Linguistic camouflage in girls with autism spectrum disorder.

PubMed

Parish-Morris, Julia; Liberman, Mark Y; Cieri, Christopher; Herrington, John D; Yerys, Benjamin E; Bateman, Leila; Donaher, Joseph; Ferguson, Emily; Pandey, Juhi; Schultz, Robert T

2017-01-01

Autism spectrum disorder (ASD) is diagnosed more frequently in boys than girls, even when girls are equally symptomatic. Cutting-edge behavioral imaging has detected "camouflaging" in girls with ASD, wherein social behaviors appear superficially typical, complicating diagnosis. The present study explores a new kind of camouflage based on language differences. Pauses during conversation can be filled with words like UM or UH, but research suggests that these two words are pragmatically distinct (e.g., UM is used to signal longer pauses, and may correlate with greater social communicative sophistication than UH). Large-scale research suggests that women and younger people produce higher rates of UM during conversational pauses than do men and older people, who produce relatively more UH. Although it has been argued that children and adolescents with ASD use UM less often than typical peers, prior research has not included sufficient numbers of girls to examine whether sex explains this effect. Here, we explore UM vs. UH in school-aged boys and girls with ASD, and ask whether filled pauses relate to dimensional measures of autism symptom severity. Sixty-five verbal school-aged participants with ASD (49 boys, 16 girls, IQ estimates in the average range) participated, along with a small comparison group of typically developing children (8 boys, 9 girls). Speech samples from the Autism Diagnostic Observation Schedule were orthographically transcribed and time-aligned, with filled pauses marked. Parents completed the Social Communication Questionnaire and the Vineland Adaptive Behavior Scales. Girls used UH less often than boys across both diagnostic groups. UH suppression resulted in higher UM ratios for girls than boys, and overall filled pause rates were higher for typical children than for children with ASD. Higher UM ratios correlated with better socialization in boys with ASD, but this effect was driven by increased use of UH by boys with greater symptoms. Pragmatic language markers distinguish girls and boys with ASD, mirroring sex differences in the general population. One implication of this finding is that typical-sounding disfluency patterns (i.e., reduced relative UH production leading to higher UM ratios) may normalize the way girls with ASD sound relative to other children, serving as "linguistic camouflage" for a naïve listener and distinguishing them from boys with ASD. This first-of-its-kind study highlights the importance of continued commitment to understanding how sex and gender change the way that ASD manifests, and illustrates the potential of natural language to contribute to objective "behavioral imaging" diagnostics for ASD.

MRI Neuroanatomy in Young Girls with Autism: A Preliminary Study

ERIC Educational Resources Information Center

Bloss, Cinnamon S.; Courchesne, Eric

2007-01-01

Objective: To test the hypothesis that young girls and boys with autism exhibit different profiles of neuroanatomical abnormality relative to each other and relative to typically developing children. Method: Structural magnetic resonance imaging was used to measure gray and white matter volumes (whole cerebrum, cerebral lobes, and cerebellum) and…

Input Sources of Third Person Singular –s Inconsistency in Children with and without Specific Language Impairment*

PubMed Central

Leonard, Laurence B.; Fey, Marc E.; Deevy, Patricia; Bredin-Oja, Shelley L.

2015-01-01

We tested four predictions based on the assumption that optional infinitives can be attributed to properties of the input whereby children inappropriately extract nonfinite subject-verb sequences (e.g. the girl run) from larger input utterances (e.g. Does the girl run? Let’s watch the girl run). Thirty children with specific language impairment (SLI) and 30 typically developing children heard novel and familiar verbs that appeared exclusively either in utterances containing nonfinite subject-verb sequences or in simple sentences with the verb inflected for third person singular –s. Subsequent testing showed strong input effects, especially for the SLI group. The results provide support for input-based factors as significant contributors not only to the optional infinitive period in typical development, but also to the especially protracted optional infinitive period seen in SLI. PMID:25076070

Are there parental socialization effects on the sex-typed behavior of individuals with congenital adrenal hyperplasia?

PubMed

Wong, Wang I; Pasterski, Vickie; Hindmarsh, Peter C; Geffner, Mitchell E; Hines, Melissa

2013-04-01

Influences of prenatal androgen exposure on human sex-typical behavior have been established largely through studies of individuals with congenital adrenal hyperplasia (CAH). However, evidence that addresses the potential confounding influence of parental socialization is limited. Parental socialization and its relationship to sex-typical toy play and spatial ability were investigated in two samples involving 137 individuals with CAH and 107 healthy controls. Females with CAH showed more boy-typical toy play and better targeting performance than control females, but did not differ in mental rotations performance. Males with CAH showed worse mental rotations performance than control males, but did not differ in sex-typical toy play or targeting. Reported parental encouragement of girl-typical toy play correlated with girl-typical toy play in all four groups. Moreover, parents reported encouraging less girl-typical, and more boy-typical, toy play in females with CAH than in control females and this reported encouragement partially mediated the relationship between CAH status and sex-typical toy play. Other evidence suggests that the reported parental encouragement of sex-atypical toy play in girls with CAH may be a response to the girls' preferences for boys' toys. Nevertheless, this encouragement could further increase boy-typical behavior in girls with CAH. In contrast to the results for toy play, we found no differential parental socialization for spatial activities and little evidence linking parental socialization to spatial ability. Overall, evidence suggests that prenatal androgen exposure and parental socialization both contribute to sex-typical toy play.

Atypical Functional Brain Activation during a Multiple Object Tracking Task in Girls with Turner Syndrome: Neurocorrelates of Reduced Spatiotemporal Resolution

ERIC Educational Resources Information Center

Beaton, Elliott A.; Stoddard, Joel; Lai, Song; Lackey, John; Shi, Jianrong; Ross, Judith L.; Simon, Tony J.

2010-01-01

Turner syndrome is associated with spatial and numerical cognitive impairments. We hypothesized that these nonverbal cognitive impairments result from limits in spatial and temporal processing, particularly as it affects attention. To examine spatiotemporal attention in girls with Turner syndrome versus typically developing controls, we used a…

Contributing to the Early Detection of Rett Syndrome: The Potential Role of Auditory Gestalt Perception

ERIC Educational Resources Information Center

Marschik, Peter B.; Einspieler, Christa; Sigafoos, Jeff

2012-01-01

To assess whether there are qualitatively deviant characteristics in the early vocalizations of children with Rett syndrome, we had 400 native Austrian-German speakers listen to audio recordings of vocalizations from typically developing girls and girls with Rett syndrome. The audio recordings were rated as (a) inconspicuous, (b) conspicuous or…

Pubertal Development Moderates the Importance of Environmental Influences on Depressive Symptoms in Adolescent Girls and Boys

ERIC Educational Resources Information Center

Edwards, Alexis C.; Rose, Richard J.; Kaprio, Jaakko; Dick, Danielle M.

2011-01-01

Prevalence differences in depressive symptoms between the sexes typically emerge in adolescence, with symptoms more prevalent among girls. Some evidence suggests that variation in onset and progression of puberty might contribute to these differences. This study used a genetically informative, longitudinal (assessed at ages 12, 14, and 17) sample…

Rett syndrome

PubMed Central

Sitholey, Prabhat; Agarwal, Vivek; Srivastava, Rohit

2005-01-01

Rett syndrome is a rare, progressive, neurodevelopmental disorder that has been reported only in the girl child. We describe the case of a 6.9-year-old girl with Rett syndrome. She had normal development till the age of 2 years. However, over the next 4–5 months, she lost her acquired, purposeful hand skills; expressive and receptive language; and reciprocal social interaction; and gradually developed a broad-based gait and typical midline stereotyped hand movements (mouthing, rubbing). PMID:20711295

Planning steps forward in development: in girls earlier than in boys.

PubMed

Unterrainer, Josef M; Ruh, Nina; Loosli, Sandra V; Heinze, Katharina; Rahm, Benjamin; Kaller, Christoph P

2013-01-01

The development of planning ability in children initially aged four and five was examined longitudinally with a retest-interval of 12 months using the Tower of London task. As expected, problems to solve straightforward without mental look-ahead were mastered by most, even the youngest children. Problems demanding look-ahead were more difficult and accuracy improved significantly with age and over time. This development was strongly moderated by sex: In contrast to coeval boys, four year old girls showed an impressive performance enhancement at age five, reaching the performance of six year olds, whereas four year old boys lagged behind and caught up with girls at the age of six, the typical age of school enrollment. This sex-specific development of planning was clearly separated from overall intelligence: young boys showed a steeper increase in raw intelligence scores than girls, whereas in the older groups scores developed similarly. The observed sex differences in planning development are evident even within a narrow time window of twelve months and may relate to differences in maturational trajectories for girls and boys in dorsolateral prefrontal cortex.

Genetics Home Reference: Swyer syndrome

MedlinePlus

... they help determine whether a person will develop male or female sex characteristics. Girls and women typically ... Y protein starts processes that are involved in male sexual development. These processes cause a fetus to ...

Armored brain in a young girl with a syndromal hydrocephalus.

PubMed

Viozzi, Ilaria; van Baarsen, Kirsten; Grotenhuis, André

2017-01-01

The authors present a case of a young girl affected by a syndromal hydrocephalus who developed a bilateral ossified chronic subdural hematoma with the typical radiological appearance of "the armored brain". Bilateral calcified chronic subdural hematoma is a rare complication of ventriculoperitoneal shunt. There is controversy in the treatment, but most published literature discourages a surgical intervention to remove the calcifications.

Brief Report: Autistic-Like Traits in Childhood Predict Later Age at Menarche in Girls

ERIC Educational Resources Information Center

Whitehouse, Andrew J. O.; Maybery, Murray T.; Hickey, Martha; Sloboda, Deborah M.

2011-01-01

We investigated the relationship between autistic-like traits in early childhood and age at menarche in typically developing girls. Autistic-like symptoms were measured at age 2 years using the Child Behaviour Checklist, and age at menarche (AAM) was determined prospectively using self-report questionnaires at age 8, 10, 14 and 17 years. Girls…

Hypothalamic Response to the Chemo-Signal Androstadienone in Gender Dysphoric Children and Adolescents

PubMed Central

Burke, Sarah M.; Cohen-Kettenis, Peggy T.; Veltman, Dick J.; Klink, Daniel T.; Bakker, Julie

2014-01-01

The odorous steroid androstadienone, a putative male chemo-signal, was previously reported to evoke sex differences in hypothalamic activation in adult heterosexual men and women. In order to investigate whether puberty modulated this sex difference in response to androstadienone, we measured the hypothalamic responsiveness to this chemo-signal in 39 pre-pubertal and 41 adolescent boys and girls by means of functional magnetic resonance imaging. We then investigated whether 36 pre-pubertal children and 38 adolescents diagnosed with gender dysphoria (GD; DSM-5) exhibited sex-atypical (in accordance with their experienced gender), rather than sex-typical (in accordance with their natal sex) hypothalamic activations during olfactory stimulation with androstadienone. We found that the sex difference in responsiveness to androstadienone was already present in pre-pubertal control children and thus likely developed during early perinatal development instead of during sexual maturation. Adolescent girls and boys with GD both responded remarkably like their experienced gender, thus sex-atypical. In contrast, pre-pubertal girls with GD showed neither a typically male nor female hypothalamic activation pattern and pre-pubertal boys with GD had hypothalamic activations in response to androstadienone that were similar to control boys, thus sex-typical. We present here a unique data set of boys and girls diagnosed with GD at two different developmental stages, showing that these children possess certain sex-atypical functional brain characteristics and may have undergone atypical sexual differentiation of the brain. PMID:24904525

Brain responses to sexual images in 46,XY women with complete androgen insensitivity syndrome are female-typical.

PubMed

Hamann, Stephan; Stevens, Jennifer; Vick, Janice Hassett; Bryk, Kristina; Quigley, Charmian A; Berenbaum, Sheri A; Wallen, Kim

2014-11-01

Androgens, estrogens, and sex chromosomes are the major influences guiding sex differences in brain development, yet their relative roles and importance remain unclear. Individuals with complete androgen insensitivity syndrome (CAIS) offer a unique opportunity to address these issues. Although women with CAIS have a Y chromosome, testes, and produce male-typical levels of androgens, they lack functional androgen receptors preventing responding to their androgens. Thus, they develop a female physical phenotype, are reared as girls, and develop into women. Because sexually differentiated brain development in primates is determined primarily by androgens, but may be affected by sex chromosome complement, it is currently unknown whether brain structure and function in women with CAIS is more like that of women or men. In the first functional neuroimaging study of (46,XY) women with CAIS, typical (46,XX) women, and typical (46, XY) men, we found that men showed greater amygdala activation to sexual images than did either typical women or women with CAIS. Typical women and women with CAIS had highly similar patterns of brain activation, indicating that a Y chromosome is insufficient for male-typical human brain responses. Because women with CAIS produce male-typical or elevated levels of testosterone which is aromatized to estradiol these results rule out aromatization of testosterone to estradiol as a determinate of sex differences in patterns of brain activation to sexual images. We cannot, however, rule out an effect of social experience on the brain responses of women with CAIS as all were raised as girls. Copyright © 2014 Elsevier Inc. All rights reserved.

Oxytocin and vasopressin in children and adolescents with autism spectrum disorders: Sex differences and associations with symptoms

PubMed Central

Miller, Meghan; Bales, Karen L.; Taylor, Sandra L.; Yoon, Jong; Hostetler, Caroline M.; Carter, Cameron S.; Solomon, Marjorie

2012-01-01

There has been intensified interest in the neuropeptides oxytocin (OT) and arginine vasopressin (AVP) in autism spectrum disorders (ASD) given their role in affiliative and social behavior in animals, positive results of treatment studies using OT, and findings that genetic polymorphisms in the AVP-OT pathway are present in individuals with ASD. Nearly all such studies in humans have focused only on males. With this preliminary study, we provide basic and novel information on the involvement of OT and AVP in autism with an investigation of blood plasma levels of these neuropeptides in 75 preadolescent and adolescent girls and boys ages 8–18: 40 with high-functioning ASD (19 girls, 21 boys) and 35 typically developing children (16 girls, 19 boys). We related neuropeptide levels to social, language, repetitive behavior, and internalizing symptom measures in these individuals. There were significant gender effects: Girls showed higher levels of OT while boys had significantly higher levels of AVP. There were no significant effects of diagnosis on OT or AVP. Higher OT values were associated with greater anxiety in all girls and with better pragmatic language in all boys and girls. AVP levels were positively associated with restricted and repetitive behaviors in girls with ASD but negatively (non-significantly) associated with these behaviors in boys with ASD. Our results challenge the prevailing view that plasma OT levels are lower in individuals with ASD and suggest there are distinct and sexually dimorphic mechanisms of action for OT and AVP underlying anxiety and repetitive behaviors. Lay Abstract Oxytocin (OT) and arginine vasopressin (AVP) are neuropeptides that are involved in affiliative and social behavior. Previous studies have shown that boys with autism spectrum disorders (ASD) have lower levels of OT than boys without ASD, and treatment studies have found that intranasal infusions of OT increase social behaviors in mostly males with ASD. With this study, we provide basic and novel information on the involvement of OT and AVP in ASD with an investigation of blood plasma levels of these neuropeptides in 75 preadolescent and adolescent girls and boys ages 8–18: 40 with high-functioning ASD and 35 typically developing children. We related OT and AVP levels to social, language, repetitive behavior, and internalizing symptom measures in these individuals. Girls had higher levels of OT while boys had higher levels of AVP. There were no differences in OT or AVP levels between the ASD and typically developing groups. Higher OT values were associated with greater anxiety in all girls and with less impaired social language in all boys and girls. Higher levels of AVP were associated with greater restricted and repetitive behaviors in girls with ASD whereas lower levels of AVP levels were associated with lower levels of these behaviors in boys with ASD. Results challenge the prevailing view that OT levels are lower in individuals with ASD, and suggest there are distinct mechanisms of action for OT and AVP underlying anxiety and repetitive behavior symptoms for boys versus girls. PMID:23413037

Turner Syndrome

MedlinePlus

Turner syndrome is a genetic disorder that affects a girl's development. The cause is a missing or incomplete ... t work properly. Other physical features typical of Turner syndrome are Short, "webbed" neck with folds of skin ...

Contributing to the early detection of Rett syndrome: the potential role of auditory Gestalt perception.

PubMed

Marschik, Peter B; Einspieler, Christa; Sigafoos, Jeff

2012-01-01

To assess whether there are qualitatively deviant characteristics in the early vocalizations of children with Rett syndrome, we had 400 native Austrian-German speakers listen to audio recordings of vocalizations from typically developing girls and girls with Rett syndrome. The audio recordings were rated as (a) inconspicuous, (b) conspicuous or (c) not able to decide between (a) and (b). The results showed that participants were accurate in differentiating the vocalizations of typically developing children compared to children with Rett syndrome. However, the accuracy for rating verbal behaviors was dependent on the type of vocalization with greater accuracy for canonical babbling compared to cooing vocalizations. The results suggest a potential role for the use of rating child vocalizations for early detection of Rett syndrome. This is important because clinical criteria related to speech and language development remain important for early identification of Rett syndrome. Copyright © 2011 Elsevier Ltd. All rights reserved.

Gender role behavior in children with XY karyotype and disorders of sex development.

PubMed

Jürgensen, Martina; Hiort, Olaf; Holterhus, Paul-Martin; Thyen, Ute

2007-03-01

Children exhibit gender-typical preferences in play, toys, activities and interests, and playmates. Several studies suggest that high concentrations of pre- and postnatal androgens contribute to male-typical behavior development, whereas female-typical behavior develops in the absence of high androgens levels. This study aims to explore the consequences of hypoandrogenization on gender-typical behavior in children who have an XY karyotype and disorder of sex development (DSD). Participants included 33 children (ages 2-12 years) with an XY karyotype and DSD; 21 reared as girls and 12 reared as boys. Children's preferred activities and interests and playmate preferences were assessed with parent report questionnaires, a structured free-play task, and choice of a toy to keep as a gift. Participant's responses were compared to those of children recruited in a pre-school and elementary school survey (N=166). In this study, the degree of hypoandrogenization as indicated by genital stage and diagnosis showed a significant relationship to nearly all of the gender-related behaviors assessed, supporting the hypothesis that masculinization of gender role behavior is a function of prenatal androgen exposure. Despite the fact that children with partial androgen effects reared as girls showed increased "boyish" behaviors, they did not show increased signs of gender identity confusion or instability on a group level. We conclude that androgen exposure plays a decisive role in the development of gender-typical behavior in children with XY karyotype and DSD conditions.

Reduced intrasubject variability with reinforcement in boys, but not girls, with ADHD: Associations with prefrontal anatomy

PubMed Central

Rosch, Keri S.; Dirlikov, Benjamin; Mostofsky, Stewart H.

2015-01-01

This study examined the impact of motivational contingencies (reinforcement and punishment) on Go/No-Go (GNG) task performance in girls and boys with ADHD relative to typically developing (TD) children and associations with prefrontal anatomy. Children ages 8–12 with ADHD (n=107, 36 girls) and TD controls (n=95, 34 girls) completed a standard and a motivational GNG task and associations with prefrontal cortex (PFC) surface area were examined. Intrasubject variability (ISV) was lower during the motivational compared to the standard GNG among TD girls and boys, and boys with ADHD, but not among girls with ADHD. A greater reduction in ISV was associated with greater PFC surface area among children with ADHD. This novel demonstration of improvement in ISV with motivational contingencies for boys, but not girls, with ADHD and associations with PFC anatomy informs our understanding of sex differences and motivational factors contributing to ISV in children with ADHD. PMID:26141238

Atypical Fibroxanthoma in a 13-Year-Old Guatemalan Girl with Xeroderma Pigmentosum.

PubMed

Chappell, Ava G; Chase, Elizabeth P; Chang, Beverly; Cunningham, Eric; Mihm, Fred; Calame, Antoanella; Fudem, Gary; Cunningham, Bari

2016-05-01

Xeroderma pigmentosum (XP) is a rare, autosomal recessive disease involving a defect in DNA repair leading to the premature development of numerous aggressive cutaneous malignancies. Although atypical fibroxanthoma (AFX) is a neoplasm typically found in the setting of extensive sun exposure or therapeutic radiation, AFXs are rarely associated with children with XP. We report the case of a 13-year-old Guatemalan girl with the XP type C variant who developed one of the largest AFXs reported on a child's finger. © 2016 Wiley Periodicals, Inc.

Effects of Gender Color-Coding on Toddlers' Gender-Typical Toy Play.

PubMed

Wong, Wang I; Hines, Melissa

2015-07-01

Gender color-coding of children's toys may make certain toys more appealing or less appealing to a given gender. We observed toddlers playing with two gender-typical toys (a train, a doll), once in gender-typical colors and once in gender-atypical colors. Assessments occurred twice, at 20-40 months of age and at 26-47 months of age. A Sex × Time × Toy × Color ANOVA showed expected interactions between Sex and Toy and Sex and Color. Boys played more with the train than girls did and girls played more with the doll and with pink toys than boys did. The Sex × Toy × Color interaction was not significant, but, at both time points, boys and girls combined played more with the gender-atypical toy when its color was typical for their sex than when it was not. This effect appeared to be caused largely by boys' preference for, or avoidance of, the doll and by the use of pink. Also, at both time points, gender differences in toy preferences were larger in the gender-typical than in the gender-atypical color condition. At Time 2, these gender differences were present only in the gender-typical color condition. Overall, the results suggest that, once acquired, gender-typical color preferences begin to influence toy preferences, especially those for gender-atypical toys and particularly in boys. They thus could enlarge differences between boys' and girls' toy preferences. Because boys' and girls' toys elicit different activities, removing the gender color-coding of toys could encourage more equal learning opportunities.

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review.

PubMed

Kok, Francien M; Groen, Yvonne; Fuermaier, Anselm B M; Tucha, Oliver

2016-01-01

Children with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into 'friendship', 'peer status', 'social skills/competence', and 'peer victimisation and bullying'. In total, thirteen studies were included in the review. All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls' conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD.

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety.

PubMed

Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann

2012-07-09

Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

PubMed Central

Groen, Yvonne; Fuermaier, Anselm B. M.; Tucha, Oliver

2016-01-01

Objective Children with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. Methods PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into ‘friendship’, ‘peer status’, ‘social skills/competence’, and ‘peer victimisation and bullying’. In total, thirteen studies were included in the review. Results All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls’ conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Conclusion Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD. PMID:27870862

Cornelia de Lange Syndrome: Evolution of the Phenotype

ERIC Educational Resources Information Center

Passarge, Eberhard; And Others

1971-01-01

The medical case history of a 2-year-old girl who developed, during the second year of life, the classical phenotype (typical appearance) indicative of the deLange syndrome, with both mental and physical impairment. (KW)

Brief Report: Development of the Adolescent Empathy and Systemizing Quotients

ERIC Educational Resources Information Center

Auyeung, Bonnie; Allison, Carrie; Wheelwright, Sally; Baron-Cohen, Simon

2012-01-01

Adolescent versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ) were developed and administered to n = 1,030 parents of typically developing adolescents, aged 12-16 years. Both measures showed good test-retest reliability and high internal consistency. Girls scored significantly higher on the EQ, and boys scored significantly higher…

Early androgens, activity levels and toy choices of children in the second year of life.

PubMed

Alexander, Gerianne M; Saenz, Janet

2012-09-01

The hypothesis that stronger preferences for active play styles contribute to stronger preferences for male-typical toys was examined in 47 boys and 37 girls at 19-months of age using ambulatory monitoring technology (i.e., actigraphy) to measure activity levels during contact with male-typical, female-typical, and gender-neutral toys. Digit ratios and salivary testosterone levels were measured earlier in children at 3-4 months of age. There were no significant sex differences in digit ratios, salivary testosterone levels, or overall activity levels during toy play. In contrast, contact times showed large sex differences in infants' toy preferences. The within-sex comparisons showed that infant girls had significant preferences for female-typical toys over male-typical toys, whereas infant boys showed only a small preference for male-typical toys over female-typical toys. More male-typical digit ratios in early infancy predicted higher activity counts during toy play and less female-typical toy preferences in girls. However, in both sexes, activity levels were unrelated to toy preferences suggesting that factors other than activity level preferences contribute to the early emergence of gender-linked toy preferences. Copyright © 2012 Elsevier Inc. All rights reserved.

Development of Face Recognition in 5- to 15-Year-Olds

ERIC Educational Resources Information Center

Kinnunen, Suna; Korkman, Marit; Laasonen, Marja; Lahti-Nuuttila, Pekka

2013-01-01

This study focuses on the development of face recognition in typically developing preschool- and school-aged children (aged 5 to 15 years old, "n" = 611, 336 girls). Social predictors include sex differences and own-sex bias. At younger ages, the development of face recognition was rapid and became more gradual as the age increased up…

Development of Hot and Cold Executive Function in Boys and Girls With ADHD.

PubMed

Skogli, Erik Winther; Andersen, Per Normann; Hovik, Kjell Tore; Øie, Merete

2017-02-01

To investigate the development of executive function with pronounced emotional salience (hot EF) and less pronounced emotional salience (cold EF) in boys and girls with ADHD relative to typically developing (TD) children. Seventy-five children with ADHD and 47 TD children were assessed with hot and cold EF tests at baseline and after 2 years. Despite considerable maturation, the ADHD group remained impaired on all cold EF tests relative to TD children after 2 years. There was no effect of gender on cold EF test results. Females with ADHD outperformed TD counterparts on hot EF at baseline. Females with ADHD showed deteriorating hot EF performance, while TD counterparts showed improved hot EF performance across time. Enduring cold EF impairments after 2 years may reflect stable phenotypic traits in children with ADHD. Results indicate divergent developmental trajectories of hot EF in girls with ADHD relative to TD counterparts.

The Peer Context and the Development of the Perpetration of Adolescent Dating Violence

PubMed Central

Foshee, Vangie A.; Benefield, Thad S.; Reyes, Heath Luz McNaughton; Ennett, Susan T.; Faris, Robert; Chang, Ling-Yin; Hussong, Andrea; Suchindran, Chirayath

2013-01-01

The peer context is a central focus in research on adolescent risk behaviors but few studies have investigated the role of the peer context in the perpetration of adolescent dating violence. This longitudinal study examined between-subjects and within-person contemporaneous and lagged effects of peer attributes, measured with social network analyses, on trajectories of dating violence perpetration and determined if effects varied by grade and/or sex of the adolescent. Data are from adolescents who participated in a five-wave panel study beginning when they were in 7th through 9th grade and ending when they were in 10th through 12th grade (n=3,412); half were male, 40.5% were white, 49.9% were black and 10.4% were of another race/ethnicity. Significant between-subjects effects indicate that adolescents who typically have friends who use dating violence, and girls who are typically high in social status, are at increased risk for using dating violence throughout adolescence. Adolescents who typically have high quality friendships and girls who typically have friends with pro-social beliefs are at decreased risk for using dating violence throughout adolescence. Significant within-person contemporaneous effects indicate that both boys and girls reported lower levels of dating violence than usual at times when they had more friends with pro-social beliefs, and reported higher levels of dating violence than usual at times when they had higher social status. None of the lagged effects were significant and none of the effects varied across grade. These findings suggest that the peer context plays an important role in the development of the perpetration of adolescent dating violence. PMID:23381777

Mean Girls, Homosociality and Football: An Education on Social and Power Dynamics between Girls and Women

ERIC Educational Resources Information Center

Sanders, Kellie

2015-01-01

Relationships between girls and women have typically been explored through the lexicon of "friendship" or, where there is a presence of sexual desire, "lesbian". This article suggests the complexity and impact of female (same-sex) sociality, and its relationship to heteronormativity and power dynamics between girls and women…

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

PubMed Central

2012-01-01

Background Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance. PMID:22769743

The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The Generation R study.

PubMed

Mous, Sabine E; Schoemaker, Nikita K; Blanken, Laura M E; Thijssen, Sandra; van der Ende, Jan; Polderman, Tinca J C; Jaddoe, Vincent W V; Hofman, Albert; Verhulst, Frank C; Tiemeier, Henning; White, Tonya

2017-01-01

Although early childhood is a period of rapid neurocognitive development, few studies have assessed neuropsychological functioning in various cognitive domains in young typically developing children. Also, results regarding its association with gender and intelligence are mixed. In 853 typically developing children aged 6 to 10 years old, the association of gender, age, and intelligence with neuropsychological functioning in the domains of attention, executive functioning, language, memory, sensorimotor functioning, and visuospatial processing was explored. Clear positive associations with age were observed. In addition, gender differences were found and showed that girls generally outperformed boys, with the exception of visuospatial tasks. Furthermore, IQ was positively associated with neuropsychological functioning, which was strongest in visuospatial tasks. Performance in different neuropsychological domains was associated with age, gender, and intelligence in young typically developing children, and these factors should be taken into account when assessing neuropsychological functioning in clinical or research settings.

Toddlers' categorization of typical and scrambled dolls and cars.

PubMed

Heron, Michelle; Slaughter, Virginia

2008-09-01

Previous research has demonstrated discrimination of scrambled from typical human body shapes at 15-18 months of age [Slaughter, V., & Heron, M. (2004). Origins and early development of human body knowledge. Monographs of the Society for Research in Child Development, 69]. In the current study 18-, 24- and 30-month-old infants were presented with four typical and four scrambled dolls in a sequential touching procedure, to assess the development of explicit categorization of human body shapes. Infants were also presented with typical and scrambled cars, allowing comparison of infants' categorization of scrambled and typical exemplars in a different domain. Spontaneous comments regarding category membership were recorded. Girls categorized dolls and cars as typical or scrambled at 30 months, whereas boys only categorized the cars. Earliest categorization was for typical and scrambled cars, at 24 months, but only for boys. Language-based knowledge, coded from infants' comments, followed the same pattern. This suggests that human body knowledge does not have privileged status in infancy. Gender differences in performance are discussed.

Anomalous subcortical morphology in boys, but not girls, with ADHD compared to typically developing controls and correlates with emotion dysregulation

PubMed Central

Crocetti, Deana; Mostofsky, Stewart H.; Miller, Michael I.; Rosch, Keri S.

2017-01-01

There has been limited investigation of volume and shape difference in subcortical structures in children with ADHD and a paucity of examination of the influence of sex on these findings. The objective of this study was to examine morphology (volume and shape) of subcortical structures and their association with emotion dysregulation (ED) in girls and boys with ADHD as compared to their typically-developing (TD) counterparts. Participants included 218 children ages 8-12 years old with and without DSM-IV ADHD. Structural magnetic resonance images were obtained, and shape analyses were conducted using large deformation diffeomorphic metric mapping (LDDMM). Compared to TD boys, boys with ADHD showed reduced volumes in the bilateral globus pallidus and amygdala. There were no volumetric differences in any structure between ADHD and TD girls. Shape analysis revealed localized compressions within the globus pallidus, putamen and amygdala in ADHD boys relative to TD boys, as well as significant correlations between increased ED and unique subregion expansion in right globus pallidus, putamen, and right amygdala. Our findings suggest a sexually dimorphic pattern of differences in subcortical structures in children with ADHD compared to TD children, and a possible neurobiological mechanism by which boys with ADHD demonstrate increased difficulties with ED. PMID:28104573

Gendered Peer Involvement in Girls with Congenital Adrenal Hyperplasia: Effects of Prenatal Androgens, Gendered Activities, and Gender Cognitions.

PubMed

Berenbaum, Sheri A; Beltz, Adriene M; Bryk, Kristina; McHale, Susan

2018-05-01

A key question in understanding gender development concerns the origins of sex segregation. Children's tendencies to interact with same-sex others have been hypothesized to result from gender identity and cognitions, behavioral compatibility, and personal characteristics. We examined whether prenatal androgen exposure was related to time spent with boys and girls, and how that gendered peer involvement was related to sex-typed activities and gender identity and cognitions. We studied 54 girls with congenital adrenal hyperplasia (CAH) aged 10-13 years varying in degree of prenatal androgen exposure: 40 girls with classical CAH (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical CAH (NC-CAH) exposed to low, female-typical, prenatal androgens. Home interviews and questionnaires provided assessments of gendered activity interests and participation, gender identity, and gender cognitions. Daily phone calls over 7 days assessed time spent in gendered activities and with peers. Girls with both C-CAH and NC-CAH interacted more with girls than with boys, with no significant group differences. The groups did not differ significantly in gender identity or gender cognitions, but girls with C-CAH spent more time in male-typed activities and less time in female-typed activities than did girls with NC-CAH. Time spent with girls reflected direct effects of gender identity/cognitions and gender-typed activities, and an indirect effect of prenatal androgens (CAH type) through gender-typed activities. Our results extend findings that prenatal androgens differentially affect gendered characteristics and that gendered peer interactions reflect combined effects of behavioral compatibility and feelings and cognitions about gender. The study also shows the value of natural experiments for testing hypotheses about gender development.

Linking Prenatal Androgens to Gender-Related Attitudes, Identity, and Activities: Evidence From Girls With Congenital Adrenal Hyperplasia.

PubMed

Endendijk, Joyce J; Beltz, Adriene M; McHale, Susan M; Bryk, Kristina; Berenbaum, Sheri A

2016-10-01

Key questions for developmentalists concern the origins of gender attitudes and their implications for behavior. We examined whether prenatal androgen exposure was related to gender attitudes, and whether and how the links between attitudes and gendered activity interest and participation were mediated by gender identity and moderated by hormones. Gender attitudes (i.e., gender-role attitudes and attitudes about being a girl), gender identity, and gender-typed activities were reported by 54 girls aged 10-13 years varying in degree of prenatal androgen exposure, including 40 girls with classical congenital adrenal hyperplasia (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical (NC) CAH exposed to low, female-typical, prenatal androgens. Both girls with C-CAH and NC-CAH reported positive attitudes about being a girl and egalitarian gender attitudes, consistent with their female-typical gender identity. In contrast, girls with C-CAH had more male-typed activity interest and participation than girls with NC-CAH. Gender attitudes were linked to activities in both groups, with gender identity mediating the links. Specifically, gender-role attitudes and positive attitudes about being a girl were associated with feminine gender identity, which in turn was associated with decreased male-typed activity interests and participation, and increased female-typed activity interests. Our results are consistent with schema theories, with attitudes more closely associated with gender identity than with prenatal androgens.

Right hemispheric reversible cerebral vasoconstriction syndrome in a patient with left hemispheric partial seizures.

PubMed

Perez, Gina S; McCaslin, Justin; Shamim, Sadat

2017-04-01

We report a right-handed 19-year-old girl who developed reversible cerebral vasoconstriction syndrome (RCVS) lateralized to the right hemisphere with simultaneous new-onset left hemispheric seizures. RCVS, typically more diffuse, was lateralized to one of the cerebral hemispheres.

Intellectual Disability Modifies Gender Effects on Disruptive Behaviors

ERIC Educational Resources Information Center

Einfeld, Stewart L.; Gray, Kylie M.; Ellis, Louise A.; Taffe, John; Emerson, Eric; Tonge, Bruce J.; Horstead, Sian K.

2010-01-01

In typically developing children, boys are more commonly diagnosed than girls with disruptive behavior disorders, namely, attention-deficit/hyperactivity disorder, conduct disorder, and oppositional defiant disorder. For children with intellectual disability (ID), the evidence for this gender effect is less clear. In this report we examine gender…

The Relationship between the Second-to-Fourth Digit Ratio and Behavioral Sexual Dimorphism in School-Aged Children.

PubMed

Mitsui, Takahiko; Araki, Atsuko; Miyashita, Chihiro; Ito, Sachiko; Ikeno, Tamiko; Sasaki, Seiko; Kitta, Takeya; Moriya, Kimihiko; Cho, Kazutoshi; Morioka, Keita; Kishi, Reiko; Shinohara, Nobuo; Takeda, Masayuki; Nonomura, Katsuya

2016-01-01

Sexually dimorphic brain development and behavior are known to be influenced by sex hormones exposure in prenatal periods. On the other hand, second-to forth digit ratio (2D/4D) has been used as an indirect method to investigate the putative effects of prenatal exposure to androgen. In the present study, we herein investigated the relationship between gender-role play behavior and the second-to-fourth digit ratio (2D/4D), which has been used as an indirect method to investigate the putative effects of prenatal exposure to androgens, in school-aged children. Among 4981 children who became 8 years old by November 2014 and were contactable for this survey by The Hokkaido Study of Environment and Children's Health, 1631 (32.7%), who had data for 2D/4D and Pre-school Activities Inventory (PSAI) as well as data for the survey at baseline, were available for analysis. Parents sent reports of PSAI on the sex-typical characteristics, preferred toys, and play activities of children, and black and white photocopies of the left and right hand palms via mail. PSAI consisted of 12 masculine items and 12 feminine items, and a composite score was created by subtracting the feminine score from the masculine score, with higher scores representing masculine-typical behavior. While composite scores in PSAI were significantly higher in boys than in girls, 2D/4D was significantly lower in boys than in girls. Although the presence or absence of brothers or sisters affected the composite, masculine, and feminine scored of PSAI, a multivariate regression model revealed that 2D/4D negatively correlated with the composite scores of PSAI in boys, whereas no correlation was found in girls. Although 2D/4D negatively correlated with the masculine score in boys and girls, no correlation was observed between 2D/4D and the feminine score. In conclusion, although social factors, such as the existence of brother or sisters, affect dimorphic brain development and behavior in childhood, the present study revealed that the prenatal hormonal environment was an important factor influencing masculine-typical dimorphic brain development and behavior in school-aged children.

Girls in Distress in Israel.

ERIC Educational Resources Information Center

Steiner, Yosepha

The typical girl in distress in Israel comes from a Jewish family of oriental origin. Her distress is partially due to the strains of immigrating to Israel from, in most cases, North Africa. Authority models in distressed girls' families feature either the role of the father as the commanding familial authority figure; the mother as the dominant…

Prenatal Hormones and Postnatal Socialization by Parents as Determinants of Male-Typical Toy Play in Girls With Congenital Adrenal Hyperplasia

ERIC Educational Resources Information Center

Pasterski, Vickie L.; Geffner, Mitchell E.; Brain, Caroline; Hindmarsh, Peter; Brook, Charles; Hines, Melissa

2005-01-01

Toy choices of 3- to 10-year-old children with congenital adrenal hyperplasia (CAH) and of their unaffected siblings were assessed. Also assessed was parental encouragement of sex-typed toy play. Girls with CAH displayed more male-typical toy choices than did their unaffected sisters, whereas boys with and without CAH did not differ. Mothers and…

Visual versus Phonological Abilities in Spanish Dyslexic Boys and Girls

ERIC Educational Resources Information Center

Bednarek, Dorota; Saldana, David; Garcia, Isabel

2009-01-01

Phonological and visual theories propose different primary deficits as part of the explanation for dyslexia. Both theories were put to test in a sample of Spanish dyslexic readers. Twenty-one dyslexic and 22 typically-developing children matched on chronological age were administered phonological discrimination and awareness tasks and coherent…

Right hemispheric reversible cerebral vasoconstriction syndrome in a patient with left hemispheric partial seizures

PubMed Central

Perez, Gina S.; McCaslin, Justin

2017-01-01

We report a right-handed 19-year-old girl who developed reversible cerebral vasoconstriction syndrome (RCVS) lateralized to the right hemisphere with simultaneous new-onset left hemispheric seizures. RCVS, typically more diffuse, was lateralized to one of the cerebral hemispheres. PMID:28405089

Development of Communication Skills in Finnish Pre-School Children Examined by the Children's Communication Checklist (CCC)

ERIC Educational Resources Information Center

Yliherva, Anneli; Loukusa, Soile; Vaisanen, Raija; Pyper, Amanda; Moilanen, Irma

2009-01-01

The communication skills of typically developing Finnish-speaking children between three and six years of age were examined using the Children's Communication Checklist (CCC). The differences between the boys and girls were also investigated. Results showed that the performance of the three-year-old children differed on the Speech subscale of the…

Gender and sexual vulnerability of young women in Africa: experiences of young girls in secondary schools in Uganda.

PubMed

Muhanguzi, Florence Kyoheirwe

2011-06-01

Sexuality is part and parcel of students' experiences of schooling manifested in personal friendships, relations and social interaction. These encounters constitute sites within which sexual identities are developed, practiced and actively produced through processes of negotiation. Drawing on qualitative research conducted in 14 selected secondary schools in Central and Western Uganda, the study illuminates gendered sexual vulnerability within patterns of social interaction and young girls gendered experiences and negotiation of their sexuality. The study reveals that through social and discursive practices, students construct complex gendered relations of domination and subordination that position boys and girls differently, often creating gender inequalities and sexual vulnerability for those gendered as girls. Girls' vulnerability is characterised by confusing and traumatic experiences fraught with double standards and silences. Typical of these experiences are complex tensions and contradictions surrounding constructions of sexuality that are predicated upon unequal power and gender relations characterised by homophobia, misogyny, control of female sexuality and sexual abuse and exploitation, all which work against girls' expression of sexuality. Gender sensitive sexuality education is identified as a valuable site of intervention to address such vulnerabilities and promote gender equality and equity in society.

Who Wears the Pants? The (Multi)cultural Politics of the Sisterhood of the Traveling Pants

ERIC Educational Resources Information Center

McInally, Kate

2008-01-01

Novels that prioritise the connectedness and strength of girls' friendships without employing the pervasive trope of "mean girls"--those who typically divide in order to conquer other girls--are potentially empowering in their refusal to perpetuate limited and binary accounts of adolescent femininity. While Ann Brashares' cult novel (now film),…

Girls Like Us: Looking at History through the American Girl Series

ERIC Educational Resources Information Center

Philpott, Sarah Lewis

2014-01-01

Quality historical fiction enables readers to imagine what life might have been like for a variety of people, particularly those not typically written about in history texts. Social history of an era is often of particular interest to young students. This article looks at using the American Girl Series to interest students in history and provides…

Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress.

PubMed

Smith, Danielle Sayre; Schacter, Hannah L; Enders, Craig; Juvonen, Jaana

2018-05-01

Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience-a within-school association between gender typicality and peer victimization-on socioemotional distress across 26 ethnically diverse middle schools (n boys  = 2607; n girls  = 2805). Boys (but not girls) reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.

Common and specific impairments in attention functioning in girls with chromosome 22q11.2 deletion, fragile X or Turner syndromes

PubMed Central

2014-01-01

Background Chromosome 22q11.2 deletion syndrome (22q11.2DS), fragile X syndrome (FXS), and Turner syndrome (TS) are complex and variable developmental syndromes caused by different genetic abnormalities; yet, they share similar cognitive impairments in the domains of numbers, space, and time. The atypical development of foundational neural networks that underpin the attentional system is thought to result in further impairments in higher-order cognitive functions. The current study investigates whether children with similar higher-order cognitive impairments but different genetic disorders also show similar impairments in alerting, orienting, and executive control of attention. Methods Girls with 22q11.2DS, FXS, or TS and typically developing (TD) girls, aged 7 to 15 years, completed an attention network test, a flanker task with alerting and orienting cues. Exploration of reaction times and accuracy allowed us to test for potential commonalities in attentional functioning in alerting, orienting, and executive control. Linear regression models were used to test whether the predictors of group and chronological age were able to predict differences in attention indices. Results Girls with 22q11.2DS, FXS, or TS demonstrated unimpaired function of the alerting system and impaired function of the executive control system. Diagnosis-specific impairments were found such that girls with FXS made more errors and had a reduced orienting index, while girls with 22q11.2DS showed specific age-related deficits in the executive control system. Conclusions These results suggest that the control but not the implementation of attention is selectively impaired in girls with 22q11.2DS, TS or FXS. Additionally, the age effect on executive control in girls with 22q11.2DS implies a possible altered developmental trajectory. PMID:24628892

His Brain, Her Brain: A Conversation with Richard M. Restak.

ERIC Educational Resources Information Center

Zakariya, Sally Banks

1981-01-01

Neurologist Richard M. Restak discusses empirical research that demonstrates significant brain-sex differences between males and females. He asserts that the typical primary classroom is geared to skills that come naturally to girls but develop slowly in boys, while the reverse is true in higher level science classes. (Author/WD)

Distinct frontal lobe morphology in girls and boys with ADHD.

PubMed

Dirlikov, Benjamin; Shiels Rosch, Keri; Crocetti, Deana; Denckla, Martha B; Mahone, E Mark; Mostofsky, Stewart H

2015-01-01

This study investigated whether frontal lobe cortical morphology differs for boys and girls with ADHD (ages 8-12 years) in comparison to typically developing (TD) peers. Participants included 226 children between the ages of 8-12 including 93 children with ADHD (29 girls) and 133 TD children (42 girls) for which 3T MPRAGE MRI scans were obtained. A fully automated frontal lobe atlas was used to generate functionally distinct frontal subdivisions, with surface area (SA) and cortical thickness (CT) assessed in each region. Analyses focused on overall diagnostic differences as well as examinations of the effect of diagnosis within boys and girls. Girls, but not boys, with ADHD showed overall reductions in total prefrontal cortex (PFC) SA. Localization revealed that girls showed widely distributed reductions in the bilateral dorsolateral PFC, left inferior lateral PFC, right medial PFC, right orbitofrontal cortex, and left anterior cingulate; and boys showed reduced SA only in the right anterior cingulate and left medial PFC. In contrast, boys, but not girls, with ADHD showed overall reductions in total premotor cortex (PMC) SA. Further localization revealed that in boys, premotor reductions were observed in bilateral lateral PMC regions; and in girls reductions were observed in bilateral supplementary motor complex. In line with diagnostic group differences, PMC and PFC SAs were inversely correlated with symptom severity in both girls and boys with ADHD. These results elucidate sex-based differences in cortical morphology of functional subdivisions of the frontal lobe and provide additional evidence of associations among SA and symptom severity in children with ADHD.

Early Puberty, School Context, and Delinquency Among South Korean Girls.

PubMed

Park, Hye-Sook; Yun, Ilhong; Walsh, Anthony

2017-05-01

Compared with chronological age, criminologists have paid less attention to the biological sense of age typically expressed by pubertal development. Studies that have examined pubertal timing's effects on delinquency have almost exclusively been conducted in Western countries using mostly White samples. To our knowledge, no study has ever examined this issue in the Asian context. The current study is the first attempt to bridge this research gap by examining the association among menarcheal timing, the sex composition of schools, and delinquency in a representative sample of 1,108 ninth-grade girls in South Korea. The results show that significant association between early menarche and delinquency exists only in mixed-sex schools but not in all-girls schools. In addition, the significant linkage between early menarche and delinquency in mixed-sex schools is mediated by delinquent peer associations.

Assessing hippocampal development and language in early childhood: Evidence from a new application of the Automatic Segmentation Adapter Tool.

PubMed

Lee, Joshua K; Nordahl, Christine W; Amaral, David G; Lee, Aaron; Solomon, Marjorie; Ghetti, Simona

2015-11-01

Volumetric assessments of the hippocampus and other brain structures during childhood provide useful indices of brain development and correlates of cognitive functioning in typically and atypically developing children. Automated methods such as FreeSurfer promise efficient and replicable segmentation, but may include errors which are avoided by trained manual tracers. A recently devised automated correction tool that uses a machine learning algorithm to remove systematic errors, the Automatic Segmentation Adapter Tool (ASAT), was capable of substantially improving the accuracy of FreeSurfer segmentations in an adult sample [Wang et al., 2011], but the utility of ASAT has not been examined in pediatric samples. In Study 1, the validity of FreeSurfer and ASAT corrected hippocampal segmentations were examined in 20 typically developing children and 20 children with autism spectrum disorder aged 2 and 3 years. We showed that while neither FreeSurfer nor ASAT accuracy differed by disorder or age, the accuracy of ASAT corrected segmentations were substantially better than FreeSurfer segmentations in every case, using as few as 10 training examples. In Study 2, we applied ASAT to 89 typically developing children aged 2 to 4 years to examine relations between hippocampal volume, age, sex, and expressive language. Girls had smaller hippocampi overall, and in left hippocampus this difference was larger in older than younger girls. Expressive language ability was greater in older children, and this difference was larger in those with larger hippocampi, bilaterally. Overall, this research shows that ASAT is highly reliable and useful to examinations relating behavior to hippocampal structure. © 2015 Wiley Periodicals, Inc.

Prenatal androgen exposure and children's aggressive behavior and activity level.

PubMed

Spencer, Debra; Pasterski, Vickie; Neufeld, Sharon; Glover, Vivette; O'Connor, Thomas G; Hindmarsh, Peter C; Hughes, Ieuan A; Acerini, Carlo L; Hines, Melissa

2017-11-01

Some human behaviors, including aggression and activity level, differ on average for males and females. Here we report findings from two studies investigating possible relations between prenatal androgen and children's aggression and activity level. For study 1, aggression and activity level scores for 43 girls and 38 boys, aged 4 to 11years, with congenital adrenal hyperplasia (CAH, a genetic condition causing increased adrenal androgen production beginning prenatally) were compared to those of similarly-aged, unaffected relatives (41 girls, 31 boys). Girls with CAH scored higher on aggression than unaffected girls, d=0.69, and unaffected boys scored higher on activity level than unaffected girls, d=0.50. No other group differences were significant. For study 2, the relationship of amniotic fluid testosterone to aggression and activity level was investigated in typically-developing children (48 girls, 44 boys), aged 3 to 5years. Boys scored higher than girls on aggression, d=0.41, and activity level, d=0.50. However, amniotic fluid testosterone was not a significant predictor of aggression or activity level for either sex. The results of the two studies provide some support for an influence of prenatal androgen exposure on children's aggressive behavior, but not activity level. The within-sex variation in amniotic fluid testosterone may not be sufficient to allow reliable assessment of relations to aggression or activity level. Copyright © 2017 Elsevier Inc. All rights reserved.

Age-related sex differences in language lateralization: A magnetoencephalography study in children.

PubMed

Yu, Vickie Y; MacDonald, Matt J; Oh, Anna; Hua, Gordon N; De Nil, Luc F; Pang, Elizabeth W

2014-09-01

It is well supported by behavioral and neuroimaging studies that typical language function is lateralized to the left hemisphere in the adult brain and this laterality is less well defined in children. The behavioral literature suggests there maybe be sex differences in language development, but this has not been examined systematically with neuroimaging. In this study, magnetoencephalography was used to investigate the spatiotemporal patterns of language lateralization as a function of age and sex. Eighty typically developing children (46 female, 34 male; 4-18 years) participated in an overt visual verb generation task. An analysis method called differential beamforming was used to analyze language-related changes in oscillatory activity referred to as low-gamma event-related desynchrony (ERD). The proportion of ERD over language areas relative to total ERD was calculated. We found different patterns of laterality between boys and girls. Boys showed left-hemisphere lateralization in the frontal and temporal language-related areas across age groups, whereas girls showed a more bilateral pattern, particularly in frontal language-related areas. Differences in patterns of ERD were most striking between boys and girls in the younger age groups, and these patterns became more similar with increasing age, specifically in the preteen years. Our findings show sex differences in language lateralization during childhood; however, these differences do not seem to persist into adulthood. We present possible explanations for these differences. We also discuss the implications of these findings for presurgical language mapping in children and highlight the importance of examining the question of sex-related language differences across development.

Male-typical visuospatial functioning in gynephilic girls with gender dysphoria — organizational and activational effects of testosterone

PubMed Central

Burke, Sarah M.; Kreukels, Baudewijntje P.C.; Cohen-Kettenis, Peggy T.; Veltman, Dick J.; Klink, Daniel T.; Bakker, Julie

2016-01-01

Background Sex differences in performance and regional brain activity during mental rotation have been reported repeatedly and reflect organizational and activational effects of sex hormones. We investigated whether adolescent girls with gender dysphoria (GD), before and after 10 months of testosterone treatment, showed male-typical brain activity during a mental rotation task (MRT). Methods Girls with GD underwent fMRI while performing the MRT twice: when receiving medication to suppress their endogenous sex hormones before onset of testosterone treatment, and 10 months later during testosterone treatment. Two age-matched control groups participated twice as well. Results We included 21 girls with GD, 20 male controls and 21 female controls in our study. In the absence of any group differences in performance, control girls showed significantly increased activation in frontal brain areas compared with control boys (pFWE = 0.012). Girls with GD before testosterone treatment differed significantly in frontal brain activation from the control girls (pFWE = 0.034), suggesting a masculinization of brain structures associated with visuospatial cognitive functions. After 10 months of testosterone treatment, girls with GD, similar to the control boys, showed increases in brain activation in areas implicated in mental rotation. Limitations Since all girls with GD identified as gynephilic, their resemblance in spatial cognition with the control boys, who were also gynephilic, may have been related to their shared sexual orientation rather than their shared gender identity. We did not account for menstrual cycle phase or contraceptive use in our analyses. Conclusion Our findings suggest atypical sexual differentiation of the brain in natal girls with GD and provide new evidence for organizational and activational effects of testosterone on visuospatial cognitive functioning. PMID:27070350

Male-typical visuospatial functioning in gynephilic girls with gender dysphoria - organizational and activational effects of testosterone.

PubMed

Burke, Sarah M; Kreukels, Baudewijntje P C; Cohen-Kettenis, Peggy T; Veltman, Dick J; Klink, Daniel T; Bakker, Julie

2016-10-01

Sex differences in performance and regional brain activity during mental rotation have been reported repeatedly and reflect organizational and activational effects of sex hormones. We investigated whether adolescent girls with gender dysphoria (GD), before and after 10 months of testosterone treatment, showed male-typical brain activity during a mental rotation task (MRT). Girls with GD underwent fMRI while performing the MRT twice: when receiving medication to suppress their endogenous sex hormones before onset of testosterone treatment, and 10 months later during testosterone treatment. Two age-matched control groups participated twice as well. We included 21 girls with GD, 20 male controls and 21 female controls in our study. In the absence of any group differences in performance, control girls showed significantly increased activation in frontal brain areas compared with control boys ( p FWE = 0.012). Girls with GD before testosterone treatment differed significantly in frontal brain activation from the control girls ( p FWE = 0.034), suggesting a masculinization of brain structures associated with visuospatial cognitive functions. After 10 months of testosterone treatment, girls with GD, similar to the control boys, showed increases in brain activation in areas implicated in mental rotation. Since all girls with GD identified as gynephilic, their resemblance in spatial cognition with the control boys, who were also gynephilic, may have been related to their shared sexual orientation rather than their shared gender identity. We did not account for menstrual cycle phase or contraceptive use in our analyses. Our findings suggest atypical sexual differentiation of the brain in natal girls with GD and provide new evidence for organizational and activational effects of testosterone on visuospatial cognitive functioning.

Physical and Social Contexts of Physical Activities Among Adolescent Girls

PubMed Central

Kuo, JoAnn; Schmitz, Kathryn H.; Evenson, Kelly R.; McKenzie, Thomas L.; Jobe, Jared B.; Rung, Ariane L.; Gittelsohn, Joel; Pate, Russell R.

2016-01-01

Background With limited opportunities for physical activity during school hours, it is important to understand the contexts of physical activities done outside of school time. Given the importance of physical and social aspects of environments, the purpose of this study was to describe where and with whom girls participate in physical activities outside of school. Methods Participants were 1925 sixth-grade girls in the Trial of Activity for Adolescent Girls (TAAG). At baseline, they completed a 3-day physical activity recall (3DPAR), reporting the main activity performed during 30-minute intervals and the physical and social contexts of physical activities. Results The most frequently reported physical activities done outside of school time were house chores, walking (for transportation or exercise), dance, basketball, playing with younger children, and running or jogging. The most common location for these activities was at home or in the neighborhood. With the exception of household chores, these activities were typically done with at least one other person. Conclusions Interventions that promote physical activities that can be done at or around home or developing supportive social networks for physical activity would be consistent with the current physical activity contexts of adolescent girls. PMID:19420391

Neural Correlates of Decision Making on a Gambling Task

ERIC Educational Resources Information Center

Carlson, Stephanie M.; Zayas, Vivian; Guthormsen, Amy

2009-01-01

Individual differences in affective decision making were examined by recording event-related potentials (ERPs) while 74 typically developing 8-year-olds (38 boys, 36 girls) completed a 4-choice gambling task (Hungry Donkey Task; E. A. Crone & M. W. van der Molen, 2004). ERP results indicated: (a) a robust P300 component in response to feedback…

Gender Differences in Severity of Writing and Reading Disabilities

ERIC Educational Resources Information Center

Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy

2008-01-01

Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men…

Local and Global Visual Processing in Autism Spectrum Disorders: Influence of Task and Sample Characteristics and Relation to Symptom Severity

ERIC Educational Resources Information Center

Van Eylen, Lien; Boets, Bart; Steyaert, Jean; Wagemans, Johan; Noens, Ilse

2018-01-01

Local and global visual processing abilities and processing style were investigated in individuals with autism spectrum disorder (ASD) versus typically developing individuals, children versus adolescents and boys versus girls. Individuals with ASD displayed more attention to detail in daily life, while laboratory tasks showed slightly reduced…

Gender imbalance in infant mortality: a cross-national study of social structure and female infanticide.

PubMed

Fuse, Kana; Crenshaw, Edward M

2006-01-01

Sex differentials in infant mortality vary widely across nations. Because newborn girls are biologically advantaged in surviving to their first birthday, sex differentials in infant mortality typically arise from genetic factors that result in higher male infant mortality rates. Nonetheless, there are cases where mortality differentials arise from social or behavioral factors reflecting deliberate discrimination by adults in favor of boys over girls, resulting in atypical male to female infant mortality ratios. This cross-national study of 93 developed and developing countries uses such macro-social theories as modernization theory, gender perspectives, human ecology, and sociobiology/evolutionary psychology to predict gender differentials in infant mortality. We find strong evidence for modernization theory, human ecology, and the evolutionary psychology of group process, but mixed evidence for gender perspectives.

