Victimization

This paper focuses on the two contradictory themes of feminism and victimizing women in Disney Classics, a series of films which are based on famous fairy tales and the development of the changes undergone by these stories over time. The study is carried out through an analysis of the themes of the stories with a critical feminist approach in three chronological stages. Previous studies have explored these themes, but no report to date has used a chronological approach to compare the significance of the mentioned themes with the stages of feminism. These stories develop in line with developments in society and widen their perspective when examined through a feminist lens, and this change is also reflected in the Disney treatments of these tales. Despite the similarities in the plots of Snow White and the Seven Dwarfs, Cinderella, The Sleeping Beauty, and The Little Mermaid, the representations of the voice and agency of the female characters in these films differs significantly, especially in the case of Snow White.

Résumé

Le but de l’article est de dévoiler les représentations des notions de risque chez les jeunes itinérants. Son objectif est de contribuer à la compréhension de la notion de risque concernant un groupe qui se dépeint lui-même comme « à risque » et évoluant dans un monde et une phase de vie définis comme incertains (Galland, 1993 ; Gilbert, 2004 ; Le Breton, 2005 ; Parazelli, 1999 ; Turz, 1993). Plus précisément, la recherche sur laquelle se base l’article s’intéressait à appréhender les constructions du risque que font les jeunes de la rue eux-mêmes en lien avec leurs identités en évolution, d’autant plus que ces jeunes sont définis comme un groupe à risque. Une sociologie de la jeunesse à risque prend de l’ampleur dans la littérature et oscille entre deux pôles : victimisation et déviance. Or les expériences des jeunes sont méconnues et peu considérées hors de ce pendule. L’article tente de combler ce vide.

Abstract

The goal of this article is to explore conceptualizations of risk among homeless youth. It offers a wider lens into notions of risk by exploring more complex and nuanced understandings from their point of view and in conjunction with the evolution of their identities. This article argues that a sociology of risk has arisen in the literature to describe and categorize homeless youth’s experiences, and oscillates between two poles : victimization and deviance. However, while homeless youth have been identified as « at-risk » due to their young age, their marginalized status and the uncertain times in which we live (Galland, 1993 ; Gilbert, 2004 ; LeBreton, 2005 ; Parazelli, 1999 ; Turz, 1993), little is known about how youth perceive, negotiate and respond to risk in their everyday lives. This article is an attempt to respond to these unknowns.

El trabajo presenta los resultados de la Encuesta de Victimización realizada en la Ciudad de Córdoba, Argentina, durante 2019. Se abordan prevalencias delictuales, tasa de denuncia, características de los delitos, sensación de seguridad, medidas de seguridad adoptadas, evaluación de las instituciones del sistema de seguridad pública.

According to Weiner's model, help giving has various determinants such as social and individual causes, affective reactions, and responsibility. The aim of this study was (1) to examine the influence of bullying acts, the victim's behavior at work, and revictimization on equity judgments and the perceived responsibility of perpetrators and victims; and (2) to test the determinants of help decisions. Twelve vignettes of bullying at work submitted to 133 participants varied according to the severity of bullying, the victim's pro-or antisocial behaviors, and the victim's antecedents. The results showed that the situation was judged less equitable, the victim less responsible, and the perpetrator more responsible, and the intention of help was increased, (1) when the perpetrator's acts were serious, and (2) when the bullied person had shown prosocial behavior versus antisocial behavior. The help increased more (1) when the perpetrator's acts were harmful and (2) when the victim had shown prosocial behaviors.

In this paper, we analyze information collected from a variety of electronic news sources on cases of cyberbullying.  Utilizing a case study approach, we examined in detail victims’ experiences with cyberbullying. Each case study involved a female teenage girl who committed suicide following repeated cyberbullying. Two of the three cases involved the sharing of explicit sexual material, which triggered further cyberbullying behaviors by the girls’ classmates. All girls had tried to escape the cyberbullying behaviors by leaving school and/or switching schools, but they were intentionally and continuously targeted. In addition, the girls had prior suicide attempts before they committed suicide. We argue that parents should be aware of what their kids are doing online and establish rules for technology usage, and encourage their children to talk to them immediately if they are cyberbullied.

