Faculty Publications and Research

The purpose of this study was to examine the relationships between child sexual abuse (CSA) and components related to the CSA experience, betrayal, dissociative amnesia, and childhood autobiographical memory loss (CAML). The a priori hypothesis was that components related to the CSA experience (such as abuse characteristics, disclosure characteristics, betrayal, and dissociative amnesia) would act as direct risk factors/predictors for CAML. It was further hypothesized that betrayal and dissociative amnesia would each act as a mediator of the relationships between these components related to the CSA experience and CAML. This retrospective survey was conducted online, anonymously, and contained a sample of 297 participants who were adult survivors of CSA. Data was analyzed using logistic and linear regressions, as well as path analysis. The results of this study suggest that betrayal, dissociation, duration of abuse, and dissociative amnesia had direct effects on CAML, and age at onset of abuse had indirect effects on CAML through dissociative amnesia. These results have both research and clinical implications, in terms of both prevention and intervention with survivors of CSA.

Despite extensive documentation of the adverse impacts of child sexual abuse (CSA), less is known about long-term effects of CSA, that is, the impact in middle and late adulthood, when one is further removed from the CSA. This study describes coping strategies and positive outcomes reported by adult female survivors of child sexual abuse ages 50+ (n=58). Responses came from an anonymous online survey of adult survivors of CSA. We conducted a qualitative “RADaR” rapid analysis on the survey’s open-ended questions. Survivors employed both internal attitudes and specific activities to cope with their childhood CSA. Most (n=55) reported positive outcomes from CSA: self, others, and relational and/or emotive strengths. Due to survey limitations, we were unable to identify factors that contributed to survivors reporting positive outcomes and survivors who reported negative or no positive outcomes. This study suggests CSA survivors in middle and late adulthood may feel stronger as a result of abuse. More research is needed to identify factors that contribute to resilience.

This study examines the design and implementation of an AI Sales Assistant (AISA) in several companies to understand the relationship between value sensitive design and successful implementation of AI assistants. While the AISA was designed to help and support collaboration, this study found that rather than supporting sales associates, the AISA evolved into a system to exclusively track and monitor them. This study reveals that while values important to the sales associates were considered in its design, a Value Sensitive Design approach to include all stake-holders and their values in the design process might have led to better outcomes.

This article relates the story of a first grade teacher and a child who was the only deaf student in the entire school. Because he had no one who could communicate with him--not teachers, not students, no one, this situation tugged at the hearts of a committed team of professionals. A teacher of the deaf, a first grade general education teacher, a speech-language pathologist, an occupational therapist, and an interpreter, none of whom had worked with a deaf student before or co taught, began to work collaboratively to provide services. As professionals they looked back on the experience as one of their most rewarding--and decided to take a closer look and reflect on that year to improve their own practices and hopefully help others. Here they explore why this collaborative model worked and how a group of professionals from different disciplines, each with different goals for the student and with no experience working with a deaf child with a cochlear implant, came together to make Jeffery's year a success. Further, they wanted to see if they could use this experience to develop a co-teaching model to support other students with cochlear implants in a general education classroom. In retrospect they also ask one another, "What did we do just right?"

Librarians collect data to evaluate system performance, illustrate relationships between users and resources, create descriptive statistics, describe collections, identify commonalities and rarities in material usage, and for other goals or outcomes directed to improve library services. One common method of data collection is the COUNTER report. COUNTER acronym stands for: Counting Online Usage of Networked Electronic Resources. The report is based on a well-documented code of conduct; unlike publisher in-house reports that can be vaguely defined. The COUNTER initiative is a third-party, community-based code of practice, that is designed to control how publishers count and report usage of electronic resources.2 However, using the COUNTER report can be a daunting task and without manipulation, the data lacks a story. Analytic platforms are great at compiling data, but some are better than others at visualization.

The Black Lives Matter (BLM) movement continues to bring attention and direct action to incidents of racially motivated aggression and police violence. Although BLM is a not a formal centralized organization, numerous branded bodies, such as the international BLM Global Network (BLM Global Network, n.d.), use the term “Black Lives Matter” to represent the mandate of their group. Regardless, BLM operates as a collection of individuals and organizations that commonly promote change aimed at combatting police brutality while supporting an overall agenda of Black liberation. The movement began in 2013 in response to the acquittal of George Zimmerman in the murder of  Travon Martin, an African American teenager. Over the past eight years, BLM has taken action following law enforcement– related deaths of other African Americans across the United States (Day, 2015). In 2020, the movement gained national attention during protests that resulted from the killing of George Floyd by police officer Derek Chauvin in Minneapolis. BLM has emerged as one of the largest social movements the country has seen to date (Buchanan, Bui, & Patel, 2020).

This chapter introduces Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education, which is an equity-centered, evidence-based guide to trauma-informed teaching and learning in higher education. First, the chapter contextualizes the book in understanding that trauma is not just in past but also in the present and discusses the prevalence and impact of trauma on college students and educators. Next, the chapter explores what it means to respond to trauma, crisis, and inequality using a trauma-informed approach. The chapter then describes the origins and aims of the book and the book’s contents.

This chapter introduces Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change, a collection of narratives about trauma-informed approaches to teaching during the COVID-19 pandemic. First, this chapter posits that COVID-19 has been a wake-up call on crisis in higher education and describes two main lessons learned: (1) that college teaching has always encompassed crisis and (2) that college students and educators are resilient. Next, the authors describe the rationale, aims, and intended audience of the book, highlighting the importance of amplifying diverse voices and representing multiple methods of meaning-making on the road to resilience and healing. The next section summarizes the book’s contents and helps orient readers to format and style differences among chapters. Lastly, the chapter concludes with a call to action.