论性犯罪被害人免受二次被害的权利

二次受害是指犯罪被害人在参与刑事诉讼的过程中,由于诉讼程序设置的不合理以及司法工作人员的不当司法行为而给被害人心理所造成的进一步伤害。性犯罪被害人的二次受害不仅使被害人出现严重的被害人化倾向,同时基于此类案件的特殊性,导致国家实现打击犯罪的诉讼目的受阻,因此,应防止不当司法行为的产生,并改变不当诉讼程序以实现对性犯罪被害人的权利保护。     

The people or the place? An analysis of the protective factors of hate crime in multiethnic neighbourhoods in Australia

Hate crime creates significant problems for individual victims and the social fabric of a community more broadly. Victimisation is most likely to occur around the victim's own neighbourhood, yet few studies examine how the neighbourhood context influences hate crime. This study uses data from the Australian Community Capacity Study involving 4,400 participants in 148 neighbourhoods in Brisbane. It examines whether it is characteristics of place (such as attitudes toward diversity, place attachment and social cohesion) that reduce hate crime, or whether it is interactions with fellow residents (such as frequency of neighbourly exchanges, number of friends, and number of acquaintances in the neighbourhood) that shelter residents from hate crime. Results demonstrate that characteristics of a place provide important protective factors against hate crime in the neighbourhood, rather than the number of social‐interactions between residents.     

Teaching Communication in a Statistical Collaboration Course: A Feasible,Project-Based,Multimodal Curriculum

Many schools offer a statistical collaboration curriculum using standard instructional methods such as lectures whereby students are taught to successfully apply their training. The process of building statisticians' collaborative skills and characteristics can be challenging due to logistical issues, time constraints, unstructured research problems, and resources. Instructors vary in their pedagogy and topics taught, and students' experiences vary. There is a dearth of literature describing how to implement a course integrating communication skills, critical thinking, collaboration, and the integration of team members in a learner-centered format. Few courses integrate behavior-based learning using role-playing, video demonstration and feedback, case-based teaching activities, and presentation of basic statistical concepts. We have developed and implemented a two-semester biostatistics collaboration course, of which the purpose is to develop the students' knowledge, skills, attitudes, and behaviors necessary to interact effectively with investigators. Our innovative curriculum uses a multimodal, project-based, experiential process to address real-world problems provided by real and/or simulated collaborators while minimizing usual challenges. Rubrics and peer evaluation forms are offered as online supplementary materials. This article describes how a collaboration curriculum focusing on communication and team practice is feasible, how it enhances skill and professionalism, and how it can be implemented at other institutions.     

Peer and Selection Effects on Youth Smoking in California

Previous research has found that youth smoking choices are strongly influenced by peer smoking. However, these studies often fail to account for simultaneity and nonrandom peer selection. This article describes an equilibrium model of peer effects that incorporates both of these features, and estimates its parameters using data on California teenagers. Identification is aided by using the influence of observable variables on group selection as a proxy for the influence of unobservables. I find that the effect of peer smoking on the decision to smoke is much weaker than found in previous studies.     

榜样的力量：社会学习理论在戒毒同伴教育中的应用——以上海市自强总社“涅檠重生同伴辅导教育小组”为例

班杜拉的社会学习理论强调环境因素、个人认知和行为之间的相互作用，观察和模仿是学习的重要途径。上海市自强总社开展的同伴教育活动在运用社会学习理论的基础上充分发挥了同伴辅导员的榜样示范作用，有利于药物滥用人员自我效能感的提升，从而达到生理脱毒、心理康复、回归社会的目的。     

PROMOTING SCHOLARSHIP THROUGH DESIGN

How can new media positively transform scholarly practices? One possible way is for scholarly archives such as e-journals and digital libraries to better support the needs and practices of their users, instead of the publishing process. This article examines what it might mean to promote cognitive and social aspects of 'scholarship' through innovative archive design. Design requirements for supporting both scholarly tasks and scholarly communities are derived by analysing existing cognitive and social theories. A theoretical framework for guiding archive design is introduced: the contextually enriched document framework. This framework suggests that: document interfaces should enable practitioners to progressively enrich documents with important contextual information arising from social processes; and archive managers should engage in proactive practices to facilitate use and assist practitioners in realizing the benefits of the new technology. Both the design requirements and the framework are illustrated with examples from an existing electronic journal - The Journal of Interactive Media in Education .     

