C D Trott
Dados Biográficos
| ID | 35435 |
|---|---|
| NOME | C D Trott |
| PRENOMES | C D |
| SOBRENOME | Trott |
| ASSINATURA | TROTT C D |
| AFILIAÇÕES | University of Cincinnati |
| ORCID | 0000-0002-4400-4287 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAÇÕES | 130 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Trauma Competent Caregiving
Young people in the foster care system are at an increased risk of exposure to early trauma, yet evidence-based, trauma-informed training is not yet widely implemented to support foster and kinship parents who care for youth in the system. The purpose of this study is to pilot a virtual trauma-informed caregiving curriculum, Trauma Competent Caregiving (TCC), to provide preliminary evidence of its acceptability and utility for a sample of foster …
Money matters in home decarbonization
Fostering Self-Determination
Toward a Critical Psychology of Climate Justice
In this article, we discuss what radical political imagination is, why it matters, and how it can contribute to developing a critical psychology of climate justice. Drawing on critical, inter and transdisciplinary approaches, we conceptualize radical political imagination as a collective and political process enabling societal actors to reflect on and (re)envision the world beyond present-day oppressive forces and the dominant social, political, …
Rewriting the climate story with young climate justice activists
Amidst intensifying climate breakdown and inadequate climate change education, young people are increasingly taking part in a global movement for climate justice. Young climate justice activists are disseminating stories of injustice and possibility intended to inform and activate their peers, parents, politicians, powerholders, and the public for sweeping systems-level change. Using in-depth interviews with 16 youth activists aged 15 to 17 from …
Civic science education for youth-driven water security
Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews ( N = 6) to explore the m…
Envisioning action‐oriented and justice‐driven climate change education
Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists ( N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate (e.g., sparse, …
Intergenerational solidarities for climate healing
In this viewpoint paper, we argue that the predominance of single-generation research approaches in the growing literature on youth climate activism risks obscuring the intergenerational nature of youth(-led) activism that often encompasses people of many ages enmeshed in cross-generational support structures working collaboratively for change. The partitioning of generations in research on climate activism is rooted in adultist tendencies, which…
It Can't Just Be the Younger People”
Youth activism for climate justice is inherently intergenerational. Fundamentally, young activists demand urgent action by today's adult power‐holders for the security and well‐being of their own and future generations. Despite intergenerationality being core to the movement, few studies with young activists have explored their views and experiences of intergenerational relations and tensions and how to advance intergenerational solidarities for …
Activism as education in and through the youth climate justice movement
Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power …
People’s action for climate justice
Justice in climate change education
Climate justice
The evolving climate crisis is demonstrating with unequivocal clarity that the dream of unlimited economic growth driven by ever-increasing material consumption is, in fact, ensuring a living nightmare for the human species. In this chapter, we will argue that as citizens of this planet, we need to collectively and quickly pursue a new pragmatic ideal: climate justice (CJ). We will draw on social and environmental justice frameworks and indigenou…
Children’s climate change meaning-making through photovoice
Most studies of children and climate change focus on instilling literacy (a ‘top-down’ process), positioning children as passive recipients of climate change knowledge rather than active agents in shaping their lived realities. Photovoice, a form of participatory action research, can help explore how children make sense of climate change, while inviting their critical reflection, arts-based expression, and action (a ‘bottom-up’ process). By quali…
When I act consciously, I can see a brighter world around me”
Teacher education is pivotal to advancing pedagogies, practices, and content knowledge that promote sustainability literacy in formal education settings. To explore preservice teachers’ (PST) readiness to implement transformative sustainability learning with elementary (i.e. kindergarten to 6th grade) students, we analyzed unit plans created by PSTs in a sustainability teacher education course. Within these units, we looked for evidence of conten…
What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth
Given the enormity of the climate crisis, the transformative potential of ‘everyday’ activism is often questioned. In this theoretical discussion, I explore the real-world significance of everyday activism by children and youth. First, I emphasize the need for top-down policy change as well as bottom-up cultural shifts. Next, I describe the significance of young people’s everyday activism through the lens of countercultures, while highlighting ag…
