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Phenomenon: Tertiary education in post-apartheid South Africa has faced many challenges regarding class, language, and race. Even though previously white Afrikaans-rooted universities now have a diverse student population, recent student protests have highlighted the ongoing need for decolonization in higher education. In addition, the majority of public hospitals in the country function under significant staffing, infrastructure, and equipment shortages. Although the mistreatment of medical students has been well described internationally, to date no South African data exists. The aim of this study was to identify experiences of mistreatment of medical students by clinicians and academics at a South African university and to describe the type of mistreatment experienced, the perceived mental health effects, and the influence on academic performance, resilience, and students' knowledge of current reporting systems. Approach: A cross-sectional study was conducted through a locally developed online survey of 443 medical students at a South African university in May to June 2018, comprising of both open and closed ended questions. Levels of psychological distress (K10) and resilience (CD-RISC -10) were measured. Chi-square and student t-tests were used for the analysis of associations, and linear regressions were used to assess predictors of psychological distress. Qualitative data were analyzed thematically using the approach described by Braun and Clarke. Findings: Of 800 eligible medical students at Stellenbosch University, 443 students (55.4%) completed the survey. Mistreatment, comprising of being ignored/excluded (83.4%), offensive gestures (75.0%), verbal abuse (65.1%) and discrimination (64.4%), was prevalent and pervasive, and was perpetrated mainly by registrars (46.7%) and other medical staff (43.8%). Mistreatment was associated with psychological distress, which was generally high and more severe for females. Resilience, which was higher for males, moderated the effects of gender and perpetrator type on distress. Only 15% of students who had experienced mistreatment, either directly or indirectly, reported it, of which more than half (52.8%) were not happy with the outcome. Most students (80.9%) were not aware of the systems in place to report mistreatment. Insights: Student mistreatment is more highly prevalent among medical students at a South African university compared with studies conducted internationally. Despite over 20 years of democracy in South Africa, high rates of racial and gender discrimination were reported and descriptions of racial, language and gender discrimination were particularly concerning. Since the findings of this study, an anti-bullying poster-campaign has been initiated at the university as well as an online reporting system. [ABSTRACT FROM AUTHOR]

Although the mistreatment of medical students is a well-researched topic, the scope of mistreatment often leaves out neglect, a subtype for which there is no accepted definition based in the published literature. This review sought to summarize the existing data on the prevalence and descriptors of neglect, identify strategies seen in the literature designed to improve it, and offer a synthesized definition of this phenomenon to guide future research. Following PRISMA guidelines, a relevant systematic literature search from 2000 to April 2021 was performed to identify literature on neglect in clinical settings within American medical schools. Neglect, a poorly defined phenomenon in medical education related to the suboptimal learning environment, is often excluded from research on medical student mistreatment. Neglect is a barrier to a successful learning environment, yet a paucity of data and the heterogeneous nature of the present literature render it difficult to estimate its true prevalence. Studies that include neglect frequently assess it solely as the result of identity discrimination or stated career interests. Recent interventions include promoting longitudinal relationships between students and clinical faculty and establishing teaching expectations. Neglect is the mistreatment of medical students by the medical care team via a lack of meaningful inclusion in the clinical environment such that it has a notable negative impact on learning and student well-being, regardless of intentionality. An established definition that is grounded in the literature is required to create a common point of reference and understand its true prevalence, its associated variables, and the best mitigation strategies, as well as to guide future research, which should examine neglect independently and as a consequence of personal and professional identities. [ABSTRACT FROM AUTHOR]

Background: School‐based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students' exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning. Objectives: The purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning. Methods: We conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi‐experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi‐stage screening process to identify studies eligible for inclusion, we estimated a series of meta‐analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies' design. Results: The search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi‐experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features. Authors' Conclusions: This study's findings provide no evidence that there is a safety‐promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence‐based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) and chatbot technologies like ChatGPT continue to evolve, educators grapple with the risks and benefits these advances bring to online assessment. The democratisation of AI-based technologies, while offering personalised learning experiences, threatens online assessment legitimacy and academic integrity. This paper critically examines the intersection of AI chatbots and online assessments, in the context of their impact on the design of authentic online assessments. The widespread usage of AI chatbots has caused serious problems for the validity of online tests because of the possibility of student abuse. This underlines the need for 'authentic assessments' that concentrate on higher-order cognitive skills, problem-solving, creative thinking, and collaborative talents and calls for a reevaluation of conventional assessment methods. These types of assessments not only align with the evolving pedagogical needs of the 21st century but also present tasks that are significantly challenging for AI chatbots to replicate, thereby preserving their integrity. Conversely, the paper also explores how AI can facilitate the assessment process by automating certain tasks, providing personalised learning experiences, and supporting collaborative assessments. The era of AI chatbots presents an opportunity to rethink and enhance online assessments, making them more authentic, meaningful, and resistant to AI-assisted malpractice. [ABSTRACT FROM AUTHOR]

