ORCID Profile
0000-0003-3830-9874
Current Organisations
Victoria University
,
Monash University - Caulfield Campus
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Publisher: Wiley
Date: 07-05-2018
DOI: 10.1002/AJS4.41
Publisher: Routledge
Date: 08-12-2016
Publisher: Oxford University Press
Date: 08-03-2012
Publisher: SAGE Publications
Date: 06-2200
Publisher: Hindawi Limited
Date: 19-02-2018
DOI: 10.1111/HSC.12551
Abstract: It is frequently asserted that pressures to assess and manage risk have eroded the therapeutic, rights-based foundation of the human services profession. Some argue that human service workers operate in a culture of fear in which self-protection and blame avoidance, rather than clients' needs, primarily drive decision-making. In the field of Adult Guardianship, it has been suggested that organisational risk avoidance may be motivating applications for substitute decision-makers, unnecessarily curtailing clients' rights and freedoms. However, the absence of research examining the operation of risk within Guardianship decision-making inhibits verifying and responding to this very serious suggestion. This article draws on semi-structured interviews conducted with 10 professionals involved in the Victorian Guardianship system, which explored how issues of risk are perceived and negotiated in everyday practice. Risk was found to be a complex and subjective construct which can present both dangers and opportunities for Guardianship practitioners and their clients. While a number of participants reported that Guardianship might sometimes operate as an avenue for mitigating the fear and uncertainty of risk, most participants also valued positive risk-taking and were willing, in their clients' interests, to challenge conservative logics of risk. These findings highlight the need for further research which examines how service providers and policy makers can create spaces that support open discussions around issues of risk and address practitioners' sense of fear and vulnerability.
Publisher: Wiley
Date: 07-12-2007
Publisher: Wiley
Date: 08-01-2010
Publisher: Wiley
Date: 19-04-2017
DOI: 10.1111/CFS.12289
Publisher: SAGE Publications
Date: 03-2012
Publisher: Brill
Date: 2013
DOI: 10.1163/15718182-02102001
Abstract: Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
Publisher: Brill | Nijhoff
Date: 2014
Publisher: SAGE Publications
Date: 11-2001
DOI: 10.1177/0907568201008004003
Abstract: Research at Monash University, Australia, highlights how the language chosen by some journalists and academics to refer to the child and the child's experiences may both reflect and influence the position and rights accorded to children in the English-speaking world. The authors contend that the current low status of children, and lack of respect given to their rights, may be perpetuated through `textual abuse'. This article particularly highlights `textual abuse' discovered in academic literature focusing on children and children's rights. The child is objectified in language denied his or her gender, which is essential to his or her identity and the child's gender appears to be used to pursue adult agendas. The authors stress the importance for children of `critical language awareness' if children are to be granted the recognition, rights and respect to which they are entitled.
Publisher: Informa UK Limited
Date: 23-06-2019
Publisher: Informa UK Limited
Date: 13-06-2018
Publisher: Wiley
Date: 04-2014
Publisher: Department of Applied Linguistics, Translators and Interpreters, University of Antwerp
Date: 13-12-2021
DOI: 10.52034/LANSTTS.V20I.595
Abstract: Interpreters and social workers frequently work together. They share some common goals and there is some similarity between the ethical guidelines that both professions follow. Despite this, interpreter-mediated social work encounters are rarely described, especially from the perspective of interpreting studies. Even more infrequent are studies that focus on trainee interpreters’ and social workers’ engagement in interprofessional education (IPE). Details of the design and delivery of IPE training sessions for interpreting and social work students, at Monash University from May 2017 to May 2019, are provided. The sessions featured two role-plays that simulated typical interactions in which interpreters and social workers work together. To assess the effectiveness of the IPE training in meeting both general and specific learning outcomes, three research questions were posed and the responses are reported in this article. The questions relate to the reported usefulness of role-plays in enabling the acquisition of desirable skills and knowledge an increase in the level of knowledge of the other professional group, one’s own group and the perceived benefits for service-users and the usefulness of pre- and post-interactional activities, such as briefing and debriefing. Responses to questionnaires were received from 218 of the 442 participating students. On a Likert scale with five gradings the average levels of agreement regarding the usefulness of role-plays are high, as are the levels of agreement about increases in knowledge of the other professional group and those of the students’ own professional group. The student informants reported that the skills they gained are likely to be beneficial to clients and patients with limited English proficiency. The trainees’ responses to their pre- and post-interactional interactions show that both groups registered a high level of agreement that briefings and debriefings are useful.
Publisher: Brill
Date: 08-08-2017
DOI: 10.1163/15718182-02502010
Abstract: This article focuses upon ‘the textual abuse of childhood in the English-speaking world’ (Saunders and Goddard, 2001). It highlights the significant role that the choice of words used to refer to children, and their experiences, plays in both the continued denial of children’s rights, and the perpetuation of children’s lesser status in relation to adults. The evolution in language apparent in international children’s rights documents is compared and contrasted with language adopted in some media articles, and in both fictional and academic literature, provoking thought about children and their experiences. Attention is particularly drawn to evidence of textual abuse in literature that ostensibly advocates for greater acknowledgement of each child as a person with human rights and an entitlement to dignity and respect. The author calls for a more critical awareness of language as a powerful influence on people’s attitudes and behaviours. It is argued that children occupy an ambivalent place in Western society – at once cherished, nurtured, precious and endearing, and yet ‘always othered’ (Lahman, 2008), and often belittled, subjugated, and subjected to ‘normalised’ violence as punishment for being a child. Children’s advocates ought to not only consciously adopt respectful and empowering written and spoken language in reference to children, they ought also to draw others’ attention to the potentially negative impact of ill-chosen or thoughtlessly adopted language. Fictional and academic literature, that thoughtfully and powerfully adopts language and expresses ideas that promote children’s rights, is recognised for its explicit and/or subliminal positive influence on children, adults and our future society.
Publisher: Wiley
Date: 2005
DOI: 10.1002/CAR.894
Publisher: Brill
Date: 12-2014
DOI: 10.1163/15718182-02204002
Abstract: Initially, this paper was delivered as a keynote address at the 17 th ispcan International Congress held in Hong Kong in 2008. It addresses the question: Can we conquer child abuse if we don’t first outlaw physical punishment of children? It is argued that children’s low status in society and children’s less than optimal development are inextricably linked to corporal punishment in childhood, as is the physical abuse of children that all too frequently begins as disciplinary violence, often euphemistically described as “smacking”, but tragically escalates, resulting in injuries and even death. Attention is drawn to increasing evidence from research around the world that reveals the futility and avoidable negative consequences of physical chastisement, and the paper ends on an optimistic note foreseeing the end of the corporal punishment of children in Asia and elsewhere – a world in which children’s rights are respected and children’s childhoods are freed from the pain and fear of disciplinary violence.
Publisher: SensePublishers
Date: 2015
Publisher: Informa UK Limited
Date: 06-05-2018
Publisher: Routledge
Date: 20-12-2010
No related grants have been discovered for Bernadette Saunders.