Canadian Social Work Review, 8(1), Winter 1991, pp.11-27.
Publisher:
Canadian Association for Social Work Education
Challenges existing assumptions about fundamental differences between delinquent and non-delinquent girls. Reports on a study which identified social situations; expectations and behaviour which were common to both groups and discusses the implications.
Challenges existing assumptions about fundamental differences between delinquent and non-delinquent girls. Reports on a study which identified social situations; expectations and behaviour which were common to both groups and discusses the implications.
This report analyses data from the STEER Tracking programme, 2018- December 2021, involving twice or thrice yearly data assessment of students’ ability to socially and emotionally self-regulate, focusing on the impact of the pandemic. The report reveals that to date the pandemic has had a 25 % adverse effect on students’ ability to self-regulate in school. Girls are particularly affected, with a 33% decline, whilst boys’ self-regulation outside school has actually improved during the pandemic. By the time girls reach 18, they now have more than twice the self-regulatory risks as boys of the same age. The pandemic public exam cancellation provided a unique opportunity to measure the social-emotional impacts of public exams vs not having public exams. Data suggests that public exams have an adverse effect on student wellbeing. Relatively stable levels of visible disruptive adolescent behaviours during the pandemic may be explained by an increase of hidden, internalised risks which are not yet visible. Strong signals indicate that the specific long-term psychological risk from the pandemic will be pathologies driven by internalised control, particularly in girls aged 14-18. Independent day
(Edited publisher abstract)
This report analyses data from the STEER Tracking programme, 2018- December 2021, involving twice or thrice yearly data assessment of students’ ability to socially and emotionally self-regulate, focusing on the impact of the pandemic. The report reveals that to date the pandemic has had a 25 % adverse effect on students’ ability to self-regulate in school. Girls are particularly affected, with a 33% decline, whilst boys’ self-regulation outside school has actually improved during the pandemic. By the time girls reach 18, they now have more than twice the self-regulatory risks as boys of the same age. The pandemic public exam cancellation provided a unique opportunity to measure the social-emotional impacts of public exams vs not having public exams. Data suggests that public exams have an adverse effect on student wellbeing. Relatively stable levels of visible disruptive adolescent behaviours during the pandemic may be explained by an increase of hidden, internalised risks which are not yet visible. Strong signals indicate that the specific long-term psychological risk from the pandemic will be pathologies driven by internalised control, particularly in girls aged 14-18. Independent day schools saw some similar increases to state schools, but from a lower pre-pandemic baseline and to a lower extent.
(Edited publisher abstract)
Subject terms:
young people, girls, Covid-19, mental health problems;
This guide illuminates the experience of young autistic girls and explores the situations they can easily fall victim to. Powerful case studies show how easily misunderstandings can arise for autistic girls and help the reader to identify common patterns of abuse. Providing professionals with access to safeguarding strategies that are straightforward to implement and highly effective,
(Edited publisher abstract)
This guide illuminates the experience of young autistic girls and explores the situations they can easily fall victim to. Powerful case studies show how easily misunderstandings can arise for autistic girls and help the reader to identify common patterns of abuse. Providing professionals with access to safeguarding strategies that are straightforward to implement and highly effective, this is essential reading for everyone who wants to better understand the challenges faced by this vulnerable group, and ensure they have access to the same opportunities to secure a good education and build safe and happy relationships as their peers.
(Edited publisher abstract)
British Journal of Learning Disabilities, 49(3), 2021, pp.303-315.
