Towards an Understanding of Nurturing and Restraining Relational Patterns in School Communities

This study aimed to understand the nature of nurturing and restraining relationships in a school communiy. The inquiry entailed a single instrumental case study of a selected school community in a semi-urban context in South Africa. Participants were learners (n=720), teachers (n=33) and administrative and terrain staff members (N=8) as well as two parents. Data on participants' perceptions of relationships in the school community were collected using work sessions/nominal group techniques, visual representations, and focus group interviews. Thematic analysis of the data revealed connectedness, respect, care and transparent communication as aspects that nurture relationships. Limited connectedness between people, the abuse of power, shifting of responsibility and disrespect for one another were revealed as aspects that restrain relationships.     

The School Functioning of Individuals with Childhood Experiences of Sexual Abuse: Results and Implications of a South African Study

This study investigated the school functioning of individuals with childhood sexual experiences in South Africa. The nature of the study was qualitative, and employed two data collection strategies: in-depth individual interviews with 22 survivors of child sexual abuse and focus interviews with two groups of teachers. The study revealed that participants' emotional reaction to the abuse affected three broad areas of school functioning: concentration, interest in school-related activities and school adjustment. The intensity of these problems varied across participants. The findings are consistent with Finkelhor and Browne's (1986) traumagenic model, which suggests that the experience of child sexual abuse often results in feelings that interfere with one's cognitive development and emotional orientations to the world and causes trauma by distorting the victim's self concept and worldview.     

Perceptions of Child Abuse by Teacher Trainees in Zimbabwean Schools

This study is a part of a larger study that examined the epidemiology and aetiology of child abuse by teachers in Zimbabwean primary schools. The purpose of the study was to determine teacher trainees' conception of sexual abuse of pupils by teachers within the school context, the forms of sexual abuse perpetrated on pupils by teachers in Zimbabwean schools, and the aetiology of sexual abuse of pupils by teachers in Zimbabwean schools. One hundred and fifty (75 male, 75 female) teacher trainees from three colleges of education, located in the same province, participated in the study. Participants indicated that sexual abuse of pupils within the school context involves having sexual intercourse with pupils; having love affairs with pupils; impregnating pupils by teachers; and fondling pupils' breasts, buttocks, and private parts. Results suggested that pupils are vulnerable to sexual abuse by teachers in Zimbabwean schools.     

Child Sexual Abuse within Educational Settings: A Qualitative Study on Female Teachers Who Sexually Abuse Their Students

ABSTRACT

Despite growing interest, research on female sex offenders has been limited. Previous research on female sex offenders has focused on understanding behaviors, patterns, and motivations of female sex offenders overall, but only a handful of studies have specifically focused on teachers who are convicted of sexually abusing underaged students. For the present study, we examined the nature of child sexual abuse among a sample of female teachers, focusing specifically on the onset, situational context, and conclusion of these sexual abuses. We examined interviews conducted with 35 female sex offenders who used their position as a teacher to engage in a sexual abuse of underage students from 1995 to 2016 in a southern state. Based on the narratives of both victims and offenders, our findings indicated several categories of female teacher offenders including predatory, sexual friendship, and emotionally dependent. We hope the findings of the current study will help inform educational policy in efforts to prevent the occurrence of these abuses in the future.     

Common themes and structures in male victims' stories of religion and sexual abuse

This paper presents some outcomes of research on the narrative construction of religion and sexual abuse in male victims. Twelve open biographic interviews with adult male survivors of childhood sexual abuse have been analysed for content and structure. Three narrative themes were identified to appear in all interviews: distance/proximity, power/powerlessness and guilt/innocence. Using statistical methods (correlations and cluster analysis), the relation was investigated between these narrative themes and categories of evaluation, life period addressed, religion, sexuality and significant others. At group level, very few correlations or patterns were found. Two possible explanations are discussed: (1) the lack of canonical stories and (2) the limitations to narrative competence as a result of traumatization. Structure analysis at the individual level yields relatively coherent patterns, so that the second explanation hypothesized seems less likely. Based on content and structure analysis, three narrative methods of construction are discussed: contrasting stories of sexual abuse and religion, sequencing stories and reinterpreting themes from both religion and sexual abuse. Finally, implications are discussed concerning researching canonical stories and their impact on coping, understanding and facilitating the creative potential of narrators, and the complicated relationship of individual constructions, confessional convictions and academic theological theories.     

