Understanding Animal Abuse and How to Intervene with Children and Young People offers a positive, compassion-based and trauma-informed approach to understanding and intervening in animal abuse. It provides an accessible cross-disciplinary synthesis of current international evidence on animal abuse, and a toolkit for professionals working with people and/or animals to help them understand, prevent, and intervene in cases of animal abuse. With contributions from experts in the field, this essential text offers ten user-friendly chapters with questions for reflection and (...) key summary points. It offers a definition of animal abuse, synthesises the latest research on children, young people and animal abuse, and explores the link between animal abuse and other forms of abuse, and legal perspectives on animal abuse. The second half of the book presents a practical toolkit for professionals, offering guidance and strategies for prevention of and intervention in cases of animal abuse. It provides multidisciplinary perspectives on interventions; from teachers' and social workers roles in detection and intervention of childhood animal abuse, to the roles of enforcement agencies and veterinarians in legal cases of adult animal abuse. Together with a final chapter proposing new directions for research, policy, and practice, this guide is for all who work with children, young people and/or animals, including psychologists, social workers, veterinarians, education professionals, and animal welfare educators. It is also key reading for those involved in legal and policy issues relating to animal welfare. (shrink)

This article examines how domestic violence impacts the lives and education of young children, children, and young people and how they can be supported within the education system. Schools are often the service in closest and longest contact with a child living with domestic violence; teachers can play a vital role in helping families access welfare services. In the wake of high profile cases of child abuse and neglect, concerns have been raised about the effectiveness of multi-agency responses (...) to children living with abuse. In the UK, the case of four-year-old Daniel Pelka who died in 2012 following abuse and starvation by his mother, who experienced domestic violence, and her partner, led to a serious case review. It found recording systems in Daniel’s school were not used consistently, and details held by different agencies were not collated to enable the formation of a coherent assessment. The lack of integrated working cited in the report echoes findings from previous serious case reviews. A strong correlation exists between domestic abuse and child abuse, with approximately half of all domestic violence situations involving direct child abuse. Children can also be affected indirectly by violence occurring in their home by seeing or hearing it taking place. This article examines the impact of domestic violence on the mental health of children, and the impact on their education. Violence in children’s lives often causes disruption to their schooling and harms the quality of their educational experiences and outcomes. The abuse children experience can result in emotional trauma, physical and psychological barriers to learning, and disruptive behavior in school, while the underlying causes of these problems remain hidden. Knowing when and how to seek advice from multi-agency professionals is an essential part of effective practice among school staff. Despite their vital role in identifying signs of abuse and signposting referral pathways, research indicates teachers often lack confidence and knowledge for such work. The article examines how the professional learning and professional confidence of teachers can be developed, and how recent policy and practice developments in the UK have the potential to influence work in this area. (shrink)

Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth (...) Creationism (henceforth YEC) is a form of child abuse. Here, I want to focus on the role of parents in instilling religious beliefs in their children, especially beliefs that are incompatible with science, such as YEC. Instead of using the rather laden term “child abuse,” I want to tease apart two questions: Are YEC parents harming their children, and is what they do morally wrong? (shrink)

Children may be abused physically, sexually, emotionally and by omission or commission in any permutation under these headings. This is discussed in terms of the separate and overlapping responsibilities of parents, guardians, the community in which they live and the network of professional services developed to care for, protect and educate children. An attempt is made to place these issues within an ethical framework, with regard to the legislature of England and Wales. It is argued that professionals (...) working within this field have an obligation either to keep up to date in respect of a large and growing body of research and practice knowledge or to consult 'experts' within the field when making complex and far-reaching decisions on behalf of abused children and their families. A representative, inevitably incomplete, bibliography is discussed and appended and there is brief reference to the role of expert witnesses concerning children involved in civil legal proceedings. (shrink)

Child maltreatment is conceived as a public health problem. Therefore, it is appropriate to analyse the explanatory models that deal with this behaviour, reflecting these postulates within the panorama of health education, which makes health professionals responsible for taking action. In order to do this, the theoretical context and the awareness of nursing students in relation to these theories must be analysed. In turn, the use of information and communication technologies in this field should be valued, due to their capacity (...) to manage and systematise information, becoming a relevant tool when training future nursing professionals. Without forgetting that health informatics is a spectrum of multidisciplinary fields that includes the study of the design, development and application of computational techniques to improve healthcare. A review of the scientific literature was carried out, for which primary and secondary sources were consulted, tracing a search for data thanks to the keywords: ‘nursing’; ‘abuse’; ‘children’; ‘education’ and ‘theory’. During the second half of the 20th century, several health paradigms have been developed, which present different pathways to health education. There have also been three generations of theoretical models that attempt to analyse the public health problem of child maltreatment. This reflects the need for a transdisciplinary approach to child abuse, where there is no one explanatory model that is more appropriate than another, but where the choice of the health education paradigm and, within this, the most recommendable theory will depend on each situation. (shrink)

This article explores children’s narrative identity formation and the impact of adult–child relationships on shaping a child’s narrative. The formation of identity in all children is vulnerable to a culture of ‘adultism’, wherein the authority wielded by adults can potentially subject children to abuse and neglect. Consequently, adultism has the aptitude to hinder the constructive development of a life-affirming identity in children. The primary objective of this article is to develop a childist narrative theology of praxis (...) methodology, aimed at raising consciousness and educating adults on both life-denying and life-giving ways of engaging in the process of children’s narrative identity formation.To achieve this goal, the methodology is developed by adapting Denise Ackermann’s ‘feminist theology of praxis’ to focus specifically on children. The application of feminist theory principles is deemed relevant to the social standing of children as it aligns with the broader goal of liberating oppressed groups, whether women or children. Additionally, John Wall’s work is employed to elucidate the terms ‘childist’ and ‘childism’ as interpretive frameworks. Positioned within the scientific domain of Practical Theology, this study seeks to transform conditions that impede human flourishing into opportunities for positive change.The research objectives determine that a literature review will be suitable to gather essential information for the formulation of a childist narrative theology of praxis. This review, characterised as explorative and descriptive, is conducted within the field of Practical Theology.Contribution: The significance of this study is underscored by its exploration and description of the pastoral functions of consciousness, awareness-raising, and education concerning adult–child relations. By scrutinising these pastoral functions, the emphasis is placed on the proactive, preventive, and universal aspects of pastoral care in the context of children, thereby contributing valuable insights to the discourse. (shrink)