Publisher:
Wiley
... girls with intellectual disability, as they prepare for a transition to post-school life. 1.2 Method: There were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis. 1.3 Findings: The findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. Individual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study. 1.4 Conclusions: Comprehensive and accessible programmes on sex education for high school girls
(Edited publisher abstract)
1.1 Background: Students with intellectual disability often do not receive holistic sex education, which is critical for their successful transition to post-school life, including having an ability to make healthy choices about their sexuality and relationships. The aim of this inclusive research study was to explore the perceptions and experiences of sex education with Australian high school girls with intellectual disability, as they prepare for a transition to post-school life. 1.2 Method: There were 11 high school girls aged 13–20 years who participated in this study. Interviews were conducted and analysed using inductive content analysis. 1.3 Findings: The findings indicate that critical topics such as gender and sexual identity, and masturbation are not sufficiently covered in sex education in New South Wales, Australia. The participating girls also highlighted ways in which teachers could make sex education lessons more accessible. Individual Learning Plan meetings, an important platform for transition planning, were attended by less than a third of the girls in this study. 1.4 Conclusions: Comprehensive and accessible programmes on sex education for high school girls with intellectual disability are needed to promote successful transition to an autonomous life for these students.
(Edited publisher abstract)
Presents a national picture of the prevalence of FGM, using data collected by healthcare providers in England, including acute hospitals, mental health services and GP practices. The data shows that there were 5,395 individual women and girls who had an attendance where FGM was identified in the period April 2020 to March 2021. These accounted for 10,605 total attendances reported at NHS trusts and GP practices where FGM was identified. The number of total attendances and total number of individual women and girls with an attendance where FGM was identified, has been relatively stable throughout this year but remains reduced in comparison to total attendances and individuals recorded for the previous year. The FGM Enhanced Dataset was opened 6 years ago. Since the collection began, NHS trusts and GP practices have reported information about 27,270 individual women and girls. Between April 2015 and March 2021 there were a total of 62,795 attendances for these individuals where FGM was identified. Between April 2020 and March 2021, 103 NHS trusts and 40 GP practices submitted 1 or more FGM attendance records. In the 6 years since the collection began in April 2015, 148 NHS trusts and 216 GP
(Edited publisher abstract)
Presents a national picture of the prevalence of FGM, using data collected by healthcare providers in England, including acute hospitals, mental health services and GP practices. The data shows that there were 5,395 individual women and girls who had an attendance where FGM was identified in the period April 2020 to March 2021. These accounted for 10,605 total attendances reported at NHS trusts and GP practices where FGM was identified. The number of total attendances and total number of individual women and girls with an attendance where FGM was identified, has been relatively stable throughout this year but remains reduced in comparison to total attendances and individuals recorded for the previous year. The FGM Enhanced Dataset was opened 6 years ago. Since the collection began, NHS trusts and GP practices have reported information about 27,270 individual women and girls. Between April 2015 and March 2021 there were a total of 62,795 attendances for these individuals where FGM was identified. Between April 2020 and March 2021, 103 NHS trusts and 40 GP practices submitted 1 or more FGM attendance records. In the 6 years since the collection began in April 2015, 148 NHS trusts and 216 GP practices submitted 1 or more FGM attendance records.
(Edited publisher abstract)
Presents a national picture of the prevalence of FGM, using data collected by healthcare providers in England, including acute hospitals, mental health services and GP practices. The report focuses on attendances between April 2019 and March 2020, and includes some further information on attendances between April 2015 and March 2020. The data shows that there were 6,590 individual women and girls five years ago. Since the collection began, information has been reported by NHS trusts and GP practices about 24,420 individual women and girls, who have – between April 2015 and March 2020 – had a total of 52,050 attendances where FGM was identified.
(Edited publisher abstract)
Presents a national picture of the prevalence of FGM, using data collected by healthcare providers in England, including acute hospitals, mental health services and GP practices. The report focuses on attendances between April 2019 and March 2020, and includes some further information on attendances between April 2015 and March 2020. The data shows that there were 6,590 individual women and girls who had an attendance where FGM was identified in the period April 2019 to March 2020. These accounted for 11,895 total attendances reported at NHS trusts and GP practices where FGM was identified. The number of total attendances during 2019-20 has remained broadly stable, although the number of distinct individuals has reduced in the last quarter of the year. The FGM Enhanced Dataset was opened five years ago. Since the collection began, information has been reported by NHS trusts and GP practices about 24,420 individual women and girls, who have – between April 2015 and March 2020 – had a total of 52,050 attendances where FGM was identified.