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

Emotional abuse of students by teachers is a topic infrequently discussed in the child abuse literature. In some classrooms, it can be a daily occurrence. This article defines emotional abuse and discusses the types of classroom behaviors teachers may demonstrate that are emotionally abusive to students. The role of school‐based counselors in the prevention and treatment of emotional abuse is discussed.     

Teacher reported types of sexual abuse of learners with intellectual disability in a South African school setting

This study investigated prevalent types of sexual abuse of learners with intellectual disability, as reported by teachers. Participants were 28 teachers from special educational needs schools in Gauteng Province, South Africa (females = 80%, age range = 30 to 55 years). The teachers participated in a focus group discussion on prevalent types of sexual abuse they were aware of that occurred to learners with intellectual disabilities. Thematic analysis of the data suggested five forms of sexual abuse of learners with intellectual disability: incest, rape by the members of the community, sexual harassment, child prostitution, and exposure to adult sexual encounters. Future research should focus on the ways to mitigate in-school sexual abuse of learners with intellectual disability; prioritising which forms of interventions would be effected.     

Prosecutors' Perspectives on Clarifying Terms for Genitalia in Child Sexual Abuse Interviews

In investigative interviews with alleged victims of child sexual abuse, professionals must establish the nature of the alleged abuse by determining what body parts were involved in the offending. This can be difficult, however, because children often use colloquial (non‐anatomical) terms to describe genitalia, and there has been little direction for interviewers about clarifying these terms sufficiently to establish the charge. The aim of this study was to address the need for guidance from prosecutors about the level of clarity in terms required from a legal perspective, and how this clarity can be achieved. A focus group of nine prosecutors (representing all but one Australian State and Territory) were asked to consider what degree of clarity in terminology for genitalia was adequate and how such clarity could be achieved. Thematic analysis revealed that a reduction in specific questioning around genitalia would improve the usefulness of investigative interviews with children from a legal perspective. Recommendations for improving interviews about abuse with child witnesses are discussed.     

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing.     

The use of anatomically detailed dolls in sexual abuse evaluations: The state of the science

In child sexual abuse investigations, anatomically detailed dolls (ADDs) are used frequently with the intention of facilitating expression or demonstration in children who do not disclose abuse verbally. We review and critique research that examines the play of nonabused children with ADDs, compares the ADD play of abused children with that of nonabused children, or compares ADD-aided interviews with interviews using other data-gathering methods. We conclude that the APA Council of Representatives' recent statement (February 8, 1991) endorsing the use of ADDs by certain examiners and the current research on this topic are incompatible.     

Relations of Power in Different Spaces: An Exploration of the Schooling Experiences of Children in an HIV/AIDS Context

In this article we explore how the concept of relations of power in different spaces plays out in the lives of school children living in an HIV/AIDS context, and how processes of inclusion and exclusion are associated with particular spaces. The article uses Foucault's (2000) identification of four distinct relations of power to argue that within different school spaces we find economic, political, judicial and epistemological relations of power that are embedded in the way children experience reality. The study was conducted in five primary schools, three secondary schools, one early Childhood Education (ECD) centre, a special school and their communities in the province of KwaZulu Natal. Participants were teachers, learners, out of school youth, and members of community organisations working in the district. Data collection methods included individual and focus group interviews. Within the focus group interviews various participatory research techniques were used, including ranking exercises, projective activities, transect walk, body mapping, photo voice. The findings in the study revealed three complex and contradictory schooling spaces: policy space, curriculum space, and safe spaces in which learners' schooling lives are played out. The study showed that space is fundamental in the exercise of power as revealed in the exclusionary and inclusionary ways in which children experienced their schooling lives.     

Sticks and Stones May Break My Bones: The Effects of Emotional Abuse

The relationship between psychological maltreatment in childhood and adult well-being has previously been established via the statistical modeling of psychometric data. This study examines a set of statistical data regarding abuse alongside personal accounts. A group of 165 participants completed several psychometric scales, including a measure of childhood emotional abuse. Several participants were then invited to participate in interviews exploring issues in more depth. Statistical analysis supported previous findings, but the interviews exposed themes pertinent to the examination of long-term effects of emotional abuse, such as acknowledgment of abuse. The findings support the use of a mixed methodology, as statistical measurements alone did not reveal some detail. The implications of this finding for psychological research and practice are discussed.     