Using a multi‐informant approach, we assessed 914 children (mean age = 12.58 years, standard deviation [SD] = 1.43) and 893 caregivers (98.3 per cent female, mean age = 40.07 years, SD = 11.46) in Tanzania. Results showed that 93.3 per cent (n = 828/893) of caregivers reported using violent discipline, while 91.0 per cent (n = 832/914) of the children experienced it in their families. Further, 95.0 per cent (n = 868/914) and 93.7 per cent (n = 853/914) of students experienced violent discipline by teachers and peer violence at school, respectively. In a multilevel path model, children's mental health problems (standardised regression coefficient [β] = 0.192 [CI: 0.130, 0.255], p < 0.001) were associated with their experience of violent discipline in families. Caregivers' own childhood experience of violent discipline (훽 = 0.169 [CI: 0.105, 0.232], p < 0.001), their positive attitudes towards violent discipline (훽 = 0.228 [CI: 0.166, 0.290], p < 0.001) and mental health problems (훽 = 0.175 [CI: 0.113, 0.237], p < 0.001) were associated with their use of violent discipline. Violent discipline in families significantly correlated with violent discipline by teachers (correlation coefficient [r] = 0.413 [CI: 0.354, 0.472], p < 0.001) and peer violence (r = 0.354 [CI: 0.294, 0.415], p < 0.001) implying children's polyvictimisation. [ABSTRACT FROM AUTHOR]

The aim of this study is to contribute knowledge about Swedish school girls' perspectives of sexual harassment and their relations to peers when exposed to violence in terms of sexual harassment, both online and offline. The empirical data was collected through pair interviews where 28 girls participated. The theoretical framework was based on coping strategies that people use when facing stressful situations. The transcribed empirical data was read and interpreted based on what appeared to be important and decisive related to the theoretical framework. The found strategies are divided into three main categories, namely, problem-focused behavioural strategies, emotion-focused cognitive strategies, and emotion-focused behavioural strategies. The results show that the girls use different strategies depending on if the harassment occurs online or offline and if the perpetrator is known or unknown. Problem-focused cognitive strategies are used due to the specific context. Emotion-focused cognitive strategies are foremost used if the perpetrator is a known friend. [ABSTRACT FROM AUTHOR]

Past findings have indicated that sexual and gender minority (SGM) individuals experience disproportionate rates of emotional, physical, and sexual assault compared to their heterosexual/cisgender counterparts. While these findings are robust, many studies report homogenous groupings of SGM participants. This practice likely masks important between-group differences. We sought to address this issue by examining reported base rates of emotional, physical, and sexual assault within 12 months of data collection, split across specific sexual (heterosexual, gay/lesbian, bisexual, questioning, queer, pansexual, asexual, and demisexual) and gender (cisgender men, cisgender women, gender nonconforming female assigned at birth [FAB], and gender nonconforming male assigned at birth) identity groups. Our data came from 2020 to 2021 Healthy Minds Study, a large survey of college students living in the United States (N = 119,181). Results indicated most forms of assault were higher in SGM groups compared to heterosexual and cisgender individuals, both on univariate and multivariate (e.g., one or more type of assault) levels. Demisexual individuals reported the highest base rates for emotional assault (45.7%), whereas pansexual individuals reported highest rates of physical assault (12.5%) and sexual assault (17.3%). Demisexual individuals reported the highest multivariate base rate of experiencing at least one form of assault (49.5%), and pansexual individuals reported the highest multivariate base rate of experiencing all three forms of assault (4.7%) within the past 12 months. Gender nonconforming FAB individuals reported the highest univariate and multivariate base rates across assault types compared to all other gender identity groups. With few exceptions, compared to heterosexual and cisgender men (referents), all other sexual and gender identity groups reported significantly higher adjusted odds of experiencing each assault type. These data suggest SGM individuals experience disproportionate levels of assault. [ABSTRACT FROM AUTHOR]

The article focuses on the lack of free speech and expression on university campuses, where students and faculty feel afraid to voice their opinions due to potential backlash and harassment.

The main purpose of this study was to examine whether viewing an anonymous survivor social media (Instagram) account was linked to PTSD symptoms and institutional betrayal among campus sexual misconduct survivors. Data were collected from 259 undergraduate students (78.8% female; 79.2% White) who completed an online cross-sectional survey. Results demonstrated that 85 participants (32.8%) endorsed exposure to at least one unwanted sexual experience since coming to college. Of these trauma-exposed participants, 21 (24.7%) reported clinically elevated symptoms of PTSD secondary to the unwanted sexual experience. The average number of instances of institutional betrayal following the sexual trauma was 2.73 (SD = 2.75), and institutional betrayal was positively correlated with PTSD symptoms (r =.29, p =.008). An independent samples t-test showed that trauma-exposed participants who viewed an anonymous survivor Instagram account specific to their college reported higher institutional betrayal compared to trauma-exposed participants who did not view the account (d = 1.55). Furthermore, frequent viewing of the Instagram account (i.e., at least once per week) was associated with the highest reported institutional betrayal (d =.49). Whether or not trauma-exposed participants viewed the Instagram account did not appear to be associated with PTSD symptoms. To the authors' knowledge, this is the first study to examine the associations among exposure to an anonymous survivor Instagram account, institutional betrayal, and PTSD symptoms. While further research is needed to understand the causal relationship among these variables, these results highlight the continued and urgent need of institutions of higher education to address campus sexual misconduct, in the form of reporting/adjudication processes and robust prevention programming. [ABSTRACT FROM AUTHOR]

