Social Work Commons^™

Managing Microaggressions In The College Classroom, Gayle Mallinger, Jay Gabbard, Saundra Starks

Social Work Faculty Publications

No abstract provided.

Managing Microaggressions In The College Classroom, Gayle Mallinger, Jay Gabbard, Saundra Starks

Social Work Faculty Publications

C

ollege students are increasingly diverse in terms of race, ethnicity, gender, gender identity, sexual orientation, age, ability, religious/spiritual beliefs, immigration status, social and economic class, veterans’ status, and the intersections therein. However, microaggressions— subtle forms of prejudice and discrimination— continue to occur inside our classrooms. Although most faculty members are mindful of overt biases in the classroom setting, the recognition and management of microaggressions present more of a challenge. This article adds to the nascent literature on microaggressions in higher education by defining the multifaceted nature of microaggressions, discussing the damaging consequences of microaggressions for faculty and students, and …

Student Perspectives On How Trauma Experiences Manifest In The Classroom: Engaging Court-Involved Youth In The Development Of A Trauma-Informed Teaching Curriculum, Shantel D. West, Angelique G. Day, Cheryl L. Somers, Beverly A. Baroni

Social Work Faculty Publications

This study explores how the lived experience of court-involved youth impacts learning and school culture, and solicits youth voice in creating a trauma-informed intervention to improve student educational well-being. Thirty-nine female students, ages 14 to 18, participated in focus groups to describe externalizing behaviors that they have both witnessed and personally struggled with in the classroom, discuss the perceived causes of these behaviors, and their suggestions for improving school culture to reduce these behavior manifestations in the classroom. Two major categories of behavior were identified, including: “anger emotions” and “aggressive actions.” Students described the causes of behavior as, “environmental influences” …

Age Differences In Women’S Anger Experience And Expression, A. Antonio González-Prendes, Nancy Praill, Poco Kernsmith

Social Work Faculty Publications

Research on women’s anger is relative scarce. In this study the authors examined differences in anger experience and expression in women across three distinct age groups: 18-30, 31-49, and 50 and above. The authors used the State-Trait Anger Expression Inventory-2 (STAXI-2) to survey a sample of 239 women in the United States and Canada. The groups were established according to hypothesized transitional life stages of changing responsibilities and expectations. A MANCOVA was used to test the effect of age and covariates of education, employment, relationship status, and country of residence on participants’ experience and expression of anger. The authors discuss …

Improving Self-Esteem Through Art For Incarcerated Youth, April Murphy, Jeff Beaty, James Minnick

Social Work Faculty Publications

No abstract provided.

Re-Arrest Among Juvenile Justice-Involved Youth: An Examination Of The Static And Dynamic Risk Factors, Jun Sung Hong, Joseph P. Ryan, Yu-Ling Chiu, Bushra Sabri

Social Work Faculty Publications

The purpose of this study is to investigate the static and dynamic risk factors for re-arrest among detained youth by examining gender, race/ethnicity, age, special education and mental health variables (i.e., anger/irritability, depression/anxiety, somatic complaints, suicide ideation, thought disturbances, and traumatic experiences). The demographic profiles of detained youth with one admit were also compared with those with multiple admits to the juvenile detention center. With regards to static risk factors, older, white, and special education were significantly at risk of re-arrest. Concerning dynamic risk factors, only anger/irritability predicted re-arrest. Practice implications are also discussed.

Infant Social And Emotional Development: The Emergence Of Self In A Relational Context, Katherine L. Rosenblum, Carolyn Joy Dayton, Maria Muzik

Social Work Faculty Publications

No abstract provided.

Communicating Feelings: Links Between Mothers' Representations Of Their Infants, Parenting, And Infant Emotional Development, Katherine L. Rosenblum, Carolyn Joy Dayton, Susan Mcdonough

Social Work Faculty Publications

In the present chapter we explore how mothers' internal working models of their seven-month-old infants organize emotions in the parenting context, and ultimately, influence infant emotion regulation. We propose that mothers' internal working models of their infants function as emotion regulators, and influence a variety of components of the affective organization of parenting, including a) maternal emotion activation, b) qualities of maternal emotional engagement with their infants, and c) emotion regulation strategies mothers employ during emotionally challenging interactions. Results underscore the important role played by emotional processes in explaining the correspondence between maternal and infant emotion regulation strategies.