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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
The Tasting Party Assessment: Can Educators Reliably Evaluate Preschoolers’ Willingness To Try New Foods In Group Settings?, Laura L. Bellows, Savannah Hobbs, Susan L. Johnson
The Tasting Party Assessment: Can Educators Reliably Evaluate Preschoolers’ Willingness To Try New Foods In Group Settings?, Laura L. Bellows, Savannah Hobbs, Susan L. Johnson
Journal of Human Sciences and Extension
Food neophobia, defined as an unwillingness to consume novel and unfamiliar foods is common in young children. Assessment of neophobia or willingness to try new foods can be a challenge with this audience. With the increase in nutrition interventions focused on the young child, valid and reliable measures to assess willingness to try new foods that can be administered in groups by classroom teachers and Extension educators are needed. The Food Friends: Fun with New Foods (FWNF) program aims to increase children’s willingness to try new foods in childcare settings. The Tasting Party assessment was developed as the primary tool …
Considering Positive Psychology Constructs Of Life Satisfaction And School Connectedness When Assessing Symptoms Related To Attention-Deficit/Hyperactivity Disorder, Emily B. Mancil, Jason M. Bird, Mike Lyons, Kathryn Van Eck, Bradley H. Smith
Considering Positive Psychology Constructs Of Life Satisfaction And School Connectedness When Assessing Symptoms Related To Attention-Deficit/Hyperactivity Disorder, Emily B. Mancil, Jason M. Bird, Mike Lyons, Kathryn Van Eck, Bradley H. Smith
Journal of Human Sciences and Extension
Children and adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) demonstrate significant difficulty with academic and behavioral functioning. This, in turn, can lead to lower educational attainment and vocational achievement, which has serious long-term consequences and costs to individuals and society (Barkley, 2002, 2006; Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993). Researchers from a positive psychology framework suggest that ADHD symptoms (i.e., inattention, hyperactivity/impulsivity) alone may not fully explain academic impairment (Diener, Scollon, & Lucas, 2004). From the standpoint of positive psychology, life satisfaction and school connectedness are important constructs that examine positive life functioning; however, they have been understudied, particularly in …