\u201cIs Our Daughter Crazy or Bad?\u201d: A Case Study of Therapeutic Assessment with Children

In this paper we present a new model of intervention with documented efficacy that combines psychological tests and assessment methods with therapeutic techniques to promote change in clients. We will discuss Therapeutic Assessment of Children and their families (TA-C) through the case of a 4-year-old girl, Clara, and her family. Clara\u2019s parents were distressed by her uncontrollable rage outbursts and feared she might be \u201ccrazy\u201d. The treatment helped to shift the narrative the parents had about Clara and give new meanings to her behaviors. We describe in detail the steps of the assessment and provide a theoretical discussion of the therapeutic processes involved

Alissa R. SherryTHE BLACK LESBIAN EXPERIENCE: THE INTERTWINING OF RACE AND SEXUALITY

me grounded. Thank you for agreeing to work with me and for offering invaluable support, feedback, and mentoring. You are my feminist role model. Second, I would like to thank my family. My mom and my husband, Phillip, none of this would exist without you. Your computer support, editing, and more importantly your love and emotional support are invaluable. My baby boys, Guinness and Griffin, who remind me everyday that there are things that are more important than academic pursuits. Third, my friends and family who listened to me go on and on about dissertation, in particular, Naomi Moller who provided me with much statistical and emotional support and friendship. Who knew we’d gain so much from nanny-sharing. Finally, I am grateful to the women that entrusted me with their experiences, I truly learned more than I expected

Teachers' attitudes towards reporting child sexual abuse: problems with existing research leading to new scale development

This paper details a systematic literature review identifying problems in extant research relating to teachers’ attitudes towards reporting child sexual abuse, and offers a model for new attitude scale development and testing. Scale development comprised a five-phase process grounded in contemporary attitude theories including: a) developing the initial item pool; b) conducting a panel review; c) refining the scale via an expert focus group; d) building content validity through cognitive interviews; e) assessing internal consistency via field testing. The resulting 21-item scale displayed construct validity in preliminary testing. The scale may prove useful as a research tool, given the theoretical supposition that attitudes may be changed with time, context, experience, and education. Further investigation with a larger sample is warranted