Action to End Child Sexual Abuse and Exploitation
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Incurable Psychopaths?
Incurable Psychopaths? Marianne Kristiansson, MD Treatment, comprising pharmacotherapy and an educational program based on cognitive behavior therapy, of four psychopathic, criminal men fulfilling the crite- ria for borderline personality disorder and antisocial personality disorder is de- scribed. The diagnoses were made during a forensic psychiatric evaluation. An estimation of the capacity of the central serotonergic system was performed by analysing the platelet monoamine oxidase (MAO) activity. The pharmacotherapy was combined with an educational program involving strategies for developing better impulse control. All four men had earlier been regarded as resistant to conventional therapy. In the present cases, a combined psychosocial and biolog- ical approach seemed to be effective in developing an increased control of im- pulses, leading to improved coping strategies. Controlled studies are needed in order to clarify whether the described treatment program proves beneficial. Psychopathy, as originally described by personality disorder according to DSM- Cleckley,' comprises a set of clinical 111-R.~ characteristics including superficial The possibility of curing or even trying charm, unreliability, untruthfulness, lack to treat criminal psychopathic individuals of remorse or shame, failure to learn by is often looked upon as futile. Most treat- experience, incapacity for love, general ment programs involve various psycho- poverty in major affective relations, and social interventions and little effort has failure to follow any life -
What's Wrong with the Sociology of Punishment?1
1 What’s Wrong with the Sociology of Punishment?1 John Braithwaite Australian National University Abstract The sociology of punishment is seen through the work of David Garland, as contributing useful insights, but less than it might because of its focus on societal choices of whether and how to punish instead of on choices of whether to regulate by punishment or by a range of other important strategies. A problem in Garland’s genealogical method is that branches of the genealogy are sawn off – the branches where the chosen instruments of regulation decentre punishment. This blinds us to the hybridity of predominantly punitive regulation of crime in the streets that is reshaped by more risk- preventive and restorative technologies of regulation for crime in the suites, and vice versa. Such hybridity is illustrated by contrasting the regulation of pharmaceuticals with that of “narcotics” and by juxtaposing the approaches to a variety of business regulatory challenges. A four-act drama of Rudoph Guiliani’s career as a law enforcer - Wall Street prosecutor (I), “zero-tolerance” mayor (II), Mafia enforcement in New York (III), and Rudi the Rock of America’s stand against terrorism (IV) - is used to illustrate the significance of the hybridity we could be more open to seeing. Guiliani takes criminal enforcement models into business regulation and business regulatory models to street crime. The weakness of a genealogical approach to punishment can be covered by the strengths of a history of regulation that is methodologically committed to synoptically surveying all the important techniques of regulation deployed to control a specific problem (like drug abuse). -
Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?
PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio. -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
PSYCO 282: Operant Conditioning Worksheet
PSYCO 282 Behaviour Modification Operant Conditioning Worksheet Operant Conditioning Examples For each example below, decide whether the situation describes positive reinforcement (PR), negative reinforcement (NR), positive punishment (PP), or negative punishment (NP). Note: the examples are randomly ordered, and there are not equal numbers of each form of operant conditioning. Question Set #1 ___ 1. Johnny puts his quarter in the vending machine and gets a piece of candy. ___ 2. I put on sunscreen to avoid a sunburn. ___ 3. You stick your hand in a flame and you get a painful burn. ___ 4. Bobby fights with his sister and does not get to watch TV that night. ___ 5. A child misbehaves and gets a spanking. ___ 6. You come to work late regularly and you get demoted. ___ 7. You take an aspirin to eliminate a headache. ___ 8. You walk the dog to avoid having dog poop in the house. ___ 9. Nathan tells a good joke and his friends all laugh. ___ 10. You climb on a railing of a balcony and fall. ___ 11. Julie stays out past her curfew and now does not get to use the car for a week. ___ 12. Robert goes to work every day and gets a paycheck. ___ 13. Sue wears a bike helmet to avoid a head injury. ___ 14. Tim thinks he is sneaky and tries to text in class. He is caught and given a long, boring book to read. ___ 15. Emma smokes in school and gets hall privileges taken away. ___ 16. -
A Researcher Speaks to Ombudsmen About Workplace Bullying LORALE IGH KEASHLY
