Search results

1 – 4 of 4
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 31 May 2019

Patricia Pendry, Jaymie L. Vandagriff and Alexa Marie Carr

The purpose of this paper is to examine whether clinical levels of depression moderated university students’ momentary emotional states (e.g. feeling content, anxious, irritable…

648

Abstract

Purpose

The purpose of this paper is to examine whether clinical levels of depression moderated university students’ momentary emotional states (e.g. feeling content, anxious, irritable and depressed) in response to conditions commonly experienced during universal, college-based Animal Visitation Programs (AVPs).

Design/methodology/approach

During a real-life efficacy trial, students (N = 192) were randomly assigned to three common AVP conditions: a hands-on condition in which participants could freely pet cats and dogs in small groups, an observation condition in which participants observed students in the hands-on condition while awaiting one’s turn and a control condition in which participants viewed images of the same animals while refraining from socializing with peers. Using a checklist, students reported their momentary emotional states (e.g. feeling content, anxious, irritable and depressed) before and after the 10-min intervention.

Findings

Multivariate regression analyses showed that clinically depressed students reported significantly higher levels of momentary negative emotion including irritability, depression and anxiety after waiting in line compared to non-depressed students, suggesting that clinical depression may moderate potential stress-relieving effects of universal college-based AVPs depending on implementation practices.

Originality/value

This is the first study to examine the causal impact of a common yet unstudied feature of college-based AVPs aimed at reducing general college student stress. Results support the utility of targeted approaches for students presenting clinical levels of depression.

Details

Journal of Public Mental Health, vol. 18 no. 2
Type: Research Article
ISSN: 1746-5729

Keywords

Access Restricted. View access options
Book part
Publication date: 8 June 2020

Philomena Essed and Karen Carberry

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to…

Abstract

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems to be in (certain) disagreements with mainstream interpretations of the academic profession. Women of colour professors are redefining educational leadership. This chapter addresses its effect on emotional wellbeing together with techniques and strategies to strengthen emotional resilience.

Details

The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

Keywords

Available. Open Access. Open Access
Article
Publication date: 16 October 2024

Benton Jones

Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates…

107

Abstract

Purpose

Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates different-race presenter use in in-person diversity training and different-race presenter avatars in online interactions are effective in reducing bias, this paper aims to test the use of simulated Inter Group Social Contact (IGSC) theory in single-session online diversity training. Undergraduate business students at nine United States institutes of higher education participated in an online training module that provided either a same-race or different-race presenter avatar to each participant. Participants then completed the Modern Racism Scale. The data were analyzed using T-tests and an analysis of covariance. Potential drawbacks to the use of different-race presenters and the diversity of the student bodies at participating institutions are considered. Results suggest that the use of different-race presenter avatars in brief online diversity training does result in less racial bias in some groups but is not effective among the groups such training is designed to affect. The results are cautionary. Organizations are advised to use multi-installment training programs when using a different-race presenter avatar to improve the effectiveness of online diversity training.

Design/methodology/approach

Participants were asked to answer demographic questions, to view a video with one of two avatars representing the online diversity training presenter, then to complete the Modern Racism Scale questionnaire. Results were evaluated based on school membership, representing the diversity of the school’s student body, gender and self-identified race using Independent T-tests and covariate analysis.

Findings

The effect of the use of different-race presenter was minimal and was not uniform across groups. Bias was not reduced in male or nonminority groups. Felt bias of minority respondents was reduced. There was a weak correlation between the diversity of school populations and the effect of different-race diversity presenters.

Research limitations/implications

Participants were undergraduate students invited to participate by their instructors. Participants self-identified their gender and race.

Practical implications

The use of different-race diversity presenters in single session online diversity training is cautioned against.

Social implications

Though the use of different-race diversity training presenters has been found to reduce bias in multisession online training and in in-person training, the use of different-race diversity training presenters may not be beneficial in single session online diversity training. Thus, this innovation is limited in its use. Specifically, felt bias by the object of bias was reduced, which is considered a negative response to diversity training. Single session online diversity training is more likely to be used by smaller firms which employ much of the workforce.

Originality/value

The effect of different-race diversity presenters had been tested in multisession online training and in in-person training, but not in single-session diversity training.

Details

Journal of Ethics in Entrepreneurship and Technology, vol. 4 no. 2
Type: Research Article
ISSN: 2633-7436

Keywords

Access Restricted. View access options
Article
Publication date: 1 May 2001

Patricia Layzell Ward

Focuses on the year 2000, reviewing the periodical literature of information and library services management, and of the relevant literature from the field of management in…

6182

Abstract

Focuses on the year 2000, reviewing the periodical literature of information and library services management, and of the relevant literature from the field of management in general. Notes the themes of major conferences in the field of information and library services management, and of reference tools for library managers.

Details

Library Management, vol. 22 no. 3
Type: Research Article
ISSN: 0143-5124

Keywords

1 – 4 of 4
Per page
102050