Civility

Author(s):  
Peggy D. Bennett

Sometimes we live as if we have two categories of feelings toward others: we like them or we dislike them. If we adopt this stance, we are missing out on so much we could learn. “Liking” may be the least substantial opinion we can have. Liking is highly overrated. Civility, however, is not. Politeness, courtesy, respect, graciousness, consideration— those are just some of the synonyms and images of civility. As we imagine those with whom we come in contact in our neighborhoods, cities, organizations, and businesses, there is likely a wide array of affinity. Yet camaraderie need not deter­mine the level of civility we display. When we present attitudes and behaviors of civility, both in and out of school, we reap the benefits of knowing we are doing our best. We are behaving respectfully. Civility . . . is the set of sacrifices we make for the sake of our common journey with others, and out of love and respect for the very idea that there are others. When we are civil, we are not pretending to like those we actually despise; we are not pretending to hold any attitude toward them except that we accept and value them as every bit our equals . . . . The duty to love our neighbors . . . is not lessened because we happen to think our neighbor is wrong about a few things.

2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz

Crisis ◽  
2013 ◽  
Vol 34 (2) ◽  
pp. 82-97 ◽  
Author(s):  
Bonnie Klimes-Dougan ◽  
David A. Klingbeil ◽  
Sarah J. Meller

Background: While the ultimate goal of adolescent suicide-prevention efforts is to decrease the incidence of death by suicide, a critical intermediary goal is directing youths toward effective sources of assistance. Aim: To comprehensively review the universal prevention literature and examine the effects of universal prevention programs on student’s attitudes and behaviors related to help-seeking. Method: We systematically reviewed studies that assessed help-seeking outcomes including prevention efforts utilizing (1) psychoeducational curricula, (2) gatekeeper training, and (3) public service messaging directed at youths. Of the studies reviewed, 17 studies evaluated the help-seeking outcomes. These studies were identified through a range of sources (e.g., searching online databases, examining references of published articles on suicide prevention). Results: The results of this review suggest that suicide-prevention programming has a limited impact on help-seeking behavior. Although there was some evidence that suicide-prevention programs had a positive impact on students’ help-seeking attitudes and behaviors, there was also evidence of no effects or iatrogenic effects. Sex and risk status were moderators of program effects on students help-seeking. Conclusions: Caution is warranted when considering which suicidal prevention interventions best optimize the intended goals. The impact on adolescents’ help-seeking behavior is a key concern for educators and mental-health professionals.


2006 ◽  
Author(s):  
Kaki M. York ◽  
Paula Varnado-Sullivan ◽  
Michelle Mlinac ◽  
Marla Deibler ◽  
Christopher P. Ward

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