Training Student Leaders in Reporting Sexual Misconduct Incidents at a 2-year College

ABSTRACT

Sexual misconduct is a major psychological, emotional, and public health crisis that manifests itself in social and academic arenas including community college campuses. Problems of sexual misconduct that emerge for women and men are not based solely on a difference in gender, but in silence once an incident occurs. The strife that emerges for students can be devastating and pervasive. College counselors, who provide counseling services and training programs, can offset the potentially negative consequences. This article highlights a training program for student leaders that underscores the significance of reporting sexual misconduct incidents at a 2-year college. This article provides percentage data to reflect the perceptions participants had following such training. The training discussed will further the understanding of how to take a proactive approach in reporting incidents of sexual misconduct. Prompting research along this line of training will provide important information to college-student personnel who are vested in creating a transformation to decrease incidents of sexual misconduct on 2-year college campuses.     

Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation

Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60–75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation—a modifiable factor—may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.