Sexual Violence in and around the Classroom

Sexual violence on campus is a major issue facing students, faculty, and administrators, and institutions of higher education are struggling to respond. This forum brings together three responses to the problem, with a focus on the religious studies classroom. The responses move from the institution to the faculty to the classroom, exploring three separate but linked spaces for responding to sexual violence. The first contribution (Graybill) critiques common institutional responses to sexual violence. The second contribution (Minister) advocates for long‐term, classroom‐based responses to sexual violence and describes a faculty/staff workshop response. The third contribution (Lawrence) emphasizes the classroom, examining the issues that arise when perpetrators of sexual assault are part of the student body. Read together, the pieces offer a comprehensive view of the complicated intersections of sexual violence, the university, and pedagogical issues in religious studies.     

Does Positive Mental Health in Adolescence Longitudinally Predict Healthy Transitions in Young Adulthood?

The present study examined the longer-term implications of adolescent positive mental health for successful young adult transitions. Positive mental health in adolescence was defined by indicators roughly corresponding to Seligman’s positive psychology PERMA framework (positive emotional experiences, engagement, relationships, purpose, and accomplishment), with the addition of health. Data were drawn from one of Australia’s longest running studies of social and emotional development (Australian Temperament Project, est. 1983, N = 2443), which has followed a large representative community sample from infancy to 27–28 years of age. In the analyzed sample of n = 999, positive mental health at 15–16 years was associated with indicators of career progression (educational attainment and perceived competence) and taking on citizenship responsibilities (volunteering and civic activities) over a decade later at 27–28 years. Mental health problems in adolescence were more relevant to establishing romantic partnerships in young adulthood: adolescent antisocial behaviors predicted higher likelihood of being in a relationship, while depressive symptoms predicted lower quality partnerships. The results suggest that successful transitions into young adult roles and responsibilities may be facilitated by targeted mental health promotion interventions designed to both foster positive mental health and address mental health difficulties in adolescence.     

Examining School Attachment,Social Support,and Trauma Symptomatology Among Court-Involved,Female Students

Court-involved youth (i.e., youth in the foster care and/or juvenile justice systems), and particularly those in residential placement facilities, often present with trauma histories that can impede various areas of development and functioning. These traumatic histories can negatively impact academic performance and school success, leading to poorer outcomes later in life. In particular, female youth in these systems exhibit unique responses to traumatic experiences that further complicate healthy development. This study assesses female, court-involved students (n?=?141), exploring the relationship between school attachment and school involvement, school social support (from peers, teachers, and other staff), and trauma symptomatology among a sample of residential placement students exposed to a trauma-informed teaching intervention over the course of a school year. It was hypothesized that higher school attachment/involvement and social support would be associated with lower student trauma symptomatology. As expected, findings demonstrated that students in the sample had experienced high trauma exposure, as indicated by their high trauma symptomatology. Unexpectedly, they also had high school attachment. Furthermore, higher school attachment was associated with lower trauma symptoms among students. On the other hand, students reported lower levels of social support from classmates, which was associated with significantly higher trauma symptomatology. Implications for future research are addressed.     

Counseling Outcomes From 1990 to 2008 for School‐Age Youth With Depression: A Meta‐Analysis

Clinical trials exploring the effectiveness of counseling and psychotherapy in treatment of depression in school‐age youth composed this meta‐analysis. Results were synthesized using a random effects model for mean difference and mean gain effect size estimates. No effects of moderating variables were evident. Counseling and psychotherapy are effective for treatment of depression in school‐age youth both at termination and follow‐up, and in school and nonschool settings.     

Effects of syntactic prominence on eye movements during reading

Three experiments explored whether patterns of eye movements during reading might help explain syntactic prominence effects that are typically observed using reaction time tasks. Participants read sentences in which target words were in syntactically prominent or syntactically less prominent positions. Across all three experiments, using three types of syntactic prominence manipulations, there were fewer fixations and shorter reading times for words in more prominent positions, indicating that enhanced accessibility of syntactically prominent words is not caused by increased processing time. Rather, syntactic prominence appears to facilitate early encoding/lexical access and sentence integration processes while also, as shown previously, increasing activation of concepts in a comprehender’s sentence or discourse representation. We propose that enhanced encoding and sentence integration processes can be attributed to an increase in attentional resources for more prominent concepts, and that this increase derives from readers’ immediate sensitivity to informational prominence contours that are signaled by syntax.     

Parafoveal processing during reading is reduced across a morphological boundary

A boundary change manipulation was implemented within a monomorphemic word (e.g., fountaom as a preview for fountain), where parallel processing should occur given adequate visual acuity, and within an unspaced compound (bathroan as a preview for bathroom), where some serial processing of the constituents is likely. Consistent with that hypothesis, there was no effect of the preview manipulation on fixation time on the 1st constituent of the compound, whereas there was on the corresponding letters of the monomorphemic word. There was also a larger preview disruption on gaze duration on the whole monomorphemic word than on the compound, suggesting more parallel processing within monomorphemic words.     

Alibi Believability: The Effect of Prior Convictions and Judicial Instructions

Undergraduates (N = 339) listened to a simulated police interview with a defendant concerning his alibi. We studied the impact of (a) the strength of the alibi evidence; (b) defendant's prior convictions; (c) judge's instructions on prior conviction evidence; and (d) perceivers' need for cognition (NFC) on alibi believability and defendant guilt ratings. Defendants previously convicted of the same crime as the current charge were seen as more likely to be guilty than defendants previously convicted of a different crime. Judge's instructions did not affect guilt ratings. NFC was less influential than anticipated, but did affect participants' understanding and recall of judicial instructions. Strong alibis were seen as more believable and led to lower guilt ratings than weak alibis.     

Eye movements,the perceptual span,and reading speed

The perceptual span or region of effective vision during eye fixations in reading was examined as a function of reading speed (fast readers were compared with slow readers), font characteristics (fixed width vs. proportional width), and intraword spacing (normal or reduced). The main findings were that fast readers (reading at about 330 wpm) had a larger perceptual span than did slow readers (reading about 200 wpm) and that the span was not affected by whether or not the text was fixed width or proportional width. In addition, there were interesting font and intraword spacing effects that have important implications for the optimal use of space in a line of text.