Seventh-grade Girls Research Articles

Innovation Nation: Teaching middle school students to be design thinkers

Our purpose was to provide a model for a middle school design thinking program supported by a university-school partnership and to investigate potential benefits of teaching middle school students to be design thinkers. Sixth, seventh, and eighth grade girls (N = 80) participated in the Innovation Nation program. Over three days, students engaged in workshops and collaborated in teams to learn the five phases of design thinking (empathize, define, ideate, prototype, and test) and applied the methodology to an authentic human-centered innovation challenge. Student teams showcased prototypes of their solutions at a final exhibition attended by parents and the school community. Results showed that participants dramatically increased their understanding of design thinking and its steps as a result of the Innovation Nation experience. Notably, there were also important gains beyond design thinking knowledge, including increases in self-efficacy for creativity, design, and problem-solving, and better attitudes about group work. There was also evidence that skills learned in Innovation Nation transferred, as students showed an increased tendency to seek critical feedback and revise work based on feedback in a novel design task following the program. We hope to encourage middle school educators to bring design thinking into the curriculum, as students who learn design thinking also develop important habits of mind and 21st century skills.

Views of Catholic Middle School Students on Handling Peer Aggression

Aggression toward peers who are perceived as weaker or different is a widespread problem for middle school students including those attending Catholic middle schools. Middle school students’ normative beliefs about the acceptability of various types of aggressive behavior influences their own potential involvement in bullying. Therefore, how middle schoolers decide to respond to situations of peer aggression may affect their standing as either victims, bystanders to bullies, or as bully-victims in school environments over time. This study looks at how middle schoolers (sixth, seventh, and eighth grade girls and boys) in Catholic schools think it best to respond to peer aggression by examining their decision-making preferences for how targeted peers (from a vulnerable group) should respond to physical, verbal, or cyber aggression situations. Although significant effects regarding gender, grade, and type of peer aggression were found for the decision-making of the middle schoolers, findings reveal that overall middle schoolers’ preferences were well developed for resisting peer aggression. The study provides important insights for how to supplement commonly existing curricula on social emotional learning in Catholic Schools with decision-making training inputs for the design of future school-based bullying prevention programs. Preparing middle schoolers in Catholic schools to respond to stop peer aggression in a proactive way supports the mission of Catholic schools to create safe and caring school environments.

California and federal school nutrition policies and obesity among children of Pacific Islander, American Indian/Alaska Native, and Filipino origins: Interrupted time series analysis.

BackgroundObesity prevalence remains high among children of Pacific Islander (PI) origin, Filipino (FI), and American Indian/Alaska Native (AIAN) origins in the United States. While school nutrition policies may help prevent and reduce childhood obesity, their influences specifically among PI, FI, and AIAN children remain understudied. We evaluated the association of the California (CA) state school nutrition policies for competitive food and beverages and the federal policy for school meals (Healthy, Hunger-Free Kids Act of 2010 (HHFKA 2010)) with overweight/obesity among PI, FI, and AIAN students.Methods and findingsWe used an interrupted time series (ITS) design with FitnessGram data from 2002 to 2016 for PI (78,841), FI (328,667), AIAN (97,129), and White (3,309,982) students in fifth and seventh grades who attended CA public schools. Multilevel logistic regression models estimated the associations of the CA school nutrition policies (in effect beginning in academic year 2004 to 2005) and HHFKA 2010 (from academic year 2012 to 2013) with overweight/obesity prevalence (above the 85 percentile of the age- and sex-specific body mass index (BMI) distribution). The models were constructed separately for each grade and sex combination and adjusted for school district-, school-, and student-level characteristics such as percentage of students eligible for free and reduced price meals, neighborhood income and education levels, and age. Across the study period, the crude prevalence of overweight/obesity was higher among PI (39.5% to 52.5%), FI (32.9% to 36.7%), and AIAN (37.7% to 45.6%) children, compared to White (26.8% to 30.2%) students. The results generally showed favorable association of the CA nutrition policies with overweight/obesity prevalence trends, although the magnitudes of associations and strengths of evidence varied among racial/ethnic subgroups. Before the CA policies went into effect (2002 to 2004), overweight/obesity prevalence increased for White, PI, and AIAN students in both grades and sex groups as well as FI girls in seventh grade. After the CA policies took place (2005 to 2012), the overweight/obesity rates decreased for almost all subgroups who experienced increasing trends before the policies, with the largest decrease seen among PI girls in fifth grade (before: log odds ratio = 0.149 (95% CI 0.108 to 0.189; p < 0.001); after: 0.010 (−0.005 to 0.025; 0.178)). When both the CA nutrition policies and HHFKA 2010 were in effect (2013 to 2016), declines in the overweight/obesity prevalence were seen among White girls and FI boys in fifth grade. Despite the evidence of the favorable association of the school nutrition policies with overweight/obesity prevalence trends, disparities between PI and AIAN students and their White peers remained large after the policies took place. As these policies went into effect for all public schools in CA, without a clear comparison group, we cannot conclude that the changes in prevalence trends were solely attributable to these policies.ConclusionsThe current study found evidence of favorable associations of the state and federal school nutrition policies with overweight/obesity prevalence trends. However, the prevalence of overweight/obesity continued to be high among PI and AIAN students and FI boys. There remain wide racial/ethnic disparities between these racial/ethnic minority subgroups and their White peers. Additional strategies are needed to reduce childhood obesity and related disparities among these understudied racial/ethnic populations.

