comforting feeling for infants. In this study, if the infant fears the stranger or unfamiliar person regardless of the comfort they provide, it could indicate that strangers are an ancestral threat rather than being learned to fear them.

Works Cited and Active Links for Exercise 1, Chapter 1:

Hoehl, S., Hellmer, K., Johansson, M., & Gredeback. (2017). Itsy bitsy spider…: Infants react with increased arousal to spiders and snakes. Frontiers in Psychology: Developmental Psychology.https://doi.org/10.3389/fpsyg.2017.01710

New, J. J., & German, T. C. (2015). Spiders at the cocktail party: An ancestral threat that surmounts in-attentional blindness. Evol. Hum. Behav. 36, 165–173. doi: 10.1016/j.evolhumbehav.2014.08.004 https://doi.org/10.1016/j.evolhumbehav.2014.08.004

-Stephanie Hinck & Diyala Mawad

Part C. Chapter 11 Exercise 3

1.The research summary that was chosen was under the National Association of School Psychologists. It discusses the benefits of students joining emotional learning programs, which included improved grades and test scores compared to a control group. The original article is titled The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions by Durlak, Joseph A. ; Weissberg, Roger P. ; Dymnicki, Allison B. ; Taylor, Rebecca D. ; Schellinger, Kriston B. The summary is consistent with the original article in terms of the results and how it benefits students. However, the summary did not state how these findings were found and the experiments done to receive these results. The summary also did not have the basic definitions that were used in the original article to explain how they were researching. Everything written in the summary should remain, however there should be things added on. Below is how I would have written the summary in addition to what was already written.

A meta-analysis of school-based social and emotional learning programs involving more than 270,000 students in grades K-12 revealed that students who participated in these programs improved in grades and standardized test scores by 11 percentile points compared to control groups. Social and emotional learning is defined as managing emotions, setting positive goals, understanding others perspectives, maintaining positive relationships, and making responsible decisions. Social and emotional learning (SEL) is hypothesized to help lessen aggression and help prevent substance abuse and other risky behaviors. It was also hypothesized that SEL programs that did not have good implementation of the skills would be less successful. The way that the students would be tested on their SEL would be through self assessments, teacher assessments and family/friend assessments. Their disruptiveness in class would be recorded in class by teachers as well. Researchers also kept track of their grades within their classes. Compared to a control group, there was an improvement overall.

2. The research summary of the article I chose is about how social and emotional learning programming is having a positive effect on students who come from diverse backgrounds through ages ranging from preschool to high school and ranging areas. The article, titled “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions” by Joseph Durlak, Roger P. Weissberg, Allison Dymnicki, Rebecca Taylor, & Kriston Schellinger. While generally representative of the article’s findings, the research summary offered no additional information. It would be better for the authors to provide some sort of information like what kind of studies were done, how many, etc. If I were to rewrite the research summary it would be: Several hundred well-designed studies have documented the positive effects of social and emotional learning programming on students of diverse backgrounds, from preschool through high school, in urban, suburban, and rural settings. (Greenberg, Weissberg, O’Brien, Zins, et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004).

3. A research summary that we chose was from the National Association of School Psychologists. The article, “Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School” by Kathryn R. Wentzel and Kathryn Caldwell addresses that healthy peer relationships anticipate middle school students’ grades both simultaneously and after some time. The summary provided is consistent with the research findings on numerous accounts. It provided the variables of the experiment: healthy peer relationships and students grades. It also specified that the research was done over a period of time. Nevertheless, the research summary wasn’t specific enough on grade differences and how practices influence social and academic proficiency. If I were to rewrite this I would state, a longitudinal analysis with two samples of sixth-grade students was used to develop how healthy peer relationships predict students’ grades. Healthy relationships consist of acceptance and support from others. Extension and limits of relationships were also observed. Behaviors such as prosocial, anti-social, and emotional distress explain significant differences between relationships and academic accomplishments. The results significantly support the conclusion that healthy peer relationships anticipate students’ grades (Wentzel & Caldwell 1997).

Works Cited & Active Links for Chapter 11 Exercise 3:

Durlak, Joseph A., Weissberg, Roger P., Dymnicki, Allison B., Taylor, Rebecca D., & Schellinger, Kriston B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405. https://www.casel.org/wp-content/uploads/2016/01/meta-analysis-child-development-1.pdf

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01564.x

Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1209. https://www.ncbi.nlm.nih.gov/pubmed/9418234

-Joanna Jedruszczuk, Maya Nasser, Yoleiry Quezada