This article discusses the issue of college professors being stalked by students and provides recommendations to help prevent and address such situations. It notes that college environments can enable stalking behaviors among students. Professors are encouraged to maintain records of communications with students who become too attentive and to avoid private meetings or contact outside of school. The article also recommends that colleges implement clear policies prohibiting relationships between faculty and students to help prevent stalking and set boundaries.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Life Skills Activities by William Allan Kritsonis, PhDWilliam Kritsonis
Life Skills Activities by William Allan Kritsonis, PhD
About William Allan Kritsonis, PhD
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Life Skills Activities by William Allan Kritsonis, PhDWilliam Kritsonis
Life Skills Activities by William Allan Kritsonis, PhD
About William Allan Kritsonis, PhD
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINIST...William Kritsonis
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
See: www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - Over 5,200 writers published since 1983.
Horn, Deborah e[1]. neurological differences between adhd and childhood bipol...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
National FORUM Journal Archives, Dr. William Allan KritsonisWilliam Kritsonis
National FORUM Journal Archives, Dr. William Allan Kritsonis, Editor-in-Chief (Founded in 1983) NATIONAL FORUM JOURNALS is a group of national refereed publications. www.nationalforum.com
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees.
Dr. Kritsonis' Awards & Accomplishments
FELLOWSHIPS, SCHOLARSHIPS, HONORS, AWARDS
HALL OF HONOR, William H. Parker Leadership Academy, Graduate School
Prairie View A&M University, The Texas A&M University System (2008)
INVITED LECTURER, Oxford Round Table, Oriel College in the University of Oxford, Oxford, England (2005)
DISTINGUISHED ALUMNUS AWARD, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington. (2004)
VISITING SCHOLAR, Stanford University, School of Education, Palo Alto, California. Postdoctoral Study in Educational Administration and Supervision. (1987)
VISITING SCHOLAR, Teachers College, Columbia University, New York, New York. Postdoctoral Study in Educational Administration and Supervision. (1981)
ACADEMIC SCHOLARSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1973)
FELLOWSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1972-1973)
ACADEMIC DEAN’S LIST, Seattle Pacific University, Washington. (1971)
BASEBALL SCHOLARSHIP, Everett Community College, Washington. (1965-1966)
ALL-CONFERENCE COLLEGE BASEBALL PLAYER, Everett Community College, Washington. Third Base. (1965)
Tryouts with the NEW YANKEES and PITTSBURGH PIRATES Professional Baseball Teams. (Summers 1964-1967)
PLAYER, Everett ORIOLES Farm Team of the BALTIMORE ORIOLES Organization, Everett, Washington. (1965)
ALL-STATE HIGH SCHOOL BASEBALL PLAYER, Third Base, Lincoln High School, Seattle, Washington. (1964)
INSPIRATIONAL AWARD WINNER, Lincoln High School, Varsity Baseball Team, Seattle, Washington. (1964)
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Bullying in SchoolsOutlineThesis Bullying is one of the most.docxRAHUL126667
Bullying in Schools
Outline
Thesis: “Bullying is one of the most widely-spread and dangerous type of violence especially in high schools. It affects the victims’ psychological and emotional state adversely and may cause terrible long term effects. Bullying in schools has never ended despite the efforts by various partners, students who participate often torment their peers and family; the behavior follows them their entire life."
Introduction
Violence experienced in almost all schools has over the time had adverse effects especially on the students’ moral behavior which shape their future lives. The schools constitute some of the places which have become the breeding ground for violence such as bullying among students. The efforts put by various schools’ stakeholders to offering a lasting remedy does not seem to bear the expected results. It increases at an alarming rate (Cornell, Dewey, et al., pg. 32). Therefore, the following research paper finds how the issue found its place in schools and its consequences among students. It is also interested in assessing the current statistics to show how it has affected different schools.
Background
First, bullying involves one form of violence that is initiated by one or more students against another who becomes the victim. It comprises of all forms of physical or psychological intimidation or harm. Bullying could be direct acts such as teasing, threatening or hitting. Also, it involves indirect actions such as spreading rumors or the general social isolation of a person with a malicious intention.
