Search Results (4,045)

This article presents an analysis of the mediation and moderation of the suffering and perpetration of hate speech among adolescents in Almería (Spain), taking into account gender differences. For this purpose, data from a questionnaire completed by secondary school students (N = 535) in four schools in Almería (Spain) was analyzed. For the analysis, an index of emotional self-control was constructed and introduced as a mediator between receiving hate speech and perpetrating it. In addition, the moderating role of revenge and fun motives in this relationship was analyzed, finding that the revenge motive is not significant and the fun motive is significant (for boys). The results suggest that receiving hate speech does not mean that one commits hate speech. It occurs when there is a low level of self-control and increases (for boys) when hate speech is perceived as fun. Therefore, we can say that for both boys and girls, it is necessary to improve emotional self-control. In addition, toxic masculinity is related to low emotional self-control, but is loaded with the view that hate speech is funny. Full article

This paper explores the different perceptions of safety of male and female university students, analyzing the gendered construction of space across three key settings of student life. The study employs a qualitative methodology based on 20 in-depth interviews conducted with both male and female students on the main campus of the Universidad de Concepción (Chile). The results show that female students adopt avoidance and precautionary strategies when navigating university and leisure spaces. These strategies limit their freedom of movement and contrast with the more unconstrained spatial behaviors reported by male students. The findings also reveal a perceived loss of safety as spaces become more communal and less private, particularly for female participants. This research underscores the need to better understand how gendered perceptions of safety shape everyday spatial practices within academic environments. Full article

Family violence is a social issue that impacts families and communities every day in Canada and around the world. As family violence rates continue to increase there is an urgent need for cross-sectoral collaboration to codesign social work and social service systems, in partnership with those experiencing family violence. This article will share learnings from a two-year community-based participatory research study that worked alongside survivors and witnesses of family violence, community partners from diverse social service agencies, and researchers, to understand experiences of family violence in racialized communities in Peel region, Ontario, Canada. An intersectional-trauma-informed approach guided the work that included establishing a community advisory board, hiring peer research assistants, Photovoice, and holding a knowledge exchange event (KEE) with survivors and witnesses of family violence, researchers, and community partners to rapidly generate ideas for intervention areas through a 25/10 crowdsourcing activity and codesign preliminary solutions through a mini hackathon. Key findings from the photovoice highlighted systemic failures and gaps experienced by those facing family violence. As we shifted into ideation, this preliminary focus on systems solidified and top ideas identified included barrier-free, culturally aware provision of services ranging from mental health supports, safe housing, financial independence, and accessing wrap-around services. Our work concluded with the collaborative development of preliminary solutions to these ideas and emphasized the need for cross-sectoral partnerships and lived experience engagement to change systems. Centering the voices of those who have experienced FV in system-level change and advocacy is necessary to ensure services and supports meet the needs of service users. Full article

Data from community-based research offer crucial insights into community needs, challenges, and strengths, informing effective decision making for development strategies. To ensure efficient analysis, accessible and user-friendly tools are necessary for quick and accurate results. While successful tools and programming languages exist, many social science researchers struggle with complex analytical tools due to limited exposure during their education, as such tools are often not required. Developing an automated, user-friendly tool for community research can support students, researchers, and data centers by bridging gaps in analysis capabilities and enhancing the accessibility of valuable insights. We developed a new automated tool using the Shiny framework in R designed primarily for analyzing data in community research, which often involves pre- and post-analysis tests. While the tool is specifically tailored for pre- and post-survey data, it can also be easily adapted to provide other statistical information. The findings presented in this paper highlight the efficiency of using this tool for community-based research and emphasize the need for further development to address its shortcomings. Furthermore, this paper is considered the groundwork for developing more accessible, user-friendly, and free tools in the future, especially in an era of advanced and complex technologies. Full article

Digital teaching competence (DTC) is key for the teaching profession at any educational level. In early childhood education, DTC poses an important challenge due to the particularities of integrating digital technologies into work with infants. This article proposes an adaptation of DigCompEdu for early childhood education. The construction of this proposal was based on international collaboration, an in-depth literature review, and the expert mediation of the authors, resulting in the adaptation of DigCompEdu’s 22 competency descriptors to the field of initial teacher training in early childhood education. Expert competence coefficient K was applied to select 22 experts for the validation process to establish its pertinence, importance, and clarity, who positively evaluated the 22 descriptors of the proposal. The results consist of a DTC proposal in accordance with the DigCompEdu framework for early childhood education students validated by experts, as a starting point for future research for assessing or self-assessment of DTC, and as a guide to define strategies in initial teacher training. Full article

