The parental bonding experiences of sex offenders: a comparison between child molesters and rapists     

Craissati J  McClurg G  Browne K 《Child abuse & neglect》2002,26(9):909-921

OBJECTIVE: It has often been hypothesized that because of a lack of early satisfactory attachments, sex offenders grow up unable to form relationships with adults, which makes them susceptible to pursue intimacy in maladaptive ways. This research aims to empirically examine the parental bonding patterns for a group of sex offenders, comparing child molesters and rapists. METHOD: Seventy-six men convicted of a sexual offense (57 child molesters and 19 rapists) completed the parental bonding instrument (PBI), and were assessed by means of a semi-structured clinical interview. RESULTS: Affectionless control style of parental bonding was highly prevalent amongst the sex offenders. There was some suggestion that low parental care was associated with childhood abuse and disturbances, particularly for child molesters. High overprotection in mothers was linked with parental separation and sex play with male peers in childhood. CONCLUSIONS: There is a need to replicate the study with non-sexual offenders as a comparison group, and to establish whether the PBI provides a useful adjunct to studies of adult romantic attachment in sex offenders.  相似文献   

Empowering or disempowering the international Ph.D. student? Constructions of the dependent and independent learner   总被引：1，自引：0，他引：1  

Jackie Goode 《British Journal of Sociology of Education》2007,28(5):589-603

There is in higher education a powerful discourse of ‘independent learning’. While there may be pedagogical rationales to support the desirability of increased independence at the tertiary stage, it may also serve other institutional agendas, such as functioning as a way for academic staff to ‘manage’ the frustrations experienced as teachers as a result of pressures to prioritise research. However, the individualisation of learning constituted by this discourse under‐emphasises the collaborative nature of learning. Academic success and failure are neither the property of the individual students nor of the instruction they receive, but lie rather in the relationships between students and the practices in which they and their teachers engage during the course of their ongoing interactions. The learning experiences of international doctoral students are used here to illustrate ways in which discourses of dependence and independence can operate to disempower students.  相似文献   

Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth,Reading Comprehension,and Argumentative Writing: a Conceptual Replication     

Kim  James S.  Relyea  Jackie Eunjung  Burkhauser  Mary A.  Scherer  Ethan  Rich  Patrick 《Educational Psychology Review》2021,33(4):1935-1964

Educational Psychology Review - This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive...  相似文献   

What goes through an examiner's mind? Using verbal protocols to gain insights into the GCSE marking process   总被引：1，自引：0，他引：1  

W. M. Irenka Suto  Jackie Greatorex 《British Educational Research Journal》2008,34(2):213-233

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Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10     

Warner  Marika  Robinson  Jackie  Heal  Bryan  Lloyd  Jennifer  Mandigo  James  Lennox  Bess  Davenport Huyer  Larkin 《Prospects》2021,50(1-2):165-182

PROSPECTS - Regular physical activity significantly improves health outcomes, yet rates of childhood physical activity remain alarmingly low. Physical literacy has been identified as the...  相似文献   

Practical work in engineering: A challenge for distance education     

Jackie Walkington  Peter Pemberton  John Eastwell 《Distance Education》1994,15(1):160-171

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Contemporary Models of Communicative Practice: Shaky Foundations in the Foundation Stage?   总被引：1，自引：0，他引：1  

Jackie Marsh 《English in Education》2003,37(1):38-46

This article outlines a four‐year‐old child's multi‐modal encounters with texts and analyses one of those encounters in the light of a framework for the analysis of such events. It is argued that this analysis leads to the conclusion that the experiences with texts that permeate young children's lives are complex in nature and that this complexity is not sufficiently addressed in relevant curriculum frameworks. Further, it is suggested that young children's encounters with televisual texts need to be identified as emergent techno‐literacy practices which should be supported and extended in ways which correlate to the strategies used with regard to print‐based texts.  相似文献   

Purposes for literacy in children's use of the online virtual world Club Penguin     

Jackie Marsh 《Journal of Research in Reading》2014,37(2):179-195

This paper reports on a study of the purposes for literacy discernible in young children's use of the virtual world, Club Penguin. Twenty‐six children aged between 5 and 11 took part in semi‐structured interviews in which their use of virtual worlds was explored. Further, three 11‐year‐old children were filmed using Club Penguin four times each over the period of 1 month in their own homes and they and their parents took part in interviews regarding their use of this virtual world. Findings indicate that the purposes for literacy in virtual worlds such as these are varied and have much in common with purposes for literacy in the off ine world. The virtual world Club Penguin provided a motivating and enjoyable context for reading and writing and enabled the construction and maintenance of online social networks. The implications for research, policy and practice are discussed.  相似文献   

Multiple Service Use: The impact of consistency in service quality for vulnerable youth     

Jackie Sanders  Robyn Munford  Linda Liebenberg  Michael Ungar 《Child abuse & neglect》2014

Little is known about the way in which variations in service quality influence outcomes when youth are clients of more than one service system. This article reports on a study of 1,210 adolescents (aged 13–17 years), half were concurrent clients of two or more services and half were not involved in two or more services. Youth completed a self-report questionnaire administered by a trained interviewer. It was hypothesized that youth reporting two positive service experiences would report lower risks, higher resilience, and better outcomes than youth reporting inconsistent or two negative service experiences and that their resilience, risks, and outcomes would be similar to those of youth not involved in two or more services. MANCOVA was used to determine the relationship among service quality and resilience, risk, and outcomes with four covariates that assessed family and neighborhood environments, history of abuse and neglect, and chronic need. Results indicate that service quality had an effect on resilience, risks, and outcomes. These relationships were mediated quite strongly by the influence of the risks youth faced in their neighborhoods and to a lesser extent by the other three covariates. Of the three dependent variables, risk appeared to be the most consistently influenced by all the covariates, and it also differentiated service experience groups. Results point to the importance of services developing strategies to effectively address risks confronted by youth and also to ensure that when more than one service is involved with youth, consistency in service delivery is achieved.  相似文献   

Book Review: Literacies across media: Playing the text     

Jackie Marsh 《Journal of Research in Reading》2004,27(2):181-182

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