Bullying is a frequent form of violence in schools and involves harmful acts that cause psychological, emotional, social or physical harassment among students. It is often carried out by the senior students who harass the newly admitted students. The new students seem naïve and therefore, they are the weakest ones to bullying. Statistics indicate that there about four million students who become victims of school bullying annually. The act of bullying causes adverse effects on students. For example, it destroys the school environment making it unfriendly and unbearable for most students (Kwan, Grace and Marko, pg. 47). Therefore, it requires a collaborative effort and strategies that would eliminate it especially within the confines of learning.
Negative outcomes of bullying in schools
As pointed out, bullying has many adverse effects that derail the student’s learning despite the parents’ substantial investment regarding tuition fees. Some of the negative consequences established are discussed as follows.
Changing student's personality
During admission that marks a student’s entry in school, there are often great desires and expectations that they hold and would want to accomplish in the course of learning. For example, it is indicated that during admission, most students seem optimistic and hope to achieve their dreams and also meet new friends. However, after joining, they meet senior students who ...
EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools.
In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Journal of Postsecondary Education and Disability, 26(1), 35 -.docxpriestmanmable
Journal of Postsecondary Education and Disability, 26(1), 35 - 51 35
College Student Disclosure of Non-Apparent Disabilities
to Receive Classroom Accommodations
Derrick Kranke
Sarah E. Jackson
University of Southern California
Debbie A. Taylor
Eileen Anderson-Fye
Case Western Reserve University
Jerry Floersch
Rutgers University
Abstract
College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to under-
perform academically when compared with peers who do not have non-apparent disabilities. These students are
also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited
research examines students’ perceptions and attitudes about disclosing their disability to university personnel to
promote academic success in college. The goal of this exploratory study is to investigate factors associated with
students’ perceptions of faculty and peers that impact these students’ disclosure of their non-apparent disabilities
in order to access services for academic assistance. Seventeen college students were recruited at a competitive,
urban, private Midwestern university to participate into a two-year qualitative study that examined their use of
disability services. Findings indicate that students make the decision to disclose to request accommodations under
three conditions: (1) fear that their disability will greatly limit functioning critical to academic achievement, (2)
the stability of their non-apparent disability, and (3) stigma. Policy and practice implications concerning students’
mental health issues with university faculty, administration, and campus service providers are discussed.
Keywords: Classroom accommodations, college students, stigma
There is serious concern about the academic
performance of college students who live with non-
apparent disabilities (Kadison & Digeronimo, 2004).
Non-apparent disabilities can refer to psychiatric dis-
abilities, learning disabilities, diffi culties with atten-
tion, and hidden medical conditions, among others.
For purposes of this article, the term “non-apparent
disabilities” will apply to psychiatric disabilities and
disabilities that pertain to attentional issues. One es-
timate from the 1990’s reported that over 4 million
students have withdrawn from postsecondary educa-
tion, before graduating, because of a non-apparent
disability (Kessler, Foster, Saunders, & Stang, 1995).
In addition, a national report estimated that “86% of
individuals who have a psychiatric disorder withdraw
from college prior to completion of their degree” (Col-
lins & Mowbray, 2005, p. 304). Indeed, coping with
a non-apparent disability during college can greatly
impact success and completion of a degree, which can
affect skills training for a satisfying job or career.
College students with non-apparent disabilities are
considered a vulnerable population because of the im-
pact of intrinsic and e ...
Working BibliographyAssociated Staff. Causes and Effect.docxambersalomon88660
Working Bibliography
Associated Staff. “Causes and Effects of Bullying”. Stellar Bully Project. 4 February 2011: Web. 4 Nov. 2016.
http://umshw.usd116.org/groups/stellarbullyproject/wiki/542c3/Causes_and_Effects_of_Bullying.html
Bully. Dir. Lee Hirsch. The Weinstein Company, 2011. Film.
Cornell, Dewey, et al. "Perceived prevalence of teasing and bullying predicts high school dropout rates." Journal of Educational Psychology 105.1 (2013): 138.