Background: Although adverse childhood experiences (ACEs) in adolescents are partially presented at the national level, few studies of ACEs in working adolescents by comparing them with those who are not working that provide an opportunity for international comparison have been conducted. Objective: This study was aimed to compare the ACEs of working and nonworking adolescents. Methods: This study was conducted in Turkey with 213 working adolescents enrolled in the vocational training center and 457 nonworking adolescents enrolled in high schools between the ages of 15 and 18. Results: As a result of the study, the prevalence and incidence of psychological and physical ACEs and neglect in nonworking adolescents were found to be higher than the prevalence and incidence in working adolescents. Conclusions: Research should be conducted to define the awareness of neglect and abuse among working and nonworking adolescents and to explain the reasons why nonworking adolescents experience more ACEs. [ABSTRACT FROM AUTHOR]

The article discusses a recent Fifth Circuit decision in T.O. v. Fort Bend Independent School District, where the court declined to extend Fourth Amendment protections to bar excessive corporal punishment in public schools. Topics include the court granted qualified immunity to a teacher who restrained a special needs student in a chokehold, highlighting the lack of federal constitutional protections against in-school physical abuse in the Fifth Circuit.

The article discusses the profound impact of sexual violence on the mental health of college students, emphasizing the silent epidemic on campuses. It explores the psychological consequences, barriers to seeking support, and the importance of breaking the cycle of silence. It calls for comprehensive prevention programs, survivor-centered mental health services and awareness to empower survivors and foster a supportive environment.

ChatGPT can be, as an interactive information platform, used to facilitate learning about the psychological effects of sexual violence. Since its approach is interactive and also that it is easily accessible, it can aid in the dissemination of information, the prevention of sexual violence and its treatment. Further, it can be incorporated into the curriculum to help raise awareness about this delicate subject and aid the affected students. [ABSTRACT FROM AUTHOR]

Yoga is widely regarded as beneficial for physical and emotional health, and as a safe ancillary intervention for managing a range of psychological conditions. Evidence of injury, harm, and abuse in yoga traditions is difficult to square with this emphasis on healing. Drawing mainly from on online memoirs by long-term practitioners of Ashtanga yoga, this paper examines the relationship between suffering and healing in yoga, showing how long-term abuse can be perpetuated and injury sustained in a system widely understood and labelled by its practitioners as therapeutic. The paper argues that elements of healing and harm are present in the rituals of practice, the concepts that support it, and the power structure of the Ashtanga system. The system's organizational dynamics together with a therapeutic discourse that links suffering to its transcendence enabled the same kinds of abuse and trauma that Ashtanga yoga is purported to heal. The analysis raises questions about the overarching narrative of yoga as safe and healthy, and about the connections between healing and harm within therapeutic traditions. [ABSTRACT FROM AUTHOR]

Gaslighting is an insidious, pernicious form of bullying that is gaining notoriety in nursing academia anecdotally. Attempting to identify the behaviors associated with gaslighting are difficult because of the subtle nature with which gaslighting is performed by the perpetrator. Traditional tools/models used for identifying bullying and horizontal violence are not sensitive enough to pick up gaslighting behaviors. Perpetual lies and mistruths, vexatious or frivolous complaints, praise and positive reinforcement, the use of blame or mobbing, and coercion are some of the tactics a gaslighter will use to create confusion and chaos for the gaslightee. The psychological harm for the gaslightee can lead to self‐doubt, hypervigilance, depression, anxiety, addiction, and suicidal ideation as well as the physical symptoms associated with stress. Left with very few choices the gaslightee either adheres to the behavior or leaves. It is important to raise awareness and perhaps education and training of this form of bullying behavior because of the deleterious effects it has personally and professionally. [ABSTRACT FROM AUTHOR]

Schools were known to everyone as a second home, a place not just for learning but a sanctuary of friendship, leadership, and social responsiveness. This is where students learn to write, draw, dance, sing, laugh, and make friends. School officials and administrators must put the students' welfare as a top priority at all costs because this is the place where the hope and future of every country will be honed and prepared. Like other sectors of society, schools have their problems and weaknesses; one is the level of security and safety of the young people and its faculty and staff within the school premises. The study aimed to determine the Predictors of Fear of Criminal Victimization at School among selected criminology students at Saint Michael College of Caraga. In addition, this study anchored on the Victim Precipitation Theory by Siegel (2006). The result shows that out of 366 respondents, 206 or 67.21% are Male with the Age bracket of 17-20 years old, and most of them are in second-year level. As to the level of a predictor of fear of criminal victimization, Fear of crime has a Mild Fear of Victimization, same with the Perception of Risk has and Violent Crime Victimization Experiences that have a small amount of fear of victimization. Further, this study proves that students' demographic profile has no significant relationship between the level of predictors of fear of criminal victimization at school. The researchers recommend taking immediate action about the student's concerns regarding their safety and creating a safe and supportive school climate. [ABSTRACT FROM AUTHOR]

