title: Risk management in stalking victims: A multi-agency approach to victim advocacy

authors: Jerath, Kritika

subjects: Social Sciences

abstract: A pilot Multi-Agency Stalking Intervention Programme (MASIP), introduced in three police forces in England, provided among a range of interventions, the delivery of safety planning advice, and needs-based support for stalking victims through a bespoke advocacy service. The ultimate aim of MASIP was to equip victims with tools to manage the variety of harms caused by stalking, as well as enable them to access the criminal justice system with adequate support. This study explores the personal needs of stalking victims from the perspectives of stalking victims, advocates and stakeholders involved in the intervention program, as part of a larger evaluation study conducted by the authors. Semi-structured interviews were conducted with a total of 10 stalking victims who participated in the MASIP, three advocates who directly interacted with the victims, and 19 MASIP stakeholders involved in the project. Findings revealed that overall, victims believed the advocacy service aided their ability to cope with the realities of stalking. Having a victim advocate as single point of contact made victims’ journey through the justice system easier to navigate, provided them with the emotional support that they required to deal with the harms of stalking and the practical advice offered regarding their personal safety, and allowed them to feel in control of their own risk management. Advocates reported that the multi-agency context helped in risk assessment and ability to design and deliver bespoke support plans, which uniquely improved victims’ engagement with the service. Due to the small size and possibly biased sample, our conclusions must be interpreted with caution.

text: Risk management in stalking victims: A multi-agency approach to victim advocacy A pilot Multi-Agency Stalking Intervention Programme (MASIP), introduced in three police forces in England, provided among a range of interventions, the delivery of safety planning advice, and needs-based support for stalking victims through a bespoke advocacy service. The ultimate aim of MASIP was to equip victims with tools to manage the variety of harms caused by stalking, as well as enable them to access the criminal justice system with adequate support. This study explores the personal needs of stalking victims from the perspectives of stalking victims, advocates and stakeholders involved in the intervention program, as part of a larger evaluation study conducted by the authors. Semi-structured interviews were conducted with a total of 10 stalking victims who participated in the MASIP, three advocates who directly interacted with the victims, and 19 MASIP stakeholders involved in the project. Findings revealed that overall, victims believed the advocacy service aided their ability to cope with the realities of stalking. Having a victim advocate as single point of contact made victims’ journey through the justice system easier to navigate, provided them with the emotional support that they required to deal with the harms of stalking and the practical advice offered regarding their personal safety, and allowed them to feel in control of their own risk management. Advocates reported that the multi-agency context helped in risk assessment and ability to design and deliver bespoke support plans, which uniquely improved victims’ engagement with the service. Due to the small size and possibly biased sample, our conclusions must be interpreted with caution.

year: 2020-12-15

title: The place and meaning of physical culture in the lives of underserved young women in a Canadian inner-city

authors: Lemoine, Meghan

subjects: interpretive phenomenolgy

abstract: The purpose of this study was to explore underserved young women's experiences and understandings of physical culture (Kirk, 1999).  There is evidence that once young people reach the age of adolescence, patterns of participation in physical activity decline (Humbert, Chad, Burner, Spink, Muhajarine, Anderson, Girolami, Odnokon, & Gryba, 2008)  and in Canada this drop is more significant for young women then young men (Wharf Higgins, Gaul, Gibbons, & Van Gyn, 2003).  While there is a growing body of research indicating that young people’s experiences with physical activity are different across social, cultural and physical locations (Burrows & McCormack, 2011), the perspectives of young women who are situated in marginalized communities are rarely sought (Hill & Azzarito, 2012; Dagkas & Hunter, 2015). What is undoubtedly known about young women in marginalized communities is that they have less access and opportunities to engage in physical culture than their counterparts in affluent communities (Sabo, 2009). This research sought to make sense of this outcome by diving into the lived experiences of the young women who live in these communities, specifically an underserved community in a Canadian city. Data were collected from 6 young women between ages 12 and 18 using in-depth semi-structured interviews. The data were analyzed using an interpretive phenomenological analysis. Five key themes emerged: (1) Attitudes Towards Physical Activity (2) Supports (3) Constraints (4) Gender Discourse (5) Centrality of the Body in Physical Culture.  While some findings mirrored those present in existing research literature, others suggest there are particular supports and constraints to participation that distinguish these young women's experiences in an underserved community. The neighbourhood community center emerged as a crucial support for these young women's engagement in physical activity. It is important that the programs in these kinds of spaces continue to be supported financially to provide young women with access and opportunities to physical activity. Further, policy makers and teachers must consider the wider circumstance of their lives as underserved young people and actively seek to create equitable opportunities.