Physical Activity Preferences Of Urban, Middle School Students Students

PURPOSE: The purpose of this study was to investigate the physical activity preferences of middle school students. METHODS: Participants were 219 students in grades 6-8 at a public, urban middle school. Data were collected via self-report questionnaire that included questions with specified options and questions with write-in opportunities assessing demographic information, physical activity preferences, and activities students would like to learn. RESULTS: Results indicated that the middle school boys (n=113) were 12.65 (± 1.63) years old and overall preferred basketball (38.3%) and football (25.2%) and wanted to learn more about basketball (19.8%), football (12.9%) and soccer (11.9% ). Eighth grade boys (n=26) preferred basketball (19.8%) and football (12.9%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Seventh grade males (n=45) preferred jogging (44.4%), basketball (28.9%) and football (15.6%) and wanted to learn basketball (20%), baseball (12.5%), soccer (17.5%), tennis (10.0%) and swimming (10.0%). Sixth grade boys (n=42) preferred basketball (32%) and football (28%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Girls (n=106) were 12.57 (SD = 1.05) years old and overall preferred basketball (28.3%), jogging (23.2%) and dancing 12.1%, and wanted to learn about basketball (29.3%) tennis (15.2%) and soccer (13.0%). Eighth grade girls (n=28) preferred basketball (33.3%), jogging (29.6%) and dancing (11.1%) and wanted to learn baseball (30.4%) and soccer (13.0%). Seventh grade girls (n=30) preferred dancing (17.9%), jogging (17.9%), swimming (17.9%) and basketball (14.3%) and wanted to learn about baseball (36%), soccer (16%), swimming (12%) and tennis (12%). Sixth grade girls (n=47) preferred basketball (34.9%) and jogging (23.3%) and wanted to learn about basketball (25.6%), tennis (20.9%) and soccer (11.6%). CONCLUSIONS: In addition to population team sports, participants in this study indicated interests in individual and dual sports and fitness activities. Understanding preferences and interests is crucial to the development of population specific programs aimed at promoting current and lifelong physical activity participation.

P4654Clinical and electrocardiographic features of restrictive cardiomyopathy in children

