Social Exclusion and the Welfare of the Child

The 'best interests of the child' is a pervasive notion in law, and the welfare discourse within which it acquires meaning has become increasingly dominant in our culture's stock of 'common sense'. Because this discourse positions children as dependent and vulnerable, it underpins images of children that can perpetuate the social, legal, and political marginalization of children. This paper uses the area of children and divorce to explore the ways in which this exclusion of children persists alongside both an ostensible commitment to the welfare of children and an increasingly strong rights discourse. We argue that constructions of the child as victim have both political and psychological dimensions: they serve to legitimize state intervention into 'private' family life, and they help assuage social anxieties about the alleged demise of 'the family'. At an individual level, they facilitate a process whereby children can become the repository for feelings with which adults cannot cope. We then suggest that two fundamental changes are required in order to address children's exclusion: the development of a more psychodynamically informed view of personhood and a new image of the child to inform policies.     

Understanding dynamic risk factors for violence

ABSTRACT

Recent years have seen a consensus emerge regarding the dynamic risk factors that are associated with future violence. These risk factors are now routinely assessed in structured violence risk assessment instruments. They provide a focus for treatment in structured group programmes. However, relatively little attention has been paid to risk-related theoretical issues, whether these dynamic risk factors are causally related or simply correlates of violent offending, or the extent to which they change as a consequence of treatment. More challenging is the lack of evidence to suggest that changes in these dynamic risk factors actually result in reductions in violent offending. In this paper we consider the meaning of the term dynamic risk, arguing that only those factors that, when changed, reduce the likelihood of violent recidivism, can be considered to be truly dynamic. We conclude that few of the violence risk factors commonly regarded as dynamic fulfil this requirement. There is a need to think more critically about assessment findings and treatment recommendations relating to dynamic risk, and conduct research that establishes, rather than assumes, that certain dynamic risk factors are directly related to violence. Some suggestions for advancing knowledge and practice are provided.     

Police interviews with suspected child sex offenders: does use of empathy and question type influence the amount of investigation relevant information obtained?

The use of the criminal justice system to force offenders to receive psychological treatment is one of the most controversial aspects of service provision for offenders. Coerced treatment needs to be distinguished from pressured treatment, both having objective and subjective dimensions. In this paper some arguments for and against coerced offender rehabilitation are discussed. We suggest that coercing offenders into attending rehabilitation programmes (or placing legal pressure on them to attend) is unlikely by itself to lead to poorer outcomes. Rather, the individual's perception of coercion will be more influential in determining how an offender approaches treatment. Even when offenders perceive they are being coerced, it is likely that pre-treatment anti-therapeutic attitudes can change over the course of a programme, such that therapeutic gains (risk reduction) can occur. Coercion and its effects on treatment engagement and rehabilitation outcomes require further empirical research and conceptual analysis.     

The Praxis Assignment: Experiential Learning in a Large Social–Community Psychology Class

In this article, a faculty member, a graduate student teaching assistant, and four undergraduates describe their experiences with a “Day of Social Justice Praxis Assignment” as a form of experiential learning in a 120-person social-community psychology course. The faculty member lays out the goals of the course and her hopes for the specific assignment. The undergraduates reflect on their experience with the assignment, and the graduate student contextualizes how their work is reflective or not reflective of the work produced in the class and course concepts. The article ends with a critical and frank discussion of the benefits and drawbacks of the assignment.