Parents are generally viewed as having broad discretion when it comes to the decisions they make for their children. With the exceptions of outright abuse and neglect, society does not interfere with many of those decisions. Nowhere is parental decision making considered more sacrosanct than in the area of the religious upbringing of children. Parents are assumed to have the right to instill their particular religious beliefs and practices—beliefs and practices that may include intolerant, sexist, misogynistic, or racist (...) ideas—provided that this inculcation does not harm the child. (shrink)

Protecting children from abuse has never been more central to our welfare system than it is now. Schools, and the people who work there, are vital to the government's vision for child protection. New laws, guidance and standards all set out what educational establishments must provide in order to meet their legal obligations. This book brings all these sources together to provide detailed and practical advice to help the busy teacher or school manager. Based on years of direct experience (...) in advising schools, the author offers a realistic and informed account of the inter-agency system and of the particular contribution of schools within it, including: information on the legal and procedural frameworks responding to concerns about children's welfare meeting inspection standards for effective governance promoting inter-agency communication managing allegations against education staff wider issues of child safety, including bullying and child employment. _Protecting Children_ provides a guide through the minefield, balancing the needs of parents, professionals and pupils. It will be essential reading for all designated and newly-qualified teachers, school managers, governors and LEA officers. (shrink)

In response to Evelyn Pluhar'sWho Can Be Morally Obligated to Be a Vegetarian? in this journal issue, the author has read all of Pluhar's citations for the accuracy of her claims and had these read by an independent nutritionist. Detailed analysis of Pluhar's argument shows that she attempts to make her case by consistent misappropriation of the findings and conclusions of the studies she cites. Pluhar makes sweeping generalizations from scanty data, ignores causal explanations given by scientists, equates hypothesis with (...) fact, draws false cause conclusions from studies, and in one case claims a conclusion opposite of what the scientist published. Such poor reasoning cannot be the basis of an argument for moral vegetarianism. A broader search of the literature and attention to reviews and textbooks in nutrition shows that each of Pluhar's claims is suspect or incorrect. Pluhar has not undermined my central claims: even if animals have certain rights and well-planned vegetarian diets are safe in complex industrialized societies, these diets cannot be so regarded if the presuppositions of high levels of wealth, education, and medical care do not exist; and, women, children, the aged and some ill persons are at greater risk on restrictive vegan diets. Thus, any duty of moral vegetarianism is not categorical but provisional in nature. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:AbusesC. S. SchreinerAbuses, by Alphonso Lingis; 268 pp. Berkeley: University of California Press, 1994, $25.00 paper.Long ago and far away it seemed that academia served as a way station for inventive figures whose nonconformism, demonstrated in their work and lifestyles, was welcomed with graceful suspicion by their colleagues. Philosophy has had its share: one thinks of Wittgenstein and C. S. Peirce, but many lesser Wittgensteins and Peirces somehow (...) adapted and became tenured. In regard to such figures “eccentric” meant outside the circle or off center; “radical” meant surprising, original, sincere. Today radical has a murky political sense. Most radicality takes place in a discourse, or as a discourse—in the title of a university press book—which when invoked aligns the writer with the orthodoxy of a speech community. No surprise; only a dull echo as membership is [End Page 516] confirmed and the circle remains unbroken. Contrary to almost everyone’s intentions, never has so much “identity politics” been melded with the writing act in a metaphysical proof. We write about pragmatism, therefore we are new pragmatists. We write eco-feminism, therefore we are radical eco-feminists.Yet the nonconformist self-image of many philosophers is belied less by the uniformity of their discourse than of their lives, constrained as they are by professional protocol. This situation has become especially painful for phenomenologists whose credos “to the things themselves” and “towards the concrete” mandate a method of worldbound description confirmed by first-person evidence. It is a longstanding embarrassment that most phenomenological studies are either studies about phenomenology, or phenomenologies of books. In this regard even before Of Grammatology it was obvious that there was nothing outside the text.The rare exception is Alphonso Lingis, author of Excesses (1983), Libido: The French Existential Theories (1985), and The Community of Those Who Have Nothing in Common (1994). So much is obvious to anyone who leafs through his Abuses. The vistas and catastrophes we access through this book cannot be easily disengaged from the personality that guides us to Tenochtitlan, Matagalpa, Kuta, Bali, the Sambodromo in Rio de Janeiro, Khlong Toei, and Chichicastenango. From these places and others Lingis reports the sometimes macabre longings and vulnerabilities of those who have nothing in common except violent changes in heritage and landscape. He speaks to their wounds and of his own ailments he acquires by exposing himself to forsaken circumstances: it is all material for his philosophy. In this work speech is primary, as it was for phenomenologists before Derrida.Merleau-Ponty’s writing remains unsurpassed as an eloquent transcript of perceptual life as expression and bodily engagement. Lingis, who translated The Visible and the Invisible, has from the start of his career been the most interesting and outlandish promulgator of this style of phenomenology. But his focus was decisively turned by Emmanuel Lévinas (whom Lingis has also translated) towards alterity relations, intimate events in which persons defer to and ennoble strangers by taking responsibility for them. Speech and physical contact are precious components of these relations, allowing persons to disburden themselves, to exchange pain and betrayal for tenderness and trust.Lingis shows how alterity relations suffer abuses at the face-to-face level and in the global network of electronic media. We enter his work breathlessly, as into a deep valley where there is gunfire and tropical birds. Spy satellites pass overhead. The human beings are strangely quiet. Women and children are being herded into canvas-covered trucks by youthful militia with oversized weapons. The volatile prose lifts up the voices of the damned just before they vanish around the bend in the jungle. Lingis speaks for them. This is the mandate of his research: “One has to speak for the silenced” (p. 36).How does highly educated thought speak for the tortured and dispossessed [End Page 517] without looking absurd or merely pretentious? Here it won’t do to speak of the world as a text. In this regard the kind of work we find in Abuses is at a vast remove from something like Susan Suleiman’s recently published Risking Who One Is: Encounters With Contemporary Art and Literature. There is nothing peculiar... (shrink)

