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"Trigger warnings."
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The rise of victimhood culture : microaggressions, safe spaces, and the new culture wars
\"The Rise of Victimhood Culture offers a framework for understanding recent moral conflicts at U.S. universities, which have bled into society at large. These are not the familiar clashes between liberals and conservatives or the religious and the secular: instead, they are clashes between a new moral culture--victimhood culture--and a more traditional culture of dignity. Even as students increasingly demand trigger warnings and \"safe spaces,\" many young people are quick to police the words and deeds of others, who in turn claim that political correctness has run amok. Interestingly, members of both camps often consider themselves victims of the other. In tracking the rise of victimhood culture, Bradley Campbell and Jason Manning help to decode an often dizzying cultural milieu, from campus riots over conservative speakers and debates around free speech to the election of Donald Trump.\"--Back cover.
BOOK
Trauma Centrality Moderates the Relationship Between PTSD Symptoms and Trigger Warning Receptivity
Trigger warnings alert readers that upcoming themes may serve as trauma reminders. They have been proposed as an accommodation for individuals diagnosed with posttraumatic stress disorder (PTSD) in the context of higher education. Previous research has raised the concern that deploying and using trigger warnings can increase one’s sense of trauma centrality, which in turn impedes posttraumatic adjustment. The current study tests the hypothesis that trauma centrality moderates the relationship between self-reported PTSD symptoms and positive trigger warning attitudes, such that those reporting comparatively high centrality and high symptomatology are most receptive to trigger warnings. Participants (n = 161) were trauma-exposed undergraduates who completed measures of trigger warning attitudes, PTSD symptoms, and trauma centrality. Results showed a significant moderating effect. Participants reporting the greatest levels of PTSD severity reported the most receptivity to trigger warnings. For those reporting the highest levels of trauma centrality, we saw high levels of trigger warning acceptability, regardless of PTSD levels reported. Even those who were experiencing few symptoms, but nevertheless understood their trauma as highly central to their identity, were highly receptive to trigger warnings. The finding adds empirical data to the understanding of the relationship between PTSD symptoms and trigger warning attitudes. Results have implications for the use of trigger warnings for trauma survivors in the context of higher education, indicating more research on how to address trauma on campus in a trauma-sensitive and evidence-based way.
Journal Article
Trauma-informed teaching in a narrative practice training context
Trigger or content warnings have become a common feature in higher education settings. Alongside their increasing use in the lecture theatre or classroom, a potentially divisive debate has arisen. Proponents for the use of trigger warnings view this practice as part of appropriate care-taking of students, making connections with trauma-informed practice. Others argue their increased use evidences a rise in problematic paternalistic attitudes that limit opportunities for rigorous and engaged learning. This debate becomes particularly meaningful where students are part of training programs that ultimately provide them with entry into professions that will expose them to difficult contexts, creating an imperative to prepare them for the work they may be doing. This article discusses the implications of this debate for narratively informed training contexts. By drawing on narrative ideas it outlines opportunities for attending to both sides of this debate, highlighting shared concerns and establishing a range of practices that offer practical solutions to address this complex dilemma.
Journal Article
Students’ psychophysiological reactivity to trigger warnings
Trigger warnings are defined as alerts presented before media to warn that the content may represent a trauma reminder. Their usefulness in higher education has been at the center of debate. While originally created to help individuals with posttraumatic stress symptoms decide whether or not to engage with material that could elicit, or “trigger” symptoms, trigger warnings have been implicated in perpetuating the avoidant behaviors that maintain the posttraumatic stress syndrome. Much of the literature thus far describes trigger warnings as creating a nocebo effect (fostering negative expectations), but these studies use only self-report measures. The present study aimed to build upon the nocebo hypothesis to assess psychophysiological responses (heart rate, respiration rate, skin conductance) to the phrase “trigger warning” as compared to alternative warning phrases and to examine whether PTSD symptoms or receptivity of trigger warnings influence this reactivity. Students (
N
= 106) were randomly assigned to see either the phrase “trigger warning” a PG-13 movie rating, or no warning before watching a movie clip. Viewing the trigger warning increased heart rate, respiration rate, and skin conductance measures more than viewing either the PG-13 or control stimuli. Moreover, posttraumatic stress symptoms and receptivity towards trigger warnings did not account for the relationship between warning exposure and reactivity. Ideas for future research and future trigger warning deployment are discussed.