Introduction: Over 50% of medical students worldwide report experiencing mistreatment and abuse during their clinical education, yet only a small proportion of students report these concerns to administration. It is unknown how medical students make sense of their experiences of mistreatment and come to decide whether to formally report these experiences. Improved understanding of this phenomenon will facilitate changes at the administrative and institutional levels to better support students. Methods: Using Constructivist Grounded Theory, we interviewed 19 current and former medical students from one institution about their experiences with mistreatment and reporting. Data were analysed in an iterative fashion, using focused and theoretical forms of coding. Results: The decision of whether to report mistreatment is only one phase in the process that students report experiencing when encountering mistreatment. This process can be understood as a journey consisting of five phases: Situating, Experiencing and Appraising, Reacting, Deciding and Moving Forward. Students move through these phases as they come to understand their position as medical learners and their ability to trust and be safe within this institution. Each experience of mistreatment causes students to react to what has happened to them, decide if they will share their experiences and reach out for support. They choose if they are going to report the mistreatment, at what cost and for what outcomes. Students continue through their training while incorporating their experiences into their understanding of the culture in which they are learning and continually resituating themselves within the institution. Discussion: Student perceptions of trust or mistrust in their educational institution are highly influential when it comes to reporting mistreatment. Interventions designed to support students and decrease exposure to mistreatment may be best focused on increasing organisational trust between students and the medical school. Given that only a small proportion of medical students who have experienced mistreatment report it, @BellDrAmanda and @MGVanstone describe how they decide. [ABSTRACT FROM AUTHOR]

Mistreatment in the learning environment is associated with negative outcomes for trainees. While the Association of American Medical Colleges (AAMC) annual Graduation Questionnaire (GQ) has collected medical student reports of mistreatment for a decade, there is not a similar nationally benchmarked survey for residents. The objective of this study is to explore the prevalence of resident experiences with mistreatment. Residents at three academic institutions were surveyed using questions similar to the GQ in 2018. Quantitative data were analyzed based on frequency and Mann-Whitney U tests to detect gender differences. Nine hundred ninety-six of 2682 residents (37.1%) responded to the survey. Thirty-nine percent of residents reported experiencing at least one incident of mistreatment. The highest reported incidents were public humiliation (23.7%) and subject to offensive sexist remarks/comments (16.0%). Female residents indicated experiencing significantly more incidents of public embarrassment, public humiliation, offensive sexist remarks, lower evaluations based on gender, denied opportunities for training or rewards, and unwanted sexual advances. Faculty were the most frequent instigators of mistreatment (66.4%). Of trainees who reported experiencing mistreatment, less than one-quarter reported the behavior. Mistreatment in the academic learning environment is a concern in residency programs. There is increased frequency among female residents. [ABSTRACT FROM AUTHOR]

This study is to examine the effect of student veteran status on abusive relationships, namely, emotional, physical, and sexual abuse. In addition, this study divided student veterans into two groups, deployed and un-deployed veterans, to see whether two groups demonstrate different results on abusive relationships. Logistic regression models were employed as a statistical strategy using the 2011-2014 American College Health Association National College Health Assessment II (ACHA-NCHA-II) data. The results found that deployed veterans were more likely to experience physical abuse, while un-deployed veterans were more likely to experience emotional abuse. Student veterans did not show any significant relationship with sexual abuse regardless deployment experience. It would be appropriate to consider the results of this study to address abusive relationships among student veterans, which help them to not only adjust college life but also succeed in careers and have healthy family relationships. [ABSTRACT FROM AUTHOR]

Higher education is an important pathway to safety for survivors of intimate partner violence (IPV). Recent work documents tactics of school sabotage (behaviors aimed at sabotaging educational efforts) identified by school staff and IPV advocates. However, the perspectives of current students who are IPV survivors are unexplored. As part of a multiphasic study, 20 semi-structured qualitative interviews with community college students who reported current or recent IPV were conducted. Identified tactics included disrupting child care, emotional abuse tied to school, and using manipulation to limit access to campus or resources. Identified impacts include preventing focus, diminished academic achievement, emotional or mental health challenges, and instilling a desire to overcome. [ABSTRACT FROM AUTHOR]

Background: Depressive symptoms are associated with impaired social functioning, arguably because of reduced mentalizing abilities. However, findings in persons with depressive symptoms and/or major depressive disorder (MDD) are presently mixed, finding evidence both for and against the hypothesis of reduced mentalizing abilities. Aims: This study investigated spontaneous cognitive mentalizing in 36 age-, sex- and education-matched students with depressive symptoms and 45 comparisons with minimal depressive symptoms. Method: To assess spontaneous mentalizing, we used the implicit theory of mind (ToM) task, which looks specifically at spontaneous computation of false belief. Results: Bayesian analysis did not support the hypothesis of impaired mentalizing; in fact, it suggested that the results were 3.90 times more likely to have occurred under the null hypothesis. Results remained stable when comparing depressed and non-depressed individuals without maltreatment exposure but were inconclusive in the maltreatment-exposed groups. Conclusion: The findings suggest no effect of spontaneous mentalizing in a high-functioning depressed sample. Moreover, the findings also emphasize the need to control for childhood maltreatment experiences in future ToM and social functioning research, as these may constitute subgroups within depressed samples. Tailored therapy for maltreated depression individuals may be beneficial. [ABSTRACT FROM AUTHOR]

