Abigail A. Fagan and Nicole Eisenberg
This paper seeks to discuss advances in the prevention of crime and anti‐social behaviours that have occurred in the USA in the last decade.
Abstract
Purpose
This paper seeks to discuss advances in the prevention of crime and anti‐social behaviours that have occurred in the USA in the last decade.
Design/methodology/approach
The paper outlines significant achievements in the identification of risk and protective factors related to anti‐social behaviours, the design and evaluation of preventive interventions and strategies intended to increase the successful and widespread implementation of these practices. The Evidence2Success model is described as an example of how scientific advances can be utilised by communities to improve youth outcomes at little added cost to taxpayers.
Findings
In a very short time span, much progress has been made in prevention sciences. Spurred in part by federal initiatives and funding opportunities, increasing numbers of preventive interventions have been developed and demonstrated as effective, and methods for disseminating these practices show promise.
Originality/value
These successes can be utilised by other countries to advance prevention science internationally.
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Nicole Horton, Mike Drayton, Daniel Thomas Wilcox and Harriet Dymond
This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a…
Abstract
Purpose
This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a five-month period concluding in March 2019. The developers used knowledge and expertise in both the fields of psychology and drama-based learning to promote comprehension, retention and a capacity for using and conveying these strategies to other health-care workers.
Design/methodology/approach
Attendees were given pre- and post-questionnaires to examine the effectiveness of the training in terms of understanding the stages of burnout, developing an awareness of personal risk factors that may be associated with potential burnout and their perceptions of the confidence they have in both evaluating their personal resilience and using acquired skills and coping techniques that they may apply to their personal and professional lives. A Wilcoxon Signed Ranks test was administered, to assess the significance of the difference between pre- and post-training scores.
Findings
Following the training, participants reported statistically significant improvements relating to their understanding of terms, including “burnout”. They also reported an increased awareness of their personal risk factors associated with burnout and felt more resilient having completed the training. Statistically significant changes were reported in all of these areas, with the drama element of the training being commended on about one third of all feedback forms where, with the post-test results, a narrative (unscored) opportunity for feedback was sought.
Research limitations/implications
The authors note that a long-term follow-up of retention and use of this training was not undertaken, though they consider that, post-pandemic, this necessary training can be reinitiated and that, as with other professional initiatives, video-engagement technology may be, through innovative efforts, merged with these effective training techniques as an option for future training applications.
Practical implications
To the best of the authors’ knowledge, this training programme was the first of its kind to use a psychologically underpinned drama-based didactic approach to build resilience and protect against burnout. The results of this paper show that this training used an effective and efficient medium for successfully meeting these primary objectives.
Social implications
It is considered that using a similar training approach would be effective in building resilience and preventing burnout in health-care professionals.
Originality/value
This paper evaluates the effectiveness of an innovative resilience-building training programme drawing upon the field of psychology and drama-based learning to support safeguarding professionals within the NHS.
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Kimberly A. Griffin, Joakina Stone, Di-Tu Dissassa, Terra Nicole Hall and Ashley Clarke
This study aims to focus on the experiences of biomedical science students nearing the end of their doctoral programs and the factors that influence their well-being. In addition…
Abstract
Purpose
This study aims to focus on the experiences of biomedical science students nearing the end of their doctoral programs and the factors that influence their well-being. In addition to identifying general challenges, the study aims to expand understanding of how interactions with principal investigators (PIs) can influence students’ well-being and engagement in wellness practices.
Design/methodology/approach
This qualitative study presents an analysis of interview data collected from 90 trainees five years after beginning their graduate programs. All were participants in a larger mixed-methods, longitudinal study. Emergent themes and a codebook were established after reviewing interview transcripts and completing memos. Codes were applied to data, and reports were generated to confirm and challenge early interpretations.
Findings
Participants described four key factors that influenced their well-being: perceived work/life balance; managing progress on research; program completion and job search; and overall faculty relationships. While relationships with PIs could be a source of stress, participants more often described how both interactions with, and observations of their PIs could amplify or mitigate their ability to manage other stressors and overall sense of well-being.
Originality/value
While researchers in the USA have increasingly considered the factors impacting graduate student mental health, there has been less of an emphasis on wellness and well-being. Furthermore, there has been less attention to how PIs contribute, in positive and negative ways, to these outcomes. This study offers insight into well-being at a specific timepoint, considering dynamics unique to wellness and well-being in the later stages of doctoral training.