"Girls Are as Good as Boys at Math" Implies That Boys Are Probably Better: A Study of Expressions of Gender Equality.

PubMed

Chestnut, Eleanor K; Markman, Ellen M

2018-06-28

Although "Girls are as good as boys at math" explicitly expresses equality, we predict it could nevertheless suggest that boys have more raw talent. In statements with this subject-complement structure, the item in the complement position serves as the reference point and is thus considered more typical and prominent. This explains why "Tents are like houses," for instance, sounds better than "Houses are like tents"-people generally think of houses as more typical. For domains about ability, the reference point should be the item that is typically more skilled. We further propose that the reference point should be naturally more skilled. In two experiments, we presented adults with summaries of actual scientific evidence for gender equality in math (Experiment 1) or verbal ability (Experiment 2), but we manipulated whether the reference point in the statements of equality in the summaries (e.g., "Boys' verbal ability is as good as girls'") was girls or boys. As predicted, adults attributed more natural ability to each gender when it was in the complement rather than subject position. Yet, in Experiment 3, we found that when explicitly asked, participants judged that such sentences were not biased in favor of either gender, indicating that subject-complement statements must be transmitting this bias in a subtle way. Thus, statements such as "Girls are as good as boys at math" can actually backfire and perpetuate gender stereotypes about natural ability. © 2018 Cognitive Science Society, Inc.

Boys and Girls on the Playground: Sex Differences in Social Development Are Not Stable across Early Childhood

PubMed Central

Barbu, Stéphanie; Cabanes, Guénaël; Le Maner-Idrissi, Gaïd

2011-01-01

Sex differences in human social behaviors and abilities have long been a question of public and scientific interest. Females are usually assumed to be more socially oriented and skilful than males. However, despite an extensive literature, the very existence of sex differences remains a matter of discussion while some studies found no sex differences whereas others reported differences that were either congruent or not with gender stereotypes. Moreover, the magnitude, consistency and stability across time of the differences remain an open question, especially during childhood. As play provides an excellent window into children's social development, we investigated whether and how sex differences change in social play across early childhood. Following a cross-sectional design, 164 children aged from 2 to 6 years old, divided into four age groups, were observed during outdoor free play at nursery school. We showed that sex differences are not stable over time evidencing a developmental gap between girls and boys. Social and structured forms of play emerge systematically earlier in girls than in boys leading to subsequent sex differences in favor of girls at some ages, successively in associative play at 3–4 years, cooperative play at 4–5 years, and social interactions with peers at 5–6 years. Preschool boys also display more solitary play than preschool girls, especially when young. Nevertheless, while boys catch up and girls move on towards more complex play, sex differences in social play patterns are reversed in favor of boys at the following ages, such as in associative play at 4–5 years and cooperative play at 5–6 years. This developmental perspective contributes to resolve apparent discrepancies between single-snapshot studies. A better understanding of the dynamics of sex differences in typical social development should also provide insights into atypical social developments which exhibit sex differences in prevalence, such as autism. PMID:21297987

Boys and girls on the playground: sex differences in social development are not stable across early childhood.

PubMed

Barbu, Stéphanie; Cabanes, Guénaël; Le Maner-Idrissi, Gaïd

2011-01-28

Sex differences in human social behaviors and abilities have long been a question of public and scientific interest. Females are usually assumed to be more socially oriented and skillful than males. However, despite an extensive literature, the very existence of sex differences remains a matter of discussion while some studies found no sex differences whereas others reported differences that were either congruent or not with gender stereotypes. Moreover, the magnitude, consistency and stability across time of the differences remain an open question, especially during childhood. As play provides an excellent window into children's social development, we investigated whether and how sex differences change in social play across early childhood. Following a cross-sectional design, 164 children aged from 2 to 6 years old, divided into four age groups, were observed during outdoor free play at nursery school. We showed that sex differences are not stable over time evidencing a developmental gap between girls and boys. Social and structured forms of play emerge systematically earlier in girls than in boys leading to subsequent sex differences in favor of girls at some ages, successively in associative play at 3-4 years, cooperative play at 4-5 years, and social interactions with peers at 5-6 years. Preschool boys also display more solitary play than preschool girls, especially when young. Nevertheless, while boys catch up and girls move on towards more complex play, sex differences in social play patterns are reversed in favor of boys at the following ages, such as in associative play at 4-5 years and cooperative play at 5-6 years. This developmental perspective contributes to resolve apparent discrepancies between single-snapshot studies. A better understanding of the dynamics of sex differences in typical social development should also provide insights into atypical social developments which exhibit sex differences in prevalence, such as autism.

Cognitive Load Differentially Impacts Response Control in Girls and Boys with ADHD

PubMed Central

Mostofsky, Stewart H.; Rosch, Keri S.

2015-01-01

Children with attention-deficit hyperactivity disorder (ADHD) consistently show impaired response control, including deficits in response inhibition and increased intrasubject variability (ISV) compared to typically-developing (TD) children. However, significantly less research has examined factors that may influence response control in individuals with ADHD, such as task or participant characteristics. The current study extends the literature by examining the impact of increasing cognitive demands on response control in a large sample of 81children with ADHD (40 girls) and 100 TD children (47 girls), ages 8–12 years. Participants completed a simple Go/No-Go (GNG) task with minimal cognitive demands, and a complex GNG task with increased cognitive load. Results showed that increasing cognitive load differentially impacted response control (commission error rate and tau, an ex-Gaussian measure of ISV) for girls, but not boys, with ADHD compared to same-sex TD children. Specifically, a sexually dimorphic pattern emerged such that boys with ADHD demonstrated higher commission error rate and tau on both the simple and complex GNG tasks as compared to TD boys, whereas girls with ADHD did not differ from TD girls on the simple GNG task, but showed higher commission error rate and tau on the complex GNG task. These findings suggest that task complexity influences response control in children with ADHD in a sexually dimorphic manner. The findings have substantive implications for the pathophysiology of ADHD in boys versus girls with ADHD. PMID:25624066

Relationship between Motor and Executive Functioning in School-Age Children with Pervasive Developmental Disorder Not Otherwise Specified

ERIC Educational Resources Information Center

Schurink, J.; Hartman, E.; Scherder, E. J. A.; Houwen, S.; Visscher, C.

2012-01-01

This study examines the motor skills and executive functioning (EF) of 28 children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS; mean age: 10 years 6 months, range: 7-12 years; 19 boys, 9 girls) in comparison with age- and gender-matched typically developing children. The potential relationship between motor…

Play Complexity and Toy Engagement in Preschoolers with Autism Spectrum Disorder: Do Girls and Boys Differ?

ERIC Educational Resources Information Center

Harrop, Clare; Green, Jonathan; Hudry, Kristelle

2017-01-01

While sex differences in play have been extensively observed in typical development, only a handful of studies have explored this phenomenon in depth with children with autism spectrum disorders. This study explored sex differences in play complexity and toy engagement within caregiver-child interaction samples for preschool-aged children (2-5…

A Clinical Assessment Tool for Advanced Theory of Mind Performance in 5 to 12 Year Olds

ERIC Educational Resources Information Center

O'Hare, Anne E.; Bremner, Lynne; Nash, Marysia; Happe, Francesca; Pettigrew, Luisa M.

2009-01-01

One hundred forty typically developing 5- to 12-year-old children were assessed with a test of advanced theory of mind employing Happe's strange stories. There was no significant difference in performance between boys and girls. The stories discriminated performance across the different ages with the lowest performance being in the younger…

Perceived experiences with sexism among adolescent girls.

PubMed

Leaper, Campbell; Brown, Christia Spears

2008-01-01

This study investigated predictors of adolescent girls' experiences with sexism and feminism. Girls (N = 600; M = 15.1 years, range = 12-18), of varied socioeconomic and ethnic backgrounds, completed surveys of personal experiences with sexual harassment, academic sexism (regarding science, math, and computer technology), and athletics. Most girls reported sexual harassment (90%), academic sexism (52%), and athletic sexism (76%) at least once, with likelihood increasing with age. Socialization influences and individual factors, however, influenced likelihood of all three forms of sexism. Specifically, learning about feminism and gender-conformity pressures were linked to higher perceptions of sexism. Furthermore, girls' social gender identity (i.e., perceived gender typicality and gender-role contentedness) and gender-egalitarian attitudes were related to perceived sexism.

Sex differences in white matter development during adolescence: a DTI study.

PubMed

Wang, Yingying; Adamson, Chris; Yuan, Weihong; Altaye, Mekibib; Rajagopal, Akila; Byars, Anna W; Holland, Scott K

2012-10-10

Adolescence is a complex transitional period in human development, composing physical maturation, cognitive and social behavioral changes. The objective of this study is to investigate sex differences in white matter development and the associations between intelligence and white matter microstructure in the adolescent brain using diffusion tensor imaging (DTI) and tract-based spatial statistics (TBSS). In a cohort of 16 typically-developing adolescents aged 13 to 17 years, longitudinal DTI data were recorded from each subject at two time points that were one year apart. We used TBSS to analyze the diffusion indices including fractional anisotropy (FA), mean diffusivity (MD), axial diffusivity (AD), and radial diffusivity (RD). Our results suggest that boys (13-18 years) continued to demonstrate white matter maturation, whereas girls appeared to reach mature levels earlier. In addition, we identified significant positive correlations between FA and full-scale intelligence quotient (IQ) in the right inferior fronto-occipital fasciculus when both sexes were looked at together. Only girls showed significant positive correlations between FA and verbal IQ in the left cortico-spinal tract and superior longitudinal fasciculus. The preliminary evidence presented in this study supports that boys and girls have different developmental trajectories in white matter microstructure. Copyright © 2012 Elsevier B.V. All rights reserved.

The effectiveness of a community-based fundamental motor skill intervention in children aged 3-8 years: Results of the "Multimove for Kids" project.

PubMed

Bardid, Farid; Lenoir, Matthieu; Huyben, Floris; De Martelaer, Kristine; Seghers, Jan; Goodway, Jacqueline D; Deconinck, Frederik J A

2017-02-01

The purpose of this study was to examine the effectiveness of a 30-week fundamental motor skill program in typically developing young children and to investigate possible sex differences. A multicenter quasi experimental design was set up for this study which involved 992 children aged 3-8 years. All participants received their typical Physical Education curriculum and habitual movement activities. The intervention group (n=523; 53.5% boys) received a weekly 60-min motor skill session provided by trained local instructors in existing child settings; the control group (n=469; 49.7% boys) received no additional practice. Fundamental motor skills were assessed using the Test of Gross Motor Development, 2nd Edition before and after the intervention. To assess the effect of the intervention and possible sex differences, hierarchical linear regressions analyses were conducted for locomotor and object control gain scores. The intervention group demonstrated a higher gain in both locomotor (β=3.78, SE=1.08, p<0.001) and object control (β=4.46, SE=1.06, p<0.001) skills than the control group. Girls demonstrated a lower gain in object control skills (β=-3.50, SE=0.49, p<0.001) and higher gain in locomotor skills (β=1.01, SE=0.44, p=0.022) than boys, regardless of group. The present study demonstrated the effectiveness of a wide-scale community-based intervention in typically developing children. The sex differences reported may indicate the need to use different pedagogical and instructional strategies to enable boys and girls to develop and master a wide range of motor skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

How Gender Differences in Academic Engagement Relate to Students' Gender Identity

ERIC Educational Resources Information Center

Kessels, Ursula; Heyder, Anke; Latsch, Martin; Hannover, Bettina

2014-01-01

Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls,…

The late positive potential as a marker of motivated attention to underweight bodies in girls with anorexia nervosa.

PubMed

Horndasch, Stefanie; Heinrich, Hartmut; Kratz, Oliver; Moll, Gunther H

2012-12-01

In anorexia nervosa (AN), aspects of motivational salience and reward are increasingly discussed. Event related potentials, particularly the late positive potential (LPP), have been investigated as a marker for motivational salience of stimuli, for example in addictive disorders. The aim of this study was to assess the LPP as a possible indicator of motivated attention towards disease-specific pictures of underweight female bodies in adolescents with AN in comparison to typically developing (TD) adolescent girls. 13 girls with AN and 18 TD adolescent girls (aged 12 to 18 years) viewed pictures of underweight, normal-weight and overweight women while EEG activity was recorded. An earlier (450-680 ms after stimulus onset) as well as a later time window (850-1250 ms after stimulus onset) of the LPP were examined for the different picture categories. Participants were also asked to rate subjective emotions (fear, disgust, happiness) elicited by the pictures. Subjective ratings showed no differential experience of emotions for the two groups. For AN patients, highest LPP amplitudes were found for underweight women in the earlier as well as in the later time window. In TD girls, highest amplitudes for pictures of overweight women were observed in the earlier time window. A differential LPP pattern for girls with AN and TD girls when viewing pictures of women's bodies of different weight categories was obtained. Highest amplitudes in AN patients for pictures of underweight women may reflect motivational significance of strongly underweight body shapes. Copyright © 2012 Elsevier Inc. All rights reserved.

Sexualized and Dangerous Relationships: Listening to the Voices of Low-Income African American Girls Placed at Risk for Sexual Exploitation

PubMed Central

Harper, Erin; Harris, Patricia; Sanders, DeShelle; Levin, Kerry; Meyers, Joel

2013-01-01

Introduction: Youth from low-income, urban backgrounds face significant challenges to maintaining a positive developmental trajectory. Dangerous neighborhoods and stressed relationships are common in these settings and threaten adaptation by weakening the natural assets that undergird resilience. African American girls in these contexts face specific, multiple risks, including gender stereotyping, violence, and sexual exploitation. The commercial sexual exploitation of children (CSEC) is a multibillion-dollar industry victimizing over 1 million children around the globe. The typical victim in 1 city in the southeastern United States is an African American girl 12–14 years old. There has been little research investigating the characteristics of girls placed at risk for CSEC and even less research on the personal perspectives of these girls. Methods: Over 3 school terms we provided preventive intervention groups for 36 African American middle school girls who were placed at risk because they lived in neighborhoods with high rates of interpersonal violence and CSEC. Two group leaders and a process recorder took detailed notes on each group session. Our focus on group conversations over a period of weeks increased the probability of recording spontaneous, open comments by the children and is a promising method with this population. The data were analyzed qualitatively and resulted in an account of the girls' own views of the environmental challenges and personal experiences that may influence their development. Results: The girls' language during the group sessions contained 4 themes: difficulty forming trusting relationships, frequent peer aggression, familiarity with adult prostitution, and sexuality as a commodity. Conclusion: Our research shows how girls placed at risk for CSEC view their own lives. These children described violence and sexual exploitation and cited limited supports to protect them from these risks. Understanding the perspectives of these girls should generate future research and intervention strategies to support their coping and resilience. PMID:23930151

Thirty-Second Walk Test: Expansion of Normative Data.

PubMed

Lieberstein, Michael; Weingarten, Goldie; Vialu, Carlo; Itzkowitz, Adina; Doyle, Maura; Covino, Frank; Kaplan, Sandra L

2018-01-01

To collect 30-second walk test (30sWT) normative data on a large, diverse sample of school children developing typically, ages 5 to 13 years, and describe the influences of gender, body mass index, and path shape on distance walked. Five physical therapists administered the 30sWT on 1223 children developing typically (boys = 517, girls = 706) from 20 urban schools. Average distances (standard deviation) ranged from 139.1 (20.3) to 163.0 (18.6) ft; children aged 10 years walked the farthest and those aged 5 years the shortest. Distance steadily increased from ages 5 to 10 years, steadily decreased from ages 11 to 13 years; children aged 8, 9, and 10 years had statistical but not functionally meaningful gender differences. Body mass index and path shape had no meaningful effects. Distance and velocities are similar to prior studies. This study updated 30sWT normative values with a large, ethnically diverse, urban sample developing typically. Norms may be useful as part of a comprehensive examination.

Sex Differences in Language First Appear in Gesture

ERIC Educational Resources Information Center

Ozcaliskan, Seyda; Goldin-Meadow, Susan

2010-01-01

Children differ in how quickly they reach linguistic milestones. Boys typically produce their first multi-word sentences later than girls do. We ask here whether there are sex differences in children's gestures that precede, and presage, these sex differences in speech. To explore this question, we observed 22 girls and 18 boys every 4 months as…

Girls Discuss Choice of an All-Girl Middle School: Narrative Analysis of an Early Adolescent Identity Project

ERIC Educational Resources Information Center

Baron, Emilia; Bell, Nancy J.; Corson, Kimberly; Kostina-Ritchey, Erin; Frederick, Helyne

2012-01-01

The narrative creation of identity by young adolescents has so far been addressed mainly from an identity-in-interaction perspective, focusing attention on the multiplicity and variability of identity negotiation as adolescents interact with others, typically with peers. In contrast, a sociocultural/dialogical perspective draws attention to the…

Centralising Space: The Physical Education and Physical Activity Experiences of South Asian, Muslim Girls

ERIC Educational Resources Information Center

Stride, Annette

2016-01-01

This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a…

Trainee nursery teachers' perceptions of disruptive behaviour disorders; the effect of sex of child on judgements of typicality and severity.

PubMed

Maniadaki, K; Sonuga-Barke, E J S; Kakouros, E

2003-11-01

Adults' perceptions of children with disruptive behaviour disorders (DBDs), which usually interfere with socialization and referral of children to mental health services, might differ according to the child's sex. Given the importance of (a) the interactions between these children and their educators, and (b) early identification and referral, the impact of the child's sex on adults' perceptions is an important factor to consider. To examine the role of gender-related expectations in the identification and referral of childhood DBDs by trainee nursery teachers. One hundred and fifty-eight female trainee nursery teachers (mean age = 20 years) at the Department of Early Childhood Education in Athens. Trainee nursery teachers' perceptions of male and female children with DBDs were explored using a Greek version of the Parental Account of the Causes of Childhood Problems Questionnaire. Eighty-one participants answered questions about a set of disruptive behaviours ascribed to a boy and 77 about the same behaviour ascribed to a girl. DBDs ascribed to girls were considered to be no more severe or of greater concern than those ascribed to boys. Judgements of severity were related to concern in the same way for boys and girls. However, DBDs were regarded as less typical for girls than boys. The child's sex affected trainee teachers' judgements of typicality, but not severity, of children's behaviour problems. The implications of this finding for socialization practices and referral attitudes are discussed.

[Invalidation of a girl after 7 years of succesfull malingering of a wound (author's transl)].

PubMed

Reinbacher, L

1976-01-01

Provocation of wounds by malingering is one of the most typical artefacts in surgery. In this paper the succesful maintaining of a wound in a girl for over 7 years is demonstrated. In this time the girl underwent 25 surgical operations and was invalidated at the age of 18 years. In patients with non-healing wounds, which cannot be explained by the rules of general pathology, doctors are well advised to think of the possibilities of malingering at an early time.

Retiform hemangioendothelioma developed on the site of an earlier cystic lymphangioma in a six-year-old girl.

PubMed

Albertini, Anne-Fore; Brousse, Nicole; Bodemer, Christine; Calonje, Eduardo; Fraitag, Sylvie

2011-10-01

Retiform hemangioendothelioma (RH) is a rare low-grade malignancy angiosarcoma, with a high rate of local recurrence and a low metastatic risk. A 6 year-old girl with a large cervical cystic lymphangioma diagnosed by ultrasound and Doppler ultrasound, which showed a large multiloculated anechoic cyst with no flow. The lymphangioma was treated with injections of Picibanil (OK-432). The tumor regressed, but after a year, she developed a poorly limited infiltrated plaque spreading out regularly over her chest, back, and shoulder. The biopsy showed a poorly limited dermal and subcutaneous vascular proliferation composed of elongated arborising vessels lined with ovoid endothelial cells in a hobnail pattern. In addition, the deep part of the lesion showed typical features of a papillary intralymphatic angioendothelioma pattern (PILA) or Dabska tumor. The endothelial cells strongly expressed podoplanin (D2-40). A diagnosis of RH with focal areas of PILA was reached. The girl died 8 months after surgery of hypovolemic shock in a context of diffuse lymphangiomatosis with pulmonary localization. To our knowledge, RH has hardly ever been described in children. This entity exhibits a continuum with the PILA, sharing not only morphological and immunohistochemical similarities but also its ability to develop in a context of a vascular anomaly, particularly a lymphangioma. The role of Picibanil in the development of this tumor can be discussed.

A novel STXBP1 mutation causes typical Rett syndrome in a Japanese girl.

PubMed

Yuge, Kotaro; Iwama, Kazuhiro; Yonee, Chihiro; Matsufuji, Mayumi; Sano, Nozomi; Saikusa, Tomoko; Yae, Yukako; Yamashita, Yushiro; Mizuguchi, Takeshi; Matsumoto, Naomichi; Matsuishi, Toyojiro

2018-06-01

Rett syndrome (RTT) is a neurodevelopmental disorder mostly caused by mutations in Methyl-CpG-binding protein 2 (MECP2); however, mutations in various other genes may lead to RTT-like phenotypes. Here, we report the first case of a Japanese girl with RTT caused by a novel syntaxin-binding protein 1 (STXBP1) frameshift mutation (c.60delG, p.Lys21Argfs*16). She showed epilepsy at one year of age, regression of acquired psychomotor abilities thereafter, and exhibited stereotypic hand and limb movements at 3 years of age. Her epilepsy onset was earlier than is typical for RTT patients. However, she fully met the 2010 diagnostic criteria of typical RTT. STXBP1 mutations cause early infantile epileptic encephalopathy (EIEE), various intractable epilepsies, and neurodevelopmental disorders. However, the case described here presented a unique clinical presentation of typical RTT without EIEE and a novel STXBP1 mutation. Copyright © 2018 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Television, video game and social media use among children with ASD and typically developing siblings.

PubMed

Mazurek, Micah O; Wenstrup, Colleen

2013-06-01

This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children with ASD spent approximately 62% more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games.

A preliminary assessment of vitamin K1 intakes and serum undercarboxylated osteocalcin levels in 11-13 year old Irish girls.

PubMed

Collins, Aoife; Cashman, Kevin D; Kiely, Máiréad

2006-11-01

Low vitamin K1 intakes have been associated with low bone mineral density in women and reduced bone turnover in girls. No European data exist on the relationship between vitamin K1 and serum undercarboxylated osteocalcin (ucOC), an indicator of K1 status in adolescents. The aim of the current study was to assess intakes of vitamin K1 in relation to serum ucOC status in Irish girls. A detailed dietary history method, which measured habitual intakes from a typical 14-day period, was used to estimate vitamin K1 intakes in 18 girls aged 11-13 years. Recently compiled and validated food composition data for vitamin K1 were used to determine vitamin K1 intakes. An enzyme immunoassay was used to measure ucOC in fasting serum samples. The mean (+/- SD) intake of vitamin K1 in the girls was 72.4 microg/day (SD 34.4). Vegetables (particularly broccoli, composite dishes, and lettuce) contributed 53% of total vitamin K1 intakes. Thirty-Seven percent of the girls failed to meet the current U.S. adequate intake for adolescents of 60 microg/day vitamin K1. Serum ucOC levels were inversely related to body weight-adjusted vitamin K1 intakes, controlling for energy intake (partial correlation r = -0.538; p = 0.026). The data indicate that large-scale studies to examine relationships between vitamin K1 (and green vegetable) intakes and bone growth and development in adolescents are warranted.

LEFT-RIGHT DIFFERENCES ON TIMED MOTOR EXAMINATION IN CHILDREN

PubMed Central

Roeder, Megan B.; Mahone, E. Mark; Larson, J. Gidley; Mostofsky, S. H.; Cutting, Laurie E.; Goldberg, Melissa C.; Denckla, Martha B.

2008-01-01

Age-related change in the difference between left- and right-side speed on motor examination may be an important indicator of maturation. Cortical maturation and myelination of the corpus callosum are considered to be related to increased bilateral skill and speed on timed motor tasks. We compared left minus right foot, hand, and finger speed differences using the Revised Physical and Neurological Assessment for Subtle Signs (PANESS; Denckla, 1985); examining 130 typically developing right-handed children (65 boys, 65 girls) ages 7−14. Timed tasks included right and left sets of 20 toe taps, 10 toe-heel alternation sequences, 20 hand pats, 10 hand pronate-supinate sets, 20 finger taps, and 5 sequences of each finger-to-thumb apposition. For each individual, six difference scores between left- and right-sided speeded performances of timed motor tasks were analyzed. Left-right differences decreased significantly with age on toe tapping, heel-toe alternations, hand pronation-supination, finger repetition, and finger sequencing. There were significant gender effects for heel-toe sequences (boys showing a greater left-right difference than girls), and a significant interaction between age and gender for hand pronation-supination, such that the magnitude of the left-right difference was similar for younger, compared with older girls, while the difference was significantly larger for younger, compared to older boys. Speed of performing right and left timed motor tasks equalizes with development; for some tasks, the equalization occurs earlier in girls than in boys. PMID:17852124

Halloween Costume Choices: Reflections of Gender Development in Early Childhood.

PubMed

Dinella, Lisa M

2017-01-01

The author examined whether preschoolers' Halloween costume choices reflect their gender development. The sample consisted of 110 (53 boys, 57 girls) infant through preschool-aged participants, and 1 parent of each child. Both observational methodologies and parent-report surveys were used to assess the gender-typed nature of children's Halloween costumes, information about the Halloween costume choice process, and about the children's gender development. Boys' costumes were more masculine and girls' costumes were more feminine. Younger children's costumes were consistently less gender typed than the older children's costumes were. Children whose parents chose their Halloween costumes for them had Halloween costumes that were less gender typed than did children who were involved in the Halloween costume decision-making process. Moreover, children's gender-typed play and desire to wear gender-stereotyped clothes were related to the gender stereotyped nature of their Halloween costume. Unexpectedly, gender typicality, a dimension of gender identity, was not related to children's Halloween costume choices. Overall, the findings support that children's Halloween costume choice is an indicator of children's gender development processes.

Maternal Emotions and Self-Efficacy Beliefs in Relation to Boys and Girls with AD/HD

ERIC Educational Resources Information Center

Maniadaki, Katerina; Sonuga-Barke, Edmund; Kakouros, Efthymios; Karaba, Rania

2005-01-01

This study examined the impact of child gender on mothers' emotional responses to AD/HD, self-efficacy beliefs and perceived severity of AD/HD. Mothers (N = 118) of pre-schoolers were presented with a vignette describing a typical boy or girl with AD/HD and then completed three scales relating to their emotional response to AD/HD behaviour, their…

Sex differences in college students' free drawings and their relationship to 2D:4D ratio and recalled childhood play behavior.

PubMed

Rothkopf, Ian; Turgeon, Sarah M

2014-02-01

In a prior study, we observed that female-typical characteristics in elementary school girls' drawings were correlated with a feminized digit ratio (2D:4D), a marker for prenatal androgen exposure. However, this observation was limited to older girls, suggesting that social factors mediate the relationship between 2D:4D and drawing. To examine the hypothesis that the influence of prenatal androgen on girls' drawing is mediated by an effect of early androgens on sex-typical behavior, we examined 2D:4D, free drawings, and scores on the Recalled Childhood Gender Identity (RCGI) Questionnaire in a population of college students. Characteristics of participants' free drawings were assessed and those that showed sex differences were compared with 2D:4D and RCGI scores. Men had smaller 2D:4D ratios than women, used fewer total colors, used fewer pinks, purples, and blues, and had higher gender-typical scores on the RCGI. Women's drawings were more likely to contain flowers and animals and men's drawings were more likely to represent sports. Within-sex RCGI and 2D:4D scores were not significantly correlated. Significant within-sex relationships between 2D:4D and RCGI and drawing behavior were observed but the effects appeared to be independent; the hypothesis that gender-typical childhood behavior mediates the effect of prenatal androgen on drawing characteristics was not supported.

Secular changes in body dimensions and sexual maturation in children of Arkhangelsk city.

PubMed

Godina, Elena Z; Khomyakova, Irina A; Zadorozhnaya, Ludmila V

2016-01-01

The aim of the present study was to analyze secular changes in body measurements in children of the Arkhangelsk city from 1988 to 2010. A large number of anthropometric measurements were taken on each individual including height, weight, arm, leg and trunk lengths (estimated), body diameters and circumferences, skinfold thickness. Stages of secondary sex characteristics were also evaluated; data on menarcheal age were collected by status-quo method. It was shown that main differences in stature occurred at puberty while in elder children (16-17-year-olds) no statistically significant differences were found. The same pattern was typical for weight and BMI. Chest circumference significantly increased, particularly in girls. For modern children, changes in body proportions due to a bigger trunk length were typical. There were also significant differences in the distribution of subcutaneous fat layer: in modern children bigger fat accumulation was present on the trunk, particularly in abdomen area, vs. fat layer on the extremities. Process of sexual maturation according to mean ages of development of secondary sex characteristics occurred earlier in modern adolescents, which is more expressed in girls. The results can be interpreted in terms of ongoing secular trend.

Social abilities and gender roles in adolescent girls with polycystic ovary syndrome - a pilot study.

PubMed

Zachurzok, Agnieszka; Gawlik, Aneta; Nowak, Aleksandra; Drosdzol-Cop, Agnieszka; Małecka-Tendera, Ewa

2014-01-01

Clinical and hormonal features of polycystic ovary syndrome (PCOS), which may be present already in adolescence, can significantly influence the psychological development and wellbeing of a young woman.The aim of this pilot study was to determine social competence and gender roles in adolescent girls with PCOS compared to healthy peers, and to evaluate the relationship between psychological profile and clinical and hormonal components of PCOS. In 28 adolescent girls with PCOS, and 12 healthy regularly menstruating girls, clinical evaluation and hormonal profile were assessed and social competence inventory (SCI) and psychological gender inventory (PGI) tests were performed. There were no significant differences in all parts of SCI in absolute numbers or in sten scores between the study and the control group. Also in PGI, in both the feminine and masculine gender schemes, the differences between the groups were statistically insignificant. In the study group, DHEAS concentration correlated positively with self presentation score (r = 0.4, p = 0.03). There was also a significant negative correlation between testosterone level and SCI score (r = -0.5, p = 0.01) as well as assertiveness score (r = -0.5, p = 0.02). No significant correlations between SCI or PGI with BMI z-score or hirsutism score were found. Despite the existence of clinical and biochemical features that can influence sociopsychological condition, in adolescent girls with PCOS, social abilities and sex-typical behaviours do not seem to be disturbed.

Velopharyngeal Status of Stop Consonants and Vowels Produced by Young Children with and without Repaired Cleft Palate at 12, 14, and 18 Months of Age: A Preliminary Analysis

ERIC Educational Resources Information Center

Eshghi, Marziye; Vallino, Linda D.; Baylis, Adriane L.; Preisser, John S.; Zajac, David J.

2017-01-01

Purpose: The objective was to determine velopharyngeal (VP) status of stop consonants and vowels produced by young children with repaired cleft palate (CP) and typically developing (TD) children from 12 to 18 months of age. Method: Nasal ram pressure (NRP) was monitored in 9 children (5 boys, 4 girls) with repaired CP with or without cleft lip and…

Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance

ERIC Educational Resources Information Center

Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert

2007-01-01

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we…

Is children's listening effort in background noise influenced by the speaker's voice quality?

PubMed

Sahlén, Birgitta; Haake, Magnus; von Lochow, Heike; Holm, Lucas; Kastberg, Tobias; Brännström, K Jonas; Lyberg-Åhlander, Viveka

2018-07-01

The present study aims at exploring the influence of voice quality on listening effort in children performing a language comprehension test with sentences of increasing difficulty. Listening effort is explored in relation to gender ( = cisgender). The study has a between-groups design. Ninety-three mainstreamed children aged 8;2 to 9;3 with typical language development participated. The children were randomly assigned to two groups (n = 46/47) with equal allocation of boys and girls and for the analysis to four groups depending of gender and voice condition. Working memory capacity and executive functions were tested in quiet. A digital version of a language comprehension test (the TROG-2) was used to measure the effect of voice quality on listening effort, measured as response time in a forced-choice paradigm. The groups listened to sentences through recordings of the same female voice, one group with a typical voice and one with a dysphonic voice, both in competing multi-talker babble noise. Response times were logged after a time buffer between the sentence-ending and indication of response. There was a significant increase in response times with increased task difficulty and response times between the two voice conditions differed significantly. The girls in the dysphonic condition were slower with increasing task difficulty. A dysphonic voice clearly adds to the noise burden and listening effort is greater in girls than in boys when the teacher speaks with dysphonic voice in a noisy background. These findings might mirror gender differences as for coping strategies in challenging contexts and have important implications for education.

Androgen and psychosexual development: core gender identity, sexual orientation and recalled childhood gender role behavior in women and men with congenital adrenal hyperplasia (CAH).

PubMed

Hines, Melissa; Brook, Charles; Conway, Gerard S

2004-02-01

We assessed core gender identity, sexual orientation, and recalled childhood gender role behavior in 16 women and 9 men with CAH and in 15 unaffected female and 10 unaffected male relatives, all between the ages of 18 and 44 years. Women with congenital adrenal hyperplasia (CAH) recalled significantly more male-typical play behavior as children than did unaffected women, whereas men with and without CAH did not differ. Women with CAH also reported significantly less satisfaction with the female sex of assignment and less heterosexual interest than did unaffected women. Again, men with CAH did not differ significantly from unaffected men in these respects. Our results for women with CAH are consistent with numerous prior reports indicating that girls with CAH show increased male-typical play behavior. They also support the hypotheses that these women show reduced heterosexual interest and reduced satisfaction with the female sex of assignment. Our results for males are consistent with most prior reports that boys with CAH do not show a general alteration in childhood play behavior. In addition, they provide initial evidence that core gender identity and sexual orientation are unaffected in men with CAH. Finally, among women with CAH, we found that recalled male-typical play in childhood correlated with reduced satisfaction with the female gender and reduced heterosexual interest in adulthood. Although prospective studies are needed, these results suggest that those girls with CAH who show the greatest alterations in childhood play behavior may be the most likely to develop a bisexual or homosexual orientation as adults and to be dissatisfied with the female sex of assignment.

Microstructural White Matter Alterations in the Corpus Callosum of Girls With Conduct Disorder.

PubMed

Menks, Willeke Martine; Furger, Reto; Lenz, Claudia; Fehlbaum, Lynn Valérie; Stadler, Christina; Raschle, Nora Maria

2017-03-01

Diffusion tensor imaging (DTI) studies in adolescent conduct disorder (CD) have demonstrated white matter alterations of tracts connecting functionally distinct fronto-limbic regions, but only in boys or mixed-gender samples. So far, no study has investigated white matter integrity in girls with CD on a whole-brain level. Therefore, our aim was to investigate white matter alterations in adolescent girls with CD. We collected high-resolution DTI data from 24 girls with CD and 20 typically developing control girls using a 3T magnetic resonance imaging system. Fractional anisotropy (FA) and mean diffusivity (MD) were analyzed for whole-brain as well as a priori-defined regions of interest, while controlling for age and intelligence, using a voxel-based analysis and an age-appropriate customized template. Whole-brain findings revealed white matter alterations (i.e., increased FA) in girls with CD bilaterally within the body of the corpus callosum, expanding toward the right cingulum and left corona radiata. The FA and MD results in a priori-defined regions of interest were more widespread and included changes in the cingulum, corona radiata, fornix, and uncinate fasciculus. These results were not driven by age, intelligence, or attention-deficit/hyperactivity disorder comorbidity. This report provides the first evidence of white matter alterations in female adolescents with CD as indicated through white matter reductions in callosal tracts. This finding enhances current knowledge about the neuropathological basis of female CD. An increased understanding of gender-specific neuronal characteristics in CD may influence diagnosis, early detection, and successful intervention strategies. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Evolution of certain typical and atypical features in a case of subacute sclerosing panencephalitis

PubMed Central

Raut, Tushar Premraj; Singh, Maneesh Kumar; Garg, Ravindra Kumar; Rai, Dheeraj

2012-01-01

Subacute sclerosing panencephalitis (SSPE) is a slowly progressive inflammatory disease of the central nervous system caused by a persistent measles virus usually affecting the childhood and adolescent age group. Clinical features at onset are very subtle and non-specific. Certain atypical features can occur at onset or during the course of illness which can be misleading. Neuroimaging features often are non-specific. Features like myoclonic jerks, cognitive decline and typical EEG findings lead to a strong suspicion of SSPE. Here, we describe the stagewise progression of a case of SSPE in a 14-year-old girl who had myoclonic jerks and cognitive decline at onset. During the course of disease, the patient developed cortical vision loss, atypical extrapyramidal features like segmental and hemifacial dystonia ultimately leading to a bedbound vegetative state. EEG showed typical periodic discharges along with positive cerebrospinal fluid serology for measles. PMID:23266775

Evolution of certain typical and atypical features in a case of subacute sclerosing panencephalitis.

PubMed

Raut, Tushar Premraj; Singh, Maneesh Kumar; Garg, Ravindra Kumar; Rai, Dheeraj

2012-12-23

Subacute sclerosing panencephalitis (SSPE) is a slowly progressive inflammatory disease of the central nervous system caused by a persistent measles virus usually affecting the childhood and adolescent age group. Clinical features at onset are very subtle and non-specific. Certain atypical features can occur at onset or during the course of illness which can be misleading. Neuroimaging features often are non-specific. Features like myoclonic jerks, cognitive decline and typical EEG findings lead to a strong suspicion of SSPE. Here, we describe the stagewise progression of a case of SSPE in a 14-year-old girl who had myoclonic jerks and cognitive decline at onset. During the course of disease, the patient developed cortical vision loss, atypical extrapyramidal features like segmental and hemifacial dystonia ultimately leading to a bedbound vegetative state. EEG showed typical periodic discharges along with positive cerebrospinal fluid serology for measles.

Educating girls in Bangladesh: exploding the myth.

PubMed

Ahmed, M

1993-01-01

Poor landless families in Bangladesh typically see no need to educate their girls. Even where school fees are waived, exercise books, pencils, and school clothes cost money, and girls are especially needed to care for siblings and do other household chores. The Bangladesh Rural Advancement Committee (BRAC), however, has found it possible to get girls to school by adapting education to the circumstances of poverty instead of requiring families and students to adjust to the conventional rules of primary school. The BRAC non-formal primary education (NFPE) program in five years has expanded to 12,000 centers serving 360,000 children in two programs of three-year duration each for 8-10 year olds and 11-14 year olds. Reflecting the policy of giving priority to girls, more than 70% of enrolled children are female. Almost all teachers are also female and typically young, married, from the neighborhood, and with 9-10 years of schooling. Each center is a thatch or tin-roofed hut accommodating thirty children managed by a village committee and a parent-teacher committee at a cost of US$18 per child per year. All learning materials are provided at the center for the three hours of courses six days per week set according to students' availability and convenience. The course for the younger children offers the equivalent of three years of primary education, while the course for the older children offers basic literacy and life skills. The success of the BRAC centers demonstrates how parents and children may respond when education is socially and culturally acceptable, affordable, and strives to meet parents' and child's expectations.

Linear and Nonlinear Analyses of the Cardiac Autonomic Control in Children With Developmental Coordination Disorder: A Case-Control Study.

PubMed

Cavalcante Neto, Jorge L; Zamunér, Antonio R; Moreno, Bianca C; Silva, Ester; Tudella, Eloisa

2018-01-01

Children with Developmental Coordination Disorder (DCD) and children at risk for DCD (r-DCD) present motor impairments interfering in their school, leisure and daily activities. In addition, these children may have abnormalities in their cardiac autonomic control, which together with their motor impairments, restrict their health and functionality. Therefore, this study aimed to assess the cardiac autonomic control, by linear and nonlinear analysis, at supine and during an orthostatic stimulus in DCD, r-DCD and typically developed children. Thirteen DCD children (11 boys and 2 girls, aged 8.08 ± 0.79 years), 19 children at risk for DCD (13 boys and 6 girls, aged 8.10 ± 0.96 years) and 18 typically developed children, who constituted the control group (CG) (10 boys and 8 girls, aged 8.50 ± 0.96 years) underwent a heart rate variability (HRV) examination. R-R intervals were recorded in order to assess the cardiac autonomic control using a validated HR monitor. HRV was analyzed by linear and nonlinear methods and compared between r-DCD, DCD, and CG. The DCD group presented blunted cardiac autonomic adjustment to the orthostatic stimulus, which was not observed in r-DCD and CG. Regarding nonlinear analysis of HRV, the DCD group presented lower parasympathetic modulation in the supine position compared to the r-DCD and CG groups. In the within group analysis, only the DCD group did not increase HR from supine to standing posture. Symbolic analysis revealed a significant decrease in 2LV ( p < 0.0001) and 2UV ( p < 0.0001) indices from supine to orthostatic posture only in the CG. In conclusion, r-DCD and DCD children present cardiac autonomic dysfunction characterized by higher sympathetic, lower parasympathetic and lower complexity of cardiac autonomic control in the supine position, as well as a blunted autonomic adjustment to the orthostatic stimulus. Therefore, cardiovascular health improvement should be part of DCD children's management, even in cases of less severe motor impairment.

PROCESS EXAMINATION OF EXECUTIVE FUNCTION IN ADHD: SEX AND SUBTYPE EFFECTS

PubMed Central

Wodka, Ericka L.; Mostofsky, Stewart H.; Prahme, Cristine; Larson, Jennifer C. Gidley; Loftis, Christopher; Denckla, Martha B.; Mahone, E. Mark

2008-01-01

To examine effects of group (Attention-Deficit/Hyperactivity Disorder [ADHD] versus Typically Developing [TD]), sex, and ADHD subtype on “process/optional” measures of executive functioning, children (n = 123; 54 ADHD, 69 TD) aged 8−16 completed subtests from the D-KEFS. No group, sex, or ADHD subtype effects were found on optional measures from the Trail Making, Color–Word Interference, and Tower tests. A significant interaction was found for Verbal Fluency Total Repetition Errors; boys with Combined/Hyperactive-Impulsive (ADHD-C/HI) type ADHD performed better than ADHD-C/HI girls, whereas girls with Inattentive type ADHD (ADHD-I) performed better than ADHDI boys. Overall, children with ADHD did not differ from TD on most optional measures from the D-KEFS. When sex and ADHD subtype were considered, children with the subtype of ADHD less common for sex were at greater risk for poorer performance. PMID:18609314

Perforated peptic ulcer in an adolescent girl.

PubMed

Schwartz, Shepard; Edden, Yair; Orkin, Boris; Erlichman, Matityahu

2012-07-01

A perforated peptic ulcer in a child is a rare entity. Severe abdominal pain in an ill-appearing child with a rigid abdomen and possibly with signs of shock is the typical presenting feature of this life-threatening complication of peptic ulcer disease. We present a case of a 14.5-year-old adolescent girl who developed abdominal and shoulder pain that resolved after 1 day. She was then completely well for 2 days until the abdominal and shoulder pain recurred. On examination, she appeared well, but in pain. A chest radiograph revealed a large pneumoperitoneum. She underwent emergent laparoscopic omental patch repair of a perforated ulcer on the anterior wall of her stomach. Result of a urea breath test to detect Helicobacter pylori was negative. The differential diagnosis of pneumoperitoneum in children is discussed, as are childhood perforated peptic ulcer in general, and the unique clinical features present in this case in particular.

Early-life soy exposure and gender-role play behavior in children.

PubMed

Adgent, Margaret A; Daniels, Julie L; Edwards, Lloyd J; Siega-Riz, Anna Maria; Rogan, Walter J

2011-12-01

Soy-based infant formula contains high levels of isoflavones. These estrogen-like compounds have been shown to induce changes in sexually dimorphic behaviors in animals exposed in early development. We examined gender-role play behavior in relation to soy-based and non-soy-based infant feeding methods among children in the Avon Longitudinal Study of Parents and Children. We studied 3,664 boys and 3,412 girls. Four exposure categories were created using data from questionnaires administered at 6 and 15 months postpartum: primarily breast, early formula (referent), early soy, and late soy. Gender-role play behavior was assessed using the Pre-School Activities Inventory (PSAI). Associations between infant feeding and PSAI scores at 42 months of age were assessed using linear regression. Post hoc analyses of PSAI scores at 30 and 57 months were also conducted. Early-infancy soy use was reported for approximately 2% of participants. Mean [95% confidence interval (CI)] PSAI scores at 42 months were 62.3 (62.0, 62.6) and 36.9 (36.6, 37.2) for boys and girls, respectively. After adjustment, early soy (vs. early formula) feeding was associated with higher (less feminine) PSAI scores in girls (β = 2.66; 95% CI: 0.19, 5.12) but was not significantly associated with PSAI scores in boys. The association between soy exposure and PSAI scores in girls was substantially attenuated at 30 and 57 months. Although not consistent throughout childhood, early-life soy exposure was associated with less female-typical play behavior in girls at 42 months of age. Soy exposure was not significantly associated with play behavior in boys.

Diagnosis and Management of Polycystic Ovary Syndrome in Adolescent Girls

PubMed Central

Lanzo, Erin; Monge, Maria; Trent, Maria

2017-01-01

Polycystic Ovary Syndrome (PCOS) is a common endocrine disorder in adolescent girls having both reproductive and metabolic implications. Patients with PCOS typically present to their pediatrician for evaluation of menstrual irregularity and/or signs of hyperandrogenism, such as hirsutism and acne. The diagnosis of PCOS is made by clinical symptoms and laboratory evaluation. Because of the long-term health consequences that can accompany the disorder, pediatricians should consider PCOS in their initial evaluation of menstrual irregularity. Lifestyle modification is the cornerstone of treatment for girls with PCOS, however hormonal medication such as oral contraceptive pills and insulin sensitizing agents are useful and effective adjuncts to therapy. The goals of treatment for girls with PCOS are to improve clinical manifestations of the disorder, health-related quality of life, and long-term health outcomes. PMID:26431241

Diagnosis and Management of Polycystic Ovary Syndrome in Adolescent Girls.

PubMed

Lanzo, Erin; Monge, Maria; Trent, Maria

2015-09-01

Polycystic ovary syndrome (PCOS) is a common endocrine disorder in adolescent girls that has both reproductive and metabolic implications. Patients with PCOS typically present to their pediatrician for evaluation of menstrual irregularity and/or signs of hyperandrogenism, such as hirsutism and acne. The diagnosis of PCOS is made by clinical symptoms and laboratory evaluation. Because of the long-term health consequences that can accompany the disorder, pediatricians should consider PCOS in their initial evaluation of menstrual irregularity. Lifestyle modification is the cornerstone of treatment for girls with PCOS; however, hormonal medication such as oral contraceptive pills and insulin-sensitizing agents are useful and effective adjuncts to therapy. The goals of treatment for girls with PCOS are to improve clinical manifestations of the disorder, health-related quality of life, and long-term health outcomes. Copyright 2015, SLACK Incorporated.

Maternal Stress and Coping Strategies in Developmental Dyslexia: An Italian Multicenter Study.

PubMed

Carotenuto, Marco; Messina, Antonietta; Monda, Vincenzo; Precenzano, Francesco; Iacono, Diego; Verrotti, Alberto; Piccorossi, Alessandra; Gallai, Beatrice; Roccella, Michele; Parisi, Lucia; Maltese, Agata; Lavano, Francesco; Marotta, Rosa; Lavano, Serena Marianna; Lanzara, Valentina; Ferrentino, Roberta Ida; Pisano, Simone; Salerno, Margherita; Valenzano, Anna; Triggiani, Antonio Ivano; Polito, Anna N; Cibelli, Giuseppe; Monda, Marcellino; Messina, Giovanni; Ruberto, Maria; Esposito, Maria

2017-01-01

Studies about the impact of developmental dyslexia (DD) on parenting are scarce. Our investigation aimed to assess maternal stress levels and mothers' copying styles in a population of dyslexic children. A total of 874 children (500 boys, 374 girls; mean age 8.32 ± 2.33 years) affected by DD was included in the study. A total of 1,421 typically developing children (789 boys, 632 girls; mean age 8.25 ± 3.19 years) were recruited from local schools of participating Italian Regions (Abruzzo, Calabria, Campania, Puglia, Umbria, Sicily) and used as control-children group. All mothers (of both DD and typically developing children) filled out an evaluation for parental stress (Parenting Stress Index-Short Form) and coping strategies [Coping Inventory for Stressful Situations (CISS)]. No statistical differences for mean age ( p  = 0.456) and gender ( p  = 0.577) were found between DD and control children. Mothers of children affected by DD showed an higher rate of all parental stress indexes (Parental Distress domain p  < 0.001, Difficult Child p  < 0.001, Parent-Child Dysfunctional Interaction p  < 0.001, and Total Stress subscale score p  < 0.001) than controls mothers. According to the CISS evaluation, mothers of DD children reported a significantly higher rate of emotion-oriented ( p  < 0.001) and avoidance-oriented ( p  < 0.001) coping styles than mothers of typical developing children. On the other hand, a lower representation of task-oriented coping style was found in mothers of DD children ( p  < 0.001) in comparison to mothers of control-children. Our study shows the clinical relevance of the burden carried by the mothers of children affected by DD and suggests the importance to assess parents, particularly mothers, to improve family compliance and clinical management of this disorder.

Child Mortality Estimation: Estimating Sex Differences in Childhood Mortality since the 1970s

PubMed Central

Sawyer, Cheryl Chriss

2012-01-01

Introduction Producing estimates of infant (under age 1 y), child (age 1–4 y), and under-five (under age 5 y) mortality rates disaggregated by sex is complicated by problems with data quality and availability. Interpretation of sex differences requires nuanced analysis: girls have a biological advantage against many causes of death that may be eroded if they are disadvantaged in access to resources. Earlier studies found that girls in some regions were not experiencing the survival advantage expected at given levels of mortality. In this paper I generate new estimates of sex differences for the 1970s to the 2000s. Methods and Findings Simple fitting methods were applied to male-to-female ratios of infant and under-five mortality rates from vital registration, surveys, and censuses. The sex ratio estimates were used to disaggregate published series of both-sexes mortality rates that were based on a larger number of sources. In many developing countries, I found that sex ratios of mortality have changed in the same direction as historically occurred in developed countries, but typically had a lower degree of female advantage for a given level of mortality. Regional average sex ratios weighted by numbers of births were found to be highly influenced by China and India, the only countries where both infant mortality and overall under-five mortality were estimated to be higher for girls than for boys in the 2000s. For the less developed regions (comprising Africa, Asia excluding Japan, Latin America/Caribbean, and Oceania excluding Australia and New Zealand), on average, boys' under-five mortality in the 2000s was about 2% higher than girls'. A number of countries were found to still experience higher mortality for girls than boys in the 1–4-y age group, with concentrations in southern Asia, northern Africa/western Asia, and western Africa. In the more developed regions (comprising Europe, northern America, Japan, Australia, and New Zealand), I found that the sex ratio of infant mortality peaked in the 1970s or 1980s and declined thereafter. Conclusions The methods developed here pinpoint regions and countries where sex differences in mortality merit closer examination to ensure that both sexes are sharing equally in access to health resources. Further study of the distribution of causes of death in different settings will aid the interpretation of differences in survival for boys and girls. Please see later in the article for the Editors' Summary. PMID:22952433

From the laboratory to the hospital, adults to adolescents, and disorders to personality: the case of psychological reactance.

PubMed

Frank, S J; Jackson-Walker, S; Marks, M; Van Egeren, L A; Loop, K; Olson, K

1998-04-01

Study 1 assessed whether trait reactance in disturbed adolescents (ages 12 to 17) is part of the same constellation of personality variables associated with reactance in adults, and Study 2 examined whether reactance predicts inpatient treatment duration and outcomes. Correlations between reactance and MMPI-A variables among 76 inpatients (41 girls) showed that reactance is associated with oppositional, nonaffiliative, and narcissistic traits in disturbed adolescents as well as adults. Reactance predicted longer hospital stays among 176 adolescents (90 girls), and also changes in aggression, mood problems, and substance abuse among those in middle (n=89) but not early (n=87) adolescence. Additional analyses identified "typically male" and "typically female" patterns of reactance-change relationships. The clinical significance and utility of these findings are discussed.

Gender differences in online and offline self-disclosure in pre-adolescence and adolescence.

PubMed

Valkenburg, Patti M; Sumter, Sindy R; Peter, Jochen

2011-06-01

Although there is developmental research on the prevalence of offline self-disclosure in pre-adolescence and adolescence, it is still unknown (a) how boys' and girls'online self-disclosure develops in this period and (b) how online and offline self-disclosure interact with each other. We formulated three hypotheses to explain the possible interaction between online and offline self-disclosure: the displacement, the rich-get-richer, and the rehearsal hypothesis. We surveyed 690 pre-adolescents and adolescents (10-17 years) at three time points with half-year intervals in between. We found significant gender differences in the developmental trajectories of self-disclosure. For girls, both online and offline self-disclosure increased sharply during pre- (10-11 years) and early adolescence (12-13 years), and then stabilized in middle and late adolescence. For boys, the same trajectory was found although the increase in self-disclosure started 2 years later. We found most support for the rehearsal hypothesis: Both boys and girls seemed to use online self-disclosure to rehearse offline self-disclosure skills. This particularly held for boys in early adolescence who typically have difficulty disclosing themselves offline.

Spelling difficulties in school-aged girls with attention-deficit/hyperactivity disorder: behavioral, psycholinguistic, cognitive, and graphomotor correlates.

PubMed

Åsberg Johnels, Jakob; Kopp, Svenny; Gillberg, Christopher

2014-01-01

Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group of typically developed spellers (TYPSP, n = 35). When subdividing the ADHD group into those with poor (ADHDPSP, n = 19) and typical spelling (ADHDTYPSP, n = 11), the two subgroups did not differ with regard to inattentive or hyperactive-impulsive symptom severity according to parent or teacher ratings. Both ADHD subgroups also had equally severe difficulties in graphomotor control-handwriting and (parent ratings of) written expression as compared to the TYPSP group. In contrast, ADHDPSP had problems relative to ADHDTYPSP and TYPSP on phonological and orthographic recoding (choice tasks) and verbal memory (digit span) and were more likely to make commissions on a continuous performance task (CPT). Further analyses using the collapsed ADHD group showed that both digit span and the presence of CPT commissions predicted spelling performance independently of each other. Finally, results showed that phonological recoding skills mediated the association between digit span and spelling performance in ADHD. Theoretical and educational implications are discussed. © Hammill Institute on Disabilities 2012.

Gender and nurturance in families of children with neurodevelopmental conditions.

PubMed

Shapiro, Danielle N; Dixon-Thomas, Pamela; Warschausky, Seth

2014-05-01

This study tested the hypothesis that gender differences in parent-reported nurturance of children would be attenuated in families of children with neurodevelopmental conditions (NDCs). In this cross-sectional study, participants included 49 (29 male) children diagnosed with an NDC and 60 (30 male) typically developing (TD) children. Children in the NDC group had a diagnosis of cerebral palsy (CP; n = 41) or spina bifida (SB; n = 8). Parental nurturance was measured using the nurturance subscale of the Parenting Dimensions Inventory (PDI; Power, 1991). Data were analyzed using a 2 × 2 (gender × diagnosis) analysis of covariance (ANCOVA) with child age as the covariate. As a simple main effect, parents reported more nurturing behavior toward TD girls than TD boys. However, girls with an NDC received less nurturance, thereby eliminating the gender difference in parental nurturance in the NDC sample. This pattern was reflected in the larger ANCOVA as a 2-way interaction between diagnosis and gender. Group differences in other PDI subscales were not statistically significant. This pattern of results suggests that the parents of girls with NDCs may be less nurturing toward them, thereby attenuating gender differences observed in families with TD children. Findings highlight the need for more research on the gendered dynamics in families with a child with an NDC to develop systemic models of family functioning and targeted parenting interventions for this group. (c) 2014 APA, all rights reserved.

Von Braun's Dream: Space Camp.

ERIC Educational Resources Information Center

Coleman, C. C.

1982-01-01

Describes the "Space Camp" program for boys and girls at the Alabama Space and Rocket Center (Huntsville, Alabama), including typical activities. Includes address for obtaining information on participation in the program. (JN)

Reference values for the muscle power sprint test in 6- to 12-year-old children.

PubMed

Douma-van Riet, Danielle; Verschuren, Olaf; Jelsma, Dorothee; Kruitwagen, Cas; Smits-Engelsman, Bouwien; Takken, Tim

2012-01-01

The aims of this study were (1) to develop centile reference values for anaerobic performance of Dutch children tested using the Muscle Power Sprint Test (MPST) and (2) to examine the test-retest reliability of the MPST. Children who were developing typically (178 boys and 201 girls) and aged 6 to 12 years (mean = 8.9 years) were recruited. The MPST was administered to 379 children, and test-retest reliability was examined in 47 children. MPST scores were transformed into centile curves, which were created using generalized additive models for location, scale, and shape. Height-related reference curves were created for both genders. Excellent (intraclass correlation coefficient = 0.98) test-retest reliability was demonstrated. The reference values for the MPST of children who are developing typically and aged 6 to 12 years can serve as a clinical standard in pediatric physical therapy practice. The MPST is a reliable and practical method for determining anaerobic performance in children.

Concussion-Like Symptoms in Child and Youth Athletes at Baseline: What Is "Typical"?

