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Full-Text Articles in Clinical Psychology
School Related Criminal Acts, Interpersonal Problems, And Classroom Behaviors As A Function Of The Proportion Of Black Students And Black Teachers, Leanne Zaire
Clinical Psychology Dissertations
This study’s purpose was to investigate school-level behavioral outcomes in relation to the proportion of Black teachers and students in U.S. schools. Negative school outcome and academic achievement gaps are well-documented. However, many of these studies utilized small, localized populations; my research used national data and focused on the problem behaviors in school. Drawing from Critical Race Theory, I hypothesized that a greater proportion of Black teachers would reduce school student problems and negative behaviors (e.g., student verbal abuse of teachers, widespread disorder in classrooms). After receiving a restricted-use license, I utilized data from 25,818 schools from the National Teacher …
Psychometric Properties Of A Modified Moral Injury Questionnaire In A Military Population, Abby L. Braitman, Allison R. Battles, Michelle L. Kelley, Hannah C. Hamrick, Robert J. Cramer, Sarah Ehlke, Adrian J. Bravo
Psychometric Properties Of A Modified Moral Injury Questionnaire In A Military Population, Abby L. Braitman, Allison R. Battles, Michelle L. Kelley, Hannah C. Hamrick, Robert J. Cramer, Sarah Ehlke, Adrian J. Bravo
Psychology Faculty Publications
Moral injury (MI) results from perpetration of or exposure to distressing events, known as morally injurious events (MIEs), that challenge moral beliefs and values. Due to the type of involvement in recent military conflicts, many veterans report MIEs that may cause dissonance and, in turn, MI. Although 2 existing measures assess MIEs, neither currently assesses the defining characteristics of MI (i.e., guilt, shame, difficulty forgiving self and others, and withdrawal). The present study reports the initial psychometric test of a modified version (Robbins, Kelley, Hamrick, Bravo, & White, 2017) of the Moral Injury Questionnaire—Military version (MIQ-M; Currier, Holland, Drescher, & …
Is Your Learning Style Paranoid?, Kirby Farrell
Is Your Learning Style Paranoid?, Kirby Farrell
kirby farrell
We learn—and grow—by engaging with anomalies: new things that don't fit our familiar categories. It's a gut process, not just a philosophical choice. Anxiety can make us paranoid about what's new and strange. Knowing that can spur fascination and help us to adapt.