Change of Perception and Positive Attitudes toward Therapy: A Comparative Analysis Conducted on Veterans of the United States of America

Active duty military members can be subjected to significant amounts of stress, trauma, and physical and mental exhaustion during their service periods. It is vital to recognize the extent of these mental health disorders because they affect 27% of veterans, and when not adequately treated, they can lead to increased functional disability, even more so than physical illnesses (Philips, 2016; Wells et al., 1989). This study aims to examine how different types of information influence the perceptions of therapy for veterans. Veterans of all branches of the United States military between the ages of 18 and 100 were asked to participate in this study. The participants were asked to answer a set of questions regarding their attitudes and perceptions of therapy and were then prompted to watch a video with either a testimonial or information on how therapy can help. After the video, participants were asked to complete a second round of the questions they previously answered. The study intends to find that the presentation of testimonial video intervention will result in a greater increase in their positive attitudes towards therapy than informational video intervention, and the presentation of the informational video intervention will result in a greater change in the perception of therapy than the testimonial video intervention. Furthermore, the study intends to find that female veterans will have a greater change in their positive attitudes towards therapy when compared to male veterans, and lastly, younger veterans will have a greater change in their perception of therapy when compared to older veterans. Currently, mental health disorders lead to 21 veteran suicides every day (Shane, 2016), with many of these veterans not seeking therapy due to their perceptions of therapy. The results of the study could lead to changes in how mental health services are perceived, thereby increasing the likelihood that veterans will attend therapy, which would lead to reduced suicides and other negative mental health outcomes

Cultural Influences on Exercise Type and Body Confidence in Women

This study examined cultural influences on exercise habits and body confidence in women, specifically between ethnic minority and white women. Past research has indicated that Asian women often feel more cultural pressure than their White counterparts. This study wanted to examine further and see if an individual’s parent being an immigrant differs in amount of cultural pressure. Another aspect that this survey examined is motivation for exercise. Past research found that women who felt greater dissatisfaction with their physical appearance were more likely to list factors such as appearance or weight as their reasoning for exercise rather than for health reasons. The theory driving this study is social identity theory, which explains how individuals identify with certain social groups in relation to other social groups available. Participants in this study were recruited through SONA and social media platforms and surveyed using the Multigroup Ethnic Identity Measure-Revised (MEIM-R) (Phinney & Ong, 2007), the Social Attitudes Towards Appearance Questionnaire-4 (SATAQ-4) (Schaeffer et al., 2015), and the Reasons for Exercise Inventory (Silberstein, Striegel-Moore, Timko, & Rodin, 1988). The data results were analyzed using ANOVA, chi square, and t test analyses. The expected results were that female participants who identify as ethnic minorities would report more cultural influences on their exercise habits and body confidence. Specifically, ethnic minority women would report experiencing more family pressures and commentary on their appearance than White women

Critical Race Theory: An Empirical Investigation of its Benefits

Within the last decade, discussions regarding the implementation of critical race theory in education have gained significant controversy among educators and politicians. Although empirical research on critical race theory is limited, conservative states continue to place bans on the teaching of critical race theory (CRT) in K-12 schools (Carter, 2021). The purpose of this study was to build empirical research on CRT, specifically examining whether a course utilizing a critical race curriculum is effective in reducing negative stereotype beliefs and improving attitudes toward critical race theory. Nineteen undergraduate students who were enrolled in the course, IES 102: The Social Construct of Difference, at Chapman University, were selected to participate in this study. Within the first two weeks of the course, students were recruited to participate in an online pre-test that assessed their beliefs in stereotypes and attitudes toward the concept of critical race theory. In the last four weeks of the course, students were recruited back to complete a similar post-test, assessing their beliefs in stereotypes and attitudes toward the concept of critical race theory again. There was no significant difference between participants’ belief in stereotypes and attitude toward critical race theory before and after exposure to a critical race curriculum. However, students who identify as more liberal had a more positive attitude to CRT, and students who identify within a minority community had fewer beliefs in negative stereotypes. These results are significant as it demonstrates that beliefs in stereotypes and support for a critical race curriculum are dependent on identity. Based on the significant results of this study, educators and advocates should focus on debunking the myths of critical race theory and spreading awareness on its true values and curriculum, especially towards conservative groups. Additionally, educators should utilize activities to build empathy and perspective-taking skills towards “outgroups” to improve intergroup relations

Types of Bias-Based Bullying and School Climate Perceptions, Attendance, and Grades

Bias-based bullying relating to disability, sexual orientation, and gender identity has extremely detrimental effects on the victim’s school climate perceptions, attendance records, and academic achievement. This study used a cross-sectional research design to compare the self-reported school climate perceptions, attendance habits, and grades of student victims of disability-based bias-related bullying and sexual orientation- and gender identity-based bias-related bullying using secondary data from the California Healthy Kids Survey. Participants (N = 713,107) filled out the California Healthy Kids Survey self-report surveys in the years 2017, 2018, and 2019. Regression analyses and a two-sample t-test were used to analyze and compare the relationships between gender identity- and sexual orientation-based bullying versus disability-based bullying and self-reported student grades, attendance rates, reasons for absences, and school climate perceptions. When compared to students who experience gender-identity- or sexual orientation-based bullying, students who experienced disability-based bullying had significantly more negative perceptions of their schools’ climates. Victims of disability-based bullying also reported more absences, more truancies, and lower grades than victims of gender-identity- and sexual orientation-based bullying. When compared to students who reported experiencing disability-based bullying, students who reported experiencing sexual orientation- and gender-identity-based bullying more frequently reported missing school due to mental or physical illness, bullying or mistreatment in school, feeling unsafe traveling to and from school, and feeling negative emotions such as sadness, hopelessness, anxiety, stress, or anger. The findings were used to determine where certain interventions for victims of sexual orientation- and gender identity-based versus disability-based bias-related bullying are needed

The Impact of Childhood Trauma on Adult Attachment Style

Repeated and complex childhood trauma can have devastating effects on individuals and their future relationships. Attachment styles are developed in the early years of an individual\u27s life, and adverse experiences during these early years can negatively affect the attachment style that an individual develops. Various traumatic experiences during childhood, such as abuse/neglect, death/separation of parent, or witnessing domestic violence, may lead individuals to develop insecure attachment styles in their future romantic relationships. In many instances, experiencing childhood trauma can result in the development of aninsecure attachment style of anxious, avoidant, or disorganized. This study aimed to examine the impact of repeated childhood trauma on the attachment style of adults in their romantic relationships, their relationship satisfaction as well as their likelihood of experiencing intimate partner violence. To investigate this, participants (N= 80) completed a series of surveys based on their childhood experiences and current dynamics within their romantic relationships. The results of this study only found statistical significance to support one of the hypotheses but offer various implications that future researchers can expand on. The implications of this study could provide therapists with insights into the correlation between childhood trauma and attachment style in adulthood. By understanding the devastating effects of childhood trauma on attachment style in adult romantic relationships, therapists can develop more effective strategies to work with patients through their childhood trauma, possibly alleviating the development of insecure attachments within adult romantic relationships