Correlates of emotional congruence with children in sexual offenders against children: A test of theoretical models in an incarcerated sample

Emotional congruence with children is a psychological construct theoretically involved in the etiology and maintenance of sexual offending against children. Research conducted to date has not examined the relationship between emotional congruence with children and other psychological meaningful risk factors for sexual offending against children. The current study derived potential correlates of emotional congruence with children from the published literature and proposed three models of emotional congruence with children that contain relatively unique sets of correlates: the blockage, sexual deviance, and psychological immaturity models. Using Area under the Curve analysis, we assessed the relationship between emotional congruence with children and offense characteristics, victim demographics, and psychologically meaningful risk factors in a sample of incarcerated sexual offenders against children (n = 221). The sexual deviance model received the most support: emotional congruence with children was significantly associated with deviant sexual interests, sexual self-regulation problems, and cognition that condones and supports child molestation. The blockage model received partial support, and the immaturity model received the least support. Based on the results, we propose a set of further predictions regarding the relationships between emotional congruence with children and other psychologically meaningful risk factors to be examined in future research.     

School of shock: film,television and anal education

Since their inception, film and television have been accused of having all kinds of magical powers to alter behaviour, coerce malfeasance and encourage debauchery. Decades of media theory later, the powers of persuasion are in fact thought to be much more modest. One area where popular media is considered to be particularly influential is education, with film and television being perceived to have a role in teaching audiences about certain topics, notably sexuality. This paper focuses specifically on the education provided by film and television about anal heterosex. Screen depictions have a function in not just putting such a sex act onto the audience agenda but in guiding viewers' reception. In this paper, the use of pleasure, pain and power frames is examined to explore the specifics of the anal education provided by screen fiction.     

Disruptive Media Events

Terror attacks force democratic societies to mobilize, reinforce and rethink core values, including media freedom and freedom of speech. The present article analyzes how one traumatic event—the 2011 Oslo terror—challenged editorial practices related to editorial control and open debate in major Norwegian media organizations. Meeting the call for more research on disruptive media events in a hybrid media landscape, it illuminates how professional media balance critical debate with strategies for societal recovery in contemporary post-crisis contexts. Based on in-depth interviews with debate editors, the article documents how terror profoundly challenges editorial practices, routines and norms in media organizations with debates in multiple formats and platforms. In their online comment sections, the media organizations all moved towards a more interventionist policy introducing multiple new control measures. In the traditional op-ed formats, however, they selectively expanded the range of voices and included actors deemed too extreme prior to the attacks. Theoretically the article contributes to the literature on disruptive (key) events, editorial strategies during crisis, editorial control in contemporary media systems and editorial approaches to mediated deviance.     

The labelling approach to deviance

Editor's note. In the 1970s Professor Nicholas Hobbs directed a comprehensive study on child classification while Provost at Vanderbilt University in the USA. Though neglected in recent years his 1975 edited text, 'Issues in the Classification of Children', remains a relevant and important source of thinking about categorisation. Given the current policy interest in categories of special educational need it seems appropriate to reconsider some of these ideas. The following article originally appeared as Chapter 4 from Volume One of the Hobbs text. It is reprinted here with the kind permission of the Hobbs family.
The American spellings and style in this article have been altered for consistency with house style, as has the format of the references list.     

Framing “Bad News”

This study proposes a dichotomous set of frames, the Blame Frame and the Explain Frame, to examine how the news media cover sudden tragic events. The Blame Frame affixes responsibility on human agents and foregrounds the pursuit of punishment and justice. The Explain Frame takes responsibility away from human agents and describes the tragedy in terms of natural or quasi-natural processes. The study argues that social identities of “prospective” agents predict the difference in framing: “deviants” and “aliens” are held culpable while local elites are deemed innocent, although these identities are themselves social and draw on prevalent cultural beliefs. Ultimately, both frames serve to reproduce social boundaries and reinforce the status quo. Empirical evidence comes from the ideological analysis of the coverage of April 2013’s Boston bombings and the West fertilizer plant blast in local and national newspapers.     

英汉变异辞格探析

语言变异是指脱离常规的语言形式，这些语言形式往往在特定的语境下生成，形成种种特殊的修辞手段，这些超常的修辞手段即变异辞格。变异辞格在英汉两种语言中都大量存在。本文提出了变异辞格的概念，分析了变异辞格在英汉两种语言中的表现形式，指出了他们的形成原因及其语用效果。     

英语习语变异在广告中的运用

习语因其结构紧凑,表达力强和丰富的文化内涵而得到语言使用者和研究者的关注.但语言实践中,习语并不都是以其固定的形式出现的.许多成功的英语广告对习语从语音、语义、词汇、语法和句法方面进行改造,取得良好的表达效果和促销目的.英语习语变异在广告中的成功运用有其认知和语用理据.     

Inclusion,Exclusion, and Ideology: Special Education Students' Changing Sense of Self

The inclusion of students with disabilities in the mainstream of general education remains one of the most contested topics in public education today. This qualitative study considered this issue from the perspective of included as well as excluded special education students over an extended period of time. More specifically, it sought to understand how 11 developmentally handicapped students made sense of their experience in a variety of inclusive and segregated classrooms in four urban school settings. It followed these students in two elementary schools and two junior high schools over a period of 6 years. The information from participant observation as well as teacher and student interviews supports inclusive schooling. It suggests that, as the students moved into and out of traditionalist and inclusive classrooms, they presented a changing sense of themselves in relation to ideological beliefs and practices within particular schools and classrooms. Students in inclusive classrooms constructed a sense of themselves that was significantly different (and more positive) from those in either segregated or traditionalist classrooms.     

越轨正功能对学生管理工作的启示

越轨是对规则的违反。因为规则具有变动性,外在主体总是具有控制意图和个体内在的趋利性等因素的存在,使越轨的产生具有了必然性。但越轨并不总是消极的现象,它也具有正功能,它可以明确规则的目的和要求、暴露旧规则的不足、推动新规则的建立和引导社会变革。正确认识和评价越轨的正功能,对于社会转型期大学生越轨行为的教育管理具有重要的理论意义和指导作用。     

越轨创新的概念、测量及结果研究

回顾越轨创新行为的产生,梳理越轨创新的基本概念和测量量表,同时还对员工越轨行为的前因变量和结果变量进行探讨。通过对越轨创新行为的梳理和总结有助于引起管理实践者对员工特别是新生代员工越轨创新行为的关注,解决管理实践问题也有助于理论研究者发现和解决问题,进一步开展关于职场偏差特别是越轨创新行为的量化研究。