The Trauma Symptom Checklist–40 (TSC-40) is commonly used in clinical research to index history of childhood maltreatment and assess complex trauma symptomatology in adults. Yet the dimensional structure of this measure has not been examined. We examined the factor structure of the TSC-40 in a sample of 706 undergraduate students, measurement invariance of the TSC-40 across groups with or without a history of abuse-related and multiple trauma, and the association between the TSC-40 and other trauma indices. A higher order model of complex trauma symptomatology was optimal. The higher order model also demonstrated strong measurement invariance across participants with or without abuse-related and multiple trauma histories. The current findings support the dimensional structure of the TSC-40, as well as extending and revising its subscale composition. This study provided support for using the TSC-40 to measure trauma symptoms across groups exposed to different and multiple types of trauma and provided further evidence for the construct of complex trauma symptomatology. [ABSTRACT FROM AUTHOR]

Introduction: Violence is a complex social phenomenon, which occurs in various sectors of our contemporary society. Violent acts can be also found in educational processes in different areas of knowledge such as undergraduate nursing education. Objective: To identify how violence occurs over the nursing degree and the possible implications it might have for the training of students. Materials and methods: An integrative review was carried out in the SciELO® virtual library, ERIC®, LILACS®, Web of Science®, MEDLINE®, CINAHL®, Scopus® and Google Academic® databases, from which 21 documents were retrieved for the period between 2014 and 2018. Results: The analysis allowed organizing the results into four categories: characterization of studies and authors; understanding and nature of violence; places where violence occurs and identification of the main perpetrators; and the consequences generated by violence and actions to address this phenomenon. Discussion: Violent acts affect the living conditions of the students involved, impact negatively the development of skills related to interpersonal interaction and generate weaknesses in the training of future nurses. Conclusions: Violence is a constant phenomenon in the context of undergraduate nursing education. It is necessary to promote the strengthening of a culture of peace in this environment. [ABSTRACT FROM AUTHOR]

We examined the prevalence and repeat offenses of college men, including fraternity men and student athletes, taking advantage of someone sexually while under the influence of alcohol. Preexisting data from the Core Alcohol and Other Drug Survey included a sample of 12,624 college men at 49 community and 4-year colleges. Results provide further evidence that the problem of campus rape is largely one of serial perpetration. More than 87% of alcohol-involved sexual assault was committed by serial perpetrators. Fraternity men and student athletes were significantly more likely to commit alcohol-involved sexual assault than other men on campus. [ABSTRACT FROM AUTHOR]

This study explored patterns of controlling behavior, physical violence, and attitudes toward social limits in young Mexican university students in light of the effect that socialization processes have in attitudes toward social norms and violent behavior as indicated in some of the literature. A total of 437 male and female heterosexual participants residing in Ciudad Juárez, Mexico, provided information on their perpetration/victimization experiences of controlling behavior (by means of the Controlling Behaviors Scale) and physical violence (using the Revised Conflict Tactics Scales [CTS2]) and their attitudes toward social limits (using the Attitudes Toward Social Limits scale). Results indicate similar chronicity levels of experienced controlling behavior and physical violence perpetration/victimization between the sexes. Participants expressed major tendency to adjust to a social norm rather than overstepping it. Males tend to overstep social limits more often than females, although no significant linear relationship was found between abusive behavior and attitudes promoting the infringement of social norms. Higher chronicity levels were rather found by dyadic type, relationships with mutual physical intimate partner violence (IPV), and controlling behavior in comparison with relationships where unidirectional violence prevails. Implications of findings involve the acknowledgment of change in dynamics used by more educated young Mexicans, and the recognition of IPV in these populations as a heterogeneous phenomenon for primary and secondary interventions. [ABSTRACT FROM AUTHOR]

In addition to the stresses common to medical school training, medical students in Nigeria face additional peculiar contemporary social problems due to income inequality, poverty, insecurity and political instability. These have a direct impact on their mental health and wellbeing. The aim of this study was to systematically review articles reporting on the epidemiology of psychiatric disorders among medical students in Nigeria. Studies were identified using MEDLINE, HINARI, African Journal Online (AJOL) and Google Scholar databases using search terms encompassing psychiatric morbidity amongst medical students. No date restrictions were applied to the search. The pooled prevalence estimate was calculated for each disorder. Psychological distress was present in 25.2% of the students, perceived stress in 60.5%, depression in 33.5% and anxiety in 28.8%. The current use of at least one psychoactive substance was present in up to 44.2%, while 35.5% of all the respondents had experienced one or more forms of abuse during their training as medical students. The prevalence of psychiatric disorders among medical students in Nigeria is high. Positive coping mechanisms such as religiosity, positive reframing and resilience which were identified in this review should be optimized to reduce the burden. [ABSTRACT FROM AUTHOR]