(Edited publisher abstract)
Journal of Child Sexual Abuse, 29(5), 2020, pp.606-625.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
Girls in India continue to be sexually abused/exploited under the veil of traditional practices such as Devadasi dedication despite the existence of legislation meant to protect them from child sexual abuse. This study recounts the experiences of 30 Devadasi girls who were dedicated, initiated into sexual activity, and involved in commercial sexual activity as children. It underscores the need
(Edited publisher abstract)
Girls in India continue to be sexually abused/exploited under the veil of traditional practices such as Devadasi dedication despite the existence of legislation meant to protect them from child sexual abuse. This study recounts the experiences of 30 Devadasi girls who were dedicated, initiated into sexual activity, and involved in commercial sexual activity as children. It underscores the need to address this practice as a criminal offense to be prosecuted under the legislation. Efforts must be made to explicitly connect Devadasi dedication and child sexual abuse in the minds of the public, law enforcement agencies and government officials.
(Edited publisher abstract)
Subject terms:
child sexual abuse, girls, law, child sexual exploitation;
Disability and Society, 34(7-8), 2019, pp.1042-1061.
Publisher:
Taylor and Francis
This article responds to the call for producing activist-oriented scholarship by engaging with theoretical and methodological approaches that explore the inclusion of women and girls with disabilities in Vietnam. The paper considers possibilities for connecting different forms of knowledge and activism by reflecting on research practices designed to foster social change. Specifically,
(Edited publisher abstract)
This article responds to the call for producing activist-oriented scholarship by engaging with theoretical and methodological approaches that explore the inclusion of women and girls with disabilities in Vietnam. The paper considers possibilities for connecting different forms of knowledge and activism by reflecting on research practices designed to foster social change. Specifically, the research asks: how can critical disability studies be more reflexive about knowledge which privileges particular ways of knowing from the Global North? What alternative possibilities can exist to foster more inclusive and transformative knowledge that tackles systemic forms of oppressions in colonial and postcolonial contexts? Reflecting on an ongoing collaborative project in Vietnam, the paper argues that critical disability studies which engages with different forms of activism through critical reflections on privileges can tackle exclusion by opening a new platform for debating social justice transnationally.
(Edited publisher abstract)
Journal of Youth Studies, 21(9), 2018, pp.1182-1197.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
... identity, girlhood studies provides crucial insight into the lived experiences of young mothers who straddle the space between girlhood and adulthood. We interpret the experiences of the young mothers who participated in this study in light of shifting meanings and expectations of girls and girlhood in the neoliberal era. Drawing on the concept of the ideal neoliberal girl subject embodied in the ‘can do’ and ‘at risk’ girl, this paper highlights the tensions in accessing a drop-in centre, which functions as both a site of security and surveillance, for a group of young mothers receiving social services. The findings revealed how girls who are mothers struggle to live in the present to assert a legitimate maternal identity even as they are prepared for the future through neoliberal public policies
(Edited publisher abstract)
This article discusses how young mothers in London, a mid-size city in Canada, utilize a drop-in centre service while attending an alternative programme to acquire secondary school credits. The central arguments made here are informed by key concepts in the field of girlhood studies. With its attention to the interconnections between gender, age, and generation as well as other aspects of social identity, girlhood studies provides crucial insight into the lived experiences of young mothers who straddle the space between girlhood and adulthood. We interpret the experiences of the young mothers who participated in this study in light of shifting meanings and expectations of girls and girlhood in the neoliberal era. Drawing on the concept of the ideal neoliberal girl subject embodied in the ‘can do’ and ‘at risk’ girl, this paper highlights the tensions in accessing a drop-in centre, which functions as both a site of security and surveillance, for a group of young mothers receiving social services. The findings revealed how girls who are mothers struggle to live in the present to assert a legitimate maternal identity even as they are prepared for the future through neoliberal public policies and other disciplinary practices.
(Edited publisher abstract)