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5 - College Students’ Perceptions of Interpersonal Violence
- Edited by Ziwei Qi, Fort Hays State University, Kansas, April N. Terry, Fort Hays State University, Kansas, Tamara J. Lynn, Fort Hays State University, Kansas
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- Book:
- Gender-based Violence and Rurality in the Twenty-first Century
- Published by:
- Bristol University Press
- Published online:
- 20 January 2024
- Print publication:
- 30 May 2023, pp 57-74
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- Chapter
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Summary
Introduction
Interpersonal violence is a common issue around the globe. Per a study conducted by the World Health Organization (WHO, 2021) from 2000 to 2018 – focusing on women and girls, from 161 countries, aged 15 years and older – one in three women have experienced violence at least once during their lifetime, and approximately 25 per cent of women in the United States have experienced violence. Estimates of interpersonal violence victimisation in rural areas are similar to estimates in urban spaces, while some studies suggest higher rates of victimisation within rural communities (Breiding et al, 2009) due to the emphasis on informal social controls (Carrington, 2007) specific to rural culture (Rennison et al, 2013).
Approximately 5.3 million females and 3.2 million males report experiencing physical abuse each year (Park and Kim, 2019). Reportedly, 20– 30 per cent of college students fall victim to varying forms of violence (Ameral et al, 2020) for reasons related to socialisation, relationship conflict, substance use, limited problem-solving skills, among others (Cranney, 2015; Giordano et al, 2020). These statistics likely go underreported for several reasons, including a limited understanding of what constitutes violence by college students (Elmquist et al, 2016 ), and in rural locations, less willingness to help survivors as an attempt to ‘mind one's own business’ (Donnermeyer, 2015). This chapter seeks to understand college students’ perceptions of interpersonal violence through use of video vignettes portraying various forms of interpersonal violence. Furthermore, the chapter aims to find whether educational programmes influence these perceptions. This information is important for supporting higher learning institutions in responding to and reducing Title IX issues on college campuses, which ‘protects students from sexual harassment in educational programs or activities’ (Title IX of the Education Amendments of 1972, 20 U.S.C. §1681).
Defining and understanding perceptions of interpersonal violence
The World Health Organization defines interpersonal violence as ‘any behaviour within an intimate relationship that causes physical, psychological, or sexual harm’ (WHO, 2012: 1). Physical violence includes more recognisable acts of violence such as beating, hitting, kicking and slapping (WHO, 2012). Psychological harm, often referred to as emotional abuse, is described as attitudes, behaviours and verbal aggression that controls, dominates, humiliates, intimidates or threatens a partner (Jennings et al, 2017). Sexual violence includes ‘forced sexual intercourse and other forms of sexual coercion’ (WHO, 2012: 1).
Associations of category fluency clustering performance with in vivo brain pathology in autosomal dominant Alzheimer’s disease
- Defne Yucebas, Joshua T. Fox-Fuller, Alex Badillo Cabrera, Ana Baena, Celina Pluim McDowell, Paula Aduen, Clara Vila-Castelar, Yamile Bocanegra, Victoria Tirado, Justin S. Sanchez, Alice Cronin-Golomb, Francisco Lopera, Yakeel T. Quiroz
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- Journal:
- Journal of the International Neuropsychological Society / Volume 30 / Issue 1 / January 2024
- Published online by Cambridge University Press:
- 26 April 2023, pp. 77-83
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- Article
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Objectives:
Alzheimer’s disease (AD) is known to impact semantic access, which is frequently evaluated using the Category Fluency (Animals) test. Recent studies have suggested that in addition to overall category fluency scores (total number of words produced over time), poor clustering could signal AD-related cognitive difficulties. In this study, we examined the association between category fluency clustering performance (i.e., stating words sequentially that are all contained within a subcategory, such as domestic animals) and brain pathology in individuals with autosomal dominant Alzheimer’s disease (ADAD).
Methods:A total of 29 non-demented carriers of the Presenilin1 E280A ADAD mutation and 32 noncarrier family members completed the category fluency test (Animals) and the Mini-Mental State Examination (MMSE). The participants also underwent positron emission tomography (PET) scans to evaluate in vivo amyloid-beta in the neocortex and tau in medial temporal lobe regions. Differences between carriers and noncarriers on cognitive tests were assessed with Mann-Whitney tests; associations between cognitive test performance and brain pathology were assessed with Spearman correlations.
Results:Animal fluency scores did not differ between carriers and noncarriers. Carriers, however, showed a stronger association between animal fluency clustering and in vivo AD brain pathology (neocortical amyloid and entorhinal tau) relative to noncarriers.
Conclusion:This study indicates that using category fluency clustering, but not total score, is related to AD pathophysiology in the preclinical and early stages of the disease.
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