Journal ArticleDOI
How do Teachers React to Children Labeled as Sexually Abused
TLDR
In this paper, 60 teachers were asked to make multiple judgments about the behavior of a child described with one of four types of labels: neutral, dissimilar, experienced a non-sexual trauma, and experienced a sexual trauma (i.e., sexually abused).Abstract:
To better understand the possible stigmatizing effects of child sexual abuse, 60 teachers were asked to make multiple judgments about the behavior of a child described with one of four types of labels: (a) neutral; (b) dissimilar; (c) experienced a nonsexual trauma; and (d) experienced a sexual trauma (i.e., sexually abused). Teachers expected a child labeled as sexually abused to experience more stress than a child labeled as neutral or dissimilar, but not more stress than a child labeled as having experienced nonsexual trauma. No significant differences on other dependent variables (e.g., attributions for failure, expectations of future positive behavior) were found. Although these results suggest that teachers have different expectations for sexually abused children, they provide no evidence of stigmatization. To what extent these are realistic expectations or may serve as self-fulfilling prophecies is unclear.read more
Citations
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Facilitators and inhibitors of mandatory reporting of suspected child abuse : a research study
TL;DR: The study finds, among other things, that despite a high level of concern to protect children from abuse, professionals with responsibility for the care of children express reservations about reporting abuse.
Journal ArticleDOI
Here I Sit, Making Men in My Own Image: How Learning-Disorder Labels Affect Teacher Student’s Expectancies
TL;DR: The authors explored negative effects caused by the labels of dyscalculia, dyslexia, and ADHD in teacher students and found that negative and positive label effects were associated with positive performance expectations and negative ratings of problem stability and problem control.
Journal ArticleDOI
The Influence of Diagnostic Labels on the Evaluation of Students: a Multilevel Meta-Analysis
TL;DR: This article conducted a multilevel meta-analysis of experimental studies (based on data from 8,295 participants and on 284 effects nested in 60 experiments) to examine the magnitude and robustness of such label effects and explore the impact of potential moderators (type of evaluation, diagnostic category, expertise, student's gender, and amount and type of information).
References
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Journal ArticleDOI
Impact of child sexual abuse: a review of the research.
Angela Browne,David Finkelhor +1 more
TL;DR: In this article, the authors describe effets des agressions sexuelles contre des enfants and discussion of leurs effets immediats et a long terme et de l'impact des different types of agression.
Journal ArticleDOI
The Causal Dimension Scale: A measure of how individuals perceive causes.
TL;DR: The Causal Dimension Scale as mentioned in this paper assesses causal perceptions in terms of the locus ofcausality, stability, and controllability dimensions described by Weiner, and three-modefactor analysis confirmed the three-dimensional structure of the scale.
Book
Handbook of Clinical Intervention in Child Sexual Abuse
TL;DR: Valuable resource for professionals in fields of psychiatry, psychology, mentatal health, social work and teaching, also for concerned parents.
Journal ArticleDOI
Teachers' Expectancies: Determinants of Pupils' IQ Gains:
Robert Rosenthal,Lenore Jacobson +1 more
TL;DR: Within each of 18 classrooms, an average of 20% of the children were reported to classroom teachers as showing unusual potential for intellectual gains eight months later, and these “unusual” children showed significantly greater gains in IQ than did the remaining children in the control group.