Climate change education for transformation
In response to growing recognition for the mental health impacts of climate change, understanding the full range of children’s psychological experiences in climate change education (CCE) contexts is critical to developing approaches that support children’s constructive engagement and overall well-being. Through surveys and focus groups conducted with fifty-five children (ages 10–12), this mixed-methods study examined the affective and attitudinal…
Dream It! Preliminary Evidence for an Educational Tool to Increase Children’s Optimistic Thinking
Merging the arts and sciences for collaborative sustainability action
This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to…
Looking inward, outward, and forward
Participatory action research experiences for undergraduates
Embedded within ongoing university-community partnerships, participatory action research experiences for undergraduates – or PAR-based UREs – are multi-disciplinary, action-oriented research opportunities that engage undergraduates in collaborative research to address community-defined challenges. PAR-based UREs integrate participatory action research (PAR), a practice of social scientists, with undergraduate research experiences (UREs), a widesp…
Children’s constructive climate change engagement
This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collabor…
Reshaping our world
This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grou…
Challenges to the Choice Discourse
Women are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. The decision to pursue an academic career matures during the graduate-school years. What are female science graduate students’ views of an academic career, and what values and priorities influence their career intentions and choices? Twenty-five women in a U.S. science graduate program were int…
Constructing alternatives
Psychological contributions to social movement scholarship have disproportionately concentrated on a "politics of demand", rather than on a "politics of the act", or prefigurative politics. Prefigurative actors, rather than making demands of power-holders, take direct action aimed at creating change in the ‘here and now’ by constructing alternative modes of being and interacting that reflect a given movement’s desired social transformations. Give…
Reshaping our world
This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grou…
Children’s constructive climate change engagement
This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collabor…
What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth
Given the enormity of the climate crisis, the transformative potential of ‘everyday’ activism is often questioned. In this theoretical discussion, I explore the real-world significance of everyday activism by children and youth. First, I emphasize the need for top-down policy change as well as bottom-up cultural shifts. Next, I describe the significance of young people’s everyday activism through the lens of countercultures, while highlighting ag…
Constructing alternatives
Psychological contributions to social movement scholarship have disproportionately concentrated on a "politics of demand", rather than on a "politics of the act", or prefigurative politics. Prefigurative actors, rather than making demands of power-holders, take direct action aimed at creating change in the ‘here and now’ by constructing alternative modes of being and interacting that reflect a given movement’s desired social transformations. Give…
Intergenerational solidarities for climate healing
In this viewpoint paper, we argue that the predominance of single-generation research approaches in the growing literature on youth climate activism risks obscuring the intergenerational nature of youth(-led) activism that often encompasses people of many ages enmeshed in cross-generational support structures working collaboratively for change. The partitioning of generations in research on climate activism is rooted in adultist tendencies, which…
Climate change education for transformation
In response to growing recognition for the mental health impacts of climate change, understanding the full range of children’s psychological experiences in climate change education (CCE) contexts is critical to developing approaches that support children’s constructive engagement and overall well-being. Through surveys and focus groups conducted with fifty-five children (ages 10–12), this mixed-methods study examined the affective and attitudinal…
Merging the arts and sciences for collaborative sustainability action
This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to…
Challenges to the Choice Discourse
Women are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. The decision to pursue an academic career matures during the graduate-school years. What are female science graduate students’ views of an academic career, and what values and priorities influence their career intentions and choices? Twenty-five women in a U.S. science graduate program were int…
When I act consciously, I can see a brighter world around me”