PubMed

Hunt, Anne Williams; Paniccia, Melissa; Reed, Nick; Keightley, Michelle

2016-10-01

After a concussion, guidelines emphasize that an athlete should be asymptomatic before starting a return-to-play protocol. However, many concussion symptoms are nonspecific and may be present in individuals without concussion. Limited evidence exists regarding the presence of "typical" or preinjury (baseline) symptoms in child and youth athletes. To describe the frequency of symptoms reported at baseline by child and youth athletes and identify how age, sex, history of concussion, and learning factors influence the presence of baseline symptoms. Cross-sectional cohort study. Baseline testing was conducted at a hospital research laboratory or in a sport or school setting (eg, gym or arena). A total of 888 child (9-12 years old, n = 333) and youth (13-17 years old, n = 555) athletes participated (46.4% boys and 53.6% girls, average age = 13.09 ± 1.83 years). Demographic and symptom data were collected as part of a baseline protocol. Age-appropriate versions of the Post-Concussion Symptom Inventory (a self-report concussion-symptoms measure with strong psychometric properties for pediatric populations) were administered. Demographic data (age, sex, concussion history, learning factors) were also collected. Common baseline symptoms for children were feeling sleepier than usual (30% boys, 24% girls) and feeling nervous or worried (17% boys, 25% girls). Fatigue was reported by more than half of the youth group (50% boys, 67% girls). Nervousness was reported by 32% of youth girls. Headaches, drowsiness, and difficulty concentrating were each reported by 25% of youth boys and girls. For youths, a higher total symptom score was associated with increasing age and number of previous concussions, although these effects were small (age r s = 0.143, number of concussions r s = .084). No significant relationships were found in the child group. Children and youths commonly experienced symptoms at baseline, including fatigue and nervousness. Whether clinicians should expect complete symptom resolution after concussion is not clear.

Current and recalled childhood gender identity in community youth in comparison to referred adolescents seeking sex reassignment.

PubMed

Sumia, Maria; Lindberg, Nina; Työläjärvi, Marja; Kaltiala-Heino, Riittakerttu

2017-04-01

We studied current (GIDYQ-A) and recalled (RCGI) childhood gender identity among 719 upper secondary school students 401 girls, mean age 17.0 (SD = 0.88) years old and 318 boys, mean age 17.2 (SD = 0.86 years old in Finland. We also compared these dimensions of identity in community youth to same dimensions among adolescent sex reassignment (SR) applicants. Most community youth scored high on the normative, cis-gender end of gender experience (median score 4.9 for boys and 4.9 for girls) and recalled fairly gender typical childhood behaviours and experiences. The girls displayed more gender non-conformity in childhood. Among the boys 2.2% and among the girls 0.5% displayed potentially clinically significant gender dysphoria on the GIDYQ-A. The community youth differed clearly from adolescent SR applicants on current and recalled childhood gender identity (SR applicants were 47, 6 natal boys and 41 natal girls, average ages were 16.4 years old (SD = 0.93) and girls were on average 16.8 years old (SD = 1.0). Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Brain connectivity associated with cascading levels of language.

PubMed

Richards, Todd; Nagy, William; Abbott, Robert; Berninger, Virginia

2016-01-01

Typical oral and written language learners (controls) (5 girls, 4 boys) completed fMRI reading judgment tasks (sub-word grapheme-phoneme, word spelling, sentences with and without spelling foils, affixed words, sentences with and without affix foils, and multi-sentence). Analyses identified connectivity within and across adjacent levels (units) of language in reading: from subword to word to syntax in Set I and from word to syntax to multi-sentence in Set II). Typicals were compared to (a) students with dyslexia (6 girls, 10 boys) on the subword and word tasks in Set I related to levels of language impaired in dyslexia, and (b) students with oral and written language learning disability (OWL LD) (3 girls, 2 boys) on the morphology and syntax tasks in Set II, related to levels of language impaired in OWL LD. Results for typical language learners showed that adjacent levels of language in the reading brain share common and unique connectivity. The dyslexia group showed over-connectivity to a greater degree on the imaging tasks related to their levels of language impairments than the OWL LD group who showed under-connectivity to a greater degree than did the dyslexia group on the imaging tasks related to their levels of language impairment. Results for these students in grades 4 to 9 (ages 9 to 14) are discussed in reference to the contribution of patterns of connectivity across levels of language to understanding the nature of persisting dyslexia and dysgraphia despite early intervention.

Early-Life Soy Exposure and Gender-Role Play Behavior in Children

PubMed Central

Daniels, Julie L.; Edwards, Lloyd J.; Siega-Riz, Anna Maria; Rogan, Walter J.

2011-01-01

Background: Soy-based infant formula contains high levels of isoflavones. These estrogen-like compounds have been shown to induce changes in sexually dimorphic behaviors in animals exposed in early development. Objective: We examined gender-role play behavior in relation to soy-based and non-soy-based infant feeding methods among children in the Avon Longitudinal Study of Parents and Children. Methods: We studied 3,664 boys and 3,412 girls. Four exposure categories were created using data from questionnaires administered at 6 and 15 months postpartum: primarily breast, early formula (referent), early soy, and late soy. Gender-role play behavior was assessed using the Pre-School Activities Inventory (PSAI). Associations between infant feeding and PSAI scores at 42 months of age were assessed using linear regression. Post hoc analyses of PSAI scores at 30 and 57 months were also conducted. Results: Early-infancy soy use was reported for approximately 2% of participants. Mean [95% confidence interval (CI)] PSAI scores at 42 months were 62.3 (62.0, 62.6) and 36.9 (36.6, 37.2) for boys and girls, respectively. After adjustment, early soy (vs. early formula) feeding was associated with higher (less feminine) PSAI scores in girls (® = 2.66; 95% CI: 0.19, 5.12) but was not significantly associated with PSAI scores in boys. The association between soy exposure and PSAI scores in girls was substantially attenuated at 30 and 57 months. Conclusions: Although not consistent throughout childhood, early-life soy exposure was associated with less female-typical play behavior in girls at 42 months of age. Soy exposure was not significantly associated with play behavior in boys. PMID:21813368

The current use of estrogens for growth-suppressant therapy in adolescent girls.

PubMed

Barnard, Neal D; Scialli, Anthony R; Bobela, Suzanne

2002-02-01

To assess the current prevalence of growth-suppressant therapy using oral estrogens for tall adolescent girls among U.S. pediatric endocrinologists. A questionnaire was mailed to pediatric endocrinologists practicing in the United States, asking how many patients each clinician had recently treated for tall stature using oral estrogens, whether he/she continued to offer such treatment, reasons for offering or declining to offer it, criteria for initiating and terminating treatment, choice of estrogen, and typical doses, durations, and effects. Of 411 respondents, 92 (22%) reported having treated 1-5 girls for tall stature during the preceding five years. Only 4 (1%) had treated more than 5 cases during this period. Growth-suppression treatment was currently offered by 137 respondents (33.3%). Reasons for doing so included parents' and patients' concerns about stature and the adverse social effects of unusually tall stature. Reasons for not offering such treatments were that its long-term risks are unknown, that tall stature is not a disease, and a lack of referrals. Few clinicians initiated treatment if predicted mature height was below 183 cm. Treatment was typically terminated based on evidence of epiphyseal fusion, usually within less than two years, although extended treatments were common. Frequently reported adverse effects included weight gain, nausea/vomiting, areolar or nipple pigmentation, headache, and irregular menses. Although treatment is less commonly initiated than in the past, many pediatric endocrinologists continue to offer oral estrogens to suppress growth for tall adolescent girls.

Cultural stereotypes as gatekeepers: increasing girls' interest in computer science and engineering by diversifying stereotypes.

PubMed

Cheryan, Sapna; Master, Allison; Meltzoff, Andrew N

2015-01-01

Despite having made significant inroads into many traditionally male-dominated fields (e.g., biology, chemistry), women continue to be underrepresented in computer science and engineering. We propose that students' stereotypes about the culture of these fields-including the kind of people, the work involved, and the values of the field-steer girls away from choosing to enter them. Computer science and engineering are stereotyped in modern American culture as male-oriented fields that involve social isolation, an intense focus on machinery, and inborn brilliance. These stereotypes are compatible with qualities that are typically more valued in men than women in American culture. As a result, when computer science and engineering stereotypes are salient, girls report less interest in these fields than their male peers. However, altering these stereotypes-by broadening the representation of the people who do this work, the work itself, and the environments in which it occurs-significantly increases girls' sense of belonging and interest in the field. Academic stereotypes thus serve as gatekeepers, driving girls away from certain fields and constraining their learning opportunities and career aspirations.

The Sexualized Girl: A Within-Gender Stereotype Among Elementary School Children.

PubMed

Stone, Ellen A; Brown, Christia Spears; Jewell, Jennifer A

2015-01-01

Two studies (conducted in 2013) examined whether elementary-aged children endorse a within-gender stereotype about sexualized girls. In Study 1, children (N = 208) ages 6-11 rated sexualized girls as more popular but less intelligent, athletic, and nice compared to nonsexualized girls. These distinctions were stronger for girls and older children, and in accordance with our developmental intergroup theoretical framework, were related to children's cognitive development and media exposure. Study 2 (N = 155) replicated the previous findings using more ecologically valid and realistic images of girls and further explored individual differences in the endorsement of the sexualized girl stereotype. Additional results indicated that the belief that girls should be appearance focused predicted their endorsement of the sexualized girl stereotype. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Parenting practices, parents' underestimation of daughters' risks, and alcohol and sexual behaviors of urban girls.

PubMed

O'Donnell, Lydia; Stueve, Ann; Duran, Richard; Myint-U, Athi; Agronick, Gail; San Doval, Alexi; Wilson-Simmons, Renée

2008-05-01

In urban economically distressed communities, high rates of early sexual initiation combined with alcohol use place adolescent girls at risk for myriad negative health consequences. This article reports on the extent to which parents of young teens underestimate both the risks their daughters are exposed to and the considerable influence that they have over their children's decisions and behaviors. Surveys were conducted with more than 700 sixth-grade girls and their parents, recruited from seven New York City schools serving low-income families. Bivariate and multivariate analyses examined relationships among parents' practices and perceptions of daughters' risks, girls' reports of parenting, and outcomes of girls' alcohol use, media and peer conduct, and heterosexual romantic and social behaviors that typically precede sexual intercourse. Although only four parents thought that their daughters had used alcohol, 22% of the daughters reported drinking in the past year. Approximately 5% of parents thought that daughters had hugged and kissed a boy for a long time or had "hung out" with older boys, whereas 38% of girls reported these behaviors. Parents' underestimation of risk was correlated with lower reports of positive parenting practices by daughters. In multivariate analyses, girls' reports of parental oversight, rules, and disapproval of risk are associated with all three behavioral outcomes. Adult reports of parenting practices are associated with girls' conduct and heterosexual behaviors, but not with their alcohol use. Creating greater awareness of the early onset of risk behaviors among urban adolescent girls is important for fostering positive parenting practices, which in turn may help parents to support their daughters' healthier choices.

ProjectHeartforGirls.com: Development of a Web-Based HIV/STD Prevention Program for Adolescent Girls Emphasizing Sexual Communication Skills.

PubMed

Widman, Laura; Golin, Carol E; Noar, Seth M; Massey, Joy; Prinstein, Mitchell J

2016-10-01

This article describes the development of ProjectHeartforGirls.com , an interactive web-based program designed to improve sexual communication skills and reduce the risk of HIV/STDs among adolescent girls, a population at heightened risk for negative sexual health outcomes (Centers for Disease Control and Prevention, 2013). Although sexual communication is a critical predictor of safer sex among teens, there are few online interventions that target these skills as a central program component. We developed ProjectHeartforGirls.com to fill this gap. Program development involved (1) identifying the target population (ethnically diverse high school girls), (2) clarifying the theoretical foundation (Reasoned Action Model), (3) conducting formative qualitative research (n = 25 girls), (4) drafting initial program content, (5) receiving ongoing feedback from a teen advisory board (n = 5 girls), (6) programming online content, and (7) conducting usability testing (n = 6 girls). These steps are described along with the final intervention product, which is currently being evaluated in a randomized controlled trial.

ProjectHeartForGirls.com: Development of a web-based HIV/STD prevention program for adolescent girls emphasizing sexual communication skills

PubMed Central

Widman, Laura; Golin, Carol E.; Noar, Seth M.; Massey, Joy; Prinstein, Mitchell J.

2017-01-01

This article describes the development of ProjectHeartforGirls.com, an interactive web-based program designed to improve sexual communication skills and reduce the risk of HIV/STDs among adolescent girls, a population at heightened risk for negative sexual health outcomes (CDC, 2013). Although sexual communication is a critical predictor of safer sex among teens, there are few online interventions that target these skills as a central program component. We developed ProjectHeartforGirls.com to fill this gap. Program development involved 1) identifying the target population (ethnically-diverse high school girls); 2) clarifying the theoretical foundation (Reasoned Action Model); 3) conducting formative qualitative research (n=25 girls); 4) drafting initial program content; 5) receiving ongoing feedback from a teen advisory board (n=5 girls); 6) programming online content; and 7) conducting usability testing (n=6 girls). These steps are described along with the final intervention product, which is currently being evaluated in a randomized controlled trial. PMID:27710087

Developmental trend of children with Down's syndrome - How do sex and neonatal conditions influence their developmental patterns?

PubMed

Aoki, Sayaka; Yamauchi, Yuko; Hashimoto, Keiji

2018-03-01

This study investigated factors that would influence developmental trend of children with Down's syndrome (DS) in three different domains (motor, cognitive, language), specifically focusing on the effect of sex and neonatal conditions, including preterm birth, low birth weight, and congenital heart disease (CHD). The participants were 158 children with DS (mean age at the initial test = 25.5 months) receiving clinical service at a rehabilitation center in Yokohama, Japan. Kyoto Scale of Psychological Development was used to measure developmental level, which derive total developmental age (DA), Posture-motor DA, Cognitive-adaptive DA, and Language-social DA. For the analyses, a multilevel model for change was adopted, as the model allowed us to investigate intrapersonal growth and the between-personal factors that are associated with individual differences in the pattern of growth. The developmental speed of children with DS was found to be slower than that of typical children in all the three developmental domains assessed (i.e., the estimated coefficient of the slope for chronological age on DA was less than 1). DS Girls developed significantly faster than boys in non-verbal cognitive and language abilities. Low birth weight and CHD had a significant negative impact on development of non-verbal cognitive abilities for boys, but had a somewhat positive effect for girls. As was shown in previous studies, the result of this study indicated that the children with DS develop slower than non-disabled children. Low birth weight and CHD were found to influence developmental trend of children with DS, differently for boys and girls. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

The Role of Early Language Difficulties in the Trajectories of Conduct Problems Across Childhood.

PubMed

Yew, Shaun Goh Kok; O'Kearney, Richard

2015-11-01

This study uses latent growth curve modelling to contrast the developmental trajectories of conduct problems across childhood for children with early language difficulties (LD) and those with typical language (TL). It also examines whether the presence of early language difficulties moderates the influence of child, parent and peers factors known to be associated with the development of conduct problems. Unconditional and language status conditional latent growth curves of conduct problems were estimated for a nationally representative cohort of children, comprising of 1627 boys (280 LD) and 1609 girls (159 LD) measured at ages 4-5, 6-7, 8-9 and 10-11. Multiple regression tested interaction between language status and predictors of the level and slope of the development of conduct symptoms. On average, children's conduct problems followed a curvilinear decrease. Compared to their TL peers, LD boys and girls had trajectories of conduct problems that had the same shape but with persistently higher levels. Among boys, LD amplified the contributions of parental hostility and SES and protected against the contributions of sociability and maternal psychological distress to a high level of conduct problems. In low SES boys, LD was a vulnerability to a slower rate of decline in conduct problems. Among girls, LD amplified the contributions of low pro-social behaviour to a higher level and sociability to a slower rate of decline of conduct problems while dampening the contribution of peer problems to a higher level of problems.

Longitudinal Development of Secondary Sexual Characteristics in Girls and Boys Between Ages 9½ and 15½ Years

PubMed Central

Susman, Elizabeth J.; Houts, Renate M.; Steinberg, Laurence; Belsky, Jay; Cauffman, Elizabeth; DeHart, Ganie; Friedman, Sarah L.; Roisman, Glenn I.; Halpern-Felsher, Bonnie L.

2010-01-01

Objectives To identify ages when adolescents were in sexual maturity stages 2 through 5; to explain the relations between breast (girls), genital (boys), and pubic hair (girls and boys) development between ages 9½ and 15½ years; and to evaluate synchrony of pubertal development across characteristics. Design Annual pubertal assessments. Setting Ten locations in the United States. Participants A total of 859 adolescents (427 boys [49.7%] and 432 girls [50.3%]; 737 white [85.8%] and 122 black [14.2%]). Main Outcome Measures Changes in the 5 stages of breast, genital, and pubic hair development. Results Girls were in breast maturity stages 2 and 3 earlier than comparable pubic hair stages. Although breast development in girls started earlier than pubic hair development, girls completed breast and pubic hair development at approximately the same age. Black girls were in all stages of breast and pubic hair development earlier than white girls. Boys were in stages 2, 3, 4, and 5 of genital development before the comparable pubic hair stage. In boys, genital development started earlier than pubic hair development, but pubic hair development was completed in less time. Black boys were in genital and pubic hair development about 7 months earlier than white boys. Black and white boys completed genital development in approximately 4½ years, but black boys took approximately 6 months longer than white boys to complete pubic hair development. At stage 2, for 66.2% of girls, breast development preceded their pubic hair development; for 91.1% of boys, genital development preceded their pubic hair development. Conclusions The results of this study are useful in understanding normative variation in the timing and change in the development of secondary sexual characteristics at puberty. They will help identify adolescents with atypical changes in sexual maturation and unusual progression of sexual maturation and growth disorders. PMID:20124146

Longitudinal development of secondary sexual characteristics in girls and boys between ages 91/2 and 151/2 years.

PubMed

Susman, Elizabeth J; Houts, Renate M; Steinberg, Laurence; Belsky, Jay; Cauffman, Elizabeth; Dehart, Ganie; Friedman, Sarah L; Roisman, Glenn I; Halpern-Felsher, Bonnie L

2010-02-01

To identify ages when adolescents were in sexual maturity stages 2 through 5; to explain the relations between breast (girls), genital (boys), and pubic hair (girls and boys) development between ages 9(1/2) and 15(1/2) years; and to evaluate synchrony of pubertal development across characteristics. Annual pubertal assessments. Ten locations in the United States. A total of 859 adolescents (427 boys [49.7%] and 432 girls [50.3%]; 737 white [85.8%] and 122 black [14.2%]). Changes in the 5 stages of breast, genital, and pubic hair development. Girls were in breast maturity stages 2 and 3 earlier than comparable pubic hair stages. Although breast development in girls started earlier than pubic hair development, girls completed breast and pubic hair development at approximately the same age. Black girls were in all stages of breast and pubic hair development earlier than white girls. Boys were in stages 2, 3, 4, and 5 of genital development before the comparable pubic hair stage. In boys, genital development started earlier than pubic hair development, but pubic hair development was completed in less time. Black boys were in genital and pubic hair development about 7 months earlier than white boys. Black and white boys completed genital development in approximately 4(1/2) years, but black boys took approximately 6 months longer than white boys to complete pubic hair development. At stage 2, for 66.2% of girls, breast development preceded their pubic hair development; for 91.1% of boys, genital development preceded their pubic hair development. The results of this study are useful in understanding normative variation in the timing and change in the development of secondary sexual characteristics at puberty. They will help identify adolescents with atypical changes in sexual maturation and unusual progression of sexual maturation and growth disorders.

Girls Are Great. Contemporary Issues: Growing Up Female.

ERIC Educational Resources Information Center

Mosatche, Harriet S.; And Others

This document is designed to help Girl Scout leaders understand the maturation of girls and how to assist the girls in their development. The information and activities described in this booklet are designed to help girls see themselves in a positive way, understand some of the forces that influence them as they develop, and cope with the stresses…

Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance

PubMed Central

Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert

2009-01-01

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution. PMID:18064980

Adolescent girls' experiences and gender-related beliefs in relation to their motivation in math/science and english.

PubMed

Leaper, Campbell; Farkas, Timea; Brown, Christia Spears

2012-03-01

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse sample of 579 girls ages 13-18 years (M = 15) in the U.S. completed questionnaires measuring their academic achievement, ability beliefs, values, and experiences. Social and personal factors were hypothesized to predict motivation (expectancy-value) differently in math/science (M/S) and English. Social factors included perceived M/S and English support from parents and peers. Personal factors included facets of gender identity (felt conformity pressure, gender typicality, gender-role contentedness), gender-related attitudes, and exposure to feminism. In addition, grades, age, parents' education, and ethnicity were controlled. Girls' M/S motivation was positively associated with mother M/S support, peer M/S support, gender-egalitarian beliefs, and exposure to feminism; it was negatively related to peer English support. Girls' English motivation was positively associated with peer English support as well as felt pressure from parents; it was negatively related to peer M/S support and felt peer pressure. The findings suggest that social and personal factors may influence girls' motivation in domain-specific ways.

Understanding Girls' Circle as an Intervention on Perceived Social Support, Body Image, Self-Efficacy, Locus of Control, and Self-Esteem

ERIC Educational Resources Information Center

Steese, Stephanie; Dollette, Maya; Phillips, William; Hossfeld, Elizabeth; Matthews, Gail; Taormina, Giovanna

2006-01-01

The Girls' Circle is a support group for adolescent girls developed by Beth Hossfeld and Giovanna Taormina as a unique program that addresses the needs of girls by focusing on increasing connections, building empathic skills, and developing resiliency. The present study evaluates the effectiveness of the Girls' Circle intervention on improving…

A gender more vulnerable.

PubMed

Basu, A M

1991-12-01

The greater risks of death faced by females in India are discussed in terms of the differences between the norther and southern regions of India, culture compounding inequality, and intervention strategies. When the assumption of a sex ratio of equality of 950/1000 is make, every region in the north is below (ranging from 874-913), and every region in the south above (ranging from 960-1040). The same north/south division remains for the male probability of dying by age 5 as a proportion of female probability (rural) in 1981. 2 explanations are given for female's greater survival changes in the south. 1) Marriage and kinship systems are different. Girls in the north typically marry earlier; many times marriage is to a stranger in a distant area so that family contact is reduced. The consequence is a reduction in female autonomy and status in both her father's and her husband's home. 2) Economic roles are different. Research has revealed that male/female survival equality occurs in states with high female labor force participation rates. At the micro level, working women's children tend to have more equal death rates. Physical devaluation is not only evidenced in death and survival, but also in the disparity in schooling. The states with the greatest gender differentials in mortality also have the greatest differences in literacy. This has been interpreted as household resources are disproportionately invested in males. Cultural inhibitions about the physical freedoms of girls also are involuntary reasons for the sex differential. The example is given of the apprehension generated for a male doctor's examination of a girl, a coeducational school environment, or a school located a distance from the home. There is the tradition of female seclusion and inhibition. In combination with the dependence on sons to limit the choices open to women, and to limit the growth and development, the product is inequality. Amniocentesis has lead to the increase in numbers of sex determination and abortion clinics. There is evidence that aborted fetuses are primarily female. Without change in these practices, there will not be a reversal in the sex ratio. Interventions suggested include increasing the number of facilities for the equal development of girls and women. There must be increases in female medical staff, more girl's schools in villages, and more nutrition programs for girls, Women's economic independence must be enhanced.

Reaching for the Stars: NASA Space Science for Girl Scouts (Girl Scout Stars)

NASA Astrophysics Data System (ADS)

DeVore, E. K.; Harman, P. K.; Berg, J.; Friedman, W.; Fahy, J.; Henricks, J.; Chin, W.; Hudson, A.; Grissom, C.; Lebofsky, L. A.; McCarthy, D.; Gurton, S. P.; White, V.; Summer, T.; Mayo, L.; Patel, R.; Bass, K.

2016-12-01

Girl Scout Stars aims to enhance science, technology, engineering and mathermatics (STEM) experiences for Girl Scouts in grades K-12 through the national Girl Scout Leadership Experience. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA's Mission, they explore STEM content, discoveries, and careers. Today's tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Girl Scout Volunteer Tool Kit taps into the wealth of online materials provided by NASA for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at University of Arizona's Astronomy Camp, and "Destination" events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univeristy of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts. There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the experienced space science educators and scientists at Astronomical Society of the Pacific, University of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars to Councils across the USA with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA's STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators.

The Internet as a source of reproductive health information among adolescent girls in an urban city in Nigeria.

PubMed

Nwagwu, Williams E

2007-12-20

There exists some research evidence regarding how adolescents utilize the Internet for health information seeking purposes. The purpose of this study is to understand how in-school and out-of-school adolescent girls in Owerri, Nigeria use online resources to meet their reproductive health information needs. The result could be considered very crucial in assessing the potential role of the Internet in providing health information to adolescent girls in a typical Nigerian urban city. A questionnaire was used to collect data from 1011 adolescent girls in selected secondary schools in the communities, and also from 134 out-of-school girls selected from the same communities. More than 73% of the girls reported having ever used the Internet; more than 74% and 68% of them being in-school and out-of-school respectively. The in-school girls (43.9%) reported having home access more than the out-of-school (5.6%) although the out-of-school have used the Internet for finding reproductive and related information more than the in-school. While parents (66.22%) and teachers (56.15%) are the two sources most used to the in-school girls, friends (63.18%) and the Internet (55.19%) were reported by the out-of-school youth as the two most used sources of information to them. The Internet is not a first choice of source of reproductive health information for both the in-school and out-of-school adolescent girls in Owerri, Nigeria. The source is however, more commonly used by the out-of-school than the in-school, but the in-school have a more favorable assessment of the quality of information they obtain from the Internet.

Improving Early Adolescent Girls' Motor Skill: A Cluster Randomized Controlled Trial.

PubMed

Lander, Natalie; Morgan, Philip J; Salmon, J O; Barnett, Lisa M

2017-12-01

Physical activity (PA) levels decline substantially during adolescence and are consistently lower in girls. Competency in a range of fundamental movement skills (FMSs) may serve as a protective factor for the decline in PA typically observed in adolescent girls; yet, girls' mastery in FMS is low. Although interventions can improve FMS, there is a lack of interventions targeting girls, and very few are conducted in high schools. In addition, interventions are usually conducted by researchers, not teachers, and thus have little chance of being embedded into curricula. This study aimed to evaluate the effectiveness of a school-based intervention, delivered by teachers, in improving adolescent girls' FMS. Four all-girls Australian secondary schools were recruited and randomized into intervention or control groups. In total, 190 year 7 girls (103 control/87 intervention; mean age, 12.4 ± 0.3 yr) completed baseline and posttest measures at 12 wk. Six FMS (i.e., catch, throw, kick, jump, leap, and dodge) were measured using the Victorian FMS Assessment instrument. Mixed models with posttest skill (i.e., locomotor, object control, and total skill) as the outcome, adjusting for baseline skill, intervention and control status, and relevant covariates, as well as accounting for clustering at school and class level, were used to assess the intervention impact. There were significant intervention effects, and large effect sizes (Cohen d) noted in locomotor (P = 0.04, t = 5.15, d = 1.6), object control (P < 0.001, t = 11.06, d = 0.83), and total skill (P = 0.02, t = 7.22, d = 1.36). Teachers adequately trained in authentic assessment and student-centered instruction can significantly improve the FMS competency of early adolescent girls. Therefore, comprehensive teacher training should be viewed as an integral component of future school-based interventions.

How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations.

PubMed

Malmberg, L E

1996-12-01

The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self-evaluation was investigated in a study, in which 15-year-old comprehensive school students and 18-year-old upper secondary school and vocational school students (N = 460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future education and occupation, and less concerning family life. Girls also reported more information gathering in all contexts except formal education, than boys. Home was reported as the most used source of knowledge, next came peers and school friends; mass media and formal education were the least used source. Formal education was emphasised by comprehensive school students, and mass media by upper secondary school students. Generalisation of more reported information gathering across contexts was more typical of girls, while generalisation of less information gathering was more typical of boys. Limited relationships between self-evaluation, measured as self-esteem, certainty of goal realisation and school achievement, and information gathering were found. It is suggested that informal learning of cultural knowledge is a more powerful mediator of future preparation than formal education.

The effect of social rank feedback on risk taking and associated reward processes in adolescent girls

PubMed Central

Bunge, Silvia A.; Bell, Orly N.; Kriegsfeld, Lance J.; Kayser, Andrew S.; Dahl, Ronald E.

2017-01-01

Abstract The onset of adolescence is associated with an increased tendency to engage in risky behaviors and a developmental shift toward peers that contributes to increased prioritization for learning about and achieving social status. There is relatively little understanding about the specific links between these adolescent-typical phenomena, particularly regarding their neural underpinnings. Based on existing models that suggest the role of puberty in promoting adolescent status-seeking and risk-taking tendencies, we investigated the relation of pubertal hormones with behavioral and neural responses to status-relevant social information in the context of risk taking. We used a probabilistic decision task in which 11- to 13-year-old girls chose to take a risk, or not, while receiving either social rank or monetary performance feedback. While feedback type did not differentially influence risk-taking behavior, whole-brain imaging results showed that activation in the anterior insula was increased for risk taking in the social rank feedback condition compared to the monetary feedback condition. This heightened activation was more pronounced in girls with higher estradiol levels. These findings suggest that brain processes involved in adolescent risky decisions may be influenced by the desire for social-status enhancement and provide preliminary evidence for the role of pubertal hormones in enhancing this adolescent-typical social sensitivity. PMID:27614768

Growth hormone deficiency: an unusual presentation of floating harbor syndrome.

PubMed

Galli-Tsinopoulou, Assimina; Kyrgios, Ioannis; Emmanouilidou, Eleftheria; Maggana, Ioanna; Kotanidou, Eleni; Kokka, Paraskevi; Stylianou, Charilaos

2011-01-01

Floating-Harbor Syndrome (FHS) is a very rare condition of unknown etiology characterized by short stature, delayed bone age, characteristic facial features, delayed language skills and usually normal motor development. This syndrome has only once been associated with growth hormone deficiency and precocious puberty in the same patient. We describe a 5 4/12 year-old girl with the typical features of FHS in whom growth hormone deficiency was diagnosed and two years later central precocious puberty was noted. The patient showed a good response to human recombinant growth hormone as well as gonadotropin releasing hormone analogue treatment.

Click-evoked otoacoustic emissions in children and adolescents with gender identity disorder.

PubMed

Burke, Sarah M; Menks, Willeke M; Cohen-Kettenis, Peggy T; Klink, Daniel T; Bakker, Julie

2014-11-01

Click-evoked otoacoustic emissions (CEOAEs) are echo-like sounds that are produced by the inner ear in response to click-stimuli. CEOAEs generally have a higher amplitude in women compared to men and neonates already show a similar sex difference in CEOAEs. Weaker responses in males are proposed to originate from elevated levels of testosterone during perinatal sexual differentiation. Therefore, CEOAEs may be used as a retrospective indicator of someone's perinatal androgen environment. Individuals diagnosed with Gender Identity Disorder (GID), according to DSM-IV-TR, are characterized by a strong identification with the other gender and discomfort about their natal sex. Although the etiology of GID is far from established, it is hypothesized that atypical levels of sex steroids during a critical period of sexual differentiation of the brain might play a role. In the present study, we compared CEOAEs in treatment-naïve children and adolescents with early-onset GID (24 natal boys, 23 natal girls) and control subjects (65 boys, 62 girls). We replicated the sex difference in CEOAE response amplitude in the control group. This sex difference, however, was not present in the GID groups. Boys with GID showed stronger, more female-typical CEOAEs whereas girls with GID did not differ in emission strength compared to control girls. Based on the assumption that CEOAE amplitude can be seen as an index of relative androgen exposure, our results provide some evidence for the idea that boys with GID may have been exposed to lower amounts of androgen during early development in comparison to control boys.

Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls

PubMed Central

Hirsch, Barton J.; Roffman, Jennifer G.; Deutsch, Nancy L.; Flynn, Cathy A.; Loder, Tondra L.; Pagano, Maria E.

2012-01-01

The challenges of early adolescence are intensified for girls of color who live in disadvantaged urban communities. One response to the needs of these girls comes from the Boys & Girls Clubs of America (BGCA), a youth development organization that has a long-standing presence in inner-city neighborhoods. A gender equity initiative designed to strengthen programming for minority girls at a BGCA affiliate in a major urban center was examined. Drawing on initial qualitative findings, a conceptual framework is presented for understanding the ways in which the clubs can affect urban early adolescent girls’ self-esteem. Several strategic choices confronting this initiative then are considered. The authors emphasize the creation of a “home place” that enables the development of self via organizational responsiveness to girls’ voices, strong bonds between girls and staff, adaptive peer friendship cliques, and the development of programs that fuse the interests of girls and adult staff. PMID:23565020

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

NASA Astrophysics Data System (ADS)

Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: a study of child and parent reports.

PubMed

Ginieri-Coccossis, M; Rotsika, V; Skevington, S; Papaevangelou, S; Malliori, M; Tomaras, V; Kokkevi, A

2013-07-01

Research on quality of life (QoL) of school children with specific learning disabilities (SpLD) and their parents is scarce. The present study explores QoL deficits in newly diagnosed children with SpLD and their parents, in comparison to a similar age group of typically developing children. Possible associations between parental and child QoL were statistically explored in both groups of children. 70 newly diagnosed children with SpLD [International Classification of Diseases-10 (ICD-10) criteria] (38 boys, 32 girls, mean age 10.1 years) and a control group of 69 typically developing children of the same age (40 boys, 29 girls, mean age 10.6 years) were recruited. Children were of normal intelligence quotient, attending mainstream schools. Their parents were also recruited so a child's scores could be associated with corresponding parental scores (mother or father). Children's QoL was assessed by the German questionnaire for measuring quality of life in children and adolescents (KINDL(R) ) questionnaire and parental QoL by World Health Organization Quality of Life brief questionnaire (WHOQOL-BREF) of the World Health Organization. Children with SpLD in comparison to typically developing children reported according to the KINDL(R) measurement poorer emotional well-being, lower self-esteem and satisfaction in their relationships with family and friends. Surprisingly, school functioning was not reported by these children as an area of concern. Parents of children with SpLD indicated experiencing lower satisfaction in the WHOQOL-BREF domains of social relationships and environment. Correlational and regression analysis with parental-child QoL scores provided evidence that in the SpLD group, parental scores on WHOQOL-BREF social relationships and psychological health domains could be predictors of the child's emotional well-being, satisfaction with family, friends and school functioning. Stepwise regression analysis verified the effect of parents' WHOQOL-BREF social relationships domain on several dimensions of children's KINDL(R) QoL.   The results may suggest certain significant effects of the SpLD condition on newly diagnosed children's QoL. Emotional and social deficits seem to be experienced by this cohort of children and their parents. Investigation into the possible interrelationships between parental and child QoL seems to indicate that parental social wellbeing may to a certain extend influence some dimensions of the child's QoL. The findings are useful for policy making and specialized interventions for children with SpLD and their families. © 2012 John Wiley & Sons Ltd.

Listening to Girls and Boys Talk About Girls’ Physical Activity Behaviors

PubMed Central

Vu, Maihan B.; Murrie, Dale; Gonzalez, Vivian; Jobe, Jared B.

2008-01-01

As part of the formative assessment for the Trial of Activity for Adolescent Girls (TAAG), a multicenter study to reduce the decline of physical activity in adolescent girls, girls and boys with diverse ethnicity from six states participated in focus groups and semistructured interviews. Data from 13 girls’ focus groups (N = 100), 11 boys’ focus groups (N = 77), and 80 semistructured interviews with girls are examined to identify perceptions of girls’ physical activity behaviors to help develop TAAG interventions. Both girls and boys talk about physically active girls as being “tomboys” or “too aggressive.” Girls are more likely to characterize active girls as “in shape,” whereas boys say they are “too athletic.” Girls report boys to be influential barriers and motivators in shaping their beliefs about physical activity. Given the strong influence of peers, developing successful interventions for girls should include verbal persuasion, modeling, and social support from both girls and boys. PMID:16397161

Obstructive Sleep Apnea (OSA) in Preadolescent Girls is Associated with Delayed Breast Development Compared to Girls without OSA

PubMed Central

Shaw, Natalie D.; Goodwin, James L.; Silva, Graciela E.; Hall, Janet E.; Quan, Stuart F.; Malhotra, Atul

2013-01-01

Study Objective: Adults with obstructive sleep apnea (OSA) have lower sex steroid levels than controls. We sought to determine whether OSA also interferes with reproductive hormones in adolescence by tracking the pace of pubertal development. Methods: One hundred seventy-two children in the Tucson Children's Assessment of Sleep Apnea study (TuCASA) underwent two home polysomnographic studies, spaced 4-5 years apart. Height and weight were measured at both visits, and Tanner staging of breasts/genitals and pubic hair were self-assessed by a pictorial questionnaire at follow-up. Results: Eighty-seven girls and 85 boys, age 8.9 ± 1.6 years (mean ± SD) at baseline and 13.4 ± 1.6 years at follow-up, participated. Twenty-seven percent of participants were over-weight or obese at baseline, and the majority remained so at follow-up. Twenty-six percent of girls and 28% of boys met criteria for OSA, defined as a respiratory disturbance index (RDI) ≥ 1/h associated with a 3% desaturation (RDI 3%), at baseline. There was an inverse relationship between baseline log RDI 3% and Tanner breast stage at follow-up (coefficient -1.3, p = 0.02) in girls after adjusting for age (p < 0.001), body mass index (p < 0.005), and ethnicity. Girls with OSA at baseline were more than 1 Tanner breast stage behind girls without OSA at follow-up. OSA did not affect genital development in boys or pubic hair development in either sex. Conclusions: OSA in preadolescent girls predicts delayed breast development relative to girls without OSA. Sleep fragmentation and/or hypoxia seen in OSA may interfere with reproductive development in girls. Citation: Shaw ND; Goodwin JL; Silva GE; Hall JE; Quan SF; Malhotra A. Obstructive sleep apnea (OSA) in preadolescent girls is associated with delayed breast development compared to girls without OSA. J Clin Sleep Med 2013;9(8):813-818. PMID:23946712

Prenatal exposure to organophosphate pesticides and risk of autism spectrum disorders and other non-typical development at 3 years in a high-risk cohort.

PubMed

Philippat, Claire; Barkoski, Jacqueline; Tancredi, Daniel J; Elms, Bill; Barr, Dana Boyd; Ozonoff, Sally; Bennett, Deborah H; Hertz-Picciotto, Irva

2018-04-01

Organophosphates are widely used pesticides that have been shown to affect child neurodevelopment. Previous studies that explored their potential effects on Autism Spectrum Disorder (ASD) relied either on proxies of external exposure or on questionnaires completed by the parents to identify autism-like behaviors but did not provide a clinical diagnosis of ASD. We studied the associations between prenatal biologic markers for exposure to organophosphate pesticides and the risk of having a child with ASD or other developmental concerns (ODC). We analyzed 203 mother-child pairs of the ongoing MARBLES (Markers of Autism Risk in Babies - Learning Early Signs) mother-child cohort, which enrolls mothers who are either pregnant or planning a pregnancy and whose expected child has an elevated risk to develop ASD. Seven metabolites of organophosphate pesticides were assessed in repeated urine samples collected during pregnancy. At 36 months, children were assessed with intruments measuring cognitive function and adaptive behaviors, and with two gold-standard diagnostic instruments for ASD: the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview-Revised. Children were classified in one of the following groups: ASD (n = 46), ODC (n = 55) and typically developing (TD, n = 102). After adjustment for potential confounders, organophosphate metabolite concentrations were not associated with an increased risk of ASD or ODC when boys and girls were studied together. After stratification by sex, dimethylthiophosphate (DMTP) pregnancy concentration tended to be associated with an increased ASD risk among girls (OR for a doubling in the DMTP concentration: 1.64 (95%CI, 0.95; 2.82)) but not among boys (OR: 0.84, 95%CI: 0.63; 1.11). This is the first study of clinically confirmed diagnoses of ASD that utilized repeated measurements of organophosphate metabolites during pregnancy to explore the associations between these pesticides and ASD risk in children. The association we observed among girls, as well as the lack of association in boys, need to be replicated in further studies with similar design and larger sample size. In light of the higher baseline risk for ASD in this cohort, generalizability to children lacking a first degree relative affected by ASD is unknown. Copyright © 2018 Elsevier GmbH. All rights reserved.

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars)

NASA Astrophysics Data System (ADS)

DeVore, Edna; Harman, Pamela; Girl Scouts of the USA; Girl Scouts of Northern California; University of Arizona; Astronomical Society of the Pacific; Aires Scientific

2017-01-01

Girl Scout Stars aims to enhance STEM experiences for Girl Scouts in grades K-12. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA’s Mission, they explore STEM content, discoveries, and careers. Today’s tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Volunteer Tool Kit taps into the wealth of NASA's online materials for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at Univ. of Arizona’s Astronomy Camp, and “Destination” events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univ. of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts.There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the space science educators and scientists at Astronomical Society of the Pacific, Univ. of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA’s STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators. Funded by NASA: NNX16AB90A.

Sex Differences in Using Spatial and Verbal Abilities Influence Route Learning Performance in a Virtual Environment: A Comparison of 6- to 12-Year Old Boys and Girls.

PubMed

Merrill, Edward C; Yang, Yingying; Roskos, Beverly; Steele, Sara

2016-01-01

Previous studies have reported sex differences in wayfinding performance among adults. Men are typically better at using Euclidean information and survey strategies while women are better at using landmark information and route strategies. However, relatively few studies have examined sex differences in wayfinding in children. This research investigated relationships between route learning performance and two general abilities: spatial ability and verbal memory in 153 boys and girls between 6- to 12-years-old. Children completed a battery of spatial ability tasks (a two-dimension mental rotation task, a paper folding task, a visuo-spatial working memory task, and a Piagetian water level task) and a verbal memory task. In the route learning task, they had to learn a route through a series of hallways presented via computer. Boys had better overall route learning performance than did girls. In fact, the difference between boys and girls was constant across the age range tested. Structural equation modeling of the children's performance revealed that spatial abilities and verbal memory were significant contributors to route learning performance. However, there were different patterns of correlates for boys and girls. For boys, spatial abilities contributed to route learning while verbal memory did not. In contrast, for girls both spatial abilities and verbal memory contributed to their route learning performance. This difference may reflect the precursor of a strategic difference between boys and girls in wayfinding that is commonly observed in adults.

[Development and family environment in compulsive neurotic children and adolescents: a retrospective and comparative study].

PubMed

Ernst, H; Klosinski, G

1989-09-01

In a retrospective study the patient histories of 113 children and adolescents who received outpatient (89 cases) or inpatient (24 cases) treatment from 1973 to 1984 in the Department of Child and Adolescent Psychiatry, University of Tübingen with the diagnosis "compulsive neurosis" were examined in terms of the criteria personality development, family structure, frequency of certain forms and contents of compulsory behavior, significance and symbolism of the compulsive behavior within the family dynamics. In addition, a comparison was made with the other patients (n = 8,774) receiving child and adolescent psychiatric treatment during this period. The ratio of boys to girls was 7.3. The average age was 13.8 years in the boys and 12.6 years in the girls. The youngest patient was four years old. Compulsive washing was the predominant compulsive behavior in all age groups. Compulsive fears were most frequently manifested in fears about the mother, followed by poisoning and hypochondriac fears. Compulsive impulses were only found from prepuberty. In the girls they were always directed to killing the mother. The analysis of personality development revealed that there were indications of special features in the anal phase in only three cases. On the other hand, special events of pathoplastic significance were found in half of the patients. In about 33%, anancastic characteristics were present in the parents (eight parents were manifestly subject to compulsive neurosis). Conflict avoidance and ambitious demands on the children concerned were typical in the families. In contrast to the reference population, the compulsively neurotic children and adolescents were of average intelligence, frequently attended higher schools and belonged to a higher social class.

Improving Health, Social Welfare, and Human Development Through Women’s Empowerment in Developing Countries: The 2016 Girl Up Leadership Summit, Washington, DC, USA

PubMed Central

Mendoza, Janel

2016-01-01

The United Nations Foundation’s Girl Up campaign, an initiative dedicated to promoting the health, education, and leadership of adolescent girls in developing communities around the world, hosted its annual Girl Up Leadership Summit in Washington, DC from July 11-13, 2016. The summit welcomed more than 275 girl empowerment and women empowerment proponents to take part in leadership training, listen to and learn from influential figures like United Nations Deputy High Commissioner for Human Rights Kate Gilmore and Treasurer of the United States Rosie Rios, as well as engage in an official lobby day in the nation’s capital. Topics discussed at the summit ranged from the issue of child marriage and sexual and reproductive health rights to intersectional feminism and the importance of the next generation of global girl advocates. The purpose and, later on, achievement of the conference was the development of such leaders and Girl Up representatives. Summit attendee and Girl Up Campus Leader Janel Mendoza shares her experience as a longstanding Girl Up supporter and reflects on the preeminent conversations held during and following the summit. PMID:28058195

Improving Health, Social Welfare, and Human Development Through Women's Empowerment in Developing Countries: The 2016 Girl Up Leadership Summit, Washington, DC, USA.

PubMed

Mendoza, Janel

2016-01-01

The United Nations Foundation's Girl Up campaign, an initiative dedicated to promoting the health, education, and leadership of adolescent girls in developing communities around the world, hosted its annual Girl Up Leadership Summit in Washington, DC from July 11-13, 2016. The summit welcomed more than 275 girl empowerment and women empowerment proponents to take part in leadership training, listen to and learn from influential figures like United Nations Deputy High Commissioner for Human Rights Kate Gilmore and Treasurer of the United States Rosie Rios, as well as engage in an official lobby day in the nation's capital. Topics discussed at the summit ranged from the issue of child marriage and sexual and reproductive health rights to intersectional feminism and the importance of the next generation of global girl advocates. The purpose and, later on, achievement of the conference was the development of such leaders and Girl Up representatives. Summit attendee and Girl Up Campus Leader Janel Mendoza shares her experience as a longstanding Girl Up supporter and reflects on the preeminent conversations held during and following the summit.

Ullrich-Turner phenotype with unusual manifestation in a patient with mosaicism 45,X/47,XX,+18

DOE Office of Scientific and Technical Information (OSTI.GOV)

Franceschini, P.; Guala, A.; Camerano, P.

1996-03-01

We report on a girl with Ullrich-Turner phenotype and 45,X/47,XX,+18 chromosomal mosaicism. Only two other patients with similar mosaicism have been reported, both girls with XY sex chromosome constitution. The face of the patient was highly asymmetric, the right side being almost normal, the left showing a typical Ullrich-Turner syndrome appearance. This clinical impression was strengthened by photographic doubling of both hemifaces. The patient had normal intelligence and did not show any stigmata of trisomy 18. 13 refs., 2 figs., 1 tab.

Cool Girls, Inc.: Promoting the Positive Development of Urban Preadolescent and Early Adolescent Girls

ERIC Educational Resources Information Center

Kuperminc, Gabriel P.; Thomason, Jessica; DiMeo, Michelle; Broomfield-Massey, Kimberley

2011-01-01

The past two decades have seen a transformation in youth programming toward a comprehensive positive youth development (YD) framework. Cool Girls, Inc., a YD program, focuses on improving girls' life chances by promoting positive behaviors and attitudes in multiple domains. These include self-concept, academic orientation, future orientation, and…

Imaging Girls: Visual Methodologies and Messages for Girls' Education

ERIC Educational Resources Information Center

Magno, Cathryn; Kirk, Jackie

2008-01-01

This article describes the use of visual methodologies to examine images of girls used by development agencies to portray and promote their work in girls' education, and provides a detailed discussion of three report cover images. It details the processes of methodology and tool development for the visual analysis and presents initial 'readings'…

[Eve and Adam--is a partnership between the male and female actually possible?].

PubMed

Günzel, S

1989-03-01

Whereas the girl can pattern the formation of her post-oedipal gender-typical selfrepresentation on the model of her mother, the boy must give up the maternal object and turn to the father. The author believes that the reorientation consumes energy which the boy lacks when forming his ego structures, his frustration tolerance, his capacity for relationships. This deficit model is invoked to explain the commonly deplored typically male behavioral and attitudinal characteristics.

Sex typicality and attractiveness in childhood and adulthood: assessing their relationships from videos.

PubMed

Rieger, Gerulf; Gygax, Lorenz; Linsenmeier, Joan A W; Siler-Knogl, Amber; Moskowitz, David A; Bailey, J Michael

2011-02-01

Prior research suggests that sex typicality (especially femininity of females, but also masculinity of males) relates to perceptions of attractiveness, for both heterosexual and homosexual individuals. Using videos from childhood and adulthood, we investigated how different components of sex typicality contributed to this effect, whether the sex of the evaluator or of the target moderated the effect, and how the relationship of attractiveness with sex typicality varied across the lifespan. In Study 1, videos of 45 female and 50 male heterosexual and homosexual adult targets (ages 18-30 years) were judged by 56 female and 65 male heterosexual and homosexual raters (ages 18-30 years). Results suggested that both heterosexual men and lesbians viewed more feminine women as more attractive. Femininity of appearance was a primary contributor to this relationship. Masculinity was not related to men's attractiveness. Study 2 used similar methodology (44 male and 46 female heterosexual and homosexual targets and 22 male and 20 female heterosexual raters). Study 2 replicated results of Study 1. In addition, Study 2 included ratings of childhood videos of targets (ages 0-15). Results suggested that childhood femininity related to attractiveness of both young girls and young boys and that the relationship became stronger for girls as they got older. The impact of femininity on attractiveness may, therefore, depend on both targets' sex and their maturity.

Peer deviance, parenting and disruptive behavior among young girls.

PubMed

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-02-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among girls. Affiliations with problem-prone peers were apparent among a sizeable minority of the girls, and these associations included both males and females. Although peer delinquency concurrently predicted disruptive behaviors, the gender of these peers did not contribute to girls' behavior problems. Harsh parenting and low parental warmth showed both concurrent and prospective associations with girls' disruptive behaviors. Similar patterns of association were seen for African American and European American girls. The findings show that peer and parent risk processes are important contributors to the early development of young girls' conduct and oppositional behaviors. These data contribute to our understanding of girls' aggression and antisocial behaviors and further inform our understanding of risk processes for these behaviors among young girls in particular.

High risk for obesity in children with a subtype of developmental coordination disorder.

PubMed

Zhu, Yi-Ching; Cairney, John; Li, Yao-Chuen; Chen, Wei-Ying; Chen, Fu-Chen; Wu, Sheng K

2014-07-01

The purpose of this study was to compare the prevalence of overweight and obesity in typically developing (TD) children, children with developmental coordination disorder (DCD) and balance problems (DCD-BP), and children with DCD without balance problems (DCD-NBP). Two thousand and fifty-seven children (1095 boys, 962 girls) ages 9-12 years were recruited from 18 elementary schools in Taiwan. The Movement Assessment Battery for Children was used to assess motor coordination ability. International cut-off points for body mass index were used to classify participants into the following groups: normal-weight, overweight or obese. Compared with TD children, children in the DCD-BP group were more than twice as likely to be obese (OR=2.28; 95% CI=1.41-3.68). DCD-BP children were also more likely to be obese compared to DCD-NBP children (OR=1.79; 95% CI=1.02-3.16). Boys in the DCD-BP group were more likely to be obese when compared to DCD-BP girls (OR=3.12; 95% CI=1.28-7.57). Similarly, DCD-NBP boys were more likely to be obese when compared to DCD-NBP girls (OR=2.67; 95% CI=1.21-5.89). Children with both DCD and BP were significantly more likely to be obese when compared to TD and DCD-NBP children. From an intervention perspective, the inclusion of regular physical activity, including activities that encourage development of both balance and energy expenditure, may be required to prevent obesity in this population. Copyright © 2014 Elsevier Ltd. All rights reserved.

Quantifying excessive mirror overflow in children with attention-deficit/hyperactivity disorder

PubMed Central

MacNeil, L.K.; Xavier, P.; Garvey, M.A.; Gilbert, D.L.; Ranta, M.E.; Denckla, M.B.

2011-01-01

Objectives: Qualitative observations have revealed that children with attention-deficit/hyperactivity disorder (ADHD) show increased overflow movements, a motor sign thought to reflect impaired inhibitory control. The goal of this study was to develop and implement methods for quantifying excessive mirror overflow movements in children with ADHD. Methods: Fifty right-handed children aged 8.2–13.3 years, 25 with ADHD (12 girls) and 25 typically developing (TD) control children (10 girls), performed a sequential finger-tapping task, completing both left-handed (LHFS) and right-handed finger sequencing (RHFS). Phasic overflow of the index and ring fingers was assessed in 34 children with video recording, and total overflow in 48 children was measured by calculating the total angular displacement of the index and ring fingers with electrogoniometer recordings. Results: Phasic overflow and total overflow across both hands were greater in children with ADHD than in TD children, particularly during LHFS. Separate gender analyses revealed that boys, but not girls, with ADHD showed significantly more total phasic overflow and total overflow than did their gender-matched control children. Conclusions: The quantitative overflow measures used in this study support past qualitative findings that motor overflow persists to a greater degree in children with ADHD than in age-matched TD peers. The quantitative findings further suggest that persistence of mirror overflow is more prominent during task execution of the nondominant hand and reveal gender-based differences in developmental neural systems critical to motor control. These quantitative measures will assist future physiologic investigation of the brain basis of motor control in ADHD. PMID:21321336

Fitkids Treadmill Test: Age- and Sex-Related Normative Values in Dutch Children and Adolescents.

PubMed

Kotte, Elles M W; de Groot, Janke F; Bongers, Bart C; Winkler, Alexander M F; Takken, Tim

2016-11-01

Recent research has shown that the Fitkids Treadmill Test (FTT) is a valid and reproducible exercise test for the assessment of aerobic exercise capacity in children and adolescents who are healthy. The study objective was to provide sex- and age-related normative values for FTT performance in children and adolescents who were healthy, developing typically, and 6 to 18 years of age. This was a cross-sectional, observational study. Three hundred fifty-six children and adolescents who were healthy (174 boys and 182 girls; mean age=12.9 years, SD=3.7) performed the FTT to their maximal effort to assess time to exhaustion (TTE). The least-mean-square method was used to generate sex- and age-related centile charts (P3, P10, P25, P50, P75, P90, and P97) for TTE on the FTT. In boys, the reference curve (P50) showed an almost linear increase in TTE with age, from 8.8 minutes at 6 years of age to 16.1 minutes at 18 years of age. In girls, the P50 values for TTE increased from 8.8 minutes at 6 years of age to 12.5 minutes at 18 years of age, with a plateau in TTE starting at approximately 10 years of age. Youth who were not white were underrepresented in this study. This study describes sex- and age-related normative values for FTT performance in children and adolescents who were healthy, developing typically, and 6 to 18 years of age. These age- and sex-related normative values will increase the usefulness of the FTT in clinical practice. © 2016 American Physical Therapy Association.

Developmental effects of androgens in the human brain.

PubMed

Nguyen, T-V

2018-02-01

Neuroendocrine theories of brain development posit that androgens play a crucial role in sex-specific cortical growth, although little is known about the differential effects of testosterone and dehydroepiandrosterone (DHEA) on cortico-limbic development and cognition during adolescence. In this context, the National Institutes of Health Study of Normal Brain Development, a longitudinal study of typically developing children and adolescents aged 4-24 years (n=433), offers a unique opportunity to examine the developmental effects of androgens on cortico-limbic maturation and cognition. Using data from this sample, our group found that higher testosterone levels were associated with left-sided decreases in cortical thickness (CTh) in post-pubertal boys, particularly in the prefrontal cortex, compared to right-sided increases in CTh in somatosensory areas in pre-pubertal girls. Prefrontal-amygdala and prefrontal-hippocampal structural covariance (considered to reflect structural connectivity) also varied according to testosterone levels, with the testosterone-related brain phenotype predicting higher aggression levels and lower executive function, particularly in boys. By contrast, DHEA was associated with a pre-pubertal increase in CTh of several regions involved in cognitive control in both boys and girls. Covariance within several cortico-amygdalar structural networks also varied as a function of DHEA levels, with the DHEA-related brain phenotype predicting improvements in visual attention in both boys and girls. DHEA-related cortico-hippocampal structural covariance, on the other hand, predicted higher scores on a test of working memory. Interestingly, there were significant interactions between testosterone and DHEA, such that DHEA tended to mitigate the anti-proliferative effects of testosterone on brain structure. In sum, testosterone-related effects on the developing brain may lead to detrimental effects on cortical functions (ie, higher aggression and lower executive function), whereas DHEA-related effects may optimise cortical functions (ie, better attention and working memory), perhaps by decreasing the influence of amygdalar and hippocampal afferents on cortical functions. © 2017 British Society for Neuroendocrinology.

The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum.

PubMed

Campbell, Wenonah N; Skarakis-Doyle, Elizabeth

2011-01-01

Peer victimization, or bullying, has been identified as a significant child health priority and children with language impairment (LI) are among those who are vulnerable. Given the mandate of educators to provide support for all students who are bullied regardless of language status, research is needed that integrates the study of risk factors for peer victimization among children who are developing typically and children who have LI. Accordingly, this preliminary study explored the degree to which one potential risk factor, peer conflict resolution knowledge, was related to peer victimization in children across the language continuum, and considered whether or not individual differences in language ability influenced that relationship. Participants included 17 girls and 15 boys aged 9-12 years with a wide range of language abilities, six meeting criteria for LI. Participants completed a hypothetical peer conflict resolution task and a measure of peer victimization. Correlational analyses revealed very different patterns of relationships for boys and girls. Whereas boys' reports of peer victimization were meaningfully related to how they responded to hypothetical peer conflicts, girls' reports were most strongly associated with language ability. These preliminary findings suggest that it is important to consider gender when conceptualizing how factors such as peer conflict resolution knowledge might influence children's risk of being bullied. Readers will be able to: (1) provide a definition of peer victimization and give examples of different forms of peer victimization; (2) recognize that inadequate peer conflict resolution knowledge may be a risk factor for peer victimization; (3) describe the relationships between peer conflict resolution knowledge, language ability, and peer victimization in this study, and explain how these relationships differed for boys and girls; and (4) identify at least three opportunities for future research that would help to clarify risk factors for peer victimization in boys and girls. Copyright © 2011 Elsevier Inc. All rights reserved.

