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Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this

Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Child abuse is a hard topic to talk about, and even harder to diagnose without proper training. Though there is a list of general characteristics that child abuse victim's exhibit, it could be difficult to diagnose because everyone reacts to maltreatment differently. Teachers are required by law to report any

Child abuse is a hard topic to talk about, and even harder to diagnose without proper training. Though there is a list of general characteristics that child abuse victim's exhibit, it could be difficult to diagnose because everyone reacts to maltreatment differently. Teachers are required by law to report any case where they believe a child is in an abusive environment. Unfortunately, teachers are given the tools to report the abuse, but they lack the knowledge of what to look for. The results are two fold; one is there is an overflow of false reporting, and two, the children who do not having obvious symptoms go unnoticed. This project aims to bridge the gap between these two extremes. It will lower the frequency of false reporting while increasing the chance that a child in need will be helped. The best way to achieve this is through education. The purpose of the study is to create an informational manual for teachers at the kindergarten and elementary level on how to identify child abuse and neglect victims. It will outline the behavioral and physical symptoms of physical abuse, sexual abuse, emotional abuse, and neglect. It will also highlight the importance of realizing that not all maltreatment victims react the same to abuse. It will then follow into advice on how to approach the situation and what questions to ask. The primary form of research was primary observation by volunteering at the Mesa Child Crisis Center (with IRB approval). Interviews were conducted with Child Crisis Center workers, child behavioral psychologists, and Special Victims Unit detectives. The goal of this research is to help teachers better identify children that are at risk of abuse
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
ContributorsBaker, Karen Colette (Author) / Kobojek, Kimberly (Thesis director) / Broberg, Gregory (Committee member) / Kelley, Michael (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
ContributorsCrozier, Elisabeth (Author) / DeCarolis, Claudine (Thesis director) / Janicek, Chelsea (Committee member) / Wilkey, Douglas (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2023-05
ContributorsCrozier, Elisabeth (Author) / DeCarolis, Claudine (Thesis director) / Janicek, Chelsea (Committee member) / Wilkey, Douglas (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2023-05
ContributorsCrozier, Elisabeth (Author) / DeCarolis, Claudine (Thesis director) / Janicek, Chelsea (Committee member) / Wilkey, Douglas (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2023-05
Description

Many people are familiar with the practice of parents, step-parents, or other caregivers continuing the abuse they experienced as a child unto children they are taking care of, but are unable to name this experience or explain how it continues. To those who are victims to this phenomenon, it is

Many people are familiar with the practice of parents, step-parents, or other caregivers continuing the abuse they experienced as a child unto children they are taking care of, but are unable to name this experience or explain how it continues. To those who are victims to this phenomenon, it is a struggle to comprehend what is occurring without a basic understanding. Through a comprehensive literature review compiling empirical and non-empirical resources, the phenomenon labeled as “intergenerational transmission of abuse” is defined and risk factors are explained for victims coming to terms with this experience.

ContributorsEnciso, Lourdes (Author) / Sturgess, Jessica (Thesis director) / Blais, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2023-05
Description

Eyewitness misidentification is one of the leading ways people get wrongly imprisoned and later exonerated by DNA evidence (The Innocence Project, 2023). It can develop at the very first stages of the investigation and it can continue throughout the case. Eyewitness testimony is impactful in a courtroom to say the

Eyewitness misidentification is one of the leading ways people get wrongly imprisoned and later exonerated by DNA evidence (The Innocence Project, 2023). It can develop at the very first stages of the investigation and it can continue throughout the case. Eyewitness testimony is impactful in a courtroom to say the least, so when it has been handled improperly and there are biases then it can become detrimental to the Criminal Justice System. In order to address the issue as a whole, there needs to be further dissection as to where and what can cause eyewitness bias and faulty memory. Causes of eyewitness misidentification can be seen through police procedures such as lineups and interviews, as well as previous bias that the eyewitness holds (Laney & Loftus, 2023). Though there is training that police officers receive about eyewitness identifications, the study by the Police Executive Research Forum gave evidence that the majority of departments and agencies do not have strict guidelines or even written procedures on methods of identification (Police Executive Research Forum, 2014). The qualitative research conducted had three people with different levels of involvement with the Criminal Justice System answering questions about eyewitness misidentification. From those interviews, it could be concluded that police officers do receive training and they do understand there are certain ways they can mitigate their influence over the eyewitness. However, it was gathered that there must be a miscommunication and lack of education being given to police officers. Though they are trained to act a certain way with eyewitnesses, they do not know why and it makes them complacent. Education is a large part of reform, as well as using more reliable identification methods.

ContributorsCrozier, Elisabeth (Author) / DeCarolis, Claudine (Thesis director) / Janicek, Chelsea (Committee member) / Wilkey, Douglas (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2023-05
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Description
The purpose of this thesis is to examine the available literature on suspect bias in the context of general impairment to evaluate support for the claim that general impairment exacerbates the effect of suspect bias to increase the risk of eyewitness misidentifications. To provide context for the importance of this

The purpose of this thesis is to examine the available literature on suspect bias in the context of general impairment to evaluate support for the claim that general impairment exacerbates the effect of suspect bias to increase the risk of eyewitness misidentifications. To provide context for the importance of this issue, the misidentification of Ronald Cotton in the investigation of the assault of Jennifer Thompson-Cannino is discussed. I identified meta-analyses discussing the following suspect bias variables: prior mugshot exposure, exposure to composites, suspect-filler similarity, post-identification feedback, and the use of showups versus lineups to evaluate the literature. Using the articles citing the meta-analyses and cited within the meta-analyses, I found individual studies that manipulated suspect bias, in addition to a general impairment variable. Examples of general impairment variables include age, time delay, lineup presentation, lineup instructions, and options for identification responses. For each suspect-bias variable discussed, the literature provided inconsistent results. Based on the variations found in the data that was evaluated, I recommend that further examination of suspect-bias in the context of general impairment variables be conducted to garner a better, more cohesive understanding of the interaction between these variables.
ContributorsBarlow, Rosemary (Author) / Smalarz, Laura (Thesis director) / Arndorfer, Andrea (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2022-05
Description

Eyewitness identification has been one of the most crucial components in identifying perpetrators in criminal cases. Misidentification of a suspect often has detrimental effects, with many innocent individuals being wrongfully convicted. In order to fully understand the causes of misidentification, a proper understanding of the process of eyewitness identification must

Eyewitness identification has been one of the most crucial components in identifying perpetrators in criminal cases. Misidentification of a suspect often has detrimental effects, with many innocent individuals being wrongfully convicted. In order to fully understand the causes of misidentification, a proper understanding of the process of eyewitness identification must be understood in order to ensure that fewer individuals are falsely imprisoned.

ContributorsKimmins, Emily (Author) / Ahmed, Maliha (Co-author) / DeCarolis, Claudine (Thesis director) / Robinson, Kevin (Committee member) / Smalarz, Laura (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / School of Politics and Global Studies (Contributor) / Department of Military Science (Contributor)
Created2022-05
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ContributorsKimmins, Emily (Author) / Ahmed, Maliha (Co-author) / DeCarolis, Claudine (Thesis director) / Robinson, Kevin (Committee member) / Smalarz, Laura (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2022-05