Academic Safety Planning: Intervening to Improve the Educational Outcomes of Collegiate Survivors of Interpersonal Violence

2020 ◽  
pp. 088626052096716
Author(s):  
Rachel J. Voth Schrag ◽  
Leila G. Wood ◽  
Dixie Hairston ◽  
Cynthia Jones
Keyword(s):  
Higher Education ◽  
Interpersonal Violence ◽  
Partner Violence ◽  
Qualitative Interviews ◽  
Well Being ◽  
Economic Security ◽  
Educational Goals ◽  
Safety Planning ◽  
Academic Accommodations ◽  
Student Centered

Demonstrated impacts of intimate partner violence (IPV) and sexual assault (SA) for college students include negative outcomes related to mental, physical, emotional, and academic well-being. As a result of increasing awareness of the long-standing epidemic of IPV and SA on college campuses, Institutions of Higher Education (IHEs) are expanding the services provided to survivors of IPV and SA, including campus-based advocacy services that are adapted from community models. Like community advocacy, campus-based advocacy services focus on empowerment, support, resource provision, and addressing safety needs. However, the unique context of higher education produces specific student-centered needs, including an increased focus on educational goals, academic accommodations, and safety planning. The current study seeks to shed new light on the specific foci and tasks of advocacy in the context of IHEs, related to what we call “academic safety planning,” and to highlight the experience of student service recipients utilizing these forms of advocacy. Thematic analysis of 48 qualitative interviews with advocates ( n = 23) and service users ( n = 25) from five programs at three universities was used to discover practices applied by campus-based advocates and to understand student-survivor needs and preferences within academic safety planning. Findings reveal the core components of academic safety planning, which are: (a) Advocating for emotional and physical safety in the university context, (b) Assessing and identifying needed academic accommodations, and (c) rebuilding connections and institutional trust at school. These interviews reveal that academic safety planning has the potential to enhance the academic outcomes of survivors, which in turn could lead to important improvements in long-term personal safety, well-being, and economic security for student-survivors.

scholarly journals Cripping Kairos: The Risky Rhetorical Performance of Autism Disclosure for the College Student

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Pamela Saunders
Keyword(s):  
Higher Education ◽  
College Student ◽  
Qualitative Interviews ◽  
Educational Goals ◽  
Rhetorical Practice ◽  
Disability Disclosure ◽  
Time Frames ◽  
Rhetorical Performance

This article draws on qualitative interviews with one autistic student about his experiences accessing higher education, focusing on disability disclosure as a time-based rhetorical practice. I explore how Mike exploits the kairotic dimensions of autism disclosure in risky and contradictory ways to pursue his larger educational goals. Autistic students are often assumed to be unacceptably awkward, incapable of intentional stances, and fundamentally not rhetorical. These assumptions, however, obscure the complexity inherent in their rhetorical practices; this complexity is particularly salient in the timing of disability disclosure. I argue that Mike embodies a temporal expertise that expands the concept of crip time – often conceived as a delay or extension of normative time frames – to encompass time as a rhetorical resource for disabled rhetors.

“Everybody’s Really Close-Knit”: Disconnections Between Helping Victims of Intimate Partner Violence and More General Helping in Rural Communities

2018 ◽  
Vol 25 (3) ◽  
pp. 337-358 ◽  
Author(s):  
Victoria L. Banyard ◽  
Katie M. Edwards ◽  
Elizabeth A. Moschella ◽  
Katherine M. Seavey
Keyword(s):  
Intimate Partner Violence ◽  
Rural Communities ◽  
Partner Violence ◽  
Qualitative Interviews ◽  
Well Being ◽  
Intimate Partner ◽  
Daily Hassles ◽  
Eastern United States ◽  
Preventive Actions ◽  
Taking Action