Investigating the association between callous‐unemotional traits with relational bullying and victimization: A cross‐national study

Prior research supports an association between callous‐unemotional (CU) traits with relational bullying, but evidence associating CU traits with relational victimization is limited. Further, the relationship between CU traits with relational “bully,” “bully‐victim,” and “victim” classifications has been largely neglected. The current study addresses these critical gaps in the literature using a cross‐national study design. The sample comprised of 1887 (51.5% of girls) Greek and Cypriot children (MAge = 11.17) who completed a battery of self‐report measures. Group differences suggested that children in the relational bully and bully‐victim groups scored higher on CU traits compared to children in the victim and low‐risk groups. Although these associations were similar across countries, boys in Greece were more likely to be identified in the bullying only group. In contrast, boys in Cyprus represented the higher percentage identified as bully‐victims and girls in Cyprus represented the higher percentage identified as victim‐only. Regression analysis results indicated that CU traits predicted relational bullying but not victimization. Notwithstanding, other important unexamined factors known to contribute to relational bullying and victimization, our findings suggest that prevention efforts should consider CU traits in order to protect youth from relational bullying. However, differences between countries and gender should also be taken into account.     

The Role of Perceived Friendship Self‐efficacy as a Protective Factor against the Negative Effects of Social Victimization

This study examined perceived friendship self‐efficacy as a protective factor against the negative effects associated with social victimization in adolescents. The sample consisted of 1218 participants (557 males, age range 12–17 years). Perceived friendship self‐efficacy was associated with lower internalizing scores irrespective of adolescents' social victimization level and with lower externalizing scores at low, but not high, levels of social victimization. Furthermore, the relationship between perceived friendship self‐efficacy and all forms of adjustment did not differ between boys and girls, or between adolescents in both reciprocated and unilateral very best friendships. The role of perceived friendship self‐efficacy as a protective factor amenable to intervention in social bullying at school is discussed.     

Transactional links between adolescents’ and friends’ victimization during the first two years of secondary school: The mediating role of likeability and friendship involvement

The goals of this study were to examine to what extent lower likeability at the group level and lower friendship involvement can explain the bidirectional links between adolescents’ own and their friends’ victimization over time. We tested these processes by applying a cross‐lagged path model to a sample of 621 adolescents. Data were collected at four time points over the two first years of secondary school. Participants were asked to identify same grade friends within their school; classroom peer nominations were used to assess participants’ likeability as well as participants’ and friends’ level of peer victimization. Results showed bidirectional associations between adolescents’ own and their friends’ victimization by peers within the first year of secondary school. Moreover, the relation between adolescents’ own victimization at the end of the first year and their friends’ victimization next year was mediated by decreased adolescents’ likeability at the group level. Inversely, their friends’ victimization at the end of the first year predicted lower levels of adolescents’ own likeability over time, which in turn predicted adolescents’ own subsequent levels of victimization. Friends’ victimization also predicted adolescents’ lower friendship involvement during the first year, which in turn predicted decreased likeability, and ultimately higher levels of victimization.     

Does the desire to conform to peers moderate links between popularity and indirect victimization in early adolescence?

This study of 426 Canadian early adolescents (M_age = 12.52; 53% girls) investigated whether associations between popularity and indirect victimization (i.e., reputational victimization, exclusion) varied as a function of gender and the desire to conform to characteristics and competencies that are valued within the peer group (i.e., peer conformity goals). Regression analyses revealed popularity was uniquely and positively associated with reputational victimization, but was not significantly related to exclusion after accounting for the effects of meanness and likeability. The associations between popularity and indirect victimization were moderated by peer conformity goals and gender. The results indicated that popular girls with high peer conformity goals experienced more reputational victimization and exclusion than popular girls with low peer conformity goals. However, popular boys with high peer conformity goals experienced less exclusion than popular boys with low peer conformity goals. The findings suggest that peer conformity goals carry with them some risks for popular girls, but may serve a protective function for popular boys.