Utilization of global attributions in recognizing and responding to gender discrimination among college women

Although learned helplessness theories suggest that global attributions for gender discrimination may serve to promote feelings of helplessness about responding to discrimination, group consciousness theories suggest they may instead be a precursor to enhancing collective actions against discrimination. To examine this theoretical discrepancy, college women completed measures of attributions for gender discrimination, political consciousness (as measured by common fate), participation in collective action, and helplessness behavior among college women. To examine the unique role of global attributions, participants were included if they made external and unstable attributions for discrimination (N = 231). Structural equation modeling showed hat recognizing discrimination occurs globally was associated with an increased sense of common fate, which in turn was related to greater collective action and less helplessness behavior. Theoretical (attributions in an intergroup context) as well as practical (institutional policies on publicizing discrimination) implications were discussed

Answering Wicked Questions: Dealing With Opposing Truths as a Nursing Associate Professor

Nursing associate professors frequently are confronted with increasing responsibilities and fewer resources. These challenges commonly contribute to declines in job satisfaction and may result in departing academe. This article addresses these challenges by providing answers to four common “wicked questions” experienced by nursing associate professors: (a) How do I decline a request from a supervisor to take on additional responsibilities while continuing to support the mission of the school and advance my own scholarly productivity? (b) How do I handle the workload of multiple doctoral students with a variety of content areas that are different from my own and maintain my own level of productivity? (c) How do I handle expectations for more service, and leadership for the school, university, and professional organizations, yet the teaching and research responsibilities have not changed or have increased? and (d) What are some additional tips to being a more productive nursing associate professor

THE IMPACT OF A SIX-MONTH PROFESSSONAL DEVELOPMENT PROGRAM ON ELEMENTARY TEACHERS’ KNOWLEDGE AND SELF-EFFICACY FOR RECOGNIZING AND RESPONDING TO STUDENT MENTAL HEALTH SYMPTOMS

This dissertation study examines teacher knowledge and self-efficacy when working with elementary students with mental health disorders. Specifically, the study investigates how a teacher professional development influences teachers’ knowledge and self-efficacy when working with students with mental health disorders. The distal outcome of the study is to increase success of the school reintegration process for elementary students returning to school following psychiatric hospitalization. Chapter one presents a review of current literature which explores the interplay of several child, family, teacher, economic, and cultural factors which affect the school reintegration process. Based on the literature, the convergent parallel mixed methods needs assessment specifically examined teacher factors, specifically how beliefs and attitudes, self-efficacy, and professional learning influence the manner in which teachers respond to elementary aged students with mental health disorders. Key findings revealed that many elementary teachers lacked professional development or training in supporting student mental health. Likewise, teachers had limited knowledge in mental health disorder symptoms and low self-efficacy in recognizing and responding to student needs, especially externalized behaviors. These results informed the plan of a six-month professional development program focusing on childhood mental health disorders and classroom behavior strategies. The goal of the intervention was to increase elementary teachers’ knowledge of mental health disorders, as well as increase teachers’ self-efficacy in working with students with mental health disorders. The researcher conducted a pretest-posttest convergent parallel mixed methods study to evaluate the intervention program. The results provide evidence that knowledge and self-efficacy increases for recognizing and responding to student mental health symptoms. Study findings suggest that the program is effective in meeting the short-term outcome of improving teachers’ knowledge and self-efficacy lending itself to increasing the distal goal of increasing the successfulness of the reintegration process

Women and Peace: Female Political Empowerment & the Prevention of Civil Violence

Today conflict mainly occurs within nations (as opposed to between nations), and the importance of women in creating and maintaining peace (which can be most simply defined as the absence of violence) through informal and formal leadership roles has also become known, offering much for the possibility of the reduction of violence within nations. Testing this relationship through a Poisson regression for the hypothesis that countries that have higher political empowerment for women will have less civil violence in their nations than countries with a lower level of political empowerment for women, this study is able to reject the null hypothesis (that no such relationship exists) by finding that the political empowerment of women has a statistically significant impact in the reduction of civil violence. In testing three additional intervening variables (democracy, GDP per capita, and primary education), it is determined that the political empowerment of women has the greatest impact on the reduction of civil violence, implying that, in the future, more effort should be placed on empowering women as a means for establishing peace

School District Assessment for Sudden Cardiac Arrest Preparation

A literature review on pediatric sudden cardiac arrest (SCA) suggests that school nurses nationwide are well supported in their responsibilities to manage SCA in school children, despite budget and equipment challenges. In this Masters project, school nurses in a district in the Pacific Northwest completed an online survey to assess their perceptions of personal and organizational preparedness to respond to SCA. As described by the AHA, best practices include: an effective and efficient communication system; coordination, practice, and evaluation of a response plan; risk reduction; training and equipment for CPR and first aid; and in some schools, establishment of an automated external defibrillator (AED) program. Forty-four percent of respondents reported that they have received an adequate amount of resources, support, training and preparation in their school to manage a sudden cardiac arrest event

Women\u27s risk perception and sexual victimization: A review of the literature

This article reviews empirical and theoretical studies that examined the relationship between risk perception and sexual victimization in women. Studies examining women\u27s general perceptions of risk for sexual assault as well as their ability to identify and respond to threat in specific situations are reviewed. Theoretical discussions of the optimistic bias and cognitive–ecological models of risk recognition are discussed in order to account for findings in the literature. Implications for interventions with women as well as recommendations for future research are provided

Both Facts and Feelings: Emotion and News Literacy

News literacy education has long focused on the significance of facts, sourcing, and verifiability. While these are critical aspects of news, rapidly developing emotion analytics technologies intended to respond to and even alter digital news audiences’ emotions also demand that we pay greater attention to the role of emotion in news consumption. This essay explores the role of emotion in the “fake news” phenomenon and the implementation of emotion analytics tools in news distribution. I examine the function of emotion in news consumption and the status of emotion within existing news literacy training programs. Finally, I offer suggestions for addressing emotional responses to news with students, including both mindfulness techniques and psychological research on thinking processes