Social support is key to well-being for victims of intimate partner violence (IPV), and bystanders have an important role to play in preventing IPV by taking action when there is risk for violence. The current study used qualitative interviews to explore young adults’ perspectives on helping in situations of IPV, and more general helping, in the rural communities in which they resided. Participants were 74 individuals between the ages of 18 and 24 years from 16 rural counties across the eastern United States. Participants generally described their communities as close-knit and helpful, especially around daily hassles (e.g., broken down car) and unusual circumstances (e.g., house fire). Although participants generated ways in which community members help IPV victims, these mostly focused on providing support or taking action in the aftermath of IPV as opposed to more preventive actions. Lack of financial resources were uniquely cited as a barrier to more general helping, whereas concerns about privacy and lack of deservingness of help were barriers to both general helping and helping in IPV situations, although these were more pronounced in IPV situations than general helping situations. Taken together, these results suggest that although people generally see their communities as helpful and close-knit, these perceptions and scripts did not necessarily translate to helping in situations of IPV. Bystander intervention programs are needed that provide more specific helping scripts for IPV.

Mothers’ Experiences of Parenting Within the Context of Intimate Partner Violence: Unique Challenges and Resilience

2019 ◽  
pp. 088626051988386
Author(s):  
Alison Fogarty ◽  
Hannah Woolhouse ◽  
Rebecca Giallo ◽  
Catherine Wood ◽  
Jordy Kaufman ◽  
...  
Keyword(s):  
Intimate Partner Violence ◽  
Health Care Professionals ◽  
Partner Violence ◽  
Qualitative Interviews ◽  
Well Being ◽  
Intimate Partner ◽  
Physical And Mental Health ◽  
First Child ◽  
Increased Risk ◽  
The Impact

Maternal and child health are strongly linked, particularly in the presence of intimate partner violence (IPV). Women who experience IPV are at increased risk of negative physical and mental health difficulties. However, little is known about the experience of mothering within the context of IPV and what mothers perceive as contributing to resilience. This study had two aims. First, to explore women’s experience and perceived challenges associated with being a mother within the context of being in a relationship where IPV is being used. Second, to explore what mothers found helpful in coping during this experience. A nested qualitative sub-study was conducted within a prospective study of mothers during pregnancy and following the birth of their first child. Nine women who reported experiencing IPV since becoming pregnant with their first child participated in semi-structured qualitative interviews, which were then transcribed and analyzed using interpretive phenomenological analysis (IPA). Three subthemes emerged within the theme of unique challenges experienced by mothers. These were partner control over parenting, other disrespectful and controlling behavior, and emotional exhaustion. Within the theme of mothers’ sense of resilience and coping, career development, making sense of experiences, focusing on children, and help-seeking played important roles in helping mothers manage these difficulties. Our findings highlighted the impact that IPV can have on the experience of mothering and the importance of prioritizing women’s health and well-being. Finally, these findings emphasize the importance of health-care professionals identifying and acknowledging the signs of IPV to support women to speak out about their experiences.

scholarly journals The Effect of Prescription Drugs and Alcohol Consumption on Intimate Partner Violence Victim Blaming

2020 ◽  
Vol 17 (13) ◽  
pp. 4747
Author(s):  
Gemma Sáez ◽  
Manuel J. Ruiz ◽  
Gabriel Delclós-López ◽  
Francisca Expósito ◽  
Sergio Fernández-Artamendi
Keyword(s):  
Intimate Partner Violence ◽  
Alcohol Consumption ◽  
Prescription Drugs ◽  
Interpersonal Violence ◽  
Partner Violence ◽  
Well Being ◽  
Intimate Partner ◽  
Control Group ◽  
Female Victims ◽  
Self Blame