Stress significantly impacts adolescents’ health. Therefore, its measurement is of critical importance. This study aims to assess the psychometric properties of a Greek adolescent version of PSS-10 among middle adolescents. This study’s questionnaire, which was completed by 169 adolescents aged 15–18, included a Greek linguistic, cultural, and age-appropriate version of the PSS-10 and the validated Greek ASQ version. Confirmatory factor and exploratory factor analyses were conducted. Convergent validity was tested through Pearson’s r intercorrelations among PSS-10 scales and ASQ and PSS-10 scales. Discriminant construct validity was determined by the association between PSS-10 scales and gender, grade, diploma grade, and following daily routines using Student’s t-tests or analysis of variance (ANOVA). Confirmatory factor analysis was not satisfactory. Exploratory factor analysis revealed two factors: perceived coping and perceived control, which explained 25.8% and 23.8% of the variance, respectively. Internal consistency reliability was satisfactory (Cronbach’s alpha > 0.70). Positive and significant correlations were found between ASQ and PSS-10 scores, indicating satisfactory convergent validity. Concerning discriminant validity, students who followed daily routines appeared to have less perceived stress. The Greek version of the 10-item Perceived Stress Scale (PSS-10) for adolescents is a valid instrument and can be used by professionals to rapidly screen perceived stress in adolescent populations. Full article

Recreational hunting is a highly regulated activity, in part because it can give rise to a variety of deleterious social, environmental, and economic harms. It provides an interesting area for those interested in community safety because of the way in which both formal (e.g., enforcement officers, proscribed areas and times for hunting, licensing, etc.) and informal (e.g., community awareness and education, conservation) methods of crime prevention are applied. And yet, the criminological literature on effective regulation is not only limited but diverse in terms of scope, types of behavior considered (e.g., poaching, wildlife trading, recreation, etc.), and the context that is considered (e.g., geographical, cultural, etc.). In this paper, we present how a crime prevention and compliance response can be used to understand the nature of the issue and the individual and socio-political processes that result in non-compliance with hunting regulations. We present an overview of the status of recreational hunting in an Australian jurisdiction and locate the regulatory issues that arise within the research literature that explores the various motivations that are known to drive illegal hunting. These are then considered in relation to how community-oriented and non-coercive measures might be employed to improve prevent criminal behavior at the primary, secondary, and tertiary levels. Full article

Scholarship addressing research ethics with forcibly displaced communities has gained heightened attention in the recent past. While critical, this scholarship has remained largely theoretical and has not included the voices of those who face forced displacement. This manuscript contributes to a more comprehensive discussion on ethical research with refugees and forcibly displaced populations by providing recommendations from refugees in the Kakuma Refugee Camp in Kenya. Based on focus group discussions in the Kakuma Refugee Camp, this article offers practical refugee-inspired research recommendations when working in the contexts of forced displacement. The paper categorizes these recommendations into three categories: (a) pre-research, (b) data-collection, and (c) post-research. By framing the analysis in and advocating for a decolonising research ethics prism, we illustrate the broad implications for maintaining the holistic well-being of research participants in forcibly displaced contexts. Full article

Background: The United States has the highest number of immigrants in the world, with over 46 million foreign-born residents as of 2022. A growing number of migrants originate from Latin America, driven by factors such as economic instability, food insecurity, and crime. This study explores their experiences and perceptions regarding trust in the criminal justice system (CJS) in both their home countries and the United States. Methods: This study surveyed 500 migrants at a transitional institution in a U.S.–Mexico border city in the summer of 2023. The survey assessed confidence in law enforcement, immigration officers, courts, and government institutions using a 5-point Likert scale. Results: Migrants reported significantly higher confidence in the U.S. CJS compared to that of their home countries. Multivariate analysis revealed that satisfaction with border officials, documentation status, English proficiency, and health were positively associated with confidence in the U.S. CJS, while employment status, traveling with family, and fear of crime correlated with lower confidence. Conclusions: This study highlights the stark contrast in migrants’ confidence levels between their home countries and the U.S. criminal justice system. While migrants view the U.S. system as more legitimate, challenges such as fear of crime and legal uncertainties persist. Full article

Students who enter higher education as independent students do not bring with them the financial and familial support that their dependent counterparts experience. When these needs are not met, their likelihood of graduating is decreased. One method that has shown promise for addressing support that promotes belonging and well-being is peer mentorship. The following study presents data collected from students at a western, urban, Hispanic Serving Institution (HSI) who participated in a program designed for supporting financial, academic, and emotional needs of independent students. A community based participatory research (CBPR) framework was implemented to design the peer mentorship model, develop the evaluation plan, complete data collection and analysis, and guide dissemination. We used a mixed methods design collecting both survey and listening tour data simultaneously regarding students’ support networks, sense of belonging, and perspectives of the peer mentoring model. While the evidence for the efficacy of peer mentorship is abundant, the inclusion of a CBPR framework in higher education has not been well explored. Key findings demonstrated that the use of a CBPR framework for development and evaluation of peer mentoring increased the mentor’s sense of belonging and increased engagement with their community. Similarly, mentees identified that peer mentorship increased their sense of belonging, particularly when their mentor had a shared identity, beyond that of student, that allowed for an unspoken understanding of lived experience. Recommendations for higher education to support the emotional well-being and sense of belonging among independent students will be presented. Full article