Vaginal microbiota of adolescent girls prior to the onset of menarche resemble those of reproductive-age women.

PubMed

Hickey, Roxana J; Zhou, Xia; Settles, Matthew L; Erb, Julie; Malone, Kristin; Hansmann, Melanie A; Shew, Marcia L; Van Der Pol, Barbara; Fortenberry, J Dennis; Forney, Larry J

2015-03-24

Puberty is an important developmental stage wherein hormonal shifts mediate the physical and physiological changes that lead to menarche, but until now, the bacterial composition of vaginal microbiota during this period has been poorly characterized. We performed a prospective longitudinal study of perimenarcheal girls to gain insight into the timing and sequence of changes that occur in the vaginal and vulvar microbiota during puberty. The study enrolled 31 healthy, premenarcheal girls between the ages of 10 and 12 years and collected vaginal and vulvar swabs quarterly for up to 3 years. Bacterial composition was characterized by Roche 454 pyrosequencing and classification of regions V1 to V3 of 16S rRNA genes. Contrary to expectations, lactic acid bacteria, primarily Lactobacillus spp., were dominant in the microbiota of most girls well before the onset of menarche in the early to middle stages of puberty. Gardnerella vaginalis was detected at appreciable levels in approximately one-third of subjects, a notable finding considering that this organism is commonly associated with bacterial vaginosis in adults. Vulvar microbiota closely resembled vaginal microbiota but often exhibited additional taxa typically associated with skin microbiota. Our findings suggest that the vaginal microbiota of girls begin to resemble those of adults well before the onset of menarche. This study addresses longitudinal changes in vaginal and vulvar microbial communities prior to and immediately following menarche. The research is significant because microbial ecology of the vagina is an integral aspect of health, including resistance to infections. The physiologic changes of puberty and initiation of cyclic menstruation are likely to have profound effects on vaginal microbiota, but almost nothing is known about changes that normally occur during this time. Our understanding has been especially hampered by the lack of thorough characterization of microbial communities using techniques that do not rely on the cultivation of fastidious bacteria, as well as a dearth of studies on girls in the early to middle stages of puberty. This study improves our understanding of the normal development of vaginal microbiota during puberty and onset of menarche and may better inform clinical approaches to vulvovaginal care of adolescent girls. Copyright © 2015 Hickey et al.

Sex differences in associations between white matter microstructure and gonadal hormones in children and adolescents with prenatal alcohol exposure.

PubMed

Uban, K A; Herting, M M; Wozniak, J R; Sowell, E R

2017-09-01

Despite accumulating evidence from animal models demonstrating that prenatal alcohol exposure (PAE) results in life-long neuroendocrine dysregulation, very little is known on this topic among humans with fetal alcohol spectrum disorders (FASD). We expected that alterations in gonadal hormones might interfere with the typical development of white matter (WM) myelination, and in a sex-dependent manner, in human adolescents with FASD. In order to investigate this hypothesis, we used diffusion tensor imaging (DTI) to assess: 1) whether or not sex moderates the impact of PAE on WM microstructure; and 2) how gonadal hormones relate to alterations in WM microstructure in children and adolescents affected by PAE. 61 youth (9 to 16 yrs.; 49% girls; 50% PAE) participated as part of the Collaborative Initiative on Fetal Alcohol Spectrum Disorders (CIFASD). DTI scans and passive drool samples were obtained to examine neurodevelopmental associations with testosterone (T) and dehydroepiandrosterone (DHEA) levels in boys and girls, and estradiol (E2) and progesterone (P) levels in girls. Tract-based spatial statistics were utilized to generate fractional anisotropy (FA) and mean diffusivity (MD) for 9 a priori WM regions of interest (ROIs). As predicted, alterations in FA were observed in adolescents with PAE relative to controls, and these differences varied by sex. Girls with PAE exhibited lower FA (Inferior fronto-occipital and Uncinate fasciculi) while boys with PAE exhibited higher FA (Callosal body, Cingulum, Corticospinal tract, Optic radiation, Superior longitudinal fasciculus) relative to age-matched controls. When gonadal hormone levels were examined in relation to DTI measures, additional group differences in FA were revealed, demonstrating that neuroendocrine factors are associated with PAE-related brain alterations. These findings provide human evidence that PAE relates to sex-specific differences in WM microstructure, and underlying alterations in gonadal hormone function may, in part, contribute to these effects. Determining PAE-effects on neuroendocrine function among humans is an essential first step towards developing novel clinical (e.g., assessment or intervention) tools that target hormone systems to improve on-going brain development among children and adolescents with FASD. Copyright © 2017 Elsevier Ltd. All rights reserved.

Early language impairments and developmental pathways of emotional problems across childhood.

PubMed

Yew, Shaun Goh Kok; O'Kearney, Richard

2015-01-01

Language impairments are associated with an increased likelihood of emotional difficulties later in childhood or adolescence, but little is known about the impact of LI on the growth of emotional problems. To examine the link between early language status (language impaired (LI), typical language (TL)) and the pattern and predictors of growth in emotional difficulties from school entry to the start of high school in a large cohort of Australian children. Unconditional latent growth curves of emotional difficulties were modelled across four waves (ages 4-5, 6-7, 8-9 and 10-11) using data from 1627 boys (280 LI, 1347 TL) and 1609 girls (159 LI, 1450 TL). Conditional latent growth curves estimated the main effects of LI on the severity and slope of growth in emotional problems. Simultaneous multiple regression tested the interaction between language status and the other predictors of the development of emotional symptoms. LI predicted a significant persistent elevation in severity of emotional difficulties across childhood among boys (d = 0.33-0.57) and girls (d = 0.25-0.39) but was not associated with their growth. LI moderated the association between hostile parenting and the severity of emotional symptoms for boys and the effect of socioeconomic status (SES) and temperamental sociability on the linear and quadratic growth of emotional problems for girls but had no impact on the influence of other predictors. There is no effect of LI on the characteristic rate and shape of growth in emotional symptoms across childhood although LI children maintain elevated severities of emotional difficulties. The associations between child reactivity, peer problems, prosocial behaviours, maternal distress and parental warmth and the development of emotional difficulties were the same for LI and TL children. LI enhanced the influence of hostile parenting on a higher severity of emotional symptoms for boys and of lower SES on a faster rate of development of emotional symptoms for girls. LI offset the usual protective effect of higher sociability and the usual vulnerability of higher social avoidance to a faster increase in emotional symptoms with age. © 2014 Royal College of Speech and Language Therapists.

Beyond Pink and Blue: The Complexity of Early Androgen Effects on Gender Development.

PubMed

Berenbaum, Sheri A

2018-03-01

Why do girls and women differ from boys and men? Gender development is typically considered to result from socialization, but sex hormones present during sensitive periods of development, particularly prenatal androgens, play an important role. Data from natural experiments, especially from females with congenital adrenal hyperplasia, show the complexity of the effects of androgens on behavior: Prenatal androgens apparently have large effects on interests and engagement in gendered activities; moderate effects on spatial abilities; and relatively small or no effects on gender identity, gender cognitions, and gendered peer involvement. These differential effects provide an opportunity to move beyond identifying sources of variation in behavior to understanding developmental processes. These processes include links among gendered characteristics, psychological and neural mechanisms underlying development, and the joint effects of biological predispositions and social experiences.

Engaging adolescent girls in transactional sex through compensated dating.

PubMed

Cheung, Chau-Kiu; Jia, Xinshan; Li, Jessica Chi-Mei; Lee, Tak-Yan

2016-10-01

Transactional sex through so-called compensated dating in adolescent girls is a problem in need of public concern. Compensated dating typically involves the use of information communication technology to advertise, search, bargain, and eventually arrange for transactional sex. The technology enables the sexual partners to maintain privacy and secrecy in transactional sex. Such secrecy necessitates the girls' disclosure about their life experiences in order to address the concern. The disclosure is the focus of the present qualitative study of 27 girls practicing the dating in Hong Kong, China. Based on the disclosure, the study presents a grounded theory that epitomizes engagement in compensated dating by referential choice. Such a referential choice theory unravels that choice with reference to the family push and social norms sustains the engagement. Meanwhile, the choice rests on expectancy and reinforcement from experiential learning about compensated dating. The theory thus implies ways to undercut the engagement through diverting the referential choice of the dating. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Violence exposure and cortisol responses in urban youth.

PubMed

Kliewer, Wendy

2006-01-01

I examined the physiological costs associated with exposure to violence in 101 African American youth (55% male; M age = 11.14 years) living in high-violence areas of a midsized southern city in the United States. Salivary cortisol was measured before and after a laboratory task (viewing and discussing a video depicting community violence) and on waking 1 morning in the week following the laboratory assessment. Overall, cortisol levels were low. Analyses controlling for age, gender, negative affect, and major life events revealed that peer victimization was associated with lower basal cortisol values obtained from home assessments. Witnessed violence predicted a cortisol awakening response (CAR) but only in girls; girls with a typical CAR had lower levels of witnessing violence than girls with an atypical pattern. Witnessed violence also was associated with lower baseline cortisol levels measured in the laboratory and with increases in cortisol from baseline to posttask for boys but not girls. Peer victimization was associated with increases in cortisol from pretask to posttask for both genders. I discuss implications for research and prevention.

Sex Differences in Using Spatial and Verbal Abilities Influence Route Learning Performance in a Virtual Environment: A Comparison of 6- to 12-Year Old Boys and Girls

PubMed Central

Merrill, Edward C.; Yang, Yingying; Roskos, Beverly; Steele, Sara

2016-01-01

Previous studies have reported sex differences in wayfinding performance among adults. Men are typically better at using Euclidean information and survey strategies while women are better at using landmark information and route strategies. However, relatively few studies have examined sex differences in wayfinding in children. This research investigated relationships between route learning performance and two general abilities: spatial ability and verbal memory in 153 boys and girls between 6- to 12-years-old. Children completed a battery of spatial ability tasks (a two-dimension mental rotation task, a paper folding task, a visuo-spatial working memory task, and a Piagetian water level task) and a verbal memory task. In the route learning task, they had to learn a route through a series of hallways presented via computer. Boys had better overall route learning performance than did girls. In fact, the difference between boys and girls was constant across the age range tested. Structural equation modeling of the children’s performance revealed that spatial abilities and verbal memory were significant contributors to route learning performance. However, there were different patterns of correlates for boys and girls. For boys, spatial abilities contributed to route learning while verbal memory did not. In contrast, for girls both spatial abilities and verbal memory contributed to their route learning performance. This difference may reflect the precursor of a strategic difference between boys and girls in wayfinding that is commonly observed in adults. PMID:26941701

"I want to be a daddy!": meanings of masculine identifications in girls.

PubMed

Rees, K

1987-07-01

This paper suggests revisions in our understanding of feminine identity formation, the girl's negative oedipus complex, and masculine identifications in girls. Analytic material from the cases of three girls is used to explore the various origins and intrapsychic functions of masculine identifications at each phase of the girl's development. Accounts of feminine development based on such concepts as castration shock, primary femininity, primary identification with mother, or core gender identity are seen as oversimplified. Feminine and masculine identifications are neither primary nor secondary, but the product of a long line of development, of ongoing conflict resolution, and of defensive transformations.

The Child Play Behavior and Activity Questionnaire: A Parent-Report Measure of Childhood Gender-Related Behavior in China

PubMed Central

Winter, Sam; Xie, Dong

2008-01-01

Boys and girls establish relatively stable gender stereotyped behavior patterns by middle childhood. Parent-report questionnaires measuring children’s gender-related behavior enable researchers to conduct large-scale screenings of community samples of children. For school-aged children, two parent-report instruments, the Child Game Participation Questionnaire (CGPQ) and the Child Behavior and Attitude Questionnaire (CBAQ), have long been used for measuring children’s sex-dimorphic behaviors in Western societies, but few studies have been conducted using these measures for Chinese populations. The current study aimed to empirically examine and modify the two instruments for their applications to Chinese society. Parents of 486 Chinese boys and 417 Chinese girls (6–12 years old) completed a questionnaire comprising items from the CGPQ and CBAQ, and an additional 14 items specifically related to Chinese gender-specific games. Items revealing gender differences in a Chinese sample were identified and used to construct a Child Play Behavior and Activity Questionnaire (CPBAQ). Four new scales were generated through factor analysis: a Gender Scale, a Girl Typicality Scale, a Boy Typicality Scale, and a Cross-Gender Scale (CGS). These scales had satisfactory internal reliabilities and large effect sizes for gender. The CPBAQ is believed to be a promising instrument for measuring children’s gender-related behavior in China. PMID:18719986

Vaginal Microbiota of Adolescent Girls Prior to the Onset of Menarche Resemble Those of Reproductive-Age Women

PubMed Central

Hickey, Roxana J.; Zhou, Xia; Settles, Matthew L.; Erb, Julie; Malone, Kristin; Hansmann, Melanie A.; Shew, Marcia L.; Van Der Pol, Barbara

2015-01-01

ABSTRACT Puberty is an important developmental stage wherein hormonal shifts mediate the physical and physiological changes that lead to menarche, but until now, the bacterial composition of vaginal microbiota during this period has been poorly characterized. We performed a prospective longitudinal study of perimenarcheal girls to gain insight into the timing and sequence of changes that occur in the vaginal and vulvar microbiota during puberty. The study enrolled 31 healthy, premenarcheal girls between the ages of 10 and 12 years and collected vaginal and vulvar swabs quarterly for up to 3 years. Bacterial composition was characterized by Roche 454 pyrosequencing and classification of regions V1 to V3 of 16S rRNA genes. Contrary to expectations, lactic acid bacteria, primarily Lactobacillus spp., were dominant in the microbiota of most girls well before the onset of menarche in the early to middle stages of puberty. Gardnerella vaginalis was detected at appreciable levels in approximately one-third of subjects, a notable finding considering that this organism is commonly associated with bacterial vaginosis in adults. Vulvar microbiota closely resembled vaginal microbiota but often exhibited additional taxa typically associated with skin microbiota. Our findings suggest that the vaginal microbiota of girls begin to resemble those of adults well before the onset of menarche. PMID:25805726

Abnormal white matter properties in adolescent girls with anorexia nervosa

PubMed Central

Travis, Katherine E.; Golden, Neville H.; Feldman, Heidi M.; Solomon, Murray; Nguyen, Jenny; Mezer, Aviv; Yeatman, Jason D.; Dougherty, Robert F.

2015-01-01

Anorexia nervosa (AN) is a serious eating disorder that typically emerges during adolescence and occurs most frequently in females. To date, very few studies have investigated the possible impact of AN on white matter tissue properties during adolescence, when white matter is still developing. The present study evaluated white matter tissue properties in adolescent girls with AN using diffusion MRI with tractography and T1 relaxometry to measure R1 (1/T1), an index of myelin content. Fifteen adolescent girls with AN (mean age = 16.6 years ± 1.4) were compared to fifteen age-matched girls with normal weight and eating behaviors (mean age = 17.1 years ± 1.3). We identified and segmented 9 bilateral cerebral tracts (18) and 8 callosal fiber tracts in each participant's brain (26 total). Tract profiles were generated by computing measures for fractional anisotropy (FA) and R1 along the trajectory of each tract. Compared to controls, FA in the AN group was significantly decreased in 4 of 26 white matter tracts and significantly increased in 2 of 26 white matter tracts. R1 was significantly decreased in the AN group compared to controls in 11 of 26 white matter tracts. Reduced FA in combination with reduced R1 suggests that the observed white matter differences in AN are likely due to reductions in myelin content. For the majority of tracts, group differences in FA and R1 did not occur within the same tract. The present findings have important implications for understanding the neurobiological factors underlying white matter changes associated with AN and invite further investigations examining associations between white matter properties and specific physiological, cognitive, social, or emotional functions affected in AN. PMID:26740918

White matter microstructural abnormalities in girls with chromosome 22q11.2 deletion syndrome, Fragile X or Turner syndrome as evidenced by diffusion tensor imaging

PubMed Central

Villalon, Julio; Jahanshad, Neda; Beaton, Elliott; Toga, Arthur W.; Thompson, Paul M.; Simon, Tony J.

2014-01-01

Children with chromosome 22q11.2 Deletion Syndrome (22q11.2DS), Fragile X Syndrome (FXS), or Turner Syndrome (TS) are considered to belong to distinct genetic groups, as each disorder is caused by separate genetic alterations. Even so, they have similar cognitive and behavioral dysfunctions, particularly in visuospatial and numerical abilities. To assess evidence for common underlying neural microstructural alterations, we set out to determine whether these groups have partially overlapping white matter abnormalities, relative to typically developing controls. We scanned 101 female children between 7 and 14 years old: 25 with 22q11.2DS, 18 with FXS, 17 with TS, and 41 aged-matched controls using diffusion tensor imaging (DTI). Anisotropy and diffusivity measures were calculated and all brain scans were nonlinearly aligned to population and site-specific templates. We performed voxel-based statistical comparisons of the DTI-derived metrics between each disease group and the controls, while adjusting for age. Girls with 22q11.2DS showed lower fractional anisotropy (FA) than controls in the association fibers of the superior and inferior longitudinal fasciculi, the splenium of the corpus callosum, and the corticospinal tract. FA was abnormally lower in girls with FXS in the posterior limbs of the internal capsule, posterior thalami, and precentral gyrus. Girls with TS had lower FA in the inferior longitudinal fasciculus, right internal capsule and left cerebellar peduncle. Partially overlapping neurodevelopmental anomalies were detected in all three neurogenetic disorders. Altered white matter integrity in the superior and inferior longitudinal fasciculi and thalamic to frontal tracts may contribute to the behavioral characteristics of all of these disorders. PMID:23602925

Physical Growth, Biological Age, and Nutritional Transitions of Adolescents Living at Moderate Altitudes in Peru.

PubMed

Cossio-Bolaños, Marco; Campos, Rossana Gómez; Andruske, Cynthia Lee; Flores, Antonio Viveros; Luarte-Rocha, Cristian; Olivares, Pedro R; Garcia-Rubio, Javier; de Arruda, Miguel

2015-09-25

Peru is experiencing a stage of nutritional transition where the principal characteristics are typical of countries undergoing development. The objectives of this study were the following: (a) compare physical growth patterns with an international standard; (b) determine biological age; and (c) analyze the double nutritional burden of adolescents living at a moderate altitude in Peru. Weight, standing height, and sitting height were measured in 551 adolescents of both sexes (12.0 to 17.9 years old) from an urban area of Arequipa, Peru (2328 m). Physical growth was compared with the international standard of the CDC-2000. Biological age was determined by using a non-invasive transversal technique based on years from age at peak height velocity (APHV). Nutritional state was determined by means of weight for age and height for age. Z scores were calculated using international standards from the CDC-2000. Body weight for both sexes was similar to the CDC-2000 international standards. At all ages, the girls' height (p < 0.05) was below the standards. However, the boys' height (p < 0.05) was less at ages, 15, 16, and 17. Biological age showed up in girls at age 12.7 years and for boys at 15.2 years. Stunted growth (8.7% boys and 18.0% girls) and over weight (11.3% boys and 8.8% girls) occurred in both groups. A relationship existed in both sexes between the categories of weight for the age and stunted growth by sex. Adolescents living at a moderate altitude exhibited stunted linear growth and biological maturation. Furthermore, adolescents of both sexes showed the presence of the double nutritional burden (stunted growth and excessive weight).

Elementary girls' science reading at home and school

NASA Astrophysics Data System (ADS)

Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

2006-03-01

Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.

Assessing Stress-Related Treatment Needs among Girls at Risk for Poor Functional Outcomes: The Impact of Cumulative Adversity, Criterion Traumas, and Non-Criterion Events

PubMed Central

Lansing, Amy E.; Plante, Wendy Y.; Beck, Audrey N.

2016-01-01

Despite growing recognition that cumulative adversity (total stressor exposure), including complex trauma, increases the risk for psychopathology and impacts development, assessment strategies lag behind: Trauma-related mental health needs (symptoms, functional impairment, maladaptive coping) are typically assessed in response to only one qualifying Criterion-A event. This is especially problematic for youth at-risk for health and academic disparities who experience cumulative adversity, including non-qualifying events (parental separations) which may produce more impairing symptomatology. Data from 118 delinquent girls demonstrate: 1) an average of 14 adverse Criterion-A and non-Criterion event exposures; 2) serious maladaptive coping strategies (self-injury) directly in response to cumulative adversity; 3) more cumulative adversity-related than worst-event related symptomatology and functional impairment; and 4) comparable symptomatology, but greater functional impairment, in response to non-Criterion events. These data support the evaluation of mental health needs in response to cumulative adversity for optimal identification and tailoring of services in high-risk populations to reduce disparities. PMID:27745922

Assessing stress-related treatment needs among girls at risk for poor functional outcomes: The impact of cumulative adversity, criterion traumas, and non-criterion events.

PubMed

Lansing, Amy E; Plante, Wendy Y; Beck, Audrey N

2017-05-01

Despite growing recognition that cumulative adversity (total stressor exposure, including complex trauma), increases the risk for psychopathology and impacts development, assessment strategies lag behind: Adversity-related mental health needs (symptoms, functional impairment, maladaptive coping) are typically assessed in response to only one qualifying Criterion-A traumatic event. This is especially problematic for youth at-risk for health and academic disparities who experience cumulative adversity, including non-qualifying events (separation from caregivers) which may produce more impairing symptomatology. Data from 118 delinquent girls demonstrate: (1) an average of 14 adverse Criterion-A and non-Criterion event exposures; (2) serious maladaptive coping strategies (self-injury) directly in response to cumulative adversity; (3) more cumulative adversity-related than worst-event related symptomatology and functional impairment; and (4) comparable symptomatology, but greater functional impairment, in response to non-Criterion events. These data support the evaluation of mental health needs in response to cumulative adversity for optimal identification and tailoring of services in high-risk populations to reduce disparities. Copyright © 2016 Elsevier Ltd. All rights reserved.

Testosterone during pregnancy and gender role behavior of preschool children: a longitudinal, population study.

PubMed

Hines, Melissa; Golombok, Susan; Rust, John; Johnston, Katie J; Golding, Jean

2002-01-01

Levels of testosterone (T) and sex hormone-binding globulin (SHBG) were measured in blood samples from pregnant women and related to gender role behavior in 342 male and 337 female offspring at the age of 3.5 years. Gender role behavior was assessed using the Pre-School Activities Inventory, a standardized measure on which a parent indicates the child's involvement with sex-typical toys, games, and activities. Levels of T, but not SHBG, related linearly to gender role behavior in preschool girls. Neither hormone related to gender role behavior in boys. Other factors, including the presence of older brothers or sisters in the home, parental adherence to traditional sex roles, the presence of a male partner in the home, and maternal education, did not relate to gender role behavior in this sample and did not account for the relation observed between T and behavior. Although other, unmeasured factors may explain the relation, the results suggest that normal variability in T levels prenatally may contribute to the development of individual differences in the gender role behavior of preschool girls.

FOOD-DEPENDENT EXERCISE-INDUCED ANAPHYLAXIS DUE TO INGESTION OF MIKAN (CITRUS UNSHIU).

PubMed

Tanaka, Yutaka; Sugihara, Marie; Tsumagari, Shuntaro; Takamatsu, Nobue; Kurihara, Kazuyuki

A 12-year-old girl was referred to our hospital owing to repeated anaphylactic reactions induced by exercise after meals. Food-dependent exercise-induced anaphylaxis (FDEIAn) was suspected. However, sequential tests of typical foods, including egg, milk, soy, and wheat, in combination with exercise, were all negative.The results of the skin prick test (SPT) for Citrus unshiu and specific IgE test for orange and grapefruit were positive. Although no symptoms were noted after an exercise challenge combined with the ingestion of only Citrus unshiu, an anaphylactic reaction was induced by additional acetyl-salicylic acid. From these results, she was diagnosed with FDEIAn due to the ingestion of Citrus unshiu. Because the SPT results for other citrus fruits (including orange, grapefruit, lemon, yuzu, sudachi, ponkan, and iyokan) were all positive, it was suggested that these fruits demonstrate cross-reactivity with each other. Since the girl eliminated citrus fruits from her diet, she has not developed any anaphylactic symptoms. Citrus fruits are not known to cause FDEIAn, but the findings of this case suggest that it is necessary to recognize them as a causative allergen of FDEIAn.

Developmental Trajectories of Attention in Typically Developing Chinese Children: A Four-Wave Longitudinal Study.

PubMed

Yan, Chao; Zhou, Hui; Wei, Wei; Wang, Yi-Ji; Cui, Lixian; Chan, Raymond C K; Deng, Ci-Ping

2018-06-22

We conducted a 4-year longitudinal study to investigate trajectories of attention in a sample of 145 Chinese children. The Test of Everyday Attention was administered and latent growth modeling was used to capture developmental trajectories. We found that children's selective attention showed a linear increase, whereas attentional control and sustained attention increased rapidly then slowed down over 4 years. There was no significant correlation between the slopes of growth model for any subsystems. Girls showed higher initial levels of selective attention than boys, but no difference in growth rate. These findings support different developmental patterns in the attention network systems.

Access and Barriers to Education for Ghanaian Women and Girls

ERIC Educational Resources Information Center

Tanye, Mary

2008-01-01

As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be…

Team Sports Achievement and Self-Esteem Development among Urban Adolescent Girls

ERIC Educational Resources Information Center

Pedersen, Sara; Seidman, Edward

2004-01-01

In this study we investigate the contribution of achievement in team sports to adolescent girls' self-esteem development. Adolescent girls (N = 247) from racially and ethnically diverse backgrounds were surveyed as part of a larger study investigating the development of poor urban youth. Participants responded to items tapping global self-esteem,…

[Sexual development of Czech girls before and after November 1989].

PubMed

Raboch, J; Raboch, J; Sindlár, M

1996-01-31

It was revealed that sexual development and behaviour of adolescents, in particular girls, reflect rapidly and immediately changes in the social environment. The objective of the present investigation was to assess whether changes of the psychosexual development of girls occurred, i.e. girls examined in 1986 to 1989 and those examined after "velvet revolution" between 1990 to 1994. Using a interview based on a uniform examination pattern comprising 78 items, two sexologists examined in 1986 to 1994 the sexual development and behaviour of 771 Czech girls aged 16-18 years. This number comprised 317 apprentices and 454 secondary school students. The sexological examination was made in Frantiskovy Láznĕ where the probands were sent for preventive treatment, mostly after appendectomies. Comparison of the two sub-groups revealed that the apprentices and students reported changes as regards the motivation of the first sexual intercourse. After November 1989 there was a decline in the group "complied" and a marked increase of the number in the category "desired herself". It was surprising that the psychosexual development of girls after the "velvet revolution" was rather retarded than hastened. The most marked change was recorded in the category "intercourse with several partners" -a drop by 12% (p < 0.03). The findings that despite a markedly increased motivation for the first intercourse in the examined girls no changes were recorded in the girls in some items which characterize the development of sex life, is surprising.

The role of early maturation, perceived popularity, and rumors in the emergence of internalizing symptoms among adolescent girls.

PubMed

Reynolds, Bridget M; Juvonen, Jaana

2011-11-01

Despite the widely reported link between early pubertal timing and internalizing symptoms among girls, less is known about the peer reputation of earlier maturing girls. The current study assesses whether early maturation is associated with perceived popularity and/or rumors, and whether these reputational factors help account for earlier maturing girls' vulnerability to emotional distress. Drawing on three waves of data collected from an ethnically diverse sample of middle school girls (n = 912), hierarchical multiple regression analyses revealed that more advanced development at the start of middle school predicted peer- and teacher-reported popularity as well as increased risk of being targeted for rumors. Mediation analyses suggested that popularity among boys can put earlier developing girls at risk for rumors. Finally, rumors acted as a partial mechanism through which early maturation was associated with subsequent internalizing symptoms. Knowledge of the peer mechanisms putting earlier developing girls at risk for psychosocial maladjustment can inform intervention and prevention efforts aimed at improving adolescent well-being.

[Risk factors and development course of conduct disorder in girls; a review].

PubMed

Merckx, W; Van West, D

2016-01-01

So far there have been relatively few studies of conduct disorder in girls. It is very important that professionals engaged in preventing and treating this disorder have a sound knowledge of the risk factors involved and of the developmental course of the disorder. To provide an overview of what is known about the risk factors and about the way in which conduct disorder develops in girls. We searched the Eric, PubMed and Medline databases for articles on conduct disorder in girls. We reviewed 41 studies and we summarised the results. Several risk factors contribute to the development of conduct disorder in girls. Just like boys, girls too can display the life-course-persistent pathway of antisocial behavior. Such girls are often associated with serious risk factors. Those with serious forms of antisocial behaviour have an increased risk of experiencing adjustment problems in later life. Future research in this area will have to concentrate on the creation of adequate prevention and treatment programs.

Educating the girl child in rural areas.

PubMed

Tandon, S

1995-01-01

This article discusses the importance of educating female children in India. There is ample evidence worldwide that improvements in girls' education benefit the status of the family and empower women. The World Declaration of Education for All was adopted in Jomtein, Thailand in 1990. It urged access to and improvement in the quality of education of girls and women to remove obstacles that hamper active participation. 1990 was the Year of Literacy and the Year of the Girl Child. Girls lag in education worldwide. The gender gap is widest in India in levels of literacy, school enrollment, school dropouts, and opportunities for vocational training. There is a need to educate the public, particularly mothers, about the value of girls. In rural and backward areas of India, there is fear of educating girls that is related to prevalent practices of exploitation and violence against women. Education and vocational training should be linked with anti-poverty programs. Adult literacy should be linked with girls' education. The National Policy on Education in 1986 targeted removal of sex stereotyping from school curricula and promoted diversified curricula and access of girls to vocational and professional training programs. The policy recommended integrated child care services and primary education. The national action plan for the 1990s focuses on protection, survival, and development of the girl child in India. Special schools for developing skills in nutrition, cooking, sewing, home economics, and child development should be set up in villages for girls 12-20 years old. The gap in girls' education is attributed to apathy and resistance of parents, unfavorable attitudes toward coeducation, poverty of parents, shortages of schools, and poor quality instruction. Girls' continuing education should be ensured by incentives, such as free books and clothes; time tables conducive to work; support systems; and work schemes.

Prevalence of phonological disorders and phonological processes in typical and atypical phonological development.

PubMed

Ceron, Marizete Ilha; Gubiani, Marileda Barichello; Oliveira, Camila Rosa de; Gubiani, Marieli Barichello; Keske-Soares, Márcia

2017-05-08

To determine the occurrence of phonological disorders by age, gender and school type, and analyze the phonological processes observed in typical and atypical phonological development across different age groups. The sample consisted of 866 children aged between 3:0 and 8:11 years, recruited from public and private schools in the city of Santa Maria/RS. A phonological evaluation was performed to analyze the operative phonological processes. 15.26% (n = 132) of the sample presented atypical phonological acquisition (phonological disorders). Phonological impairments were more frequent in public school students across all age groups. Phonological alterations were most frequent between ages 4 -to 6, and more prevalent in males than females in all but the youngest age group. The most common phonological processes in typical phonological acquisition were: cluster reduction; nonlateral liquid deletion in coda; nonlateral liquid substitution in onset; semivocalization of lateral liquids in coda; and unstressed syllable deletion. In children with phonological disorders, the most common phonological processes were: lateral and nonlateral liquid substitution in onset position; nonlateral liquid deletion; fronting of fricatives in onset position; unstressed syllable deletion; semivocalization of nonlateral liquid in coda; and nonlateral liquid deletion in coda position. Phonological processes were highly prevalent in the present sample, and occurred more often in boys than in girls. Information regarding the type and frequency of phonological processes in both typical phonological acquisition and phonological disorders may contribute to early diagnosis and increase the efficiency of treatment planning.

Research & Action Report. Volume 30, Number 2, Spring/Summer 2009

ERIC Educational Resources Information Center

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed.

2009-01-01

The "Research & Action Report," published twice a year, describes the latest activities and initiatives at the Wellesley Centers for Women (WCW). Typically featured are: news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, and announcements of new publications. Articles…

Research & Action Report. Volume 31, Number 1, Fall/Winter 2009

ERIC Educational Resources Information Center

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed.

2009-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and…

New Hopscotch

ERIC Educational Resources Information Center

Forencich, Frank

2005-01-01

Most adults think of hopscotch strictly as the typical box pattern painted on asphalt playgrounds. It is also thought of as a game for groups of young girls. This article discusses modern hopscotch and its variations. It also discusses how teachers can create their own modernized hopscotch courses. In all variations of the new hopscotch, teachers…

Research & Action Report. Volume 32, Number 1, Fall/Winter 2010

ERIC Educational Resources Information Center

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed.

2010-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and…

Research & Action Report. Volume 31, Number 2, Spring/Summer 2010

ERIC Educational Resources Information Center

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed.

2010-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and…

Sex Parties: Female Teen Sexual Experimentation

ERIC Educational Resources Information Center

Toscano, Sharyl Eve

2006-01-01

Adolescent participants in a study aimed at exploring the nature and characteristics of girls' dating relationships revealed the phenomenon of sex parties. These teens defined a "sex party" as an opportunity to engage in sexual contact outside of typical dating relationships. Sexual activity could involve actual intercourse, but usually involved…

Research & Action Report. Volume 33, Number 1, Fall/Winter 2011

ERIC Educational Resources Information Center

Kellett, Megan, Ed.; Tambascio, Donna, Ed.

2011-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and…

The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children

PubMed Central

Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q.; Menon, Vinod

2016-01-01

The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement. PMID:26972835

Children's Computation of Complex Linguistic Forms: A Study of Frequency and Imageability Effects

PubMed Central

Dye, Cristina D.; Walenski, Matthew; Prado, Elizabeth L.; Mostofsky, Stewart; Ullman, Michael T.

2013-01-01

This study investigates the storage vs. composition of inflected forms in typically-developing children. Children aged 8–12 were tested on the production of regular and irregular past-tense forms. Storage (vs. composition) was examined by probing for past-tense frequency effects and imageability effects – both of which are diagnostic tests for storage – while controlling for a number of confounding factors. We also examined sex as a factor. Irregular inflected forms, which must depend on stored representations, always showed evidence of storage (frequency and/or imageability effects), not only across all children, but also separately in both sexes. In contrast, for regular forms, which could be either stored or composed, only girls showed evidence of storage. This pattern is similar to that found in previously-acquired adult data from the same task, with the notable exception that development affects which factors influence the storage of regulars in females: imageability plays a larger role in girls, and frequency in women. Overall, the results suggest that irregular inflected forms are always stored (in children and adults, and in both sexes), whereas regulars can be either composed or stored, with their storage a function of various item- and subject-level factors. PMID:24040318

The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children.

PubMed

Escovar, Emily; Rosenberg-Lee, Miriam; Uddin, Lucina Q; Menon, Vinod

2016-03-14

The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.

Influence of Low-Level Prenatal Exposure to PCDD/Fs and PCBs on Empathizing, Systemizing and Autistic Traits: Results from the Duisburg Birth Cohort Study

PubMed Central

Nowack, Nikola; Wittsiepe, Jürgen; Kasper-Sonnenberg, Monika; Wilhelm, Michael; Schölmerich, Axel

2015-01-01

Background Polychlorinated dibenzo-p-dioxins and dibenzofurans (PCDD/Fs) and polychlorinated biphenyls (PCBs) are assumed to act as endocrine disruptor chemicals. Prenatal exposure to these pollutants might influence fetal steroid hormone levels, which are thought to be related to sex-typical development and autistic traits. Objectives We examined associations of prenatal levels of PCDD/Fs and PCBs with autism traits and sex-typical behaviour in childhood. Methods We measured levels of PCDD/Fs and PCBs in maternal blood samples during pregnancy using gas chromatography/high-resolution mass spectrometry. Sex-typical behaviour was assessed at 9 years of age (n = 96) and autistic traits at 10 years of age using the Social Responsiveness Scale (SRS; n = 100). Multiple regression analyses were conducted to estimate the associations between prenatal exposure and outcome variables. Results Blood concentrations (WHO2005-TEq) of ƩPCDD/Fs ranged from 2.93–46.45 pg/g lipid base (median = 12.91 pg/g lipid base) and concentrations of ƩPCBs were in the range of 1.24–25.47 pg/g lipid base (median = 6.85 pg/g lipid base) which is within the range of German background exposure. We found significant negative associations between PCDD/F levels in maternal blood and SRS scores in the whole group (β = -6.66, p < .05), in girls (β = -10.98, p < .05) and, in one SRS subscale, in boys (β = -6.86, p < .05). For PCB levels, associations with one SRS subscale were significant for the whole study group as were associations with two subscales in girls. We did not find significant associations between PCDD/F or PCB levels and sex-typical behaviour for either sex. Conclusions In an earlier part of this study, prenatal exposure to PCDD/Fs and PCBs was found to be associated with lower testosterone levels, therefore, our findings are consistent with the idea that autism spectrum conditions are related to fetal androgen levels. Several possible mechanisms, through which PCDD/Fs and PCBs might influence autistic behaviour, are discussed. PMID:26066795

Developing a Web-Based Intervention to Prevent Drug Use among Adolescent Girls

ERIC Educational Resources Information Center

Schwinn, Traci Marie; Hopkins, Jessica Elizabeth; Schinke, Steven Paul

2016-01-01

Objectives: Girls' rates of drug use have met up with and, in some instances, surpassed boys' rates. Although girls and boys share risk and protective factors associated with drug use, girls also have gender-specific risks. Interventions to prevent girls' drug use must be tailored to address the dynamics of female adolescence. Methods: One such…

Girl Scouts and Subject Matter Experts: What’s the Connection?

NASA Astrophysics Data System (ADS)

Harman, Pamela; Girls Scouts of Northern California, Girl Scouts USA, Astronomical Society of the Pacifica, Univeristy of Arizona, and ARIES Scientific.

2018-01-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), disseminates NASA STEM education-related resources, and engages Girl Scouts in NASA science and programs through space science badges and summer camps.A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K – 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10; and Ambassadors, Grades 11 -12. Indirectly, SMEs will reach tens of thousands of girls through the badges. SETI Institute SMEs Institute and SME Co-Is located at ARIES Scientific, Astronomical Society of the Pacific, University of Arizona, and Girl Scouts of Northern California developed and modified astronomy activities for the Girl Scouts USA badge writers to finesse into the Girl Scout formats. Revisions are reviewed by SMEs for accuracy. Each badge includes a step option that encourages girls to connect with SMEs, and recommendations for volunteers.A total of 127 girls from 31 states and the District of Columbia attendedTotal Eclipse Destination Camps at three locations. SMEs led activities and tours, inspiring girls to consider STEM careers. University of Arizona (U of A) SMEs lead Astronomy Camp for Volunteers, enabling volunteers to lead and inspire Girl Scouts in their respective Girl Scout Councils. A Destination Camp for Girl Scouts was also held at U of A. Girls experience authentic astronomy, learning how to collect and analyze data.Eleven teams comprised of two Girl Scouts, a volunteer or Council Staff, and an amateur astronomer attended Astronomy Club Camp, held at NASA GSFC. SMEs delivered science content. The girls will lead the formation of astronomy clubs in their councils, and will train their successors. SMEs will present and coach the clubs during monthly webinars.This presentation will highlight success and discuss lessons learned that are applicable to working with Girl Scouts.

In Pursuit of Neurophenotypes: The Consequences of Having Autism and a Big Brain

PubMed Central

Amaral, David G.; Li, Deana; Libero, Lauren; Solomon, Marjorie; Van de Water, Judy; Mastergeorge, Ann; Naigles, Letitia; Rogers, Sally; Nordahl, Christine Wu

2017-01-01

A consensus has emerged that despite common core features, autism spectrum disorder (ASD) has multiple etiologies and various genetic and biological characteristics. The fact that there are likely to be subtypes of ASD has complicated attempts to develop effective therapies. The UC Davis MIND Institute Autism Phenome Project is a longitudinal, multidisciplinary analysis of children with autism and age-matched typically developing controls; nearly 400 families are participating in this study. The overarching goal is to gather sufficient biological, medical, and behavioral data to allow definition of clinically meaningful subtypes of ASD. One reasonable hypothesis is that different subtypes of autism will demonstrate different patterns of altered brain organization or development i.e., different neurophenotypes. In this Commentary, we discuss one neurophenotype that is defined by megalencephaly, or having brain size that is large and disproportionate to body size. We have found that 15% of the boys with autism demonstrate this neurophenotype, though it is far less common in girls. We review behavioral and medical characteristics of the large-brained group of boys with autism in comparison to those with typically sized brains. While brain size in typically developing individuals is positively correlated with cognitive function, the children with autism and larger brains have more severe disabilities and poorer prognosis. This research indicates that phenotyping in autism, like genotyping, requires a very substantial cohort of subjects. Moreover, since brain and behavior relationships may emerge at different times during development, this effort highlights the need for longitudinal analyses to carry out meaningful phenotyping. PMID:28239961

Real Women Have Curves: A Longitudinal Investigation of TV and the Body Image Development of Latina Adolescents

ERIC Educational Resources Information Center

Schooler, Deborah

2008-01-01

Contextualizing Latina girls' body image development requires an appreciation of mainstream body ideals, Latino/a cultural values, and the process by which Latina girls traverse the borders between them. The current study examines how media use and acculturation act across adolescence to shape the development of body image among Latina girls.…

Research and Activism about Girls' Education for Global Democracy: The Case of the Campaign "Etna, Volcano of Peace," Catania, Italy

ERIC Educational Resources Information Center

Cristaldi, Melita; Pampanini, Giovanni

2016-01-01

According to a progressive interpretation of human development, girls' education should form an integral part of a full democratic system. Nevertheless, girls' education is threatened and attacked in many ways in current societies, be they authoritarian or democratic societies, developing or developed ones. In this article the two authors, both…

Cost-effectiveness analysis: should it be required for drug registration and beyond?

PubMed

Arnold, Renée J Goldberg

2007-11-01

Cost-effectiveness analysis (CEA) is applied in situations where trade-offs exist, typically, greater benefit for an increased cost over an alternative therapy or strategic option versus usual care. CEA is useful where a new strategy is more costly but expected to be more effective or where a new strategy is less costly but less effective. A good example for the relevance of CEA is the unanimous recommendation of a US federal vaccine advisory panel to vaccinate 11-year-old girls against cervical cancer. This recommendation was at least partly because of data showing the relative cost-effectiveness of HPV vaccine. In this era of finite budgets, CEA may facilitate drug development, drug approval, patient segmentation and pricing model development throughout the drug lifecycle continuum.

For Parents: What to Expect When Your Child Goes through Puberty

MedlinePlus

... What are the first signs of puberty in boys and girls? The first sign of puberty in most girls ... development. The first sign of puberty in most boys is an increase in the size of ... Yes. In girls, breasts develop first. Then, hair starts growing in ...

Girls Leading Outward

ERIC Educational Resources Information Center

Hamed, Heather; Reyes, Jazmin; Moceri, Dominic C.; Morana, Laura; Elias, Maurice J.

2011-01-01

The authors describe a program implemented in Red Bank Middle School in New Jersey to help at-risk, minority middle school girls realize their leadership potential. The GLO (Girls Leading Outward) program was developed by the Developing Safe and Civil Schools Project at Rutgers University and is facilitated by university students. Selected middle…

Television Time among Brazilian Adolescents: Correlated Factors are Different between Boys and Girls

PubMed Central

Tremblay, Mark Stephen; Gonçalves, Eliane Cristina de Andrade; Silva, Roberto Jerônimo dos Santos

2014-01-01

Objective. The aim of this study was to identify the prevalence of excess television time and verify correlated factors in adolescent males and females. Methods. This cross-sectional study included 2,105 adolescents aged from 13 to 18 years from the city of Aracaju, Northeastern Brazil. Television time was self-reported, corresponding to the time spent watching television in a typical week. Several correlates were examined including age, skin color, socioeconomic status, parent education, physical activity level, consumption of fruits and vegetables, smoking status, alcohol use, and sports team participation. Results. The prevalence excess television time (≥2 hours/day) in girls and boys was 70.9% and 66.2%, respectively. Girls with low socioeconomic status or inadequate consumption of fruits and vegetables were more likely to have excess television time. Among boys, those >16 years of age or with black skin color were more likely to have excess television time. Conclusions. Excess television time was observed in more than two-thirds of adolescents, being more evident in girls. Correlated factors differed according to sex. Efforts to reduce television time among Brazilian adolescents, and replace with more active pursuits, may yield desirable public health benefits. PMID:24723826

CROSS-SECTIONAL AND LONGITUDINAL ASSOCIATIONS BETWEEN TV VIEWING AND GIRLS’ BODY MASS INDEX, OVERWEIGHT STATUS, AND PERCENTAGE OF BODY FAT

PubMed Central

Krahnstoever Davison, Kirsten; Marshall, Simon J.; Birch, Leann L.

2008-01-01

Objective To assess cross-sectional and longitudinal relations between television (TV) viewing and girls’ body mass index (BMI), weight status, and percentage of body fat. Study design Participants included 169 girls who were measured at ages 7, 9, and 11 years. Height and weight were measured and used to calculate girls’ BMI and to classify their weight status. Girls’ percentage of body fat was assessed with the use of dual-energy x-ray absorptiometry. Mothers reported the hours per day that girls watched TV on a typical day. Results No significant cross-sectional associations were identified. Results from longitudinal analyses showed that in comparison to girls who never exceeded the American Academy of Pediatrics TV viewing recommendations (ie, watched ≤ 2 hours of TV per day), girls who exceeded recommendations at ages 7, 9, and 11 years were 13.2 times more likely be overweight at age 11, were 4.7 times more likely to become overweight between ages 7 and 11, had significantly higher BMI and percentage body fat at age 11, and exhibited significantly greater increases in BMI between ages 7 and 11. Conclusions Interventions that target reductions in TV viewing among 7- to 11-year-old girls may help to reduce their risk of weight gain during late childhood. PMID:16860123

Classical phenotype of Laron syndrome in a girl with a heterozygous mutation and heterozygous polymorphism of the growth hormone receptor gene.

PubMed

Shevah, Orit; Galli-Tsinopoulou, Assimina; Rubinstein, Menachem; Nousia-Arvanitakis, Sanda; Laron, Zvi

2004-03-01

We describe here a 19 month-old girl with classical Laron syndrome (LS). Molecular analysis of the GH receptor gene in the patient and her parents was performed. The patient was found to be heterozygous for a mutation in exon 4 (R43X) and heterozygous for a polymorphism in exon 6 (Gly168Gly). Her mother was also heterozygous for R43X but homozygous for the polymorphism. In the father, a heterozygous polymorphism was found. Contrary to previous assumptions that only homozygous patients express the typical phenotype, this patient shows all the classical features of LS, despite being a heterozygote for a pathological defect.

Physical activity and BMI in a nationally representative sample of children and adolescents.

PubMed

Chung, Arlene E; Skinner, Asheley Cockrell; Steiner, Michael J; Perrin, Eliana M

2012-02-01

To examine objectively measured physical activity levels by age, sex, and BMI for children and adolescents in a nationally representative sample. Data were from the 2003-2004 and 2005-2006 National Health and Nutrition Examination Surveys, which included physical activity assessment by accelerometer and measured height and weight. The authors calculated minutes of moderate and vigorous activity. Boys were more active than girls, and activity levels were lower at older ages. Younger children met daily recommendations for physical activity, whereas older children, especially girls, did not. Typically, weight status was inversely related to activity, though differences were less apparent among boys. Underweight children were not always more active than heavier peers.

Snips and Snails and Puppy Dogs' Tails: Genderism and Mathematics Education

ERIC Educational Resources Information Center

Esmonde, Indigo

2011-01-01

This paper contrasts public discussions about the educational troubles of boys and girls to consider what a gender equitable mathematics education might look like. Both public discussions and mathematics education research typically do not carefully define or theorize gender, tend to essentialize gender, and have narrow or unclear definitions of…

Short Skirts and Breast Juts: Cheerleading, Eroticism and Schools

ERIC Educational Resources Information Center

Bettis, Pamela J.; Adams, Natalie Guice

2006-01-01

Cheerleading, an American invention, has 3.8 million participants in the United States, 97% of whom are female. It is an adult-sanctioned and typically school-affiliated activity that remains popular in spite of the increase in sports' opportunities for girls in schools. Drawing from popular culture and a middle school ethnography, the authors…

Research & Action Report. Volume 26, Number 1, Fall/Winter 2004

ERIC Educational Resources Information Center

Bailey, Susan McGee, Ed.; Wennemer, Jodie, Ed.

2004-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more.…

Operant Reinforcement with Structural Family Therapy in Treating Anorexia Nervosa

ERIC Educational Resources Information Center

Perlman, Lawrence M.; Bender, Sheila S.

1975-01-01

The authors successfully treated two families in which the index patients were anorectic adolescent girls by combining structural family therapy with behavioral modification techniques. Phases which appear to be typical of the treatment are described. A discussion of the value of the operant reinforcement procedure in family therapy follows.…

[A rare form of granuloma annulare].

PubMed

Bogdanowski, T; Wygledowska-Kania, M

1995-01-01

We present a four-year-old girl with a doubly rare form of granuloma annulare with non-typical localisation of superficial nodules on the palms and predisposition to ulceration which is very rare in this type of superficial nodules. The diagnosis was proved by histological examination. After the local cryotherapy (ethyl chloride) the lesions almost completely disappeared.

Rural Alaskan High School Boys' and Girls' Attitudes toward Education.

ERIC Educational Resources Information Center

Chu, Lily; Culbertson, Jeanne

Questionnaires were administered to 73 sophomore and senior high school students in 3 isolated rural Alaska towns (Adak, Unalaska, and Dillingham) to study the effects of socio-economic factors on rural Alaskan youth's educational aspirations and expectations. Because of a military-supported economy, Adak was a typical middle class American…

Circadian Typology and Style of Thinking Differences

ERIC Educational Resources Information Center

Fabbri, Marco; Antonietti, Alessandro; Giorgetti, Marisa; Tonetti, Lorenzo; Natale, Vincenzo

2007-01-01

The purpose of the present study aims to investigate the relationship between circadian typology and learning-thinking styles conceptualised as a preference toward information processing typical of the right vs. the left cerebral hemisphere. A sample of 1254 undergraduates (380 boys and 874 girls; mean age=21.86+/-2.37,) was administered the…

Adam's Dream

ERIC Educational Resources Information Center

Piacenti, Alexandria

2011-01-01

Growing up as a young girl, summer camp was a typical affair. Packed lunches kept cold with frozen freezer packs, seemingly endless slip n' slides, activities, games, contests. Every morning, the author was eager to wake up and head off to hours and hours of fun with friends and counselors. However, one may think the camping experience could not…

Research & Action Report. Volume 34, Number 1, Fall/Winter 2012

ERIC Educational Resources Information Center

Kellett, Megan, Ed.; Tambascio, Donna, Ed.

2012-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more.…

Molar Tooth Sign with Deranged Liver Function Tests: An Indian Case with COACH Syndrome.

PubMed

Sanjeev, Rama Krishna; Kapoor, Seema; Goyal, Manisha; Kapur, Rajiv; Gleeson, Joseph Gerard

2015-01-01

We report the first genetically proven case of COACH syndrome from the Indian subcontinent in a 6-year-old girl who presented with typical features of Joubert syndrome along with hepatic involvement. Mutation analysis revealed compound heterozygous missense mutation in the known gene TMEM67 (also called MKS3).

Is Aggression the Same for Boys and Girls? Assessing Measurement Invariance with Confirmatory Factor Analysis and Item Response Theory

ERIC Educational Resources Information Center

Kim, Sangwon; Kim, Seock-Ho; Kamphaus, Randy W.

2010-01-01

Gender differences in aggression have typically been based on studies utilizing a mean difference method. From a measurement perspective, this method is inherently problematic unless an aggression measure possesses comparable validity across gender. Stated differently, establishing measurement invariance on the measure of aggression is…

Research & Action Report. Volume 29, Number 2, Spring/Summer 2008

ERIC Educational Resources Information Center

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed.

2008-01-01

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more.…

Differences in Study Motivation within and between Genders: An Examination by Gender Typicality among Early Adolescents

ERIC Educational Resources Information Center

Vantieghem, Wendelien; Van Houtte, Mieke

2018-01-01

Despite boys' educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these…

Angelman syndrome due to paternal uniparental disomy of chromosome 15: A milder phenotype?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bottani, A.; Robinson, W.P.; DeLoizer-Blanchet, C.D.

1994-05-15

The Angelman syndrome (AS) is a neurological disorder characterized by severe mental retardation, absent speech, seizures, gait disturbances, and a typical age-dependent facial phenotype. Most cases are due to an interstitial deletion on the maternally inherited chromosome 15, in the critical region q11-q13. Rare cases also result from paternal uniparental disomy of chromosome 15. In a group of 14 patients with sporadic AS diagnosed in Switzerland, we found 2 unrelated females with paternal isodisomy for the entire chromosome 15. Their phenotypes were milder than usually seen in this syndrome: one girl did not show the typical AS facial changes; bothmore » patients had late-onset mild seizures; as they grow older, they had largely undisturbed gross motor functions, in particular no severe ataxia. Both girls were born to older fathers (45 and 43 years old, respectively). The apparent association of a relatively milder phenotype in AS with paternal uniparental disomy will have to be confirmed by detailed clinical descriptions of further patients. 25 refs., 2 figs., 1 tab.« less

Empowering young girls for health and development.

PubMed

Lal, S; Saini, R K; Khanna, P; Malik, J S

1991-01-01

Yuvati Vikas Kendra (YVK) model of empowering young girls in the age bracket of 7-19 years could raise the level of awareness and generate self-esteem and self-confidence in over 50% of young girls over a period of six months of operation. The YVK model was utilised by 37-55% of enrolled girls in different age brackets; thus these centres functioned well below their installed capacity. Functional inter-sectoral linkages have to be developed for better impact and better coverage. Data based information from other models of empowerment such as schools, non-formal system of education and Integrated Child Development Services Scheme, is called for to choose different alternatives for our country, as no uniform system can succeed in this vast country. Diversified modes and approaches for empowerment of young girls are needed.

[Educational status and sexual development in adolescent girls].

PubMed

Raboch, J; Raboch, J; Sindlár, M

1995-11-01

By means of interviews two sexologists examined in 1986-1994 771 Czech girls aged 16-18 years during their stay in the spa of Frantiskovy Láznĕ. Up to the end of 1989 the authors studied the sexual development of 158 girls apprentices and 231 girl students. After the "Velvet Revolution" 159 apprentices and 223 students were examined. Comparison of these sub-groups revealed that the sexual development of students was highly significantly retaried, as compared with the apprentices; this applied to the period before and after 1989. This difference is interpreted mainly by the higher education, expressed by the sum of years of school attendance of both parents of the examined girls and a higher standard of the education process in secondary schools as compared with schools for apprentices.

Perspectives of adolescent girls with cystic fibrosis and parents on disease-specific sexual and reproductive health education.

PubMed

Kazmerski, Traci M; Hill, Kelsey; Prushinskaya, Olga; Nelson, Eliza; Greenberg, Jonathan; Pitts, Sarah Ab; Borrero, Sonya; Miller, Elizabeth; Sawicki, Gregory S

2018-04-26

Adolescent girls with cystic fibrosis (CF) face significant disease-specific sexual and reproductive health (SRH) concerns that are not typically addressed in routine clinical care. Additionally, there is a paucity of developmentally appropriate CF-specific SRH educational resources for this population. The goal of this study was to explore patient and parent attitudes toward SRH educational resources for adolescent girls with CF. Adolescent girls ages 13-18 years with CF and parents of daughters ages 10-18 years with CF completed individual, semi-structured interviews regarding their experiences and preferences around CF-specific SRH education and care. To facilitate discussion, participants provided feedback on the format and design of existing SRH educational resources. Qualitative analysis was conducted using a thematic analysis approach. We interviewed 26 participants (14 parents and 12 patients). The majority reported they had never discussed SRH in the CF care setting. All participants preferred a comprehensive, online patient educational resource complemented by real patient stories and interactive components. Participants noted that such resources should create a sense of normalcy and community around CF and female SRH. Most desired more frequent communication around SRH between adolescent girls with CF and their healthcare providers as a way to promote SRH knowledge, decision making, and health outcomes. Adolescent girls with CF and their parents desire an online patient educational resource that normalizes SRH and enhances patient-provider communication around these topics. Creation of developmentally appropriate resources would facilitate improved health outcomes around this aspect of comprehensive care in CF. © 2018 Wiley Periodicals, Inc.

