scholarly journals Being a ‘good woman’: Stigma, relationships and desistance

2021 ◽  
pp. 026455052110103
Author(s):  
Natalie Rutter ◽  
Una Barr
Keyword(s):  
Research Policy ◽  
Positive Relationships ◽  
Policy And Practice ◽  
Relational Networks ◽  
Women's Narratives ◽  
Good Woman

This article critiques the focus on responsibilisation of criminalised women within desistance research, policy and practice, through the neglect of the structural conditions surrounding women’s criminalisation and victimisation. The concept of the ‘good woman’ within these areas is grounded in patriarchal and neoliberal discourse. Drawing upon women’s narratives, we show this results in feelings of shame and stigmatisation, negatively affecting relational networks and leading to a denial of victimhood. Research from two complementing studies drawn together here suggest that positive relationships which challenge feelings of shame and stigmatisation are essential to women’s desistance both from crime and harm, and are therefore fundamental considerations for practice.

Playful learning in context: Research, policy, and practice

2010 ◽  
Author(s):  
T'Pring R. Westbrook ◽  
James A. Griffin ◽  
Kathryn Hirsh-Pasek ◽  
Angeline Lillard ◽  
Marilou Hyson ◽  
...  
Keyword(s):  
Research Policy ◽  
Policy And Practice ◽  
Learning In Context

scholarly journals Cochrane Schizophrenia Group’s Study-Based Register of Randomized Controlled Trials: Development and Content Analysis

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Farhad Shokraneh ◽  
Clive E Adams
Keyword(s):  
Content Analysis ◽  
Randomized Controlled Trials ◽  
Systematic Reviews ◽  
Research Policy ◽  
Cochrane Review ◽  
Gis Mapping ◽  
Controlled Trials ◽  
Policy And Practice ◽  
Randomized Controlled ◽  
Review Team

Abstract Background Study-based registers facilitate systematic reviews through shortening the process for review team and reducing considerable waste during the review process. Such a register also provides new insights about trends of trials in a sub-specialty. This paper reports development and content analysis of Cochrane Schizophrenia Group’s Study-Based Register. Methods The randomized controlled trials were collected through systematic searches of major information sources. Data points were extracted, curated and classified in the register. We report trends using regression analyses in Microsoft Excel and we used GIS mapping (GunnMap 2) to visualize the geographical distribution of the origin of schizophrenia trials. Results Although only 17% of trials were registered, the number of reports form registered trials is steadily increasing and registered trials produce more reports. Clinical trial registers are main source of trial reports followed by sub-specialty journals. Schizophrenia trials have been published in 23 languages from 90 countries while 105 nations do not have any reported schizophrenia trials. Only 9.7% of trials were included in at least one Cochrane review. Pharmacotherapy is the main target of trials while trials targeting psychotherapy are increasing in a continuous rate. The number of people randomized in trials is on average 114 with 60 being the most frequent sample size. Conclusions Curated datasets within the register uncover new patterns in data that have implications for research, policy, and practice for testing new interventions in trials or systematic reviews.

The Role of Preschool Peers in Children's Language Development

2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew
Keyword(s):  
Language Development ◽  
Research Policy ◽  
The United States ◽  
Learning And Development ◽  
Policy And Practice ◽  
Preschool Classrooms ◽  
Early Language Development ◽  
Maximum Benefit ◽  
Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

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