Stakeholder Identification of Barriers and Facilitators to Sexual Health Education for Female Survivors of Violence: A Mixed Methods Study     

Brooke E. E. Montgomery  S. Alexandra Marshall  Sharon E. Sanders  Martha M. Phillips  Michelle Cline  Max Snowden 《American journal of sexuality education》2018,13(1):18-39

There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure.  相似文献   

Teacher training in K–12 student mental health: A systematic review     

Jonathan H. Ohrt  Jennifer D. Deaton  Kathryn Linich  Jessie D. Guest  Brooke Wymer  Brittany Sandonato 《Psychology in the schools》2020,57(5):833-846

Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence-based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face-to-face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication.  相似文献   

The Coraline Effect: The Misdiagnosis of Personality Disorders in College Students Who Grew Up With a Personality Disordered Parent     

Brooke Donatone 《Journal of College Student Psychotherapy》2016,30(3):187-196

College students may be misdiagnosed as personality disordered when in fact their problems are better explained by their upbringing. Growing up with a personality disordered parent may cause them to initially present with what appear to be personality disordered traits due to issues such as not learning adequate coping skills. Accurate diagnosis is important because it affects current treatment and referrals for longer-term treatment.  相似文献   

Investigating the role of a district science coordinator          下载免费PDF全文

Brooke A. Whitworth  Jennifer L. Maeng  Lindsay B. Wheeler  Jennifer L. Chiu 《科学教学研究杂志》2017,54(7):914-936

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Gender and choosing a STEM major in college: Femininity,masculinity, chilly climate,and occupational values          下载免费PDF全文

Richard M. Simon  Ashley Wagner  Brooke Killion 《科学教学研究杂志》2017,54(3):299-323

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Experiences of Counselor Education Doctoral Student Mothers With Young Children     

Brooke Lundquist  Deborah Rubel  Kok-Mun Ng 《Counselor Education & Supervision》2020,59(4):267-282

We explored the mothering experiences of 11 counselor education doctoral student mothers who have at least one young child under the age of 5. Six themes emerged from the study, including ambivalence, increased use of coping mechanisms, striving for balance, “superwoman syndrome,” indistinguishable roles, and leading by example.  相似文献   

Reporting Risk: Perceptions of Fear and Risk from Health News Coverage     

Barbara M. Miller  Alissa A. Packer  Brooke Barnett 《Communication Research Reports》2013,30(3):244-253

Using actual news coverage of an environmental risk, this experimental study examined whether providing unrelated risk comparisons and information about other sources of the same risk influenced readers' reactions to the coverage. The study suggests stories that provide information on other sources of a contaminant may do little to reduce risk perceptions; however, providing information about the magnitude of the risk at hand relative to other risks had several communication benefits. Both comparisons lead readers to feel more informed about the risk and, thus, better able to make decisions than those who did not see the comparisons. Media implications are discussed.  相似文献   

Supporting elementary teachers’ enactment of nature of science instruction: a randomized controlled trial     

Jennifer L. Maeng  Randy L. Bell  Tyler St. Clair  Amanda L. Gonczi  Brooke A. Whitworth 《International Journal of Science Education》2013,35(18):2245-2264

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Professionalization as an advocacy strategy: a content analysis of Canadian child care social movement organizations’ 2008 discursive resources     

Rachel Langford  Susan Prentice  Patrizia Albanese  Bernadette Summers  Brianne Messina-Goertzen  Brooke Richardson 《Early Years: An International Journal of Research and Development》2013,33(3):302-317

Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies? This content analysis of seven Canadian child care social movement organizations’ discursive resources in 2008 examines how different types of child care social movement organizations communicated their positions to their members and the public to manage a changing economic and political climate. Preliminary findings indicate that both ECEC workforce sector associations and grassroots organizations shared common advocacy messages, played down problems associated with a market approach to child care, and framed child care as a business case in their messaging. The authors suggest this reflects a nascent discursive move towards the professionalization of Canadian child care movement advocacy messages.  相似文献   

Communication Privacy Management Theory: Exploring Coordination and Ownership Between Friends     

Carrie D. Kennedy-Lightsey  Matthew M. Martin  Michelle Thompson  Kimberly Leezer Himes  Brooke Zackery Clingerman 《Communication quarterly》2013,61(5):665-680

Researchers in this study explored friends’ boundary coordination and ownership surrounding private information as posed by Communication Privacy Management theory. One hundred pairs of friends (N = 200) completed measures about the risk of a prior disclosure and the degree of discussion about who could/could not know the information. In support of Communication Privacy Management theory, disclosers engaged in greater boundary coordination when the information was riskier. When the information was riskier, disclosers and receivers perceived that the receivers had less ownership rights over the information. Disclosers reported negative emotional reactions to hypothetical dissemination of higher-risk information when they perceived their friends as having less ownership, but positive emotional reactions of lower-risk information when they perceived their friends as having more ownership. Receivers were more likely to disseminate the information when they perceived they had ownership over the information.  相似文献