Suchergebnisse

Class discussions of White privilege can increase sociocultural and international awareness in our students. Therefore, instructors should be encouraged to teach this topic in introductory college survey courses (e.g., psychology and sociology), although negative reactions by White students can affect student evaluations of an instructor's teaching skills. We decided to further explore college students' cognitive and emotional reactions to this topic. Principal components analysis revealed four factors. Agreement with items related to the factor Societal (e.g., American society is not a meritocracy) was associated with understanding White privilege. Agreement with items associated with the factor Personal (e.g., feeling personally attacked) was associated with failure to understand this concept. The remaining two factors, Denial and The Bad Guys (feeling like one of "the bad guys" in society), were not significantly associated with understanding White privilege. These findings are discussed in the context of successfully teaching antiracism.

AbstractIntroductionAlthough risk for suicide appears elevated in individuals with intellectual and developmental disorders (I/DD), few interventions or tools addressing suicide prevention have been adapted for this population. Among evidence‐based interventions for preventing suicide, safety planning interventions are an effective and commonly employed intervention for reducing suicide‐related risk.MethodsBy drawing on Special Education praxis for supporting the learning needs of individuals with I/DD, we provide recommendations for adapting suicide safety planning interventions for youth with I/DD.ResultsSpecific visual, content, teaching, and communication components of the safety plan intervention can be adapted to better meet the needs of youth with I/DD.DiscussionAlthough future research is needed to evaluate these recommendations, these modifications may support clinicians serving youth with I/DD and suicide‐related risk.