Abstract Introduction Restrictive cardiomyopathy (RCM) is a rare myocardial disease with an impaired diastolic function and poor prognosis. The mean survival duration after a diagnosis of RCM is reported to be around 2 years in children and most need heart transplantations. Purpose This study aimed to determine the 12-lead electrocardiogram (ECG) diagnostic criteria of RCM based on the initial diagnostic electrocardiogram. Methods ECGs in pediatric cardiomyopathy patients were collected from 15 institutes in Japan between 1979 and 2013. We compared the ECG findings, especially of the P wave, in RCM patients between the cardiomyopathy group and healthy children group separately for each gender and the age. The ECGs in the healthy group were obtained from school heart screening in Japan of first-graders, and seventh-graders. Statistical significance was determined as p&lt;0.001. Results Among 376 registered cardiomyopathy patients, 63 had hypertrophic cardiomyopathy (HCM) (36%), 91 (24%) dilated cardiomyopathy (DCM), 106 (28%) a left ventricular myocardial noncompaction (LVNCs), 25 (7%) restrictive cardiomyopathy (RCM), 14 (4%) arrhythmogenic right ventricular cardiomyopathy (ARVC), and 5 (1%) other cardiomyopathies. Of the 25 RCM patients (9.9±3.4 years old, F:M=11:14), 36% were discovered during school heart screening. The first onset was an abnormal ECG in 9, symptoms of heart failure in 6, respiratory tract infections in 3, syncope in 1, and 6 with other. Of those patients, 2 (8%) had a family history of RCM, 24 (92%) no family history. A genetic diagnosis was performed in 5 of the 25 cases, and 3 had genetic abnormalities related to RCM. The mean follow-up period was 65±95 months (mean±standard deviation). During follow up, 19 patients (76%) survived, 6 (24%) died, 7 (28%) had heart transplantations, and 3 (12%) were waiting for heart transplantations with a left ventricular assist device. The P wave was bimodal in lead I or biphasic in lead V1 in 15 patients (93%), and 13 (81%) patients had both variations. We evaluated the duration and amplitude of the first and second component of the P wave as P1 and P2. The number of control and RCM patients (control/RCM), duration of P1+P2, and sum total absolute value of the amplitude of P1+P2 in lead V1 were 8350/5, 90±9/116±10ms, and 72±28/528±278μV in first grade boys, 8423/3, 91±10/120±22ms, and 66±28/326±229μV in first grade girls, 8943/1, 97±1/100ms, and 71±31/328μV in seventh grade boys, and 9183/5, 98±11/112±10ms, and 55±27/315±56μV in seventh grade girls. Although the number of patients in the RCM group was small, sum total absolute value of the amplitude of P1+P2 in lead V1 showed a significant difference in any group. Conclusion The ECG in children with RCM exhibits P wave abnormalities in almost all patients. In particular, not the P wave interval but P wave shape in I and V1 and the sum total absolute value of the amplitude of P1+P2 in lead V1 were observed differences.

Conceptual versus procedural approaches to ordering fractions

This paper reports the performance of 30 rising seventh-grade girls on a task in which they were asked to order four fractions from least to greatest. Less than three-fifths attained correct answers. The performance gap was widest between students who attended Title I schools and those who did not, the latter being much more likely to attain correct answers. The achievement gap was less prominent by race/ethnicity, family socioeconomic status, and community type (suburban/urban versus rural). Participants tended to use conceptual and procedural approaches equally, but conceptual approaches were more successful. The most common conceptual strategy was making drawings that illustrated part-whole concepts, and the most common procedural strategy was converting fractions to equivalent fractions. The most problematic fractions to place in order of relative size were the two middle fractions, which were somewhat closer to each other in size than other adjacent pairs and were farthest from the benchmarks of 0 or 1. Based on these and other research findings, we conclude that it would benefit students to possess a greater repertoire of specific strategies, especially conceptual strategies such as use of number lines, benchmarks, and set models, for working with fractions.

The impact of psychological problems and adverse life events on suicidal ideation among adolescents using nationwide data of a school-based mental health screening test in Korea.

The aim of this study was to investigate the risk factors for suicidal ideation in adolescents by gender and age. This study used 2013 nationwide school-based mental health screening test data from 591,303 seventh grade students and 618,271 tenth grade students in Korea. Suicidal ideation, four psychological problems, and three adverse life events were evaluated using the Adolescents Mental Health and Problem Behavior Screening Questionnaire-II. Of all students, 12.9-14.7% of the boys and 17.1-23.2% of the girls had suicidal ideation. Mood had the greatest impact on the risk for suicidal ideation and other factors also significantly increased the risk of suicidal ideation. Distractibility was positively related to suicidal ideation only in seventh grade students and behavioral problems increased suicidal ideation more in girls than in boys. Violence constituted the most powerful factor for suicidal ideation among the events; however, bullying constituted the most important event that increased suicidal ideation in seventh grade girls. All factors except 'Distractibility' increased the risk of severe suicidal ideation. The risk factors for suicidal ideation in adolescents differed by gender and age. Interventions should be made according to these characteristics to reduce suicidal ideation in adolescents.