Criminological theories traditionally used to explain crime and deviance have now been applied to explain physical intimate partner violence (IPV) experienced by heterosexual and LGBQ victims. Notably missing, however, are studies that test theories that explain why individuals may become victims of emotional abuse by sexual orientation. To this end, we applied target congruence theory to examine the influence of target vulnerability, gratifiability, and antagonism on emotional abuse experienced by college students. Data obtained from two public universities (Heterosexuals=366, LGBQ=113) showed partial support for the theory, with target vulnerability consistently predicting emotional abuse victimization regardless of sexual orientation. [ABSTRACT FROM AUTHOR]

Kerins and Tallentire use Mezirow's idea of perspective transformation to argue that the transformative effects of mistreatment highlight the importance of learning environments and institutions that students can trust. [ABSTRACT FROM AUTHOR]

This cross-temporal meta-analysis involved 86 studies (N = 71,397) on aggression among Chinese college students conducted from 2003 to 2017. We collected articles investigating college students' aggression using the Aggression Questionnaire. The results showed that college students' aggression generally decreased steadily over 15 years. Compared to 2003, aggression in 2017 decreased by 1.030 standard deviations. The decline in physical aggression, verbal aggression, and hostility among college students were more rapid than anger. College students from the Eastern region of China demonstrated this decline more than those from the Center and Western regions. Both male and female college students showed decreasing aggression, and the decline was larger in males compared to females. [ABSTRACT FROM AUTHOR]

Medical student mistreatment has been recognized as a deterrent to education as it interferes with the learning process and contributes to student burnout and attrition. Medical schools and leaders in undergraduate medical education have expended tremendous effort in addressing this phenomenon in hopes of eradicating mistreatment. However, there is a spectrum of behaviors that negatively impact the learning environment beyond that which is considered frank mistreatment. In this conceptual article, the authors propose the concept of learner neglect for the consideration by educators and researchers. This is a term for a range of behaviors exhibited intentionally or unintentionally by a supervisor that prevent a learner from reaching his or her potential. While the behaviors may overlap with mistreatment, they do not always fit within the definition of mistreatment. This concept is illustrated in the context of optimal and suboptimal teaching behaviors that commonly occur within the ecosystem of clinical education. Descriptions and examples are provided for both intentional and unintentional learner neglect. The authors hypothesize possible short- and long-term impacts of learner neglect, describe contributors to its prevalence, and offer questions for key stakeholders to consider in an effort to recognize, study, and ameliorate this issue within medical education programs. [ABSTRACT FROM AUTHOR]

If a teacher abuses a student, is the school authority liable in damages to the student? Over the past 20 years, courts in Australia and England have invariably treated this as a question of vicarious liability. In this article, I argue that this approach is wrong and disruptive of the principled development of the law of torts. In cases of institutional child abuse, breach of a non-delegable duty of care is the more appropriate ground of liability. The prevailing approach in Australia and England reflects a continuing confusion about and between these two quite distinct forms of liability. This confusion has meant that, in Australia, abuse victims have been denied compensation while, in England, the doctrine of vicarious liability has had to be seriously distorted in order to provide a remedy. [ABSTRACT FROM AUTHOR]

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The article talks about discourse on sexual harassment and prohibitions against homosexuality and the discourses of sex panic that enforce the prohibitions. It also informs that harassment onto sexuality and sexualization of work appears as a form of harassment. Topics discussed include contemporary discourse about campus harassment clusters; campus administrators to address discrimination, harassment, and abuse involving students; and discrimination under any education program or activity.

Objective: To examine the effect of nontraditional student status on abusive relationships, namely emotional, physical, and sexual abuse. Participants: The 2011-2014 American College Health Association National College Health Assessment (ACHA-NCHA) II data (N = 102,563) were utilized for the analysis. Methods: Logistic regression models were employed as the outcome variables were dichotomous. Results: Non-traditional students compared to traditional ones indeed had higher odds ratios of having abusive relationships. Nontraditional students compared to traditional students, however, were more likely to experience emotional and physical abuse, but not sexual abuse. Conclusions: The prevention programs and policies related to abusive relationships need to be address differently based on the results of this study, which is also essential for nontraditional students to adjust and succeed in higher education and further their careers. [ABSTRACT FROM AUTHOR]

