As a preliminary study, these findings can serve as a basis for further research on the topic.
This theoretical lens allows me to adopt a stance rooted within Deanna Fassett and John T. Throughout the dissertation, I argue that depictions of graphic sexual violence in the classroom can cause both educators and students to experience a “second assault.” “Second assaults” occur when exposure to classroom content results in triggering a PTSD response within the individual.
The project culminates with a guide of pedagogical options aimed at rupturing the presence of rape culture, while allowing for discussion of sexual violence within the classroom.
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Semi-structured interviews were conducted with two interpreters who have experience in the mental health setting and one counselor who has worked extensively with interpreters.
A thematic analysis of these interviews contributes to a better understanding of the interpreted interactions in this setting, with key points highlighting aspects of the setting itself, the work environment, and interpreters’ trauma awareness.
This database is the world’s most comprehensive collection of dissertations and theses from around the world, spanning from 1743 to the present day.
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Copyright (c) 2018 Amy Arellano Challenging the predominance of rape culture within academia, this dissertation focuses on the intersection of academic conversations regarding the inclusion of trigger warnings.
I argue that the implementation of trigger warnings serves as a visible adaptation within pedagogy to respond to the role trauma from sexual assaults may influence the classroom.