Globally, nationally and locally men's violence against women is an endemic social problem and an enduring human rights issue within all societies and cultures. Challenging attitudes that condone violence both at the individual and community level is a key priority in its prevention. This paper brings together findings from two separate studies based on children's and young people's understandings of men's violence against women. Both studies were located in Glasgow, Scotland, and used qualitative methods to explore children's and (...) young people's views of men's violence against women. The two studies, conducted nearly ten years apart, involved children aged 11 and 12 and young people aged 15 to 18. Despite the differences in age and the interval between them, there are remarkable similarities identified within both studies centring around children and young people's normalisation of men's violence against women. This paper presents a discussion of three of the key themes identified from these studies: the construction of men's violence; gender roles and the naturalisation of difference; and the normalisation of men's violence. In both studies the techniques of normalisation were employed by the participants to minimise both the seriousness of the violence and the significance of it to the victims. The findings clearly illustrate the widespread justification of gendered violence by both boys and girls. Thus, while the development and implementation of domestic violence/abuse education programmes need to take into account gender differences, targeting only boys’ attitudes fails to acknowledge an important component in reducing domestic violence/abuse: the internalisation of patriarchal norms by girls and women. (shrink)

A working party of academics from both professional safeguarding backgrounds and research backgrounds developed and wrote ethical guidelines on safeguarding children in research on behalf of their faculty research ethics committee. The working party encountered a lack of useful precedents while developing the guidelines leading to a lengthy process of debate and consideration of the issues. This paper explores the various issues and dilemmas arising during this process, particularly the tension between safeguarding children from abuse and maintaining research (...) confidentiality. One of the main areas of discussion was how to establish the limits of confidentiality without compromising the research in hand. The role and responsibilities of researchers in supporting children's welfare, and the development of procedures for ensuring that safeguarding is effective are discussed as key elements. In addition, the issues researchers may face when determining thresholds for intervention are considered alongside the uncertainties created by considerations of the extent to which children can give informed consent in research contexts. The paper reflects the process of considering these issues and the conclusions the working party drew as to how best to support children's welfare during research. It also outlines the key elements of the guidelines and the structures developed to ensure researchers could get advice if suspected child abuse became an issue in their research. The paper includes a short version of the guidelines which were eventually approved across the Higher Education Institute. (shrink)

Cohabiting has been associated with a number of problems including sexually transmitted diseases and HIV and AIDS, abortions, sexual abuse and violence, low academic performance, increased cost of medical care and unwanted pregnancies. However, there is little documented information on the extent and the factors influencing cohabitation among the youth and especially among tertiary education students. This study therefore sought to fill this gap by investigating factors that lead to the prevalence and practice of cohabitation by tertiary education students. The (...) research adopted the interpretivist philosophy. The qualitative research methodology was employed in order to understand in greater detail the behaviors, attitudes, opinions, and beliefs of the respondents on cohabitation among tertiary education students. The study used the survey research design. Primary research was conducted using questionnaire surveys that were administered to tertiary education students who participated at the Tertiary Education Sports Association of Zimbabwe in July 2016. There were 100 questionnaires distributed and 78 questionnaires were returned making 78% response rate. The respondents were randomly sampled to participate in the study. The study reflects that cohabitation among the Tertiary education students is quite common. The study noted that it is mostly caused by lack of accommodation, problems with roommates, lack of privacy and the need to be close and intimate with one's lover. In results cohabitation exposes students to premarital sex and other consequences such as unwanted pregnancies, abortion, complications and sexually transmitted infections. The study recommends that tertiary education students should be enlightened during orientations about the dangers of cohabitation. Parents should be encouraged to visit their children and find where and whom they live with while in school. (shrink)

In this volume, a well-known psychoanalyst, dance therapist, and educational consultant chronicles her clinical work with deeply troubled children who fall between the cracks of our diagnostic and educational systems. These children, who frequently turn out to have been sexually or punitively abused, have no real emotional home despite the fact that they live in materially comfortable circumstances. In spite of their apparent brightness and precocity, they do not thrive in the classroom, where their disruptive behavior, tendency (...) to act out, and fragmented learning bring them to the attention of teachers, counselors, and school psychologists. Standard diagnoses do not explain their plight; such children are neither retarded nor learning disabled nor neurotic. Through poignant case studies, Siegel reviews the developmental circumstances that bring these middle-class waifs to a critical impasse with both their parents and the educational establishment. Time and again she discovers that the children's expectable developmental course has been derailed by their accommodation to parental abuse and deformed parental expectations. Psychodynamic treatment invariably uncovers the maladaptive solutions that fueled the children's behavioral and learning disturbances. This volume speaks to a broad clinical and non-clinical readership: psychoanalytic clinicians; psychologists; counselors; social workers; art, dance, and music therapists; special education teachers; child therapists; and child care workers. They will all join in admiration of Siegel's treatment approach which focuses on what is healthy in deeply traumatized children and, in so doing, helps debunk the myth of the untreatable child. (shrink)