Comparison of Two Methods of Direct and Indirect Education on Osteoporosis Preventive Behaviors among Female Students

Background Osteoporosis is the most common metabolic bone disease that decreases bone mass, causes destruction and eventually friability. This disease is preventable, and because adolescent females are the high-risk population, teaching this age group is of the utmost importance. The aim of this study was to compare the effects of the two educational methods (Lecture and Pamphlet) on osteoporosis preventive behaviors among female students. Materials and Methods: This was a randomized clinical trial (RCT). To collect data, demographic questionnaire, food frequency questionnaire (FFQ), and physical activity questionnaire were used. Subjects were 205 seventh-grade girls who were selected by multistage random method and allocated in two experimental (Lecture = 68, Pamphlet = 67) and 70 for control group. In the Lecture group, there were 5 sessions of training, each of which lasted 60 minutes. In the Pamphlet group, only educational pamphlets were given, and no interventions were performed in the control group. Data were analyzed through statistical software SPSS version 21.0. Descriptive statistics, chi-square tests, t-test and ANOVA were applied to analyze the data. Results: The mean age of the students was 13 + 0.856 years old and there was no difference in terms of demographic variables between intervention and control groups. The results identified the mean scores of physical activity behaviors significantly improved two mounts after the intervention in the lecture group (P=0.001).While, the men scores of the pamphlet group had no significant changes after two months, but the differences of the both group compared to the control group were significant. Considering the significant decreased in the control group (P= 001). The mean scores of calcium intake in the two lecture and pamphlet groups significantly increased (P<0.001), while, as it was expected no significant changes in the control group after the intervention. Conclusion: The osteoporosis preventive behaviors intervention improved the preventive behaviors of the participants. The results showed the effectiveness of education in both Pamphlet and Lecture group, because calcium intake and physical activity were significantly increased compared to pre-intervention and the control group.

Influence of eating quickly and eating until full on anthropometric gains in girls: A population-based, longitudinal study.

In examining childhood overweight/obesity, there is a need to consider both eating quickly and eating until full. This longitudinal study investigated the influence of eating quickly and/or eating until full on anthropometric variables and becoming overweight/obese among Japanese schoolgirls. Study participants were fourth-grade schoolgirls (aged 9 or 10years) in Ina Town, Japan. Physical examinations and a questionnaire survey were performed at baseline (fourth grade) and after 3years (seventh grade). Height, weight, and waist circumference were measured in the physical examinations, while the data on eating quickly and eating until full were collected in the questionnaire survey. Analysis of variance and analysis of covariance were used to compare the differences in each anthropometric variable between fourth and seventh grade among groups. Data on 425 non-overweight/obese schoolgirls in fourth grade were analyzed. Gains in anthropometric variables (body mass index, waist circumference, and waist-to-height ratio) from fourth to seventh grade were significantly larger in the "eating quickly and eating until full" group than in the "not eating quickly and not eating until full" group. In contrast, there were no significant differences in the gains between the "eating quickly or eating until full" group and the "not eating quickly and not eating until full" group. The proportion of overweight/obese girls in seventh grade was higher in the "eating quickly and eating until full" group than in the other groups. Eating quickly and eating until full had a substantial impact on excess gains in anthropometric variables among schoolgirls, suggesting that modifying these eating behaviors may help prevent non-overweight/obese girls from the excess gains. Accordingly, school health programs need to focus on not eating quickly and/or not eating until full to prevent overweight/obesity; it is necessary to emphasize "the risk of overweight/obesity associated with these eating behaviors" in schools.

Psychometric Evaluation of Three Psychosocial Measures Associated With Physical Activity Among Adolescent Girls.

