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Article
Publication date: 11 September 2017

Sarah Hammond and Nigel Beail

There has been little empirical investigation into the theoretical relationship between moral reasoning and offending in people with intellectual disabilities (ID). The…

Abstract

Purpose

There has been little empirical investigation into the theoretical relationship between moral reasoning and offending in people with intellectual disabilities (ID). The purpose of this paper is to compare offending and non-offending ID groups on a new measure of social-moral awareness, and on theory of mind (ToM).

Design/methodology/approach

A between groups design was used. The scores of 21 male offenders and 21 male non-offenders, all with ID and matched for IQ, were compared on the Social-Moral Awareness Test (SMAT) and on two ToM tasks.

Findings

There was no significant difference in SMAT scores or on first- or second-order ToM tasks between offending and non-offending groups. Better ToM performance significantly predicted higher SMAT scores and non-offending groups. Better ToM performance significantly predicted higher SMAT scores.

Research limitations/implications

Results were inconsistent with previous research. Further work is required to establish the validity and theoretical underpinnings of the SMAT. Development in the measurement of ToM for people with ID is also required.

Originality/value

This is the first use of the SMAT with a population of offenders who have ID. The findings suggest caution in its use in clinical settings.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 8 no. 3
Type: Research Article
ISSN: 2050-8824

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Article
Publication date: 25 September 2007

Abstract

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Content available
Article
Publication date: 2 October 2007

Abstract

Details

Management of Environmental Quality: An International Journal, vol. 18 no. 6
Type: Research Article
ISSN: 1477-7835

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Article
Publication date: 1 April 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here…

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

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Reference Services Review, vol. 2 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 11 September 2017

John L. Taylor

Abstract

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 8 no. 3
Type: Research Article
ISSN: 2050-8824

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Article
Publication date: 15 March 2020

Ivy Hammond, Sarah Godoy, Mikaela Kelly and Eraka Bath

The available research on specialized interventions for youth experiencing commercial sexual exploitation almost exclusively focuses on the impact and efficacy related to…

Abstract

Purpose

The available research on specialized interventions for youth experiencing commercial sexual exploitation almost exclusively focuses on the impact and efficacy related to cisgender girls, despite the inclusion of youth who identify as transgender in these programs. This paper aims to present a case study on the experience of a transgender adolescent girl who experienced commercial sexual exploitation and provides a narrative of the multifarious challenges she faced while involved in institutional systems of care.

Design/methodology/approach

This paper conducted an in-depth case review of all records on “Jade,” a white adolescent transgender girl who experienced commercial sexual exploitation, from a specialty court program in the juvenile justice system between 2012 and 2016. Her experiences throughout childhood exemplify many of the unique challenges that transgender girls and young women with histories of exploitation or trafficking may encounter within service delivery and socioecological systems. This paper applied concepts adapted from the gender minority stress theoretical model to understand how minority gender identity can shape the experiences and outcomes of the youth impacted by commercial sexual exploitation.

Findings

Jade’s narrative underscores the interplay of gender-based sexual violence, heteronormative structural barriers, transphobia and their intersectional impact on her experience while receiving specialized care. The intersectional hardships she experienced likely contributed to adverse biopsychosocial outcomes, including high rates of medical and behavioral health diagnoses and expectations of further rejection.

Originality/value

This paper highlights the extraordinary challenges and barriers faced by an often under-recognized and overlooked subset of the youth impacted by commercial sexual exploitation, who may receive services that do not account for their unique needs related to gender expression and identity. This paper exemplifies how internalized stigma along with expectations of further rejection and victimization have implications for clinical and multidisciplinary intervention settings. Jade’s case underscores the need for improved access to supportive services for youth with minority gender identities, including peer community-building opportunities. Finally, this paper identifies a critical gap in US legislation and social policy. This gap contributes to the structural harms faced by transgender and gender-nonconforming youth receiving services during or following experiences of commercial sexual exploitation.

Details

International Journal of Human Rights in Healthcare, vol. 13 no. 2
Type: Research Article
ISSN: 2056-4902

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Article
Publication date: 26 October 2020

Nuala F. Ryan, Michelle Hammond, Sarah MacCurtain and Christine Cross

The purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to…

Abstract

Purpose

The purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to overcome perceived risk.

Design/methodology/approach

Twenty-five women leaders in the Irish healthcare sector took part in an 18-month long identity-based leadership development program. Qualitative data from interviews, focus groups, critical incident diaries and individual exit surveys and observations were analyzed using the constant comparative method.

Findings

Four key processes are identified as women leaders work through risks associated with structural elements (perceiving and mitigating structural risk) and agency of the leader (accepting agentic risks and developing agency).

Research limitations/implications

Like many focused qualitative studies, generalizability to a larger population might be limited. The authors, therefore, recommend future research to consider these issues in other industries, levels and national contexts.

Practical implications

Organizational members should pay attention to structural factors that affect women's perceptions of risks in internalizing a leader identity such as perceptions of organizational support for development, role models, mentoring and behavioral norms. Programs should aim to increase individual agency through personal reflection and freedom to experiment.

Originality/value

This paper offers an original and nuanced perspective on the role of risk in the leader identity development process for women.

Details

Journal of Managerial Psychology, vol. 36 no. 1
Type: Research Article
ISSN: 0268-3946

Keywords

Content available
Article
Publication date: 6 January 2021

Sarah M. Paukert, Russell P. Guay and You Jin Kim

The purpose of this study is to examine the perceptions of the human resources (HR) function from millennials and postmillennials who are either just finishing college or…

Abstract

Purpose

The purpose of this study is to examine the perceptions of the human resources (HR) function from millennials and postmillennials who are either just finishing college or already in the early stages of their careers. Previous works have often revealed negative stereotypes toward HR, and this study serves to discover whether these perceptions are changing. Further, the study aims to address the origins of and reasoning behind these new perceptions.

Design/methodology/approach

A two-study survey research design using a sample of 106 college of business students (Study 1) and an additional sample of 135 former business students who have graduated since 2011 (Study 2) is used.

Findings

The results demonstrate that perceptions of HR are changing and quite positive, with the majority of these perceptions originating from personal experiences. In fact, the vast majority of respondents not only felt positive about HR but also like and trust their HR representatives.

Originality/value

Results also suggest that there may be a disconnect between perceptions of the HR function and its actual purpose, suggesting that HR professionals need to better educate others about their important role as a strategic business partner.

Details

Organization Management Journal, vol. 18 no. 1
Type: Research Article
ISSN:

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Reference Reviews, vol. 24 no. 7
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 14 October 2019

Danielle Lillge

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle…

Abstract

Purpose

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.

Design/methodology/approach

Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.

Findings

A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.

Research limitations/implications

These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.

Practical implications

Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.

Originality/value

Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

Details

English Teaching: Practice & Critique, vol. 18 no. 3
Type: Research Article
ISSN: 1175-8708

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