scholarly journals The Positive Experiences of Openly Gay, Lesbian, Bisexual and Transgendered Students in a Christian Sixth Form College

2012 ◽  
Vol 17 (3) ◽  
pp. 229-238 ◽  
Author(s):  
Mark McCormack
Keyword(s):  
Marked Change ◽  
School Experiences ◽  
Positive Influence ◽  
Male Students ◽  
Lgbt Youth ◽  
Negative Experiences ◽  
Lgbt Students ◽  
School Settings ◽  
Positive Experiences ◽  
Sixth Form

Previous research has demonstrated that LGBT students tend to have negative experiences of school, suffering social marginalisation and discrimination. One key reason for this has been the homophobia of heterosexual male students. However, my research into sixth forms in the south of England has documented a marked change in the attitudes of straight youth, who now espouse pro-gay attitudes. In this article, I explore how this changing social zeitgeist impacts on the school experiences of LGBT youth. Building on a four-month ethnography at a religious sixth form college, I present the experiences of four students: one gay, lesbian, bisexual and transgendered student. Highlighting the similarities and differences in their experiences, I demonstrate the positive influence decreasing homophobia has on all students, and I argue that it is necessary to focus on combating heteronormativity in school settings. Framing these findings using inclusive masculinity theory, I also explore the extent to which this theory has relevance for women.

scholarly journals Biased evaluations emerge from inferring hidden causes

2020 ◽  
Author(s):  
Yeon Soon Shin ◽  
Yael Niv
Keyword(s):  
Decision Making ◽  
Social Groups ◽  
Positive Influence ◽  
Negativity Bias ◽  
Inference Process ◽  
Inference Model ◽  
Negative Experiences ◽  
Environmental Statistics ◽  
Model Average ◽  
Positive Experiences

How do we evaluate a group of people after having positive experiences with some members and negative experiences with others? In particular, how do rare experiences with members who stand out (e.g., negative experiences when most are positive) influence the overall impression we have of the group? Here, we show that such rare events may be overweighted due to normative inference of the hidden, or latent, causes that are believed to generate the observed events. We propose a Bayesian latent-cause inference model that learns environmental statistics by combining highly similar events together and separating rare or highly variable observations. The model predicts that group evaluations that rely on averaging inferred latent causes will overweight variable events. We empirically tested these model-derived predictions in four decision-making experiments, where subjects observed a sequence of social (Exp 1 to 3) or non-social (Exp 4) behaviors and were subsequently asked to estimate the average of observed values. As predicted by our latent-cause model, average estimation was biased toward rare and highly variable events when observing social behaviors. We then showed that tracking of a single summary value, instead of parsing events into distinct latent causes, eliminates the bias. These results suggest that biases in evaluations of social groups, such as negativity bias, may arise from the causal inference process of the group.

Potentially Creative Adolescents View Their School Experiences

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
School Environments ◽  
Traditional School ◽  
School Settings ◽  
Positive Attitudes ◽  
Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

The Euphoric Sensations of Cigarettes: Exploring How Operant Conditioning May Be the Missing Link in the Theoretical Understanding of Antidrug Policies

2018 ◽  
Vol 48 (3) ◽  
pp. 485-502
Author(s):  
Elizabeth L. Borkowski ◽  
Wanda E. Leal
Keyword(s):  
Logistic Regression ◽  
Operant Conditioning ◽  
Smoking Behavior ◽  
Add Health ◽  
Ordinary Least Squares ◽  
Cigarette Use ◽  
Theoretical Understanding ◽  
Negative Experiences ◽  
Drug Policies ◽  
Positive Experiences

This study aims to examine how positive and negative reinforcers during an individual’s first few cigarettes (cigarette initiation experiences) are associated with adulthood smoking behavior. Respondents from the Add Health were asked about subjective feelings during their first few cigarettes. Using ordinary least squares (OLS) and logistic regression, we examine the differential effects of positive and negative cigarette initiation experiences on 30-day cigarette use in adulthood and lifetime nicotine dependence. The results indicate that all measures of positive cigarette initiation experiences are positively associated with both cigarette measures; however, the opposite is not true of negative cigarette initiation experiences. The results highlight the misconceptions of antidrug policies aimed at punishment of users, by indicating that positive experiences influence later cigarette use more than negative experiences. These findings suggest that drug policies and initiatives aimed at punishment may be misguided and could benefit from adopting operant conditioning concepts that emphasize reinforcements.