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Adolescence is a period of new experiences, including dating. Romantic relationships can be a source of stress; one-third of teens experience dating violence (Molidor & Tolman…
Abstract
Purpose
Adolescence is a period of new experiences, including dating. Romantic relationships can be a source of stress; one-third of teens experience dating violence (Molidor & Tolman, 1998; Straus, 2004). Teens are also at a heightened risk for suicide; it is the third leading cause of death among teens (Center for Disease Control [CDC], 2013a). Suicidal ideation, threats, and attempts occur within the context of a relationship where there is also dating violence (Chan, Straus, Brownridge, Tiwari, & Leung, 2008; Else, Goebert, Bell, Carlton, & Fukuda, 2009). Due to life course, adolescence may not have knowledge, experience, or skills to manage these situations. Furthermore, these experiences may shape romantic relationship expectations as adults. Both dating violence and suicidality have short- and long-term effects (for example, see Castellví et al., 2017; Coker et al., 2000; Exner-Cortens, Eckenrode, & Rothman, 2013; Holmes & Sher, 2013; Jouriles, Garrido, Rosenfield, & McDonald, 2009; Magdol et al., 1997; Zaha, Helm, Baker, & Hayes, 2013). However, little is known about how young women that experience teen dating violence and partner suicidality respond (except, see Baker, Helm, Bifulco, & Chung-Do, 2015). This study seeks to explore this gap.
Methodology/approach
As part of a larger study, 16 young women who had experienced a “bad dating relationship” as a teenager also disclosed that their boyfriends had threatened suicide. These young women completed in-depth, retrospective interviews to discuss their experiences. Interviews were transcribed and analyzed using HyperResearch. Life course and grounded theory guided this research.
Findings
The young women that experienced suicidal threats by their dating partners were also victims of a range of abusive behaviors in their dating relationships, including verbal, physical, and sexual abuses and controlling behaviors. The young women struggled with how to deal with the suicidal ideation and the abuse concurrently. Some of the young women believed that the threats of suicide were real, and had concerns for their boyfriends’ well-being. Others believed that their boyfriend was using this as a manipulative tactic to get them the stay in the unhealthy relationship. This impacted how young women dealt with and reacted to the abuse, including if they chose to stay in the relationship or not.
Research limitations/implications
This study provides narratives from young women in relationships where there is dating violence and threats of suicide, which adds to our understanding of the dynamics of how life course impacts both dating violence and suicide. The sample is small and not generalizable. Future research should include both partners to provide a more holistic picture of the relationship. Additional research should also examine any differences of experiences based on gender, race and ethnicity, social class, and sexual orientation.
Practical and social implications
This has serious implications for prevention education and intervention. Policy-makers may want to consider: (1) mandating additional training for teachers and other adults that work with teens, in order to identify warning signs of both dating violence and suicidal ideation, (2) require education for teens on these topics, and (3) ensure evidenced-based interventions are accessible to teens dealing with these issues.
Originality/value
This paper provides a deeper understanding of teen experiences with suicidal threats and how they respond to them within the context of an abusive dating relationship. Policy-makers, advocates, school personnel, and youth may benefit from these findings, particularly in regard to developing appropriate prevention education and interventions.
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Jinyoung Koh, Susan P. Farruggia, Nicole Perez and Julienne Palbusa
This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher…
Abstract
Purpose
This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity.
Design/methodology/approach
Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables.
Findings
Family−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students.
Originality/value
In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts.
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Saskia Ryan, Nicole Sherretts, Dominic Willmott, Dara Mojtahedi and Benjamin M. Baughman
The purpose of this paper is to investigate the effect of response bias and target gender on detecting deception.
Abstract
Purpose
The purpose of this paper is to investigate the effect of response bias and target gender on detecting deception.
Design/methodology/approach
Participants were randomly assigned to one of three experimental conditions: a stereotype condition (bogus training group), a tell-signs condition (empirically tested cues), and a control condition. Participants were required to decide whether eight targets were lying or telling the truth, based upon the information they had been given. Accuracy was measured via a correct or incorrect response to the stimuli. The data were then analyzed using a 2×2×3 mixed analysis of variance (ANOVA) to determine whether any main or interactional effects were present.
Findings
Results revealed training condition had no significant effect on accuracy, nor was there a within-subject effect of gender. However, there was a significant main effect of accuracy in detecting truth or lies, and a significant interaction between target gender and detecting truth or lies.