The purpose of this study was to evaluate the psychometric properties of a Perceived Benefits Scale, a Perceived Barriers Scale, and a Physical Activity Enjoyment Scale with data from a group randomized controlled trial (RCT) and a test-retest study with 1-week interval. In the group RCT at baseline and Week 17, 1,012 fifth- to eighth-grade girls completed an iPad-delivered survey and wore 7-day accelerometers measuring moderate-to-vigorous physical activity (MVPA). In the test-retest study, 91 fifth- to seventh-grade girls completed the iPad-delivered survey at Times 1 and 2. Benefits, barriers, and enjoyment scales had Cronbach's αs of .75, .86, and .78 and test-retest reliability of .83, .88, and .79, respectively. Benefits Scale had a two-factor structure (physical and psychosocial benefits), while the remaining two had a one-factor structure indicating construct validity. Barriers ( r = -.16) and enjoyment ( r = .17) were correlated with MVPA indicating concurrent validity. Baseline MVPA and psychosocial benefits positively, while physical benefits negatively, predicted MVPA at Week 17 indicating predictive validity. The measures demonstrated satisfactory psychometric properties.

Comparing socialization into club sports among seventh-grade girls by school type

Summary The study used group discussions and a documentary method to investigate which micro-processes at the nexus of family, peer group, and school encouraged and discouraged seventh-grade girls' involvement in club sports, and what collective orientations accompanied these processes. Based on reconstructed micro-processes and orientations, two selected groups of girls in intermediate and upper secondary school (Hauptschule and Gymasium) were compared to determine how involvement in club sports differed by school type. One result was that the upper secondary school students were part of several social reference groups with a sports orientation simultaneously, whereas the intermediate secondary school students were part of fewer social reference groups overall, and the groups they were part of tended to have other orientations than sports. The upper secondary students benefited during their childhood and preteen years from interactions among social reference groups (family, peer group, school) that were conducive to club sports involvement, whereas intermediate secondary students were exposed to interactions that inhibited their involvement in sports. This inhibiting effect results from a lack of family influences, negative sports experiences in school, and in particular the high significance of peer groups that pursue other interests having little to do with club sports.

Evaluating Mailed Motivational, Individually Tailored Postcard Boosters for Promoting Girls' Postintervention Moderate-to-Vigorous Physical Activity.

Ways to optimize boosters to assist girls to attain adequate moderate-to-vigorous physical activity following an intervention are unknown. This study's purpose was to (a) determine whether girls receiving mailed motivational, individually tailored postcard boosters following a 17-week physical activity intervention would have greater moderate-to-vigorous physical activity at 9-month follow-up as compared to girls not receiving them and those in a control group and (b) evaluate girls' perceptions of the booster intervention. Sixth to seventh grade girls (n = 117) from two urban, Midwest schools with similar demographic characteristics participated in a 17-week physical activity intervention, and girls from a third school served as controls (n = 64). One (n = 54) of the two intervention schools was randomly assigned to receive 13 motivational, individually tailored postcards containing messages to encourage them to attain adequate physical activity during the postintervention period. Girls from the other intervention school (n = 63) did not receive postcards, and those in the control school did not receive any intervention. Moderate-to-vigorous physical activity was measured with accelerometers at postintervention and 9-month follow-up. Girls completed a postcard evaluation survey at 9-month follow-up. Moderate-to-vigorous physical activity decreased significantly from postintervention to 9-month follow-up with no between-group differences or group-by-time interaction effect. On the basis of the survey, 27 (64.3%) girls received all postcards. Only 15 (35.7%) read all that they had received. Evaluations of postcards tended to be favorable. Mailed booster postcards to promote physical activity among girls' postintervention were not effective. Strategies to achieve this objective warrant investigation.

