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Linguistically complex recognition prompts in pre-recorded cross-examinations. ...
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Linguistically complex recognition prompts in pre-recorded cross-examinations.
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Impact of Childhood Maltreatment in Borderline Personality Disorder on Treatment Response to Intensive Dialectical Behavior Therapy.
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In: Journal of personality disorders, vol. 35, no. 3, pp. 428-446 (2021)
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Trauma Survival and the Use of Scriptotherapy as a Medium of Healing in Susan Abulhawa the Blue between Sky and Water (2015) And Sapphire’s Precious (1996)
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In: ALTRALANG Journal; Vol 2 No 02 (2020): ALTRALANG Journal Volume: 02 Issue: 02 / December 2020; 241-260 ; 2710-8619 ; 2710-7922 (2020)
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Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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Neologising misogyny: Urban Dictionary’s folksonomies of sexual abuse
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In: Ging, Debbie orcid:0000-0002-6664-5560 , Lynn, Theo orcid:0000-0001-9284-7580 and Rosati, Pierangelo orcid:0000-0002-6070-0426 (2019) Neologising misogyny: Urban Dictionary’s folksonomies of sexual abuse. New Media & Society, 22 (5). pp. 838-856. ISSN 1461-4448 (2019)
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Evaluation der Dialektisch-Behavioralen Therapie der Posttraumatischen Belastungsstörung nach sexueller Gewalt in Kindheit und Jugend ...
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Evaluation der Dialektisch-Behavioralen Therapie der Posttraumatischen Belastungsstörung nach sexueller Gewalt in Kindheit und Jugend
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Systems in Language: Text Analysis of Government Reports of the Irish Industrial School System with Word Embedding
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Exploring Perspectives of Social Workers on Female Perpetrated Sexual Abuse ...
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Sexuelle Übergriffe in Schulen aus der Sicht von Schülerinnen und Schülern. Zusammenhänge zum Erleben von Schule und der Bereitschaft zur Hilfesuche ...
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Sexuelle Übergriffe in Schulen aus der Sicht von Schülerinnen und Schülern. Zusammenhänge zum Erleben von Schule und der Bereitschaft zur Hilfesuche
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In: Andresen, Sabine [Hrsg.]; Tippelt, Rudolf [Hrsg.]: Sexuelle Gewalt in Kindheit und Jugend. Theoretische, empirische und konzeptionelle Erkenntnisse und Herausforderungen erziehungswissenschaftlicher Forschung. Weinheim; Basel : Beltz Juventa 2018, S. 95-110. - (Zeitschrift für Pädagogik. Beiheft; 64) (2018)
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Meet the Duggars: The Reproduction of Gender Privilege in the Popular Construction of Sibling Sexual Abuse
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In: Masters Theses (2018)
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Mapping the landscape : intervention services for child sexual abuse in Lima, Peru
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Analyse comparative de la description du suspect lors d’entrevues d’enquête policière avec des enfants victimes d’agressions sexuelles
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The structural linguistic complexity of lawyers' questions and children's responses in Scottish criminal courts ...
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The structural linguistic complexity of lawyers' questions and children's responses in Scottish criminal courts
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Child Sexual Abuse: Knowing and Not Knowing in Social Work Practice and Education
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Abstract:
Child sexual abuse (CSA) is a pervasive yet elusive social problem, arguably crossing all domains of social work practice. Within the practice sphere of mental health and addiction CSA is particularly prevalent, however, research indicates that inquiry is not routinely undertaken. Dominated by a medical paradigm and impeded by barriers at individual and organisational levels, mental health services often fail to truly implement a bio-psychosocial model and provide trauma-informed services. Within undergraduate social work programmes, the topic of CSA and the wider field of trauma have garnered minimal attention. Consequently, national and international studies have identified the need for specific training in CSA for social workers and mental health professionals. However, it is unclear to what degree social work educators are engaging in the “painful pedagogy” of teaching about CSA, and what their views are regarding the issue. Similarly, there is a paucity of research which has sought to qualitatively explore social workers’ perceptions of CSA, the sources for their understanding, and the degree to which they encounter and work with clients who have been sexually abused. This qualitative, interpretivist study draws on hermeneutic phenomenological methodology and attempts to fill some of these research gaps. Taking a dialectical perspective, I utilise a theoretical framework drawn from attachment, psychodynamic, neurobiological, and trauma literature, while also turning to Goffman’s (1959, 1963) work on stigma and impression management. Eleven social workers within youth and adult mental health or addiction services explored their cognitive and affective perceptions regarding CSA, across two semi-structured individual interviews. A second sample of eight social work educators discussed pedagogical and pastoral implications of teaching about CSA, and expressed opinions about the sufficiency, efficacy, and relevance of CSA training within their social work programmes. Finally, a focus group comprising a sub-sample of social workers and educators provided an opportunity for both professional groups to dialogue about the education and practice implications, and to consider future directions. While both sets of participants offered a range of opinions and strategies to address CSA academically and professionally, they also cited barriers. Social workers clearly recognised that CSA disclosure was a difficult and often delayed process, and perceived an association between addiction or mental health problems and a CSA history. Yet sexual abuse inquiry was not routine, nor was it always considered necessary or appropriate. Social work educators considered the topic of CSA to be relevant to social work, yet participants revealed significant professional, student-related, and organisational obstacles to a greater academic focus on CSA. Among both samples, participants understandably expressed or exhibited emotional or bodily discomfort when discussing CSA, particularly in relation to perpetrators. This thesis argues that the significant emotional costs in addressing CSA may lead to individual and organisational responses which marginalise CSA as a practice or educational concern. Participants’ suggestions regarding working with clients or teaching students about the issue of CSA revealed a number of parallel processes, and pointed to the merits of a trauma-informed framework for practice and education. Drawing on the findings, extant literature, and policy, the study makes recommendations for mental health and addiction services and social work education.
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Keyword:
addiction; attachment; child sexual abuse; child sexual abuse inquiry and response; dialectics; disclosure; emotional realm; hermeneutic phenomenology; mental health; perpetrators; social work education; social work practice; trauma theory; trauma-informed; vicarious traumatisation
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URL: http://hdl.handle.net/10523/7554
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