Common Themes in the Experiences of Mother-Daughter Incest Survivors: Implications for Counseling

A qualitative method was used to explore the phenomenon of mother-daughter incest. Common themes were extracted from in-depth interviews with survivors of mother-perpetrated sexual abuse, some of which parallel the experience of survivors of other forms of child sexual abuse, and some of which are more specific to mother-daughter incest. These themes are discussed in detail. Counseling implications are discussed and treatment recommendations are made for therapists working with adult survivors of maternal sexual abuse.     

Parenting behaviors of women who were sexually abused as children in their families of origin.

This research explored links between a childhood history of family sexual abuse and current parenting behaviors of mothers of school-age children, using observations of family interaction and interviews with the mothers. Videotaped family interaction tasks, analyzed with Benjamin's Structural Analysis of Social Behavior, showed that women who had been sexually abused in their childhood families were more self-focused, rather than child-focused, compared to nonabused women. In interviews, the women who had been abused gave strong evidence of greater reliance on their children for emotional support. These findings lend support to theoretical and clinical impressions of highly permeable intergenerational boundaries, including parent-child role reversal, in family systems marked by child sexual abuse, even when the abuse occurred in the previous generation.     

She Got Herself There: Narrative Resistance in the Drug Discourse of Strippers

There has been ample literature on strip clubs regarding interactions between strippers and patrons, power and social control, and how dancers manage their identities as stigmatized workers. Few studies have explored how dancers grapple with their doubly deviant identities as dancers and as drug and alcohol users. Through interviews and fieldwork, I explore how dancers frame their drug use. At times, dancers stigmatize other dancers by using damaging stereotypes to “other” sister workers for drug abuse. At other times, strippers do not malign other dancers for drug and alcohol use. Instrumental or recreational drug use is relatively unstigmatized.     

Qualitative Study on the Traumatic Experiences of Female Sex Offenders

This study into female sex offenders examines the links between their sexual acting out and traumatic life events. The methodology is based on an analysis of 35 court cases involving females convicted of sexual abuse alongside semistructured interviews recorded with 13 participants. NVivo® software was used to analyze the data thematically, whence four key themes emerged (a desire for power, sadism, extreme anger, and the quest for self-affirmation); these themes fall into a typology that highlights the different contexts and characteristics of the sexual abuse. The results also highlight a traumatic context during childhood and adolescence that is likely to have formed the basis for the development of the deviant sexual behavior and the fact that all the women acted in collusion. The discussion on the results suggests that assessing and analyzing the needs of these women should focus in particular on the relationship between the current sexual acting out and a personal biography filled with traumatic events.     

The Effects of repeated interviewing on children's forensic statements of sexual abuse

Multiple interviews with children alleging sexual abuse are not uncommon. Researchers expressed concern that repeated investigations may create and preserve inaccurate details. However, studies indicated that repeated open‐ended interviews are not necessarily harmful and may have advantages. Forensic interviews were conducted with 40 children, alleged victims of sexual abuse, according to the NICHD investigative protocol. The children were re‐interviewed after a short break. The information obtained in the second interview was almost 25% new. The first interview yielded a larger number of details, both central and peripheral, but the proportion of central details was larger in the second interview. The proportion of details repeated in both interviews was surprisingly low, and most of the original information was not included. Older children repeated more information than younger ones. The data suggest that a repeated forensic interview may elicit new information and preserve central details. Copyright © 2006 John Wiley & Sons, Ltd.     

“Every Couple Has Their Fights … ”: Stigma and Subjective Narratives of Verbal Violence

Drawing on thirty in-depth interviews with individuals who have experienced verbal violence in intimate and family relationships, this article utilizes constructivist grounded theory to examine the tensions inherent in representations of verbal violence in the interview context. The authors find that participants discursively construct verbal violence as a normalized experience, discuss it as an escalating problem, and retrospectively define it as an intolerable form of abuse. These discursive constructions are related to social understandings of verbal violence as both a normal experience (fighting) and a stigmatized behavior (abuse). Normalization and defensive othering are discussed as techniques of identity management in light of the stigma attached to being a victim of abuse.