‘Never mind the mechanics,what about the (sexual) ethics?’ Sex,sexuality and social work education in sexual violence prevention

ABSTRACT

This paper examines the efficacy of sexual violence prevention education (SVPE) in the USA and Australasia: areas, which have some of the worst rates for sexual violence prevalence, globally. Paradoxically, they are also at the forefront of innovations in sexual violence prevention, compared to some European countries where SVPE is virtually non-existent or at the embryonic stage, such as the UK. Drawing upon the Authors’ previous research on the delivery of SVPE in New Zealand secondary schools, and literature reviews into these innovations, the authors argue that social work education is ideally placed to develop SVPE, due to the ways that some of these innovations, coalesce with social work theory, critical andragogy, and social work values. These synergies have the potential for transnational application through the ways that they can inform SVPE in those countries where it is delivered by social workers in schools, and via the ways it can enhance the social work curriculum to improve post-qualifying practice in addressing sexual violence (SV).     

Does parenting correspond with children's defending behavior? Examining linkages in the context of peer social preference

Bullying intervention research points to the important role of children standing up for victims (defending behavior). This study provides an initial look at how certain parenting practices may be generally related to the socialization of defending behavior among children. Defenders typically enjoy significant social status, allowing them the social capital to intervene. With this in mind, we also assess how parenting and children's social preference scores might uniquely or interactively predict defending behavior. This cross‐sectional study employs a sample of 219 (101 boys) fourth‐grade children living in the Western United States. Both mothers and fathers self‐reported their authoritative, authoritarian, and psychologically controlling parenting practices. A peer sociometric assessment provided each child's social preference score. Peer nominations provided each child's reputation for defending behaviors. Multiple regression results showed that a few of the parenting dimensions significantly predicted girls’ defending behavior above and beyond peer social preference. In contrast, the defending behavior scores of boys were unrelated to parenting. Finally, we used interaction analyses to probe whether the association between defending and parenting meaningfully varies according to children's levels of social preference. We did not find evidence to support this. We discuss the ramifications of these findings for future research.     

Making feminism count: integrating feminist research principles in large-scale quantitative research on violence against women and girls

ABSTRACT

Applying a feminist approach to research on ending violence against women and girls (VAWG) is critical because gender inequality is an underlying driver of VAWG, and feminist research aims to empower women and girls, as well as challenge prevailing inequalities through the research process itself. However, feminist research approaches have not historically been applied in the international development sector, although statistical evidence on what works to end VAWG is in high demand from governments and donors. In this article, we explore how researchers could practically reconcile an explicitly feminist undertaking, like ending VAWG, when accepted research practices within this field employ methods that are historically not informed by feminist praxis. We argue that quantitative research and feminist research approaches are not mutually exclusive, rather, they can (and do) overlap. Drawing on five decades of combined experience conducting quantitative studies on VAWG in low- and middle-income countries around the world, we highlight the challenges and opportunities for incorporating feminist research principles throughout the research process – from design, community engagement, data collection, analysis, dissemination, and policy influence. We draw on practical examples from research conducted in countries as diverse as Timor-Leste, Kiribati, and Sri Lanka, among others, illustrating that it is not only possible to apply feminist research principles to large-scale, quantitative survey research on VAWG, but that this should become a priority for good development practice.     

Know thy self,know thy leader: Contributions of a pattern-oriented approach to examining leader perceptions

This study investigated how patterns of traits in self and ideal leader profiles were related to one another, beyond the individual effects of each trait. Latent profile analysis (LPA) was used to identify and describe profiles of self leader and ideal leader perceptions. Four profiles for self leader perceptions (Prototypical, Laissez-Faire, Narcissistic, Anti-Prototypical) and four profiles for ideal leader perceptions (Prototypical, Laissez-Faire, Autocratic, Anti-Prototypical) were identified. Additional analyses examined the association between self and ideal leader profiles; gender, leadership self efficacy, and narcissism were added to the model as predictors of that association. Prototypical and Laissez-Faire self leaders tended to prefer an ideal leader who was similar to themselves, whereas Narcissistic and Anti-Prototypical self leaders had more diffuse preferences in ideal leaders. Gender, leadership self efficacy, and narcissism were only associated with self leader profiles. Results support, yet contribute beyond, previous findings for the similarity hypothesis.     

The First Slow Step: Differential Effects of Object and Word-Form Familiarization on Retention of Fast-Mapped Words

Recent research demonstrated that although twenty-four month-old infants do well on the initial pairing of a novel word and novel object in fast-mapping tasks, they are unable to retain the mapping after a five-minute delay. The current study examines the role of familiarity with the objects and words on infants' ability to bridge between the initial fast mapping of a name and object, and later retention in the service of slow mapping. Twenty-four-month-old infants were familiarized with either novel objects or novel names prior to the referent selection portion of a fast-mapping task. When familiarized with the novel objects, infants retained the novel mapping after a delay, but not when familiarized with the novel words. This suggests familiarity with the object versus the word form leads to differential encoding of the name-object link. We discuss the implications of this finding for subsequent slow mapping.     

Walking with video

In this article the author discusses the idea of ‘walking with video’ as a phenomenological research method that attends to sensorial elements of human experience and place‐making. As a simple method this means walking with and video‐recording research participants as they experience, tell and show their material, immaterial and social environments in personally, socially and culturally specific ways. Her aims are twofold. First, in relation to recent anthropological work on sensory experience and on walking, she articulates the theoretical and methodological basis for this idea; why is it that walking with another person should allow researchers to learn empathetically about their experiences? Second, in relation to established and recent work in visual anthropology, she discusses how the integration of video into this method can serve as a catalyst for creating ethnographic understandings of other people's experiences, and representing these experiences to a wider audience.