While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is critical to improve the perceptions (...) about gender?related issues in the profession of early childhood education. This study aimed to explore the perceptions and thoughts of male students. Five main categories were identified: attitudes towards male teacher identity; the advantages and disadvantages of being a male teacher; the future positions of male teachers and their future plans related to their job. The main issue was the identification and perception of early childhood teaching as ?women?s work? (shrink)

Saudi Arabia has ratified the Convention on the Elimination of All Forms of Discrimination against Women and the Convention on the Rights of the Child. However, it has made general reservations to the effect that where there is a conflict between a Convention article and Islamic Law principles, Islamic Law shall have precedence. The family law rights of women and children in the Kingdom of Saudi Arabia have been criticised for not reaching the standards set by CEDAW and CRC. (...) This article looks at the internationally set standards of these rights and compares them with the Family Law rules of Islamic Law as applied in Saudi Arabia. The applications in Saudi Arabia are then examined by looking at certain practices, case judgments and recent developments in the country in this field. Amongst these developments are the first case in which a Saudi judge annuls a child's marriage, the first death sentence declared on a father who abused his daughter causing her death, and the Saudi Divorce Initiative which aims to educate women and call for the protection of their rights during marriage and after its dissolution. The article stresses that despite the many improvements, there remains a need for codifying the Islamic Law of Personal Status in Saudi Arabia as this measure would be the basis that defines and protects the rights of women and children in Family Law. (shrink)

Child sexual exploitation and abuse has grave implications for the mental health and wellbeing of children and young people. It has been linked to a wide range of difficulties which may extend into adulthood. School-based prevention programs that aim to raise awareness are popular, however, have historically lacked robust and consistent evaluation. The purpose of the present study was therefore to explore young people’s experiences of attending a school-based theater-in-education program, and the impact this had on their awareness and (...) understanding of CSEA. Four focus groups of between four to six participants each were conducted with young people from two co-educational State schools in the United Kingdom. The approach of Template Analysis was used to analyze the data, and revealed a number of themes related to the superordinate themes of “Information and Detail Delivered” and “Format and Timing.” The results suggest that participants gained new awareness and understanding of aspects related to CSEA, including other forms of exploitation, as well as how to avoid harm and what to do “if bad things happen.” Participants further reported that the theater performance/live element of the program was particularly impactful, feeling that this was delivered to them at the right time, but suggesting that younger people would also benefit from the important messages. In addition, areas for improvement were identified in terms of the delivery of the program, and the issue of victim blaming. Findings are discussed with a view to practical implications and directions for future research. (shrink)

Interest in children’s agency within the research process has led to a renewed consideration of the relationships between researchers and children. Child protection concerns are sometimes not recognised by researchers, and sometimes ignored. Yet much research on children’s lives, especially in health, has the potential to uncover child abuse. University research guidance should be in place to safeguard both researchers and the populations under scrutiny. The aim of this study was to examine university guidance on protecting (...) class='Hi'>children in research contexts. (shrink)

In 2010, a South Carolina mother was taken to court when her fourteen‐year‐old son reached 555 pounds. An article on the story reported, “His mother, Jerri Gray, lost custody of her son and is being charged with criminal neglect. Gray is facing 15 years on two felony counts, the first U.S. felony case involving childhood obesity.” If the caretakers of obese children are negligent, then they are also morally and legally blameworthy. I want to suggest, however, that important ethical (...) differences exist between negligent or abusive caretakers and the caretakers of obese children and that these differences ought to make a moral and legal difference. The distinctions are nuanced, and the ethical pictures in cases of abuse, neglect, and obesity are far from black and white. However, the various types of harm that children face from their caretakers should be placed in neither the same ethical nor the same legal category.When children are beaten or sexually molested, the justification for taking them out of the home is clear: the caretakers are violating the rights of their children. Similarly, with neglect, caretakers are failing to provide their children the necessities to which they are entitled. The central question that I want to address in this article is whether the actions (or inaction) of caretakers that allow a child to become obese are morally or practically analogous to physical abuse or neglect. Ultimately, I will argue that parenting that allows a child to become obese is so morally different from both abuse and neglect that it is best understood as falling outside these categories altogether. This conclusion has important moral, practical, and legal implications. (shrink)

Catherine Beattie; The Paradigm Case Argument: its use and abuse in education, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 77–86.

Child abuse within the family is a highly sensitive issue and therefore difficult to research. This article is based on our experiences of a child abuse research project in Finland. Special attention is given to ethical considerations during the initiation of the study, and in the sampling procedures, data collection and reporting. Most importantly, all those taking part in studies on sensitive issues must be guaranteed full confidentiality and anonymity. There are also other ethical considerations that go beyond the usual (...) concerns in the research process. (shrink)

