A Safety Net for Social Networking: Development of a Predictive Tool for Domestic Terrorism

There is a growing trend of disturbed individuals expressing their unhappiness with elements of government or society in general by committing violent acts. In a high number of these cases, the perpetrators gave clues through social networks as to what they planned to do beforehand. While technology can identify certain key words and phrases, it has not advanced to the point of being able to quickly discern between trivial and non-trivial threats. This paper describes ongoing research into developing a tool that can assist in the prediction of terroristic behavior using data from social networks combined with personal knowledge of the individual

Preferences in Information Processing, Marginalized Identity, and Non-Monogamy: Understanding Factors in Suicide-Related Behavior among Members of the Alternative Sexuality Community

Suicide-related behavior (SRB) is a mental health disparity experienced by the alternative sexuality community. We assessed mental health, relationship orientation, marginalized identities (i.e., sexual orientation minority, gender minority, racial minority, ethnic minority, and lower education), and preferences in information processing (PIP) as factors differentiating lifetime SRB groups. An online cross-sectional survey study was conducted in 2018. Members of the National Coalition for Sexual Freedom (NCSF; n = 334) took part. Bivariate analyses identified the following SRB risk factors: female and transgender/gender non-binary identity, sexual orientation minority identity, lower education, suicide attempt/death exposure, Need for Affect (NFA) Avoidance, depression, and anxiety. Monogamous relationship orientation was a protective factor. Multi-nomial regression revealed the following: (1) monogamous relationship orientation was a protective factor for suicidal ideation and attempt; (2) lower education was a risk factor for suicide attempt; (3) anxiety was a risk factor for suicide attempt; and (4) depression was a risk factor for suicidal ideation. A two-way interaction showed that elevated NFA Approach buffered the negative impacts of depression. Relationship orientation, several marginalized identities (i.e., based on gender, sexual orientation, and educational level), and PIP all contributed uniquely to SRB. Further study is necessary to understand the role of relationship orientation with suicide. Health education and suicide prevention efforts with NCSF should be tailored to account for marginalized identity, mental health, and NFA factors

‘Can you put down your mission and plug into mine?’ How place-based initiatives leverage collaborations with academic institutions to enhance their ABCD and CBR potential

Place-Based Initiatives (PBIs) involve efforts to mobilise and coordinate local resources, services and expertise across multiple organisations and sectors in order to strengthen the social, structural, physical and economic conditions of historically disinvested neighbourhoods. While promising, these initiatives have had some documented challenges, and some are leveraging partnerships with academic institutions to address those challenges. In this article, we explore perspectives of leaders and staff from three PBI organisations in Charlotte, NC to better understand the benefits of PBI-academic partnerships and the conditions under which they are most effective. Thematic analysis of 23 semi-structured interviews revealed that PBIs leverage partnerships with academic institutions to accomplish two key goals. First, these partnerships stimulate asset- based community development (ABCD) by connecting community organisations and neighbourhood residents with academic resources and by strengthening PBI service delivery. Second, some partnerships give rise to community-based research efforts that help address external accountability challenges and inform PBI programming. The findings also illuminated several pitfalls in academic-PBI partnerships, sometimes rooted in conflicting priorities and approaches of academic researchers and non-profit practitioners. Finally, insights delineate key recommendations for improving PBI-academic collaborations, including countering academic exploitation by plugging into PBIs’ mission and respecting PBI expertise

Attitudes toward Suicide and Emotional Expressivity: Gender and Culture Specific Associations with Suicide Proneness for Japanese and American College Students

This study considered whether suicide acceptability and emotional expressivity were associated with suicide proneness in American and Japanese women and men. Participants included 417 (283 women, 134 men) American and 396 (243 women, 150 men) Japanese college students. Regression models indicated that suicide acceptability predicted unique variance in suicide proneness for both American and Japanese women and men. However, emotional expressivity contributed to understanding the suicide proneness of American college students only. Culturally appropriate prevention and intervention implications associated with reducing suicide acceptance and cultivating well-being and resiliency are offered

Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching

Creating a trauma-sensitive classroom requires a shift in perspective from viewing a student’s problematic behavior as a function of poor character to considering it contextually. However, a trauma-sensitive perspective may be insufficient for school staff to implement trauma-sensitive practices. Theoretically, motivation, or readiness to change (R2C), is needed to adopt any new behavior. Therefore, the purpose of this study was to examine the role of R2C in the relation between attitudes related to trauma-informed care (ARTIC) and the adoption of trauma-sensitive practices in a school setting. The targeted elementary school primarily serves Black students (83%), living below the federal poverty line. All staff attended an in-service training about trauma-sensitive schools (TSS), in which trauma-sensitive strategies were modeled, and student-friendly, emotional regulation materials were provided. Teachers and staff (n = 40) were assessed one year after receiving the TSS training. Participants reported their ARTIC, R2C, and trauma-informed strategy adoption. Using PROCESS Model 4, R2C fully mediated the relation between ARTIC and reported use of specific trauma-sensitive classroom strategies (β = 0.19, bootstrapped SE = 0.12, 95% LLCI = 0.04, 95% ULCI = 0.49). Facilitating R2C is essential when implementing trauma-sensitive school strategies. System-wide policies that may help promote the uptake of trauma-sensitive practices are described