OPERATION TOKHANG ENFORCEMENT: SENTIMENTS AND DILEMMAS AMONG DRUG-USER SURRENDEREES IN BRGY SINAWILAN, DIGOS CITY

2021 ◽  
Vol 9 (1) ◽  
pp. 153-180
Author(s):  
Jonel Mark Daligdig Sarno ◽  
Jories F. Baluran ◽  
Alsan Lorie P. Santillan ◽  
Roweno B. Gamban
Keyword(s):  
Qualitative Research ◽  
Drug User ◽  
Daily Living ◽  
Research Method ◽  
Sport Activity ◽  
Coping Mechanisms ◽  
Daily Activities ◽  
Motivation To Change ◽  
Negative Experiences ◽  
Positive Experiences

The researchers conducted this study to unveil the experiences, the motivation to change their lives and the coping mechanisms of the drug-user surrenderees. A qualitative research method employed in the conduct of the study. The researchers personally made an inter-view questionnaire to 10 participants but only 8 participants came, which are the drug-user surrenderees in Brgy. Sinawilan, Digos City. The results are summarized according to the themes that were drawn from the participants’ responses and these are followed: Positive Experiences, Negative Experiences, Acceptance, Faith and Hope and Advantages of OPLAN Tokhang. Based on the findings of the study, the researchers recommended by giving spiritual practices and rehabilitation to discover the life beyond delinquency and to enlighten them. Giving livelihood program can help them survive in their daily living and it gives benefits to their family. Lastly, giving them a sport activity so that the attention of the surrenderees be redirected and be comforted. The drug-user surrenderees should be active in participating such activities for them to have more knowledge and able to apply in their daily activities in life.

“The secret to happiness may be unhappiness”

Propelled ◽  
2020 ◽  
pp. 1-9
Author(s):  
Andreas Elpidorou
Keyword(s):  
Social Psychology ◽  
Positive Emotions ◽  
Good Life ◽  
Well Being ◽  
The Good Life ◽  
Philosophical Literature ◽  
Negative Experiences ◽  
Emotional Adaptation ◽  
Positive Experiences ◽  
Conception Of The Good

The chapter explores the nature of the good life, articulates the role that happiness, pleasure, and positive emotions play in such a life, and considers the effects of emotional adaptation and emotional diversity on our well-being. By drawing upon both philosophical literature and research in social psychology and cognitive neuroscience, it argues for a broad conception of the good life, one that does not identify the good life simply with the presence of positive experiences and the absence of negative ones. The chapter shows not only that negative experiences aren’t detrimental to our well-being, but that they are often necessary to achieve it.

Disrupting Hetero-Gender-Normativity

2016 ◽  
pp. 58-74
Author(s):  
Neal A. Palmer ◽  
Joseph G. Kosciw ◽  
Emily A. Greytak ◽  
Madeline J. Boesen
Keyword(s):  
Academic Success ◽  
Well Being ◽  
Learning Climate ◽  
Lgbt Youth ◽  
Negative Attitudes ◽  
Lgbt Students ◽  
Bisexual And Transgender ◽  
Normative Practices ◽  
And Gender ◽  
School Supports

For lesbian, gay, bisexual, and transgender (LGBT) youth, schools are often sites of exclusion and victimization. Research has demonstrated that LGBT youth experience elevated rates of victimization and bullying at school relative to their peers, but less research has explored the contexts and characteristics of schools that enable negative attitudes and behaviors toward LGBT youth. The authors examine how US schools construct environments that are unwelcoming and unsafe for LGBT students and largely fail to provide the supports that could improve the school learning climate. They examine strategies and practices employed by educators, students, and education advocates that can disrupt hetero- and gender-normative practices in schools. Specifically, we examine the mechanisms by which LGBT-related school supports—gay–straight alliances (GSAs), comprehensive anti-bullying/harassment school policies, supportive educators, and LGBT-inclusive curricula—support students’ well-being and academic success and challenge the hetero- and gender-normativity embedded in US secondary schools.

scholarly journals Citizens’ and Farmers’ Framing of ‘Positive Animal Welfare’ and the Implications for Framing Positive Welfare in Communication

Animals ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 147 ◽  
Author(s):  
Belinda Vigors
Keyword(s):  
Animal Welfare ◽  
Human Perception ◽  
Point Of View ◽  
Farm Animals ◽  
Negative Experiences ◽  
Qualitative Interview Study ◽  
Positive Experiences ◽  
Existing Frames ◽  
On Farm ◽  
Positive Animal

Human perception can depend on how an individual frames information in thought and how information is framed in communication. For example, framing something positively, instead of negatively, can change an individual’s response. This is of relevance to ‘positive animal welfare’, which places greater emphasis on farm animals being provided with opportunities for positive experiences. However, little is known about how this framing of animal welfare may influence the perception of key animal welfare stakeholders. Through a qualitative interview study with farmers and citizens, undertaken in Scotland, UK, this paper explores what positive animal welfare evokes to these key welfare stakeholders and highlights the implications of such internal frames for effectively communicating positive welfare in society. Results indicate that citizens make sense of positive welfare by contrasting positive and negative aspects of welfare, and thus frame it as animals having ‘positive experiences’ or being ‘free from negative experiences’. Farmers draw from their existing frames of animal welfare to frame positive welfare as ‘good husbandry’, ‘proactive welfare improvement’ or the ‘animal’s point of view’. Implications of such internal frames (e.g., the triggering of ‘negative welfare’ associations by the word ‘positive’) for the effective communication of positive welfare are also presented.

