Stalking is considered a public health priority with a range of adverse outcomes. This paper aims to explore existing literature on children and adolescents as perpetrators of…
Abstract
Purpose
Stalking is considered a public health priority with a range of adverse outcomes. This paper aims to explore existing literature on children and adolescents as perpetrators of stalking, with a focus on rates of stalking and victim and perpetrator characteristics associated with stalking.
Design/methodology/approach
A review of research where stalking was engaged in by those 18 years old and younger was conducted, where 17 manuscripts met criteria for review.
Findings
This review found a prevalence of young people engaging in stalking of between 5.3% and 36%. Considerations including demographics, typologies, prior relationship characteristics, stalking and pursuit tactics, cyberstalking and a brief consideration of the impact are given.
Practical implications
Literature considering perpetration remains thin, and future research should seek to move towards a widely acceptable definition of stalking, as well as considering effective interventions for early intervention, and to consider the role of mental health services in supporting perpetrators and victims, who may not always be mutually exclusive groups.
Originality/value
This paper extends previous literature reviews; the authors understand this to be original work that contributes to a gap in the literature.
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Keywords
Allen Copenhaver, Andrew S. Denney and Victoria Rapp
The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of…
Abstract
Purpose
The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.
Design/methodology/approach
In total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).
Findings
Findings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.
Practical implications
The results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.
Originality/value
The literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.
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This study aims to explore school health promotion (HP) as a set of institutionally embedded professional practices.
Abstract
Purpose
This study aims to explore school health promotion (HP) as a set of institutionally embedded professional practices.
Design/methodology/approach
This is a qualitative study using data from nineteen interviews with school professionals in Sweden. Data analysis was informed by practice theory and an institutional logic perspective.
Findings
School professionals constructed practical understandings of HP at the intersection between institutional directives and professional values. Professionals were challenged by multiple and occasionally ambiguous policy directives as well as by multiple tiers of governance. Professional understandings of institutional directives were mediated by a bureaucratic logic and three instantiations of a professional logic (competence, pragmatic and entrepreneurial). School leadership was perceived as a crucial link between institutional directives and professional practices.
Practical implications
The findings draw attention to the need for policy revision and disambiguation as well as the need for establishing dynamic institutional dialogues across levels of governance. These measures can foster sage leadership and fruitful interprofessional collaboration within school HP.
Originality/value
The findings provide a multi-perspective view of school HP and link professional values to institutional ones. The study sheds light on the explanatory relevance of human cognition in practice contexts.