Teacher education is pivotal to advancing pedagogies, practices, and content knowledge that promote sustainability literacy in formal education settings. To explore preservice teachers’ (PST) readiness to implement transformative sustainability learning with elementary (i.e. kindergarten to 6th grade) students, we analyzed unit plans created by PSTs in a sustainability teacher education course. Within these units, we looked for evidence of conten…
Participatory action research experiences for undergraduates
Embedded within ongoing university-community partnerships, participatory action research experiences for undergraduates – or PAR-based UREs – are multi-disciplinary, action-oriented research opportunities that engage undergraduates in collaborative research to address community-defined challenges. PAR-based UREs integrate participatory action research (PAR), a practice of social scientists, with undergraduate research experiences (UREs), a widesp…
Rewriting the climate story with young climate justice activists
Amidst intensifying climate breakdown and inadequate climate change education, young people are increasingly taking part in a global movement for climate justice. Young climate justice activists are disseminating stories of injustice and possibility intended to inform and activate their peers, parents, politicians, powerholders, and the public for sweeping systems-level change. Using in-depth interviews with 16 youth activists aged 15 to 17 from …
It Can't Just Be the Younger People”
Youth activism for climate justice is inherently intergenerational. Fundamentally, young activists demand urgent action by today's adult power‐holders for the security and well‐being of their own and future generations. Despite intergenerationality being core to the movement, few studies with young activists have explored their views and experiences of intergenerational relations and tensions and how to advance intergenerational solidarities for …
Activism as education in and through the youth climate justice movement
Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power …
Looking inward, outward, and forward
Women’s Attitudes Toward Intimate Partner Violence in Ethiopia
This study draws on a social norms framework to examine the influence of interview context-specifically the presence of other women and men-on women's reported attitudes toward intimate partner violence (IPV) in Ethiopia, where IPV rates are among the highest in the world. The sample (16,515 women, ages 15-49) was taken from Ethiopia's 2011 Demographic and Health Survey. Results showed the odds of women "justifying" IPV to be nearly twice as grea…
Constructing alternatives
Psychological contributions to social movement scholarship have disproportionately concentrated on a "politics of demand", rather than on a "politics of the act", or prefigurative politics. Prefigurative actors, rather than making demands of power-holders, take direct action aimed at creating change in the ‘here and now’ by constructing alternative modes of being and interacting that reflect a given movement’s desired social transformations. Give…
Women’s Attitudes Toward Intimate Partner Violence in Ethiopia
This study draws on a social norms framework to examine the influence of interview context-specifically the presence of other women and men-on women's reported attitudes toward intimate partner violence (IPV) in Ethiopia, where IPV rates are among the highest in the world. The sample (16,515 women, ages 15-49) was taken from Ethiopia's 2011 Demographic and Health Survey. Results showed the odds of women "justifying" IPV to be nearly twice as grea…
Challenges to the Choice Discourse
Women are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. The decision to pursue an academic career matures during the graduate-school years. What are female science graduate students’ views of an academic career, and what values and priorities influence their career intentions and choices? Twenty-five women in a U.S. science graduate program were int…
Children’s constructive climate change engagement
This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collabor…
Reshaping our world
This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grou…
Dream It! Preliminary Evidence for an Educational Tool to Increase Children’s Optimistic Thinking
Merging the arts and sciences for collaborative sustainability action
This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to…
Looking inward, outward, and forward
Participatory action research experiences for undergraduates
Embedded within ongoing university-community partnerships, participatory action research experiences for undergraduates – or PAR-based UREs – are multi-disciplinary, action-oriented research opportunities that engage undergraduates in collaborative research to address community-defined challenges. PAR-based UREs integrate participatory action research (PAR), a practice of social scientists, with undergraduate research experiences (UREs), a widesp…
What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth
Given the enormity of the climate crisis, the transformative potential of ‘everyday’ activism is often questioned. In this theoretical discussion, I explore the real-world significance of everyday activism by children and youth. First, I emphasize the need for top-down policy change as well as bottom-up cultural shifts. Next, I describe the significance of young people’s everyday activism through the lens of countercultures, while highlighting ag…