Autism is a pervasive neurodevelopmental disorder primarily affecting social communication, cognition, and sensory perception. Autistic individuals tend to struggle with nonverbal communication, and many struggle with verbal language as well. Cognitive differences can include highly focused interests and executive dysfunction, and autism often co-occurs with attention deficit hyperactivity disorder (ADHD) or learning disabilities. Recently, attention has begun turning towards the sensory differences reported by autistic individuals, which may include experiencing certain sensations as overwhelming or even painful, having difficulty processing streams of sensory information, and seeking out certain sensations as particularly pleasurable or fascinating. Autism can be diagnosed at any age, and indeed, with the rising awareness of autism over the past decade, many adults are now finding themselves with a new label for their lifelong feelings of alienation and difference. As a difference in neurology, autism cannot be "cured," and many autistic individuals find the idea of curing their neurological differences undesirable and offensive. Nevertheless, autistic traits tend to lead to difficulties and disability in engaging with society. There are reasons to believe that dissociation is a common experience for individuals with developmental disorders and particularly autism. Several risk factors for dissociation, such as anxiety and trauma, are known to be elevated in autistic populations. Further, dissociative symptoms are reported by many autistic adults in online forums, social media, 151 DISSOCIATION IN AUTISM SPECTRUM DISORDERS: AN UNDER-RECOGNIZED SYMPTOM and blogs. Preliminary research supports that dissociation is a common experience for autistic individuals, especially those that have experienced trauma. This may have important implications for working with the symptoms and coping mechanisms that autistic individuals find relevant to their daily life. This chapter draws particular attention to the lived experiences of autistic individuals. Often, research on autistic individuals comes from a neurotypical-that is, nonautistic-perspective. Not only are these perspectives less likely to be relevant to the lives of autistic individuals, but they may prove actively stigmatizing by presenting a deficitfocused model of autism. Additionally, autism research and narratives have historically focused primarily on the impacts on and reactions of neurotypical family members. This chapter strives to prioritize the perceptions and needs of autistic individuals in a respectful and collaborative manner. To that end, both authors are themselves autistic, and the chapter highlights the narratives provided by other autistic individuals collected as part of a survey on autism and dissociation. Risk Factors ANXIETY Anxiety is common among autistic individuals, affecting between 11% to 84% (see Steensel et al., 2011). 20% to 57% of autistic youth have been reported to have symptoms of social anxiety specifically (see Wood & Gadow, 2010). The true prevalence is hard to estimate because of a lack of measures validated for this population (Wood & Gadow, 2010) and because some anxiety diagnoses require that an autistic individual have anxiety beyond what might be considered typical for the disorder. General, social, and separation anxiety are to an extent typical features of autism (Steensel et al., 2011). partner violence among women and men reporting activity limitations. Annals of Epidemiology, 16(8), 644-651.

With more and more organisations across the globe facing the challenge of diversity management, Kurt April, Amanda April and Vibha Sharma look at the negative effects on employees who experience discrimination and exclusion in the workplace.

Objective: Using data from the 2015 National Crime Victimization Survey School Crime Supplement, this study examines differential outcomes for youth who report nonbias-based bullying, bias-based bullying on the basis of one social identity, and bias-based bullying on more than one social identity. Method: Data were gathered from youth aged 12 to 18 who reported experiences of bullying (N 􏰀 678, 44.2% male). The study tested outcomes regarding (a) rates of afterschool activity participation, (b) participants’ self-reported fear, and (c) self-reported school avoidance and the relative impact of mediators (the negative effects of bullying, participants’ perceptions of school safety, social support, and school fairness) across three types of bullying experiences. Results: Results demonstrate that perceptions of school safety, social support, and school fairness generally buffer youth from the negative effects of bullying but that these relationships differ depending on whether the victim experiences nonbias-based bullying or bias-based bullying and depending on if they are targeted because of one or multiple facets of their social identity. Further, results indicate that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying. Conclusion: The findings have implications for how schools should implement interventions that address bias and prejudice in bullying and should tailor interventions to the unique experiences of youth who report bias-based and nonbias-based bullying.