Perceptions of victims and perpetrators in a depicted child sexual abuse case: gender and age factors

This study investigated the roles of respondent, perpetrator, and victim gender on attributions toward a 10- or 15-year-old victim and an adult perpetrator in a hypothetical sexual abuse case. It was predicted (a) that female respondents would be more provictim and antiperpetrator than men, (b) that 10-year-old victims would be deemed more credible than 15-year-olds, and (c) that men would deem a 15-year-old male victim more culpable when child sexual abuse is perpetrated by a female abuser. Three hundred thirty-seven respondents read a 350-word sexual abuse depiction in which victim age, victim gender, and perpetrator gender were varied between respondents. Respondents then completed a 14-item attribution scale, relating to victim blame, perpetrator blame, assault severity, and victim credibility. A series of ANOVAs revealed support for all predictions. Results are discussed in relation to gender role attitudes. Suggestions for future work also considered.     

Taking sides: Gender and third‐party partisanship in disputes

We examine the role of a norm protecting women in understanding third‐party partisanship in verbal and violent disputes. Our analyses are based on reports provided by male inmates and men they know who have never been arrested. The results show that third parties are more likely to support female adversaries than male adversaries. The gender effect is stronger when we control for the relational distance between adversaries, which indicates that a privacy norm might inhibit this normative protection. The gender effect is somewhat weaker when we control for the relative physical size of the adversaries, which indicates that a general norm protecting vulnerable people partly explains the gender effect. The strong gender effect that remains, however, demonstrates the importance of the normative protection of women, regardless of relative size, during disputes. The results have implications for research on situational factors in violence and violence against women.     

Using the role-play at the lectern: developing “work-ready” and confident professionals

As Waters notes, the role-play is not traditionally used as a teaching technique in law schools. Educators utilise role-play in many disciplines, including health, business, psychology, economics and literature; yet apart from clinical settings or for teaching practical legal skills, the role-play seems to be underutilised in legal education. An empirical study of 67 law students from the University of Western Australia (UWA) Law School set out to investigate the utility of the role-play as a device for instilling confidence in students and assisting them to prepare for professional practice. Although the classroom and class size were large and teaching took place in a lecture theatre, the role-play worked effectively. Students reported greater knowledge, understanding, confidence and skill with conducting themselves in a professional practice context. The study shows the need to embrace the role-play as an experiential learning technique that can work as effectively in an intensive, large-class setting as it does in smaller or clinical classrooms. The study revealed that the role-play technique worked very well and that the role-play is a versatile and very much “alive” pedagogical technique of value to any law school.     

Law Enforcement and the Rights of the Accused: Are the Police Getting a Bad Rap?

Nationwide, law enforcement professionals have endured increasing scrutiny regarding their treatment of custodial suspects and their alleged abridgement of suspects’ Constitutional rights. At the same time, in the interests of community safety, many members of the public fully expect police officers to function efficiently in arresting and facilitating the prosecution of likely perpetrators. These perspectives reflect due-process and crime-control models respectively. Very little is known, however, about how law enforcement professionals actually view the rights of the accused when not acutely immersed in the cross-currents of public opinion. Using an anonymous survey, the current investigation addresses both Miranda rights as well as the European Union’s (EU) much more comprehensive approach to the rights of the accused. In general, this sample of 209 urban police officers favored protections of criminal suspects that went considerably beyond Miranda safeguards.     

Court approves final Red Cross bankruptcy plan to compensate blood victims

Following two years of negotiations, the insolvent Canadian Red Cross Society received court approval on 14 September 2000 of its plan to compensate victims of Canada's tainted blood tragedy (and pay other creditors).     

Implementing and evaluating crime prevention and control programs and policies

The history of crime prevention and control efforts in the United States has demonstrated little progressive improvement in our ability to deter crime. The major obstacles to implementing effective interventions and policies have been a weak scientific knowledge base about how to prevent crime, the research community's inability to effectively disseminate what is known about the causes of crime and to translate this knowledge into operational programs and policies, and a resistance on the part of practitioners and policy makers to evaluate programs and policies and to use this information in the development of new programs and policies. In the last decade, there have been major advances in our understanding about the causes of crime and we have now demonstrated the effectiveness of selected prevention programs. But there is little evidence that this scientific knowledge is informing current practice or policy. Problems in the dissemination of this information and the resistance to utilizing it remain. These problems are discussed and suggestions are made for addressing them. Our knowledge base remains modest, but it is now sufficient to inform policy and practice. The research community must work to do a better job of disseminating this information and overcoming the resistance to utilizing it before we will be successful in implementing effective crime prevention programs and policies. This revised version was published online in July 2006 with corrections to the Cover Date.     

The stop and think group: Changing sexually aggressive behaviour in young children

Abstract

Until recently, relatively little attention has been paid to young children who are sexually aggressive to other children. In this paper, cognitive-behavioural group techniques which have been used in the treatment of aggressive, impulsive behaviour in young children were applied in a small group setting to the sexually aggressive behaviour of pre-pubescent boys. The boys initially learned a ‘Stop and Think” model for general interpersonal problem-solving, which was then used to work on their difficulties with verbal and physical sexual aggression. Observation of the children's behaviour, reports from carers, school staff and social workers indicated that the group programme increased the children's ability to inhibit impulsive, aggressive behaviour. In the nine months after the group finished there were no known incidents of sexual aggression. In the context of certain limitations discussed in the paper, this positive outcome suggests that these methods have potential for reducing the likelihood of sexually aggressive behaviour becoming habitual.