Climate change education for transformation
In response to growing recognition for the mental health impacts of climate change, understanding the full range of children’s psychological experiences in climate change education (CCE) contexts is critical to developing approaches that support children’s constructive engagement and overall well-being. Through surveys and focus groups conducted with fifty-five children (ages 10–12), this mixed-methods study examined the affective and attitudinal…
Climate justice
The evolving climate crisis is demonstrating with unequivocal clarity that the dream of unlimited economic growth driven by ever-increasing material consumption is, in fact, ensuring a living nightmare for the human species. In this chapter, we will argue that as citizens of this planet, we need to collectively and quickly pursue a new pragmatic ideal: climate justice (CJ). We will draw on social and environmental justice frameworks and indigenou…
Children’s climate change meaning-making through photovoice
Most studies of children and climate change focus on instilling literacy (a ‘top-down’ process), positioning children as passive recipients of climate change knowledge rather than active agents in shaping their lived realities. Photovoice, a form of participatory action research, can help explore how children make sense of climate change, while inviting their critical reflection, arts-based expression, and action (a ‘bottom-up’ process). By quali…
When I act consciously, I can see a brighter world around me”
Teacher education is pivotal to advancing pedagogies, practices, and content knowledge that promote sustainability literacy in formal education settings. To explore preservice teachers’ (PST) readiness to implement transformative sustainability learning with elementary (i.e. kindergarten to 6th grade) students, we analyzed unit plans created by PSTs in a sustainability teacher education course. Within these units, we looked for evidence of conten…
People’s action for climate justice
Justice in climate change education
Civic science education for youth-driven water security
Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews ( N = 6) to explore the m…
Envisioning action‐oriented and justice‐driven climate change education
Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists ( N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate (e.g., sparse, …
Intergenerational solidarities for climate healing
In this viewpoint paper, we argue that the predominance of single-generation research approaches in the growing literature on youth climate activism risks obscuring the intergenerational nature of youth(-led) activism that often encompasses people of many ages enmeshed in cross-generational support structures working collaboratively for change. The partitioning of generations in research on climate activism is rooted in adultist tendencies, which…
It Can't Just Be the Younger People”
Youth activism for climate justice is inherently intergenerational. Fundamentally, young activists demand urgent action by today's adult power‐holders for the security and well‐being of their own and future generations. Despite intergenerationality being core to the movement, few studies with young activists have explored their views and experiences of intergenerational relations and tensions and how to advance intergenerational solidarities for …
Activism as education in and through the youth climate justice movement
Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power …
Fostering Self-Determination
Toward a Critical Psychology of Climate Justice
In this article, we discuss what radical political imagination is, why it matters, and how it can contribute to developing a critical psychology of climate justice. Drawing on critical, inter and transdisciplinary approaches, we conceptualize radical political imagination as a collective and political process enabling societal actors to reflect on and (re)envision the world beyond present-day oppressive forces and the dominant social, political, …
Rewriting the climate story with young climate justice activists
Amidst intensifying climate breakdown and inadequate climate change education, young people are increasingly taking part in a global movement for climate justice. Young climate justice activists are disseminating stories of injustice and possibility intended to inform and activate their peers, parents, politicians, powerholders, and the public for sweeping systems-level change. Using in-depth interviews with 16 youth activists aged 15 to 17 from …
Trauma Competent Caregiving
Young people in the foster care system are at an increased risk of exposure to early trauma, yet evidence-based, trauma-informed training is not yet widely implemented to support foster and kinship parents who care for youth in the system. The purpose of this study is to pilot a virtual trauma-informed caregiving curriculum, Trauma Competent Caregiving (TCC), to provide preliminary evidence of its acceptability and utility for a sample of foster …
Sociology (20 obras) · Political science (16 obras) · Pedagogy (13 obras) · Psychology (13 obras) · Climate change (12 obras) · Environmental Education and Sustainability (11 obras) · Ecology (10 obras) · Social science (9 obras) · Action research (7 obras) · Citizen journalism (7 obras)