Local Alliances for Girls' Education Guinea, 1997-2005: Lessons Learned

ERIC Educational Resources Information Center

Rose, Jennifer

2005-01-01

Countless studies over the past decade and more all point to a single, undeniable conclusion: educating girls is imperative to the development of nations. Increasingly, data suggest that educating girls is not only beneficial to developing countries but that it has a greater impact than educating boys. Better educated women have smaller,…

Building Bridges: Effective Post-Secondary Transitions for Girls in Developing Countries

ERIC Educational Resources Information Center

Academy for Educational Development, 2012

2012-01-01

Transitions between education cycles represent one of the greatest hazards for girls in their educational journey throughout the developing world. It is not uncommon across sub-Saharan Africa for girls' secondary enrollment rates to drop 75% from primary enrollment rates. Between the secondary level and the tertiary level, enrollment rates often…

The Effect of Recreational Activities on Self-Esteem Development of Girls in Adolescence

ERIC Educational Resources Information Center

Bayazit, Betül

2014-01-01

This study aimed to investigate the effect of recreational activities on self-esteem development of girls in adolescence. For this purpose, a total of 20 girls in adolescence period took part in the present study. Recreational activities program included bowling, patenga, orienteering, basketball, volleyball, badminton, ping-pong, dance, fun…

Girls' and Women's Education within Unesco and the World Bank, 1945-2000

ERIC Educational Resources Information Center

Peppin Vaughan, Rosie

2010-01-01

By 2000, girls' and women's education was a priority for international development organisations. While studies have examined the impact of recent campaigns and programmes, there has been less exploration of ideas about girls' and women's education within development thought in the immediate post-colonial period, and the political mechanisms…

Demographic Effects of Girls' Education in Developing Countries: Proceedings of a Workshop. In Brief

ERIC Educational Resources Information Center

Samari, Goleen

2017-01-01

Educating girls is a universally accepted strategy for improving lives and advancing development. Girls' schooling is associated with many demographic outcomes, including later age at marriage or union formation, lower fertility, and better child health. However, the causal pathways between education and demographic outcomes are not well…

The Development of the Sexual Self-Concept Inventory for Early Adolescent Girls

ERIC Educational Resources Information Center

O'Sullivan, Lucia F.; Meyer-Bahlburg, Heino F. L.; McKeague, Ian W.

2006-01-01

The Sexual Self-Concept Inventory (SSCI) was developed to assess sexual self-concept in an ethnically diverse sample of urban early adolescent girls. Three scales (Sexual Arousability, Sexual Agency, and Negative Sexual Affect) were shown to be distinct and reliable dimensions of girls' sexual self-concepts. Validity was established through…

Development of Self-Criticism in Adolescent Girls: Roles of Maternal Dissatisfaction, Maternal Coldness, and Insecure Attachment.

ERIC Educational Resources Information Center

Thompson, Richard; Zuroff, David C.

1999-01-01

Proposed a model of the development of self-criticism in adolescent girls in which maternal dissatisfaction leads to maternal coldness. The model was supported in a sample of 54 early adolescent girls and their mothers. Discusses implications of the findings for theory and future research. (SLD)

Aggressive-antisocial boys develop into physically strong young men.

PubMed

Isen, Joshua D; McGue, Matthew K; Iacono, William G

2015-04-01

Young men with superior upper-body strength typically show a greater proclivity for physical aggression than their weaker male counterparts. The traditional interpretation of this phenomenon is that young men calibrate their attitudes and behaviors to their physical formidability. Physical strength is thus viewed as a causal antecedent of aggressive behavior. The present study is the first to examine this phenomenon within a developmental framework. We capitalized on the fact that physical strength is a male secondary sex characteristic. In two longitudinal cohorts of children, we estimated adolescent change in upper-body strength using the slope parameter from a latent growth model. We found that males' antisocial tendencies temporally precede their physical formidability. Boys, but not girls, with greater antisocial tendencies in childhood attained larger increases in physical strength between the ages of 11 and 17. These results support sexual selection theory, indicating an adaptive congruence between male-typical behavioral dispositions and subsequent physical masculinization during puberty. © The Author(s) 2015.

Physical fitness in children with developmental coordination disorder.

PubMed

Schott, Nadja; Alof, Verena; Hultsch, Daniela; Meermann, Dagmar

2007-12-01

The protective effects of physical activity and fitness on cardiovascular health have clearly been shown among normally developed children. However data are currently lacking pertaining to children with developmental coordination disorder (DCD). The purpose of this study was to examine differences in fitness measures, body composition, and physical activity among children with and without DCD. A cross-sectional design was implemented examining 261 children (118 girls, 143 boys) ages 4-12 years (mean age 7.8 +/- 1.9 years). Children were categorized as having DCD if they scored less than or equal to the 5th percentile (n=71) or between the 6th and the 15th percentile (n=5) on the Movement Assessment Battery for Children (MABC; Henderson & Sugden, 1992). The typically developing children had scores between the 16th and the 50th percentile (n=16) or above the 50th percentile (n=3) on the MABC. The age-related body mass index was used to characterize body composition. Physical fitness was assessed with a 6-min run, 20-m sprint, jump-and-reach test, medicine ball throw, curl-ups, and sit-and-reach test. Physical activity was estimated with a questionnaire. The percentage of overweight and obese children ages 10-12 years were significantly higher in the DCD groups (severe: 50%, moderate: 23.1%) than in the typically developing groups (medium: 5.6%, high: 0%; p < .05). Significant interactions (MABC x Age Group) were found for the fitness tests (p values < .05), except flexibility; whereby specifically, compared to the children in the typically developing groups children in the DCD groups ages 4-6 years achieved significantly worse results for the 20-m sprint, and children of the DCD groups ages 10-12 years achieved significantly worse results for the 6-min run, jump-and-reach test, and medicine ball throw. The study demonstrates poorer performance in fitness tests with high demands on coordination in children with DCD compared to their typically developing peers. Furthermore, the differences in fitness increased with age between children in the DCD groups versus the typically developing groups.

Future Girls, Transcendent Femininities and New Pedagogies: Toward Girls' Hybrid Bodies?

ERIC Educational Resources Information Center

Azzarito, Laura

2010-01-01

Media provides a material site for girls' identity formation and presents conflicting images of femininity, which challenge young women's self-expression and physicality development. The "problem" with girls' physicality has not been resolved, but rather complicated by discourses of new femininities in sport, fitness and health promoted…

Improving Girls' Education in Guatemala. Impact Evaluation.

ERIC Educational Resources Information Center

Agency for International Development (IDCA), Washington, DC. Center for Development Information and Evaluation.

In Guatemala, many girls attend no school. A project by the United States Agency for International Development (USAID), Basic Education Strengthening (BEST), demonstrated that improving educational quality is the best approach to enhancing girls' participation. BEST included a Girls Education Program (GEP) activity. Under the BEST/GEP umbrella,…

In the Flow of Media, Religion, and Culture: A Case Study with TVbyGIRLS

ERIC Educational Resources Information Center

Bischoff, Claire; Bullen, Rebecca Richards; Nemer, Molly; Quednau, Rachel

2011-01-01

This article introduces TVbyGIRLS, a nonprofit organization supporting girls in the development of critical thinking, digital literacy and storytelling, leadership, compassionate collaboration, and social justice engagement. Religious educator Claire Bischoff interviews Rebecca Richards Bullen, TVbyGIRLS mentor, and Molly Nemer and Rachel Quednau,…

Isolated rhomboencephalosynapsis - a rare cerebellar anomaly.

PubMed

Paprocka, Justyna; Jamroz, Ewa; Scieszka, Ewa; Kluczewska, Ewa

2012-01-01

Rhomboencephalosynapsis (RES, RS) is a unique entity usually recognized in infancy based on neuroimaging. Cerebellar fusion and absence of cerebellar vermis is often associated with supratentorial findings. Since now there are about 50 cases described worldwide, with approximately 36 patients diagnosed by MRI. The authors present the first in Poland case of this uncommon malformation and review the literature. The authors describe a 28-month-old-girl with microcephaly and proper psychomotor development. The family history was unrelevant. Based on MRI the congenital malformation of posterior fossa-rhombencephalosynapsis was confirmed Presented patient is a typical example of MRI usefulness especially in patients with RES. RES symptoms are mild and that is why the diagnosis is usually made only in adulthood.

Reliability of pubertal maturation self-assessment in a school-based survey.

PubMed

Jaruratanasirikul, Somchit; Kreetapirom, Piyawut; Tassanakijpanich, Nattaporn; Sriplung, Hutcha

2015-03-01

To assess the reliability of pubertal self-assessment of Thai adolescents. Some 927 girls and 997 boys, aged 8-18 years, from nine schools in Hat-Yai municipality. The adolescents evaluated their pubertal status after being shown a line drawing of the five Tanner stages with a short description. Girls assessed their breast and pubic hair development, and boys assessed their pubic hair development. The pubertal self-assessments were compared to pubertal assessments made by a pediatrician who examined the children after their self-assessment. Kappa coefficient and percent agreement were used for statistical analysis. The percent agreement of breast and pubic hair development between the girl's self-assessments and the assessments by the pediatrician were 60.8% and 78%, respectively. Kappa coefficient for breast assessment was 0.50 (95% confidence interval, CI 0.47-0.53) and for pubic hair 0.68 (95% CI 0.65-0.72). Nearly 30% of girls aged younger than 10 years overestimated their breast development status while 45% of girls aged over 14 years underestimated their breast development (p<0.001). For boys, the percent agreement of pubic hair development between the adolescents and the pediatrician was 76.4%, with a weighted kappa coefficient of 0.68 (95% CI 0.65-0.72). Pubertal self-assessment using line drawings with a short description can be used as a reliable method to assess pubic hair maturation in boys and girls, but can be used with less reliability to assess the breast maturation in young girls.

Girls in detention: what are their characteristics? A project to explore and document the character of this target group and the significant ways in which it differs from one consisting of boys.

PubMed

Lenssen, S A; Doreleijers, T A; Van Dijk, M E; Hartman, C A

2000-06-01

In this article, the differences between male and female juvenile delinquency are discussed, from a behavioural and psychiatric perspective. At first the existence and nature of female juvenile delinquency is described. Further a, mostly literature-based, analysis of gender-related differences in juvenile delinquency and psychopathology is presented. Finally the results are given of a dossier research project into the behavioural aspects of female juvenile delinquency. Girls commit fewer and less serious offences. Girls in a detention centre are younger than boys in the same centre. Few Turkish and Moroccan girls are seen. The majority of girls are placed in a detention centre by a Civil Court Order. A relatively high percentage of retarded girls was found. Multiple sexual contacts from an early age, substance abuse, running away from home and truancy are risk behaviours in the development of female juvenile delinquency. In the majority of cases there was no record of previous contacts with the law. It seems as if there are gender-related factors according to the development of female juvenile delinquency. Answers on age-differences, early sexual development, the relation between behaviour and psychiatric diagnosis, the role of the risk behaviours in the development of the girls, intelligence and the reasons for placing girls in a detention centre should throw light on the development process of female juvenile delinquents. Copyright 2000 The Association for Professionals in Services for Adolescents.

The Link between Peer Relations, Prosocial Behavior, and ODD/ADHD Symptoms in 7-9-Year-Old Children.

PubMed

Paap, Muirne C S; Haraldsen, Ira R; Breivik, Kyrre; Butcher, Phillipa R; Hellem, Frøydis M; Stormark, Kjell M

2013-01-01

Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7-9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior.

The Link between Peer Relations, Prosocial Behavior, and ODD/ADHD Symptoms in 7–9-Year-Old Children

PubMed Central

Paap, Muirne C. S.; Haraldsen, Ira R.; Breivik, Kyrre; Butcher, Phillipa R.; Hellem, Frøydis M.; Stormark, Kjell M.

2013-01-01

Oppositional defiant disorder (ODD) and attention-deficit/hyperactivity disorder (ADHD) are characterized by symptoms that hinder successful positive interaction with peers. The main goal of this study was to examine if the presence of symptoms of ODD and ADHD affects the relationship between positive social behavior and peer status found in 7–9-year-old children who show symptoms typical of ADHD and/or ODD. Furthermore, the possible interaction with sex was investigated. We used data collected in the first wave of The Bergen Child Study of mental health (BCS), a prospective longitudinal total population study of children's developmental and mental health. The target population consisted of children in the second to the fourth, in all public, private, and special schools in Bergen, Norway, in the fall of 2002 (N = 9430). All 79 primary schools in Bergen participated in the study. Both teacher (8809 complete cases) and parent (6253 complete cases) report were used in the analyses. ADHD and ODD scores were estimated using the Swanson Noland and Pelham rating scale version IV (SNAP-IV), and peer problems and prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). We replicated the relationship between peer problems and prosocial behavior found previously in typically developing children. Our results showed that the relationship between peer problems and prosocial behavior became weaker as the ODD symptoms increased in number and severity. For ADHD this effect was only found in the teacher report of the children. A sex effect for ODD symptoms was found only using the parent report: boys with ODD symptoms showed less prosocial behavior than girls with similar levels of ODD symptoms. Since this effect was not found using the teacher data, it may imply a situational effect (school/home) for girls with high levels of ODD. The moderator effect of ODD/ADHD was comparable for boys and girls. Our findings suggest that even if children with ADHD/ODD symptoms have the opportunity to practice their social skills in peer relationships, this is not necessarily accompanied by an increase in prosocial behavior. PMID:24286065

The contribution of peer and media influences to the development of body satisfaction and self-esteem in young girls: a prospective study.

PubMed

Dohnt, Hayley; Tiggemann, Marika

2006-09-01

This study aimed to prospectively examine the role of peer and media influences in the development of body satisfaction (incorporating the desire for thinness and satisfaction with appearance) in young girls, as well as the relationship between body satisfaction and self-esteem. A sample of 97 girls 5-8 years of age completed individual interviews at Time 1 and 1 year later at Time 2. Linear panel analyses found that Time 1 perception of peers' desire for thinness was temporally antecedent to girls' desire for thinness, appearance satisfaction, and self-esteem 1 year later. In addition, the watching of appearance-focused television programs was temporally antecedent to appearance satisfaction. Finally, girls' desire for thinness was found to temporally precede low self-esteem. Thus, as early as school entry, girls appear to already live in a culture in which peers and the media transmit the thin ideal in a way that negatively influences the development of body image and self-esteem.

Rett syndrome: EEG presentation.

PubMed

Robertson, R; Langill, L; Wong, P K; Ho, H H

1988-11-01

Rett syndrome, a degenerative neurological disorder of girls, has a classical presentation and typical EEG findings. The electroencephalograms (EEGs) of 7 girls whose records have been followed from the onset of symptoms to the age of 5 or more are presented. These findings are tabulated with the Clinical Staging System of Hagberg and Witt-Engerström (1986). The records show a progressive deterioration in background rhythms in waking and sleep. The abnormalities of the background activity may only become evident at 4-5 years of age or during stage 2--the Rapid Destructive Stage. The marked contrast between waking and sleep background may not occur until stage 3--the Pseudostationary Stage. In essence EEG changes appear to lag behind clinical symptomatology by 1-3 years. An unexpected, but frequent, abnormality was central spikes seen in 5 of 7 girls. They appeared to be age related and could be evoked by tactile stimulation in 2 patients. We hypothesize that the prominent 'hand washing' mannerism may be self-stimulating and related to the appearance of central spike discharges.

Body-size stigmatization by preschool girls: in a doll's world, it is good to be "Barbie".

PubMed

Worobey, John; Worobey, Harriet S

2014-03-01

A number of studies have measured body size stigmatization, that is, the assigning of negative characteristics to individuals who are considered fat, in samples of children as young as preschool-age. The results of such studies are fairly consistent, but may be criticized for the abstract nature of the line drawings typically used as test stimuli. In the present study the utility of using toy dolls to gauge young girls' views toward different body shapes was assessed. Forty girls ages 3½-5½ were asked to assign various traits to one of three dolls (thin, average, and fat). As with previous work, responses fell out in a stereotypical pattern, with the positive characteristics attributed most often to the thin or average doll and all of the negative characteristics most often to the fat doll. The strengths and weaknesses of this doll paradigm in studies of body-size stigmatization by young children are discussed. Copyright © 2014. Published by Elsevier Ltd.

Beating fantasies in a latency girl: their role in female sexual development.

PubMed

Friedman, L H

1985-10-01

Detailed clinical material is presented from the analysis of a latency girl whose inner life revolved around a series of beating fantasies. The clinical data support Freud's 1925 formulation that the perception of sexual differences initiates the oedipus complex in the girl. Whether a girl experiences vaginal sensations before puberty has been a controversial issue; in this girl vaginal sensations and contractions appeared prior to puberty.

Drug-Involved Mexican-Origin Girls’ HIV Prevention Needs: A Pilot Study

PubMed Central

Lopez, Vera; Dustman, Patricia; Williams, Tiffany

2017-01-01

The purpose of this pilot study was to collect data to inform the development of an HIV prevention program for drug-involved Mexican-Origin (MO) adolescent girls. Eighteen in-depth semi-structured interviews were conducted with drug-involved MO girls in addition to focus group discussions with 19 other drug-involved MO girls and 8 clinical service providers (CSPs) in 2009–2010. Emergent themes indicated that HIV prevention programs for drug-involved MO girls should be girl-centered, focused on relationship development, and include trained peer facilitators who share the same cultural and “street” background as the girls. The program should omit scare tactics associated with risky sexual behaviors and emphasize individual empowerment skills useful to negotiate sexual decisions successfully. In addition, a girl-centered intervention for MO girls should address important concerns for this group, including resistance skills and strategies regarding relationships with older men, teenage motherhood, sexual infidelity, sexual coercion, and dating violence. Participants noted that intervention activities should be interactive with an emphasis on guiding girls as they learn to assess critically personal risk while at the same time learning skills and resources to address these issues in real life. PMID:26362876

Young smokers and non-smokers perceptions of typical users of plain vs. branded cigarette packs: a between-subjects experimental survey.

PubMed

Lund, Ingeborg; Scheffels, Janne

2013-10-24

In an attempt to minimize the pack design avenue of communication between tobacco producers and smokers and potential smokers, several jurisdictions, including Norway, have considered regulations on cigarette pack design. The main aim of the current study was to investigate how package design affects young people's perceptions of typical smokers of some pre-chosen cigarette brands and brand varieties. Based on data from a web survey among 1022 15-22 year-olds, possible effects of plain packaging of cigarettes on adolescents' views about typical cigarette smokers were investigated. The data collection had a between-subjects design, in which participants were allocated to one of three groups, and asked to typify the smokers of selected cigarette packs either in branded, plain or plain with descriptor versions. The sample included boys and girls, and smokers and non-smokers. The smoker characteristics included in the investigation were: gender, glamour, stylishness, popularity, coolness, sophistication and slimness. After creating sum-scores within and across packs and pack versions, analyses indicated that a shift from branded to plain cigarette packaging would result in a reduction in positive user images related to smoking among adolescents and young adults. For girls, this effect held up after controlling for confounders. To the extent that plain packaging contributes to making smoking images less positive, it can potentially be an efficient aid in reducing smoking uptake among adolescents.

Sensory Processing and Its Relationship with Children's Daily Life Participation.

PubMed

Chien, Chi-Wen; Rodger, Sylvia; Copley, Jodie; Branjerdporn, Grace; Taggart, Caitlin

2016-01-01

To investigate whether children with probable or definite differences in sensory processing (SP) had participation restrictions, and the relationship between Short Sensory Profile (SSP) scores and children's participation. The participants were parents of 64 children (mean age 8 years 1 month); 36 with potential impairments in regulating sensory input and filtering out unnecessary stimuli (29 boys, 7 girls) and 28 with typical SP abilities (25 boys, 3 girls). Parents' completed the SSP and Participation in Childhood Occupations Questionnaire (PICO-Q). The SSP score was used to categorize children as potential SP impairment group and typical SP ability group. Children categorized as having probable or definite differences in SP exhibited significantly lower participation levels and enjoyment than children categorized as having typical SP abilities. However, participation frequency between both groups was similar. Six out of the seven SP impairment types had small to moderate correlations with children's participation (r = 0.25-0.48, p < 0.05). Multiple regression analyses indicated that only three impairment types (Underresponsive/Seeks Sensation, Low Energy/Weak, and Visual/Auditory Sensitivity) were significant predictors of PICO-Q participation domains. The results suggest that children with potential SP impairments have restrictions in the degree of participation and enjoyment. Three SP types were related to specific participation domains, but they explained a small amount of variance or none in some participation domains. Other variables should be considered to identify determinants of children's participation.

A trial of reduced carbohydrate diet to improve metabolic outcomes and decrease adiposity in obese peripubertal African American girls: does macronutrient profile matter?

PubMed Central

Casazza, Krista; Cardel, Michelle; Dulin-Keita, Akilah; Hanks, Lynae J.; Gower, Barbara A.; Newton, Anna L.; Wallace, Stephenie

2011-01-01

Objectives Obesity prevalence among African American (AA) girls is higher than that of other groups. As typical calorie-restriction obesity treatment strategies have had limited success, alterations in macronutrient composition might effectively improve metabolic outcomes in this population and impact future body composition trajectories. The objective was to evaluate the efficacy of a moderately restricted carbohydrate (CHO) versus a standard CHO diet on weight/fat loss and metabolic parameters in overweight/obese AA girls aged 9–14 years. Methods A total of 26 AA girls (ranging from 92nd BMI percentile and above) were assigned to either a reduced- (SPEC: 42% calories from CHO, n=12) or a standard- (STAN: 55% of calories from CHO, n=14) CHO diet (protein held constant) for 16-weeks. All meals were provided and clinically tailored to meet the estimated energy requirements (REE × 1.2 in eucaloric phase and REE × 1.2 – 1000kcal in energy deficit phase). The first five-weeks encompassed a eucaloric phase evaluating metabolic changes in the absence of weight change. The subsequent 11-weeks were hypocaloric (1000kcal/d deficit) in effort to promote weight/fat loss. Meal tests were performed during the eucaloric phase for metabolic analyses. Dual-energy x-ray absorptiometry (DXA) was used to evaluate body composition. Results Both groups had reductions in weight/adiposity but the difference did not reach significance. The solid meal test indicated improved glucose/insulin homeostasis on the SPEC diet up to three hours post-ingestion. In addition, significantly lower triglycerides (p<0.001) were observed on the SPEC diet. Conclusions Dietary CHO reduction favorably influences metabolic parameters but did not result in greater weight/fat loss relative to a standard diet in obese AA girls. Future research is needed to determine long-term effectiveness of a reduced CHO diet on glucose and insulin homeostasis and how it may apply to weight maintenance/fat loss during development alone and/or in combination with additional weight loss/metabolic improvement strategies. PMID:22067112

Coordination, Competition, and Neutrality: Autonomy and Relatedness Patterns in Girls' Interactions with Mentors and Peers

ERIC Educational Resources Information Center

Patton, Christine L.; Deutsch, Nancy L.; Das, Anindita

2016-01-01

Healthy development necessitates that adolescents maintain connections with others while developing an autonomous identity. In the extant literature, however, autonomy and relatedness are often placed at odds, particularly in discussions of girls. We explore how autonomy and relatedness co-occur in girls' interactions with peers and mentors in the…

Cross-gender Social Normative Effects for Violence in Middle School: Do Girls Carry a Social Multiplier Effect for At-risk Boys?

PubMed Central

Pasch, Keryn E.; Brown, H. Shelton; Perry, Cheryl L.; Komro, Kelli A.

2014-01-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have “spillover effects” on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003–2005) from Project Northland Chicago (PNC) were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4233 at Grade 6, N = 3771 at Grade 7, and N = 3793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys’ levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school environmental context, particularly among boys, who are at greater risk. PMID:24567165

Girls' Rumination and Anxiety Sensitivity: Are They Related after Controlling for Girl, Maternal, and Parenting Factors?

ERIC Educational Resources Information Center

Gardner, Christie; Epkins, Catherine C.

2012-01-01

Background: Rumination and anxiety sensitivity are posited cognitive vulnerabilities in the development and/or maintenance of depression and anxiety and have only been examined separately in youth. Objective: We examined the relation between rumination and anxiety sensitivity in girls, after controlling for other girl, maternal, and parenting…

Counseling Adolescent Girls for Body Image Resilience: Strategies for School Counselors

ERIC Educational Resources Information Center

Choate, Laura Hensley

2007-01-01

Because body image dissatisfaction is such a pervasive problem in adolescent girls, school counselors need to develop effective prevention programs in this area. In this article, a model to promote girls' body image resilience is presented. The model identifies five protective factors that contribute to girls' abilities to resist sociocultural…

And Girl Justice for All: Blending Girl-Specific & Youth Development Practices

ERIC Educational Resources Information Center

Muno, Ann

2014-01-01

In this article, the author describes a Seattle-based nonprofit organization, Powerful Voices, designed to help girls realize their dreams, engage their communities, and shape a better world. One among many efforts to address the equity gap for girls of color, Powerful Voices intertwines gender- and race-specific practices with evidence-based…

I know I can: a longitudinal examination of precursors and outcomes of perceived athletic competence among adolescent girls.

PubMed

Baker, Birgitta L; Davison, Kirsten K

2011-02-01

This study examined predictors of perceived athletic competence and subsequent physical activity in a longitudinal sample of adolescent girls. A sample of 149 girls was assessed at ages 9, 11, and 13. Perceived athletic competence (PAC) was measured at all ages. Nonaesthetic versus aesthetic sport participation, body fat percentage, and breast development were measured at age 9. Accelerometers were used to measure girls' moderate-to-vigorous physical activity (MVPA) at age 13. Girls who participated in nonaesthetic sports at age 9 reported higher PAC at age 11 than those who participated in only aesthetic sports, while more advanced breast development at age 9 was associated with greater relative declines in PAC between ages 11 and 13. Both age 11 PAC and the relative change in PAC between ages 11 and 13 were significant positive predictors of age 13 MVPA. Results were independent of age 9 socioeconomic status and self-reported physical activity. Perceived athletic competence is a suitable target for intervention efforts designed to increase adolescent girls' physical activity. Particular attention should be focused on girls who are overweight or experiencing puberty. Participation in nonaesthetic sports may be particularly important in the development of PAC.

When friends disappoint: boys' and girls' responses to transgressions of friendship expectations.

PubMed

MacEvoy, Julie Paquette; Asher, Steven R

2012-01-01

In this study, the prevailing view that girls are pervasively more skilled in their friendships than boys was challenged by examining whether girls respond more negatively than boys when a friend violates core friendship expectations. Fourth- and fifth-grade children (n = 267) responded to vignettes depicting transgressions involving a friend's betrayal, unreliability, or failure to provide support or help. Results indicated that girls were more troubled by the transgressions, more strongly endorsed various types of negative relationship interpretations of the friend's actions, and reported more anger and sadness than did boys. Girls also endorsed revenge goals and aggressive strategies just as much as boys. These findings lead to a more complex view of boys' and girls' friendship competencies. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

The girl-child: problems and survival in the Nigerian context.

PubMed

Anyanwu, S O

1995-01-01

This article examines the living conditions and survival of girl children in Nigeria and the preferential treatment of boy children. Girls are discriminated against in Nigeria in access to educational opportunity, food, and nutrition. Girls carry a heavy burden of farm work and house work. Girls are married off at early ages, which interferes with their education or acquisition of skills needed for survival. Beliefs must be changed about the value of girl children. Rapid economic development is dependent upon elimination of gender bias. Female education serves as an investment that will help facilitate the achievement of family planning objectives and the production of healthier children. Poor female nutrition contributes to greater vulnerability to disease and to poor physical and mental development. It is recommended that nutrition be improved for females and that illegal child labor be abolished. Early marriage should be outlawed, and parents should be educated about the benefits of later marriage. A National Children's Commission should be set up for defending the rights of the girl child in an educational, social, cultural, political, and economic context. The Commission should maintain statistics on child survival and other socioeconomic factors. Parents have an important role to fulfill in helping female children achieve the basic necessities of survival and development and in learning about the fundamentals of child development and care. Teachers have an important role to play in teaching about sex education, drug education, family planning, and AIDS. Women's groups have an important role to play in focusing attention on various problems confronting girl children. Government must focus more resources on reducing the inequalities between boys and girls, change discriminatory laws, and establish political stability. International aid should increase and be directed to female child survival.

Girls’ Disruptive Behavior and its Relationship to Family Functioning: A Review

PubMed Central

Kroneman, Leoniek M.; Loeber, Rolf; Hipwell, Alison E.; Koot, Hans M.

2009-01-01

Although a number of reviews of gender differences in disruptive behavior and parental socialization exist, we extend this literature by addressing the question of differential development among girls and by placing both disruptive behavior and parenting behavior in a developmental framework. Clarifying the heterogeneity of development in girls is important for developing and optimizing gender-specific prevention and treatment programs. In the current review, we describe the unique aspects of the development of disruptive behavior in girls and explore how the gender-specific development of disruptive behavior can be explained by family linked risk and protective processes. Based on this review, we formulate a gender-specific reciprocal model of the influence of social factors on the development of disruptive behavior in girls in order to steer further research and better inform prevention and treatment programs. PMID:20161077

Empowering adolescent girls: developing egalitarian gender norms and relations to end violence.

PubMed

Amin, Avni; Chandra-Mouli, Venkatraman

2014-10-21

On the occasion of the International Day of the Girl Child (October 11), this commentary highlights the problem of violence against adolescent girls. It describes the nature and magnitude of violence faced by adolescent girls, what we know about factors that drive violence against women and against adolescent girls. It highlights the importance of promoting egalitarian gender norms, particularly during adolescence, and empowering women and girls in efforts to end such violence. Finally, it offers lessons learned from some promising interventions in this area.

SATB2-associated syndrome presenting with Rett-like phenotypes.

PubMed

Lee, J S; Yoo, Y; Lim, B C; Kim, K J; Choi, M; Chae, J-H

2016-06-01

The SATB2-associated syndrome (SAS) was proposed recently, after the SATB2 gene was initially discovered to be associated with isolated cleft palate. This syndrome is characterized by intellectual disability with delayed speech development, facial dysmorphism, cleft or high-arched palate, and dentition problems. Here, we describe two novel SATB2 sequence variants in two unrelated patients presenting with Rett-like phenotypes. We performed trio-based whole-exome sequencing in a 17-month-old girl presenting with severe retardation and Rett-like phenotypes, which revealed a de novo missense variant in SATB2 (p.Glu396Gln). Moreover, targeted sequencing of the SATB2 gene was performed in a 2-year-old girl with severe psychomotor retardation, facial hypotonia, and cleft palate who also exhibited some features of Rett syndrome. A nonsense variant in SATB2 was identified in this patient (p.Arg459*). This study expanded the clinical and genetic spectrum of SAS. SATB2 variants should be considered in cases with psychomotor retardation alone or in any cases with Rett-like phenotypes, regardless of the typical features of SAS such as cleft palate. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

[Recurrent cortical blindness after LSD-intake].

PubMed

Bernhard, M K; Ulrich, K

2009-02-01

Recurrent disturbances of vision associated with headaches are typical signs of a migraine. A 15-year-old girl suffered from common migraine. The patient had a headache and nausea five days after a first and proved intake of LSD. Shortly later, a complete blindness of both eyes developed within seconds. These symptoms continued for 48 hours. As the pupillar reactions were intact the findings were consistent with cortical blindness. MRI and MR-angiography of the brain, analysis of the cerebrospinal fluid and blood investigations for thrombophilia were normal. The EEG showed a bilateral symmetrical delta wave slowing over the occipital areas. Within the following three months the girl had three more episodes with complete blindness over a period of 12-36 hours. There have never been any visual disturbances in between the episodes and afterwards. Extended diagnosis with long term blood pressure measurement, Doppler sonography and visual evoked potentials were normal. The occipital slowing in the EEG persisted for 18 months. As the symptoms were unusually long and severe for a complicated migraine it is possible that the temporary blindness was the correlate of flash backs caused by the LSD. LSD intake could trigger additional, local cortical dysfunction (e. g. in the occipital areas) in preexisting migraine.

Sustained endocrine profiles of a girl with WAGR syndrome.

PubMed

Takada, Yui; Sakai, Yasunari; Matsushita, Yuki; Ohkubo, Kazuhiro; Koga, Yuhki; Akamine, Satoshi; Torio, Michiko; Ishizaki, Yoshito; Sanefuji, Masafumi; Torisu, Hiroyuki; Shaw, Chad A; Kagami, Masayo; Hara, Toshiro; Ohga, Shouichi

2017-10-23

Wilms tumor, aniridia, genitourinary anomalies and mental retardation (WAGR) syndrome is a rare genetic disorder caused by heterozygous deletions of WT1 and PAX6 at chromosome 11p13. Deletion of BDNF is known eto be associated with hyperphagia and obesity in both humans and animal models; however, neuroendocrine and epigenetic profiles of individuals with WAGR syndrome remain to be determined. We report a 5-year-old girl with the typical phenotype of WAGR syndrome. She showed profound delays in physical growth, motor and cognitive development without signs of obesity. Array comparative genome hybridization (CGH) revealed that she carried a 14.4 Mb deletion at 11p14.3p12, encompassing the WT1, PAX6 and BDNF genes. She experienced recurrent hypoglycemic episodes at 5 years of age. Insulin tolerance and hormonal loading tests showed normal hypothalamic responses to the hypoglycemic condition and other stimulations. Methylation analysis for freshly prepared DNA from peripheral lymphocytes using the pyro-sequencing-based system showed normal patterns of methylation at known imprinting control regions. Children with WAGR syndrome may manifest profound delay in postnatal growth through unknown mechanisms. Epigenetic factors and growth-associated genes in WAGR syndrome remain to be characterized.

Peer Deviance, Parenting and Disruptive Behavior among Young Girls

PubMed Central

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-01-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among girls. Affiliations with problem-prone peers were apparent among a sizeable minority of the girls, and these associations included both males and females. Although peer delinquency concurrently predicted disruptive behaviors, the gender of these peers did not contribute to girls’ behavior problems. Harsh parenting and low parental warmth showed both concurrent and prospective associations with girls’ disruptive behaviors. Similar patterns of association were seen for African American and European American girls. The findings show that peer and parent risk processes are important contributors to the early development of young girls’ conduct and oppositional behaviors. These data contribute to our understanding of girls’ aggression and antisocial behaviors and further inform our understanding of risk processes for these behaviors among young girls in particular. PMID:18777132

Non-linearities in Theory-of-Mind Development.

PubMed

Blijd-Hoogewys, Els M A; van Geert, Paul L C

2016-01-01

Research on Theory-of-Mind (ToM) has mainly focused on ages of core ToM development. This article follows a quantitative approach focusing on the level of ToM understanding on a measurement scale, the ToM Storybooks, in 324 typically developing children between 3 and 11 years of age. It deals with the eventual occurrence of developmental non-linearities in ToM functioning, using smoothing techniques, dynamic growth model building and additional indicators, namely moving skewness, moving growth rate changes and moving variability. The ToM sum-scores showed an overall developmental trend that leveled off toward the age of 10 years. Within this overall trend two non-linearities in the group-based change pattern were found: a plateau at the age of around 56 months and a dip at the age of 72-78 months. These temporary regressions in ToM sum-score were accompanied by a decrease in growth rate and variability, and a change in skewness of the ToM data, all suggesting a developmental shift in ToM understanding. The temporary decreases also occurred in the different ToM sub-scores and most clearly so in the core ToM component of beliefs. It was also found that girls had an earlier growth spurt than boys and that the underlying developmental path was more salient in girls than in boys. The consequences of these findings are discussed from various theoretical points of view, with an emphasis on a dynamic systems interpretation of the underlying developmental paths.

Non-linearities in Theory-of-Mind Development

PubMed Central

Blijd-Hoogewys, Els M. A.; van Geert, Paul L. C.

2017-01-01

Research on Theory-of-Mind (ToM) has mainly focused on ages of core ToM development. This article follows a quantitative approach focusing on the level of ToM understanding on a measurement scale, the ToM Storybooks, in 324 typically developing children between 3 and 11 years of age. It deals with the eventual occurrence of developmental non-linearities in ToM functioning, using smoothing techniques, dynamic growth model building and additional indicators, namely moving skewness, moving growth rate changes and moving variability. The ToM sum-scores showed an overall developmental trend that leveled off toward the age of 10 years. Within this overall trend two non-linearities in the group-based change pattern were found: a plateau at the age of around 56 months and a dip at the age of 72–78 months. These temporary regressions in ToM sum-score were accompanied by a decrease in growth rate and variability, and a change in skewness of the ToM data, all suggesting a developmental shift in ToM understanding. The temporary decreases also occurred in the different ToM sub-scores and most clearly so in the core ToM component of beliefs. It was also found that girls had an earlier growth spurt than boys and that the underlying developmental path was more salient in girls than in boys. The consequences of these findings are discussed from various theoretical points of view, with an emphasis on a dynamic systems interpretation of the underlying developmental paths. PMID:28101065

Depression Begets Depression: Comparing the Predictive Utility of Depression and Anxiety Symptoms to Later Depression

ERIC Educational Resources Information Center

Keenan, Kate; Feng, Xin; Hipwell, Alison; Klostermann, Susan

2009-01-01

Background: The high comorbidity between depressive and anxiety disorders, especially among females, has called into question the independence of these two symptom groups. It is possible that childhood anxiety typically precedes depression in girls. Comparing of the predictive utility of symptoms of anxiety with the predictive utility of symptoms…

Char syndrome: an additional family with polythelia, a new finding.

PubMed

Zannolli, R; Mostardini, R; Matera, M; Pucci, L; Gelb, B D; Morgese, G

2000-11-27

This report describes a father and daughter with Char syndrome, a rare autosomal dominant disorder. Both affected individuals had typical face, strabismus, and foot anomalies. The girl also had a patent ductus arteriosus. In addition, both patients had polythelia (supernumerary nipples), a finding not described before in the Char syndrome. Copyright 2000 Wiley-Liss, Inc.

Sex Segregation in Friendships and Normative Contexts across the Life Span

ERIC Educational Resources Information Center

Mehta, Clare M.; Strough, JoNell

2009-01-01

Sex segregation (the separation of boys and girls into same-sex groups in their friendships and casual encounters; [Thorne, B., & Luria, Z. (1986). Sexuality and gender in children's daily worlds. "Social Problems, 33", 176-190]), has typically been viewed as a childhood phenomenon. In the present paper, we review research that suggests the…

Die Bedeutung der Koedukation fur die Genese der Studienfachwahl = The Impact of Coeducation on Vocational Choice.

ERIC Educational Resources Information Center

Giesen, Heinz; And Others

1992-01-01

Presents study results of the impact of coeducational and gender segregated instruction on German students' vocational choice. Reports that students in coeducational settings tend to conform with gender typical roles in choice of majors, interests, grades, and self-assessment. Concludes that female students attending girls' schools more often go…

The Status of Primary School Buildings in the Rural Villages of Pakistan, 1976.

ERIC Educational Resources Information Center

Hussain, Farhat; Eastmond, Jefferson N.

An April-May 1976 nationwide sample of more than 800 schools in rural Pakistan provides data to form composite pictures of the typical boys school and girls school. An observation checklist records such aspects as: (1) government ownership of building; (2) structural soundness and maintenance of walls, roof, veranda, steps, floors, windows; (3)…

Profiles of Disruptive Behavior across Early Childhood: Contributions of Frustration Reactivity, Physiological Regulation, and Maternal Behavior

ERIC Educational Resources Information Center

Degnan, Kathryn A.; Calkins, Susan D.; Keane, Susan P.; Hill-Soderlund, Ashley L.

2008-01-01

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological…

Reflections on Multiculturalism, Social Justice, and Empowerment Groups for Academic Success: A Critical Discourse for Contemporary Schools

ERIC Educational Resources Information Center

Bemak, Fred

2005-01-01

Writing the article entitled "Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls," Fred Bemak anticipated that there would be mixed reactions, given the unique and non traditional approach to working with a difficult and typically underserved population. The…

Double Jeopardy: Addressing Gender Equity in Special Education. SUNY Series, the Social Context of Education.

ERIC Educational Resources Information Center

Rousso, Harilyn, Ed.; Wehmeyer, Michael L., Ed.

Highlighting the educational issues of girls and young women with disabilities, this book examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than males with disabilities and typical female peers upon leaving school. It also describes…

Differences in patterns of physical participation in recreational activities between children with and without intellectual and developmental disability.

PubMed

Chien, Chi-Wen; Rodger, Sylvia; Copley, Jodie

2017-08-01

Children with intellectual and developmental disability (IDD) are at risk of experiencing limited participation in recreational activities, where they may be present but not physically engaged. To compare patterns of physical engagement in recreational activities between children with and without IDD. Fifty children with IDD (26 boys, 24 girls; mean age 8.7 years) were matched for age and sex with 50 typically developing children. Parents completed a questionnaire which captured participation in 11 recreational activities involving hand use as an indication of physical engagement. More than 80% of children in both groups participated physically in eight recreational activities, but fewer children with IDD participated in six activities when compared with typically developing children. Children with IDD also participated less frequently in five activities and required more assistance to participate in all the 11 activities. Parents wanted their child with IDD to participate in 10 recreational activities with less assistance. The difference between the groups related to participation frequency, independence, and parents' desire for changes in their child's participation. Greater efforts are needed to address these differences and to support recreational participation in children with IDD. Copyright © 2017 Elsevier Ltd. All rights reserved.

Young children's attitudes toward peers with intellectual disabilities: effect of the type of school.

PubMed

Georgiadi, Maria; Kalyva, Efrosini; Kourkoutas, Elias; Tsakiris, Vlastaris

2012-11-01

This study explored typically developing children's attitudes towards peers with intellectual disabilities, with special reference to the type of school they attended. Two hundred and fifty-six Greek children aged 9-10 (135 in inclusive settings) completed a questionnaire and an adjective list by Gash (European Journal of Special Needs Education 1993; 8, 106) and drew a child with intellectual disabilities, commenting also on their drawings. Typically developing children expressed overall neutral attitudes towards peers with intellectual disabilities. Type of school differentiated their attitudes, with children from inclusive settings being more positive towards peers with intellectual disabilities and choosing less negative adjectives to describe them than children from non-inclusive settings. Girls and students who expressed more positive social, emotional and overall attitudes towards students with intellectual disabilities chose more positive adjectives to describe a child with intellectual disabilities. It was also found that children from inclusive settings drew children with intellectual disabilities as more similar to a child with Down syndrome in comparison with children from non-inclusive settings. Effective inclusive practices should be promoted to foster social acceptance of students with intellectual disabilities. © 2012 Blackwell Publishing Ltd.

Girls' Sexual Development in the Inner City: From Compelled Childhood Sexual Contact to Sex-for-Things Exchanges

ERIC Educational Resources Information Center

Dunlap, Eloise; Golub, Andrew; Johnson, Bruce D.

2003-01-01

Child Sexual Abuse (CSA) has been linked to a wide variety of adverse psychological and behavioral outcomes. This paper describes girls' sexual development in the inner city based on qualitative material from a long-term ethnographic (observational) study. For many inner-city girls, early and then continued experiences of being compelled to have…

Maternal Characteristics Predicting Young Girls' Disruptive Behavior

ERIC Educational Resources Information Center

van der Molen, Elsa; Hipwell, Alison E.; Vermeiren, Robert; Loeber, Rolf

2011-01-01

Little is known about the relative predictive utility of maternal characteristics and parenting skills on the development of girls' disruptive behavior. The current study used five waves of parent- and child-report data from the ongoing Pittsburgh Girls Study to examine these relationships in a sample of 1,942 girls from age 7 to 12 years.…

"Connecting with Courage," An Outward Bound Program for Adolescent Girls.

ERIC Educational Resources Information Center

Porter, Terry

Research on girls' development has found that girls see the world that coheres through human relationships rather than through systems of rules, and that 12 or 13 is a watershed age for girls, a time of "central relational crisis." As their bodies enter the physiological transformations that culminate in womanhood, they face an onslaught…

What's Sexy? Adolescent Girls Discuss Confidence, Danger, and Media Influence

ERIC Educational Resources Information Center

Lamb, Sharon; Farmer, Kaelin M.; Kosterina, Elena; Lambe Sariñana, Susan; Plocha, Aleksandra; Randazzo, Renee

2016-01-01

Building on qualitative research about sexualisation by media and culture and the impact on girls' development, in this article we present a discourse analysis of three focus groups of teen girls of colour and of diverse ethnicities asked to talk about sexiness. We focus on the ways the girls both support and resist hegemonic discourses about…

Doing the "Work of Hearing": Girls' Voices in Transnational Educational Development Campaigns

ERIC Educational Resources Information Center

Khoja-Moolji, Shenila

2016-01-01

There is an increasing focus in transnational campaigns for girls' education and empowerment on highlighting the voices of girls from the global south. These moves are made in response to feminist critiques of said campaigns for not attending to the diverse, multiple and complex lived experiences of girls. This article engages in theorising these…

Risk perceptions, sexual attitudes, and sexual behavior after HPV vaccination in 11-12 year-old girls.

PubMed

Mullins, Tanya L Kowalczyk; Widdice, Lea E; Rosenthal, Susan L; Zimet, Gregory D; Kahn, Jessica A

2015-07-31

Among 11-12 year-old girls who received the human papillomavirus (HPV) vaccine, we explored, over the subsequent 30 months: (1) trajectories of knowledge about HPV/HPV vaccines and vaccine-related risk perceptions; (2) whether knowledge and risk perceptions impacted sexual attitudes and sexual experience; (3) whether mothers, clinicians, and media influenced girls' risk perceptions, attitudes, and behavior. Girls and mothers (n=25dyads) completed separate, semi-structured interviews within 2 days of, and 6, 18, and 30 months after, their first HPV vaccine dose. Knowledge, risk perceptions related to HPV and other sexually transmitted infections (STIs), and attitudes about sexual behaviors were assessed. Sexual experience was assessed at girls' 30 month interviews. Clinicians completed interviews at baseline. Transcribed interviews were analyzed using framework analysis. Girls' baseline knowledge was poor but often improved with time. Most girls (n=18) developed accurate risk perceptions about HPV but only half (n=12) developed accurate risk perceptions about other STIs by 30 months. The vast majority of girls thought that safer sex was still important, regardless of knowledge, risk perceptions, or sexual experience. Girls whose HPV knowledge was high at baseline or increased over time tended to articulate accurate risk perceptions; those who were able to articulate accurate risk perceptions tended to report not having initiated sexual activity. Girls whose mothers demonstrated higher knowledge and/or communication about HPV vaccination tended to articulate accurate risk perceptions, whereas clinicians and media exposure did not appear to influence risk perceptions. Higher knowledge about HPV vaccines among mothers and girls was linked with more accurate risk perceptions among girls. Clinicians may play an important role in providing education about HPV vaccines to mothers and girls. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Social Context of Sexual Health and Sexual Risk for Urban Adolescent Girls in the United States

PubMed Central

Teitelman, Anne M.; Bohinski, Julia M.; Boente, Alyssa

2011-01-01

Sexually transmitted infections including HIV and teenage pregnancy have resulted in considerable morbidity and mortality among girls in the United States. There is a need to further strengthen prevention efforts against these persistent epidemics. In order to promote girls' sexual health and most effectively reduce sexual risk, it is important to understand the social factors that influence the development of a girl's sexuality. The purpose of this study was to begin to fill a void in the literature by exploring girls' perspectives about the social context in which they learn about sex, sexuality, and relationships. Coding and content analysis was used to identify patterns and themes in 33 individual interviews with African American and Euro-American girls. Participants identified family, friends/peers, partners, school, and the media as the most common sources for learning about sexual health. Girls sought out different types of information from each source. Many girls experienced conflicting messages about their sexual health and struggled to integrate the disparate cultural references to sex, sexuality, and relationships that emerged from these different spheres of social life. Girls often had to navigate the journey of their sexual development with little room for reflection about their own thoughts, feelings, desires, and decisions. Health care providers, especially those in mental health, are in an optimal position to promote girls' physical, developmental, and emotional sexual health. PMID:19544131

The social context of sexual health and sexual risk for urban adolescent girls in the United States.

PubMed

Teitelman, Anne M; Bohinski, Julia M; Boente, Alyssa

2009-07-01

Sexually transmitted infections including HIV and teenage pregnancy have resulted in considerable morbidity and mortality among girls in the United States. There is a need to further strengthen prevention efforts against these persistent epidemics. In order to promote girls' sexual health and most effectively reduce sexual risk, it is important to understand the social factors that influence the development of a girl's sexuality. The purpose of this study was to begin to fill a void in the literature by exploring girls' perspectives about the social context in which they learn about sex, sexuality, and relationships. Coding and content analysis was used to identify patterns and themes in 33 individual interviews with African American and Euro-American girls. Participants identified family, friends/peers, partners, school, and the media as the most common sources for learning about sexual health. Girls sought out different types of information from each source. Many girls experienced conflicting messages about their sexual health and struggled to integrate the disparate cultural references to sex, sexuality, and relationships that emerged from these different spheres of social life. Girls often had to navigate the journey of their sexual development with little room for reflection about their own thoughts, feelings, desires, and decisions. Health care providers, especially those in mental health, are in an optimal position to promote girls' physical, developmental, and emotional sexual health.

The roots of stereotype threat: when automatic associations disrupt girls' math performance.

PubMed

Galdi, Silvia; Cadinu, Mara; Tomasetto, Carlo

2014-01-01

Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math-gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype-consistent, relative to a stereotype-inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Girls and A level physics : Identity and choices

NASA Astrophysics Data System (ADS)

Thorley, Amelia Deborah Maud

This thesis addresses the question of how physics identity and physics self efficacy influence girls' choices to study or not to study physics post-16. This question is important because only 20% of the overall 16-18 physics cohort in England and Wales is female. A theoretical framework for physics identity is proposed using socio-cultural theories. An extensive review of the current literature on the issue of girls in physics, physics identity and physics self efficacy was used to support this framework.A mixed methods methodology with a funnelling approach to selecting participants was used. Two schools were selected because they had in the past demonstrated a higher than average progression rate for girls onto post-16 physics. An initial questionnaire was completed by 458 14 and 15 year old pupils. From the answers given on the questionnaire, 43 girls were selected to participate in three rounds of small group interviews. These girls were ones who were both thinking of studying physics post-16 and those who were not. Finally, extended narratives of four girls were developed to illustrate the links between physics identity, physics self efficacy and physics choice. Descriptive analysis of the questionnaire data was used to give a background picture of the pupils' overall views about science and physics, science and physics teachers and lessons and how they felt about physics. The group interview data was analysed thematically drawing on the themes identified in the literature review and themes that emerged from the data. The stories of four girls were analysed using narrative methodology. The results show that the issues of girls' engagement in physics cannot be resolved unless a holistic view is taken; that developing identification with physics occurs within the wider identity development of the girls that takes place in the many figured worlds that they inhabit. Particular notice needs to be taken of how girls' identification with physics develops due to interactions with teachers; how physics plays a part in the discourse of achievement and how society in general influences this identification. The research showed that there was little difference between future choosers and non choosers of physics.

Reference curves for the Brazilian Alberta Infant Motor Scale: percentiles for clinical description and follow-up over time.

PubMed

Saccani, Raquel; Valentini, Nadia C

2012-01-01

To compare Alberta Infant Motor Scale scores for Brazilian infants with the Canadian norm and to construct sex-specific reference curves and percentiles for motor development for a Brazilian population. This study recruited 795 children aged 0 to 18 months from a number of different towns in Brazil. Infants were assessed by an experienced researcher in a silent room using the Alberta Infant Motor Scale. Sex-specific percentiles (P5, P10, P25, P50, P75 and P90) were calculated and analyzed for each age in months from 0 to 18 months. No significant differences (p > 0.05) between boys and girls were observed for the majority of ages. The exception was 14 months, where the girls scored higher for overall motor performance (p = 0.015) and had a higher development percentile (0.021). It was observed that the development curves demonstrated a tendency to nonlinear development in both sexes and for both typical and atypical children. Variation in motor acquisition was minimal at the extremes of the age range: during the first two months of life and from 15 months onwards. Although the Alberta Infant Motor Scale is widely used in both research and clinical practice, it has certain limitations in terms of behavioral differentiation before 2 months and after 15 months. This reduced sensitivity at the extremes of the age range may be related to the number of motor items assessed at these ages and their difficulty. It is suggested that other screening instruments be employed for children over the age of 15 months.

External skeletal robusticity of children and adolescents - European references from birth to adulthood and international comparisons.

PubMed

Mumm, Rebekka; Godina, Elena; Koziel, Slawomir; Musalek, Martin; Sedlak, Petr; Wittwer-Backofen, Ursula; Hesse, Volker; Dasgupta, Parasmani; Henneberg, Maciej; Scheffler, Christiane

2018-06-11

Background: In our modern world, the way of life in nutritional and activity behaviour has changed. As a consequence, parallel trends of an epidemic of overweight and a decline in external skeletal robusticity are observed in children and adolescents. Aim: We aim to develop reference centiles for external skeletal robusticity of European girls and boys aged 0 to 18 years using the Frame Index as an indicator and identify population specific age-related patterns. Methods: We analysed cross-sectional & longitudinal data on body height and elbow breadth of boys and girls from Europe (0-18 years, n = 41.679), India (7-18 years, n = 3.297) and South Africa (3-18 years, n = 4.346). As an indicator of external skeletal robusticity Frame Index after Frisancho (1990) was used. We developed centiles for boys and girls using the LMS-method and its extension. Results: Boys have greater external skeletal robusticity than girls. Whereas in girls Frame Index decreases continuously during growth, an increase of Frame Index from 12 to 16 years in European boys can be observed. Indian and South African boys are almost similar in Frame Index to European boys. In girls, the pattern is slightly different. Whereas South African girls are similar to European girls, Indian girls show a lesser external skeletal robusticity. Conclusion: Accurate references for external skeletal robusticity are needed to evaluate if skeletal development is adequate per age. They should be used to monitor effects of changes in way of life and physical activity levels in children and adolescents to avoid negative health outcomes like osteoporosis and arthrosis.

A Cross-Section Study of the Ontogeny of Gender Roles in Women with DSD.

PubMed

Wisniewski, Amy; Aston, Christopher E

2015-01-01

A review of gender role (GR) differentiation from early childhood through adulthood was conducted on males and females in general, as well as on females affected by congenital adrenal hyperplasia (CAH) due to 21-hydroxylase deficiency or complete androgen insensitivity syndrome (CAIS). Additionally, retrospective and current, self-rated GR assessments were evaluated from women with CAH (n = 9) or CAIS (n = 12), and unaffected women and men ranging in age from 16 to 59 years. Overall, GR differentiation occurs in early childhood and persists through adulthood. With advanced age, this differentiation may evolve into androgyny or even become undifferentiated for the general population. While more studies of GR exist for girls and women with CAH compared to those affected by CAIS, some developmental patterns can be observed from the limited data that exist. First, girls and women with CAIS report a female GR that persists through adulthood. Second, girls and women with CAH are more likely to report less feminine/ more masculine play in childhood followed by interests in male-typical leisure activities and career choices in adulthood. However, our data indicate that women with CAH report more feminine/ less masculine patterns of GR with age. Self-reported GR for women with CAH was indistinguishable from that of women with CAIS at the time of study participation in adulthood. With the availability of effective medications for treating hormone deficiencies associated with CAH, affected women are expected to live a full lifespan. Thus, our understanding of psychosexual development into older age is warranted.

Investigating the Impact of Cognitive Load and Motivation on Response Control in Relation to Delay Discounting in Children with ADHD.

PubMed

Martinelli, Mary K; Mostofsky, Stewart H; Rosch, Keri S

2017-10-01

Attention-deficit/hyperactivity disorder (ADHD) is characterized by deficits in impulse control across a range of behaviors, from simple actions to those involving complex decision-making (e.g., preference for smaller-sooner versus larger later rewards). This study investigated whether changes in motor response control with increased cognitive load and motivational contingencies are associated with decision-making in the form of delay discounting among 8-12 year old children with and without ADHD. Children with ADHD (n = 26; 8 girls) and typically developing controls (n = 40; 11 girls) completed a standard go/no-go (GNG) task, a GNG task with motivational contingencies, a GNG task with increased cognitive load, and two measures of delay discounting: a real-time task in which the delays and immediately consumable rewards are experienced in real-time, and a classic task involving choices about money at longer delays. Children with ADHD, particularly girls, exhibited greater delay discounting than controls during the real-time discounting task, whereas diagnostic groups did not significantly differ on the classic discounting task. The effect of cognitive load on response control was uniquely associated with greater discounting on the real-time task for children with ADHD, but not for control children. The effect of motivational contingencies on response control was not significantly associated with delay discounting for either diagnostic group. The findings from this study help to inform our understanding of the factors that influence deficient self-control in ADHD, suggesting that impairments in cognitive control may contribute to greater delay discounting in ADHD.

Motor skills, haptic perception and social abilities in children with mild speech disorders.

PubMed

Müürsepp, Iti; Aibast, Herje; Gapeyeva, Helena; Pääsuke, Mati

2012-02-01

The aim of the study was to evaluate motor skills, haptic object recognition and social interaction in 5-year-old children with mild specific expressive language impairment (expressive-SLI) and articulation disorder (AD) in comparison of age- and gender matched healthy children. Twenty nine children (23 boys and 6 girls) with expressive-SLI, 27 children (20 boys and 7 girls) with AD and 30 children (23 boys and 7 girls) with typically developing language as controls participated in our study. The children were examined for manual dexterity, ball skills, static and dynamic balance by M-ABC test, haptic object recognition and for social interaction by questionnaire completed by teachers. Children with mild expressive-SLI demonstrated significantly poorer results in all subtests of motor skills (p<0.05), in haptic object recognition and social interaction (p<0.01) compared to controls. There were no statistically significant differences (p>0.05) in measured parameters between children with AD and controls. Children with expressive-SLI performed considerably poorer compared to AD group in balance subtest (p<0.05), and in overall M-ABC test (p<0.01). In children with mild expressive-SLI the functional motor performance, haptic perception and social interaction are considerably more affected than in children with AD. Although motor difficulties in speech production are prevalent in AD, it is localised and does not involve children's general motor skills, haptic perception or social interaction. Copyright © 2011 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Block Play: It's Not Just for Boys Anymore--Strategies for Encouraging Girls' Block Play

ERIC Educational Resources Information Center

Tokarz, Barb

2008-01-01

While block play is essential for both boys' and girls' social, cognitive, language, and motor development, girls do not engage in block play as frequently as boys. This situation can be attributed to the socialization process--children learn societal expectations for behavior and materials for both boys and girls--lack of experience for girls…

A More "Livable" School? A Diffractive Analysis of the Performative Enactments of Girls' Ill-/Well-Being With(in) School Environments

ERIC Educational Resources Information Center

Lenz Taguchi, Hillevi; Palmer, Anna

2013-01-01

School girls in Sweden are reported to develop psychological (ill)health in relation to their school behaviour and over-achievements. The methods offered as prevention and treatments are aimed at the individual girl's self-management of stress, health and psychological state, putting the responsibility on the girls themselves. This feminist…

"I Want to Help Girls Like Me": An Exploration of the Educational Aspirations of Teenage Girls in Kolkata Slums

ERIC Educational Resources Information Center

Ipe, Rebecca

2016-01-01

This qualitative study used participatory visual research in order to develop an understanding of the educational experiences of urban poor adolescent girls in Kolkata and to elicit their capabilities. The sample comprised urban poor girls who were undergoing formal education at a religious, philanthropic primary school in Kolkata. Findings from…

Puberty and Girls' Sexuality: Why Hormones Are Not the Complete Answer

ERIC Educational Resources Information Center

Graber, Julia A.; Sontag, Lisa M.