text: The place and meaning of physical culture in the lives of underserved young women in a Canadian inner-city The purpose of this study was to explore underserved young women's experiences and understandings of physical culture (Kirk, 1999).  There is evidence that once young people reach the age of adolescence, patterns of participation in physical activity decline (Humbert, Chad, Burner, Spink, Muhajarine, Anderson, Girolami, Odnokon, & Gryba, 2008)  and in Canada this drop is more significant for young women then young men (Wharf Higgins, Gaul, Gibbons, & Van Gyn, 2003).  While there is a growing body of research indicating that young people’s experiences with physical activity are different across social, cultural and physical locations (Burrows & McCormack, 2011), the perspectives of young women who are situated in marginalized communities are rarely sought (Hill & Azzarito, 2012; Dagkas & Hunter, 2015). What is undoubtedly known about young women in marginalized communities is that they have less access and opportunities to engage in physical culture than their counterparts in affluent communities (Sabo, 2009). This research sought to make sense of this outcome by diving into the lived experiences of the young women who live in these communities, specifically an underserved community in a Canadian city. Data were collected from 6 young women between ages 12 and 18 using in-depth semi-structured interviews. The data were analyzed using an interpretive phenomenological analysis. Five key themes emerged: (1) Attitudes Towards Physical Activity (2) Supports (3) Constraints (4) Gender Discourse (5) Centrality of the Body in Physical Culture.  While some findings mirrored those present in existing research literature, others suggest there are particular supports and constraints to participation that distinguish these young women's experiences in an underserved community. The neighbourhood community center emerged as a crucial support for these young women's engagement in physical activity. It is important that the programs in these kinds of spaces continue to be supported financially to provide young women with access and opportunities to physical activity. Further, policy makers and teachers must consider the wider circumstance of their lives as underserved young people and actively seek to create equitable opportunities.

year: 2020

title: Te Whanake Online: An interactive resource for Māori language learning

authors: Ka'ai, Tānia M.

subjects: New Zealand

abstract: The promotion of the Māori language is regarded by Māori as essential to the survival of Māori culture, arts, history and identity. The goal of the Te Whanake Online project is to develop a series of online interactive modules to complement an established Māori language learning set of texts and related resources, called Te Whanake. Te Whanake Online supports an immersion or game-style approach to language learning. Currently the fifteen modules for the first book in the series, Te Whanake 1 Te Kākano, have been completed. Each module begins with an animated movie introducing the new language of the module. Between nine and sixteen activities in each module provide practice in a wide range of spoken and written language skills, including listening with comprehension, speaking, reading with comprehension, writing and activities to help learn grammatical structures and vocabulary. The project means that Māori language learners will have access to an online resource which is at the forefront of current thinking and practice in language learning online and firmly grounded in a successful and well-established Māori language series of texts, study guides, audio-visual resources, a dictionary-index, and teachers' manuals. This article outlines the project background, its design, evaluation and the outcomes.

text: Te Whanake Online: An interactive resource for Māori language learning The promotion of the Māori language is regarded by Māori as essential to the survival of Māori culture, arts, history and identity. The goal of the Te Whanake Online project is to develop a series of online interactive modules to complement an established Māori language learning set of texts and related resources, called Te Whanake. Te Whanake Online supports an immersion or game-style approach to language learning. Currently the fifteen modules for the first book in the series, Te Whanake 1 Te Kākano, have been completed. Each module begins with an animated movie introducing the new language of the module. Between nine and sixteen activities in each module provide practice in a wide range of spoken and written language skills, including listening with comprehension, speaking, reading with comprehension, writing and activities to help learn grammatical structures and vocabulary. The project means that Māori language learners will have access to an online resource which is at the forefront of current thinking and practice in language learning online and firmly grounded in a successful and well-established Māori language series of texts, study guides, audio-visual resources, a dictionary-index, and teachers' manuals. This article outlines the project background, its design, evaluation and the outcomes.

year: 2006-09