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Objective: The College Warrior Athlete Initiative (CWAI) determined if a key element of military occupational culture, referred to as the "battle-buddy" concept of pairing college athletes with veterans, could be applied to Student Service Members/Veterans (SSM/V) health promotion. Participants: Fifty veterans of fifty-seven enrolled completed the program in seven separate cohorts between 2016 and 2017. Methods: The veteran-student athlete pairs or small groups exercised twice a week for 75 min under the supervision of a certified athletic trainer and attended wellness classes. Results: Of the data from 50 veterans, over 2/3rd of veterans lost weight during their 12-week program and reported increased overall health, mood, energy levels and social engagement. Conclusions: This exercise intervention program implemented at two university campuses indicates the benefits of engaging SSM/Vs and college students for physical exercise to improve health. Results provide a foundation for academic nursing in conjunction with other university departments to increase peer cohesion and a sense of community for SSM/Vs.

Objective: To report on college student opinions about the scope of college sexual misconduct (CSM), suggested university sanctions, and treatment of students found responsible of CSM. Participants: In all, 23 US undergraduate students (14 females and 9 males) with a mean age of 20 years. Methods: Students participated either in female, male, or mixed-sex focus groups that facilitated the discussion of factors related to CSM. Results: Students provided in-depth feedback on the climate on US college campuses and factors related to CSM. They agreed upon CSM risk factors and context characteristics, but raised different male and female issues across sex groups. They further provided resolute suggestions for the solution of CSM, experienced treatment barriers, and limited victim reporting. Conclusion: Student focus groups provide important information about the scope of CSM and offer valuable suggestions for the solution of the problem that may be crucial for the development of successful sexual assault interventions.

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma--a field enhanced by virtual efforts due to its challenging subject matter.

Background: Internet safety is a growing public concern especially among adults and youth who live in an "instant messaging" world of technological communication. To better understand how early adolescents are using the Internet, a study was undertaken to more clearly identify the online general use, safety knowledge, and risk behaviors of middle school students. Methods: This exploratory study adapted from Finkelhor et al's (2000) "Youth Internet Safety Survey" to identify the usage and characteristics of online youth, solicitation of youth, and searching for pornography or delinquent behaviors. The 404 students who were recruited from public and parochial schools consisted of both boys and girls with a mean age 12 years. Results: These students reported the beginnings of high-risk Internet behavior, specifically, giving out personal information, using the Internet to harass or embarrass another person, and for a small number of students, chatting with strangers and starting relationships. The students who posted their picture online were more likely to have sent their picture to someone, made rude comments to others, played online jokes, harassed or embarrassed someone, and sought out pornographic sites. Conclusions: Findings suggest that middle school students who are early adolescents are beginning risky behaviors on the Internet. Risk-taking behavior is not unique to adolescents, but the consequences can be detrimental to their development. Educators, clinicians, health care providers, and other professionals need to be informed of Internet behaviors in order to assess for children at risk, to make referrals, intervene, and to educate parents. (Contains 3 tables.)

The Internet opens a vast array of communication, entertainment, and educational resources for children; however, it also opens a gateway to home and school for offenders who wish to exploit children. A convenience sample of 225 cases published in the news media was examined. The cases were classified using law enforcement terminology to describe Internet offenders as traders, travelers, or combination trader-travelers. The media is seen as a critical source of information for the public to be aware of how the Internet is being used to commit sexual exploitation and sex crimes against children.

This paper reviews the literature on projective drawing tests and child sexual abuse, focusing on children's drawings as an associative tool for memory. The use of the event drawing series, which is a series of seven drawings by a child that graphically present the child's thinking about a specific event, is discussed. (JDD)

This paper presents a neuropsychosocial model of information processing to explain a victimization experience, specifically child sexual abuse. It surveys the relation of sensation, perception, and cognition as a systematic way to provide a framework for studying human behavior and describing human response to traumatic events. (Author/JDD)