A decline in university students’ well-being is a serious concern internationally. The present study explores how university students benefit from an eight-week online acceptance and commitment therapy (ACT)-based intervention course. This course aims to improve psychological flexibility and organised studying skills. A total of 189 university students participated in the mixed-method study in the spring of 2021 comprising both quantitative and qualitative data. Students’ pre- and post-intervention burnout risk was measured, and students were divided into four groups based on their burnout-risk scores. In addition, students’ reflective reports were analysed using abductive content analysis to identify students’ experiences of the benefits of the course. These categories were further quantified and compared across different burnout-risk groups. The results showed that the burnout risk decreased during the course. Qualitative content analysis revealed seven main categories of benefits from the course: (1) improved general well-being, (2) improved self-knowledge, (3) increased psychological flexibility, (4) improved study practices and study motivation, (5) increased self-compassion, (6) peer support, and (7) improved organised studying. There were no statistically significant differences in these experiences between the burnout-risk groups. The study highlights the potential of ACT-based intervention courses to improve university students’ well-being and studying skills, suggesting a need for further exploration of burnout prevention through such measures. Full article

Profound changes in trade policymaking are taking place in the 2020s in response to a complex set of increasingly salient risks shaping the international trade system. Drawing upon the influential theory of risk society, this study develops a new trade risk society framework providing original insights and new conceptual thinking on the subject. This analytical approach extends beyond merely a topical evaluation of current risks to one embedding trade in deeper underlying developments in our contemporary world and challenges facing it. Key elements of risk society theory are deployed to this end across four risk domains: 1. Economic security. 2. Geopolitical volatility. 3. Climate–environmental. 4. Technology control. Close interconnections exist between these domains, as shown in the framework’s applied analysis of the 30 or so most significant trade policymaking initiatives introduced thus far this decade up to and including US President Trump’s aggressive tariff protectionism. It is argued this pattern of initiatives are indicative of a paradigm shift in trade policy norms emerging in an increasingly volatile and contested world that can be best understood in a trade risk society context. Full article

(1) Background: In times of social crisis, the way individuals manage their emotions undergoes substantial changes. As emotion regulation strategies also vary across cultures, how they impact relationship dynamics between U.S. and Korean populations may differ. This study explores these cultural differences, shedding light on the interplay between culture, emotion, and social dynamics. (2) Methods: Through analysis of 210 U.S. and 197 Korean participants, the research investigated three relationship categories: spousal/couple relationships, family relationships, and friendships during social crisis. (3) Results: Using moderated mediation analysis, results revealed distinct patterns in ER’s mediating effects across these relationship types, with notable cultural variations. In spousal relationships, ER partially mediated the NA-relationship quality association among American participants but showed no mediation effect among Korean participants. Family relationships demonstrated complete ER mediation across both cultural groups, while friendships showed partial mediation effects regardless of cultural background; (4) Conclusions: These findings highlight how relationship type and cultural context jointly shape the role of emotion regulation in relationship quality, advancing our understanding of emotional dynamics across different cultural and relational settings. The study provides implications for developing culturally sensitive approaches to relationship maintenance and intervention strategies. Full article

The underreporting of gender-based violence (GBV) in institutions of higher learning can be attributed to a range of causes and has an impact on students’ physical and mental health. Institutions of higher learning have made efforts to eradicate the problem, yet incidences are still on the rise, calling for urgent attention. This paper focuses on the causes of the underreporting of GBV in higher education institutions (HEIs) as a point of reference to understanding the root magnitude of the pandemic in order to devise problem-specific interventions to eradicate GBV in institutions of higher learning. The rational choice theory and cultural acceptance of violence theory guided the analysis of the findings discussed in this paper. The rational choice theory provides insights into why victims choose not to report their victimization. The cultural acceptance of violence theory highlights how cultural norms can normalize and perpetuate GBV, creating barriers for victims to come forward. The findings discussed in this paper emanate from a qualitative study that gathered data using 22 one-on-one interviews with students and one focus group comprising seven supporting staff members from the University of Zululand. Data were thematically analyzed to address the research objectives. The findings indicate that intimidation and distrust in law enforcement agents and institutions are the main reasons why GBV is underreported. Other factors that may be at play include fear of the perpetrator taking revenge, fear of not being believed, stigma and shame, the patriarchy, reliance on money, and a lack of awareness about GBV. To address these issues, this paper recommends that higher education institutions should uphold the principles of justice, fairness, and transparency in handling GBV cases. Moreover, there should be ongoing facilitation of awareness campaigns on GBV covering issues of consent, gender equality, safety, and reporting and support. When victims of GBV feel supported, they are more likely to trust the institution and report any victimization. Full article