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Margaret A. Lynch

Other affiliations: Guy's Hospital
Bio: Margaret A. Lynch is an academic researcher from King's College London. The author has contributed to research in topics: Child abuse & Poison control. The author has an hindex of 16, co-authored 74 publications receiving 954 citations. Previous affiliations of Margaret A. Lynch include Guy's Hospital.

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Journal ArticleDOI
23 May 1998-BMJ
TL;DR: How many street children there may be, why there are street children, the problems they encounter, and what can be done to help them are considered.
Abstract: Millions of children throughout the world live on the street. These children are among the most deprived; they usually have no access to health care or education and some of them have been victims of violence even before taking to the street. Street children are seen by many as worthless, and many countries have used violent and punitive measures to remove them. Recently new approaches have been introduced that aim to restore these children to their families and societies. Initial evaluation suggests that these schemes can be successful. This article discusses the phenomenon of street children in Latin America and seeks to provide some answers to commonly asked questions. #### Summary points The definition of street children varies, although much research distinguishes two groups: home based, who usually return home at night, and street based, who remain on the street and have no family support Little accurate information exists about the numbers of street children Street children are more prone to several physical problems, although most research has focused on adverse effects of sexual activity and drug misuse Support programmes have succeeded in returning children to their homes Despite legislative changes, a vocal street children's movement, and adoption of advocacy strategies many street children continue to suffer violence and human rights abuses Much of society and the media remain to be convinced of the worth of street children Much of the information on street children is unpublished, and most of the published information is not in peer reviewed journals. We decided to use both published and unpublished work for this review. We performed conventional searches using Medline, Geobase, PsychLlT, and CINALH. Additional information was obtained from the resource centre at the Institute of Child Health in London, the International Child Resource Unit in San Francisco, and the Henry Durrant Institute in Geneva. We …

117 citations

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74 citations

Journal ArticleDOI
TL;DR: Before it is possible to protect children and to develop therapeutic services for the family, it will be necessary to acknowledge that sexual abuse is part of the child abuse spectrum.

74 citations

Journal ArticleDOI
Margaret A. Lynch1
TL;DR: This literature review traces the recognition of child abuse and ends where many texts begin with the publication of Henry Kempe's paper in 1962, where the term, "battered child syndrome," was used for the first time.

69 citations

Journal ArticleDOI
TL;DR: The service was a feasible option for work at the community level; it was acceptable to both referrers and parents and beneficial for families living in a very deprived inner-city community.
Abstract: A community-based child mental health service was established for families of preschool children with emotional and behavioural problems in the children, psychosocial problems in the family or parenting difficulties. The intervention was home-based and conducted by health visitors and paediatric community medical officers trained in parent counselling, parenting issues and child behavioural management. The approach was based upon frameworks derived from counselling theory, with the intervention dependent upon the development of a trusting and respectful partnership with the parents. The aims were to promote and support the parents' own exploration of the identified problems, and to help them establish clear aims and effective problem management strategies. Ongoing supervision was provided by a clinical psychologist. The evidence indicated that the training course was acceptable to non-mental health professionals and effective in preparing them to work with psychosocial problems. The service was a feasible...

54 citations

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01 Jan 2015
TL;DR: This paper conducted a multisite study of juvenile drug courts to examine the ability of these courts to reduce recidivism and improve youth's social functioning, and to determine whether these programs use evidence-based practices in their treatment services.
Abstract: As an alternative to traditional juvenile courts, juvenile drug courts attempt to provide substance abuse treatment, sanctions, and incentives to rehabilitate nonviolent drug-involved youth, empower families to support them in this process, and prevent recidivism. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) sponsored a multisite study of juvenile drug courts to examine the ability of these courts to reduce recidivism and improve youth’s social functioning, and to determine whether these programs use evidence-based practices in their treatment services. This bulletin provides an overview of the findings.

1,363 citations

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TL;DR: In this article, the similarities and differences between cyberbullying and face-to-face bullying are examined and compared, using some specific examples from a qualitative study for illustration, and the authors compare and contrast individual factors common to cyber and face to face bullying.
Abstract: Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying.

749 citations

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TL;DR: Interviews were conducted with mother-child dyads in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical Discipline and children's adjustment.
Abstract: Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.

519 citations

30 Sep 2013
TL;DR: In this article, Tisak et al. discuss the development of moral behavior and conscience from a socialization perspective, and discuss the social domain theory and social justice in children's moral development.
Abstract: Contents: Preface. Part I: Introduction. Part II: Structuralism and Moral Development Stages. E. Turiel, Thought, Emotions, and Social Interactional Processes in Moral Development. D.K. Lapsley, Moral Stage Theory. S.J. Thoma, Research on the Defining Issues Test. L.J. Walker, Gender and Morality. Part III: Social Domain Theory and Social Justice. J.G. Smetana, Social-Cognitive Domain Theory: Consistencies and Variations in Children's Moral and Social Judgments. M. Killen, N.G. Margie, S. Sinno, Morality in the Context of Intergroup Relationships. C. Helwig, Rights, Civil Liberties, and Democracy Across Cultures. C. Wainryb, Moral Development in Culture: Diversity, Tolerance, and Justice. Part IV: Conscience and Internalization. J.E. Grusec, The Development of Moral Behavior and Conscience From a Socialization Perspective. R.A. Thompson, S. Meyer, M. McGinley, Understanding Values in Relationships: The Development of Conscience. L. Kuczynski, G.S. Navara, Sources of Innovation and Change in Socialization, Internalization, and Acculturation. Part V: Social Interactional, Sociocultural, and Comparative Approaches. J. Dunn, Moral Development in Early Childhood and Social Interaction in the Family. M.B. Tappan, Mediated Moralities: Sociocultural Approaches to Moral Development. J.G. Miller, Insights Into Moral Development From Cultural Psychology. D.P. Fry, Reciprocity: The Foundation Stone of Morality. P. Verbeek, Everyone's Monkey: Primate Moral Roots. P.H. Kahn, Jr., Nature and Moral Development. Part VI: Empathy, Emotions, and Aggression. P.D. Hastings, C. Zahn-Waxler, K. McShane, We Are, by Nature, Moral Creatures: Biological Bases of Concern for Others. N. Eisenberg, T. Spinrad, A. Sadovsky, Empathy-Related Responding in Children. G. Carlo, Care-Based and Altruistically Based Morality. W.F. Arsenio, J. Gold, E. Adams, Children's Conceptions and Displays of Moral Emotions. M.S. Tisak, J. Tisak, S.E. Goldstein, Aggression, Delinquency, and Morality: A Social-Cognitive Perspective. Part VII: Moral Education, Character Development, and Community Service. D. Hart, R. Atkins, T.M. Donnelly, Community Service and Moral Development. L. Nucci, Education for Moral Development. M.W. Berkowitz, S. Sherblom, M. Bier, V. Battistich, Educating for Positive Youth Development. D. Narvaez, Integrative Ethical Education.

519 citations