Peculiarities of Flexibility Development in Middle Schoolers

The paper objective is to define the peculiarities of flexibility development in middle schoolers. To solve the tasks set, the study used the following research methods: theoretical analysis and collation of scientific and methodological literature; pedagogical testing, methods of mathematical statistics.Research results. The testing analysis showed statistically unreliable deviations in the results displayed by the fifth-, sixth- and seventh-grade girls in the following tests: “Rotation in the shoulder joint with a staff”, “Backbend from the lying position”, “Forward bend from the sitting position” (p &gt; 0.05). The fifth-, sixth- and seventh-grade girls show improvement in their statistically significant results (p &lt; 0.05) in the following tests: “Raise up from the lying position to the sitting position in 30 seconds”, “Bending and unbending of arms in the lying position”.The testing analysis showed a statistically significant deterioration in the results displayed by the fifth-, sixth- and seventh-grade boys in the following tests: “Rotation in the shoulder joint with a staff”, “Backbend from the lying position” (p &lt; 0.05).The fifth-, sixth- and seventh-grade boys show improvement in their statistically significant results (p &lt; 0.05) in the test " Raise up from the lying position to the sitting position in 30 seconds”, and an improving tendency in the results in the test “Bending and unbending of arms in the lying position”.Conclusions. The informative indicators of flexibility and strength readiness of the 5th-7th-grade boys are “Rotation in the shoulder joint with a staff”, “Backbend from the lying position” and “Raise up from the lying position to the sitting position in 30 seconds”. The informative indicators of strength readiness of the 5th-7th-grade girls are “Raise up from the lying position to the sitting position in 30 seconds”, “Bending and unbending of arms in the lying position”.The flexibility testing results for the fifth-grade pupils vary in the level from average high, and the strength testing results — from below average to average. The flexibility testing results for the sixth-grade pupils vary in the level from below average to average, the strength testing results being the same. The flexibility results of the seventh-grade boys vary in the level from low to average, and the strength skills results — from above average to high.

Adolescent Scoliosis Screening in Nara City Schools: A 23-Year Retrospective Cross-Sectional Study.

Study DesignRetrospective cross-sectional study.PurposeTo determine the prevalence of idiopathic scoliosis, define the distribution of the curve magnitude, evaluate the accuracy of Moiré topography as a screening tool, and investigate the cost-effectiveness of our screening system.Overview of LiteratureEarly detection of idiopathic scoliosis provides the opportunity for conservative treatment before the deformity is noticeable. We believe that scoliosis screening in schools is useful for detection; however, screening programs are controversial owing to over referral of students who do not require further testing or follow-up. In Japan, school scoliosis screening programs are mandated by law with individual policies determined by local educational committees. We selected Moiré topography as the scoliosis screening tool for schools in Nara City.MethodsWe selected Moiré topography as the scoliosis screening tool for schools in Nara City. We screened boys and girls aged 11-14 years and reviewed the school scoliosis screening results from 1990 to 2012.ResultsA total of 195,149 children aged 11-14 years were screened. The prevalence of scoliosis (defined as ≥10° curvature) was 0.057%, 0.010%, and 0.059% in fifth, sixth, and seventh grade boys and 0.337%, 0.369%, and 0.727% in fifth, sixth, and seventh grade girls, respectively. The false-positive rate of our Moiré topography was 66.7%. The minimum cost incurred for scoliosis detection in one student was 2,000 USD.ConclusionsThe overall prevalence of scoliosis was low in the students of Nara City schools. Over 23 years, the prevalence of scoliosis in girls increased compared to that in the first decade of the study.

Trends of Underweight and Overweight/Obesity Among Japanese Schoolchildren From 2003 to 2012, Defined by Body Mass Index and Percentage Overweight Cutoffs

BackgroundWe investigated the prevalence and trends of underweight and overweight/obesity in a population-based sample of Japanese schoolchildren from 2003 to 2012, defined by body mass index (BMI) and percentage overweight (POW).MethodsSubjects comprised fourth and seventh graders from the town of Ina, Japan, from 2003 to 2012. The height and weight of each subject were measured. Children were classified as underweight, normal weight, or overweight/obese using two criteria: BMI cutoff points proposed by the International Obesity Task Force and cutoffs based on POW in Japan.ResultsData from 4367 fourth graders and 3724 seventh graders were analyzed. The prevalence of underweight and overweight as defined by POW criteria were lower than those based on BMI criteria. There was a decrease in the prevalence of overweight among fourth-grade boys and girls and seventh-grade girls according to BMI; this decrease was also observed when POW criteria were used for the definition of overweight.ConclusionsThe prevalence and trends of both underweight and overweight as defined by POW were underestimated among Japanese schoolchildren compared to those determined using BMI. The results of this study also suggest that trends in underweight and overweight/obesity using POW criteria are similar to those based on BMI criteria among schoolchildren in Japan.