Journal of the International Ombudsman Association Keashly Some Things You Need to Know but may have been Afraid to Ask: A Researcher Speaks to Ombudsmen about Workplace Bullying LORALE IGH KEASHLY ABSTRACT In the early 1990’s, I became interested in understand- ing persistent and enduring hostility at work. That Workplace bullying is repeated and prolonged hostile interest was spurred by a colleague’s experience at mistreatment of one or more people at work. It has the hands of her director. He yelled and screamed tremendous potential to escalate, drawing in others at her (and others), accusing her of not completing beyond the initial actor-target relationship. Its effects assignments, which she actually had. He lied about can be devastating and widespread individually, her and other subordinates. He would deliberately organizationally and beyond. It is fundamentally a avoid when staff needed his input and then berate systemic phenomenon grounded in the organization’s them for not consulting with him. At other times, he culture. In this article, I identify from my perspective was thoughtful, apologetic, and even constructive. My as a researcher and professional in this area current colleague felt like she was walking on eggshells, never thinking and research findings that may be useful for sure how he would be. Her coworkers had similar ombudsmen in their deliberations and investigations experiences and the group developed ways of coping as well as in their intervention and management of and handling it. For example, his secretary would these hostile behaviors and relationships. warn staff when it was not a good idea to speak with him. -
Inequalities in Victimisation: Alcohol, Violence, and Anti-Social Behaviour
Inequalities in victimisation: alcohol, violence, and anti-social behaviour An Institute of Alcohol Studies report May 2020 Contents Executive summary 4 Introduction 5 Method 11 Results 18 Discussion 38 Conclusion 41 AN INSTITUTE OF ALCOHOL STUDIES REPORT PAGE 2 Inequalities in victimisation: alcohol, violence, and anti-social behaviour Author Lucy Bryant, Research and Policy Officer for the Institute of Alcohol Studies. Acknowledgements We are grateful to: Dr Carly Lightowlers, Professor Jonathan Shepherd, the team at the Office for National Statistics, the London School of Economics Methology Surgery, Aveek Bhattacharya, Katherine Severi, Dr Sadie Boniface, Habib Kadiri, Richard Fernandez, Dr Kieran Bunn, Sarah Schoenberger, and Emma Vince. The work was presented at KBS 2019, the 45th Annual Alcohol Epidemiology Symposium of the Kettil Bruun Society. For copyright of all statistical results in this paper, source: ONS. Image credit George-Standen - iStock About the Institute of Alcohol Studies IAS is an independent institute bringing together evidence, policy and practice from home and abroad to promote an informed debate on alcohol’s impact on society. Our purpose is to advance the use of the best available evidence in public policy discussions on alcohol. The IAS is a company limited by guarantee (no. 05661538) and a registered charity (no. 1112671). All Institute of Alcohol Studies reports are subject to peer review by at least two academic researchers that are experts in the field. Contact us Location: Alliance House, 12 Caxton Street, London SW1H 0QS Telephone: 020 7222 4001 Email: [email protected] Twitter: @InstAlcStud Web: www.ias.org.uk AN INSTITUTE OF ALCOHOL STUDIES REPORT PAGE 3 Executive summary Introduction • The links between alcohol and violence, as well as alcohol and anti-social behaviour (ASB), are widely recognised. -
Moral Labels Increase Cooperation and Costly Punishment in a Prisoner's
www.nature.com/scientificreports OPEN Moral labels increase cooperation and costly punishment in a Prisoner’s Dilemma game with punishment option Laura Mieth *, Axel Buchner & Raoul Bell To determine the role of moral norms in cooperation and punishment, we examined the efects of a moral-framing manipulation in a Prisoner’s Dilemma game with a costly punishment option. In each round of the game, participants decided whether to cooperate or to defect. The Prisoner’s Dilemma game was identical for all participants with the exception that the behavioral options were paired with moral labels (“I cooperate” and “I cheat”) in the moral-framing condition and with neutral labels (“A” and “B”) in the neutral-framing condition. After each round of the Prisoner’s Dilemma game, participants had the opportunity to invest some of their money to punish their partners. In two experiments, moral framing increased moral and hypocritical punishment: participants were more likely to punish partners for defection when moral labels were used than when neutral labels were used. When the participants’ cooperation was enforced by their partners’ moral punishment, moral framing did not only increase moral and hypocritical punishment but also cooperation. The results suggest that moral framing activates a cooperative norm that specifcally increases moral and hypocritical punishment. Furthermore, the experience of moral punishment by the partners may increase the importance of social norms for cooperation, which may explain why moral framing efects on cooperation were found only when participants were subject to moral punishment. Within Economics and Economic Psychology, social dilemma games such as the Ultimatum game 1, the Public Goods game2 and the Prisoner’s Dilemma game3 are used to break down the complexities of human social interactions into specifc payof structures. -
CRC/C/156 Convention on the Rights of the Child
United Nations CRC/C/156 Convention on the Distr.: General 10 September 2019 Rights of the Child Original: English Guidelines regarding the implementation of the Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and child pornography* * Adopted by the Committee at its eighty-first session (13–31 May 2019). GE.19-15447(E) CRC/C/156 Contents Page I. Introduction ................................................................................................................................... 3 A. Recent developments related to the sale and sexual exploitation of children ....................... 3 B. An increasing body of recommendations from various international stakeholders .............. 4 II. Objectives of the guidelines .......................................................................................................... 4 III. General measures of implementation ............................................................................................ 4 A. Legislation ............................................................................................................................ 5 B. Data collection ...................................................................................................................... 5 C. Comprehensive policy and strategy ...................................................................................... 6 D. Coordination, monitoring and evaluation ............................................................................ -