Kaplan Karen. Victims of bullying live with the consequences for decades, study says. Los Angeles Times. April 18 2014. Web. 4 Nov 2016.
http://articles.latimes.com/2014/apr/18/science/la-sci-sn-bullying-victims-middle-age-20140418
Kwan, Grace Chi En, and Marko M. Skoric. "Facebook bullying: An extension of battles in school." Computers in Human Behavior 29.1 (2013): 16-25.
Motiuk, Devin. Types and Possible Effects Of Bullying. Munich: GRIN Verlag GmbH, 2015. Print.
Polanin, Joshua R., Dorothy L. Espelage, and Therese D. Pigott. "A meta-analysis of school-based bullying prevention programs' effects on bystander intervention behavior." School Psychology Review 41.1 (2012): 47.
Stuart, Jeffrey. Personal Interview. 4/11/2016.
“The Impact of Bullying”. Victoria State Government Education and Training. 28 November 2013: Web. 4 Nov. 2016.
http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx
Valdebenito, Sara, Maria Ttofi, and Manuel Eisner. "Prevalence rates of drug use among school bullies and victims: A systematic review and meta-analysis of cross-sectional studies." Aggression and Violent Behavior 23 (2015): 137-146.
Bullying in Schools
Outline
Thesis: “Bullying is one of the most widely-spread and dangerous type of violence especially in high schools. It affects the victims’ psychological and emotional state adversely and may cause terrible long term effects. Bullying in schools has never ended despite the efforts by various partners, students who participate often torment their peers and family; the behavior follows them their entire life."
Introduction
Violence experienced in almost all schools has over the time had adverse effects especially on the students’ moral behavior which shape their future lives. The schools constitute some of the places which have become the breeding ground for violence such as bullying among students. The efforts put by various schools’ stakeholders to offering a lasting remedy does not seem to bear the expected results. It increases at an alarming rate (Cornell, Dewey, et al., pg. 32). Therefore, the following research paper finds how the issue found its place in schools and its consequences among students. It is also interested in assessing the current statistics to show how it has affected different schools.
Background
First, bullying involves one form of violence that is initiated by one or more students against another who becomes the victim. It comprises of all forms of physical or psychological intimidation or harm. Bullying could be di.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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1. NATIONAL JOURNAL: FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 1 NUMBER 1, 2007
College Professors as Potential Victims of Stalking:
Awareness and Prevention: National Implications
Karen Osterholm, PhD Deborah E. Horn, MS
Assistant Professor Assistant Professor
Department of Educational Leadership and Psychology
Counseling Social Science Division
The Whitlowe R. Green College of Education Blinn College
Prairie View A&M University
Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
The Whitelowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
ABSTRACT
The stalking of professors by students can create considerable difficulty for both faculty
and administration. Particular attributes of college and university environments contribute
to potential stalking behaviors, especially among poorly adjusted students.
Recommendations are made regarding materials with evidentiary value that should be
collected if a professor believes she or he is being stalked. Behaviors that college instructors
should avoid during student-instructor interactions are provided. Institutional policies
regarding intimate relationships between faculty and students are also presented by the
authors.
1
2. NATIONAL JOURNAL: FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
2____________________________________________________________________________________________
Introduction
Stalking has become a relatively common and clearly defined societal problem. By 2001,
every state in America had laws specific to stalking (Sinwelski & Vinton, 2001). Cases typically
receiving most media attention involve fans who target famous entertainment figures. Other
situations seen as newsworthy involve former lovers who refuse to allow past partners to
extricate themselves from the romantic relationship. Investigations typically address the personal
experience of the victim, prevalence of stalking, cyberstalking, and confirmation that both
genders are well represented in the stalking population (Brownstein, 2000; Finn, 2004; Fisher,
Cullen, & Turner, 2002; Ravensberg & Miller, 2003; “Stalking,” 2002; Wilcox, Jordan, &
Pritchard, 2007). Colleges and universities are encouraged to have policies prohibiting and
controlling stalking behavior (Romeo, 2001). Yet meta-analysis of available research by
Spitzberg and Cupach (2007) indicated that collegiate stalking is a seldom-studied phenomenon.