Abstract Resistance is classified as a reaction against confining social structures. During their education, medical students encounter traditional medical and interprofessional hierarchies as they learn to become doctors. These create a power disparity that may prevent their empowerment and ability to resist. Despite their subordinate position, students are not always powerless when encountering situations that contradict their ethical, moral, and professional understandings of appropriate medical practice – so called 'professionalism dilemmas.' A qualitative analysis of over 1500 narratives from interviews, focus groups, and questionnaires with 808 medical students in the UK and Australia highlights how students draw on a number of direct and indirect, verbal and bodily, instantaneous and delayed forms of resistance to counter the professionalism lapses of their seniors, which they face in everyday clinical and educational interactions. Within students' narratives of resistance we come to see how they resist hegemonic practices and their reasons for doing so, such as to prevent patient and student abuse, promote hygienic practice, and uphold patient consent. Through these various acts of resistance (and their narration), medical students may promote the subtle transformation of the dominant medical structure either consciously or unconsciously. They may do this through reflecting on acts of resistance to professionalism lapses, making sense of their moral position and the development of their professional identities, by encouraging others to also resist through sharing resistance narratives, and finally, by altering the professional conduct of their seniors. We encourage all workplace learning stakeholders to better understand the social dynamics of hierarchies and resistance and to encourage the enactment of resistance in the face of professionalism lapses in order to protect the health and wellbeing of learners and patients. Highlights • Medical students resist their seniors' professionalism lapses. • Students' resistance manifests itself in various degrees of active and passive acts. • Reflecting on resistance acts may support sense-making and professional development. • Through resisting medical students may improve the care of patients. • The medical system may be subtly transformed through students' acts of resistance. [ABSTRACT FROM AUTHOR]

Violence and relationship abuse are pervasive public health problems that have a range of negative effects, with exceptionally high prevalence among ethno–racial minority youth. This study assesses the prevalence of these types of violence among American Indian/Alaska Native (AI/AN) students and examines the impact of victimization on academic performance of AI/AN and non-AI/AN student populations using self-reported college health survey data. Results show that students who identified fully or partially as AI/AN reported markedly higher rates of all types of violence/abuse than did other students, and students who had experienced violence/abuse had lower grade point averages (GPAs) compared with those who had not. Recommendations for future research and direct practice with AI/AN students are discussed. [ABSTRACT FROM AUTHOR]

Background: Evidence of bullying and harassment of medical students and junior doctors has existed for over 30 years. However, there has been little attempt to explore the dimensions of this issue in Australia to date. Given the evidence which indicates that experiencing abusive behaviour has a detrimental effect on professional identity formation and on mental health, the Australian Medical Students' Association (AMSA) undertook a national scoping study to better understand the experiences of Australian medical students. Materials and Methods: We conducted a mixed methods survey of the 16,959 students enrolled in a medical degree at an Australian university in 2015. An anonymous, voluntary online questionnaire was distributed through AMSA's social media, email newsletter and website, and medical students' societies. Results: We received 519 responses, including 194 (37%) detailing at least one incident of bullying or harassment. 335 (65%) survey respondents were women and 345 (67%) were in the clinical years of their training. 60% of all respondents reported experiencing or witnessing mistreatment during their medical education. The most common theme in the free text was belittlement of the student's competence and capacity to be a good doctor. Some gave details about how universities failed to prevent or appropriately respond to students' experiences of bullying and harassment. Conclusion: In line with international data, this study shows that many Australian medical students perceive mistreatment as an important problem that is not always managed well by faculties. Multi-pronged policy and practice responses are needed to instigate cultural change in Australian medical education. [ABSTRACT FROM AUTHOR]

Sexual objectification can be defined as an imprecise cognitive process which produces inaccurate evaluations according to gender. Moreover, sexual objectification restricts evaluation to a single aspect of people: appearance (Langton in Future Philos 285-303, 2004; Langton in Sexual solipsism: philosophical essays on pornography and objectification, Oxford University Press, Oxford, 2009). So far, no studies have assessed the impact of sexual objectification on teachers’ perceptions and evaluations of students. The present study was aimed at investigating the impact of gender and sexual objectification in the domain of education. Specifically, we examined whether gender and objectification changed how teachers perceived and evaluated students. The sample comprised 164 female teachers ages 32-70 years (mean 48.3 ± 7.5) from randomly selected middle schools in Sardinia, Italy. Statistical analysis revealed that teachers ascribed more behaviours that precluded learning to students who were sexually objectified than students who were not sexually objectified. This effect was not dependent on students’ gender. Teachers should acknowledge the important role of sexual objectification in student assessment and be informed of best practices to reduce the negative outcomes of sexual objectification and self-objectification in adolescents. [ABSTRACT FROM AUTHOR]

Objective: To determine and compare prevalence of Gender based Violence (GBV) in public and private secondary schools students and to identify factors associated with experience of GBV by the students. Design: Comparative cross-sectional survey of using a 60 item self-administered questionnaire. Setting: Ten public and private secondary schools in Ilorin South Local Government area of Kwara State. Participants: 640 students, (320 each) from public and private schools. Main outcome variable: Prevalence and factors influencing experience of physical, sexual and psychological violence Results: At least one form of GBV was experienced by 89.1% of public and 84.8% private schools students (p=0.32). Psychological violence was commonest type of GBV experienced (Public -72.5% vs. Private - 69.2%; p=0.37), while sexual violence was least (Public -41.4% vs. Private - 37.4%; p=0.3). Females were less likely to experience physical violence (OR 0.3; 95% CI 0.2-0.4) and psychological violence (aOR 0.6; 95%CI 0.4-0.8). Students who were in a relationship and who had history of parental violence were more likely to experience sexual (aOR 1.7; 95%CI 1.2-2.4) and aOR 1.5; 95%CI 1.2-2.2) and psychological (aOR 1.3; 95%CI 1.1-1.5 and aOR 1.3; 95%CI respectively) violence. Conclusions: GBV was a common experience of students in both groups of schools. Multi-disciplinary interventions emphasising ending physical and psychological violence among private school students and sexual violence in public school are recommended. Interventions that involve the parents, school authorities and students on nonviolence conflict resolution are urgently required. Parents and students who perpetrate violence should be referred for counselling. [ABSTRACT FROM AUTHOR]