2006-01-01

The psychosocial impact of puberty on changes in girls' feelings about their bodies and their sexuality is discussed. We present a model of girls' sexuality development that incorporates puberty, self, and peer systems. (Contains 2 figures.)

Physical Development: What's Normal? What's Not?

MedlinePlus

... Normal? What’s Not? Page Content Article Body ​Two boys or girls exactly the same age can start or end ... in Girls: What to Expect . Growth in both boys and girls slows considerably soon after puberty is complete. Having ...

The LEGACY Girls Study: Growth and Development in the Context of Breast Cancer Family History.

PubMed

John, Esther M; Terry, Mary Beth; Keegan, Theresa H M; Bradbury, Angela R; Knight, Julia A; Chung, Wendy K; Frost, Caren J; Lilge, Lothar; Patrick-Miller, Linda; Schwartz, Lisa A; Whittemore, Alice S; Buys, Saundra S; Daly, Mary B; Andrulis, Irene L

2016-05-01

Although the timing of pubertal milestones has been associated with breast cancer risk, few studies of girls' development include girls at increased breast cancer risk due to their family history. The Lessons in Epidemiology and Genetics of Adult Cancer from Youth (LEGACY) Girls Study was initiated in 2011 in the USA and Canada to assess the relation between early life exposures and intermediate markers of breast cancer risk (e.g., pubertal development, breast tissue characteristics) and to investigate psychosocial well being and health behaviors in the context of family history. We describe the methods used to establish and follow a cohort of 1,040 girls ages 6-13 years at baseline, half with a breast cancer family history, and the collection of questionnaire data (family history, early life exposures, growth and development, psychosocial and behavioral), anthropometry, biospecimens, and breast tissue characteristics using optical spectroscopy. During this initial 5-year phase of the study, follow-up visits are conducted every 6 months for repeated data and biospecimen collection. Participation in baseline components was high (98% for urine, 97.5% for blood or saliva, and 98% for anthropometry). At enrollment, 77% of girls were premenarcheal and 49% were at breast Tanner stage T1. This study design allows thorough examination of events affecting girls' growth and development and how they differ across the spectrum of breast cancer risk. A better understanding of early life breast cancer risk factors will be essential to enhance prevention across the lifespan for those with and without a family history of the disease.

Altered Breast Development in Young Girls from an Agricultural Environment

PubMed Central

Guillette, Elizabeth A.; Conard, Craig; Lares, Fernando; Aguilar, Maria Guadalupe; McLachlan, John; Guillette, Louis J.

2006-01-01

In several human populations, the age at which female breast development begins is reported to have declined over the last five decades. Much debate has occurred over whether this reported decline has actually occurred and what factors contribute to it. However, geographical patterns reflecting earlier developmental onset in some human populations suggest environmental factors influence this phenomenon. These factors include interactions between genetic makeup, nutrition, and possible cumulative exposure to estrogens, both endogenous as well as environmental beginning during in utero development. We examined the onset of breast development in a group of peripubertal girls from the Yaqui Valley of Sonora, Mexico. We observed that girls from valley towns, areas using modern agricultural practices, exhibited larger breast fields than those of girls living in the foothills who exhibited similar stature [e.g., weight, height, body mass index (BMI)], and genetic background. Further, girls from valley towns displayed a poorly defined relationship between breast size and mammary gland development, whereas girls from the Yaqui foothills, where traditional ranching occurs, show a robust positive relationship between breast size and mammary size. The differences noted were obtained by a medically based exam involving morphometric analysis and palpation of tissues, in contrast to visual staging alone. In fact, use of the Tanner scale, involving visual staging of breast development for puberty, detected no differences between the study populations. Mammary tissue, determined by palpation, was absent in 18.5% of the girls living in agricultural areas, although palpable breast adipose tissue was present. No relationship was seen between mammary diameter and weight or BMI in either population. These data suggest that future in-depth studies examining mammary tissue growth and fat deposition in breast tissue are required if we are to understand environmental influences on these phenomena. PMID:16507474

Girl child in rural India.

PubMed

Devendra, K

1995-01-01

This article discusses the status of the girl child in rural India. Rural children lack the advantages of modern amenities and facilities, such as transportation, electricity, media, hygiene, health care, and access to education. A young girl's status is related to her mother's status. Women are valued the most when a son is born. Girl children are considered an economic liability in child care costs, dowry costs, and marriage support. Since the 1970s, dowry demands have increased. Daughters must meet the demands of prospective in-law for education and dowry even after marriage. The attitudes of parents, families, and society encourage sex-selective abortion, infanticide, abuse in childhood, and domestic violence in adulthood. It was reported in 1994 that a woman is molested every 26 minutes and raped every 52 minutes. The government of India developed an action plan in 1992 for developing the girl child. Rural girl children spend their time cooking, cleaning, fetching wood and water, caring for children, and working in the fields sowing, transplanting, and weeding. Girl children contribute over 20% of total work at home. The only advantage a girl child has in rural areas is visibility. The greatest disadvantage is that her mother, who faced neglect herself, discriminates against her. Increasingly girl children contribute income to their household from Beedi making, gem polishing, embroidering, or paper bag making. Sometimes girls and boys work in hazardous occupations. Gender disparity is evident in school enrollment, drop out rates, literacy, and employment. In 1994, India passed a universal female education bill that offers parents incentives for access and punishment for keeping a girl out of school. Communities need to create a demand for rural girl children's education.

Timing and secular trend of pubertal development in Beijing girls.

PubMed

Chen, Fang-Fang; Wang, You-Fa; Mi, Jie

2014-02-01

Historical research is limited in changes in pubertal development in Chinese girls. We aimed to identify the timing of pubertal characteristics and the secular trend of menarche age among Beijing girls from the 1980s through the 2000s. Six data sets were analyzed, including the Beijing Child and Adolescent Metabolic Syndrome study in 2004, where 9778 Bejing girls aged 6-18 years were studied. The Fetal Origins of Adult Disease study provided retrospective menarche age from 1940 through 1960. Other four studies were conducted in Beijing to obtain supplementary information to assess secular trend in menarche age. Linear regression method was used to analyze the data. Among Beijing girls in 2004, the median age at menarche was 12.1 years, which was 0.6 years earlier in urban than in rural areas. The median age at Breast Tanner Stage 2 was 9.5 ± 1.2 years, representing 9.4 ± 1.1 years and 9.6 ± 1.2 years for urban and rural girls, respectively. In contrast, the median age at Pubic Hair Tanner Stage 2 was 11.1 ± 1.1 years, representing 10.8 ± 1.1 and 11.4 ± 1.1 years for urban and rural girls, respectively. The menarche age of urban girls decreased by 4.2 months per decade, and that of rural girls by 9.6 months per decade from 1980 to 2004. Urban girls mature earlier than rural girls in Beijing. A secular trend towards earlier menarche was observed between the 1980s and the 2000s.

Prenatal phthalate exposure and reduced masculine play in boys.

PubMed

Swan, S H; Liu, F; Hines, M; Kruse, R L; Wang, C; Redmon, J B; Sparks, A; Weiss, B

2010-04-01

Foetal exposure to antiandrogens alters androgen-sensitive development in male rodents, resulting in less male-typical behaviour. Foetal phthalate exposure is also associated with male reproductive development in humans, but neurodevelopmental outcomes have seldom been examined in relation to phthalate exposure. To assess play behaviour in relation to phthalate metabolite concentration in prenatal urine samples, we recontacted participants in the Study for Future Families whose phthalate metabolites had been measured in mid-pregnancy urine samples. Mothers completed a questionnaire including the Pre-School Activities Inventory, a validated instrument used to assess sexually dimorphic play behaviour. We examined play behaviour scores (masculine, feminine and composite) in relationship to (log(10)) phthalate metabolite concentrations in mother's urine separately for boys (N = 74) and girls (N = 71). Covariates (child's age, mother's age and education and parental attitude towards atypical play choices) were controlled using multivariate regression models. Concentrations of dibutyl phthalate metabolites, mono-n-butyl phthalate (MnBP) and mono-isobutyl phthalate (MiBP) and their sum, were associated with a decreased (less masculine) composite score in boys (regression coefficients -4.53,-3.61 and -4.20, p = 0.01, 0.07 and 0.04 for MnBP, MiBP and their sum respectively). Concentrations of two urinary metabolites of di(2-ethylhexyl) phthalate (DEHP), mono-(2-ethyl-5-oxohexyl) phthalate (MEOHP) and mono-(2-ethyl-5-hydroxyhexyl) phthalate (MEHHP) and the sum of these DEHP metabolites plus mono(2-ethylhexyl) phthalate were associated with a decreased masculine score (regression coefficients -3.29,-2.94 and -3.18, p = 0.02, 0.04 and 0.04) for MEHHP, MEOHP and the sum respectively. No strong associations were seen between behaviour and urinary concentrations of any other phthalate metabolites in boys, or between girls' scores and any metabolites. These data, although based on a small sample, suggest that prenatal exposure to antiandrogenic phthalates may be associated with less male-typical play behaviour in boys. Our findings suggest that these ubiquitous environmental chemicals have the potential to alter androgen-responsive brain development in humans.

The Contribution of Peer and Media Influences to the Development of Body Satisfaction and Self-Esteem in Young Girls: A Prospective Study

ERIC Educational Resources Information Center

Dohnt, Hayley; Tiggemann, Marika

2006-01-01

This study aimed to prospectively examine the role of peer and media influences in the development of body satisfaction (incorporating the desire for thinness and satisfaction with appearance) in young girls, as well as the relationship between body satisfaction and self-esteem. A sample of 97 girls 5-8 years of age completed individual interviews…

Embedded Prompting May Function as Embedded Punishment: Detection of Unexpected Behavioral Processes within a Typical Preschool Teaching Strategy

ERIC Educational Resources Information Center

Heal, Nicole A.; Hanley, Gregory P.

2011-01-01

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most…

Using Ethnic Art to Emphasize Laws of Reflection

ERIC Educational Resources Information Center

Bapat, Madhuri

2009-01-01

The Kolam (Rangolee) art (Fig. 1) from Southern India and Sona drawings (Fig. 2) from Africa show the similarity of lines going around the dots. Kolam is usually drawn, with paste made up of rice powder, on the floor in front of a house. Typically girls draw these in India on occasions such as welcoming the spring season, weddings, or birthdays.…

Social Information Processing in Elementary-School Aged Children with ADHD: Medication Effects and Comparisons with Typical Children

ERIC Educational Resources Information Center

King, Sara; Waschbusch, Daniel A.; Pelham, William E., Jr.; Frankland, Bradley W.; Andrade, Brendan F.; Jacques, Sophie; Corkum, Penny V.

2009-01-01

Examined social information processing (SIP) in medicated and unmedicated children with ADHD and in controls. Participants were 75 children (56 boys, 19 girls) aged 6-12 years, including 41 children with ADHD and 34 controls. Children were randomized into medication conditions such that 20 children with ADHD participated after receiving placebo…

Sex Differences during Visual Scanning of Occlusion Events in Infants

ERIC Educational Resources Information Center

Wilcox, Teresa; Alexander, Gerianne M.; Wheeler, Lesley; Norvell, Jennifer M.

2012-01-01

A growing number of sex differences in infancy have been reported. One task on which they have been observed reliably is the event-mapping task. In event mapping, infants view an occlusion event involving 1 or 2 objects, the occluder is removed, and then infants see 1 object. Typically, boys are more likely than girls to detect an inconsistency…

Are Boys Discriminated in Swedish High Schools?

ERIC Educational Resources Information Center

Hinnerich, Bjorn Tyrefors; Hoglin, Erik; Johannesson, Magnus

2011-01-01

Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is…

Move to the Music: Protest Songs in the Classroom

ERIC Educational Resources Information Center

Pettway, Alice

2013-01-01

Teachers don't typically encourage students to bring iPods to school, but when a girl in Ken Giles's class brought him "One Tribe," a song by the Black Eyed Peas, he was thrilled. Giles, a music teacher in Washington, D.C., uses protest music to illustrate the connections among culture, art, history and social movements and to help his students…

Life Space Crisis Intervention: "Why Do Us Kids Have to Suffer?"

ERIC Educational Resources Information Center

Jump, Tricia; Fecser, Frank A.

2009-01-01

This Reclaiming Intervention is an excellent example of the notion that life is a watercolor. Tricia Jump's interview demonstrates how a patient, caring adult can bring comfort and hope to a child experiencing some very difficult and painful life events. KC, a ten year old girl, is typical of many children whose home lives are turbulent. In some…

The State of the World's Children, 2013: Children with Disabilities

ERIC Educational Resources Information Center

UNICEF, 2013

2013-01-01

Reports such as this typically begin with a statistic designed to highlight a problem. The girls and boys to whom this edition of "The State of the World's Children" is dedicated are not problems. Rather, each is a sister, brother or friend who has a favourite dish, song or game; a daughter or son with dreams and the desire to fulfil…

Central nervous system borreliosis mimicking a pontine tumour.

PubMed

Latsch, Kirsten; Tappe, Dennis; Warmuth-Metz, Monika; Hebestreit, Helge

2006-11-01

In childhood, facial nerve palsy and headache are typical symptoms of second and third stage neuroborreliosis. While focal demyelination is occasionally observed on MRI scans, the appearance of a tumorous lesion is extremely rare. The case of a 10-year-old girl with neuroborreliosis mimicking a space-occupying lesion in the brainstem, without any previously recognized manifestations of borreliosis, is reported.

Using Percussion to Improve Attention-to-Tasks in Children with Autism

ERIC Educational Resources Information Center

Guzic, Brenda L.; Tonkin, Kent; Roberts, Jay B.; Demuth, Barbara R.

2011-01-01

Autism is a complex neurobiological disorder that typically lasts throughout a person's lifetime. Autism does not discriminate; it occurs in all racial, ethnic, and social groups and is four times more likely to strike boys than girls. It can impair a person's ability to communicate and relate to others, and symptoms can range from very mild to…

Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

ERIC Educational Resources Information Center

Faller, S. Elisabeth

2018-01-01

Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

Effectiveness in Delaying the Initiation of Sexual Intercourse of Girls Aged 12-14: Two Components of the Girls Incorporated Preventing Adolescent Pregnancy Program.

ERIC Educational Resources Information Center

Postrado, Leticia T.; Nicholson, Heather Johnston

1992-01-01

Evaluates effectiveness of the Girls Incorporated Preventing Adolescent Pregnancy Program, concentrating on effectiveness of the Will Power/Won't Power social skills development program and the Growing Together parent-daughter communication program. Surveys of 412 girls aged 12 to 14 years indicate the effectiveness of these programs in delaying…

Vowels Development in Babbling of typically developing 6-to-12-month old Persian-learning Infants.

PubMed

Fotuhi, Mina; Yadegari, Fariba; Teymouri, Robab

2017-10-01

Pre-linguistic vocalizations including early consonants, vowels, and their combinations into syllables are considered as important predictors of the speech and language development. The purpose of this study was to examine vowel development in babblings of normally developing Persian-learning infants. Eight typically developing 6-8-month-old Persian-learning infants (3 boys and 5 girls) participated in this 4-month longitudinal descriptive-analytic study. A weekly 30-60-minute audio- and video-recording was obtained at home from the comfort state vocalizations of infants and the mother-child interactions. A total of 74:02:03 hours of vocalizations were phonetically transcribed. Seven vowels comprising /i/,/e/,/a/,/u/,/o/,/ɑ/, and /ә/ were identified in the babblings. The inter-rater reliability was obtained for 20% of vocalizations. The data were analyzed by repeated measures ANOVA and Pearson's correlation coefficient using SPSS software version 20. The results showed that two vowels /a/ (46.04) and /e/ (23.60) were produced with the highest mean frequency of occurrence, respectively. Regarding front/back dimension, the front vowels were the most prominent ones (71.87); in terms of height, low (46.78) and mid (32.45) vowels occurred maximally. A good inter-rater reliability was obtained (0.99, P < .01). The increased frequency of occurrence of the low and mid front vowels in the current study was consistent with previous studies on the emergence of vowels in pre-linguistic vocalization in other languages.

High prevalence of hirsutism and menstrual disorders in obese adolescent girls and adolescent girls with type 1 diabetes mellitus despite different hormonal profiles.

PubMed

Samara-Boustani, Dinane; Colmenares, Ana; Elie, Caroline; Dabbas, Myriam; Beltrand, Jacques; Caron, Virgile; Ricour, Claude; Jacquin, Paul; Tubiana-Rufi, Nadia; Levy-Marchal, Claire; Delcroix, Christine; Martin, Delphine; Benadjaoud, Lila; Jacqz Aigrain, Evelyne; Trivin, Christine; Laborde, Kathleen; Thibaud, Elisabeth; Robert, Jean-Jacques; Polak, Michel

2012-02-01

To compare the pubertal development, the hormonal profiles and the prevalence of hirsutism and menstrual disorders in obese adolescent girls and adolescent girls with type 1 diabetes mellitus (T1DM). Data were collected from 96 obese adolescent girls and 78 adolescent girls with T1DM at Tanner stage IV or V, whose ages ranged between 11.9 and 17.9 years. High prevalence of hirsutism and menstrual disorder was found in the obese adolescent girls (36.5 and 42% respectively) and the adolescent girls with T1DM (21 and 44% respectively). The obese girls were significantly younger at pubarche, thelarche and menarche than the girls with T1DM. Hirsutism in the obese girls and those with T1DM was associated with hyperandrogenaemia and a raised free androgen index (FAI). When the cause of the raised FAI was investigated in both the groups of girls with hirsutism, the raised FAI in the obese girls was due to low serum sex hormone-binding globulin (SHBG) levels. In contrast, the raised FAI of the girls with T1DM and hirsutism was due to hyperandrogenaemia. Menstrual disorders in the T1DM girls were associated also with hyperandrogenaemia unlike obese girls. Hirsutism and menstrual disorders are common in obese adolescent girls and adolescent girls with T1DM. Although hyperandrogenaemia is present in both groups of girls, the androgenic profiles of the two groups differ. The hyperandrogenaemia in the obese girls is primarily due to their decreased serum SHBG levels, whereas the hyperandrogenaemia in the girls with T1DM is due to their increased androgen production.

Effects on gender identity of prenatal androgens and genital appearance: evidence from girls with congenital adrenal hyperplasia.

PubMed

Berenbaum, Sheri A; Bailey, J Michael

2003-03-01

To address questions about sex assignment in children with ambiguous genitalia, we studied gender identity in girls with congenital adrenal hyperplasia (CAH) in relation to characteristics of the disease and treatment, particularly genital appearance and surgery. A 9-item gender identity interview was administered to 43 girls with classical CAH ranging in age from 3-18 yr, 7 tomboys, and 29 sister control girls. Groups were compared on total score and on individual items. Results showed that, on the total gender identity score, 88% of girls with CAH had scores overlapping those of control girls, but the average score was intermediate between control girls and tomboys. On individual items of gender identity (discomfort as a girl, wish to be a boy), girls with CAH were similar to control girls. Gender identity in girls with CAH was not related to degree of genital virilization or age at which genital reconstructive surgery was done. Thus, moderate androgen excess early in development appears to produce a small increase in the risk of atypical gender identity, but this risk cannot be predicted from genital virilization.

Validation of bioelectrical impedance analysis (BIA) for estimation of body composition in Black, White and Hispanic adolescent girls

PubMed Central

Going, S.; Nichols, J.; Loftin, M.; Stewart, D.; Lohman, T.; Tuuri, G.; Ring, K.; Pickrel, J.; Blew, R.; J.Stevens

2007-01-01

Aim Equations for estimating % fat mass (%BF) and fat-free mass (FFM) from bioelectrical impedance analysis (BIA) that work in adolescent girls from different racial/ethnic backgrounds are not available. We investigated whether race/ethnicity influences estimation of body composition in adolescent girls. Principal procedures Prediction equations were developed for estimating FFM and %BF from BIA in 166 girls, 10–15 years old, consisting of 51 Black (B), 45 non-Black Hispanic (H), 55 non-Hispanic White (W) and 15 mixed (M) race/ethnicity girls, using dual energy x-ray absorptiometry (DXA) as the criterion method. Findings Black girls had similar %BF compared to other groups, yet were heavier per unit of height according to body mass index (BMI: kg·m−2) due to significantly greater FFM. BIA resistance index, age, weight and race/ethnicity were all significant predictors of FFM (R2 = 0.92, SEE = 1.81 kg). Standardized regression coefficients showed resistance index (0.63) and weight (0.34) were the most important predictors of FFM. Errors in %BF (~2%) and FFM (~1.0 kg) were greater when race/ethnicity was not included in the equation, particularly in Black girls. We conclude the BIA-composition relationship in adolescent girls is influenced by race, and consequently have developed new BIA equations for adolescent girls for predicting FFM and %BF. PMID:17848976

Young smokers and non-smokers perceptions of typical users of plain vs. branded cigarette packs: a between-subjects experimental survey

PubMed Central

2013-01-01

Background In an attempt to minimize the pack design avenue of communication between tobacco producers and smokers and potential smokers, several jurisdictions, including Norway, have considered regulations on cigarette pack design. The main aim of the current study was to investigate how package design affects young people’s perceptions of typical smokers of some pre-chosen cigarette brands and brand varieties. Methods Based on data from a web survey among 1022 15–22 year-olds, possible effects of plain packaging of cigarettes on adolescents’ views about typical cigarette smokers were investigated. The data collection had a between-subjects design, in which participants were allocated to one of three groups, and asked to typify the smokers of selected cigarette packs either in branded, plain or plain with descriptor versions. The sample included boys and girls, and smokers and non-smokers. The smoker characteristics included in the investigation were: gender, glamour, stylishness, popularity, coolness, sophistication and slimness. Results After creating sum-scores within and across packs and pack versions, analyses indicated that a shift from branded to plain cigarette packaging would result in a reduction in positive user images related to smoking among adolescents and young adults. For girls, this effect held up after controlling for confounders. Conclusions To the extent that plain packaging contributes to making smoking images less positive, it can potentially be an efficient aid in reducing smoking uptake among adolescents. PMID:24156515

Early metformin therapy (age 8-12 years) in girls with precocious pubarche to reduce hirsutism, androgen excess, and oligomenorrhea in adolescence.

PubMed

Ibáñez, Lourdes; López-Bermejo, Abel; Díaz, Marta; Marcos, Maria Victoria; de Zegher, Francis

2011-08-01

Girls with a combined history of low(-normal) birth weight (LBW) and precocious pubarche (PP) are at high risk to develop polycystic ovary syndrome (PCOS). The objective of the study was to compare the capacity of early vs. late metformin treatment to prevent adolescent PCOS. This was a randomized, open-label study over 7 yr. The study was conducted at a university hospital. Thirty-eight LBW-PP girls were followed up from the mean age 8 until age 15 yr. Early metformin (study yr 1-4; age 8-12 yr) vs. late metformin (yr 6; age 13-14 yr). Measures included height; weight; hirsutism score; menstrual cycle; endocrine-metabolic screening (fasting; follicular phase); C-reactive protein; body composition (absorptiometry); abdominal fat partitioning (magnetic resonance imaging); ovarian morphology (ultrasound); PCOS (National Institutes of Health and Androgen Excess Society definitions) after yr 7 (all girls thus untreated for at least 1 yr). None of the girls dropped out of the study. At age 15 yr, early-metformin girls were taller (4 cm), were in a less proinflammatory state, and had less central fat due to reductions in visceral and hepatic fat. Hirsutism, androgen excess, oligomenorrhea, and PCOS were between 2- and 8-fold more prevalent in late- than early-treated girls. Abdominal adiposity was the first variable to diverge (at age 8-10 yr) between girls without vs. with PCOS at age 15 yr. In LBW-PP girls, early metformin therapy was found to prevent or delay the development of hirsutism, androgen excess, oligomenorrhea, and PCOS more effectively than late metformin. The time window of late childhood and early puberty may be more critical for the development, and thus for the prevention, of adolescent PCOS than the first years beyond menarche.

A de novo KMT2D mutation in a girl with Kabuki syndrome associated with endocrine symptoms: a case report.

PubMed

Moon, Jung-Eun; Lee, Su-Jeong; Ko, Cheol Woo

2018-06-18

Kabuki syndrome is characterized by distinctive facial features and varying degrees of growth retardation. It leads to malformations in skeletal, urogenital and cardiac structures; moreover, endocrine conditions such as premature thelarche, precocious puberty, growth hormone deficiency, diabetes insipidus, thyroid dysfunction and obesity have been reported. Kabuki syndrome is caused by a heterozygous mutation in the KMT2D or KDM6A genes. An 11-year-old girl with the typical facial features of Kabuki syndrome visited our hospital due to her short stature. She was found to have the de novo heterozygous mutation of c.8200C > T, p(Arg2734*) in exon 32 of the KMT2D gene and was diagnosed with Kabuki syndrome. The patient also exhibited endocrine abnormalities such as a constitutional delay of puberty, transiently congenial hypothyroidism, obesity and growth hormone deficiency. This is a case of a mutation in the KMT2D gene in a girl with Kabuki syndrome who presented with endocrine symptoms (constitutional delay of puberty, hypothyroidism, obesity and growth hormone deficiency).

Cultural stereotypes as gatekeepers: increasing girls’ interest in computer science and engineering by diversifying stereotypes

PubMed Central

Cheryan, Sapna; Master, Allison; Meltzoff, Andrew N.

2015-01-01

Despite having made significant inroads into many traditionally male-dominated fields (e.g., biology, chemistry), women continue to be underrepresented in computer science and engineering. We propose that students’ stereotypes about the culture of these fields—including the kind of people, the work involved, and the values of the field—steer girls away from choosing to enter them. Computer science and engineering are stereotyped in modern American culture as male-oriented fields that involve social isolation, an intense focus on machinery, and inborn brilliance. These stereotypes are compatible with qualities that are typically more valued in men than women in American culture. As a result, when computer science and engineering stereotypes are salient, girls report less interest in these fields than their male peers. However, altering these stereotypes—by broadening the representation of the people who do this work, the work itself, and the environments in which it occurs—significantly increases girls’ sense of belonging and interest in the field. Academic stereotypes thus serve as gatekeepers, driving girls away from certain fields and constraining their learning opportunities and career aspirations. PMID:25717308

Development of the Juvenile Justice Anger Management Treatment for Girls

PubMed Central

Goldstein, Naomi E. S.; Serico, Jennifer M.; Riggs Romaine, Christina L.; Zelechoski, Amanda D.; Kalbeitzer, Rachel; Kemp, Kathleen; Lane, Christy

2016-01-01

Female juvenile offenders exhibit high levels of anger, relational aggression, and physical aggression, but the population has long been ignored in research and practice. No anger management treatments have been developed specifically for this population, and no established anger management treatments are empirically supported for use with delinquent girls. Thus, to alleviate anger and reduce the frequency and severity of aggressive behaviors in this underserved population, we developed the gender-specific, Juvenile Justice Anger Management (JJAM) Treatment for Girls. This cognitive-behavioral intervention was adapted from the Coping Power Program (Lochman & Wells, 2002), a school-based anger management treatment for younger children that has established efficacy and effectiveness findings with its target populations. This paper describes how the content of JJAM was developed to meet the unique needs of adolescent girls in residential juvenile justice placements. It also traces the process of developing a manualized treatment and the steps taken to enhance efficacy and clinical utility. An overview of the treatment, a session-by-session outline, an example session activity, and an example homework assignment are provided. A randomized controlled trial is currently being conducted to evaluate the efficacy of the JJAM Treatment for Girls. PMID:27642247

The Delta Team: Empowering Adolescent Girls.

ERIC Educational Resources Information Center

Hood, Marian White

1994-01-01

In response to adolescent girls' concerns about teen violence, rumors, grooming, careers, and equity, four women teachers and a woman administrator at a Maryland middle school developed the Delta Program. The program provides positive learning experiences, teaches social skills and conflict management techniques, empowers girls through mentoring…

Overview of the Girls' Education Activity.

ERIC Educational Resources Information Center

Brush, Lorelei; Heyman, Cory; Provasnik, Stephen; Fanning, Marina; Lent, Drew; De Wilde, Johan; Leal, Angela; Saher, Najat Yamouri; Robles, Ana Maria; Mendoza, Johanna

In 1996, the United States Agency for International Development (USAID) began the Girls' Education Activity (GEA). GEA's goal has been to assist host country governments and private sector and nongovernmental entities in formulating, institutionalizing, and implementing country initiatives for girls' education. These initiatives have been designed…

Girls' and Women's Education in Nepal.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

The impact of enlightened policies and incentives designed to increase girls' enrollment and achievement in education has been marginal in Nepal. Ministry of Education (MOE) goals aimed at increasing girls' participation include increasing the enrollment rate, opening early childhood development centers, promoting recruitment of at least one…

Girls' Education: The Power of Policy Discourse

ERIC Educational Resources Information Center

Monkman, Karen; Hoffman, Lisa

2013-01-01

Girls' education has been a focus of international development policy for several decades. The discursive framing of international organizations' policy initiatives relating to girls' education, however, limits the potential for discussing complex gender issues that affect the possibilities for gender equity. Because discourse shapes our…

An Online Drug Abuse Prevention Program for Adolescent Girls: Posttest and 1-Year Outcomes.

PubMed

Schwinn, Traci M; Schinke, Steven P; Hopkins, Jessica; Keller, Bryan; Liu, Xiang

2018-03-01

Early adolescent girls' rates of drug use have matched, and in some instances, surpassed boys' rates. Though girls and boys share risk factors for drug use, girls also have gender-specific risks. Tailored interventions to prevent girls' drug use are warranted. This study developed and tested a web-based, drug abuse prevention program for adolescent girls. The nationwide sample of 13- and 14-year-old girls (N = 788) was recruited via Facebook ads. Enrolled girls were randomly assigned to the intervention or control condition. All girls completed pretest measures online. Following pretest, intervention girls interacted with the 9-session, gender-specific prevention program online. The program aimed to reduce girls' drug use and associated risk factors by improving their cognitive and behavioral skills around such areas as coping with stress, managing mood, maintaining a healthy body image, and refusing drug use offers. Girls in both conditions again completed measures at posttest and 1-year follow-up. At posttest, and compared to girls in the control condition, girls who received the intervention smoked fewer cigarettes and reported higher self-esteem, goal setting, media literacy, and self-efficacy. At 1-year follow-up, and compared to girls in the control condition, girls who received the intervention reported engaging in less binge drinking and cigarette smoking; girls assigned to the intervention condition also had higher alcohol, cigarette, and marijuana refusal skills, coping skills, and media literacy and lower rates of peer drug use. This study's findings support the use of tailored, online drug abuse prevention programming for early adolescent girls.

Dietary restraint of 5-year-old girls: Associations with internalization of the thin ideal and maternal, media, and peer influences.

PubMed

Damiano, Stephanie R; Paxton, Susan J; Wertheim, Eleanor H; McLean, Siân A; Gregg, Karen J

2015-12-01

Understanding socio-cultural factors associated with the development of dieting tendencies is important for preventing future disordered eating. We explored individual and socio-cultural factors associated with weight-focussed dietary restraint tendencies (described as dietary restraint) in 5-year-old girls. Participants were 111 5-year-old girls and 109 of their mothers. Girls were interviewed about their dietary restraint, body image, appearance ideals, positive weight bias (attributing positive characteristics to thinner figures), and peer conversations. Mothers completed self-report questionnaires assessing dietary restraint and appearance ideals, as well as measures reporting on their daughter's media exposure and peer appearance interest. Thirty-four percent of girls reported at least a moderate level of dietary restraint. While most girls were satisfied with their body size, half showed some internalization of the thin ideal. Girls' dietary restraint was correlated with weight bias favoring thinner bodies, and greater internalization of the thin ideal, media exposure, and appearance conversations with peers. Media exposure and appearance conversations were the strongest predictors of dietary restraint. These cross-sectional findings suggest that the socio-cultural environment of young girls may be important in the very early development of unhealthy dieting tendencies. Longitudinal research is necessary to identify whether these are prospective risk factors. © 2015 Wiley Periodicals, Inc.

[Somatic constitution and the ability to maintain dynamic body equilibrium in girls practicing rhythmic gymnastics].

PubMed

Poliszczuk, Tatiana; Broda, Daria

2010-01-01

The greatest similarities in body constitution were noted in competitors practising the same discipline. The similarities increase with the training level. A typical body constitution for a given discipline not only favourably affects athletic performance, but is also the factor preventing sportsrelated contusions. The ability to maintain body equilibrium, together with somatic constitution, are the basic selective criteria in rhythmic gymnastics. The objective of this paper was to determine somatotypes, to evaluate the ability to maintain dynamic body equilibrium in girls practicing rhythmic gymnastics and to develop model characteristics enabling early diagnosis of the disorders equilibrium system function. The sample comprised 19 girls aged 8-11 years, practising rhythmic gymnastics. For the evaluation of the competitors' somatotypes, the Heath-Carter method was used, based on the classic concept of Sheldon's body constitution components. Body equilibrium level was evaluated by means of posturography. The mean values of the endomorphic component I, mesomorphic component II and ectomorphic component III in the gymnasts were 2.65+/-1.29, 2.45+/-0.37 and 3.95+/-0.64 respectively. The mean body mass index (BMI) value for this cohort was 15.32, which means advanced slimness. The level of dynamic equilibrium is determined by the following mean values: the time of reaching the equilibrium, the way of reaching it and the duration of stay at the defined point. The model of above mentioned indicates was developed based on the analysis of it's best results. Body constitution type in the qualified gymnasts is characterised by the prevalence of the ectomorphic component. The study results indicate that female gymnasts are generally slim and lean. It is necessary to monitor BMI in order to exclude weight-related disorders and to observe the changes with age. The poorest result was found when the gymnasts bent in the backward direction as this body position is most difficult to assume and to maintain body equilibrium as compared to all other directions.

It's Time for an Adventure

NASA Astrophysics Data System (ADS)

Eldam Pommer, R.

2017-12-01

In recent years, studies have repeatedly illustrated the significance of children seeing themselves reflected in careers and cultures that they may not typically identify with. The current lack of diversity in accessible media, however, limits the potential for self-reflection from children of different socioeconomic, racial, and gender identity backgrounds. This isolates substantial sections of our population from experiencing these moments of recognition and inspiration. As scientists in a rapidly evolving field that requires diversity in perspective and ideas, it is incumbent upon us to innovate new ways to engage with these future generations in the pursuit of inspiring future earth scientists. Inspired by the work of others (e.g. Doc McStuffins, The Sandwich Swap) and through a successful crowdfunding campaign, I was able to develop a project which integrates children's love of adventure with foundational critical thinking skills. That project is MD and Finn. MD and Finn is a self-written/published children's book series which was developed to address the lack of diversity in children's literature. MD is a little girl who continuously explores, discovers, and builds the world around her with her best friend, Finn the fox. They encourage one another to ask questions, brainstorm, make mistakes, and learn from absolutely everything. While the primary goal of the series is to create a character in which young girls can see themselves solving problems, learning from mistakes, and enjoying the little pieces of science in daily life, as the project progresses, characters from different races, ethnicities, gender identities, religions, and disabilities are purposefully introduced. In bringing these books to life, I have been given the unique opportunity to regularly engage with classrooms and families who may be meeting an actual scientist for the very first time. For a few young girls, they may also finally be seeing just a little bit of themselves - in a lab coat. To learn more, please visit www.MDandFinn.com.

Iron Supplementation Associated With Loss of Phenotype in Autosomal Dominant Hypophosphatemic Rickets.

PubMed

Kapelari, Klaus; Köhle, Julia; Kotzot, Dieter; Högler, Wolfgang

2015-09-01

Autosomal dominant hypophosphatemic rickets (ADHR) is the only hereditary disorder of renal phosphate wasting in which patients may regain the ability to conserve phosphate. Low iron status plays a role in the pathophysiology of ADHR. This study reports of a girl with ADHR, iron deficiency, and a paternal history of hypophosphatemic rickets that resolved without treatment. The girl's biochemical phenotype resolved with iron supplementation. A 26-month-old girl presented with typical features of hypophosphatemic rickets, short stature (79 cm; -2.82 SDS), and iron deficiency. Treatment with elemental phosphorus and calcitriol improved her biochemical profile and resolved the rickets. The girl's father had presented with rickets at age 11 months but never received medication. His final height was reduced (154.3 cm; -3.51 SDS), he had undergone corrective leg surgery and had an adult normal phosphate, fibroblast growth factor 23, and iron status. Father and daughter were found to have a heterozygous mutation in exon 3 of the FGF23 gene (c.536G>A, p.Arg179Gln), confirming ADHR. Withdrawal of rickets medication was attempted off and on iron supplementation. Withdrawal of rickets medication in the girl was unsuccessful in the presence of low-normal serum iron levels at age 5.6 years but was later successful in the presence of high-normal serum iron levels following high-dose iron supplementation. We report an association between iron supplementation and a complete loss of biochemical ADHR phenotype, allowing withdrawal of rickets medication. Experience from this case suggests that reduction and withdrawal of rickets medication should be attempted only after iron status has been optimized.

Small Cell Carcinoma of the Ovary, Hypercalcemic Type: Report of a Bilateral Case in a Teenager Associated with SMARCA4 Germline Mutation.

PubMed

Lavrut, Pierre-Marie; Le Loarer, François; Normand, Charline; Grosos, Céline; Dubois, Rémi; Buenerd, Annie; Conter, Cécile; Dijoud, Frédérique; Blay, Jean-Yves; Collardeau-Frachon, Sophie

2016-01-01

Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT), is a highly aggressive neoplasm that typically occurs in young females. Paraneoplastic hypercalcemia is associated in two thirds of the cases. Recent studies demonstrated that this rare tumor harbors the same molecular features of malignant rhabdoid tumor secondary to SMARCA4/BRG1 mutations. We illustrate herein a typical bilateral case of SCCOHT with comprehensive molecular characterization in a 14-year-old girl. We also discuss the value of SMARCA4 immunostaining in the diagnostic approach of undifferentiated ovarian and pelvic malignancies.

[Hypersomnia: a diagnostic problem].

PubMed

Kranenburg, Guido; Teunissen, Laurien L

2014-01-01

Hypersomnia is a frequently occurring problem. When taking a medical history it is important to distinguish between fatigue and sleepiness. We present a 14-year-old girl with narcolepsy and a 59-year-old man with idiopathic hypersomnia. Features that are typical of narcolepsy are cataplexy and weight gain. Features that are typical of both narcolepsy and idiopathic hypersomnia are daytime naps, insomnia, sleep paralysis and hypnagogic hallucinations. Additional testing in patients with hypersomnia should include a polysomnography in order to exclude other sleeping disorders, and a mean sleep latency test. Practice shows that both patients with narcolepsy and those with idiopathic hypersomnia benefit from treatment with stimulating drugs such as modafinil.

Promoting the achievement of girls in GCSE science

NASA Astrophysics Data System (ADS)

Morton, Kevin Charles

This study, designed to challenge the under-representation and limited attainment of girls in the physical sciences in an 11-16 comprehensive school, was suggested by research into attitude formation by Kelly et al in the early 1980s. Balanced science, in removing opportunities for girls to opt out of the physical sciences, made it essential to identify those factors which were adversely affecting girls' attitudes towards science.Preliminary research tasks investigated stereotypical attitudes towards science activities and the school curriculum amongst students and their parents. Additional research probed students' perceptions of their ability in science and the relevance of science subjects. Students' attitudes towards science and science teaching were investigated in relation to their option and career choices. These data influenced the choice of MEG Coordinated Science (The Suffolk Development) as the GCSE balanced science course for the school.The subsequent programme of action research included a series of small-scale investigations, involving both monitoring and evaluation, designed to develop the Suffolk scheme and satisfy the research aims. Student attitudes towards teaching methods and the Suffolk materials were amongst those areas investigated. After evaluation the findings were channelled into the action research spiral to integrate teaching methods and curriculum development thereby promoting the attitudes and achievement of the girls.Improvements in attainment by all students, particularly the girls, were illustrated by increasing GCSE success. Although the traditional pattern of boys' superiority within the physical sciences was markedly reduced the research demonstrated that it is possible to improve the attainment of girls within GCSE science without discriminating against boys.Student opinion and the GCSE data suggested that the girls' achievements could be partially explained by the coursework-led assessment which suited the girls' preferred methods of working. The research concluded with an investigation of the role of coursework within GCSE science assessment and considered the possible effects of the reduction of emphasis on coursework in the GCSE structure imposed for the 1994 examinations. This was identified as an area where further research is necessary.Continuing GCSE success reinforced the view that the skills and strategies developed by the department during the research have been influential in promoting positive attitudes and creating an environment where students, particularly girls, can achieve success in science. These skills include developing teaching contexts to match student interest, managing coursework tasks to promote student involvement and attainment and encouraging students to recognise and develop their individual abilities.

Social behavior correlates of cortisol activity in child care: gender differences and time-of-day effects.

PubMed

Tout, K; de Haan, M; Campbell, E K; Gunnar, M R

1998-10-01

The relations between social behavior and daily patterns of a stress-sensitive hormone production were examined in preschool children (N = 75) attending center-based child care. Three behavioral dimensions, shy/anxious/internalizing, angry/aggressive/externalizing, and social competence, were assessed by teacher report and classroom observation, and their relations with 2 measures of cortisol activity, median (or typical) levels and reactivity (quartile range score between second and third quartile values) were explored. Cortisol-behavior relations differed by gender: significant associations were found for boys but not for girls. Specifically, for boys externalizing behavior was positively associated with cortisol reactivity, while internalizing behavior was negatively associated with median cortisol. Time of day of cortisol measurement affected the results. Surprisingly, median cortisol levels rose from morning to afternoon, a pattern opposite to that of the typical circadian rhythm of cortisol. This rise in cortisol over the day was positively correlated with internalizing behavior for boys. The methodological and theoretical implications of these findings for the study of the development of hormone-behavior relations are discussed.

Girl child and family in Maharashtra.

PubMed

Pandey, D

1995-01-01

This article discusses the problems of the girl child at the family level in India. Analysis is based on a field study in Maharashtra state and other studies included in a government report on the "Girl Child and the Family." The family context strongly impacts child growth and development. Evidence indicates that a girl child faces discrimination and inequality. Every sixth female death is attributed to gender discrimination. Household tasks prevent girls' school enrollment. Children learn role expectations at home. Daughters are taught their duties and obligations as if they were a piece of property. 25% of the parents in the sample considered a girl's birth with indifference and unhappiness. In 11% of cases, girls were not immunized at all. Breast feeding was short. 31.8% of mothers and 25% of in-laws expected the girl's birth to be a boy. 98.2% of mothers did not rely on sex determination of the fetus. Almost 60% of households did not restrict smiling or crying among boys or girls. 70% restricted laughing loudly. 42.4% restricted only girls' laughing out loud. 17% restricted girls' smiling or crying. 46.5% restricted girls' movement to the house. 42% did not allow daughters to speak to the opposite sex. 17% restricted access to the market for daughters. Girls were encouraged to cook, stitch, and dance. 60% of girls preferred to spend time with girl friends. Boys had better access to movies. 57% of girls spent time on housework. 47% became gender aware from mass media. Most felt frightened at menstruation. 88% of girls thought that all should equally attain the same level of education. Girls received an equal share of food and health care. 87% of girls did not work for wages. Those who worked did not control their income.

Single-Sex Computer Classes: An Effective Alternative.

ERIC Educational Resources Information Center

Swain, Sandra L.; Harvey, Douglas M.

2002-01-01

Advocates single-sex computer instruction as a temporary alternative educational program to provide middle school and secondary school girls with access to computers, to present girls with opportunities to develop positive attitudes towards technology, and to make available a learning environment conducive to girls gaining technological skills.…

Engaging Girls in STEM: How to Plan or Revamp Your EPO Resources or Activities to be More Effective for Girls

NASA Technical Reports Server (NTRS)

Bleacher, Lora V.; Peterson, Karen A.; Sharma, Mangala; Smith, Denise

2012-01-01

This two-hour workshop, which was held as a follow-on to the plenary session "Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works," offered research-based insights, resources, and tips to help participants plan or revamp programs and resources aimed at encouraging girls in science. Led by Karen Peterson, PI for the National Girls Collaborative Project,1 the workshop included: a brief discussion about effective strategies recommended for encouraging girls in STEM; hands-on experience, where participants-availing of the expert's guidance-applied the recommended strategies to alter or tailor an existing or planned program/resource to be more girl-friendly; and a sharing out, where the participants reflected on the results of the hands-on exercise and developed action items to continue carrying out the girl-friendly best practices in science, technology, engineering, and math education and public outreach.

Different patterns of puberty effect in neural oscillation to negative stimuli: sex differences.

PubMed

Yuan, Jiajin; Ju, Enxia; Yang, Jiemin; Chen, Xuhai; Li, Hong

2014-12-01

The present study investigated the impact of puberty on sex differences in neural sensitivity to negative stimuli. Event-related oscillation technique was used. Because girls are more vulnerable to affective disturbances than boys during adolescence, it was hypothesized that puberty exerts different influences on neural sensitivity to negative stimuli in boys and girls. EEGs were recorded for highly negative (HN), mildly negative (MN) and neutral pictures, when boys and girls distinct in pubertal status performed a non-emotional distracting task. No emotion effect and its interaction with sex and puberty were observed in response latencies. However, puberty influenced the gamma-band oscillation effect for negative stimuli differently for boys and girls: Pre-pubertal boys showed a significant emotion effect for HN stimuli, whose size was decreased in pubertal boys. By contrast, there was a significant emotion effect for HN stimuli in pubertal girls but not in pre-pubertal girls. On the other hand, the size of the emotion effect for HN stimuli was similar for pre-pubertal boys and girls; while this effect was significantly more pronounced in pubertal girls compared to pubertal boys. Additionally, the size of the emotion effect in gamma oscillations decreased as a function of pubertal development during both HN and MN stimulation in boys. For girls, the emotion effect in gamma oscillations increased with pubertal development during HN stimulation. Thus, puberty is associated with reduced neural sensitivity in boys but increased sensitivity in girls, in reaction to negative stimuli. The implications of these results for the psychopathology during adolescence were discussed.

Peer Relations and the Development of Competence in Boys and Girls.

ERIC Educational Resources Information Center

Fagot, Beverly I.

1994-01-01

Examines influences of peer relations on the development of social and cognitive competence. Discusses implications of differences in boys' and girls' play styles for cognitive skills and the development of intimacy. Notes that gender segregation is initiated and maintained within the peer group. (BAC)

X Chromosome Abnormalities and Cognitive Development: Implications for Understanding Normal Human Development.

ERIC Educational Resources Information Center

Walzer, Stanley

1985-01-01

Argues that knowledge from studies of individuals with sex chromosome abnormalities can further understanding of aspects of normal human development. Studies of XO girls, XXY boys, XXX girls, and males with a fragile X chromosome are summarized to demonstrate how results contribute to knowledge about normal cognitive development and about…

New Findings on Child Marriage in Sub-Saharan Africa.

PubMed

Petroni, Suzanne; Steinhaus, Mara; Fenn, Natacha Stevanovic; Stoebenau, Kirsten; Gregowski, Amy

Despite increasing global attention and commitments by countries to end the harmful practice of child marriage, each year some 15 million girls marry before the age of 18. The preponderance of the evidence produced historically on child marriage comes from South Asia, where the vast majority of child brides live. Far less attention has been paid to child marriage in sub-Saharan Africa, where prevalence rates remain high. The International Center for Research on Women (ICRW) recently conducted research in Kenya, Senegal, Uganda, and Zambia to contribute to greater understanding of the drivers of child marriage in each of these contexts. Synthesizing findings from 4 diverse countries provides a useful opportunity to identify similarities and differences, as well as understandings that may be applicable to and helpful for preventing child marriage across these and other settings. Across the 4 countries, ICRW's research echoes the existing literature base in affirming that child marriage is rooted in inequitable gender norms that prioritize women's roles as wives, mothers, and household caretakers, resulting in inadequate investments by families in girls' education. These discriminatory norms interact closely with poverty and a lack of employment opportunities for girls and young women to perpetuate marriage as a seemingly viable alternative for girls. We found in the African study sites that sexual relations, unplanned pregnancy, and school dropout often precede child marriage, which differs from much of the existing evidence on child marriage from South Asia. Further, unlike in South Asia, where family members typically determine the spouse a girl will marry, most girls in the Africa study settings have greater autonomy in partner choice selection. In Senegal, increasing educational attainment and labor migration, particularly by young women, has contributed to reduced rates of child marriage for girls. Our findings suggest that improving gender equitable norms and providing more-and more equitable-opportunities for girls, particularly with regard to education and employment, are likely to improve child marriage outcomes. Providing comprehensive sexuality education and youth-friendly reproductive health services can reduce rates of early pregnancy that contribute to child marriage. Finally, identifying ways in which to improve communication between parents and adolescent daughters could go far in ensuring that girls feel valued and that parents feel heard as they make decisions together regarding the lives and opportunities of these adolescent girls. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

Preventing Drug Abuse Among Adolescent Girls: Outcome Data from an Internet-Based Intervention

PubMed Central

Schinke, Steven P.; Di Noia, Jennifer

2009-01-01

This study developed and tested an Internet-based gender-specific drug abuse prevention program for adolescent girls. A sample of seventh, eighth, and ninth grade girls (N = 236) from 42 states and 4 Canadian provinces were randomly assigned to an intervention or control group. All girls completed an online pretest battery. Following pretest, intervention girls interacted with a 12-session, Internet-based gender-specific drug prevention program. Girls in both groups completed the measurement battery at posttest and 6-month follow-up. Analysis of posttest scores revealed no differences between groups for 30-day reports of alcohol, marijuana, poly drug use, or total substance use (alcohol and drugs). At 6-month follow-up, between-group effects were found on measures of 30-day alcohol use, marijuana use, poly drug use, and total substance use. Relative to girls in the control group, girls exposed to the Internet-based intervention reported lower rates of use for these substances. Moreover, girls receiving the intervention achieved gains over girls in the control group on normative beliefs and self-efficacy at posttest and 6-month follow-up, respectively. PMID:19728091

Problem Gambling among Adolescent Girls in Croatia-The Role of Different Psychosocial Predictors.

PubMed

Huic, Aleksandra; Dodig Hundric, Dora; Kranzelic, Valentina; Ricijas, Neven

2017-01-01

Although, compared to boys, adolescent girls gamble less often and less problematically, prevalence studies still show significant numbers of at risk/problem gamblers among girls. However, girl gambling has been on the sidelines of adolescent gambling research. The available studies usually focus only on a narrow set of correlates often ignoring that adolescent gambling is a complex phenomenon determined by various factors. Also, they often measure gambling related consequences with instruments that are not specifically developed for use on adolescents. In order to contribute to a better understanding of adolescent gambling this study focuses on problem gambling among girls. We consider different social, cognitive, motivational and behavioral factors as predictors of girl problem gambling. A total of 1,372 high-school girls from 7 Croatian cities participated in the study. They provided data on their gambling activities, peer gambling, cognitive distortions related to gambling, motivation for gambling, and levels of general risky behavior. As the only instrument developed specifically for use on adolescents, the Canadian Adolescent Gambling Inventory was used to examine adverse gambling consequences. Results show 7.4% of girls can be considered regular gamblers, and out of those who gambled at least once in their lifetime ( n = 862), 11.2% already experience mild adverse consequences because of their gambling (at risk gamblers), with 3.2% experiencing serious consequences (problem gamblers). In general, girls seem to prefer lotto and scratch cards, but sports betting seems to be the preferred game of choice among regular girl gamblers. A hierarchical regression model confirmed the importance of much the same factors identified as risky for the development of problem gambling among adolescent boys-cognitive distortions, motives to earn money, to be better at gambling and to relax, the experiences of winning large and the drive to continue gambling, together with social factors such as having friends who also gamble, being involved in other risky and delinquent behavior and higher gambling frequency. Results call into question the importance of the motive to feel better for adolescent girls problem gambling. We discuss implications of our findings for both universal and indicated youth gambling prevention programs.

Problem Gambling among Adolescent Girls in Croatia—The Role of Different Psychosocial Predictors

PubMed Central

Huic, Aleksandra; Dodig Hundric, Dora; Kranzelic, Valentina; Ricijas, Neven

2017-01-01

Although, compared to boys, adolescent girls gamble less often and less problematically, prevalence studies still show significant numbers of at risk/problem gamblers among girls. However, girl gambling has been on the sidelines of adolescent gambling research. The available studies usually focus only on a narrow set of correlates often ignoring that adolescent gambling is a complex phenomenon determined by various factors. Also, they often measure gambling related consequences with instruments that are not specifically developed for use on adolescents. In order to contribute to a better understanding of adolescent gambling this study focuses on problem gambling among girls. We consider different social, cognitive, motivational and behavioral factors as predictors of girl problem gambling. A total of 1,372 high-school girls from 7 Croatian cities participated in the study. They provided data on their gambling activities, peer gambling, cognitive distortions related to gambling, motivation for gambling, and levels of general risky behavior. As the only instrument developed specifically for use on adolescents, the Canadian Adolescent Gambling Inventory was used to examine adverse gambling consequences. Results show 7.4% of girls can be considered regular gamblers, and out of those who gambled at least once in their lifetime (n = 862), 11.2% already experience mild adverse consequences because of their gambling (at risk gamblers), with 3.2% experiencing serious consequences (problem gamblers). In general, girls seem to prefer lotto and scratch cards, but sports betting seems to be the preferred game of choice among regular girl gamblers. A hierarchical regression model confirmed the importance of much the same factors identified as risky for the development of problem gambling among adolescent boys—cognitive distortions, motives to earn money, to be better at gambling and to relax, the experiences of winning large and the drive to continue gambling, together with social factors such as having friends who also gamble, being involved in other risky and delinquent behavior and higher gambling frequency. Results call into question the importance of the motive to feel better for adolescent girls problem gambling. We discuss implications of our findings for both universal and indicated youth gambling prevention programs. PMID:28579968

Cryopreservation of ovarian tissue for fertility preservation in a large cohort of young girls: focus on pubertal development.

PubMed

Jensen, A K; Rechnitzer, C; Macklon, K T; Ifversen, M R S; Birkebæk, N; Clausen, N; Sørensen, K; Fedder, J; Ernst, E; Andersen, C Yding

2017-01-01

Is there an association between the need for medical puberty induction and the diagnosis or treatment received in girls who have undergone cryopreservation of ovarian tissue for fertility preservation? There was a clear association between the intensity of treatment received and requirement for medical puberty induction but no association with the diagnosis. Although it cannot be predicted which girls will become infertile or develop premature ovarian insufficiency (POI) following intensive chemotherapy or irradiation, patients who are at high risk of POI should be offered ovarian tissue cryopreservation (OTC). This includes girls who are planned to receive either high doses of alkylating agents, conditioning regimen before stem cell transplantation (SCT), total body irradiation (TBI) or high radiation doses to the craniospinal, abdominal or pelvic area. This is a retrospective cohort study. In total, 176 Danish girls under 18 years of age have had OTC performed over a period of 15 years. An overview of the girls' diagnoses and mean age at OTC as well as the number of deceased is presented. Of the 176 girls, 38 had died and 46 girls were still younger than 12 years so their pubertal development cannot be evaluated yet. For the 60 girls who had OTC performed after 12 years of age, the incidence of POI was evaluated and in the group of 32 girls who were younger than 12 years at OTC, the association between the diagnosis and received treatment and the requirement for medical puberty induction was examined. The need for medical puberty induction was assessed in 32 girls who were prepubertal at the time of OTC. Indications for OTC were allogeneic SCT for leukaemia, myelodysplastic syndrome or benign haematological disorders, autologous SCT for lymphoma or sarcoma, and irradiation to the pelvis or to the spinal axis. The mean age at OTC of the 176 girls were 11.3 years. The two most prevalent diagnoses of the 176 girls were malignant tumours and malignant haematological diseases. Among the 32 prepubertal girls, 12 received high dose chemotherapy and either TBI prior to SCT or irradiation to the pelvis, abdomen or the spinal axis, 13 received high dose alkylating agents but no irradiation prior to SCT, six received alkylating agents as part of conventional chemotherapy and one patient had a genetic metabolic disorder and did not receive gonadotoxic treatment. Among these 32 girls, 23 did not undergo puberty spontaneously and thus received medical puberty induction. Among the nine girls, who went through spontaneous puberty, four had received high dose alkylating agents and five had received conventional chemotherapy. All information was retrieved retrospectively from patient records, and thus some information was not available. OTC should be recommended to all young girls, who present a high risk of developing ovarian insufficiency and/or infertility following high dose chemotherapy and/or irradiation. The Childhood Cancer Foundation (2012-2016) and the EU interregional project ReproHigh are thanked for having funded this study. They had no role in the study design, collection and analysis of the data or writing of the report. The authors have no conflict of interest to disclose. © The Author 2016. Published by Oxford University Press on behalf of the European Society of Human Reproduction and Embryology. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Early Puberty, Friendship Group Characteristics, and Dating Abuse in US Girls.