Since its inception in the 1900s, the concept of countertransference has been mired in controversy. Psychoanalytic literature is divided on its utility, significance and its clinical value in psychotherapy. While some psychotherapists have advocated for the importance of therapists’ expertise in the comprehension and processing of countertransference dynamics in the treatment of sexually abused children, others see no value in competency in countertransference in trauma treatment of sexually abused children. The purpose of this article is to (...) explore whether countertransference is a useful therapeutic tool, or a hindrance in the treatment of sexually abused children. A qualitative paradigm, particularly interpretative phenomenology, was employed in this research to make meaning of the therapists’ experiences. The analysis of the results revealed the following five main themes that were supported by 18 superordinate themes. These themes reveal that therapists treating sexually abused children experience a myriad of feelings, including a) feeling emotionally overwhelmed, b) anger toward perpetrators and the need to protect and rescue their patients, c) the importance of social support and self-healing, d) feelings of empathy and identification with the client, and e) erotic countertransference. These findings reveal two contradictory findings. Firstly, they tell of variable utilisation of countertransference among participants and, secondly, they highlight a lack of application of countertransference in the treatment of sexually abused children. The implications of the current study are that there is a need to both highlight the importance of countertransference as a therapeutic tool and to incorporate it in the treatment of sexually abused children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Kennedy Institute of Ethics Journal 14.4 (2004) 411-425 [Access article in PDF] Vulnerability, Vulnerable Populations, and Policy Mary C. Ruof "Special justification is required for inviting vulnerable individuals to serve as research subjects and, if they are selected, the means of protecting their rights and welfare must be strictly applied."Guideline 13: Research Involving Vulnerable Persons International Ethical Guidelines for Biomedical Research Involving Human Subjects Council for International Organizations of (...) Medical Sciences (CIOMS) and World Health Organization (WHO) Geneva, Switzerland, 2002 Within medical research and healthcare certain groups are afforded special protections and services because of their designation as vulnerable. The vulnerable require special justification to participate in human subject research in order to eliminate potential human rights abuses. The Nuremberg Code of 1947 was written in response to the extreme human subject abuses that occurred under the Nazi regime, and, although the intent of the 1947 Code was to protect human rights, rigid voluntary consent requirements deprived some individuals of the right to participate in clinical trials. Recent human research guidelines, such as the CIOMS/WHO guidelines referenced above and the guidelines referenced in Section V of this Scope Note, attempt to balance both protection from abuse in research and access to new, experimental treatments for the vulnerable.Although various protective guidelines stipulate special protections for vulnerable populations, the concept of vulnerability and consequently the criteria designating vulnerable populations remain vague. Precisely who are the vulnerable? The word "vulnerability" stems from the Latin vulnerare, "to wound." (Oxford Encyclopedic English Dictionary 1995). In clinical research, the term [End Page 411] vulnerable generally is applied to individuals who are unable to give informed consent or who are susceptible to coercion. The Common Rule (45 CFR 46, Subpart A) includes as vulnerable research subjects: children, prisoners, pregnant women, and persons who are handicapped, mentally disabled, economically disadvantaged, or educationally disadvantaged. Although the Common Rule specifies certain vulnerable categories, the guidelines were not intended to be exclusive, leaving open the interpretation of vulnerability.In medical research and health policy, vulnerability is an abstract concept that has concrete effects both for those labeled vulnerable and for those not. Clinical researchers, healthcare workers, ethical reviewers, and policymakers must be able to identify vulnerable subjects to establish how healthcare resources will be allocated and who will qualify for special protections and socialized benefits. Attempts to quantify vulnerability in clear, measurable ways have met little if any consensus. As Alexander Morawa (II, 2003, p. 150) states, "There is no single approach to definition of vulnerability. In fact, there is no purposeful categorisation at all."Difficulties in defining vulnerability have prompted discourse surrounding its utility as a qualifying factor in the allocation of health resources and its appropriateness as a guiding principle in bioethics. Some of the authors cited in this Scope Note argue against the labeling and categorization of vulnerable individuals and populations. "Labeling individuals as 'vulnerable' risks viewing vulnerable individuals as 'others' worthy of pity, a view rarely appreciated" (III, Danis and Patrick 2002, p. 320). The categories of vulnerable groups listed under the Common Rule have been the source of controversy, "for example, many find the suggestion that pregnant women are vulnerable to be quite sexist" (IV, DeBruin 2001, p. 7). Instead of creating categories of vulnerable populations, would it not be better to derive an account of just treatment from a just social policy at large that encompasses human vulnerabilities (II, Brock 2002, p. 283).For some of the authors listed here, the concept of vulnerability is essential to bioethics. Robert Goodin (I, 1985, p. 107) writes that the vulnerability of other human beings is the source of our special responsibilities to them. In contrast to the four American principles of biomedical ethics—autonomy, nonmaleficence, beneficence, and justice—the four principles of European bioethics and biolaw include vulnerability along with autonomy, dignity, and integrity. According to, Jacob Dahl Rendtorff and Peter Kemp (I, 2000, p. 274) "the principle of vulnerability is ontologically prior to the other [European] principles, it expresses better than all of the other ethical principles... the finitude of the human condition."Some of the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Florence Kelley: Pragmatist, Feminist, SocialistJudy D. Whippssupreme court justice felix frankfurter said in 1953 that Florence Kelley “had probably the largest single share in shaping the social history of the United States during the first 30 years of the 20th Century” (Frankfurter x). Kelley is an unusual figure to discuss in a philosophical journal, perhaps because she has generally been classified only as a social scientist. Yet, as I (...) discovered, she is a wonderful thinking partner, sometimes raising more philosophical questions than she resolves. Her commitments, struggles, failures, and accomplishments problematize and reveal new insights into pragmatist pluralism, feminist political choices, and the role of socialism in early pragmatism. Bringing her into the feminist pragmatist discussion gives us more examples of how to approach problem-solving from feminist and pragmatist perspectives.1Florence Kelley and Jane Addams first met when Kelley knocked on Hull House’s door early one snowy December morning in 1891. She was fleeing with her three small children from her physically abusive husband in New York, needing an occupation and a home in Chicago. She became the only early resident who was a single mother. Kelley spent most of the next decade at Hull House. Kelley and Addams had similar family backgrounds and became close friends, although they had dramatically different personalities. One thing they shared in common was that both were very close to their politician fathers.Kelley’s father was a longtime progressive congressman from Pennsylvania. He helped to develop her social consciousness by taking her along on his investigations of industrial conditions when, as a child herself, she often saw the horrifying conditions of children’s work environments. At two in the morning, she witnessed the “terrifying sight” of boys younger than herself working near the steel mills’ red-hot furnaces and molten metal. With her [End Page 10] father, she also witnessed young boys called “dogs” working in glass factories. Each glass blower was assisted by one of these boys who knelt with his head near the oven as the glass came out from the furnaces to prepare the hot mold for the blower’s next project. These events left her with the “astonished impression of the utter unimportance of children compared with products” (Kelley, “My Philadelphia” 56–57).She entered Cornell University at age 16 and was drawn to the study of social science and economics. Like many college-bound young women in the late nineteenth century, she quickly became committed to social reform, focusing on women and children’s social and economic conditions. As Kelley said in 1882, in her first published article after college, “In the field of sociology, there is brainwork waiting for women which men cannot do” (“Need Our Working Women” 521). In their lives and studies, young college women like Kelley experienced the inequalities and suffering around them and were looking for a solution. Kelley developed an approach that focused on both the causes as well as the effects of the social problems she worked to eradicate. She believed that college-educated women and working-class women could work together to produce knowledge and change.Kelley was exposed briefly to Marxism and socialism in her college years when a family friend convalesced in their home. This man’s father had known Karl Marx, and he shared some Marxist pamphlets with Kelley (Autobiography 72). After college, when she continued her studies in Zurich, she became immersed in Marxism. She returned to the United States three years later, with her Russian Marxist husband and their three children. She expected to continue her Marxist work with the New York Socialist Labor Party, but the party expelled her and her husband. She then turned her attention to researching working women’s financial and social struggles.In Chicago, Kelley’s early research into local living and working conditions was published in the ground-breaking Hull House Maps and Papers, written by Hull House residents (Addams et al.), considered a pioneering work in sociology and an early example of what became cultural geography. Her investigations into child labor, sweatshops, and industrial conditions led to her position as Illinois’s first chief factory inspector. Armed with data and the support of... (shrink)