Research limitations/implications
Future research should seek a larger sample of participants with a more extensive training aspect developed into the study, as the brief training offered here may not be fully reflective of the extent and intensity of training which could be offered to professionals.
Originality/value
Within the criminal justice system, the need for increased accuracy in detecting deception is of critical importance; not only to detect whether a guilty individual is being deceitful, but also whether someone is making a false confession, both to improve community safety by detaining the correct perpetrator for the crime but also to maintain public trust in the justice system. The present research provides a fresh insight into the importance of training effects in detecting deception.
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Rebecca Reynolds, Sam Chu, June Ahn, Simon Buckingham Shum, Preben Hansen, Caroline Haythornthwaite, Hong Huang, Eric M. Meyers and Soo Young Rieh
Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning…
Abstract
Purpose
Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.
Design/methodology/approach
This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.
Findings
The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.
Originality/value
The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.
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Health-seeking behaviors (HSB) for infertility are influenced my multiple factors. The Behavioral Model of Health Services Utilization states that enabling resources and…
Abstract
Health-seeking behaviors (HSB) for infertility are influenced my multiple factors. The Behavioral Model of Health Services Utilization states that enabling resources and predisposing factors are essential in predicting HSB, and this study examined the relationship between state-level mandates that insurance providers cover infertility service on the rates of HSB for infertility among a nationally representative sample of women.
This study used data from the National Survey of Family Growth, identified 15 states with state-level mandates as enabling resources, and used sociodemographic characteristics as predisposing resources. Using discrete-time event-history analyses, and retrospective accounts of infertility HSB, these variables were examined to determine if residing in a state with state-level insurance mandates would increase the likelihood of HSB for infertility.
Results indicated an impact of state-level mandates on HSB for infertility. Specifically, the rates of HSB for infertility were higher among women residing in states with state-level mandates.
A limitation in this research stems from a data restriction that forced identifying a place-of-residence before or after 2000. To overcome this, multiple analyses, and a nested model comparison were tested to measure the effect of state-level mandates on HSB.
The comparative analysis of the rates of HSB for women residing in states with state-level mandates has not been considered before, and the results provide further detail into the infertility experience for women and their partners.
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Daniel G. Dorner, G.E. Gorman and Nicole M. Gaston
Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in…
Abstract
Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in countries of the less developed world, this chapter looks at how context informs our understanding of the nature and process of IL and ILE in developing countries of the Asian region, with particular attention to Cambodia and Laos. The principal focus is on definitional issues related to cultural contexts. From the literature and from personal experience as IL/ILE trainers in SE Asia, we maintain that extant definitions and understanding of IL are principally North American in origin and focus, or largely based on the North American perception of IL and ILE. It was not until the mid-years of the first decade of this century that we saw formal recognition that IL competencies are being applied within cultural and social contexts, and that cultural factors are affecting information literacy. Our chapter contributes ‘on-the-ground’ support for this understanding. During the course of a series of IL/ILE workshops in Cambodia and Laos, a series of ad hoc focus groups was utilised to test the contextual effects on understandings of information literacy; contextualised definitions, each specific to and slightly different for individual countries, were developed. What emerged from the focus group discussions about IL was a series of definitional nuances highlighting these key points: (1) information literacy in definition and practice must be contextually grounded; (2) knowledge creation as a product of information literacy is both knowledge based and problem focused; (3) the contexts of a society must be understood quite specifically; and may be unique to each society; and (4) information literacy involves a continuum that comes from and at the same time enables new learning related to the contextual aspects of information. Given these points, we confirm that traditional definitions of IL are not particularly robust in the context of less developed Asian countries. Further, we conclude that local understanding of IL results in definitions aligned with the realities of specific societies. This in our view leads to more robust, contextualised information literacy education.
A multimedia computer system is one that can create, import, integrate, store, retrieve, edit, and delete two or more types of media materials in digital form, such as audio…
Abstract
A multimedia computer system is one that can create, import, integrate, store, retrieve, edit, and delete two or more types of media materials in digital form, such as audio, image, full‐motion video, and text information. This paper surveys four possible types of multimedia computer systems: hypermedia, multimedia database, multimedia message, and virtual reality systems. The primary focus is on advanced multimedia systems development projects and theoretical efforts that suggest long‐term trends in this increasingly important area.