PubMed

Chen, Frances R; Rothman, Emily F; Jaffee, Sara R

2017-06-01

The current study aimed to investigate the relationship between advanced pubertal development and adolescent dating abuse (ADA) and to test if this relationship is moderated by friendship group characteristics in a nationally representative sample of US girls. Data were drawn from wave 1 and 2 (1995-1996) of the National Longitudinal Study of Adolescent to Adult Health. The sample included 3870 girls aged 13 to 17 years, all of whom were in romantic and/or nonromantic sexual relationships. Relative pubertal development was measured as perceived physical development as compared with peers of the same age and race and age at menarche at wave 1. Participants reported at wave 2 whether they had experienced any verbal or physical abuse in their relationships. Friendship group characteristics included the percentage of boy friends, older friends, and friends' risk behavior level. Negative binomial regression analyses revealed an interaction between advanced pubertal development and percentage of boy friends on ADA victimization, adjusted for age, race, parents' marital status, household income, number of relationships, self-esteem, self-control, and antisocial behavior history. Advanced pubertal development was associated with more ADA victimization when girls' friendship groups comprised a higher percentage of boys. Findings highlight the importance of pubertal timing and friendship group characteristics to ADA victimization. Early pubertal development is a risk marker for ADA victimization, particularly when a higher percentage of girls' friends are boys. Pediatricians and adolescent health specialists should be sensitive to the elevated risk for ADA victimization in early-maturing girls. Copyright © 2017 by the American Academy of Pediatrics.

Girls' and Women's Education in India.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

As a result of intensive advocacy, girls' and women's education is a developmental priority in India. Availability of international development assistance for basic education and women's education has gone up significantly. Government and donor perceptions of gender issues in education and the importance of reaching out to girls to achieve the…

Scale Development for Perceived School Climate for Girls' Physical Activity

ERIC Educational Resources Information Center

Birnbaum, Amanda S.; Evenson, Kelly R.; Motl, Robert W.; Dishman, Rod K.; Voorhees, Carolyn C.; Sallis, James F.; Elder, John P.; Dowda, Marsha

2005-01-01

Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors,…

The Relationship of Mentoring on Middle School Girls' Science-Related Attitudes

ERIC Educational Resources Information Center

Clark, Lynette M.

2013-01-01

This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These…

National Action Plan for the Education of Girls, 1993-97.

ERIC Educational Resources Information Center

Australian Education Council, Melbourne.

Developed through extensive consultation with girls, teachers, parents, interest groups, and individuals, the detailed advice for the Australian educational system represents a key developmental phase in the national policy setting process that commenced in 1986 to improve educational outcomes for girls. A review of the national policy precedes…

Peer Deviance, Parenting and Disruptive Behavior among Young Girls

ERIC Educational Resources Information Center

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-01-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among…

Multisectoral Strategies for Advancing Girls' Education: Principles and Practice. SAGE Technical Report.

ERIC Educational Resources Information Center

Williams, Howard

This paper describes issues, experiences, and strategies used in developing successful multisectoral partnerships to advance girls' education, using Guinea and Morocco as examples. Chapter 1 introduces the issue, discussing barriers to girls' education and describing the multisectoral response to interrelated barriers. Chapter 2 defines the…

Developing the Girl as a Leader

ERIC Educational Resources Information Center

Hembrow-Beach, Rose

2011-01-01

Single-sex educational environments can create young women who are engaged, active leaders. Girls receive differential treatment in combined-sex education environments. Girls often do not receive the encouragement or instruction to assume leadership. I want to identify the elements of single-sex education that foster female leadership and consider…

Gorlin-Goltz syndrome.

PubMed

Kohli, Munish; Kohli, Monica; Sharma, Naresh; Siddiqui, Saif Rauf; Tulsi, S P S

2010-01-01

Gorlin-Goltz syndrome is an inherited autosomal dominant disorder with complete penetrance and extreme variable expressivity. The authors present a case of an 11-year-old girl with typical features of Gorlin-Goltz syndrome with special respect to medical and dental problems which include multiple bony cage deformities like spina bifida with scoliosis having convexity to the left side, presence of an infantile uterus and multiple odonogenic keratocysts in the maxillofacial region.

Typical Pubertal Timing in an Australian Population of Girls and Boys with Autism Spectrum Disorder

ERIC Educational Resources Information Center

May, Tamara; Pang, Ken C.; O'Connell, Michele A.; Williams, Katrina

2017-01-01

Secondary data analyses from the Longitudinal Study of Australian Children Kindergarten cohort were performed to understand any alterations in pubertal timing in Autism Spectrum Disorder (ASD) in a population sample. Timing of parent-reported pubertal events (ages 8-9, 10-11, 12-13 years), and self-report (14-15 years; N = 3454 no ASD, N = 94 with…

Group Counseling with South Asian Immigrant High School Girls: Reflections and Commentary of a Group Facilitator

ERIC Educational Resources Information Center

Thakore-Dunlap, Ulash; Van Velsor, Patricia

2014-01-01

The diversity of the U.S. school population speaks to a need to provide support for youth from various backgrounds. As a school-based mental health counselor, the first author observed that the South Asian immigrant students at her school did not utilize any of the counseling services provided. Because South Asians are typically collectivistic,…

Anesthesia for cleft lip surgery in a child with Seckel syndrome--a case report.

PubMed

Rajamani, Arvind; Kamat, Vijaylakshmi; Murthy, Jyotsna; Hussain, Syed Altaf

2005-04-01

We describe the anesthetic management of a 5-year-old girl diagnosed with Seckel syndrome, for cleft lip surgery. The syndrome is characterized by severe intrauterine and postnatal growth retardation with proportional dwarfism, typical beak-like triangular nose, and mental retardation, accounting for its various synonyms such as bird-headed dwarfism, microcephalic primordial dwarfism, nanocephalic dwarfism and Seckel-type dwarfism.

How Is Developing the Sense of Belonging in Iranian Adolescent Girls? A Qualitative Study.

PubMed

Mousavi, Mahsa; Shahriari, Mohsen; Salehi, Mehrdad; Kohan, Shahnaz

2018-05-20

Communicating with adolescents is associated with many challenges for parents and healthcare providers. This qualitative study was conducted for exploring the sense of belonging in Iranian adolescent girls. In this study, deep semi-structured interviews were carried out with 27 adolescent girls, 10 experts, and 10 parents. Purposeful sampling was used and continued until data saturation. The data were coded and categorised through a conventional content analysis method by MAXQDA 10. Three main categories were obtained from the analysis of the participants' descriptions: "family; a haven of tranquillity", "dominated by peers", and "concerns about differences in gender socialization". According to our results, most of the girls achieved calmness through being emotionally accepted by their families. But this sense of belonging and tranquillity was shaken by their peers' showing off, in a way that adolescent girls were always struggling to gain acceptance among their peers. Also for fear of being rejected by their peers' group, they sometimes began to make friends with the opposite sex. Meanwhile, traditional attitudes towards gender roles and adolescent girls' feelings about their lower social participation as compared to that of boys had also led to their concern about differences in gender socialization and a lower sense of community belonging among some adolescent girls. Adequate parental education and the proper management of girls' interactions with the family and society can play an important role in the development of a sense of belonging among adolescent girls.

Gender differences in brain development in Chinese children and adolescents: a structural MRI study

NASA Astrophysics Data System (ADS)

Guo, Xiaojuan; Jin, Zhen; Chen, Kewei; Peng, Danling; Yao, Li

2008-03-01

Using optimized voxel-based morphometry (VBM), this study systematically investigated gender differences in brain development through magnetic resonance imaging (MRI) data in 158 Chinese normal children and adolescents aged 7.26 to 22.80 years (mean age 15.03+/-4.70 years, 78 boys and 80 girls). Gender groups were matched for measures of age, handedness, education level. The customized brain templates, including T I-weighted image and gray matter (GM)/white matter (WM)/cerebro-spinal fluid (CSF) prior probability maps, were created from all participants. Results showed that the total intracranial volume (TIV), global absolute GM and global WM volume in girls were significantly smaller than those in boys. The hippocampus grew faster in girls than that in boys, but the amygdala grew faster in boys than that in girls. The rate of regional GM decreases with age was steeper in the left superior parietal lobule, bilateral inferior parietal lobule, left precuneus, and bilateral supramarginal gyrus in boys compared to girls, which was possibly related to better spatial processing ability in boys. Regional GM volumes were greater in bilateral superior temporal gyrus, bilateral inferior frontal gyrus and bilateral middle frontal gyrus in girls. Regional WM volumes were greater in the left temporal lobe, right inferior parietal and bilateral middle frontal gyrus in girls. The gender differences in the temporal and frontal lobe maybe be related to better language ability in girls. These findings may aid in understanding the differences in cognitive function between boys and girls.

Development of leadership self-efficacy and collective efficacy: adolescent girls across castes as peer educators in Nepal.

PubMed

Posner, J; Kayastha, P; Davis, D; Limoges, J; O'Donnell, C; Yue, K

2009-01-01

Adolescent girls in Nepal face enormous social barriers to accessing education and health services due to exclusionary socio-religious traditions and years of conflict. The programme and study reported here address two issues that a national assembly of in-school and out-of-school adolescent girls, who had completed a basic life skills class, and, in the case of unschooled girls, an intensive literacy course, identified as important to their well-being - menstrual restrictions and HIV awareness and prevention. Local non-governmental organizations developed a peer education programme in three districts of Nepal that paired girls from different castes and different educational levels. The programme sought to increase peer educators' (PE) leadership and collective efficacy for informing peers and adults in their communities about the effects that these issues have on women and girls. In total, 504 girls were selected and trained as PEs. They conducted targeted discussion sessions with other girls and organised mass awareness events, reaching 20,000 people. Examination of the effects of participating in the programme on key outcome measures showed that leadership self-efficacy, which was a central theoretical construct for the programme, provided a strong predictor of both increased HIV knowledge and of practicing fewer menstrual restrictions at endline. The project demonstrated that girls from different caste and educational backgrounds are able to work together to change individual behaviour and to address socio-cultural norms that affect their lives and well-being within their communities.

[Comparison of boys' and girls' families for actor and partner effect of stress, depression and parent-adolescent communication on middle school students' suicidal ideation: triadic data analysis].

PubMed

Shin, Sung Hee; Ko, Suk Jeong; Yang, Yu Jeong; Oh, Hyun Su; Jang, Mi Young; Choi, Joong Myung

2014-06-01

This study was done to compare families of boys or of girls for actor and partner effect of stress, depression and parent-adolescent communication as perceived by mother, father and adolescent on adolescents' suicidal ideation. Participants were 183 families (104 boys' families, 79 girls' families) who met eligibility criteria. All measures were self-administered. Data were analyzed using SPSS 18.0 and AMOS 18.0 program. In boys' families, boys' depression and communication with father showed actor effect on boys' suicidal ideation. Boys' stress showed indirect effect on boys' suicidal ideation through communication with father and boys' depression. Mothers' depression showed indirect partner effect on boys' suicidal ideation through boys' depression. In families of girls, girls' depression and stress showed actor effects on girls' suicidal ideation. Girls' communication with mother showed indirect effects through girls' depression. Also girls' stress showed indirect effect through girls' depression. Stress in mothers and/or fathers showed partner effect on girls' suicidal ideation. To intervene in adolescents' suicidal ideation and promote adolescents' mental health, programs should be developed differently according to gender and based on parent's psychological states.

Leadership Workshops for Adult Girl Scout Leaders

NASA Astrophysics Data System (ADS)

Lebofsky, Larry A.; McCarthy, Donald; DeVore, Edna; Harman, Pamela; Reaching Stars Team

2016-10-01

This year, the University of Arizona is conducting its first two Leadership Workshops for Girl Scout adult leaders. These workshops are being supported by a five-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the University of Arizona, Girl Scouts of the USA (GSUSA), the Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. These workshops are an outgrowth of Astronomy Camp for Girl Scout Leaders, a 14-year "Train the Trainer" program funded by NASA through the James Webb Space Telescope's Near Infrared Camera (NIRCam) education and outreach team. We are continuing our long-term relationship with all Girl Scout Councils to engage girls and young women not only in science and math education, but also in the astronomical and technological concepts relating to NASA's scientific mission. Our training aligns with the GSUSA Journey: It's Your Planet-Love It! and introduces participants to some of the activities that are being developed by the Girl Scout Stars team for GSUSA's new space science badges for all Girl Scout levels being developed as a part of Reaching for the Stars: NASA Science for Girl Scouts.The workshops include hands-on activities in basic astronomy (night sky, stars, galaxies, optics, telescopes, etc.) as well as some more advanced concepts such as lookback time and the expansion of the Universe. Since the inception of our original Astronomy Camp in 2003, our team has grown to include nearly 280 adult leaders, staff, and volunteers from over 79 Councils in 43 states and the District of Columbia so they can, in turn, teach young women essential concepts in astronomy, the night sky environment, applied math, and engineering. Our workshops model what astronomers do by engaging participants in the process of science inquiry, while equipping adults to host astronomy-related programs with local Girl Scouts.Reaching for the Stars: NASA Science for Girl Scouts is supported by NASA Science Mission Directorate's Education Cooperative Agreement # NNX16AB90.

Cognitive Function in Individuals with Atypical Pubertal Development.

ERIC Educational Resources Information Center

Rovet, Joanne F.; And Others

A study of 55 growth-disturbed children, aged 8-17, was conducted to assess how rate of physical maturation and pubertal development influences cognitive and neuropsychological functioning. The sample included 27 boys with short stature and delayed pubertal development (SSB), 15 girls with delayed puberty (DPG), and 13 girls with precocious…

Developing Sport Psychology in a Girls' Sport Academy Curriculum

ERIC Educational Resources Information Center

Lewis, Andrew

2014-01-01

This article explores the initial steps in developing and presenting Sport Psychology in a leadership and sport curriculum at Stellenbosch University's (SU) Centre for Human Performance Sciences' (CHPS) Academy for Girls' Leadership and Sport Development. Sport Psychology does not feature within the South African school curriculum specifically,…

Forethought in Youth with Attention Deficit/Hyperactivity Disorder: An fMRI Study of Sex-Specific Differences.

PubMed

Poissant, H; Rapin, L; Chenail, S; Mendrek, A

2016-01-01

Objective. The majority of studies investigating neurocognitive processing in attention deficit/hyperactivity disorder (ADHD) have been conducted on male participants. Few studies evaluated females or examined sex differences. Among various cognitive anomalies in ADHD, deficit in forethought seems particularly important as children with ADHD often fail to adequately use previous information in order to prepare for responses. The main goal of this study was to assess sex-specific differences in behavioral and neural correlates of forethought in youth with ADHD. Methods. 21 typically developing (TD) youth and 23 youth with ADHD were asked to judge whether two pictures told a congruent or incongruent story. Reaction time, performance accuracy, and cerebral activations were recorded during functional magnetic resonance imaging (fMRI). Results. Significant sex-specific differences in cerebral activations appeared, despite equivalent performance. Relative to the boys TD participants, boys with ADHD had extensive bilateral frontal and parietal hypoactivations, while girls with ADHD demonstrated more scattered hypoactivations in the right cerebral regions. Conclusion. Present results revealed that youth with ADHD exhibit reduced cerebral activations during forethought. Nevertheless, the pattern of deficits differed between boys and girls, suggesting the use of a different neurocognitive strategy. This emphasizes the importance of including both genders in the investigations of ADHD.

Positively Biased Self-Perceptions in Children with ADHD: Unique Predictor of Future Maladjustment.

PubMed

Jia, Mary; Jiang, Yuanyuan; Mikami, Amori Yee

2016-04-01

This study assessed children's overestimations of self-competence (positively biased self-perceptions or positive bias [PB]) relative to parent/teacher ratings of children's competence in predicting children's adjustment in a new setting. Eighty-five children (13 boys and 11 girls with Attention-Deficit/Hyperactivity Disorder [ADHD]; 30 boys and 31 girls who were typically developing [TD]), ages 6.8 to 9.8 years (M = 8.13; SD = 0.82), attended a 2-week summer day camp grouped into same-age, same-sex classrooms with previously unacquainted peers and counselors. Prior to camp, PB was assessed by creating standardized discrepancy scores between children's self-ratings relative to parent or teacher ratings of the children's social and behavioral competence. The relative ability of these discrepancy scores to predict peer preference and oppositionality at camp in relation to parent or teacher ratings alone was evaluated. For children with ADHD, both discrepancy scores and informant ratings of competence were uniquely predictive of peer preference and oppositionality assessed during camp. For TD children, only informant ratings of competence were predictive of outcomes at camp. These results suggest that PB may be a unique predictor of maladjustment within a novel environment for children with ADHD, but not TD children.

Polycystic Ovary Syndrome in the Pediatric Population

PubMed Central

2010-01-01

Abstract Polycystic ovary syndrome (PCOS) is a common disorder characterized by hyperandrogenism and disordered gonadotropin secretion, often associated with insulin resistance. The syndrome, which modulates both hormonal and metabolic processes, is the most common endocrinopathy in reproductive-age women and increases a woman's risk of infertility, endometrial pathology, and cardiometabolic disease. As it is currently defined, PCOS most likely encompasses several distinct diseases with similar clinical phenotypes but different underlying pathophysiological processes. However, hyperandrogenism remains the syndrome's clinical hallmark. The clinical manifestations of PCOS often emerge during childhood or in the peripubertal years, suggesting that the syndrome is influenced by fetal programming and/or early postnatal events. However, given that the full clinical spectrum of PCOS does not typically appear until puberty, a “two-hit” hypothesis has been proposed: (1) a girl develops hyperandrogenism via one or more of many different potential mechanisms; (2) the preexisting hyperandrogenism subsequently disturbs the hypothalamic–pituitary–ovarian axis, resulting in ovulatory dysfunction and sustained hyperandrogenism. No consensus guidelines exist regarding the diagnosis and management of PCOS in the pediatric population; however, because the syndrome is a diagnosis of exclusion, the clinical evaluation of girls suspected of having PCOS is aimed at excluding other causes of androgen excess and menstrual dysfunction. For the syndrome's management, emphasis is placed on lifestyle and symptom-directed treatment. PMID:20939704

Evaluation development for a physical activity positive youth development program for girls.

PubMed

Ullrich-French, Sarah; Cole, Amy N; Montgomery, Anna K

2016-04-01

Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development. Copyright © 2015 Elsevier Ltd. All rights reserved.

Food insecurity and age at menarche among adolescent girls in Jimma Zone Southwest Ethiopia: a longitudinal study.

PubMed

Belachew, Tefera; Hadley, Craig; Lindstrom, David; Getachew, Yehenew; Duchateau, Luc; Kolsteren, Patrick

2011-09-13

Age at menarche is the reflection of cumulative pre-adolescent exposure of girls to either adverse environment such as food insecurity or affluent living conditions. Food insecurity could result in inadequate nutrient intake and stress, both of which are hypothesized to have opposing effects on the timing of menarche through divergent pathways. It is not known whether food insecure girls have delayed menarche or early menarche compared with their food secure peers. In this study we test the competing hypothesis of the relationship between food insecurity and age at menarche among adolescent girls in the Southwest Ethiopia. We report on 900 girls who were investigated in the first two rounds of the five year longitudinal survey. The semi-parametric frailty model was fitted to determine the effect of adolescent food insecurity on time to menarche after adjusting for socio-demographic and economic variables. Food insecure girls have menarche one year later than their food secure peer (median age of 15 years vs 14 years). The hazard of menarche showed a significant decline (P = 0.019) as severity of food insecurity level increased, the hazard ratio (HR) for mild food insecurity and moderate/severe food insecurity were 0.936 and 0.496, respectively compared to food secure girls. Stunted girls had menarche nearly one year later than their non-stunted peers (HR = 0.551, P < 0.001). Food insecurity is associated with delay of age at menarche by one year among girls in the study area. Stunted girls had menarche one year later than their non-stunted peers. Age at menarche reflects the development of girls including the timing of sexual maturation, nutritional status and trajectory of growth during the pre-pubertal periods. The findings reflect the consequence of chronic food insecurity on the development and well-being of girls in the study area.

Posterior reversible encephalopathy syndrome as a complication of Henoch-Schönlein purpura in a seven-year-old girl.

PubMed

Dos Santos, Daiane; Langer, Felipe Welter; Dos Santos, Tatiane; Rafael Tronco Alves, Giordano; Feiten, Marisa; Teixeira de Paula Neto, Walter

2017-02-01

Introduction Henoch-Schönlein purpura is a multisystem small vessel vasculitis. Neurologic manifestations are uncommon. Posterior reversible encephalopathy syndrome is a rare complication of Henoch-Schönlein purpura with typical clinical and neuroimaging findings that occurs most commonly in the setting of severe hypertension and renal injury. Case presentation A seven-year-old girl was admitted to our institution presenting with clinical and laboratory findings suggestive of Henoch-Schönlein purpura. Glucocorticoid therapy was initiated, but five days following her admission, she developed altered consciousness, seizures, arterial hypertension, and cortical blindness. Brain MRI scan revealed areas of vasogenic oedema in parieto-occipital lobes, consistent with posterior reversible encephalopathy syndrome. She was immediately initiated on antihypertensives and antiepileptics, which successfully improved her neurologic symptoms. Further laboratory work-up disclosed a rapidly progressive glomerulonephritis secondary to Henoch-Schönlein purpura that was the likely cause of her sudden blood pressure elevation. Immunosuppressive therapy was undertaken, and at one-year follow-up, the patient exhibited complete renal and neurologic recovery. Conclusion Posterior reversible encephalopathy syndrome is a severe complication of Henoch-Schönlein purpura. If promptly diagnosed and treated, children with Henoch-Schönlein purpura presenting with posterior reversible encephalopathy syndrome usually have a good prognosis. Clinicians should be familiar with the characteristic presentation of posterior reversible encephalopathy syndrome and be aware that hypertension and renal injury may predispose Henoch-Schönlein purpura patients to developing this complication.

Attentional bias to threat in children at-risk for emotional disorders: role of gender and type of maternal emotional disorder.

PubMed

Montagner, Rachel; Mogg, Karin; Bradley, Brendan P; Pine, Daniel S; Czykiel, Marcelo S; Miguel, Euripedes Constantino; Rohde, Luis A; Manfro, Gisele G; Salum, Giovanni A

2016-07-01

Previous studies suggested that threat biases underlie familial risk for emotional disorders in children. However, major questions remain concerning the moderating role of the offspring gender and the type of parental emotional disorder on this association. This study addresses these questions in a large sample of boys and girls. Participants were 6-12 years old (at screening) typically developing children participating in the High Risk Cohort Study for Psychiatric Disorders (n = 1280; 606 girls, 674 boys). Children were stratified according to maternal emotional disorder (none; mood disorder; anxiety disorder; comorbid anxiety/mood disorder) and gender. Attention biases were assessed using a dot-probe paradigm with threat, happy and neutral faces. A significant gender-by-parental emotional disorder interaction predicted threat bias, independent of anxiety and depression symptoms in children. Daughters of mothers with an emotional disorder showed increased attention to threat compared with daughters of disorder-free mothers, irrespective of the type of maternal emotion disorder. In contrast, attention bias to threat in boys only occurred in mothers with a non-comorbid mood disorder. No group differences were found for biases for happy-face cues. Gender and type of maternal emotional disorder predict attention bias in disorder-free children. This highlights the need for longitudinal research to clarify whether this pattern of threat-attention bias in children relates to the risk of developing anxiety and mood disorders later in life.

Social Engagement in Adolescence Moderates the Association between Weight Status and Body Image

PubMed Central

Caccavale, Laura J.; Farhat, Tilda; Iannotti, Ronald J.

2012-01-01

This study examined whether the association between adolescent weight status and body image varies by social engagement. A nationally representative sample of 6,909 students in grades 6 to 10 completed the 2006 HBSC survey. Separate linear regressions for boys and girls, controlling for age, race/ethnicity and socioeconomic status, were conducted with an interaction term (weight status x social engagement). Adolescents’ overweight/obese status was related to body dissatisfaction. Social engagement moderated the relationship between weight status and body image for girls but not for boys. Overweight/obese boys had more body dissatisfaction compared to their normal/underweight peers, regardless of their social engagement. However, overweight/obese girls with more social engagement were more likely to have body satisfaction compared to overweight/obese girls with less social engagement. Encouraging adolescent girls to develop healthy relationships with peers may prevent them from developing body dissatisfaction. PMID:22325852

Does gender influence core deficits in ASD? An investigation into social-communication and play of girls and boys with ASD.

PubMed

Harrop, Clare; Shire, Stephanie; Gulsrud, Amanda; Chang, Ya-Chih; Ishijima, Eric; Lawton, Kathy; Kasari, Connie

2015-03-01

Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD.

Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

PubMed Central

Wang, Xiaochen; Georgiou, George K.; Li, Qing; Tavouktsoglou, Athanasios

2018-01-01

Several studies have shown that Executive Functioning (EF) is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD) experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years), 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years), and 31 typically-developing (TD) peers (16 girls, mean age = 10.41 years) on measures of inhibition (Color-Word Stroop, Inhibition), shifting of attention (Planned Connections, Rapid Alternating Stimuli), working memory (Digit Span Backwards, Listening Span), processing speed (Visual Matching, Planned Search), reading (Character Recognition, Sentence Verification), and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test). The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span) as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties) experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed. PMID:29928246

Physical Growth, Biological Age, and Nutritional Transitions of Adolescents Living at Moderate Altitudes in Peru

PubMed Central

Cossio-Bolaños, Marco; Gómez Campos, Rossana; Andruske, Cynthia Lee; Flores, Antonio Viveros; Luarte-Rocha, Cristian; Olivares, Pedro R.; Garcia-Rubio, Javier; de Arruda, Miguel

2015-01-01

Background: Peru is experiencing a stage of nutritional transition where the principal characteristics are typical of countries undergoing development. Objectives: The objectives of this study were the following: (a) compare physical growth patterns with an international standard; (b) determine biological age; and (c) analyze the double nutritional burden of adolescents living at a moderate altitude in Peru. Design: Weight, standing height, and sitting height were measured in 551 adolescents of both sexes (12.0 to 17.9 years old) from an urban area of Arequipa, Peru (2328 m). Physical growth was compared with the international standard of the CDC-2000. Biological age was determined by using a non-invasive transversal technique based on years from age at peak height velocity (APHV). Nutritional state was determined by means of weight for age and height for age. Z scores were calculated using international standards from the CDC-2000. Results: Body weight for both sexes was similar to the CDC-2000 international standards. At all ages, the girls’ height (p < 0.05) was below the standards. However, the boys’ height (p < 0.05) was less at ages, 15, 16, and 17. Biological age showed up in girls at age 12.7 years and for boys at 15.2 years. Stunted growth (8.7% boys and 18.0% girls) and over weight (11.3% boys and 8.8% girls) occurred in both groups. A relationship existed in both sexes between the categories of weight for the age and stunted growth by sex. Conclusions: Adolescents living at a moderate altitude exhibited stunted linear growth and biological maturation. Furthermore, adolescents of both sexes showed the presence of the double nutritional burden (stunted growth and excessive weight). PMID:26404334

Voluntary Organisation

ERIC Educational Resources Information Center

Williams, Shirley; Spiret, Claire; Dimitriadi, Yota; McCrindle, Rachel

2013-01-01

The World Association of Girl Guides and Girl Scouts (WAGGGS) is the umbrella organisation for Member Organisations from 145 countries, with a total membership of 10 million. While Member Organisations offer training and development within their own countries, WAGGGS offers international opportunities, such as leadership development at…

The influence of sex steroids on structural brain maturation in adolescence.

PubMed

Koolschijn, P Cédric M P; Peper, Jiska S; Crone, Eveline A

2014-01-01

Puberty reflects a period of hormonal changes, physical maturation and structural brain reorganization. However, little attention has been paid to what extent sex steroids and pituitary hormones are associated with the refinement of brain maturation across adolescent development. Here we used high-resolution structural MRI scans from 215 typically developing individuals between ages 8-25, to examine the association between cortical thickness, surface area and (sub)cortical brain volumes with luteinizing hormone, testosterone and estradiol, and pubertal stage based on self-reports. Our results indicate sex-specific differences in testosterone related influences on gray matter volumes of the anterior cingulate cortex after controlling for age effects. No significant associations between subcortical structures and sex hormones were found. Pubertal stage was not a stronger predictor than chronological age for brain anatomical differences. Our findings indicate that sex steroids are associated with cerebral gray matter morphology in a sex specific manner. These hormonal and morphological differences may explain in part differences in brain development between boys and girls.

Maternal characteristics predicting young girls' disruptive behavior.

PubMed

van der Molen, Elsa; Hipwell, Alison E; Vermeiren, Robert; Loeber, Rolf

2011-01-01

Little is known about the relative predictive utility of maternal characteristics and parenting skills on the development of girls' disruptive behavior. The current study used five waves of parent- and child-report data from the ongoing Pittsburgh Girls Study to examine these relationships in a sample of 1,942 girls from age 7 to 12 years. Multivariate generalized estimating equation analyses indicated that European American race, mother's prenatal nicotine use, maternal depression, maternal conduct problems prior to age 15, and low maternal warmth explained unique variance. Maladaptive parenting partly mediated the effects of maternal depression and maternal conduct problems. Both current and early maternal risk factors have an impact on young girls' disruptive behavior, providing support for the timing and focus of the prevention of girls' disruptive behavior.

Inspiring Courage in Girls: An Evaluation of Practices and Outcomes

ERIC Educational Resources Information Center

Whittington, Anja; Mack, Erica Nixon

2010-01-01

Adventure-based programs focusing on adolescent girls' development often claim that they cultivate courage in girls; however, very little research has examined whether they accomplish this goal or how they accomplish this goal. An evaluation was conducted on one such program, Passages Northwest, to examine the efficacy of adventure-based…

Precocious Puberty in Adolescent Girls: A Biomarker of Later Psychosocial Adjustment Problems

ERIC Educational Resources Information Center

Tremblay, Line; Frigon, Jean-Yves

2005-01-01

We have investigated the hypothesis that stress condition will accelerate pubertal maturation in adolescent girls and that faster maturing girls will display more behavioral problems than their on-time or late-maturing peers during pubertal development. Longitudinal data were collected yearly from 1986 to 1997. Parents of 1039 French-speaking…

Developing a Teachers' Gender Stereotype Scale toward Mathematics

ERIC Educational Resources Information Center

Nurlu, Özge

2017-01-01

Gender has become a focus of mathematics education research. While some research show that there are no differences between boys and girls, numerous research studies have indicated that boys have outperformed girls. It is suggested that gender stereotypes, such as expecting girls to show less achievement in mathematics compared to boys, have an…

Tackling Inhibitions to Careers in Science and Technology through Differentiated Mentoring Approach

ERIC Educational Resources Information Center

Nwosu, Stella N.; Etiubon, Rebecca U.; Udofia, Theresa M.

2014-01-01

Encouraging women to go into Science and Technology (S&T) careers should start with the young girls. In developing countries, such as Nigeria, girls experience challenges in studying science and technological subjects and pursuing careers in these professions. The study identifies factors that inhibit Nigerian girls from undertaking careers in…

Developmental Trajectories of Young Girls with Fragile X Syndrome

ERIC Educational Resources Information Center

Hatton, Deborah D.; Wheeler, Anne; Sideris, John; Sullivan, Kelly; Reichardt, Alison; Roberts, Jane; Clark, Renee; Bailey, Donald B., Jr.

2009-01-01

To describe the early phenotype of girls with full mutation fragile X, we used 54 observations of 15 girls between the ages of 6 months and 9 years to examine developmental trajectories as measured by the Battelle Development Inventory. In this sample, autistic behavior was associated with poorer developmental outcomes, primarily due to…

Girls' Schooling Empowerment in Rural China: Identifying Capabilities and Social Change in the Village

ERIC Educational Resources Information Center

Seeberg, Vilma

2014-01-01

This study proposes an elaboration of the human development capability approach by theorizing empowerment capabilities as an essential aspect of the education of excluded village girls. Seeking to explain Chinese village girls' demand for schooling, the article identifies intangible and instrumental capabilities that have often been overlooked and…

Girls' Familial Responsibilities and Schooling in The Gambia

ERIC Educational Resources Information Center

Njie, Haddy; Manion, Caroline; Badjie, Musukuta

2015-01-01

Like many countries in the developing world gender inequity remains a staggering problem in The Gambia, particularly at the secondary school level. In this study, we focus on the relationship between girls' education and heavy domestic workloads, herein referred to as girls' familial responsibilities. We explore this topic in relation not only to…

High School Girls' Perceptions of Selected Fitness Activities

ERIC Educational Resources Information Center

Wilkinson, Carol; Bretzing, Robyn

2011-01-01

High school students, and particularly girls, are not very active (Centers for Disease Control and Prevention, 2006). To help girls develop the abilities to enjoy lifetime, healthy physical activity, physical educators need to provide curricula that will achieve this goal. In the process, they need to make sure they are aligned with the current…

The Education and Employment of Working-Class Girls, 1870-1914.

ERIC Educational Resources Information Center

Horn, Pamela

1988-01-01

Examines the influence of education upon the lives of British working-class girls between 1870-1914, taking into account the fact that for many, schooling was subordinated to work. Discusses gender stereotyping, stating that only the most determined girls obtained, through education, entry into jobs allowing talent development and competition with…

The impact of family and peer protective factors on girls' violence perpetration and victimization.

PubMed

Shlafer, Rebecca J; McMorris, Barbara J; Sieving, Renee E; Gower, Amy L

2013-03-01

This study investigates whether family and peer connections and prosocial norms buffer adolescent girls' violence involvement and whether a youth development intervention augments the power of these protective factors in reducing girls' risk for violence. Data were obtained from 253 13-17-year-olds enrolled in a randomized controlled trial of Prime Time, a youth development intervention offered through urban clinic settings to girls at high risk for pregnancy. Participants completed an audio computer-assisted self-interview survey at baseline and 6, 12, and 18 months after enrollment. Protective factors included scales assessing family and peer connections and prosocial norms. Outcome variables were violence victimization and perpetration scales measured at 18 months. Family connections and prosocial norms independently protected girls against violence involvement. Peer prosocial norms also served as a protective buffer against violence perpetration and victimization; however, girls with strong peer connections had higher levels of violence perpetration. Participation in Prime Time augmented the protective effects of family and peer connections on girls' violence victimization but not perpetration. Prime Time participants who had high levels of family connections reported the lowest levels of violence victimization at 18 months. Prime Time participants with strong peer connections trended toward lower levels of violence victimization than other girls. Results suggest that effects of the Prime Time intervention on violence victimization were optimized among high-risk adolescent girls with strong connections to family and peers. The intervention was most potent in preventing violence victimization among girls with strong prosocial connections to family and peers. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Influence of the Breast on Sport and Exercise Participation in School Girls in the United Kingdom.

PubMed

Scurr, Joanna; Brown, Nicola; Smith, Jenny; Brasher, Amanda; Risius, Debbie; Marczyk, Anna

2016-02-01

Emerging evidence suggests that breasts may be a barrier to physical activity for adult females. With only 12% of the UK 14-year-old girls achieving exercise guidelines, to understand deterrents to exercise in this population, we should consider whether breasts may also influence sport and exercise participation in school girls. This survey-based study investigated the influence of the breast on sport and exercise participation and breast-specific concerns in the UK school girls. A survey was developed to assess demographics, breast characteristics, breast-specific concerns in sports, breast knowledge, views on breast education, and sport participation. Chi-squared tests assessed associations between participation and breast size, sports bra use, and breast concerns. Two thousand eighty-nine school girls aged 11-18 years completed the survey, for 97 their breasts had begun developing and 96% reported wearing breast support. Forty-six percent of girls reported that their breasts had some effect on their participation in compulsory sports and exercise, which was more prevalent in girls aged 13-14 years (51%) and in larger-breasted girls (63%). More than 50% reported never wearing a sports bra during sports. Breast concerns were high with 73% reporting ≥1 breast-specific concern in sports; with breast bounce being most prevalent (38%). As most of the breast concerns raised in this survey could be addressed via education and 87% of girls wanted to know more about breasts, this study demonstrates a need for breast education for school girls, which may reduce the influence of the breast on sport and exercise participation. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

KENNEDY SPACE CENTER, FLA. - Japanese girls from Urawa Daiichi Girls High School, Urawa, Japan, pose for a group photo during a visit to the Space Station Processing Facility. They were awarded the trip to Kennedy Space Center when their experiments were chosen to fly on mission STS-107. The girls are accompanied by American students from Melbourne and Jacksonville, Fla. The National Space Development Agency of Japan (NASDA) and the KSC International Space Station/Payload Processing Directorate worked with the NASA KSC Education Programs and University Research Division to coordinate the students’ visit.

NASA Image and Video Library

2003-08-20

KENNEDY SPACE CENTER, FLA. - Japanese girls from Urawa Daiichi Girls High School, Urawa, Japan, pose for a group photo during a visit to the Space Station Processing Facility. They were awarded the trip to Kennedy Space Center when their experiments were chosen to fly on mission STS-107. The girls are accompanied by American students from Melbourne and Jacksonville, Fla. The National Space Development Agency of Japan (NASDA) and the KSC International Space Station/Payload Processing Directorate worked with the NASA KSC Education Programs and University Research Division to coordinate the students’ visit.

KENNEDY SPACE CENTER, FLA. - Japanese girls from Urawa Daiichi Girls High School, Urawa, Japan, pose for a group photo during a visit to the Orbiter Processing Facility. They were awarded the trip to Kennedy Space Center when their experiments were chosen to fly on mission STS-107. The girls are accompanied by American students from Melbourne and Jacksonville, Fla. The National Space Development Agency of Japan (NASDA) and the KSC International Space Station/Payload Processing Directorate worked with the NASA KSC Education Programs and University Research Division to coordinate the students’ visit.

NASA Image and Video Library

2003-08-20

KENNEDY SPACE CENTER, FLA. - Japanese girls from Urawa Daiichi Girls High School, Urawa, Japan, pose for a group photo during a visit to the Orbiter Processing Facility. They were awarded the trip to Kennedy Space Center when their experiments were chosen to fly on mission STS-107. The girls are accompanied by American students from Melbourne and Jacksonville, Fla. The National Space Development Agency of Japan (NASDA) and the KSC International Space Station/Payload Processing Directorate worked with the NASA KSC Education Programs and University Research Division to coordinate the students’ visit.

Pubertal development, physical self-perception, and motivation toward physical activity in girls.

PubMed

Labbrozzi, Dina; Robazza, Claudio; Bertollo, Maurizio; Bucci, Ines; Bortoli, Laura

2013-08-01

We examined the differences in physical self-perception and motivation toward physical activity in early- and mid-adolescent girls. Body Mass Index (BMI) and pubertal status, assessed by means of the Tanner scale, were collected in 11-year-old (n=74) and 13-year-old girls (n=60). The assessment included six scales from the Physical Self-Description Questionnaire, the Physical Activity Enjoyment Scale, and the Situational Intrinsic Motivation Scale. Age differences emerged, with older girls showing a poorer physical perception and lower scores in intrinsic motivation and enjoyment of physical activity. In the subsample of 11-year-olds, findings showed that more developed girls reported a poorer physical perception on the scales of body fat, global physical self-concept, and appearance, and a lower score in the PACES positive scale. Results underscore the need to promote interventions aimed at encouraging active lifestyles among children and adolescent girls, in order to prevent overweight prior to pubertal onset. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A study on menstrual hygiene among rural adolescent girls.

PubMed

Drakshayani Devi, K; Venkata Ramaiah, P

1994-06-01

Menstruation is a phenomenon unique to the females. It is clear from the study findings that majority of the girls were having correct knowledge about menstruation. Regarding the practices, only 10 girls were using boiled, and dried cloth as menstrual absorbent. Though almost all 64 girls received advice regarding menstrual hygiene from different sources, some of their practices were unhygienic. This shows that the mothers of these girls were lacking of right knowledge and the same thing was transferred to their off springs. Before bringing any change in menstrual practices they should be educated about the facts of menstruation and its physiological implications. The girls should be educated about the significance of menstruation and development of secondary sexual characteristics, selection of a sanitary menstrual absorbent and its proper disposal. This can be achieved through educational television programmes, school nurses/Health personnel, compulsory sex education in school curriculum and knowledgeable parents, so that she does not develop psychological upset and the received education would indirectly wipe away the age old wrong ideas and make her to feel free to discuss menstrual matters without any inhibitions.

Predicting skeletal muscle mass from dual-energy X-ray absorptiometry in Japanese prepubertal children.

PubMed

Midorikawa, T; Ohta, M; Hikihara, Y; Torii, S; Sakamoto, S

2017-10-01

We aimed to develop regression-based prediction equations for estimating total and regional skeletal muscle mass (SMM) from measurements of lean soft tissue mass (LSTM) using dual-energy X-ray absorptiometry (DXA) and investigate the validity of these equations. In total, 144 healthy Japanese prepubertal children aged 6-12 years were divided into 2 groups: the model development group (62 boys and 38 girls) and the validation group (26 boys and 18 girls). Contiguous MRI images with a 1-cm slice thickness were obtained from the first cervical vertebra to the ankle joints as reference data. The SMM was calculated from the summation of the digitized cross-sectional areas. Total and regional LSTM was measured using DXA. Strong significant correlations were observed between the site-matched SMM (total, arms, trunk and legs) measured by MRI and the LSTM obtained by DXA in the model development group for both boys and girls (R 2 adj =0.86-0.97, P<0.01, standard error of the estimate (SEE)=0.08-0.44 kg). When these SMM prediction equations were applied to the validation group, the measured total (boys 9.47±2.21 kg; girls 8.18±2.62 kg) and regional SMM were very similar to the predicted values for both boys (total SMM 9.40±2.39 kg) and girls (total SMM 8.17±2.57 kg). The results of the Bland-Altman analysis for the validation group did not indicate any bias for either boys or girls with the exception of the arm region for the girls. These results suggest that the DXA-derived prediction equations are precise and accurate for the estimation of total and regional SMM in Japanese prepubertal boys and girls.

Neural correlates of decision making on a gambling task.

PubMed

Carlson, Stephanie M; Zayas, Vivian; Guthormsen, Amy

2009-01-01

Individual differences in affective decision making were examined by recording event-related potentials (ERPs) while 74 typically developing 8-year-olds (38 boys, 36 girls) completed a 4-choice gambling task (Hungry Donkey Task; E. A. Crone & M. W. van der Molen, 2004). ERP results indicated: (a) a robust P300 component in response to feedback (punishment vs. reward outcomes), (b) anticipation effects (stimulus-preceding negativity) prior to outcomes presented on frequent (vs. infrequent) punishment choices, (c) anticipation effects prior to selections associated with short and long-term losses (vs. gains), and (d) individual differences in ERP components were significantly correlated with behavioral performance and verbal ability. These findings suggest that neurophysiological responses may be an index of children's trait-based and/or developmental level of decision-making skills in affective-motivational situations.

Disseminating NASA-based science through NASA's Universe of Learning: Girls STEAM Ahead

NASA Astrophysics Data System (ADS)

Marcucci, E.; Meinke, B. K.; Smith, D. A.; Ryer, H.; Slivinski, C.; Kenney, J.; Arcand, K.; Cominsky, L.

2017-12-01

The Girls STEAM Ahead with NASA (GSAWN) initiative partners the NASA's Universe of Learning (UoL) resources with public libraries to provide NASA-themed activities for girls and their families. The program expands upon the legacy program, NASA Science4Girls and Their Families, in celebration of National Women's History Month. Program resources include hands-on activities for engaging girls, such as coding experiences and use of remote telescopes, complementary exhibits, and professional development for library partner staff. The science-institute-embedded partners in NASA's UoL are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. The thematic topics related to NASA Astrophysics enable audiences to experience the full range of NASA scientific and technical disciplines and the different career skills each requires. For example, an activity may focus on understanding exoplanets, methods of their detection, and characteristics that can be determined remotely. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations (e.g. National Girls Collaborative Project or NGCP), and remote engagement of audiences. NASA's UoL collaborated with another NASA STEM Activation partner, NASA@ My Library, to announce GSAWN to their extensive STAR_Net network of libraries. This partnership between NASA SMD-funded Science learning and literacy teams has included NASA@ My Library hosting a professional development webinar featuring a GSAWN activity, a newsletter and blog post about the program, and plans for future exhibit development. This presentation will provide an overview of the program's progress to engage girls and their families through the development and dissemination of NASA-based science programming.

Validity of the language development survey in infants born preterm.

PubMed

Beaulieu-Poulin, Camille; Simard, Marie-Noëlle; Babakissa, Hélène; Lefebvre, Francine; Luu, Thuy Mai

2016-07-01

Preterm infants are at greater risk of language delay. Early identification of language delay is essential to improve functional outcome in these children. To examine the concurrent validity of Rescorla's Language Development Survey and the Bayley Scales of Infant and Toddler Development (Bayley-III) at 18months corrected age in preterm infants. Test accuracy study. 189 preterm infants born <29weeks were assessed at 18months. The Language Development Survey, a parent-reported screening instrument, was administered in French concurrently with the Language Scales of the Bayley-III. Receiver-Operating-Characteristics curves were used to determine optimal cut-off score on the Language Development Survey to identify Bayley-III score <85. Sensitivity, specificity, positive and negative predictive values, and κ coefficient were calculated. Using Rescorla's original cut-off scores of ≤10 words for boys and ≤24 for girls, sensitivity was 76% and 88% for boys and girls, respectively, and specificity was 73% and 52% for boys and girls, respectively, in identifying language delay as per the Bayley-III. The optimal threshold was ≤10 words for both boys and girls. In girls, lowering the cut-off score decreased sensitivity (79%), but improved specificity (82%), thus lowering the number of false-positives. Our findings support using the Language Development Survey as an expressive language screener in preterm infants. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls

ERIC Educational Resources Information Center

Koch, Melissa; Gorges, Torie; Penuel, William R.

2012-01-01

"Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in…

Socio-cultural and economic factors influencing adolescents' resilience against the threat of teenage pregnancy: a cross-sectional survey in Accra, Ghana.

PubMed

Ahorlu, Collins K; Pfeiffer, Constanze; Obrist, Brigit

2015-12-23

Adolescent pregnancy exposes female adolescents to medical, social and economic risks. In Ghana, adolescent mothers are more likely to experience complications during pregnancy and delivery as compared to older mothers. This study examined the competencies of adolescent girls to either proactively prevent teenage pregnancy or reactively cope effectively with it. A cross-sectional survey approach was used to interview 820 adolescent girls aged 15-19 years in Accra, Ghana. The main focus of the study was to examine how social capital (various kinds of valued relations with significant others), economic capital (command over economic resources, mainly cash and assets), cultural capital (personal dispositions and habits; knowledge and tradition stored in material forms and institutionalized) and symbolic capital (honour, recognition and prestige) contribute to the development of competencies of adolescents to deal with the threat of teenage pregnancy and childbirth. Out of 820 adolescents interviewed, 128 (16%) were pregnant or mothers. Adolescents in both groups (62% never pregnant girls and 68% pregnant/young mothers) have access to social support, especially from their parents. Parents are taking the place of aunts and grandmothers in providing sexual education to their adolescent girls due to changing social structures where extended families no longer reside together in most cases. More (79%) pregnant girls and young mothers compared to never pregnant girls (38%) have access to economic support (P = <0.001). Access to social, economic and cultural capitals was associated with high competence to either prevent or deal with pregnancy among adolescent girls. Findings showed that adolescent girls, especially those that get pregnant should not be viewed as weak and vulnerable because many of them have developed competencies to cope with pregnancy and childbirth effectively. Thus, focusing on developing the competencies of girls to access social, economic and cultural capitals may be an effective way of tackling the threat of teenage pregnancy than focusing only on their vulnerability and associated risks.

Pubertal pathways and the relationship to anthropometric changes in childhood: The Fels longitudinal study

PubMed Central

Wan, Wen; Deng, Xiaoyan; Archer, Kellie J.; Sun, Shumei S.

2013-01-01

Objective To examine the relationship of the initial manifestation of pubertal development in children to anthropometric measurements recorded during the early childhood and adolescence. Methods The Fels Longitudinal study is an observational study of growth and development of healthy white children. A total of 109 boys and 75 girls with serial self-assessments of Tanner stages of genital/breast and pubic hair developments provided data for a longitudinal analysis with a linear mixed model. Results About 11.0% of boys and 22.7% of girls witnessed the appearance of pubic hair (adrenarche) prior to the onset of genital/breast growth (gonadarche/thelarche) and about 13.7% of boys and 22.7% of girls experienced the onset of gonadarche/thelarche prior to adrenarche. The remaining 75.3% of boys and 54.7% of girls were concordant for adrenarche and gonadarche/thelarche. During the first two years of life, boys and girls with earlier gonadarche and thelarche than adrenarche were found to have more rapid weight gain than those with earlier adrenarche than gonadarche/thelarche. During early childhood from age 2 – 7 years, those girls with early thelarche had higher body mass index (BMI) and waist circumference to height ratio (waist/height) than those with early adrenarche. In children of ages 8 – 20, girls with early gonadarche had higher BMI z-scores than those with early adrenarche. Conclusion Girls with early thelarche and later adrenarche, have more rapid mean weight gain during the first two years of life, higher BMI and waist/height during early childhood, and higher BMI z-scores during adolescence. Boys with early gonadarche and later adrenarche experienced more rapid weight gain during the first two years of life than boys with early adrenarche and later gonadarche. In other words, girls with early thelarche are more likely to be triggered by early accumulation of fat mass than those with early adrenarche. PMID:24307981

More than Just Child's Play?: An Experimental Investigation of the Impact of an Appearance-Focused Internet Game on Body Image and Career Aspirations of Young Girls.

PubMed

Slater, Amy; Halliwell, Emma; Jarman, Hannah; Gaskin, Emma

2017-09-01

In recent years, elements of the modern environment (such as television, Internet, toys and clothes) have been criticized for having an increasingly sexualized or appearance focus, which has been suggested to be detrimental to girls' development. The current study examined the impact of an appearance-focused Internet game on young girls' body image and career cognitions and aspirations. Eighty British girls aged 8-9 years were randomly assigned to play an appearance-focused or a non-appearance focused game for 10 minutes. Girls in the appearance-focused game condition displayed greater body dissatisfaction compared to the control condition. Type of game did not impact girls' perceived capacity to do various jobs. However, girls who played the appearance-focused game reported a greater preference for feminine careers compared to the control group. This provides preliminary evidence that appearance-focused Internet games may be detrimental to young girls' body image and aspirations. Internet games should be included in our consideration of influential messages for young girls.

Too hot to move? Objectively assessed seasonal changes in Australian children's physical activity.

PubMed

Ridgers, Nicola D; Salmon, Jo; Timperio, Anna

2015-06-19

Seasonal variations may influence children's physical activity patterns. The aim of this study was to examine how children's objectively-measured physical activity differed across seasons, and whether different seasonal patterns were observed for boys and girls. Three hundred and twenty-six children aged 8-11 years from nine primary schools in Melbourne, Australia, participated in the study. Physical activity was measured every 15-s using hip-mounted GT3X+ ActiGraph accelerometers for seven consecutive days in the Winter (n = 249), Spring (n = 221), Summer (n = 174) and Autumn (n = 152) school terms. Time spent in moderate (MPA), vigorous (VPA) and moderate- to vigorous-intensity physical activity (MVPA) at each time point was derived using age-specific cut-points. Meteorological data (maximum temperature, precipitation, daylight hours) were obtained daily during each season. Longitudinal data were analysed using multilevel analyses, adjusted for age, sex, accelerometer wear time, number of valid days, and meteorological variables. Compared to Winter, children engaged in significantly less MPA (-5.0 min) and MVPA (-7.8 min) in Summer. Girls engaged in less MVPA in Spring (-18 min) and Summer (-9.2 min) and more MVPA in Autumn (9.9 min) compared to Winter. Significant changes in MPA and VPA bout frequency and duration were also observed. Significant decreases in VPA bout frequency (3.4 bouts) and duration (2.6 min) were observed for girls in Spring compared to Winter. No significant seasonal changes were observed for boys for all intensities and physical activity accumulation. Physical activity decreased in Summer compared to Winter, contrasting previous research that typically reports that children are most active in summer. Greater fluctuations were observed for girls' activity levels. In addition, girls' activity duration and bouts appeared to be more susceptible to seasonal changes compared to boys. The results suggest that strategies to promote physical activity may be needed in Australia during the hot summer months, particularly for girls.

Characteristics of violence among high-risk adolescent girls.

PubMed

Secor-Turner, Molly; Garwick, Ann; Sieving, Renee; Seppelt, Ann

2014-01-01

Recent evidence demonstrates increasing rates of involvement with violence among adolescent girls. The objective of this study was to describe the types and sources of violence experienced within social contexts of adolescent girls at high risk for pregnancy. Qualitative data for this analysis are drawn from intervention summary reports of 116 girls participating in Prime Time, a youth development intervention for adolescent girls. Descriptive content analysis techniques were used to identify types and sources of violence experienced by girls within their daily contexts. Types of violence included physical fighting, witnessing violence, physical abuse, gang-related violence, verbal fighting, verbal abuse, and sexual abuse. Sources of violence included family, peers and friends, romantic partners, community violence, and self-perpetrated violence. Many girls in this study experienced violence in multiple contexts. It is imperative that efforts to assess and prevent violence among adolescent girls include paying attention to the social contexts in which these adolescents live. Copyright © 2014 National Association of Pediatric Nurse Practitioners. Published by Mosby, Inc. All rights reserved.

Gender and racial favouritism in black and white preschool girls.

PubMed

Kurtz-Costes, Beth; Defreitas, Stacie C; Halle, Tamara G; Kinlaw, C Ryan

2011-06-01

The authors examined gender and racial preferential behaviour in 108 3- and 5-year-old Black and White girls. Children set up a birthday party for dolls that differed in gender and racial physical characteristics. Whereas White girls showed favouritism towards the doll most closely resembling themselves in both gender and race, Black girls showed most favouritism towards the White girl doll. Black girls were more likely to show preference based on gender rather than race, whereas White girls were equally likely to show race- or gender-based favouritism. Among White 5-year-olds, greater prior interaction with Blacks was positively associated with race-related favouritism (i.e., secondary preference to the White boy doll rather than the Black girl doll). Interracial contact was unrelated to racial favouritism among the other three groups. Results demonstrate the salience of gender identity during the preschool years, and indicate that majority/minority status and intergroup contact shape the development of collective identity and social behaviour.

Alterations in neuromuscular function in girls with generalized joint hypermobility.

PubMed

Jensen, Bente Rona; Sandfeld, Jesper; Melcher, Pia Sandfeld; Johansen, Katrine Lyders; Hendriksen, Peter; Juul-Kristensen, Birgit

2016-10-03

Generalized Joint Hypermobility (GJH) is associated with increased risk of musculoskeletal joint pain. We investigated neuromuscular performance and muscle activation strategy. Girls with GJH and non-GJH (NGJH) performed isometric knee flexions (90°,110°,130°), and extensions (90°) at 20 % Maximum Voluntary Contraction, and explosive isometric knee flexions while sitting. EMG was recorded from knee flexor and extensor muscles. Early rate of torque development was 53 % faster for GJH. Reduced hamstring muscle activation in girls with GJH was found while knee extensor and calf muscle activation did not differ between groups. Flexion-extension and medial-lateral co-activation ratio during flexions were higher for girls with GJH than NGJH girls. Girls with GJH had higher capacity to rapidly generate force than NGJH girls which may reflect motor adaptation to compensate for hypermobility. Higher medial muscle activation indicated higher levels of medial knee joint compression in girls with GJH. Increased flexion-extension co-activation ratios in GJH were explained by decreased agonist drive to the hamstrings.

Sexual Dimorphisms in the Associations of BMI and Body Fat with Indices of Pubertal Development in Girls and Boys

PubMed Central

Crocker, Melissa K.; Stern, Elizabeth A.; Sedaka, Nicole M.; Shomaker, Lauren B.; Brady, Sheila M.; Ali, Asem H.; Shawker, Thomas H.; Hubbard, Van S.

2014-01-01

Context: The effect of obesity and concomitant insulin resistance on pubertal development is incompletely elucidated. Objective: To determine how measures of adiposity and insulin resistance are associated with pubertal maturation in boys and girls. Setting and Design: Breast and pubic hair Tanner stage and testicular volume by orchidometry were determined by physical examination in 1066 children. Ovarian volume was estimated by trans-abdominal ultrasound. Fat mass, skeletal age, and fasting serum for insulin and glucose, total T, estradiol, estrone, dehydroepiandrosterone-sulfate, and androstenedione were measured at the National Institutes of Health Clinical Research Center. Convenience sample; 52% obese, 59% female. Results: Logistic regression identified a significant interaction between sex and obesity for prediction of pubertal development (P ≤ .01). There was a negative association between boys' testicular volume and body mass index (BMI)/fat mass but a positive association between girls' breast stage and BMI/fat mass. Ovarian volume in girls was positively associated with insulin resistance but not with BMI/fat mass. There was a positive association between obesity and measures of estrogen exposure (breast development and skeletal age) in both sexes. Positive correlations were seen for girls between BMI and pubic hair development and between insulin resistance and T production, whereas adiposity was negatively associated with pubic hair in boys. Conclusions: Significant sexual dimorphisms in the manifestations of pubertal development are seen in obese girls and boys. Two known effects of obesity, increased peripheral conversion of low-potency androgens to estrogens by adipose tissue-aromatase and increased insulin resistance, may be in large part responsible for these differences. PMID:24780051

Promoting ball skills in preschool-age girls.

