This writer reviews some of the most influential factors found in studies of adult childparent relationships, including divorce, surrogate parents, coresidency, caregiving, proximity, family size, and gender. Focusing on the "feminine tilt" in family relationships, research reveals explanations such as caregiving, kinkeeping, and gender identity issues. The author proposes the possibility that the female bias in parent-child relationships has more to do with subjective thought process than biological sex. An analysis was conducted on mailed-in-surveys for 264 Kentucky adults, ages 30 to 49, who completed questions pertaining to their communication and closeness with their parents, and one fourth of the Keirsey Temperament Sorter regarding decision making preferences. The study found Feelers communicate significantly more with, and feel significantly closer to, parents than do Thinkers. Feeling daughters have more communication and greater closeness with parents than Thinking daughters. Feeling sons report more closeness with mothers than Thinking sons, and more communication and greater closeness to fathers than Thinking daughters. Daughters report more communication and closeness with mothers than sons. Suggestions for future research include using a much larger sample of strong temperament typed respondents.

This study examined if and how male survivors' personal meanings of masculinity influenced the impact of childhood sexual abuse. Gender was defined as the individual male survivor's personal construction of masculinity within the context of the sociocultural construction of traditional masculinity. Six men participated in in-depth unstructured interviews. Data analysis of the verbatim transcriptions of the interviews was guided by qualitative methods associated with a constructivist paradigm. All men reported numerous long-term effects similar to those reported by female survivors with no clear relation to gender. Results, however, also suggested that variations in male survivors' personal meanings of masculinity were associated with different outcomes. Male survivors who held personal constructions of masculinity as more traditional reported disturbances in their sense of self as masculine and their sexuality as males. Male survivors who held less traditional personal constructions of masculinity reported fewer or no difficulties in these areas. The results of this study challenge theoretical models on male victimization that propose restrictive male responses to trauma, and highlight the importance of taking into account the individual male survivor's personal meaning of masculinity for a more complete understanding of the impact of sexual abuse.

This exploratory research study examines the experiences of women sexually abused in childhood who now practice Buddhist meditation. Through in-depth interviews eight women shared their experiences. Three overriding categories emerged through thematic analysis: how the participants combined meditation practice and healing from childhood trauma, the struggles they experienced with meditation, and the transformations/changes they experienced with the meditation practice. While the complexity of their experience with meditation renders it too simplistic to qualify as positive or negative, the data did reveal that meditation has been experienced as an important and useful component of their healing from childhood sexual abuse.

Zugl.: Erfurt, Univ., Diss.

Thesis (M.A.) - Carleton University, 2002. / Includes bibliographical references (p. 60-71). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Carleton University, 2004. / Includes bibliographical references (p. 115-133). Also available in electronic format on the Internet.

Terapeutiese hulpverlening aan die seksueel gemolesteerde kind binne gesinsverband vanuit 'n Sielkundige Opvoedkundige perspektief is in hierdie studie onderneem. 'n Oorsig oor seksuele kindermolestering binne gesinsverband het getoon dat dit reeds vanaf die vroegste tye voorgekom het en tans kommerwekkende afmetings aanneem in die Republiek van Suid-Afrika, sonder dat die opvoedkundige sielkundige as lid van 'n multi-professionele span betrek word by terapeutiese hulpverlening. 'n Beskrywing van seksuele kindermolestering binne gesinsverband het getoon dat seksuele kindermolestering verskeie vorme aanneem en dat die oortreders daarvoor verantwoordelik is dat ouerskap en gesinstrukture ontoereikend verwerklik word. Dit bied aan die opvoedkundige sielkundige die moontlikheid om vanwee sy toeganklikheid en professionele deskundigheid as lid van 'n multiprofessionele span toereikend terapeutiese hulp te verleen aan die seksueel gemolesteerde kind. Terapeutiese hulpverlening aan die seksueel gemolesteerde kind binne gesinsverband is onderneem vanuit 'n Sielkundige Opvoedkundige benadering met relasie terapie as wyse van hulpverlening / This study investigates therapeutic aid to the child who is sexually abused by a family member, from the viewpoint of Psychology of Education. An overview of sexual abuse of children in the family context indicates a long history of occurence and present statistics show an alarming increase in reported cases with educational psychologists seldom being included in a multi-discipl inary thera-peutic team. A description of sexual abuse of children in the family context suggests that this may take different forms and the perpetrators are responsible for the breakdown in parenting and family structures. Educational psychologists are, because of their professional expertise and accessibility, able to offer thera-peutic aid to the sexually abused child as a member of a multi-professional team. Therapeutic aid to the sexually abused child in the family context is undertaken with Relationship Therapy as a medium of aid / Psychology of Education / M.Ed. (Sielkundige Opvoedkunde)