Intimate Partner Violence (IPV) is a public health problem with harsh consequences for women’s well-being. Social attitudes towards victims of IPV have a big impact on the perpetuation of this phenomenon. Moreover, specific problems such as the abuse of alcohol and drugs by IPV victims could have an effect on blame attributions towards them. The aim of this study was to evaluate whether the external perception (Study 1) and self-perception (Study 2) of blame were influenced by the victims’ use and abuse of alcohol or by the victims’ use of psychotropic prescription drugs. Results of the first study (N = 136 participants) showed a significantly higher blame attribution towards female victims with alcohol abuse compared to those without it. No significant differences were found on blame attributed to those with psychotropic prescription drugs abuse and the control group. Results of the second study (N = 195 female victims of interpersonal violence) showed that alcohol consumption is associated with higher self-blame and self-blame cognitions among IPV victims. However, results did not show significant differences on self-blame associated to the victims’ use of psychotropic prescription drugs. Our findings indicate that alcohol consumption, but not prescription drugs use, plays a relevant role in the attribution of blame by general population and self-blame by victims of IPV.

scholarly journals SYSTEMIC COMPONENTS OF ECONOMIC SECURITY OF HIGHER EDUCATION INSTITUTION

2020 ◽  
Vol 6 (4) ◽  
pp. 72-80
Author(s):  
Оlena Zhukova ◽  
Volodymyr Parsyak
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Effective Means ◽  
Well Being ◽  
Economic Security ◽  
Educational Process ◽  
Business Community ◽  
Systemic Approach ◽  
System Structure ◽  
Educational Services

The purpose of the paper is to search for arguments to confirm the working hypothesis about the importance of implementing a systemic approach to using the effective means of ensuring economic security of higher education institutions in terms of their further involvement in market relations. It is necessary to adapt the universal concept of a systemic approach to the peculiarities of the participants’ relations in the educational process. Methodology. To solve the problems arising from the purpose of the study, methods of generalization and systematization of primary information obtained during the observation of the practice of domestic higher education centers, as well as data from state statistics have been used. Results. Modern centers of educational services are going through a period of profound transformation. Along with the strengthening of business requirements for the quality of intellectual capital they produce, the competitive confrontation with Ukrainian and, more recently, foreign providers of educational services has significantly intensified. Moreover, the relevant state policy has changed dramatically, accordingly, it is becoming increasingly difficult to rely on budget funding, and the economic security is becoming a daily affair of the whole academic management. Taking care of the future well-being is becoming a matter for everyone: from the rector to the head of the department, even professors and senior lecturers. The scientific work has examples of how this problem is solved in relations with key stakeholders: applicants, educational institutions operating in common market segments, representatives of the business community, state executive authorities. The subject of special attention is the internal system structure, the important characteristics of which are considered to be flexibility, balance, and economy. For this reason, it is proposed to distinguish key activities of the educational institution: operating, research and development of the institution and administration. The vectors for development are determined: digitalization, personalization of education, project approach to the formation of educational content, a combination of its formal and informal forms.

A Case of Capability Expansion or Capability Reduction? An Exploration of Loan Recipients’ Views of ICETEX: Colombia’s Higher Education Student Loans Institute

2020 ◽  
pp. 153819272092007
Author(s):  
Lee Mackenzie
Keyword(s):  
Higher Education ◽  
Capability Approach ◽  
Student Loans ◽  
Qualitative Interviews ◽  
Well Being ◽  
Education Student ◽  
Access To Higher Education ◽  
Conversion Factors ◽  
The Capability Approach

A government-established student loans institute known as Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior (ICETEX) has been instrumental in improving access to higher education in Colombia. This article uses the capability approach to analyze the ways in which ICETEX has contributed to loan recipients’ well-being and identify which capabilities loan recipients have reason to value. Evidence from qualitative interviews with eight participants reveals that, due to an intersecting set of conversion factors and capabilities, ICETEX both enables and constrains participants’ capabilities.

scholarly journals Indashyikirwa Women’s Safe Spaces: Informal Response for Survivors of IPV within a Rwandan Prevention Programme

2019 ◽  
Vol 8 (3) ◽  
pp. 76 ◽  
Author(s):  
Erin Stern ◽  
Katie Carlson
Keyword(s):  
Partner Violence ◽  
Qualitative Interviews ◽  
Well Being ◽  
Lessons Learned ◽  
Prevention Programme ◽  
Safe Spaces ◽  
Formal Services ◽  
Prevention Programmes ◽  
Sources Of Support

