Suchergebnisse

<p>Studies with male survivors of child sexual abuse (CSA) are limited in focus and only one study, to date, has explored survivor perceptions of sexual assault treatment services. The current study, sought to deepen the understanding of survivor experience by identifying the triggers and barriers for seeking support as well as how survivors overcome these barriers. A cluster case study design was used with three adult males. A hermeneutic analysis was utilized to identify and explore meanings from male survivor perspectives. The study found male survivors dealt with barriers to support, through a range of strategies, including adopting helping others, rather than seeking sexual assault treatment services. Hermeneutic analysis was identified as an empowering process that enabled male survivors express their experiences. Large scale studies are needed to explore the potential wide range of male survivor experience.</p>

Taking an example of play as our point of departure, we consider what it means to be a child and to perform (Butler, Feminism/Postmodernism, 1990; Gender, 1990. Routledge: New York) childhood. By drawing on poststructuralist accounts of subjectivity, language and meaning (Foucault, Discipline and Punish: The Birth of the Prison, 1979. Penguin: Harmondsworth; Derrida, Dissemination, 1974. Athlone: London), we argue that despite powerful discourses that seek to contain childhood, children manage to exceed or interrupt sites of containment. We then go on to suggest that if children themselves are moving beyond some of the discourses in which they are enwrapped, how might we seek to further destabilise what 'becoming' (Deleuze,1990: http://www.generation-online.org/p/fpdeleuze3.htm) child might mean and what might be the implications for our practice(s) with children.

Purpose
– This narrative review explored the efficacy of school-based child sexual abuse prevention programmes between 1990 and 2002. There were 22 efficacy studies that met clear inclusion criteria. Results covered both methodological design and the range of outcome measures. Methodology was analysed through four dimensions (target population, prevention programme implementation, evaluation methodology and cost-effectiveness). Outcomes for children covered nine categories (knowledge, skills, emotion, perception of risk, touch discrimination, reported response to actual threat/abuse, disclosure, negative effects and maintenance of gains). The studies had many methodological limitations. Prevention programmes had a measure of effectiveness in increasing children
'
s awareness of child sexual abuse as well as self-protective skills. Beyond minimal disclosure rates, there was no evidence to demonstrate that programmes protected children from intra-familial sexual abuse. For a small number of children prevention programmes produced minimal negative emotional effects. Recommendations for future research, policy and practice, include realistic outcomes for child participants and locating programmes within wider abuse prevention measures.

Research into the complex interactions of personal, professional and interprofessional ethics is in its infancy. Where interprofessional decision making is made in cross-cultural contexts ethical dilemmas multiply; inversely, research to guide judgments is sparse. This study sought to explore interprofessional ethical decision making within a project, which delivered Western trauma-recovery training to counselors in Palestine. A cross-cultural interprofessional ethical framework was adapted and later applied to project decision making. A case study is presented based on field note reflections. Researchers perceived the following to be important in addressing ethical decision-making dilemmas: defining interprofessional and cross-cultural language; long-standing relationships of trust; workers liberated from organizational agendas; democratized processes; and flexible structures. Recommendations are provided to help plan and evaluate interprofessional cross-cultural initiatives.

This case study explores the impact of peer group supervision (PGS) for counselors delivering Teaching Recovery Techniques (TRT), a group psycho-social program for traumatized adolescents. Interviews were conducted with seven school counselors, from villages near East Jerusalem in occupied Palestine; a skilled supervisor; and an international trainer. A quasi-qualitative analysis was conducted to quantify responses and themes along with a measure of inter-rater reliability. Participants reported that even in a context of military violence, PGS provided a reflective process inclusive of formative, normative and restorative functions. Locally available PGS was viewed as essential within a geographically fragmented context. Counselors' reported PGS led to a trusting environment in contrast to military practices and gender norms. War stressors and lack of Training of Trainers led to low counselor confidence in training others in TRT. PGS and Trainer of Trainers were recommended as core aspects of program delivery and to support training of colleagues.and lack of Training of Trainers led to low counselor confidence in training other counselors in TRT. PGS and Trainer of Trainers were recommended as core aspects of program delivery and to support counselor training of colleagues.

This article argues for a shift in the conceptualisation of child trauma recovery programme efficacy studies in occupied Palestine. Nearly all prevalence and programme evaluation studies in Palestine focus on current traumatic events and resultant symptoms, especially post-traumatic stress disorder. To date, no child trauma recovery programme has been evaluated from an intergenerational trauma perspective. Where intergenerational trauma has been explored in the literature, this has been at a conceptual rather than empirical level. In response to this omission, the current article explores intergenerational trauma as a conceptual framework for evaluative research into child trauma recovery programme efficacy in occupied Palestine. Following a review of the intergenerational trauma literature within and beyond Palestine, a framework for evaluation is developed, which includes: historical trauma; collective and individual loss; current-day traumatisation; micro-aggressions; resultant symptoms; and the transmission of intergenerational trauma. Recommendations are provided for future research, practice and policy development in Palestine and beyond.

The unique social and political context of the occupied Palestinian Territories (oPT) hasseveral implications for conducting research there. The cumulative violence of decadesof military occupation has resulted in intergenerational psychological disorders. Due tothe lack of funding and poor economic climate, Palestinians seek psychologicaltreatment through communal and creative outlets. One common method Palestiniancommunities use is summer camps, held across the oPT for children. We investigatedthe cognitive and emotional responses of children attending summer camps, to explorehow effective these camps are in alleviating symptoms of trauma and stress (Oudeh, Nizam, Barron, Abdullah & Willatts, 2014). The current commentary highlights the importance of taking into account the social and political context in which summer camps are delivered. Factors identified for analysis include the geographical situation and the relationship to military violence, the nature and impact of 'area' administrative control, the extent of poverty and dependence on aid, and the local decision-making on the purpose and activities of camps as well as the selection criteria for children who attend camps. Recommendations are provided for future research.

Although codes of conduct and ethics provide guidance, professionals have to exercise their own judgement in increasingly complex and demanding roles and work contexts when applying them to practice. At times, this can lead to conflict between personal, professional and interprofessional ethics due to the dynamics of the person-centred environment they function in. This interdisciplinary book draws on the perspectives of 40 authors from four continents to explore the dynamics of ethical dilemmas using theory, research and practice-based examples. Overall, the book will help to spearhead the debate about these ethical dilemmas, and ways of working with them, in an informed manner. It will make ideal reading for students, academics and professionals