Using Praise and Rewards Wisely: Helping Handout for School and Home GEORGE G
HELPING HANDOUTS: SUPPORTING STUDENTS AT SCHOOL AND HOME Using Praise and Rewards Wisely: Helping Handout for School and Home GEORGE G. BEAR, JOHANNA HOMAN, & SYDNEY MORALES INTRODUCTION effective way to create long-lasting behavioral change or to promote feelings of competency and self-worth. In this handout, praise refers to both verbal (e.g., “Nice By using praise and rewards wisely and strategically, job!”) and nonverbal (e.g., a warm smile, fist bump, or following recommendations in this handout, adults high five) expressions of attention and approval. Praise instead “catch children being good” and place the typically follows a desired behavior and occurs in a emphasis on students’ use of desirable, socially natural, spontaneous manner. That is, students are not important behaviors. This approach helps students told that they have to earn praise. Further, they seldom understand what they should do and why (versus tire of being praised, especially when it is provided in a simply what they shouldn’t do) and fosters more variety of ways. Rewards refer to tangible objects (e.g., pleasant school and home environments for everyone. sticker, toy, or snack) and to preferred activities and privileges (e.g., extra recess, free time, or screen time). IMPORTANT CONSIDERATIONS IN THE USE Students may also earn points, tokens, or tickets that OF PRAISE AND REWARDS can be exchanged for these rewards. Although rewards can—and sometimes should—be given spontaneously, A wealth of research exists on praise and rewards they are more often used in a planned or contrived and the multiple factors that influence their use and manner. -
Psychological Studies of Punishment T
Psychological Studies of Punishment t Barry F. Singer* The human biological sciences, through experimentation in- volving a variety of organisms, have amassed considerable data on the psychological aspects of punishment. Professor Singer, an ex- perimental psychologist, analyzes the results of these studies in light of their potential applicabilityin the field of criminal justice adminis- tration. After examining the theories, techniques, and effects, both desirable and undesirable, of punishment, and the variables that determine its effectiveness, the author concludes that punish- ment, if properly administered, can effectively suppress criminal behavior and suggests some novel forms and uses of punishment to achieve that end. Lawyers, criminologists, and penologists have recognized for some time the relevance of scientific studies of human behavior to their concerns. They have turned first to the social sciences-sociology, clinical and social psychology-for useful information and ideas. Those in the social sciences have responded eagerly, and this mutual enthusiasm has resulted in such innovations as consideration by the courts of sociological evidence in deciding whether segregated schools can be truly "equal," consideration by legislatures of similar evidence in framing poverty and welfare laws, the introduction into criminal trials of clinical testimony on legal sanity, and the use of social and psychological predictive indices in sentencing and correctional pro- cedures. In some instances the contributions of the social sciences have been substantial, while in others their additions have been of mixed value. In particular, professionals in the fields of law and criminology have often been confused by contradictory testimony from experts in the social sciences and irritated by their inability to state concrete relationships with complete confidence. -
Is It Wrong to Criminalize and Punish Psychopaths?
University of Pennsylvania ScholarlyCommons Legal Studies and Business Ethics Papers Wharton Faculty Research 2011 Is It Wrong to Criminalize and Punish Psychopaths? Andrea L. Glenn University of Pennsylvania Adrian Raine University of Pennsylvania William S. Laufer University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/lgst_papers Part of the Business Law, Public Responsibility, and Ethics Commons, Criminology Commons, and the Psychology Commons Recommended Citation Glenn, A. L., Raine, A., & Laufer, W. S. (2011). Is It Wrong to Criminalize and Punish Psychopaths?. Emotion Review, 3 (3), 302-304. http://dx.doi.org/10.1177/1754073911402372 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/lgst_papers/27 For more information, please contact [email protected]. Is It Wrong to Criminalize and Punish Psychopaths? Abstract Increasing evidence from psychology and neuroscience suggests that emotion plays an important and sometimes critical role in moral judgment and moral behavior. At the same time, there is increasing psychological and neuroscientific evidence that brain regions critical in emotional and moral capacity are impaired in psychopaths. We ask how the criminal law should accommodate these two streams of research, in light of a new normative and legal account of the criminal responsibility of psychopaths. Disciplines Business Law, Public Responsibility, and Ethics | Criminology | Psychology This journal article is available at ScholarlyCommons: https://repository.upenn.edu/lgst_papers/27 Glenn, A.L., Raine, A., Laufer, W.S. (2011). Is it wrong to criminalize and punish psychopaths? Emotion Review, 3, 302-304. Is It Wrong to Criminalize and Punish Psychopaths? Andrea L. Glenn1, Adrian Raine2, William S.