title: Rape: Psychopathology, theory and treatment

authors: Gannon, Theresa A.

subjects: rape

abstract: Whether treatment programs are effective at rehabilitating rapists is yet to be determined empirically. From a scientist–practitioner perspective, treatment should be based on an empirical understanding of rape and rapists, and evidence-based knowledge of treatment outcome with rapists. In this paper we comprehensively review the characteristics of rapists, etiological features implicated in the commission of rape, and relevant treatment outcome research. We pay particular attention to contemporary knowledge about the core vulnerabilities and features required to understand and treat rapists effectively, and, where possible, highlight similarities and differences between rapists, child molesters and non-sexual violent offenders. We use an epistemological framework to (a) critique the various etiological accounts of rape available and (b) help guide professionals' use of such knowledge in both treatment design and evaluation. Gaps in the understanding of rapists' characteristics and etiological features are highlighted, as are discrepancies between current knowledge and treatment approaches. We conclude by highlighting areas for future research and practice innovation.

text: Rape: Psychopathology, theory and treatment Whether treatment programs are effective at rehabilitating rapists is yet to be determined empirically. From a scientist–practitioner perspective, treatment should be based on an empirical understanding of rape and rapists, and evidence-based knowledge of treatment outcome with rapists. In this paper we comprehensively review the characteristics of rapists, etiological features implicated in the commission of rape, and relevant treatment outcome research. We pay particular attention to contemporary knowledge about the core vulnerabilities and features required to understand and treat rapists effectively, and, where possible, highlight similarities and differences between rapists, child molesters and non-sexual violent offenders. We use an epistemological framework to (a) critique the various etiological accounts of rape available and (b) help guide professionals' use of such knowledge in both treatment design and evaluation. Gaps in the understanding of rapists' characteristics and etiological features are highlighted, as are discrepancies between current knowledge and treatment approaches. We conclude by highlighting areas for future research and practice innovation.

year: 2008

title: Making our work matter: From spectator to engagement through public organization and management studies

authors: Cunliffe, Ann L.

abstract: There are growing concerns about making our work matter in society and organizations, narrowing the theory–practice gap by doing research that has impact. In this paper, we suggest that there is more at stake than the issue of relating theory to practice, that we need to consider how we generate knowledge and think about its relevance. We argue that at the heart of such an endeavor lie critical ontological and epistemological considerations: first, the need to rethink our self–Other relationships—the nature of the relationship between ourselves as scholars and community members; and second, the need to generate more situated and relational forms of knowing-from-within that address social and environmental issues. Drawing on the work of critical sociologist Michael Burawoy, we elaborate four approaches to generating knowledge within organization and management studies (OMS), arguing that a public organization and management studies approach offers one way of making our work matter, requiring us to move from being spectators of the world to becoming actively engaged with multiple Others in generating knowledge and action. We discuss both the challenges and opportunities of a public OMS, offering examples of how we can become more actively engaged.

text: Making our work matter: From spectator to engagement through public organization and management studies There are growing concerns about making our work matter in society and organizations, narrowing the theory–practice gap by doing research that has impact. In this paper, we suggest that there is more at stake than the issue of relating theory to practice, that we need to consider how we generate knowledge and think about its relevance. We argue that at the heart of such an endeavor lie critical ontological and epistemological considerations: first, the need to rethink our self–Other relationships—the nature of the relationship between ourselves as scholars and community members; and second, the need to generate more situated and relational forms of knowing-from-within that address social and environmental issues. Drawing on the work of critical sociologist Michael Burawoy, we elaborate four approaches to generating knowledge within organization and management studies (OMS), arguing that a public organization and management studies approach offers one way of making our work matter, requiring us to move from being spectators of the world to becoming actively engaged with multiple Others in generating knowledge and action. We discuss both the challenges and opportunities of a public OMS, offering examples of how we can become more actively engaged.

year: 2022

title: An examination of genres and text-types in written Māori discourse: Analysis and pedagogic implications

authors: Houia-Roberts, Ngaere

abstract: The overall aim of this research project is to determine what genres and text-types are most commonly required of students at upper secondary and tertiary levels in Māori-medium educational settings (Chapter 4), and to further determine, in relation to the analysis of authentic texts written by educated users of the language who have a high level of proficiency, how such genres and text-types are typically structured (Chapters 5 and 6). It is intended that this information should provide teachers and students with a solid foundation for the development of the skills required to create written texts in Māori that are structured in ways that are as close as possible to authentic discourses written by educated and highly proficient users of the language (Chapter 7). The thesis begins by providing some background to the research and outlining the primary aims, research questions and research methods (Chapter 1). This is followed by a critical review of some general landmark publications in the area of genre and text-type (Chapter 2).More pedagogically-centred, process-oriented approaches to genre and text-type are then critically reviewed in the context of the design of the model which underpins the analyses conducted in the following chapters.

text: An examination of genres and text-types in written Māori discourse: Analysis and pedagogic implications The overall aim of this research project is to determine what genres and text-types are most commonly required of students at upper secondary and tertiary levels in Māori-medium educational settings (Chapter 4), and to further determine, in relation to the analysis of authentic texts written by educated users of the language who have a high level of proficiency, how such genres and text-types are typically structured (Chapters 5 and 6). It is intended that this information should provide teachers and students with a solid foundation for the development of the skills required to create written texts in Māori that are structured in ways that are as close as possible to authentic discourses written by educated and highly proficient users of the language (Chapter 7). The thesis begins by providing some background to the research and outlining the primary aims, research questions and research methods (Chapter 1). This is followed by a critical review of some general landmark publications in the area of genre and text-type (Chapter 2).More pedagogically-centred, process-oriented approaches to genre and text-type are then critically reviewed in the context of the design of the model which underpins the analyses conducted in the following chapters.

year: 2004