Future Directions in System Responses to Interpersonal Violence and Abuse: Community Perspectives

2021 ◽  
pp. 4723-4752
Author(s):  
Tracy Sbrocco ◽  
Khalilah M. Mccants ◽  
Megan W. Blankenship ◽  
Michele M. Carter ◽  
Patrick H. Deleon
Author(s):  
Tracy Sbrocco ◽  
Khalilah M. Mccants ◽  
Megan W. Blankenship ◽  
Michele M. Carter ◽  
Patrick H. Deleon

2019 ◽  
Vol 46 (4) ◽  
pp. 306-311
Author(s):  
Courtenay E. Cavanaugh

Teachers of psychology have been called to both educate college students about interpersonal violence (e.g., sexual assault) and use service learning. However, few models exist for how teachers may simultaneously address both of these calls. This article describes a service-learning course in psychology that integrated an evidence-based, bystander intervention program (BIP) into it in order to provide students with both sexual assault education and roles for advancing sexual assault prevention on campus. Sixteen students in an undergraduate psychology course watched TakeCare, a video shown to improve students’ positive bystander behavior to prevent sexual assault and then facilitated delivery of TakeCare to 156 other students on campus. This course illustrates a novel model for advancing sexual assault education and prevention on campus, and the model may be used in other psychology courses. Future directions for implementing and evaluating this model are described.


Author(s):  
Phillip M. Kleespies

In this concluding chapter, further emphasis is given to the critical need for education and training for psychologists and other mental health providers in the evaluation and management of behavioral emergencies. It is noted that the need for such training has been cited by several national and international organizations concerned with health care. Next, there is a discussion of some aspects of behavioral emergencies that are in need of future research and some promising directions for the prevention of suicide and interpersonal violence (e.g., means restriction and means restriction counseling). Finally, the importance of remaining evidence-based in clinical work is discussed, as well as what “evidence-based” might mean in a dynamic area of practice such as behavioral emergencies.


2021 ◽  
pp. 4753-4790
Author(s):  
Michael Levittan ◽  
Nada Yorke ◽  
Mary Beth Quaranta Morrissey ◽  
Thomas Caprio ◽  
Patricia Brownell

Author(s):  
Michael Levittan ◽  
Nada Yorke ◽  
Mary Beth Morrissey ◽  
Thomas Caprio ◽  
Patricia Brownell

2021 ◽  
pp. 4791-4811
Author(s):  
Alicia Sanchez Gill ◽  
Nkiru Nnawulezi

2018 ◽  
Vol 42 (4) ◽  
pp. 227-246 ◽  
Author(s):  
Sylvie Parent ◽  
Kristine Fortier

The problem of violence against athletes is of growing concern. However, the scientific literature in this field tends to be specific to certain forms of violence and does not always provide a clear portrayal of the problem. To better understand issues concerning violence against athletes in sport and to identify needs in this area of research, we must look at violence in a more inclusive way and see violence against athlete as a global problem. This article presents a comprehensive overview of the problem of interpersonal violence against athletes in the sport context. We discuss definitions of violence in sport through the lens of athletes’ victimization. We also look at the various manifestations of interpersonal violence against athletes, the perpetrators involved, the factors associated to the risk of victimization, and the possible consequences of this violence on the mental and physical health of athletes. Finally, future directions for research on this topic are discussed.


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