Empirical evidence shows that certain parental behaviours cause pervasive harms for children. These behaviours are not limited to abuse and neglect but include other non-abusive, non-neglectful behaviour such as invalidation. In this article, I argue that such cases of dysfunctional upbringing are unjust on three broad grounds. First, they seriously interfere with the ideal of equality of opportunity. Second, they entail violations of children's basic rights and interests, including their interest in developing the capacity for autonomy and their (...) interest in enjoying the intrinsic goods of childhood. And third, they are criminogenic and raise a host of problems for criminal justice. For these reasons, justice requires preventing unjust parental behaviours, rather than attempting to redress them once they have already occurred. To identify the appropriate forward-looking interventions, I distinguish the epistemic from the psychological causes of dysfunctional parental behaviours and argue that different interventions are required to tackle each cause. The former should include mandatory education on the potential harms of certain parental behaviours, while the latter should focus on therapeutic measures that address the unconscious and emotional mechanisms of our behaviour. (shrink)

Debates about female genital mutilation/cutting have polarized opinion between those who see it as an abuse of women’s health and human rights, to be ‘eradicated’, and those who may or may not oppose the practice, but see a double standard on the part of western campaigners who fail to challenge other unnecessary surgical interventions — such as male circumcision or cosmetic surgery — in their own communities and cultures. This article interrogates these debates about FGM/c in the context of measures (...) to reduce it in the UK over recent decades. It does not suggest that FGM/c is a legitimate practice, seeing it, rather, as an abuse of women’s and children’s rights that should be combated using a combination of measures. However, it argues that reduction strategies are undermined by inconsistencies in the law and the failure to back up the law with research and education. (shrink)

Explore the aftermath of traumatic stress as it affects various populations, including therapists themselves! This book will educate you about the aftermath of traumatic stress as it impacts people in a variety of settings. It explores the factors that lead to increased or reduced vulnerability to the effects of traumatic stress, emphasizing the impact of cumulative/multiple trauma rather than the effects of a single traumatic incident, to help you design and implement effective prevention and intervention programs. The specific populations and (...) groups addressed in this important book include: adolescent girls involved in armed conflict in Colombia’s guerilla war urban African-American youth—a theoretical model for risk and resiliency people with strong spiritual/religious beliefs—how spirituality can affect a person’s reaction to traumatic stress women in recovery in a community aftercare shelter female trauma therapists—factors affecting vicarious traumatization of helping professionals college students with histories of abuse Providing a framework for understanding traumatic stress-related issues based on a variety of methodologies and measures, Traumatic Stress and Its Aftermath addresses important questions, such as: What is the relationship between the experiences of trauma or other stressful life events, and subsequent traumatic stress? What are the protective factors that can buffer or ameliorate the development of traumatic stress in the face of adverse life experiences, trauma, or other stressful events? How do these questions evolve in different cultural or community contexts, and with different populations? What are the implications for interventions for community institutions and mental health workers? What roles do self-esteem and spirituality play in a person’s reaction to traumatic stress? How do reactions to traumatic stress differ between women who have been sexually abused as children and women who have not? From editor Sandra S. Lee: “Contemporary developments in the study of traumatic stress are shifting. This book reflects an emphasis on the study of traumatic stress in normal community, cultural, or college student populations and groups, while other literature has focused on individuals specifically diagnosed with PTSD. In addition, Traumatic Stress and Its Aftermath: Cultural, Community, and Professional Contexts emphasizes the search for risk and protective factors and factors that can buffer the relationship between trauma exposure and subsequent distress.”. (shrink)

