Factors affecting the implementation of the NSW Department of School Education child protection curriculum

1995 ◽  
Vol 5 ◽  
pp. 99-110
Author(s):  
Daphne Hewson ◽  
Anne Nielsen ◽  
Caroline Powell
Keyword(s):  
Sexual Assault ◽  
Child Protection ◽  
Implementation Process ◽  
School Personnel ◽  
Further Education ◽  
School Education ◽  
Practical Consideration ◽  
Negative Consequences ◽  
Child Sexual Assault ◽  
K 12

In response to increased awareness of the negative consequences of child sexual assault, the New South Wales Department of School Education has developed the Child Protection: Preventing Child Sexual Assault curriculum, which is a K-12 school based program. The attitudes and experiences of 250 members of staff in the Metropolitan North Region were analysed to identify some of the factors which affect implementation of this curriculum in schools. The results indicate that the most important factors were not the quality of the package or the beliefs of staff, but the support of those staff responsible for implementing the program and practical consideration of the day-to-day running of the school. The findings have implications for (1) further education of school personnel prior to specialist training, (2) the importance of establishing support for the curriculum as a priority within the school community, and (3) practical strategies and support for teachers in the implementation process.

Workers Dealing with Mother Blame in Child Sexual Assault Cases

1997 ◽  
Vol 6 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Jan Breckenridge ◽  
Eileen Baldry
Keyword(s):  
Sexual Assault ◽  
Child Sexual Assault ◽  
Mother Blame

Utility of physical evidence collected in child sexual assault cases

2021 ◽  
Author(s):  
Timothy P. Roach ◽  
Bradley Campbell ◽  
Melissa Currie ◽  
Sandra Herr ◽  
Kerry Caperell
Keyword(s):  
Sexual Assault ◽  
Child Sexual Assault ◽  
Physical Evidence

The effect of hearsay witness age in a child sexual assault trial.

1999 ◽  
Vol 5 (2) ◽  
pp. 420-438 ◽  
Author(s):  
Jonathan M. Golding ◽  
Mary C. Alexander ◽  
Terri L. Stewart
Keyword(s):  
Sexual Assault ◽  
Child Sexual Assault

Sexism in Facebook discourse about clergy misconduct

2021 ◽  
pp. 095792652110487
Author(s):  
Laurel Puchner ◽  
Linda Markowitz
Keyword(s):  
Sexual Assault ◽  
Critical Discourse Analysis ◽  
Moral Economy ◽  
Sexual Misconduct ◽  
Religious Leader ◽  
Negative Consequences ◽  
Female Victims ◽  
Patriarchal Ideology ◽  
Sexualized Violence ◽  
Clergy Misconduct

Sexism and sexist ideology have significant negative consequences for female victims of sexual assault and other crimes. Thus, uncovering how language is used as a discursive tool for maintaining unequal power relations is extremely important in discourses around sexual misconduct and sexualized violence. In this study we used Critical Discourse Analysis and Manne’s theory of the moral economy of patriarchy to analyze Facebook posts supporting a religious leader who had committed sexual misconduct. The analysis reveals the patriarchal ideology underlying some of the Facebook conversation discourses and the discursive strategies used by individuals to try to normalize their sexist arguments. Content of the posts shows the religious leader’s defenders showing sympathy for the perpetrator, ignoring the female victims, and minimizing sexual assault, as they argue that he should not be criticized or held accountable for his actions.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

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