The aim of this article was to estimate the prevalence of psychological maltreatment in Italian middle school students by their teachers, and to test the applicability of surveying instruments for this phenomenon in Italian educational settings. The sample consisted of 105 teachers and 128 middle school students, who were asked about their experiences with emotionally abusive behaviors (i.e., demeaning, discriminating, dominating, destabilizing, distancing, and diverse) in the Italian school system. Teachers did not tend to perceive their behavior as abusive, while the students showed a very high perception of abuse (98%). Males were more likely to be victims of abuse, and they also reported lower scores in the Achievement scale. Emotional child abuse is highly present in Italian educational settings, and there is a strong need for interventions aimed at supporting teacher education, in the hopes of increasing the general well-being in schools. [ABSTRACT FROM AUTHOR]

Support has been offered for the relevance of daily activities and pro-social networks for shaping victimization odds among adolescents, but cross-cultural analyses of these effects have yet to be examined. The study presented here examined victimization among middle- and high school students from SK (n = 3343) and the US (n = 4990). Personal victimizations (bullying, physical assaults, and threats) were examined. Youth activities included participation in sports, school clubs, non-school clubs, and employment in part-time jobs. A youth’s perceptions of friends and of teachers’ attachments to students were also examined, possibly influencing guardianship and vulnerability to victimization. Findings revealed inverse effects of school athletics and positive effects of non-school club participation and part-time jobs on victimization risks in both countries. Perceptions of stronger attachments to friends and between teachers and students were also associated with lower victimization risks in the US. Common themes in findings across the two countries are identified but with important caveats regarding our inability to make direct comparisons in model estimates between the samples. Nonetheless, these themes should help guide hypotheses in future research capable of making direct comparisons. [ABSTRACT FROM AUTHOR]

In January of 2014 the Regulate Marijuana like Alcohol Act or, Amendment 64, went into effect in Colorado. Even though it was the first state to enact recreational legalization, attitudes towards marijuana use have been changing for decades. Prompted by medical marijuana legalization, studies have found mixed results in regards to the impact that legalization has on frequency of use and abuse. With college students having the highest rates of use in the United States (U.S.), whether legal or not, it was important to explore the impact that legalization has on this population. In the current study, rates of marijuana and alcohol use in college students before and after recreational legalization were explored. Data was collected in four waves from October 2013 to March 2015, to be able to determine the trends in marijuana and alcohol use, and relationship between the substances. In addition, grade point average was measured as a possible consequence of marijuana use. We found the frequency of marijuana use in Colorado college students is much higher than the national average t(94445)=24.424, p<0.001, especially the percentage of daily or almost daily users, t(2191)=10.373, p<0.001. There were significant differences between the marijuana non-users and the once a week or more often but not daily marijuana users in grade point average, F(6, 227)=2.935, p<0.001. In addition, it seems that the relationship between alcohol and marijuana use in general is decreasing since the passing of Amendment 64, but not among the binge drinkers. [ABSTRACT FROM AUTHOR]

Introduction: Medical student mistreatment is a prevalent and significant challenge for medical schools across the country, associated with negative emotional and professional consequences for students. The Association of American Medical Colleges and Liaison Committee on Medical Education have increasingly emphasized the issue of mistreatment in recent years, and medical schools are tasked with creating a positive learning climate. Methods: The authors describe the efforts of an emergency department (ED) to improve its clerkship learning environment, using a multifaceted approach for collecting mistreatment data and relaying them to educators and clerkship leadership. Data are gathered through end-of-rotation evaluations, teaching evaluations, and an online reporting system available to medical students. Mistreatment data are then relayed to the ED during semi-annual meetings between clerkship leadership and medical school assistant deans, and through annual mistreatment reports provided to department chairs. Results: Over a two-year period, students submitted a total of 56 narrative comments related to mistreatment or unprofessional behavior during their emergency medicine (EM) clerkship. Of these comments, 12 were submitted in 2015-16 and 44 were submitted in 2016-17. The most frequently observed themes were students feeling ignored or marginalized by faculty (14 comments); students being prevented from speaking or working with patients and/or attending faculty (11 comments); and students being treated in an unprofessional manner by staff (other than faculty, 8 comments). Conclusion: This article details an ED's efforts to improve its EM clerkship learning environment by tracking mistreatment data and intentionally communicating the results to educators and clerkship leadership. Continued mistreatment data collection and faculty development will be necessary for these efforts to have a measurable effect on the learning environment. [ABSTRACT FROM AUTHOR]