“Only about 25 percent of the employees in child-care operations around the country have had professional training in dealing with children.”—_Newsweek_ This book is a proven, practical approach to providing that training at a minimum of expense and disruption of services. Written for trainers, it may profitably be used by any individual who wants to know more about positive methods for working with children. The information provided here has been used extensively to train child-care providers throughout Illinois. Covered (...) in detail are discipline, professionalism, child and adult communication, child development, observation, assessment, play, nutrition, health and safety, parent involvement and education, child abuse, developmental care, and organization of the environment. Illinois Governor James Thompson, former DCFS Director Gregory Coler, and DCFS Director Gordon Johnson have all endorsed these materials by continuing to recommend them for day-care training in Illinois. (shrink)

The most obvious adverse impact of the arms trade on health is loss of life and maiming from the use of weapons in conflicts. Wealthy countries suffer damage to their health and human services when considerable resources are diverted to military expenditure. However, the relative impact of military expenditures and conflict on third world countries is much greater, and often devastating, by depriving a significant portion of the population of essential food, medicine, shelter, education, and economic opportunities. Further, the physical (...) and psychological damage inflicted specifically on children is debilitating – through loss of (or separation from) families, loss of education, destruction of homes, exposure to murder and other violence, sexual abuse, abduction, torture, slavery, and forcible conscription as soldiers. This article outlines the socio-economic impact of the global arms trade in general and the damage done to human health and the environment, specifically. (shrink)

It is estimated that 15% of the world’s population experiences some form of disability. Disability itself is a hurdle in living and surviving. The vulnerable is always a victim of the situation. Discrimination in accessing human rights is experienced very commonly and again the condition of physically challenged women is worst. In India, still, a girl child is looked upon as unwanted and if she is disabled then is more avoided and neglected. Divyaang women and girls face double standards, which (...) lead to gender-based violence, sexual harassment, injustice, exploitation, and abuse. They face inequalities in education, health care, employment as a means of livelihood and social, civic opportunities and community participation, social stigma, lack of housing, and lack of spouse. This paper aims at knowing the marital status of disabled women/girls. Whether the disabled men accept Divyaang women/girls as wives, and how their husbands, children, and in-laws treat Divyaang women/girls is also an aim of the paper. (shrink)

This article brings to light some of the characteristics of the pervasive parental overpermissiveness and hyper-protectionism that unfortunately have made their way into our culture. With the aid of philosophers of education, such as Locke, Rousseau, and Dewey, I expose the corrosive effects that parental overindulgence has on the potential happiness of those in their charge, as well as on those who share their social space. As these philosophers warned long ago, by overindulging their desires, parents either overextend their (...) class='Hi'>children’s expectations well beyond the reality of their capabilities or they squash their initiative by usurping their independence. In either case, parents cripple their children’s autonomy and thereby detract from the real work needed to develop habits and dispositions necessary to plan and carry out achievable accomplishments that are integral for sustained and enduring happiness. Put more simply, overindulgence, to the extent this impedes the development of requisite skills for achieving happiness and developing a sense of social responsibility, becomes a disguised form of child abuse. (shrink)

Based on an ethnographic case study, we describe the family experiences and the access to formal education of 30 Paraguayan women to show how these factors influence their labor insertion at the Paraná Tri-Border Area. We will start by reviewing the theoretical debates about gender inequality in labor insertion in border territories. Then, we will explain the study’s methodology and the profile of the interviewees. The analysis consists in describing the relationship between the rural origins of these women and gender (...) inequalities; we will establish how these inequalities are related to low access to formal education and the precariousness of their insertion into the job market. In addition, we will show how these circumstances imply a contradiction in their work experience on the border, between the abuses suffered and the autonomy gained; and we will analyze the expectations of transgenerational transformation that our protagonists project in their children. (shrink)

The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect-based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.

Is it possible that children experience something we could judge as the sublime? Some pivotal conjectures have been elicited to positively answer these questions; however, this general topic still stands in need of fuller theoretical and empirical insights. Since taking up this challenge may have important implications in the ever-expanding field of aesthetic education, in this article I will give a philosophical account of the experience of the sublime in 8-10 children, identifying both its plau- sible components and (...) its markers, which opens up future empirical inquiries. (shrink)

There is a widespread belief in Philosophy for Children that Plato, the famed Greek thinker who introduced philosophizing to the world as a form of dialogue, was averse to teaching philosophy to young children. Decades of the implementation of P4C program’s inquiry pedagogy have shown conclusively that children are not, in fact, incapable of receiving philosophical training and education. But was Plato wrong? Or has he been largely misunderstood? Does his theory of education show the value of (...) cultivating virtues in the young? This paper attempts to answer these questions by reading the Republic, specifically Plato’s theory of education and the allegory of the cave, as an education manual that can strengthen one’s understanding of the pedagogical approach of P4C and the importance of educating children in wisdom and other intellectual virtues. It demonstrates that the Platonic conception of education is consistent with P4C’s theoretical position of education being transformative, facilitative, and virtue-based. By unpacking the symbolisms and meanings of the cave metaphor, it also discusses effective facilitation, teacher capacity building, and sharing of responsibility in education. Ultimately, drawing from Plato’s theory of education can recalibrate and improve the way one sees the role of education in building caring communities that empower learners and educators for democracy, higher learning, and achievement. (shrink)

Child safety is everybody's concern, but much professional activity is misinformed or based on a misrepresentation of the facts, and preventative action is rarely adequately evaluated. Written and edited by leading researchers with an active role in social policy, this new book challenges both our understanding of the problem of child safety and points to the impotence of "educational" approaches based on "knowledge enhancement". The strong message is that improving children's knowledge has little or no effect on their behaviour. (...) From the physical abuse of young children to drug abuse in adolescence, this book presents a radical new perspective on a key social issue. (shrink)

