Contextual Protective Factors for Adverse Childhood Experiences (ACEs): Potential Avenues for Intervention

Melissa L. Whitson, PhD & Robyn K. Moran, BS

A Passion for Teaching Amidst COVID-19: University Faculty Well-Being Participatory Action Research

Robyn K. Moran, BS, Bethany Konel, BA, & Melissa L. Whitson, PhD

Transforming Youth Justice Through Professional and Leadership Development: A Process Evaluation

Eva Ott Hill, BA & Robyn K. Moran, BS

Fostering Restorative Practice and Programs for Men in the Field of Gender-based Violence

Examining Gender-based Violence through the Lens of Disability Justice

Julia LeFrancois, Dr. Macias, Mary Lippa

Community-Based Intervention Mitigating Malnutrition in Elder Care Facilities

Julia Guarniere

The Role of Gender and Self-Silencing in the Relationship between Adverse Childhood Experiences and Juvenile Delinquency

Cassie Landry

Flourishing Among People with Lower Limb Amputation

Yasmeen Najjar & R. Lillianne Macias, PhD

Depression as a Mediator for Adverse Childhood Experiences and Suicidal Behaviors

Kelsey Ann McDonnell & Melissa L. Whitson, PhD

Crisis & Hotline Users’ Perceptions of Domestic Violence Advocacy Needs

Calley Lewis & R. Lillianne Macias, PhD

Economic Security Among Puerto Rican Women: Systemic Barriers and Community Strengths

Jasmin Garcia, BA, Vanesa Mercado Diaz, MA, R. Lillianne Macias, PhD

Among young adults, past experiences with trauma can influence risk, while media exposure can reinforce unhealthy relationship attitudes (Friedlander et al., 2013). The study used a mixed-method, correlational survey design to recruit young adults from across the. United States. A deductive thematic analysis explored media exposure for individuals with healthy vs. unhealthy dating violence attitudes. Even when considering varying levels of adjustment to emerging adulthood, individuals with a history of ACEs may be at heightened risk for dating violence. Findings inform dating violence prevention on college campuses and in community practice with an emphasis on psychoeducation and guidelines for healthy media consumption.

Interactive Discussion: Bridging Faculty and Students’ Perspectives on Accessibility and Accommodations

Dr. Melissa Whitson and Amanda Mele

This interactive discussion focused on identifying methods that ensure commitment and collaborative action from stakeholders across ecological levels. Discussion questions included: While promoting alternative resources, how can interventions be mindful of existing inequalities and reduce the burden on the public to adapt? What are some ways
commitment can be ensured from governments and private industries? Based on the varying awareness in communities and industries, how should we approach environmental literacy? Apart from literacy, what other resources can be provided for
adapting to these changes? More focused policies and advocacy initiatives can mediate differences in communication between multiple agents of change, generate strategies for community participation, and secure accountability from crucial decision
makers.

For some faculty, the need to accommodate students has drastically increased their workloads. There is a tension between structure (as part of equitable course design and student engagement) vs. logistical requirements that erect barriers to accessibility. How can we make our courses and programs cognitively challenging while also enacting accommodations and requirements that enhance accessibility (Gannon, 2023)? What types of structural changes are needed?

Questions posed during this table discussion included: How can mindfulness and bodywork promote healing and inform training for individuals working with trauma? How can we shift the focus on individual responsibility for self-care to group and organizational culture? Participants will be encouraged to share knowledge of culturally responsive and gender affirming practices for the safety, empowerment, inclusion, and trust of all those participating in mindfulness-based activities and body work (Duane et al., 2019)

This symposium highlights trauma-informed methods of engaging Latine and other marginalized populations in research and equity-focused prevention practice. Across the four presentations, students and researchers explore considerations for culturally responsive, participatory research methods and training as part of the university community research partnership.

Current students and core lab members guided the following discussion questions: What is the role of the different ecological levels in enhancing social support systems for child victims of natural disasters? What kind of interventions are needed to facilitate post-traumatic growth in children?

Leveraging Technology to Center Marginalized Communities in Evaluation Practice

Dr. Lillie Macias, Krista Grajo, Rasheeda O’Connor, Jordyn Beschel, Julia LeFrancois, & Nancy Nava

Storytelling Research as a Liberatory Methodology for BIPOC

Julia LeFrancois & Dr. Melissa Whitson

Barriers to Wellbeing and Sources of Resilience among Immigrant Communities

Krista Grajo & Azza Hussein

Activating Non-Clinical Micro-system Supports in Recovery

Peter van Buren

Benson, O. M., & Whitson, M. L. (2022). The protective role of sense of community and access to resources on college student stress and Covid-19-Related Daily Life Disruptions. Journal of Community Psychology. https://doi.org/10.1002/jcop.22817

Champine, RB; Shaker, AS; Tsitaridis, KA; Whitson, M.L.; Kaufman, JS. (2019). Service-related barriers and facilitators in an early childhood system of care: Comparing the perspectives of parents and providers. Community Mental Health Journal, 55(6), 943-953, 2019.

Macias, R.L., Nava, N., Delgadillo, D., Beschel, J., & Kuperminc, G. (2022). Finding voice in a year of collective trauma: findings from a national photovoice project. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12630

Macias, R.L., LeBron, A., Taylor, K, & Silva, M. (2020). Después de la Tormenta: Collective trauma and community response following hurricane Maria. Journal of Community

Whitson, M.L., Robinson, S., Van Valkenburg, K., & Jackson, M. (2019). Music Haven: Evaluation of an afterschool music program serving low-income urban youth. Journal of Community Psychology, 48(2), 426-436.