Within intimate partner violence (IPV) prevention programmes that raise awareness of women’s rights and the forms and consequences of IPV, there is a need to ensure response mechanisms for IPV survivors. Indashyikirwa is a Rwandan IPV prevention programme, which established 14 women’s safe spaces, whereby men and women could access support for IPV, be referred or accompanied to other services. This paper draws on qualitative interviews with safe space facilitators, attendees, staff and observations of activities at various points across the programme. Thematic analysis was conducted to assess the process and impact of the spaces. Attendees generally preferred the women’s safe spaces over formal services for IPV disclosure and support, and the spaces also enhanced the quality of and linkage to formal IPV response services. The safe spaces further supported well-being and economic empowerment of attendees. Lessons learned from implementing this model are offered, including how to ensure safe, inclusive and integrated sources of support within broader IPV prevention efforts.

Barriers to Men’s Help Seeking for Intimate Partner Violence

2021 ◽  
pp. 088626052110358
Author(s):  
Julie C. Taylor ◽  
Elizabeth A. Bates ◽  
Attilio Colosi ◽  
Andrew J. Creer
Keyword(s):  
Intimate Partner Violence ◽  
Interpersonal Violence ◽  
Partner Violence ◽  
Help Seeking ◽  
Well Being ◽  
Radical Change ◽  
Intimate Partner ◽  
Small Samples ◽  
Male Victims ◽  
Male Victim

Evidence suggests that male victims of intimate partner violence (IPV) are less likely to seek help for their victimization than female victims. Studies exploring barriers to help seeking are relatively scarce in the United Kingdom (UK) and those that have been undertaken across Europe, United States, Canada, and Australia have tended to rely on small samples of help-seeking men who have self-identified as victims of IPV. With a view to include more male victim voices in the literature, an anonymous qualitative questionnaire was distributed via social media. In total, 147 men (85% from the UK) who self-identified as being subject to abuse from their female partners, completed the questionnaire. The data was subjected to a deductive thematic analysis and one superordinate and two overarching themes were identified. The superordinate theme was stigmatized gender and the two overarching themes (subthemes in parentheses) were barriers prohibiting help seeking (status and credibility, health and well-being) and responses to initial help seeking (discreditation, exclusion/isolation, and helpfulness). The findings are discussed in the context of Overstreet and Quinn’s (2013) interpersonal violence and stigma model and findings from previous research. The conclusions and recommendations promote education and training and advocate a radical change to policy.

scholarly journals The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education

2021 ◽  
Vol 7 (3) ◽  
pp. 838-851
Author(s):  
Hussein AlAhmad
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Qualitative Interviews ◽  
Educational Communication ◽  
Educational Goals ◽  
Open Communication ◽  
Learning And Teaching ◽  
Communication Processes ◽  
Reflective Essay

This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching–learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centred, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers’ awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers’ efforts in employing the educational goals of HE, and recognize their societal impact.

scholarly journals ROARing 20’s: Cultivating Responsible, Optimal, Authentic, and Resilient Students

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Padma Entsuah ◽  
Kelly Gorman ◽  
Jaclyn Hawkins ◽  
Raphael Coleman
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Well Being ◽  
College Environment ◽  
Institutions Of Higher Education ◽  
Campus Community ◽  
Student Centered ◽  
Abrupt Transition ◽  
Health And Well Being

COVID-19 exacerbated a multitude of challenges facing institutions of higher education. The abrupt transition to virtual programming and support services substantially impacted how students lived, learned, and stayed connected to their campus environments. With this shift, one institution reimagined their orientation programming to prioritize advancing community well-being through a student-centered and equity-minded approach. These frameworks informed the strategy for helping students understand the interconnectedness of health and well-being topics as they matriculate into, and engage with, the campus community. This initiative increased students’ knowledge, confidence, and intention to support themselves and their peers as they transition to the college environment.  

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