LGBT Youth in Schools

Education ◽  
2017 ◽  
Author(s):  
Jeffrey M. Poirier ◽  
Allison Mattheis ◽  
Deborah Temkin
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Gender Identity ◽  
School Context ◽  
School Administrator ◽  
Lgbt Youth ◽  
Lgbt Students ◽  
Inclusive School ◽  
And Gender ◽  
K 12

This review synthesizes recent literature and research on students in K–12 schools who are attracted to the same gender (lesbian, gay), attracted to people of the same or other genders (bisexual), or identify as a gender different than the one they were assigned at birth (transgender). Lesbian, gay, bisexual, and transgender (LGBT) young people have historically experienced vulnerability in schools because of challenges such as invisibility in school curricula; peer and staff rejection, harassment, and violence; and ill-equipped school professionals who lack the competence and will to effectively address bias and foster inclusive school environments. Foundational research in the field examines this vulnerability to document the experiences and needs of this population—and to draw attention to gaps in school policy, practice, and outcomes for LGBT students. Research examining vulnerabilities and challenges for this population is also prominent in the early 21st century because many of these concerns persist. At the same time, more recent research on LGBT youth in schools is attending to these young people’s positive assets and their resilience, including their abilities to effectively navigate conflict and stress and adapt to different situations. Throughout this article, “LGBT” is used as an umbrella acronym. Although the rich diversity of sexual orientation and gender identity and expression, such as students who are queer, genderqueer, or questioning their sexual orientation or gender identity is important, this article aims to provide a working vocabulary to address this population of youth discussed here. This article also aligns its terminology with the content of articles. In other words, if an article examines only transgender students, then the full LGBT acronym is not used when writing about that article. Research on LGBT youth in schools is substantial, given the growth of research studying related issues during the late 20th and early 21st centuries. This expanding research on LGBT youth in schools has spanned topics beyond their school experiences to include myriad issues such as their identity development within the school context; school-based policies, practices, and supports such as inclusive nondiscrimination policies; teacher practices that foster welcoming and inclusive school settings, and the benefits of safe spaces and targeted supports for LGBT students; and how school administrator and teacher preparation programs can lead to better school practice and outcomes for LGBT students. Other areas of research on LGBT youth in schools continue to emerge as the field’s understanding about diverse sexual orientation and gender identities expands, and as there is more attention given to the complexity of identity and expression including intersectionality (e.g., youth in schools who are LGBT and of color, or LGBT and immigrants).

Walk the Doc Talk

2016 ◽  
Vol 7 (2) ◽  
pp. 49-56
Author(s):  
Tristan Kiraly ◽  
Shelagh Quinn ◽  
Janice Fyfe ◽  
Edith Kernerman
Keyword(s):  
Online Survey ◽  
Healthcare Professionals ◽  
Interdisciplinary Communication ◽  
Negative Experiences ◽  
Lactation Consultant ◽  
Breastfeeding Knowledge ◽  
Contact Information ◽  
Lactation Consultants ◽  
Positive Experiences

There is limited research on interdisciplinary communication between lactation consultants (International Board Certified Lactation Consultant [IBCLC]) and other healthcare professionals. An online survey assessed how healthcare professionals (physicians, surgeons, and alternative practitioners) perceive lactation consultants and what language, forms of communication, and practices are helpful. Participants (N = 75) indicated mostly positive experiences. Negative experiences included lack of communication or dissatisfaction with experience or outcome. Breastfeeding terms were, on average, “somewhat clear,” and several were correlated with perceived adequacy of breastfeeding knowledge. Participants indicated that communications from lactation consultants should include a plan for follow-up, an outline of the safety and rationale for use of potentially unfamiliar treatments, and contact information. The preferred form of communication varied. Improving interdisciplinary communication and collaboration will likely result in better support for breastfeeding dyads.

The Primacy of Relationship in Teaching Boys

2011 ◽  
Vol 5 (1) ◽  
pp. 36-51
Author(s):  
Michael C. Reichert ◽  
Richard Hawley
Keyword(s):  
Large Scale ◽  
Failure To Thrive ◽  
Male Students ◽  
Learning Needs ◽  
School Settings ◽  
Educational Relationships ◽  
Subject Areas ◽  
English Speaking ◽  
Large Scale Survey ◽  
Current Concerns

In a large-scale survey of effective teaching practices with boys conducted in 2008 across 18 schools in 6 different English-speaking countries, we collected lessons in a wide variety of subject areas (math, literature, science, art) shaped to fit boys’ particular learning needs and preferences. At a time of widely-published claims about boys’ relative failure to thrive in contemporary school settings, we surveyed schools dedicated to boys in particular—boys’ schools—in hopes of discovering the outlines of a pedagogy that might have broader relevance for boys everywhere. Nearly 1,000 teachers responded with detailed descriptions of teaching approaches that succeeded in engaging boys. Boys themselves—1,500 of them, aged 12-19—corroborated the features of effective instruction reported by their teachers. We suggest that the practices identified were “chafed” into being by sustained interactions between teachers and their male students. In this mutually-attuned, coordinated interaction between boy learner and adult instructor, we found qualities of responsiveness and connection echoing regulatory communication commonly associated with earlier periods in child development. Given current concerns about widespread gaps in many boys’ school performance, these stories affirming educational relationships could point the way to a clearer understanding of how best to engage boys in scholastic endeavor.

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