COSTA, Erica Atem Gonçalves de Araújo. Com que diferenças se fazem adultos e crianças na escola: uma analítica das posições discursivas pela ótica da fronteira e da experimentação. 2015. 314f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-03T13:48:21Z No. of bitstreams: 1 2015_tese_eagacosta.pdf: 3489946 bytes, checksum: fdd35079c3f0242489334f7237113260 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-03T16:52:19Z (GMT) No. of bitstreams: 1 2015_tese_eagacosta.pdf: 3489946 bytes, checksum: fdd35079c3f0242489334f7237113260 (MD5) / Made available in DSpace on 2015-06-03T16:52:19Z (GMT). No. of bitstreams: 1 2015_tese_eagacosta.pdf: 3489946 bytes, checksum: fdd35079c3f0242489334f7237113260 (MD5) Previous issue date: 2015 / This work seeks to understand how the differentiation adult / child is produced in the context of a school of early childhood education. The theoretical and methodological framework articulates the contributions of post-structuralism, cultural studies, and studies of Foucault's discourse analysis with the sociology of childhood to think how child and adult subject positions are related in the space of interactions that occur in school. The corpus was constructed from an ethnographic-inspired approach. In this way, was crucial that the researcher establish a transit on the border of differentiation devices self / other in order to grasp the mediantion process. Taking into account the situations of daily school that functioned as emblematic of differentiation processes, the route chosen for the "listening" of the subjects was made in three directions: we observed the operation of the process of differentiation adult / child in relation to two school practices and the insertion of adult-researcher in free play and routine of the classroom the last group of early childhood education. Analyses indicated as the subject children and adults handle the identity borders established by school rituals sometimes fracturing them or legitimizing the operations that take place both in the peer culture as in school culture. The analysis of school practice of identifying the age groups for coloured uniforms revealed the criteria to establish the school identities, both with regard to the relationship between the children and in relation to teachers. Those criteria are supported by a logic based on developmental concepts, with means to relate skills and age. Another point of analyses was listening to the child by the adult/teacher. The adult/teacher when confronted by the action enunciative children, try to re-establish criteria for what is "typical of the child. It strains relations temporarily by the suspention of the images about what is "being a child" and "being an adult." The child prodigy is a school classification in which one tries to respond to the challenges posed by the changes in contemporary processes of subjectivity, without, however, giving up childhood images supported by the adult / child relationship that these transformations call into question. The analysis of the effects of adult-researcher participation as a foreigner in free play and in the classroom routine enabled to view the destabilization processes of institutionalized places for the child and the adult in the school order. Becoming an player-adult and an aunt-which-not-teaches created a field of experimentation in which the positions of children subject (players and kindergarten students) and adults (the researcher and the teacher) is made explicit as co-produced. The participation of the researcher led to the exposure of the defining criteria of borders in the context of free play and classroom routines, giving rise to negotiations underscore the limitations of a developmental perspective of differentiation adult / child. / Este trabalho busca compreender como se produz a diferenciação adulto/criança no contexto de uma escola de educação infantil. O quadro teórico-metodológico articula as contribuições do pós-estruturalismo, dos Estudos Culturais, dos estudos Foucaultianos e da análise do discurso com as da sociologia da infância para pensar como se produzem mutuamente as posições subjetivas infantil e adulta no espaço das interações que ocorrem na escola. A construção do corpus se valeu de uma abordagem de inspiração etnográfica, na qual foi decisivo que o pesquisador estabelecesse um trânsito na fronteira dos dispositivos de diferenciação eu/outro, a fim de apreender, no trabalho de análise, os níveis de mediação implicados nesse processo. Tendo em conta as situações do cotidiano escolar que funcionassem como emblemáticas dos processos de diferenciação, o itinerário escolhido para a “escuta” dos sujeitos se deu em três direções: se observou o funcionamento do processo de diferenciação adulto/criança em relação a duas práticas escolares e à inserção da adulta-pesquisadora nas brincadeiras livres e na rotina da sala de aula do último grupo da educação infantil. As análises indicaram como os sujeitos crianças e adultos manejam as fronteiras identitárias constituídas pelos rituais escolares ora fraturando-as ora legitimando-as em operações que se dão tanto na cultura de pares quanto na cultura escolar. A análise da prática escolar de identificação dos grupos etários por cor do fardamento revelou a presença do estabelecimento de critérios para fixar as identidades escolares, tanto no que diz respeito à relação entre as crianças, como em relação aos professores. São critérios sustentados por uma lógica desenvolvimentista, baseada na promoção das competências e na especificação das habilidades por idade. A escuta da criança pelo adulto-professor se estabeleceu como outra direção analisada, momento em que, diante da ação enunciativa das crianças, tentam reestabelecer critérios para o que é “típico da criança”, o que tensiona as relações, suspendendo temporariamente as imagens do que é “ser criança” e “ser adulto”. A criança prodígio é uma tipificação escolar pela qual se tenta responder aos desafios postos pelas transformações nos processos de subjetivação contemporâneos, sem, no entanto, renunciar à imagem de infância sustentada pela relação adulto/criança que estas transformações põem em questão. A análise dos efeitos da participação do adulto-pesquisador como estrangeiro na brincadeira livre e na rotina de sala de aula possibilitou visualizar processos de desestabilização dos lugares institucionalizados para a criança e o adulto na ordem escolar. Tornar-se uma adulta-brincante e uma tia-que-não-ensina criou um campo de experimentações em que os posicionamentos dos sujeitos crianças (brincantes e alunos de educação infantil) e adultos (pesquisadora e professora) se explicitaram como coproduzidos. A participação da pesquisadora provocou a exposição dos critérios definidores das fronteiras no contexto da brincadeira livre e das rotinas de sala de aula, dando margem a negociações que põem à mostra as limitações de uma perspectiva desenvolvimentista da diferenciação adulto/criança.