Journal Article
Trauma, Trigger Warnings, and the Rhetoric of Sensitivity
This article examines commonplaces in the debate over using trigger warnings in college classes with special attention given to the repudiation of \"sensitivity.\" Arguments against sensitivity have privileged appeals to academic freedom over course and classroom accessibility, but these values may engender conflicting and even contradictory obligations. A rhetorical theory of sensitivity can equip teachers and scholars of rhetoric to make more ethical decisions in the debate over trigger warnings and can lead the field toward a more \"sensitive\" rhetoric.
Journal Article
Of Trauma and Triggers
The recent explosive debates about trauma and trigger warnings in the classroom highlight the intensity of affective circulations within classrooms while simultaneously narrowing our understanding of how emotions function. When discussions of triggers construct feelings as individual, they may depoliticize emotion by obscuring the trauma of legacies of structural oppression. The recent “affective turn” enables an exploration of feelings as social, opening up space for political analysis of emotion and allowing us to theorize how “feeling differently” might contribute to, rather than displace, calls for justice. In this article, I argue for the importance of connecting the interpersonal and the structural. Only through setting these up as fundamentally intertwined can we navigate the complexities of trauma and triggers in the feminist classroom, in ways that can create affective space for anti-racist, anti-sexist, anti-homophobic dialogue and practice. I use examples from my long experience as a teacher of gender studies to explore possible strategies for expanding our understanding of the interrelations of interpersonal pain and systemic violence, in order to be responsive to student feeling as we teach for social change.
Journal Article
Choose Not to Warn: Trigger Warnings and Content Notes from Fan Culture to Feminist Pedagogy
In recent years, the potentially chilling effect of syllabus warnings on feminist and queer inquiry led to fears taht vulnerable faculty might lose the freedom to teach \"complex, potentially disturbing materials\" without the rish of censure. Placed in wider cultural context, trigger warnings became a stand-in for the rise of a student-activist generation whose emphasis on sensitivity seemed to exemplify the neoliberal individualizaiton and depoliticzation endemic to contemporary capitalism. This essay explores the ways within the networked publics of both academia and fandom, conversations about warnings and the personal and organizational policies taht get developed as a result of those conversations are \"world-making practices,\" and interrogates what might happen if we let go of questions around the legitimacy of triggers and traumas and asked instead what it is that requests for warnings are asking for in terms of the physical and discursive spaces that such requests and their answers create. OA
Journal Article
Allow Offensive Speech --- Curb Abusive Speech?
Free speech can be limited. The Founding Fathers did not give it the high standing many liberals accord it. Moreover, the courts have often limited it for various reasons, thus adding trigger warnings and safe spaces is quite within the main stream legal tradition. This is especially true about speech that causes significant harm, objectively verified. However, the Trump assault on free speech, especially the Press, it should be our highest priority for now to protect this crucial freedom.
Journal Article
How to Make a Queer Scene, or Notes toward a Practice of Affective Curation
Ramzi Fawaz recounts two pedagogical scenarios about teaching queer- and AIDS-related materials to university students because they illuminate a central, yet often uninterrogated, aspect of the contemporary national debates around trigger warnings: namely the slippage between actual experiences of psychological trauma triggered byviolent or disturbing media content, and the generalized feeling of discomfort aroused in students when they encounter objects, secnarios and ideas contrary to their worldview. While these two definitions of triggering do not carry the same epistemic or ethical gravitas, the reactions of students being made uncomfortable can catalyze openness to interrogating their affective responses to the world or can create a defensive posture against perceived threats to their point of view. This essay explores the pedagogical necessity of \"triggering\" students (in the sense of jolting them out of their psychological and ontological complacency) to allow for new insight and learning to happen within such discomfort. OA
Journal Article
Participant commentary from Alice Maher
One of the most oppressive problems in politics today is the polarization that divides people into ideological camps. Liberals exacerbate this problem of polarization when they fail to listen to conservative voices. As such, I argue that censoring conservative speech is generally not a useful response to this problem.
Journal Article