With rising numbers of Facebook, Twitter and MXit users, Africa is increasingly gaining prominence in the sphere of social networking. Social media is increasingly becoming main stream; serving as important tools for facilitating interpersonal communication, business and educational activities. Qualitative analyses of relevant secondary data show that children and youths aged between 13 and 30 constitute Africa’s heaviest users of social media. Media reports have revealed cases of abuse on social media by youths. Social networks have severally been used (...) as tools for perpetuating crimes such as; cyberbullying and violence against girls and women. This study proposes a ‘Culture-centered Approach’ to the use of social media in a bid to minimize these cybercrimes and encourage the responsible use of social media amongst African youths. The Culture-centered Approach, which incorporates the tenets of Information Ethics, stresses the need for the respect of the dignity and rights of other online users as well the application of good cultural values and ethical behavior while on social media platforms. (shrink)

Introduction: Intimate Partner Violence (IPV) has unfavorable consequences for women as well as for newborn babies, which is very serious and preventable public health problem. It is believed to have an excessive occurrence in lives of women in South Asia. The objective of this study is to describe the prevalence, risk factors and consequences of IPV in Bangladesh. Methods: A scoping review was carried out based on the past 12 years of posted and gray literature about IPV in Bangladesh using (...) Arksey and O’Malley’s framework. Only the literature addressing abuses or violence in households or outside including physical, sexual or mental violence on the married woman in Bangladesh were taken into consideration for the study. Results: The overall prevalence of IPV in Bangladesh, the latest reviews of rates ranging from 15.5-82.7%.Most of the IPV in Bangladesh was based totally on the experience of legally married women. The main risk factors of IPV in Bangladesh were women being younger, from lower socioeconomic reputation, from lower academic attainment and lower education of husband, dowry, child marriage, perceived disobedience of wives, family conflict, children had recently been ill, and incapability of to furnish sexual satisfaction. Maternal depressive symptoms, signs of stress, anxiety and constraint to the better health of young children are the main consequences of IPV in Bangladesh. Besides, IPV causes unwanted pregnancy, pregnancy loss in the form of miscarriage, induced abortion, or stillbirth and termination of pregnancy in Bangladesh. Conclusions: Woman’s empowerment may reduce IPV and understanding attitudes towards IPV in cultural context could be crucial for developing interventions to reduce IPV and its consequences. (shrink)

Purpose Cyberbullying occurs when a minor is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child. Given that cyberbullying entails defamation or spreading false information or portfolios about someone, it is regarded as a violation of the ethical code of information use. The purpose of the study was to explore the perceptions, experiences and challenges of post-high school youth with regards to cyberbullying. This is a quantitative study that used a survey approach to gather data using a self-administered (...) questionnaire, which was distributed to 60 youth from the KwaZulu-Natal computer literacy community engagement project. The findings attest that youth recognise that cyberbullying might have detrimental effects on victims, such as alcohol and drugs abuse, low self-esteem, high level of absenteeism, poor grades and depression and suicidal thoughts. There is a low percentage of victims and perpetrators of cyberbullying in rural contexts in South Africa. It is hoped that findings may will a positive impact in the rural communities and enable the youth to interact with the modern technologies and handle them in an ethical manner. The study recommends that parents need to take cognisance of the probable possible dangers of the various technologies so that they could be instrumental in educating their children about children cyberbullying. Further, the schools and the Department of Education can play a fundamental role in educating children about cyberbullying and cyber ethics. Design/methodology/approach This survey was conducted to explore youth perceptions and experiences, as well as violations, of ethics through cyberbullying as experienced by the rural community at Mbazwana in the North Coast of KwaZulu-Natal. Convenience sampling was used, because although the questionnaire was distributed to all 60 participants in the project, not all of them completed the instrument, as participation was voluntary. Only 43 were completed, which is equal to 72 per cent response rate. The validity of the data collection instrument used was enhanced by the fact that questions were derived from the main objective of the study. Some themes of the instrument were self-designed and others were adapted from a similar study by Dehue et al., who looked at cyberbullying experiences of youth. The instrument was tried out in a pilot study in grade 12 classes in two high schools at Mbazwana in a bid to find out whether the learners would understand the questionnaire. Post-high school learners were considered to be at a similar level as the grade 12 learners polled. The pilot study proved its own importance: students who filled in the questionnaire indicated that they were not familiar with some terms and the researchers had to simplify the language to make it more understandable. Findings A large portion of the youth studied indicated that they used their smartphones to access the internet, 25 per cent identified libraries as their source of access to the internet and 13 per cent reported accessing the internet from community laboratories. In total, 13 per cent of respondents reported accessing the internet from friends’ computers. Last, the smallest proportion at 4 per cent reported having internet access via their home desktop computers. The South African Mobile Report reveals that a great majority of South Africans access the internet via their own smartphones. These findings might indicate that many people nowadays do indeed have internet access in their regions. Research limitations/implications The results of this study indicate that not all households own a desktop computer, as some people rely on community laboratories and others rely on friends who own desktop or laptop computers. Practical implications The study results reveal that most students who did the computer literacy course consider themselves at an “intermediate” level. It was noted that cellphones/smartphones play a significant role in gaining access to the internet and to social networking applications in rural communities. The social media applications most visited by youth in this study were shown to be Facebook and WhatsApp. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. Social implications Social media give people ample opportunities to interact and socialise with other people in global context. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. It is hoped that insights gained from these findings may have a positive effect in the rural communities if awareness programmes are put in place to enable the youth to interact with the modern technologies and handle them in an ethical manner. Originality/value The contribution to the world of knowledge is that this study gives a clear indication of experiences and perceptions of cyberbullying in rural areas in South Africa. This will inform other scholars who want to engage in similar studies in different contexts that can be compared with the results of this study. It is notable that one cannot predict one’s own knowledge of a certain aspect of a community until one has fully engaged in research. Prior to this study, the researchers did not know whether the rural community youth participated in cyberbullying. (shrink)