Enhancing inferential abilities in adolescence: new hope for students in poverty.

The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist reasoning and fact recall ability in 556 public middle school students (grades seven and eight), vs. a sample of 357 middle school students who served as a comparison group, to determine if changes in gist reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist reasoning varied as a function of gender and grade level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist reasoning after training regardless of socioeconomic status (SES). There were no significant increases in gist reasoning or fact recall ability for the 357 middle school students who served as a comparison group. We postulate that cognitive training in middle school is efficacious for improving gist reasoning ability and fact recall in students from all socioeconomic levels.

Sex Differences in the Development of Perceived Family Cohesion and Depressive Symptoms in Taiwanese Adolescents

This study investigates the progression of family cohesion perceptions and depressive symptoms during the character development stage in adolescents. Data were used from the Taiwan Youth Project. The final sample comprised 2,690 adolescents with 1,312 girls (48.8%; M age = 13.0 yr., SD = 0.5). Latent curve growth analysis was employed to explore these developments. Seventh-grade girls reported greater family cohesion and more depressive symptoms than boys, and boys reported greater growth in family cohesion than girls. However, progression of depressive symptoms was not associated with the child's sex. Higher perceived family cohesion in Grade 7 correlated with less increase of depressive symptoms from Grades 9 to 11. The long-term positive influence of family cohesion on depressive symptoms is discussed.

Unexpected Manifestations of (Dis)Orientation

The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls and women we are not enough of something in our lived or physical bodies. Because this story is about lives that are not yet over, I present it in the way that stories are lived: fragmented, selectively, contextually constructed (Richardson, 1997), and with plenty of interruptions.

The Perceived and Built Environment Surrounding Urban Schools and Physical Activity Among Adolescent Girls

Neighborhood perceived/built environment and physical activity (PA) associations have been examined for adolescents around homes, but not surrounding schools. The purpose of this paper is to examine if positive perceptions/built environment in neighborhoods surrounding schools predict PA among low-income, urban adolescent girls. Measures include: minutes in moderate-vigorous PA (MVPA, ankle accelerometry), perceptions of the school environment (questionnaire), built environment (neighborhood audit). Analyses include multi-level models. Two hundred twenty-four sixth and seventh grade girls [mean(sd) age = 12.1(0.7) years] from 12 schools serving low-income, primarily African American communities; mean MVPA 35.4 min (mean days assessed = 5.8). Girls in schools with more positive perceptions of the neighborhood environment surrounding the school were less active (β = 7.2, p = 0.043). Having "places to go within walking distance" (perceptions) and number of food stores near school (built environment) positively relate to MVPA (β = 5.5, p = 0.042 and β = 0.59, p = 0.047). Among neighborhoods surrounding urban schools, positive perceptions do not predict PA; accessibility, via both perceived and built environment, support PA.

The Young Women Leaders Program: A Mentoring Program Targeted Toward Adolescent Girls

This paper focused on the effects of a combined group and one-on-one mentoring program targeted specifically toward adolescent girls with a focus on increasing competence, connection, and autonomy (Ryan and Deci in Am Psychol 55(1):68–78, 2000). Participants were seventh-grade girls participating in the Young Women Leaders Program (YWLP) (n = 79) and a group of comparison girls not receiving intervention (n = 47). The sample was predominantly minority (72 % nonwhite) and the majority of participants received free or reduced price lunch (65 %). Results indicated no change in self-reported global self-esteem (one’s overall feeling of satisfaction with self) for girls participating in YWLP, whereas the comparison group declined in self-reported global self-esteem from pre- to posttest. Additionally, within the YWLP program group, girls receiving free/reduced lunch self-reported declines in school self-esteem (one’s overall feeling of satisfaction with school), whereas girls not receiving free/reduced lunch experienced no change. Implications for school-based programs, specifically mentoring programs targeted toward adolescent girls are discussed.