We will explore this phenomenon, with particular emphasis on professors stalked by students.
Purpose of the Article
The purpose of this article is to provide recommendations regarding materials with
evidentiary value that should be collected if a professor believes she or he is being stalked.
Institutional policies regarding intimate relationships between faculty and students is presented
by the authors.
Stalking Behaviors on College Campuses
Perhaps no venue has greater potential for stalking-related behaviors than college
campuses. Working, living, and interacting in a relatively cloistered, confining physical space
provides the substrate for relationships to develop – both healthy ones and those less healthy.
Stalking is not limited to student-student interactions, but also includes student-instructor
relationships. Last year, for example, the University of Wisconsin in Madison dismissed three
professors convicted of stalking behavior (Fischer, 2006). Baron (2003) reports other difficulties
with faculty who acted inappropriately toward students, e.g., “the threatened punch, the shouting
match, the overturned table” (p. C3). Sexual advances are commonly at the center of
inappropriate behavior by such professors.
3. KAREN OSTERHOLM, DEBORAH E. HORN, WILLIAM ALLAN KRITSONIS
____________________________________________________________________________________________3
Stalking Frequencies Are Underestimated
As with other crimes against persons, campus stalking frequencies have undoubtedly
been underestimated. Early stalking indicators are likely to be missed, misinterpreted, or seen as
relatively normal behavior in the college or university setting, thus rarely becoming part of
records. In the majority of clinical and forensic investigations, some type of threat is involved.
Though in general, physical violence is reported in 32% of stalking cases and sexual violence in
12% (Spitzberg & Cupach, 2007), early stalking indicators in close communities such as college
campuses might be subtler. Officials who do become aware of such behaviors might discount
them unless they involve actual threats, physical injury, or destruction of property. If
administrators go so far as to admonish the potential perpetuator, her or his stalking behaviors
are unlikely to decrease (“Campuses Both Hinder,” 2005). According to Wood and Wood
(2002), many stalkers enjoy any negative attention they receive.
Cases Involving Students Who Stalk Faculty Often Go Unreported
Cases involving students who stalk educators are less likely to be reported to college
administration, law enforcement entities, or the media than when the roles are reversed. Given
the age difference between most students and instructors, instructors might believe the student’s
problematic behaviors are based on a temporary “crush” that will end with the semester. Some
educators might find the adoration flattering, even if they have no interest in developing a
relationship with the student. Additionally, the victim might be reluctant to call attention to the
stalker, who could retaliate with claims that the innocent educator has made overt advances
toward her or him (Spitzberg & Cupach, 2007).
Psychological and Social Aspects of the College Environment
What the faculty member perceives as a harmless crush might instead be an obsessive
fixation on the part of the student. The psychological and social aspects of the college
environment contribute. Many incoming freshmen and sophomores have limited experience
living without resident parental guidance. They view the move to college as a liberating event.
As self-proclaimed adults, students may now view previously unattainable and inappropriate
relationships with older individuals as attractive possibilities. Poor decision-making and
inappropriate boundaries sometimes result. Students with inadequate experience in forming
healthy relationships have particular potential for stalking behaviors. Spitzberg and Cupach
(2003) report that these individuals often demonstrate inappropriate aggression, adding to the
frightening picture of the stalking scenario (Spitzberg & Cupach, 2003).
4. NATIONAL JOURNAL: FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4____________________________________________________________________________________________
Stalkers Seek Out “Connection”
Evidence suggests that an individual insecurely attached to her or his parents is likely to
be more poorly adjusted. As a consequence, this individual seeks out “connection,” sometimes
with others who have a celebrity status of sorts (McCutcheon, Scott, Aruguette, & Parker, 2006).