PubMed

Veldman, Sanne L C; Palmer, Kara K; Okely, Anthony D; Robinson, Leah E

2017-01-01

Evidence supports that girls are less proficient than boys at performing ball skills. This study examined the immediate and long-term effects of a ball skill intervention on preschool-age girls' ball skill performance. Randomized controlled trial. Girls (M age =47.24±7.38 months) were randomly assigned to a high autonomy, mastery-based 9-week motor skill intervention (the Children's Health Activity Motor Program; CHAMP, 540min; n=38) or a control group (free-play; n=16). Ball skill proficiency was assessed at pretest, posttest, and retention test (after 9 weeks) using the object control subscale of the Test of Gross Motor Development - 2nd Edition. Treatment efficacy was examined using linear mixed models. Two models were fit: one for short-term changes (pretest to posttest) and one for long-term changes (pretest to retention). Linear mixed models revealed a significantly time*treatment interaction for both models. Post hoc analysis confirmed that girls in CHAMP experienced significant gains in ball skills from pretest to posttest (p<.001) and pretest to retention (p<.001). Moreover, girls in CHAMP were no different from the control group at pretest (p>.05) but had significantly higher ball skills scores at both posttest (p<.001) and retention (p<.001). This study demonstrates the positive effects of a ball skill intervention (i.e., CHAMP) on improving girls' ball skills both short- and long-term. Findings suggest that early childhood interventions that focus on the development of ball skills in young girls might be an avenue to improve girls' ball skill performance. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Sex preference for children in German villages during the fertility transition.

PubMed

Sandström, Glenn; Vikström, Lotta

2015-01-01

In the past, parents' sex preferences for their children have proved difficult to verify. This study used John Knodel's German village genealogies of couples married between 1815 and 1899 to investigate sex preferences for children during the fertility transition. Event history analyses of couples' propensity to progress to a fifth parity was used to test whether the probability of having additional children was influenced by the sex composition of surviving children. It appears that son preference influenced reproductive behaviour: couples having only girls experienced significantly higher transition rates than those having only boys or a mixed sibset. However, couples who married after about 1870 began to exhibit fertility behaviour consistent with the choice to have at least one surviving boy and girl. This result represents a surprisingly early move towards the symmetrical sex preference typical of modern European populations.

"If it hurts you, then it is not a joke": adolescents' ideas about girls' and boys' use and experience of abusive behavior in dating relationships.

PubMed

Sears, Heather A; Byers, E Sandra; Whelan, John J; Saint-Pierre, Marcelle

2006-09-01

This study examined adolescents' ideas about girls' and boys' use and experience of physical and psychological abuse in heterosexual dating relationships. Canadian high school students who were enrolled in Grades 9 and 11 took part in single-gender focus groups. Eight themes emerged from the analysis. The themes highlight the importance teenagers place on context for defining specific behaviors as abusive. They also underscore gender differences in the criteria adolescents use to make these judgments, in the forms of abusive behavior teenagers typically use in a dating relationship, and in the reasons for youths' declining use of physical abuse and increasing use of psychological abuse. These views have important implications for future research and for programs targeting adolescent dating violence.

Building Science Identity in Disadvantaged Teenage Girls using an Apprenticeship Model

NASA Astrophysics Data System (ADS)

Pettit, E. C.; Conner, L.; Tzou, C.

2015-12-01

Expeditionary science differs from laboratory science in that expeditionary science teams conduct investigations in conditions that are often physically and socially, as well as intellectually, challenging. Team members live in close quarters for extended periods of time, team building and leadership affect the scientific process, and research tools are limited to what is available on site. Girls on Ice is an expeditionary science experience primarily for disadvantaged girls; it fully immerses girls in a mini scientific expedition to study alpine, glacierized environments. In addition to mentoring the girls through conducting their own scientific research, we encourage awareness and discussion of different sociocultural perspectives on the relation between the natural world, science, and society. The experience aligns closely with the apprenticeship model of learning, which can be effective in enhancing identification with science. Using a mixed-methods approach, we show that the Girls on Ice model helps girls (1) increase their interest and engagement in science and build a stronger science identity, (2) develop confidence, importantly they develop a combined physical and intellectual confidence; (3) engage in authentic scientific thinking, including critical thinking and problem solving; and (4) enhance leadership self-confidence. We discuss these results in a learning sciences framework, which posits that learning is inseparable from the social and physical contexts in which it takes place.

Congruence between gender stereotypes and activity preference in self-identified tomboys and non-tomboys.

PubMed

Martin, Carol Lynn; Dinella, Lisa M

2012-06-01

The major goal was to examine a central tenet of cognitive approaches to gender development, namely, that congruence exists between personal gender stereotypes and behaviors. Item-by-item comparisons of girls' stereotypes about activities and their preferences for activities were conducted, for both girls who claimed to be tomboys and those who did not. Congruence was expected for all girls, but because of their gender non-normative interests, tomboys may exhibit less congruence. A secondary goal was to examine factors that might influence congruence, specifically, whether tomboys develop more inclusive stereotypes and develop greater understanding of stereotype variability. Participants included 112 girls (7-12 years old, M age=9). Girls were interviewed about their activity preferences, beliefs about girls' and boys' activity preferences, understanding variability of stereotypes, and identification as tomboys. Tomboys (30% of the sample) and non-tomboys did not differ in their liking of or in the number of liked feminine activities. However, tomboys showed more interest in masculine activities than non-tomboys. Tomboys and non-tomboys did not differ in stereotype inclusiveness, although tomboys showed a trend toward more inclusive stereotypes. Both groups showed high levels of congruence between stereotypes and preferences. Congruence was stronger for nontomboys (14 times more likely to exhibit responses congruent with stereotypes vs. incongruent ones), as compared to tomboys who were four times more likely to exhibit responses congruent with stereotypes versus incongruent ones. Implications of these findings for cognitive approaches to gender development are discussed.

Ideologies of sexuality, menstruation and risk: girls' experiences of puberty and schooling in northern Tanzania.

PubMed

Sommer, Marni

2009-05-01

This paper examines girls' voiced experiences of menstruation, puberty and schooling in northern Tanzania. The study was conducted in Moshi and Rombo Districts of Kilimanjaro, a predominantly Chagga region with historically strong support for girls' education. The major question explored was how the onset of menses and puberty may be impacting on girls' school participation, given societal implications of pubertal onset and potentially gender discriminatory school environments. The methodology included a comparative case study using in-depth interviews and participatory research with young women living in urban and rural Kilimanjaro. Along with important findings about how menstrual onset creates challenges for girls attending school emerged findings about the significant gaps in girls' knowledge about body changes, sexual health and HIV/AIDS. These findings underline the importance of identifying new girl-centred approaches to guidance on bodily development and HIV prevention.

Great talent, excellent voices-no problem for pubertal girls?

PubMed

Decoster, Wivine; Ghesquiere, Sofie; Van Steenberge, Sebastiaan

2008-01-01

This research on 17 girls (aged 9;9 y to 16;11 y) singing in an established choir was focused on two issues: 1) the variety in physical and vocal development using Gackle's model, and 2) the matching of vocal demands and abilities. Developmental and acoustical data on the speaking and singing voice revealed considerable variation between individual girl singers. The model was greatly applicable. However, all girls had a greater total singing range, mainly in favour of the lower tones, and 11 girls used a lower speaking fundamental frequency. A third of the girls met the vocal and developmental features of their stage at a younger age. Next the lower limit of the frequency range of all girls was several semitones below the lowest notes of the pieces being worked on at the time of the experiment. However the upper limit of the pieces coincided with or exceeded their upper frequency limit.

An investigation of young girls' responses to sexualized images.

PubMed

Jongenelis, Michelle I; Pettigrew, Simone; Byrne, Susan M; Biagioni, Nicole

2016-12-01

Evidence suggests that the sexualization of girls has increased and become more explicit in recent years. However, most of the research conducted to date has focused on sexualization in adults. To address this research gap, this study explored how young Australian girls respond to and describe sexualized and non-sexualized depictions of their peers. Results from 42 girls aged 6-11 years revealed that sexualization was a perceptually salient attribute, with participants readily classifying sexualized girls as a subgroup. Participants also made distinct trait attributions based on the differences between sexualized and non-sexualized girls. The results suggest that young girls respond differently to sexualized and non-sexualized depictions of their peers and are beginning to develop stereotypes based on these depictions. As such, the implementation of media literacy programs in adolescence may be too late and efforts may be required to address this issue among younger children. Copyright © 2016 Elsevier Ltd. All rights reserved.

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.

PubMed

Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

2011-07-01

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. PsycINFO Database Record (c) 2011 APA, all rights reserved

Why do mothers favor girls and fathers, boys? : A hypothesis and a test of investment disparity.

PubMed

Godoy, Ricardo; Reyes-García, Victoria; McDade, Thomas; Tanner, Susan; Leonard, William R; Huanca, Tomás; Vadez, Vincent; Patel, Karishma

2006-06-01

Growing evidence suggests mothers invest more in girls than boys and fathers more in boys than girls. We develop a hypothesis that predicts preference for girls by the parent facing more resource constraints and preference for boys by the parent facing less constraint. We test the hypothesis with panel data from the Tsimane', a foraging-farming society in the Bolivian Amazon. Tsimane' mothers face more resource constraints than fathers. As predicted, mother's wealth protected girl's BMI, but father's wealth had weak effects on boy's BMI. Numerous tests yielded robust results, including those that controlled for fixed effects of child and household.

Child Gender and Parental Investments In India: Are Boys And Girls Treated Differently?

PubMed Central

Barcellos, Silvia Helena; Carvalho, Leandro S.

2013-01-01

Previous research has not always found that boys and girls are treated differently in rural India. However estimates of the effect of gender on parental investments could be biased if girls end up in larger families due to son-biased stopping rules. Using a novel identification strategy that exploits that gender at conception is random, we document that boys receive more childcare time than girls, they are breastfed longer and they get more vitamin supplementation. Compared to other developing countries, boys have an advantage in height and weight relative to girls. Neither greater needs nor anticipated family size explain the results. PMID:24575163

Picture This!: Using Participatory Photo Mapping with Hispanic Girls in a Community-based Participatory Research Project

PubMed Central

Parra-Medina, Deborah; Esparza, Laura A.

2014-01-01

Hispanic girls are burdened with high levels of obesity and are less active than the general adolescent population, highlighting the need for creative strategies developed with community input to improve PA behaviors. Involving girls, parents, and the community in the intervention planning process may improve uptake and maintenance of PA. The purpose of this article is to describe how we engaged adolescent girls as partners in community-based intervention planning research. We begin with an overview of the research project and then describe how we used Participatory Photo Mapping (PPM) to engage girls in critical reflection and problems solving. PMID:25423243

Beta-test Results for an HPV Information Web site: GoHealthyGirls.org – Increasing HPV Vaccine Uptake in the United States

PubMed Central

Nodulman, Jessica A.; Kong, Alberta S.; Wheeler, Cosette M.; Buller, David B.; Woodall, W. Gill

2014-01-01

A web site, GoHealthyGirls, was developed to educate and inform parents and their adolescent daughters about human papillomavirus (HPV) and HPV vaccines. This article provides an overview of web site development and content followed by the results of a beta-test of the web site. 63 New Mexican parents of adolescent girls tested the site. Results indicated that GoHealthyGirls was a functioning and appealing web site. During this brief educational intervention, findings suggest that the web site has the potential to increase HPV vaccine uptake. This research supports the Internet as a valuable channel to disseminate health education and information to diverse populations. PMID:25221442

Pleasure or utility? Different conditions for boys and girls with disabilities in information and communication technology.

PubMed

Lindstrand, Peg

2002-01-01

This study focuses on differences between the ways in which we look at girls' and boys' computer activities. It is evident that the gender varieties per se generate different conditions for boys and girls. Generally, children with disabilities have great difficulty defining their needs and wishes. Pedagogues, habilitation staff and parents are needed as support for both boys' and girls' development. If technology is to be part of this development, we must pay attention to it. Research within this area highlights the differences and patterns that occur. The study stresses the expectations and experiences that parents of children with disabilities have of computer-based activities for their children, with a focus on gender-related issues.

Identifying and Living Leadership in the Lives of Prekindergarten through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program

ERIC Educational Resources Information Center

Bailey, Darlyne; Hufford, Mariandl M. C.; Emmerson, Melissa S.; Eckert, Sarah Anne

2017-01-01

Cultivating leadership identity early in a child's development is crucial. This article examines the development of an intentional leadership identity development program for young girls. Using participatory action research (PAR), faculty and students from a college school of social work and administrators and teachers from a suburban…

Gorlin-Goltz syndrome

PubMed Central

Kohli, Munish; Kohli, Monica; Sharma, Naresh; Siddiqui, Saif Rauf; Tulsi, S.P.S.

2010-01-01

Gorlin-Goltz syndrome is an inherited autosomal dominant disorder with complete penetrance and extreme variable expressivity. The authors present a case of an 11-year-old girl with typical features of Gorlin-Goltz syndrome with special respect to medical and dental problems which include multiple bony cage deformities like spina bifida with scoliosis having convexity to the left side, presence of an infantile uterus and multiple odonogenic keratocysts in the maxillofacial region. PMID:22442551

The Effects of Direct Instruction Flashcard and Math Racetrack Procedures on Mastery of Basic Multiplication Facts by Three Elementary School Students

ERIC Educational Resources Information Center

Skarr, Adam; Zielinski, Katie; Ruwe, Kellen; Sharp, Hannah; Williams, Randy L.; McLaughlin, T. F.

2014-01-01

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts. A…

Enhancement of Spatial Ability in Girls in a Single-Sex Environment through Spatial Experience and the Impact on Information Seeking

ERIC Educational Resources Information Center

Swarlis, Linda L.

2008-01-01

The test scores of spatial ability for women lag behind those of men in many spatial tests. On the Mental Rotations Test (MRT), a significant gender gap has existed for over 20 years and continues to exist. High spatial ability has been linked to efficiencies in typical computing tasks including Web and database searching, text editing, and…

United Nations Impact on Child Soldier Use in Eastern Democratic Republic of the Congo: 1999-2007

DTIC Science & Technology

2008-12-12

control typically included terror techniques such as cannibalism, maiming and mutilation , rape of women and children, and forced recruitment and...was that none of the children interviewed were female . The demobilization of girl-soldiers was particularly confounding. Despite the definition of...Clemensac acknowledged the unique and troubling nature of female child soldiers and their endurance of sexual violence as an unanswered shortcoming

Multifocal recurrent periostitis. Report of two cases.

PubMed

Kozlowski, K; Anderson, R; Tink, A

1981-11-01

Two case reports of recurrent multifocal periostitis in two girls aged 15 and 6 are added to the eight cases already reported in the literature. The disease is characterized clinically by recurrent mesomelic swelling of the extremities and radiologically by periosteal thickening and sclerosis of underlying bone. Hyperglobulinaemia is the most constant biochemical finding. The bone biopsy shows no typical features. The possibility of a viral etiology is discussed.

Marginalization of girl mothers during reintegration from armed groups in Sierra Leone.

PubMed

Burman, M E; McKay, S

2007-12-01

Although the widespread presence of girls who participate in fighting forces is increasingly recognized, they remain a highly marginalized group globally, receiving little attention either during or after armed conflict. This is especially true for "girl mothers," girls who return to communities with children born while members of fighting forces. The concept of marginalization (Hall et al. 1994) is used to examine what happens to girl soldiers, especially girl mothers, in the aftermath of armed conflict when they seek to reintegrate back into their communities. This analysis, as part of a larger study of reintegration of girl mothers, is based on field work with girls who were in fighting forces in northwest Sierra Leone, especially those who returned with children. The type and level of marginalization these girls experience is consistent with the conceptualization of marginalization; however, they lack voice and experience shame and vulnerability. Moreover, economics were fundamentally related to their marginalization. The girls' access to resources was significantly constrained because the area was heavily impacted by the war and because of widespread poverty throughout Sierra Leone. The findings raise important questions about marginalization of girls affected by war. Girls and girl mothers experience an extremely high level of marginalization; however, some aspects are not consistent with the original conceptualization of marginalization. Theory development in nursing needs to incorporate multiple voices, especially those of the very marginalized and be done in such a manner that benefits and empowers.

What HIV programs work for adolescent girls?

PubMed

Hardee, Karen; Gay, Jill; Croce-Galis, Melanie; Afari-Dwamena, Nana Ama

2014-07-01

Adolescent girls face unique challenges in reducing their risk of acquiring HIV because of gender inequalities, but much of HIV programming and evaluation lacks a specific focus on female adolescents. This article, based on a review of 150 studies and evaluations from 2001 to June 2013, reviews evidence on programming for adolescents that is effective for girls or could be adapted to be effective for girls. The evidence suggests specific interventions for adolescent girls across 3 critical areas: (1) an enabling environment, including keeping girls in school, promoting gender equity, strengthening protective legal norms, and reducing gender-based violence; (2) information and service needs, including provision of age-appropriate comprehensive sex education, increasing knowledge about and access to information and services, and expanding harm reduction programs for adolescent girls who inject drugs; and (3) social support, including promoting caring relationships with adults and providing support for adolescent female orphans and vulnerable children. Numerous gaps remain in evidence-based programming for adolescent girls, including a lack of sex- and age-disaggregated data and the fact that many programs are not explicitly designed or evaluated with adolescents in mind. However, evidence reinforces bolstering critical areas such as education, services, and support for adolescent girls. This article contributes to the growing body of literature on HIV and adolescent girls and reviews the vulnerabilities of girls, articulates the challenges of programming, develops a framework for addressing the needs of girls, and reviews the evidence for successful programming for adolescent girls.

The Relationship between STD Locus of Control and STD Acquisition among Adolescent Girls.

ERIC Educational Resources Information Center

Rosenthal, Susan L.; Griffith, Jennifer O.; Succop, Paul A.; Biro, Frank M.; Lewis, Lisa M.; DeVellis, Robert F.; Stanberry, Lawrence R.

2002-01-01

Adolescent girls from an urban-based clinic participated in a longitudinal study about psychosexual development and risk of STD acquisition. The girls were asked about their perceptions of loci of control (parents, internal control) as it relates to STD acquisition. Responses to locus of control correlated over time but variations were not found…

Cool Girls, Inc. and Self-Concept: The Role of Social Capital

ERIC Educational Resources Information Center

Thomason, Jessica D.; Kuperminc, Gabriel

2014-01-01

Social capital was examined as a mediator of the association between youth development program participation and gains in self-concept in a sample of 86 primarily African American female adolescents in the Cool Girls, program, and 89 comparisons. Two dimensions of social capital (the diversity of girls' social networks and the number of life…

The "Right" Sexuality for Girls

ERIC Educational Resources Information Center

Lamb, Sharon

2008-01-01

Feminist researchers in psychology and education have been theorizing about the kind of sexuality girls ought to have. They are not afraid to investigate morality and what makes a good life. While they explore the meaning and cultural context of girls' sexual development, the good sexual life they describe may be an elusive ideal that, in the end,…

Relationships, Being-ness, and Voice: Exploring Multiple Dimensions of Humanizing Work with Black Girls

ERIC Educational Resources Information Center

Edwards, Erica; McArthur, Sherell A.; Russell-Owens, LaToya

2016-01-01

This work argues for an approach to research and education practices that considers the historically deficit-based research practices and views on Black girls and develops humanizing research methods that consider the multiple oppressions that act as barriers for this group. Research must acknowledge the precarious position of Black girls in order…

Girls' and Women's Issues in Counseling: A Theory-Based Course Design

ERIC Educational Resources Information Center

Choate, Laura Hensley

2009-01-01

In this article, the development of a master's-level course regarding girls' and women's issues in counseling is described. First, the pedagogical foundation for the course design is highlighted. Second, the learning goals for the course are outlined: (a) knowledge of counseling issues pertinent to girls and women in contemporary society, (b)…

Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore

ERIC Educational Resources Information Center

Trinidad, Gucci; Patel, Deepa; Shear, Linda; Goh, Peishi; Quek, Yin Kang; Tan, Chen Kee

2013-01-01

This paper presents case studies of two teachers at Crescent Girl's School (an all-girls high school in Singapore) who implemented strategies learned through a teacher professional development program called 21st Century Learning Design (21CLD). Policymakers often state requirements for teachers to focus on 21st century (21C) competencies without…

The Cyber Sisters Club: Using the Internet To Bridge the Technology Gap with Inner City Girls.

ERIC Educational Resources Information Center

Lichtman, Judy

1998-01-01

Describes a program developed at Penn State Berks-Lehigh Valley College (PA) for inner-city minority girls to use computer technology that was otherwise unavailable to them. Highlights include access issues, gender issues, girls' preferences in a learning environment, making technology relevant, introducing new skills, creating Web page, and…

Dating Violence and Girls in the Juvenile Justice System

ERIC Educational Resources Information Center

Kelly, Patricia J.; Cheng, An-Lin; Peralez-Dieckmann, Esther; Martinez, Elisabeth

2009-01-01

The purpose of this study is to explore the prevalence and associated behaviors of dating violence among a population of girls in the juvenile justice system. A sample of 590 girls from an urban juvenile justice system completed a questionnaire assessing attitudes and self-efficacy about and occurrence of dating violence. The analysis developed a…

Language Development in School-Age Girls with Fragile X Syndrome

ERIC Educational Resources Information Center

Sterling, A.; Abbeduto, L.

2012-01-01

Background: Girls with fragile X syndrome (FXS) have a wide range of cognitive and language abilities. The range of language outcomes experienced by girls with FXS, however, has been relatively unexplored. The purpose of this exploratory study was to examine receptive and expressive language, with a focus on vocabulary and syntax, in a group of…

Child Trafficking: A Hindrance to the Girl-Child Education

ERIC Educational Resources Information Center

Aibangbe, Mary O.

2015-01-01

Child trafficking continues to pose a major hindrance to the freedom and educational development of the girl-child in Nigeria. Most of the girls trafficked are forced into prostitution, forced labour and in some cases as human sacrifice. Some families support this trend because they see it as a means to break the yoke of economic hardship. The…

Benefits of a Holistic Group Counseling Model to Promote Wellness for Girls at Risk for Delinquency: An Exploratory Study

ERIC Educational Resources Information Center

Smith-Adcock, Sondra; Webster, Stephanie M.; Leonard, Lindsay G.; Walker, Jennifer L.

2008-01-01

The current study examined a group counseling intervention developed to promote wellness in adolescent girls at an alternative school. Findings indicated that the wellness intervention helped girls to broaden their ideas about wellness and to set personal wellness goals. Implications for practice and recommendations for future research are…

A Model of Women's Educational Factors Related to Delaying Girls' Marriage

ERIC Educational Resources Information Center

Smith, Cristine A.; Stone, Rebecca Paulson; Kahando, Sarah

2012-01-01

Delaying girls' early marriage is a critical public health and education goal in developing countries, in which their own or their mothers' education may play an important role. This paper reviews the existing evidence of any relationship between girls' schooling or women's literacy education and delayed marriage for themselves or their daughters.…

Facilitating Smart-Girl: Feminist Pedagogy in Service Learning in Action

ERIC Educational Resources Information Center

Williams, Rhonda L.; Ferber, Abby L.

2008-01-01

This article discusses an innovative program, Smart-Girl, developed in collaboration among feminist scholars, educators, and business women concerned with intervening in and improving the lives of adolescent girls in their community. This program is unique not only in its success, but also in the social and emotional impact it has had on the high…

College and Career Readiness for Gifted African American Girls: A Call to School Counselors

ERIC Educational Resources Information Center

Mayes, Renae D.; Hines, Erik M.

2014-01-01

Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

The Evolution of a Therapeutic Group Approach to School-Age Pregnant Girls.

ERIC Educational Resources Information Center

Braen, Bernard B.

This report evaluates the Young Mothers' Educational Development Program sponsored by the State University of New York, for pregnant girls between the ages of 16 and 21. The program provided needed services in the areas of obstetrics, pediatrics, education, social work, nursing, and psychology. The girls were Black, Caucasian, and Indian.…

Internalized Sexualization and Its Relation to Sexualized Appearance, Body Surveillance, and Body Shame among Early Adolescent Girls

ERIC Educational Resources Information Center

McKenney, Sarah J.; Bigler, Rebecca S.

2016-01-01

Sexually objectifying messages about girls and women are common in U.S. popular culture. As a consequence of exposure to such messages, girls may develop "internalized sexualization," or internalization of the belief that sexual attractiveness to males is an important aspect of their identity. We hypothesized that internalized…

Using Ethnic Art to Emphasize Laws of Reflection

NASA Astrophysics Data System (ADS)

Bapat, Madhuri

2009-11-01

The Kolam (Rangolee) art (Fig. 1) from Southern India and Sona drawings (Fig. 2) from Africa show the similarity of lines going around the dots. Kolam is usually drawn, with paste made up of rice powder, on the floor in front of a house. Typically girls draw these in India on occasions such as welcoming the spring season, weddings, or birthdays. Sona drawings are drawn in the sand using fingers. Typically young boys in Africa were taught to draw these as they went through puberty. They used to impress their masters by drawing these designs quickly in sand and erasing them afterwards. So Europeans never learned these designs. Due to slavery this art or knowledge has disappeared.

Do not forget the boys - gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study.

PubMed

Hensels, I S; Sherr, L; Skeen, S; Macedo, A; Roberts, K J; Tomlinson, M

2016-03-01

Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12-15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys' worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked.

Do not forget the boys – gender differences in children living in high HIV-affected communities in South Africa and Malawi in a longitudinal, community-based study

PubMed Central

Hensels, I. S.; Sherr, L.; Skeen, S.; Macedo, A.; Roberts, K. J.; Tomlinson, M.

2016-01-01

ABSTRACT Gender is an important factor in child development. Especially in sub-Saharan Africa, girls have often been shown to be less likely to access education compared to boys. The consequence of this has been that that programmes addressing child development are often aimed at girls in order to redress gender imbalances. This study examines the effect of gender on the development of children attending community-based organisations in high HIV-affected areas, and explores whether community-based organisation attendance was associated with any changes in gender differences over time. Baseline data from 989 children and 12–15 month follow from 854 (86% response rate) were used to examine gender differences in children from Malawi and South Africa. At baseline, where there were differences by gender, these tended to disadvantage boys. It was found that boys were significantly more often found to be subjected to violence. Boys showed worse performance at school and more behavioural problems than girls. These gender differences persisted from baseline to follow-up. At follow-up, boys self-reported significantly worse average quality of life than girls. Only harsh discipline differed by gender in progression over time: boys experienced a stronger reduction in harsh physical discipline than girls from baseline to follow-up. Since harsh discipline was associated with boys’ worse educational outcomes and behavioural problems, our data cautiously suggests that gender differences could be reduced over time. In conclusion, our data suggests that, perhaps due to the narrow equity approach focusing on provision for girls, boys may be overlooked. As a result, there are some specific experiences where boys are generally worse off. These differences have distinct ramifications for the educational and emotional development of boys. A broader equity approach to child development might be warranted to ensure that the needs of both girls and boys are considered, and that boys are not overlooked. PMID:27392005

Understanding girls' enrollment at Louise's Farm School: A qualitative case study

NASA Astrophysics Data System (ADS)

Nowak, Ashley E. P.

This thesis presents a qualitative case study of enrollment and retention considerations at Louise's Farm School (LFS) in Palmer, Alaska, with a focus on how gender is performed in this domain. Interviews with 25 students, 12 parents, and 14 instructors revealed the enrollment decision-making process, identifying constraints to and enablers of girls' participation. Findings included three primary factors as greatly influencing girls' enrollment: (1) mothers' backgrounds; (2) mothers' knowledge of and the misperceptions regarding outcomes of LFS programing; and (3) girls' interest in LFS curriculum. Findings also exposed differences in mothers' and instructors' expectations for the educative development of girls and boys, suggesting that there is greater pressure on girls to perform academically while boys are expected to need greater space for physical expression.

Girl Scout Stars: Engaging Girl Scouts in the 2017 Total Eclipse

NASA Astrophysics Data System (ADS)

Harman, P. K.

2017-12-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) engages Girl Scouts in observing the 2017 eclipse. Three councils are host-sponsors of Girl Scout Total Eclipse Destinations,. Total Eclipse of the Heartland, sponsored by Girl Scouts of Southern Illinois, begins with planetarium, and science center visits in St. Louis, and transits to Carbondale for the eclipse. The Great Eclipse Adventure, sponsored by the Girl Scouts of the Missouri Heartland, features hands-on science activities led by Astronomy and Physics faculty and grad students at University of Missouri, Columbia, MO, and observing the eclipse at a camp nearby. Eyes to the Sky: A Once in a Lifetime Destination, by the Girl Scouts of South Carolina - Mountains to Midlands, visits a Challenger Center, a planetarium, and observatory, and culminates at Camp MaBak, Marietta, SC. Girl Scout Destinations are travel adventures, for individual girls ages 11 and older, that are inspiring, life-changing experiences. Destinations are determined via an application and review process by Girls Scouts of the USA. Girl Scout Stars also developed an Eclipse Activity Guide and kit box of materials, distributed the materials to 91 Girl Scout Councils, and delivered webinar training to councils. The eclipse materials enrich the girls' summer camp experiences with activities that promote understanding the Sun-Earth-Moon relationship, the solar system and safe eclipse viewing; and that feature science practices. Examples of the reach of the kit boxes are Girl Scouts of Montana and Wyoming Total Eclipse Event in Casper, WY, and the Girl Scouts of Northern California summer camps featuring the activities. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on activities where girls can team up and work together - they successfully achieve the five leadership outcomes: Strong sense of self, positive values, challenge seeking, healthy relationships, and community problem solving. When girls exhibit these attitudes and skills, they become responsible, productive, caring, and engaged citizens. Successes in this context will be presented. Funded by NASA:NNX16AB90A.

Examining Means of Reaching Adolescent Girls for Iron Supplementation in Tigray, Northern Ethiopia

PubMed Central

Mulugeta, Afework; Tessema, Masresha; H/sellasie, Kiday; Seid, Omer; Kidane, Gebremedhin; Kebede, Aweke

2015-01-01

Background: Iron deficiency is the most prevalent nutritional deficiency in adolescent girls from the developing world. One of the recommended interventions to improve iron status in adolescent girls is iron supplementation. Yet the provision of iron supplements to adolescent girls proved to be a challenging task for the health systems across the developing world. Objective: The objective of the study was to examine means of reaching adolescent girls for iron supplementation in Northern Ethiopia. Methodology: Analytical cross-sectional study consisting of both quantitative and qualitative approaches to data collection and analysis was used in this study. Stratified multi-stage systematic random sampling technique was adopted and primary quantitative data were collected from 828 (578 school attending and 250 non school attending) adolescent girls recruited from nine districts of Tigray. The primary quantitative data were analyzed using SPSS version 20 software. The qualitative data collected through key informant interviews and focus group discussions were transcribed verbatim and qualitatively analyzed. Results: The mean (SD) age of the girls was 16.7 (1.4) years. Four hundred forty seven (54%), 355 (42.9%) and 26 (3.1%) of the adolescent girls had low, medium and high diet diversity scores, respectively. More than half, 467 (56%), of the adolescent girls believed that adolescent girls were overloaded with household jobs everyday compared to boys from their respective communities. Key informants said that, there is no adolescent nutrition message promoted in the study area. Low community awareness, perceiving iron tablet as a contraceptive, religious and cultural influences, and lack of confidence in supplementation value of iron tablets, are some of the potential barriers mentioned by the key informant and focus group discussion participants. Schools (45%), health centers (27%) and health posts (26%) were the preferred public facilities for provision of iron supplements to student adolescent girls whereas schools (11%), health centers (47%) and health posts (41%) were the preferred public facilities for provision of iron supplements to adolescent girls who were not attending schools from the study communities. Conclusion: The health posts and health centers were the preferred health facilities for iron supplementation to adolescent girls who were not attending schools while the school was the preferred facility for iron supplementation of student adolescent girls. PMID:26540071

Examining Means of Reaching Adolescent Girls for Iron Supplementation in Tigray, Northern Ethiopia.

PubMed

Mulugeta, Afework; Tessema, Masresha; H/Sellasie, Kiday; Seid, Omer; Kidane, Gebremedhin; Kebede, Aweke

2015-11-02

Iron deficiency is the most prevalent nutritional deficiency in adolescent girls from the developing world. One of the recommended interventions to improve iron status in adolescent girls is iron supplementation. Yet the provision of iron supplements to adolescent girls proved to be a challenging task for the health systems across the developing world. The objective of the study was to examine means of reaching adolescent girls for iron supplementation in Northern Ethiopia. Analytical cross-sectional study consisting of both quantitative and qualitative approaches to data collection and analysis was used in this study. Stratified multi-stage systematic random sampling technique was adopted and primary quantitative data were collected from 828 (578 school attending and 250 non school attending) adolescent girls recruited from nine districts of Tigray. The primary quantitative data were analyzed using SPSS version 20 software. The qualitative data collected through key informant interviews and focus group discussions were transcribed verbatim and qualitatively analyzed. The mean (SD) age of the girls was 16.7 (1.4) years. Four hundred forty seven (54%), 355 (42.9%) and 26 (3.1%) of the adolescent girls had low, medium and high diet diversity scores, respectively. More than half, 467 (56%), of the adolescent girls believed that adolescent girls were overloaded with household jobs everyday compared to boys from their respective communities. Key informants said that, there is no adolescent nutrition message promoted in the study area. Low community awareness, perceiving iron tablet as a contraceptive, religious and cultural influences, and lack of confidence in supplementation value of iron tablets, are some of the potential barriers mentioned by the key informant and focus group discussion participants. Schools (45%), health centers (27%) and health posts (26%) were the preferred public facilities for provision of iron supplements to student adolescent girls whereas schools (11%), health centers (47%) and health posts (41%) were the preferred public facilities for provision of iron supplements to adolescent girls who were not attending schools from the study communities. The health posts and health centers were the preferred health facilities for iron supplementation to adolescent girls who were not attending schools while the school was the preferred facility for iron supplementation of student adolescent girls.

Lipid peroxidation and antioxidant protection in girls with type 1 diabetes mellitus during reproductive system development.

PubMed

Kolesnikova, Lubov I; Darenskaya, Marina A; Semenova, Natalia V; Grebenkina, Lyudmila A; Suturina, Larisa V; Dolgikh, Marya I; Gnusina, Svetlana V

2015-01-01

Type 1 diabetes mellitus (T1D) is found worldwide and is regarded as one of the main risks to human health. The objective of this study was to determine the state of lipid peroxidation (LPO) and antioxidant protection in girls with T1D type considering the stages of reproductive system development. This study enrolled 56 young girls with T1D and 60 healthy girls (control) matched by age. The study population was divided into 3 age groups: prepubertal, adolescent, and juvenile. The state of LPO and antioxidant system was assessed using the coefficient of oxidative stress that represented the ratio of LPO products to general antioxidative blood activity. Spectrophotometric and fluorometric methods were applied. The results of our study showed increased conjugated diene (CD) and thiobarbituric acid reactant (TBAR) concentrations as well as a decreased reduced glutathione level in prepubertal girls with T1D. Adolescent girls with T1D had a significantly greater CD level and juvenile girls with T1D had a significantly greater TBAR level and lower α-tocopherol concentration than girls in the control group. The greatest coefficient of oxidative stress (1.16) was observed in the prepubertal period. The prepubertal period is characterized by the most severe state of lipid peroxidation process-antioxidant protection. Copyright © 2015 Lithuanian University of Health Sciences. Production and hosting by Elsevier Urban & Partner Sp. z o.o. All rights reserved.

What Contributes to Gifted Adolescent Females' Talent Development at a High-Achieving, Secondary Girls' School?

ERIC Educational Resources Information Center

Tweedale, Charlotte; Kronborg, Leonie

2015-01-01

The purpose of this research was to examine what contributes to gifted adolescent females' talent development at a high-achieving girls' school. Using Kronborg's (2010) Talent Development Model for Eminent Women as a theoretical framework, this research examined the conditions that supported and those that hindered the participants' talent…

Reel Science: An Ethnographic Study of Girls' Science Identity Development in and through Film

ERIC Educational Resources Information Center

Chaffee, Rachel L.

2016-01-01

This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and…

Alcohol makes you macho and helps you make friends: the role of masculine norms and peer pressure in adolescent boys' and girls' alcohol use.

PubMed

Iwamoto, Derek K; Smiler, Andrew P

2013-04-01

Peer pressure and general conformity to adult norms have been found to be strongly associated with alcohol use among adolescents; however there is limited knowledge about the sociocultural factors that might influence this relationship. Theory and research suggest that masculine norms might directly and indirectly contribute to alcohol use through peer pressure and general conformity to adult norms. Whereas being male is typically identified as a risk factor for alcohol use, masculine norms provide greater specificity than sex alone in explaining why some boys drink more than others. There is growing evidence that girls who endorse masculine norms may be at heightened risk of engaging in risky behaviors including alcohol use. Data were provided by adolescents living in a rural area in the Northeastern United States and were collected in 2006. This study demonstrated that masculine norms were associated with peer pressure and general conformity and alcohol use for both adolescent girls (n = 124) and boys (n = 138), though the relationship between masculine norms and alcohol use was stronger for boys. The study's limitations are noted and theoretical and practical implications are discussed.

Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine.

PubMed

Parhiala, P; Torppa, M; Eklund, K; Aro, T; Poikkeus, A-M; Heikkilä, R; Ahonen, T

2015-08-01

This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entry into school. Significant interactions of gender and diagnosis of dyslexia emerged for social skills and inattention. The social skills of boys with dyslexia improved after school entry as compared to the level of girls without dyslexia, whereas the social skills of girls with dyslexia did not improve. Boys with dyslexia were rated as showing a high level of inattention both prior to and after school entry, whereas, for girls with dyslexia, inattention ratings increased after school entry, eventually matching the boys' levels. Copyright © 2014 John Wiley & Sons, Ltd.

Backlash against gender stereotype-violating preschool children.

PubMed

Sullivan, Jessica; Moss-Racusin, Corinne; Lopez, Michael; Williams, Katherine

2018-01-01

While there is substantial evidence that adults who violate gender stereotypes often face backlash (i.e. social and economic penalties), less is known about the nature of gender stereotypes for young children, and the penalties that children may face for violating them. We conducted three experiments, with over 2000 adults from the US, to better understand the content and consequences of adults' gender stereotypes for young children. In Experiment 1, we tested which characteristics adults (N = 635) believed to be descriptive (i.e. typical), prescriptive (i.e. required), and proscriptive (i.e. forbidden) for preschool-aged boys and girls. Using the characteristics that were rated in Experiment 1, we then constructed vignettes that were either 'masculine' or 'feminine', and manipulated whether the vignettes were said to describe a boy or a girl. Experiment 2 (N = 697) revealed that adults rated stereotype-violating children as less likeable than their stereotype-conforming peers, and that this difference was more robust for boys than girls. Experiment 3 (N = 731) was a direct replication of Experiment 2, and revealed converging evidence of backlash against stereotype-violating children. In sum, our results suggest that even young children encounter backlash from adults for stereotype violations, and that these effects may be strongest for boys.

URINARY MYCOESTROGENS, BODY SIZE AND BREAST DEVELOPMENT IN NEW JERSEY GIRLS

PubMed Central

Bandera, Elisa V.; Chandran, Urmila; Buckley, Brian; Lin, Yong; Isukapalli, Sastry; Marshall, Ian; King, Melony; Zarbl, Helmut

2011-01-01

BACKGROUND Despite extensive research and interest in endocrine disruptors, there are essentially no epidemiologic studies of estrogenic mycotoxins, such as zeranol and zearalenone (ZEA). ZEA mycoestrogens are present in grains and other plant foods through fungal contamination, and in animal products (e.g., meat, eggs, dairy products) through deliberate introduction of zeranol into livestock to enhance meat production, or by indirect contamination of animals through consumption of contaminated feedstuff. Zeranol is banned for use in animal husbandry in the European Union and other countries, but is still widely used in the US. Surprisingly, little is known about the health effects of these mycoestrogens, including their impact on puberty in girls, a period highly sensitive to estrogenic stimulation. OBJECTIVES AND METHODS We conducted a cross-sectional analysis among 163 girls, aged 9 and 10 years, participating in the Jersey Girl Study to measure urinary mycoestrogens and their possible relationship to body size and development. RESULTS We found that mycoestrogens were detectable in urine in 78.5% of the girls, and that urinary levels were predominantly associated with beef and popcorn intake. Furthermore, girls with detectable urinary ZEA mycoestrogen levels tended to be shorter and less likely to have reached the onset of breast development. CONCLUSIONS Our findings suggest that ZEA mycoestrogens may exert anti-estrogenic effects similar to those reported for isoflavones. To our knowledge, this was the first evaluation of urinary mycoestrogens and their potential health effects in healthy girls. However, our findings need replication in larger studies with more heterogeneous populations, using a longitudinal approach. PMID:21975003

American Girls: Their Growth and Development

ERIC Educational Resources Information Center

Zacharias, Leona; Rand, William M.

1978-01-01

Presents statistics of a girl's age, height, and weight at menarche, and the possible effect on these variables of various factors such as her health, genetic inheritance, socioeconomic circumstances, and environment. The behavior of present day adolescents cannot be attributed to earlier physical and sexual development. (Author/IRT)

Predictors of severity of acne vulgaris in young adolescent girls: results of a five-year longitudinal study.

PubMed

Lucky, A W; Biro, F M; Simbartl, L A; Morrison, J A; Sorg, N W

1997-01-01

The objectives of this study were to determine which factors in early pubertal girls might be predictive of later, severe facial acne. The study was a 5-year longitudinal cohort study, with yearly visits from 1987 through 1991, in a volunteer sample of 439 black and 432 white fourth- and fifth-grade girls with consent from their legal guardians. The subjects were recruited from public and parochial schools in Cincinnati, Ohio. The degree of facial acne was classified annually as mild, moderate, or severe. Blood samples were obtained at the first, third, and fifth years of the study. Using the acne status during the fifth year of the study as the outcome variable, we determined the contributions from the prior acne status and the serum levels of dehydroepiandrosterone sulfate (DHEAS), testosterone, free testosterone (FT), estradiol (E2), progesterone, and testosterone-estrogen binding globulin (TEBG) and compared the results at various ages and at times before and after menarche. No racial differences in acne or hormone levels were found. There was a progressive increase in the number of acne lesions with age and maturation. The girls exhibited many more comedonal than inflammatory acne lesions, regardless of age. The girls in whom severe acne developed by the fifth year of the study had significantly more comedones and inflammatory lesions than girls with mild or moderate acne, as early as age 10 years, approximately 2 h years before menarche, a time when their degree of acne was mild. Girls with mild comedonal acne had significantly later onset of menarche (12.5 compared with 12.2 years) than girls with severe comedonal acne. Girls in whom severe comedonal acne developed had significantly higher levels of serum DHEAS and, in a longitudinal analysis, somewhat higher levels of testosterone and FT in comparison with girls who had mild or moderate comedonal acne. Serum E2, testosterone/E2, progesterone, and TEBG values were no different in girls with severe compared with mild or moderate comedonal acne. The early development of comedonal acne may be one of the best predictors of later, more severe disease. The adrenal hormone DHEAS appears to play an important role in the initiation of acne. DHEAS, testosterone, and FT are associated with the perpetuation of severe comedonal acne. Early recognition of young girls at risk of having severe comedonal acne may enable the clinician to intervene and thus prevent unwanted sequelae.

Using a Co-Creational Approach to Develop, Implement and Evaluate an Intervention to Promote Physical Activity in Adolescent Girls from Vocational and Technical Schools: A Case Control Study

PubMed Central

Verloigne, Maïté; Altenburg, Teatske Maria; Chinapaw, Mai Jeanette Maidy; Chastin, Sebastien; Cardon, Greet

2017-01-01

Background: As physical inactivity is particularly prevalent amongst lower-educated adolescent girls, interventions are needed. Using a co-creational approach increases their engagement and might be effective. This study aimed to: (1) describe the co-creation process, (2) evaluate how girls experienced co-creation, and (3) evaluate the effect of the co-creational interventions on physical activity, individual, sociocultural and school-based factors. Methods: Three intervention schools (n = 91) and three control schools (n = 105) across Flanders participated. A questionnaire was completed pre (September–October 2014) and post (April–May 2015). In between, sessions with a co-creation group were organised to develop and implement the intervention in each intervention school. Focus groups were conducted to evaluate the co-creational process. Results: School 1 organised sport sessions for girls, school 2 organised a fitness activity and set up a Facebook page, school 3 organised a lunch walk. Girls were positive about having a voice in developing an intervention. No significant effects were found, except for small effects on extracurricular sports participation and self-efficacy. Conclusions: Using a co-creational approach amongst adolescent girls might be a feasible approach. However, as interventions were minimal, effects were limited or undetectable. Future co-creation projects could consider the most optimal co-creation process, evaluation design and intensively test this approach. PMID:28763041

Using a Co-Creational Approach to Develop, Implement and Evaluate an Intervention to Promote Physical Activity in Adolescent Girls from Vocational and Technical Schools: A Case Control Study.

PubMed

Verloigne, Maïté; Altenburg, Teatske Maria; Chinapaw, Mai Jeanette Maidy; Chastin, Sebastien; Cardon, Greet; De Bourdeaudhuij, Ilse

2017-08-01

Background: As physical inactivity is particularly prevalent amongst lower-educated adolescent girls, interventions are needed. Using a co-creational approach increases their engagement and might be effective. This study aimed to: (1) describe the co-creation process, (2) evaluate how girls experienced co-creation, and (3) evaluate the effect of the co-creational interventions on physical activity, individual, sociocultural and school-based factors. Methods: Three intervention schools (n = 91) and three control schools (n = 105) across Flanders participated. A questionnaire was completed pre (September-October 2014) and post (April-May 2015). In between, sessions with a co-creation group were organised to develop and implement the intervention in each intervention school. Focus groups were conducted to evaluate the co-creational process. Results: School 1 organised sport sessions for girls, school 2 organised a fitness activity and set up a Facebook page, school 3 organised a lunch walk. Girls were positive about having a voice in developing an intervention. No significant effects were found, except for small effects on extracurricular sports participation and self-efficacy. Conclusions: Using a co-creational approach amongst adolescent girls might be a feasible approach. However, as interventions were minimal, effects were limited or undetectable. Future co-creation projects could consider the most optimal co-creation process, evaluation design and intensively test this approach.

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children.

PubMed

Jolly, Caroline; Gentaz, Edouard

2013-01-01

Poor handwriting is a core deficit in Developmental Coordination Disorder (DCD). In a previous study, we compared the evolution of cursive letters handwriting in a girl with DCD throughout her second-grade year with that of typically developing (TD) children. We found that her handwriting evolved much less than that of TD children and remained similar to that of pre-schoolers at all stages, suggesting that her handwriting skills have reached a steady state level. We present here a continuation of this work, in which we focused on the velocity aspects of handwriting in another French child with DCD. Indeed, different velocity patterns have been observed in Chinese and English children with DCD. In the French cursive style of writing, consecutive letters are joined, a major difference with the English script style of writing. We thus analyzed the handwriting of a second-grade French girl with DCD, not only for isolated letters but also for syllables and words, in comparison to that of TD first-graders (6-7 years old; N = 85) and second-graders (7-8 years old; N = 88). Each written track was digitized, and nine kinematic parameters were measured to evaluate writing fluency. Results showed that the productions of the child with DCD were more similar to those of first-graders than to those of second-graders. In line with our previous study, the most discriminative parameters between the child with DCD and TD children were size and mean speed. Moreover, her handwriting was less fluent than that of TD children. In contrast to previous observations, we observed a higher writing velocity of the child with DCD when compared to TD children, whatever the complexity of the item, and no significant difference with TD children in the pausing time during writing. These differences may reflect linguistic specificities. For syllables and words, each letter was treated separately as a single unit, thus reflecting a problem in anticipation and automation.

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children

PubMed Central

Jolly, Caroline; Gentaz, Edouard

2014-01-01

Poor handwriting is a core deficit in Developmental Coordination Disorder (DCD). In a previous study, we compared the evolution of cursive letters handwriting in a girl with DCD throughout her second-grade year with that of typically developing (TD) children. We found that her handwriting evolved much less than that of TD children and remained similar to that of pre-schoolers at all stages, suggesting that her handwriting skills have reached a steady state level. We present here a continuation of this work, in which we focused on the velocity aspects of handwriting in another French child with DCD. Indeed, different velocity patterns have been observed in Chinese and English children with DCD. In the French cursive style of writing, consecutive letters are joined, a major difference with the English script style of writing. We thus analyzed the handwriting of a second-grade French girl with DCD, not only for isolated letters but also for syllables and words, in comparison to that of TD first-graders (6–7 years old; N = 85) and second-graders (7–8 years old; N = 88). Each written track was digitized, and nine kinematic parameters were measured to evaluate writing fluency. Results showed that the productions of the child with DCD were more similar to those of first-graders than to those of second-graders. In line with our previous study, the most discriminative parameters between the child with DCD and TD children were size and mean speed. Moreover, her handwriting was less fluent than that of TD children. In contrast to previous observations, we observed a higher writing velocity of the child with DCD when compared to TD children, whatever the complexity of the item, and no significant difference with TD children in the pausing time during writing. These differences may reflect linguistic specificities. For syllables and words, each letter was treated separately as a single unit, thus reflecting a problem in anticipation and automation. PMID:24478735

Poverty, development, and women: why should we care?

PubMed

Thompson, Joyce E Beebe

2007-01-01

Healthy, prosperous nations require healthy women and newborns. Young girls and women in resource-poor nations suffer the greatest ill-health consequences from low status, denial of basic human rights, and poverty. Poverty and poor health result in poor economic development. The Millennium Development Goals call for immediate efforts to reduce poverty, improve health, especially of girls and women, and foster development in the world's poorest nations.

Mapping the knowledge and understanding of menarche, menstrual hygiene and menstrual health among adolescent girls in low- and middle-income countries.

PubMed

Chandra-Mouli, Venkatraman; Patel, Sheila Vipul

2017-03-01

Menstruation is a natural physiological process that requires proper management. Unlike other normal bodily processes, menstruation is linked with religious and cultural meanings that can affect the perceptions of young girls as well as the ways in which the adults in the communities around them respond to their needs. This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls' preparedness for menarche, knowledge of menstruation and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls' knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge and poor practices surrounding menstruation are key impediments not only to girls' education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.

Personal values and sexual decision-making among virginal and sexually experienced urban adolescent girls.

PubMed

Paradise, J E; Cote, J; Minsky, S; Lourenco, A; Howland, J

2001-05-01

To guide the development of an intervention to reduce the incidence of sexually transmitted diseases (STDs) in urban, adolescent girls, we investigated such girls' reasons for deciding to have or not to have sexual intercourse. Consecutive girls >or=14 years of age attending an urban adolescent clinic were invited to complete an anonymous survey about sexual decision-making. In this pilot study, girls were asked: (a) whether they agreed with a statement that they had or had not had sexual intercourse "because of my values and beliefs"; and (b) to select from a list one or more specific reasons why they had or had not had intercourse. The girls were categorized by self-report as either "virgins," "currently inactive" (no intercourse in the preceding 3 months), or "currently active" (had intercourse during the preceding 3 months). Usable surveys were obtained from 197 adolescents whose age (18.2 +/- 2.6 years) and race (69% black) were comparable to those of clinic attendees in general. Forty girls (20%; age 16.1 +/- 2.1 years) were virgins, 25 girls (13%; age 17.8 +/- 2.3 years) were inactive, and 132 girls (67%; age 18.9 +/- 2.5 years) were currently active. "Values and beliefs" were cited as the reason for decisions about sexual behavior by 53% of the virgins, but only by 24% of the sexually inactive and 24% of the sexually active girls (p = .002). Virgins were more likely than inactive girls to cite three specific reasons for not having sex: "not the right thing for me now" (82% vs. 50%, p = .007), "waiting until I am older" (69% vs. 8%, p = .001), and "waiting until I am married" (67% vs. 38%, p = .02). The reason "against my religious beliefs" was cited by 23% of virgins and 13% of inactive girls (p = not significant). Personal values were implicit in the two specific reasons for having sex that active girls chose most frequently, namely, "I like/love the person" (86%) and "I like having sex" (37%), although only 24% of these girls had explicitly cited "values and beliefs" as their reason for having sex. Our data indicate that urban girls, both those who have had sexual intercourse and those who have not, view their sexual behavior as being based on personal (although infrequently religious) values. Many of the virginal urban, adolescent girls we surveyed hold abstinence as a personal value. The sexually active adolescents perceive the decision to have sexual intercourse as being based affirmatively on their personal values rather than on the chance occurrence of opportunities to have intercourse. These data may be useful in the development of new strategies for reducing urban adolescent girls' risk of acquiring sexually transmitted diseases.

Entrepreneurial training for girls empowerment in Lesotho: A process evaluation of a model programme

PubMed Central

Berry, Mary O'Neill; Kuriansky, Judy; Lytle, Megan; Vistman, Bozhena; Mosisili, ‘Mathato S.; Hlothoane, Lieketso; Matlanyane, Mapeo; Mokobori, Thabang; Mosuhli, Silas; Pebane, Jane

2014-01-01

A Girls Empowerment Programme held in 2010 in Lesotho, Sub-Saharan Africa, focused on HIV/AIDS risk reduction and prevention, life skills and entrepreneurial training (income-generating activities). Entrepreneurial training was a crucial part of equipping the camp attendees with basic skills to help them develop sustainable livelihoods. Such skills and financial independence are essential to enable rural girls to complete their secondary schooling (in a fee-based educational system) and to pursue a career, as well as to further help them be less susceptible to transactional sex and its significant risks. The results of a brief process evaluation with some nested supporting data showed considerable improvement in the girls' knowledge about income-generating activities. In addition, almost half of the camp attendees participated in further entrepreneurial training and about half of these girls went on to develop small businesses. Replication of this model of camp training is recommended and being explored in other African countries. PMID:25505804

Entrepreneurial training for girls empowerment in Lesotho: A process evaluation of a model programme.

PubMed

Berry, Mary O'Neill; Kuriansky, Judy; Lytle, Megan; Vistman, Bozhena; Mosisili, 'Mathato S; Hlothoane, Lieketso; Matlanyane, Mapeo; Mokobori, Thabang; Mosuhli, Silas; Pebane, Jane

2013-12-01

A Girls Empowerment Programme held in 2010 in Lesotho, Sub-Saharan Africa, focused on HIV/AIDS risk reduction and prevention, life skills and entrepreneurial training (income-generating activities). Entrepreneurial training was a crucial part of equipping the camp attendees with basic skills to help them develop sustainable livelihoods. Such skills and financial independence are essential to enable rural girls to complete their secondary schooling (in a fee-based educational system) and to pursue a career, as well as to further help them be less susceptible to transactional sex and its significant risks. The results of a brief process evaluation with some nested supporting data showed considerable improvement in the girls' knowledge about income-generating activities. In addition, almost half of the camp attendees participated in further entrepreneurial training and about half of these girls went on to develop small businesses. Replication of this model of camp training is recommended and being explored in other African countries.

Developing a Web-Based Intervention to Prevent Drug Use among Adolescent Girls

PubMed Central

Schwinn, Traci Marie; Hopkins, Jessica Elizabeth; Schinke, Steven Paul

2014-01-01

Objectives Girls’ rates of drug use have met up with, and in some instances, surpassed boys’ use. Though girls and boys share risk and protective factors associated with drug use, girls also have gender-specific risks. Interventions to prevent girls’ drug use must be tailored to address the dynamics of female adolescence. Methods One such intervention, called RealTeen, is a 9-session, web-based drug abuse prevention program designed to address such gender-specific risk factors associated with young girls’ drug use as depressed mood, low self-esteem, and high levels of perceived stress as well as general drug use risk factors of peer and social influences. Web-based delivery enables girls to interact with the program at their own pace and in a location of their choosing. Implications This paper describes the processes and challenges associated with developing and programming a gender-specific, web-based intervention to prevent drug use among adolescent girls. PMID:26778909

Pubertal Effects on Adjustment in Girls: Moving from Demonstrating Effects to Identifying Pathways

ERIC Educational Resources Information Center

Graber, Julia A.; Brooks-Gunn, Jeanne; Warren, Michelle P.

2006-01-01

The present investigation examines mediated pathways from pubertal development to changes in depressive affect and aggression. Participants were 100 white girls who were between the ages of 10 and 14 (M=12.13, SD=0.80); girls were from well-educated, middle-to upper-middle class families, and attended private schools in a major northeastern urban…

Helping Middle School Girls at Risk for School Failure Recover Their Confidence and Achieve School Success: An Experimental Study

ERIC Educational Resources Information Center

Mann, Michael J.

2013-01-01

Middle school girls who are at risk have experienced a disproportionate number of intense and disruptive traumatic life events. Such events can adversely affect healthy development and often contribute to higher levels of school failure and problem behavior. Few programs focus on helping at-risk middle school girls achieve school success through…

A Perceptual Study of Girls Education, Its Factors and Challenges in South Kashmir

ERIC Educational Resources Information Center

Gul, Showkeen Bilal Ahmad; Khan, Zebun Nisa

2015-01-01

Education is accepted as an important tool for human development in all dimensions of life, it is at same level of significance for boys and girls. Despite this recognition, girls are one of the most vulnerable groups, deprived of education by various socio-cultural, economical and political reasons. The present study is a perceptual study, which…

Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

ERIC Educational Resources Information Center

Dubetz, Terry A.; Wilson, Jo Ann

2013-01-01

Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

Productive Communication in an Afterschool Engineering Club with Girls Who Are English Language Learners

ERIC Educational Resources Information Center

McVee, Mary; Silvestri, Katarina; Shanahan, Lynn; English, Ken

2017-01-01

This article [explores] the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more…