Nursing Students’ Perception of the Stigma of Mental Illness

Background: Mental health disorders are highly prevalent in the U.S. Nursing students’ perceptions regarding the stigma of mental illness will impact the quality of care delivered and the patients’ outcomes. Method: Data was collected from 64 sophomore students. Five open ended questions were distributed to the students during the first class. All the surveys were collected by a volunteer student and were placed in the instructor’s mailbox in a sealed envelope. Results: The results revealed three categories: students ‘perceptions of the causes of mental illness stigmatization, their own perception of mental illness, and their perception on how to break the cycle of stigmatization of mental illness. Conclusion: Nursing students provided insightful perceptions regarding the causes of the stigma and possible interventions. Collaborative efforts to break the stigma of mental illness include: education, acceptance, increasing awareness, and better portrayal in the media

College Student Perceptions of ADHD: Links Between Prior Knowledge and Stigma

Attention deficit hyperactivity disorder (ADHD) is characterized by persistent inattention, which might or might not accompany hyperactivity and impulsivity, that noticeably interferes with functioning and development in at least two settings. It is a commonly diagnosed childhood mental health disorder. Public knowledge and attitudes towards ADHD are an important consideration for those who are going to potentially be working with that population. Research has shown older children and parents may attribute ADHD behavior to poor social skills or immaturity. Teachers often report feeling unprepared to have a student with ADHD and would like more training. Some research has shown the perpetuation of common misconceptions of ADHD by parents and teachers. This research sought to determine if there was a correlation between knowledge of ADHD and stigma towards individuals with ADHD and to determine if students majoring in psychology differed from their peers on knowledge about ADHD or attitudes towards individuals with ADHD. After surveying 131 students from a faith-based, private university in Virginia, it was found that those majoring in psychology did not have significant differences in knowledge of ADHD or stigma towards people with ADHD when compared to students in other majors. Both knowledge and stigma scores were high across groups and no significant correlation between knowledge and attitudes was found. Findings have implications for university students diagnosed with ADHD and administrators working to reduce the stigma of ADHD on campus

Influence of Personal Preferences on Link Dynamics in Social Networks

We study a unique network dataset including periodic surveys and electronic logs of dyadic contacts via smartphones. The participants were a sample of freshmen entering university in the Fall 2011. Their opinions on a variety of political and social issues and lists of activities on campus were regularly recorded at the beginning and end of each semester for the first three years of study. We identify a behavioral network defined by call and text data, and a cognitive network based on friendship nominations in ego-network surveys. Both networks are limited to study participants. Since a wide range of attributes on each node were collected in self-reports, we refer to these networks as attribute-rich networks. We study whether student preferences for certain attributes of friends can predict formation and dissolution of edges in both networks. We introduce a method for computing student preferences for different attributes which we use to predict link formation and dissolution. We then rank these attributes according to their importance for making predictions. We find that personal preferences, in particular political views, and preferences for common activities help predict link formation and dissolution in both the behavioral and cognitive networks.Comment: 12 page

Understanding Bullying and the Necessity for Prevention and Intervention in Schools

The emotional stability and mental health of a student plays an essential role in his or her academic success. The emotional state of a student can be greatly damaged when he or she is the victim or perpetrator of bullying. Unfortunately, bullying is an active and serious problem that affects millions of students in K-12 classrooms every day. One could argue that the issue of bullying is becoming more prevalent in present time that is ever was before. In recent years, the rise of technology gave birth to a new form of bullying named cyberbullying. Kids no longer have a safe haven when they leave school. Bullies are able to continue the tormenting of their peers through social media, texting, email, and countless other outlets. Bullying can detrimentally affect students physically, emotionally, and academically. Teachers now have the responsibility to provide a safe and comfortable learning environment for their students. In order to provide that safe environment, there must be a stop to bullying. The objective of this paper is to identify the root causes of bullying, the effects bullying has on students, and the most effective strategies to prevent and intervene with bullying in the classroom

Concealment, communication and stigma: The perspectives of HIV-positive immigrant Black African men and their partners living in the United Kingdom

This study explored the perspectives of Black men, originally from East Africa, living in the United Kingdom and their families on what it means to live with diagnosed HIV. This article reports on concealment of HIV-positive status as a strategy adopted by the affected participants to manage the flow of information about their HIV-positive status. Analysis of the data, collected using in-depth interviews involving 23 participants, found widespread selective concealment of HIV-positive status. However, a few respondents had ‘come out’ publicly about their condition. HIV prevention initiatives should recognise concealment as a vital strategy in managing communication about one’s HIV-positive status

Bias and Perception

chapter on perception and bias including implicit bias

Bias and Perception

chapter on perception and bias including implicit bias

THE SOCIAL CHANGE AND COLLECTIVE BEHAVIOR DEPICTED IN RICHARD LONCRAINE’S 5 FLIGHTS UP

Basically every individual experiences changes in their life. People change, and so do society. In the 5 Flights Up Film, the writer is interested to find the major sources of social change such as the population growth, the infrastructure development, and technological innovation that produces smartphones and the internet. Somehow, technological innovation has influenced the life style, way of living, and behavior of the society in this modern era. The writer is also interested in analyzing the types of collective behavior namely rumor, mass hysteria, and panics among the society regarding a particular issue. In analyzing this film, the writer used library research as the method of research. Objective and sociology of literature approaches are used as the method of approach. As the result, the writer is able to observe what affects Mr. and Mrs. Carver's decision to cancel selling their house and decide to stay in their five floor apartment. Moreover, the film often represents certain issue and it highlights its perspective on the issue. Thus, the writer also emphasizes that through the film everyone can learn to gain the sense of awareness about particular phenomenon occurred within society

What We Epistemically Owe To Each Other

This paper is about an overlooked aspect—the cognitive or epistemic aspect—of the moral demand we place on one another to be treated well. We care not only how people act towards us and what they say of us, but also what they believe of us. That we can feel hurt by what others believe of us suggests both that beliefs can wrong and that there is something we epistemically owe to each other. This proposal, however, surprises many theorists who claim it lacks both intuitive and theoretical support. This paper argues that the proposal has intuitive support and is not at odds with much contemporary theorizing about what we owe to each other