Some professors enjoy celebrity status within the confines of the college community. Their
classes are often filled to capacity, with other students on waiting lists. Office hours are
consumed by students eager to bask in the reflected glory of popular instructors. Such college
educators are typically engaging, non-judgmental, and unlikely to reject students who seek them
out for information, conversation, or support. Though well intended, these instructors are perhaps
more likely to attract poorly adjusted students. The student might mentally elaborate a friendly
interaction and imagine a romantic relationship developing instead.
Poorly Adjusted Rejected Students May Attempt to Retaliate
In some cases, an actual romantic relationship may develop between faculty and student
and then end badly when the educator attempts to terminate the relationship. The poorly adjusted
rejected student may attempt to retaliate in some way, with stalking behaviors a possible
approach. Roughly half of all stalkers have had a previous romantic relationship with the victim
(Spitzberg & Cupach, 2007). More than one quarter of male college professors admit to at least
one sexual encounter with a student (Anderson, 1994). Taken together, these two statistics might
suggest that at least some students who stalk educators would fall into the rejected former lover
category. Although many colleges and universities have no specific regulations prohibiting
educator-student relationships, the dearth of formalized behavioral expectations does not
preclude lawsuits against such professors and colleges (Wall, 1994). If a college instructor is
intimate with a student who eventually becomes her or his stalker, administrators might offer
little recourse or assistance in resolving the issue. A risk manager advises, “polices that prohibit
relationships between students and professors who have advisory or grading roles are best”
(Fogg & Welsh, 2002). Such prohibitions are often difficult to put into place because of
objections from faculty.
Professors Should Maintain Evidence If a Student Becomes Too Attentive
A prior intimate relationship is obviously not a prerequisite for the student to develop
obsessive interest in a professor (Spitzberg & Cupach, 2003). Professors are often aware that
certain students are trying to gain their attention and, possibly, their affection. Since innocent
“crushes” on a favorite teacher are common at all educational levels, educators may find it
difficult to distinguish these from more serious cases, especially in the early stages of
5. KAREN OSTERHOLM, DEBORAH E. HORN, WILLIAM ALLAN KRITSONIS
____________________________________________________________________________________________5
development. The educator must be ever cognizant of the potential for students to develop
unhealthy feelings for her or him. If this were to happen, the teacher needs to be able to provide
evidence that she or he has done nothing to encourage the stalker-student. Most authorities will
view the student as more vulnerable than the educator given the power differential, so self
monitoring by teachers is important. To protect themselves, the professor should maintain the
following evidence if a student has become too attentive:
1. Email messages sent to the professor by the student.
2. Email messages sent to the student.
3. Dates and times the student visited the office, with a notation of the amount of time
the student spent there, and a brief record of what was discussed.
4. Telephone log documenting information similar to that suggested in #3 above.
5. Any gifts from the troubled student in a plastic bag, tagged with date and time, and
stored in a safe place.
Preventative behaviors are equally important. To reduce the possibility of perception of
impropriety or inappropriate closeness, professors should avoid:
1. Conversing with the student in private areas. (Office doors should remain open or
ajar at all times.)
2. Having contact with the student outside the educational space or campus.
3. Becoming the student’s confidante with regard to personal problems, family issues,
and other educators.
4. Touching the student.
5. Sexual banter and other flirtatious behavior with students.
6. Accepting gifts from students.
7. Giving gifts to students.
8. Placing personal information on the Internet.
While many well intentioned educators might argue that appropriate activities such as mentoring
students and sharing spirited intellectual conversations in informal venues will suffer, these
precautions become necessary when students lack the ability or willingness to maintain
appropriate distance from their educators. Imposition of boundaries is the responsibility of the
educator. Enjoyable exchange of ideas is safer when the professor engages two or more students
in the discussion in an appropriate setting.
