Revictimization Through Education: Does Learning About Victimization Lead to Anxiety and Identification as a Victim Among College Students?

Mummert, Sadie J.; Policastro, Christina; Payne, Brian K.

doi:10.1080/10511253.2014.965409

Cited by 10 publications

(4 citation statements)

References 38 publications

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“…Acknowledged victims reported increases in depression after viewing the perpetrator video. This finding is consistent with past research suggesting that initial reports of acknowledgement are associated with temporary negative mental health consequences, or the experience of “revictimization” (Mummert et al, 2014). Longitudinal research indicates that acknowledgment is associated with long-term positive outcomes, such as leaving the perpetrator and seeking help, which outweigh initial psychological distress (Murray et al, 2015; Zink et al, 2004).…”

Section: Discussionsupporting

confidence: 92%

Victim and Perpetrator Acknowledgement of Intimate Partner Violence and Victim Psychopathology

Clements

Moore

Laajala-Lozano

et al. 2021

J Interpers Violence

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The present study assesses differences between acknowledged and unacknowledged victims in post-victimization psychopathology, abuse disability and coping. Few studies have examined abuse acknowledgment among intimate partner violence (IPV) victims. To our knowledge, this study is the first to use an experimental manipulation to assess changes in acknowledgment among IPV victims. Female undergraduate students currently in dating relationships completed demographic, coping and psychopathology questionnaires, and the Conflict Tactics Scale (CTS). They then watched a video of an IPV perpetrator who either acknowledged abuse or did not acknowledge abuse. Following the video, participants completed a psychopathology questionnaire and a post-video acknowledgment assessment. Approximately 38% of the sample reported IPV victimization. Only 7.89% acknowledged victimization. Acknowledged IPV victims had the highest mean victimization score but reported psychopathology similar to nonvictims on all subscales except phobic anxiety. Unacknowledged victims reported greater psychopathology, depression, anxiety, and hostility than nonvictims and were more symptomatic overall. Unacknowledged victims reported more frequent use of avoidant coping strategies than nonvictims. These strategies included substance use, self-blame, and behavioral disengagement. Acknowledged and unacknowledged victims reported greater abuse disability than nonvictims, and acknowledged victims reported greater life restriction than unacknowledged victims. Following the video, the number of acknowledged victims nearly doubled, and acknowledged victims reported increased depression. On the basis of these findings, clinicians and researchers should carefully consider acknowledgment as a potential factor in post-victimization mental health and explore ways to increases victim acknowledgment.

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Section: Discussionsupporting

confidence: 92%

Victim and Perpetrator Acknowledgement of Intimate Partner Violence and Victim Psychopathology

Clements

Moore

Laajala-Lozano

et al. 2021

J Interpers Violence

View full text Add to dashboard Cite

show abstract

“…The findings highlight that trigger warnings partially meet the requirements for TIC; however, to fully apply a trauma-informed lens to the higher education context, a broader scope of practice is required. First, evidence from current literature supports the use of trigger warnings to forewarn students, providing them with the choice to opt out of the learning environment as a strategy of self-care (Heath et al, 2017; Mummert et al, 2014). Generally, however, combined evidence from both the preliminary literature and the present study recommends not providing trigger warnings to students alongside the option of nonattendance, preferring instead to encourage student engagement in important conversations with sensitive material.…”

Section: Discussionmentioning

confidence: 99%

Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education

Bryce

Horwood

Cantrell

et al. 2022

Trauma, Violence, & Abuse

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In the academic context, trigger warnings can be defined as explicit statements that alert a group of learners that certain content explored or discussed in a learning environment may contain potentially distressing material. Extant research highlights a relationship between traumatization and trigger warnings; however, the extent to which trigger warnings constitute a method of best practice for reducing traumatization in higher education has not been addressed. Thus, a systematic literature review was conducted to explore this relationship. A search conducted across academic databases to locate peer-reviewed articles published between November 2010 and November 2020, combined three areas of interest: (1) “trigger warnings,” (2) “best practice,” and (3) “higher education.” Database searches and further manual searches yielded a total of 194 journal articles. Of these, 20 studies satisfied all inclusion criteria. Following the data extraction process, thematic analysis was employed to identify, analyze, and report patterns within data. The key themes identified through the review include trigger warnings as inclusive practice, as part of trauma-informed pedagogy, as ineffectual practice, and as harmful practice. The evidence suggests that when embedded as part of a broader, holistic, and trauma-informed approach, trigger warnings can be a valuable tool for assisting with the effective reduction of traumatization in the higher education context.

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“…Campus-wide initiatives to raise awareness about the signs of IPV may provide much-needed information to college students that can help them define and identify abusive situations in their own and others' relationships. In addition to classes that educate students about victimization (see Mummert et al, 2014), campus-wide programs can not only inform students about the signs of relationship violence but can provide information on local resources, including counseling services, that can help students deal with both emotional distress and IPV. The Red Flag Campaign, 4 for example, was created by college students and personnel to raise students' awareness of the signs of dating violence (i.e., relationship red flags).…”

Section: Implications For Policy and Programmingmentioning

confidence: 99%

“…Female college students are more likely than males to experience emotional, physical, and sexual victimization at the hands of intimate partners (Forke et al, 2008). However, it is important to note that many college students who have experienced IPV as perpetrators or victims may not recognize their experiences as abuse (Fass, Benson, & Leggett, 2008;Mummert, Policastro, & Payne, 2014) and forgo any reporting or help-seeking behaviors. Regardless, the negative consequences of IPV for students' social, mental, emotional, and physical health are no less problematic.…”

Section: Introductionmentioning

confidence: 99%

Who Seeks Counseling for Intimate Partner Violence? The Role of Emotional Distress

Posick

Agnich

Policastro

et al. 2016

Criminal Justice Review

Self Cite

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Intimate partner violence (IPV) is a pervasive problem in the United States affecting every demographic group. Victims of IPV suffer a wide range of negative health issues including depression, anxiety, and loss of self-esteem. However, little is known about help-seeking behaviors among IPV victims. This study utilized a university sample to explore who seeks counseling for exposure to threatening IPV. Results revealed that older students and females were more likely to seek counseling than younger students and males. Students who were exposed to greater levels of IPV and reported greater emotional distress were more likely to seek counseling than those with lower exposure to IPV and distress. Importantly, victimization accompanied by emotional distress was the key to explaining help-seeking help behavior. Programs and policies should focus on outreach to young students and males who have experienced IPV and provide focused services to victims with high levels of emotional distress.

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Revictimization Through Education: Does Learning About Victimization Lead to Anxiety and Identification as a Victim Among College Students?

Cited by 10 publications

References 38 publications

Victim and Perpetrator Acknowledgement of Intimate Partner Violence and Victim Psychopathology

Victim and Perpetrator Acknowledgement of Intimate Partner Violence and Victim Psychopathology

Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education

Who Seeks Counseling for Intimate Partner Violence? The Role of Emotional Distress

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