Previous studies have indicated an association between childhood sexual abuse (CSA) and an increased risk of engaging in unsafe behaviours during adulthood, including risky sexual practices. This study examined the relationship between CSA and adult HIV sexual risk behaviour among a sample of South African men who have sex with men (MSM). Potential pathological long-term mental health outcomes of CSA, including dissociation, sex-related substance abuse, depression, sexual compulsivity, impaired interpersonal communication, and over-reliance on submissive sexual scripts, were treated as variables mediating the relationship between CSA and sexual risk behaviour. Men frequenting a gay internet dating site were randomly selected to complete an electronic version of the anonymous survey. Results indicate that one-fourth of participants reported a history of CSA. Men with a history of unwanted sexual activity during childhood were more likely to report recreational substance abuse, sex-related substance abuse, sexual compulsivity, and adult revictimisation experiences. Men who were abused were also more likely to engage in unprotected anal intercourse compared to those who were not abused. Mediation analyses revealed that MSM who are survivors of CSA are particularly susceptible to drug abuse, sex-related drug abuse, and sexual compulsivity, and these sequelae in turn predict higher reported numbers of male sexual partners. The current data suggest that CSA is widespread among men at high risk for HIV infection, and that it may have a devastating influence on the quality of life and health risk behaviour of these men. These results also highlight the importance of mental health services and new approaches in HIV prevention for MSM who have been sexually abused as children. Further research is needed into the contextual factors of the childhood abuse experience which account for the variability in longterm negative mental health outcomes of CSA survivors.

This exploratory research study examines the experiences of women sexually abused in childhood who now practice Buddhist meditation. Through in-depth interviews eight women shared their experiences. Three overriding categories emerged through thematic analysis: how the participants combined meditation practice and healing from childhood trauma, the struggles they experienced with meditation, and the transformations/changes they experienced with the meditation practice. While the complexity of their experience with meditation renders it too simplistic to qualify as positive or negative, the data did reveal that meditation has been experienced as an important and useful component of their healing from childhood sexual abuse. / Graduate and Postdoctoral Studies / Graduate