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The role of culture in understanding child sexual offending : examining feminist perspectives

Purvis, Mayumi and Ward, Tony 2006, The role of culture in understanding child sexual offending : examining feminist perspectives, Aggression and violent behavior, vol. 11, no. 3, May-June, pp. 298-312, doi: 10.1016/j.avb.2005.08.006.

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Title The role of culture in understanding child sexual offending : examining feminist perspectives
Author(s) Purvis, Mayumi
Ward, Tony
Journal name Aggression and violent behavior
Volume number 11
Issue number 3
Season May-June
Start page 298
End page 312
Publisher Elsevier Science
Place of publication New York, N. Y.
Publication date 2006-05
ISSN 1359-1789
1873-6335
Keyword(s) culture
feminist perspectives
child sexual offending
Summary Psychological theories on child sexual abuse continue to dominate etiological and rehabilitative approaches to understanding and treating sexually abusive behavior. However, even though psychological researchers are motivated toward development of comprehensive and highly integrated theories, there has been continued neglect of the cultural dimensions of child sexual abuse. Feminist theories of child sexual abuse have been particularly helpful in filling this explanatory gap, as they have persisted in locating sexually abusive behavior within a cultural context. In this paper we review and critique selected feminist theories on child sexual abuse with the aim of establishing their explanatory scope and utility. Overall, we found that feminist perspectives were useful in justifying and establishing social policies aimed at preventing the sexual abuse of children from ever commencing. However, despite this strength, they offer little guidance in the treatment of individual offenders.
Language eng
DOI 10.1016/j.avb.2005.08.006
Field of Research 170199 Psychology not elsewhere classified
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2005, Elsevier Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034200

Document type: Journal Article
Collection: School of Psychology
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