Zero Tolerance Can Make the Difference
An administration that prohibits stalking with zero tolerance for such behaviors
can make a difference. The American Association of University Professors’ policy regarding
such involvement between instructor and student states, “Even when both parties may have
consented, the development of a sexual relationship renders both the faculty member and the
6. NATIONAL JOURNAL: FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6____________________________________________________________________________________________
institution vulnerable to possible later allegations of sexual harassment in light of the significant
power that exists between faculty members and students” (Branch, 2001, n.p.). Regulations
should clearly convey zero tolerance for both faculty and students so engaged. Many professions
such as psychology and counseling have specific ethical guidelines with regard to establishing
intimate relationships with clients. Similar guidelines and restrictions on in the education setting
should become a part of the faculty manual. “Many schools have set up training classes and
complaint committees to monitor and adjudicate verbal as well as physical and sexual abuse in
and out of the classroom” (Wall, 1994, p. 371). Appropriate student conduct related to
interactions with professors, fellow students, and college staff should be delineated and
distributed to all students as well.
Concluding Remarks
In conclusion, stalking has become a relatively widespread phenomenon in society, and
education venues may provide particularly fertile ground. Many of the helping roles instructors
have embraced in the past may now render them vulnerable to becoming stalking victims and
defendants. Educators must become more vigilant about such possibilities, and institutions
should re-examine their policies related to student-faculty interaction.
References
Anderson, M. (1994). College professors free to proposition students for sex. Human Events, 50,
10.
Baron, D. (2003). Professors behaving badly. Chronicle of Higher Education, 50(9), C3-C4.
Branch, A. (2001, April). Ohio Wesleyan, other colleges grapple with policies on faculty/student
relationships – people & places. Matrix: The Magazine for Leaders in Education, n.p.
Brownstein, A. (2000). In the campus shadows, women are stalkers as well as the stalked.
Chronicle of Higher Education, 47(15), A40-A42.
Campuses both help and hinder stalking crimes. (2005). National On-Campus Report, 33(15),
3-6.
Finn, J. (2004). A survey of online harassment at a university campus. Journal of Interpersonal
Violence, 19(4), 468-483.
Fischer, K. (2006). Wisconsin regents fire convicted professor. Chronicle of Higher Education,
52(33), A16.
Fisher, B. S., Cullen, F. T., & Turner, M. G. (2002). Being pursued: Stalking victimization in a
national study of college women. Criminology & Public Policy, 1(2), 257-309.
Fogg, P., & Walsh, S. (2002). The question of sex between professors and students. Chronicle of
Higher Education, 48(30), A8-A9.
7. KAREN OSTERHOLM, DEBORAH E. HORN, WILLIAM ALLAN KRITSONIS
____________________________________________________________________________________________7
McCutcheon, L. E., Scott, V. B., Aruguette, M. S., & Parker, J. (2006). Exploring the link
between attachment and the inclination to obsess about or stalk celebrities. North
American Journal of Psychology, 8(2), 289-300.
Ravensberg, V., & Miller, C. Stalking among young adults: A review of the preliminary
research. Aggression & Violent Behavior, 8(4), 455-470.
Romeo, F. F. (2001). A recommendation for a campus anti-stalking policy and procedures
handbook. College Student Journal, 35(4), 514-516.
Sinwelski, S.A., & Vinton, L. (2001). Stalking: The constant threat of violence. Affilia: Journal
of Women & Social Work, 16, 46-65.
Spitzberg, B. H., & Cupach, W. R. (2007). The state of the art of stalking: Taking stock of the
emerging literature. Aggression & Violent Behavior, 12, 64-68.
Spitzberg, B. H., & Cupach, W. R. (2003). What mad pursuit?: Obsessive relational intrusion
and stalking related phenomena. Aggression & Violent Behavior, 8(4), 345-375.
Stalking.(2002). Criminology & Public Policy, 1(2), 255.
Wall, J. M. (1994). What is sexual harassment? Christian Century, 111(12), 371-372.
Wilcox, P., Jordan, C. E., & Pritchard, A. J. (2007). A multidimensional examination of campus
safety: Victimization, perceptions of danger, worry about crime, and precautionary
behaviors among college women in the post-clery era. Crime & Delinquency, 53(2),
219-254.
Wood, R. A., & Wood, N. L. (2002). Stalking the stalker: A profile of offenders. FBI Law
Enforcement Bulletin, 71(12), 1-7.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor,
National FORUM Journals, Houston, TX www.nationalforum.com