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Adaptation and psychometric properties of the Greek version of the body image quality of life inventory (BIQLI) in a college sample

2012-01-01T00:00:00Z

Title: Adaptation and psychometric properties of the Greek version of the body image quality of life inventory (BIQLI) in a college sample Authors: Apostolidou, Eftychia Abstract: Aim: The current study was conducted to assess the psychometric reliability and validity of the Greek version of the Body Image Quality of Life Inventory (BIQLI) among college students. Methods: The Greek college sample of men and women (n=158; F/M: 115/43; mean age: 24.3±6.3) was recruited through classes and an online survey. The self-completed anonymous battery of questionnaires included a general questionnaire and the following scales: Eating Attitudes Test 26 (EAT-26), Rosenberg Self-Esteem Scale (RSES), Beck Depression Inventory (BDI), Multidimensional Body-Self Relations Questionnaire (MBSRQ) and BIQLI. Participants were invited for a second administration of the MBSRQ and BIQLI after a 2-week interval. Results: The BIQLI was found to be internally consistent for both assessments (Cronbach's alpha =.95) and with good 2-week test-retest reliability (t(80) = -.72, p = .48.). It converged significantly with other measures of body image evaluation (Appearance Evaluation (AE), r = .69, p < .0, and Body Areas Dissatisfaction (BAS), r = .59, p < .01). A significantly more positive body image quality of life was reported by women with lower Body Mass Index (BMI), F(2, 142) = 6.66, p = .002, and higher scores on BIQLI were associated with lower depressive symptomatology for both genders (r = - .47, p = .002 for males and r = - .55, p < .001 for females) and higher self-esteem and less eating disturbance in females (RES: r = .61, p < .001, EAT-26: r = - .25, p = .010). BIQLI was assessed as a unidimensional measure in the total sample. Conclusion: Results from this study suggest that the current adaptation of the BIQLI in Greek has good reliability and construct validity properties. Implications of findings and directions for further validation of the BIQLI in Greek are discussed.

The cognitive behavioral drama model as an stablishing operation for a neutral stimulus into a conditioned reinforcer

2015-01-01T00:00:00Z

Title: The cognitive behavioral drama model as an stablishing operation for a neutral stimulus into a conditioned reinforcer Authors: Tellidou, Sophia Abstract: Autism is a severe diagnosis with the presence of various impairments in language and communication, in social functioning and often characterized by unusual interests and behaviors. Among the various treatments that use reinforcement to address effectively these abnormalities, Cognitive Behavioral Drama (CBD) is a therapeutic intervention that uses widely reinforcement by motivating the children to participate in an exciting scenario, with tasks designed primary on their strengths and interests and later on the target behaviors that need to be modified. The present study investigated whether the dramatic elements used to achieve investment* in the scenario can function as an establishing operation in altering a neutral stimulus to a conditioned reinforcer; thereby changing the children’s preferences from the initial high ranked stimuli to the previously neutral stimuli. An A-B-A reversal design was used and the data suggested that participants changed their initial preference of edibles for previously neutral stimuli, napkins and drinking straws, as a result of investment in a CBD scenario.

The kind is naked: A study of the players' relationship with their avatar in the World of Warcraft role-playing game

2015-01-01T00:00:00Z

Title: The kind is naked: A study of the players' relationship with their avatar in the World of Warcraft role-playing game Authors: Exarchou, Ioanna Abstract: The present study explores the characteristics of the avatar, the characteristics of the player, and their relationship in the mythical context of role-playing games. The aim of this study was to understand what components of their personality, players, express through their avatars. The principles of qualitative research were the tool to understand the meaning of each story as it was spoken by the participants and interpreted by the researcher. Through semi-structured interviews four participants shared experiences, desires, accomplishments and misfortunes of their avatar as well as of the person behind the avatar. The narratives were transcribed and analyzed according to the principles of interpretive phenomenological analysis (IPA) (Willig, 2008). Two master themes emerged that reflected the essence of the experience that all four interviewees shared: a) The presented self, and b) the admired self Role play games are a new world that is still mapping. Associating the myths with the role play games, this study, offers a different viewpoint and stimulation for further research. It advances our understanding of role-play games and it might be enlightening to the players enabling them to gain a deeper understanding of aspects of themselves.

Use of motivational variables to increase academic performance while decreasing disruptive behavior in a child with fragile X syndrome

2017-01-01T00:00:00Z

Title: Use of motivational variables to increase academic performance while decreasing disruptive behavior in a child with fragile X syndrome Authors: Frances Saias, Norma Abstract: Many children with Fragile X Syndrome show low motivation in academic tasks and exhibit disruptive behavior when such tasks are presented. Previous studies have shown that incorporating specific motivational variables, such as child choice, interspersing previously learned tasks with new acquisition tasks, and rewarding attempts during discrete trial teaching (DTT) leads to improvements in academic performance. The purpose of this study was to compare whether the above variables could enhance learning performance and decrease disruptive behavior via the use of an alternating treatments experimental design with a young child with Fragile X Syndrome. Specifically, it was assessed whether incorporating motivational variables while teaching academic tasks would increase on-task behavior and decrease off-task behavior more effectively. The results of the study showed that the intervention improved learning performance, while decreasing disruptive behavior. Implications for incorporating the specific motivational variables in the treatment of children with FXS are discussed.