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Alison C. Cares Cortney A. Franklin Bonnie S. Fisher Lisa Growette Bostaph 《Journal of Criminal Justice Education》2019,30(1):22-45
Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning. 相似文献
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Kevin R. Wait Beth A. Cloud Lindsey A. Forster Tiffany M. Jones Jessica J. Nokleby Cortney R. Wolfe James W. Youdas 《Anatomical sciences education》2009,2(6):286-293
An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12–15 item ARS quiz assembled by six second‐year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first‐year DPT students in attendance. This study used a ten‐item questionnaire and a five‐point Likert scale in addition to three open ended questions to survey perceptions of both first‐year and second‐year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First‐year students overwhelmingly acknowledged the ARS system permitted each student to self‐assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first‐year students' level of understanding of anatomical concepts; and (2) effectively prepare first‐year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286–293, 2009. © 2009 American Association of Anatomists. 相似文献
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Cortney Simmons Adam Fine Alissa Knowles Paul J. Frick Laurence Steinberg Elizabeth Cauffman 《Child development》2020,91(1):e120-e133
Callous-unemotional (CU) traits are a risk factor for severe and persistent patterns of juvenile delinquency. Given the influence of CU trait assessments in justice-system settings, it is important to determine whether the predictive utility of CU traits is conditional on the absence of protective psychosocial factors. Employing a sample of justice-involved male youth (N = 1,216, Mage = 15.29), this study examined whether psychosocial maturity (PSM) outweighs or attenuates the effect of CU traits on delinquency. Results indicated that youth with high CU traits or low PSM offended more during the year following their first arrest. Additionally, PSM moderated the relation between CU traits and offending, such that higher PSM was associated with less offending but only among low CU youth. 相似文献
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Larry J. Nelson Craig H. Hart Cortney A. Evans Robert J. Coplan Susanne Olsen Roper Clyde C. Robinson 《Early childhood research quarterly》2009,24(3):350-361
It is developmentally normative for preschoolers (aged four to five years) to have self-perceptions that are typically positive and even over-inflated. However, because not all children have positive self-perceptions in early childhood it is important to understand factors that influence the development of self-perceptions, especially low self-perceptions, in early childhood. Therefore, this study examined the associations between self-perceptions and teacher ratings of social behaviors, subtypes of withdrawal, and peer ratings of acceptance/rejection in preschoolers. Participants included 199 children (107 males, 92 females) attending two early childhood programs in a midsized community in the western United States. The major findings were that children in early childhood who have lower self-perceptions of their abilities than their peers tended to engage in more reticence, solitary-passive withdrawal, and solitary-active behavior. 相似文献
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Research Findings: The purpose of this study was to examine teachers’ beliefs about and responses to children’s withdrawn behaviors (reticence and solitary-passive behavior) and aggressive behaviors (relational and physical aggression) on the playground across grades (preschool through 2nd grade) and by gender. Participants included 171 female teachers of preschool (n = 46), kindergarten (n = 45), 1st-grade (n = 41), and 2nd-grade (n = 39) classes from a Mountain West community. Overall, reticence was perceived as less appropriate than solitary-passive behavior, and physical aggression was perceived as less appropriate than relational aggression, although both forms of aggression were seen as less appropriate than both forms of withdrawal. Likewise, it was found that teachers do not take as proactive an approach to dealing with all withdrawn behaviors as they do in dealing with aggressive behaviors. Practice or Policy: Important gender differences were found and are discussed. 相似文献
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ABSTRACTNative women and girls suffer sexual violence at the highest rate of any demographic in the United States—primarily perpetrated by non-Native assailants. In this essay, we explore how dominant Euro-American discourses regarding trauma, sexual violence, and indigenous peoples complicate this epidemic. These discourses individualize trauma, assign it an unrealistic linear timeline that presupposes a stable subject position, and ignore the experiences of women of color. Such rhetoric renders Native bodies as disposable and disguises structural oppression by blaming women for the sexual violence committed against them. Ultimately, we argue that rhetoric of survivance, which combines survival, endurance, and resistance to assert Native presence over historical absence and perceived oblivion, creates a space in which communities disproportionately affected by violence can simultaneously practice collective coping methods while also challenging dominant discourses. To advance this argument we conduct a rhetorical analysis of the illustrated handbook, What to Do When You’re Raped: An ABC Handbook for Native Girls, which was produced by a Native American women’s organization to address sexual violence. We explore how four central characteristics of survivance—infinitive temporality, storytelling, collective agency, and structural critique—assert Native presence and make visible the problem of sexual violence against Native women. 相似文献
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