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Purpose: Because obesity has not responded well to instructing affected adults in healthier eating behaviors and increased physical activity/exercise, enhanced research on psychosocial determinants of those behavioral changes is needed. Intervention foci on self-regulation have been suggested, but targeted research is required. Method: Women with obesity participated in community-based treatments that were either self-regulation-focused (self-regulation emphasis group; n = 52) or typical instruction-based (education [treatment-as-usual] group; n = 54). Results: There were overall significant increases in exercise-related self-regulation, physical activity/exercise, exercise-related self-efficacy, and eating-related self-regulation that were each significantly more pronounced in the self-regulation emphasis group. Increase in exercise-related self-regulation over 3 months predicted eating-related self-regulation over 6 months; however, sequential entry of changes in physical activity and exercise-related self-efficacy significantly mediated that relationship. However, only the path from changes in exercise-related self-regulation to exercise self-efficacy to eating-related self-regulation was significant. In a revised model where change in exercise self-efficacy was the sole mediator, treatment group did not significantly moderate the exercise self-regulation to eating self-regulation change relationship, but full mediation of that relationship occurred. Conclusion: Findings indicated salience for perceived ability/self-efficacy for physical activity, over actual physical activity progress, and its role in the transfer of self-regulatory skills from an exercise to eating context. Increased eating self-regulation significantly predicted weight loss over 6, 12, and 24 months. In the self-regulation emphasis group that translated to meaningful weight loss/weight-loss maintenance of greater than 5% of initial weight. Findings contributed to an increased understanding of psychosocial-change processes within obesity treatment research. [ABSTRACT FROM AUTHOR]

Obesity in the United States has risen to 42 percent of its adult population and is similarly problematic in many other countries. Although the U.S. government has provided education on healthy eating and the need to exercise regularly, behavioral obesity treatments have largely failed to sustain reductions in weight. Self-regulation, and the incorporation of exercise for its psychological impacts on eating, has sometimes been targeted. While there has been sporadic investigation into the carry-over of exercise-related self-regulation to eating-related self-regulation, the present aim is to further inquiry in that area to inform future treatment content for improved effects. Women enrolled in community-based obesity treatments with either a self-regulation (n = 106) or education (n = 54) focus were assessed on changes in exercise- and eating-related self-regulation, negative mood, completed exercise, and weight. Improvements were significantly greater in the self-regulation-focused group. After controlling for initial change in eating-related self-regulation, change in that measure from Month 3 to 6 was significantly predicted by change in exercise-related self-regulation during the initial 3 treatment months. This suggested a carry-over effect. A stronger predictive relationship was associated with the self-regulation-focused treatment. In further analyses, paths from changes in exercise→negative mood→self-regulation of both exercise and eating were significant. Increase in eating-related self-regulation was significantly associated with weight loss over 6, 12, and 24 months. The self-regulation-focused group had stronger relationships, again. Findings suggested utility in targeting exercise-related self-regulation to impact later change in eating-related self-regulation, and the use of exercise-associated mood improvement to bolster participants' self-regulation capabilities. [ABSTRACT FROM AUTHOR]

This article examines the intellectual foundations of the Zakon bozhyi, an allegorical poem produced by the Brotherhood of Saints Cyril and Methodius in the mid-nineteenth century. The work is most often understood as a product of Romanticism. This article argues that it is rather a product of synergistic Enlightenment and Romantic thought. It focuses on the depiction of religion in the Zakon and demonstrates that depiction's origin in the Enlightenment. The article argues that work demonstrates a societal view of religion. Further, it demonstrates that the ecumenical stance of the Zakon is founded in the necessity for national and international stability, rather than in personal conviction. It emphasizes the importance of culturally specific forms of the Enlightenment, and shows how the Zakon is a product of a particularly East Slavic presentation of the movement. [ABSTRACT FROM AUTHOR]

Art therapy in the Arabian Gulf is still nascent. This article discusses the impact of COVID-19 and the development of art therapy in the region and identifies both the challenges and advantages that this global pandemic brought to a small group of art therapists practicing in the United Arab Emirates (UAE) and Qatar. Our approach is rooted in relational cultural theory (RCT). For art therapists in a private practice in Dubai, the pandemic provided an opportunity to widen services and accessibility. In a hospital setting in Qatar, new regulations during the pandemic required adaptations that possibly contributed to stress and anxiety for the art therapist, patients, and health workers. Unexpected perceived changes included: highlighted stigma, increased openness, increased engagement, and change in perception of the art therapy service. For these art therapists, practicing in the Arabian Gulf, the global pandemic increased awareness of cultural competence and led to the development of online art therapy services. There is a dearth of art therapy research in the region. Future research on cultural competence and the efficacy of telehealth are recommended to develop a robust evidence base for the practice of art therapy in the Arabian Gulf. Art therapy is relatively new in the Arabian Gulf, with most art therapists completing their training in the West. During the global pandemic and the changes caused by COVID-19, art therapists had the opportunity to address critical issues in their practice. This article presents two different views from two culturally similar Middle Eastern countries into what happened during the global pandemic of 2020. The first view describes how the pandemic brought about the development of online art therapy within a private practice in Dubai, UAE. The second view describes multiple adaptations to the delivery of art therapy within a hospital setting in Qatar. In the private practice, developing online art therapy became an opportunity to increase access for people residing outside of Dubai, in other emirates, and beyond. Art therapists also noticed how online art therapy may impact privacy, as clients could complete their sessions from their own homes, and stigma concerning mental health. At the hospital setting in Qatar, COVID-19 brought a new way of working focused on safety. The art therapist in Qatar discusses how these changes impacted her work and some of the perceived unexpected gains that resulted, such as more collaboration with other professionals, more engagement from the patients, and a new openness around mental health as the families could communicate about a shared concern: COVID-19. In both cases, the pandemic brought development and opportunities for growth. The article's focus is to highlight the cultural differences of working in this region and to acknowledge the need for future research. Because the field is relatively new in the region, there is limited research; the art therapists have to rely on increased cultural awareness to adapt their practice to be helpful to service users. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on building autonomy rather than anonymity in students by wayside teachers. The author notes that self-confidence in learning and in living can be achieved by being autonomous. She states various components for wayside teaching attitudes and approaches which include knowing the students, learning to listen, and helping student to be autonomous. Moreover, opportunities for students to become more autonomous are discussed.

The article discusses the importance of wayside teaching which focuses on developing and maintaining positive relationships between teachers and students to support learning. It notes the 12 components of wayside teaching that the author considers to be very important, which include the encouragement of imagination and creativity. According to the author, wayside teaching can have exponential impact when a whole team or school of teachers consciously implement wayside teaching components.

The article discusses the significance of wayside teaching in nurturing a relationship between teachers and middle school students. It states the defining qualities of wayside teaching which include its unconditional teaching, recognition for teachable moments, and fostering of a sense of belongingness. A chart for a person's self-analysis on his wayside teaching attitudes, approaches, and actions is also presented.