1
10
39
-
https://archive.ncfr.org/files/original/5f26a405255588a65f87744267878715.pdf
c5deed542c3e8e824c12514a9ad54c40
PDF Text
Text
Working with other professionals and participants is
critical
Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie,
PhD, Assistant Provost, Auburn University
Posted by Robert Hughes | September 24, 2015
“While we support all of these recommendations, we would encourage
a more collaborative and cocreated approach among feminist
researches, practitioners, and those whose lives we seek to enhance.
In other words, policy makers, therapists, educators, and community
members should not be our audience; they should be our partners. This
is, we believe, at the heart of what it would mean for work to have
catalytic and transgressive validity that promotes social change. We
would suggest that before being undertaken, feminist researchers could
make clear the challenge or change to the status quo they hope to
effect through their study. For example, is this work intended to inform
immigration policy, highlight the limited services for female veterans,
improve housing conditions for lowincome mothers and their children,
or substantiate the need for sexual assault programs on college
campuses? It would also seem important to identify the collaborations
which inform this research. For example, are female veterans and
service providers part of a team examining the current state of access
to needed health services for female veterans, and how have they been
part of the collaboration that generated the research questions and
method? On the back end of the research we not only can write about
the praxis we hope will occur but also can work with our partners to try
to implement it. Both identifying the intended change and then applying
the knowledge generated in a transformative way can be facilitated
when collaborating with these practitioners and community members.”
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Working with other professionals and participants is critical
Description
An account of the resource
We would encourage a more collaborative and co-created approach among feminist researches, practitioners, and those whose lives we seek to enhance.
Creator
An entity primarily responsible for making the resource
Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie, PhD, Assistant Provost, Auburn University
Identifier
An unambiguous reference to the resource within a given context
working-other-professionals-and-participants-critical
Date
A point or period of time associated with an event in the lifecycle of the resource
September 24, 2015
-
https://archive.ncfr.org/files/original/c26c9f3a3083987f13e0e8205e1263e7.pdf
8baa98be45dc0ba555101bd24ebab4bb
PDF Text
Text
Which of these has a stronger link to becoming a
perpetrator or victim of adult IPV: witnessing parental
physical violence during childhood or experiencing
childhood physical abuse?
Ericka SmithMarek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez,
Jessica High, Sandra Stith, Marcos Mendez
Posted by Ashton Chapman | February 01, 2016
In our metaanalysis of 124 studies, “We were also curious about the
differential effects of witnessing interparental violence and experiencing
child abuse on the likelihood of becoming a perpetrator or victim of
adult IPV, since there has been a lack of consensus on this issue
(Iverson, Jimenez et al., 2011). Our results indicated that there are no
significant differences in the effects of witnessing interparental violence
(r = .25) as compared to experiencing child abuse (r = .21) on adult
perpetration. Similarly, there were no significant differences between
witnessing interparental violence (r = .21) and experiencing physical
child abuse (r = .21) on adult victimization.
On the surface, these results may not appear to provide support for the
developmentalinteractional model, since the model posits that
experiencing parental violence has a larger impact than witnessing
interparental violence in shaping aggressive behavior in the future. We
suggest, however, that this study was unable to precisely compare the
relative strength of witnessing interparental violence and experiencing
child abuse, as studies often did not distinguish between individuals
that had witnessed and experienced violence in their familyoforigin
and individuals that had only witnessed interparental violence or only experienced physical child abuse” (p.
510).
Are there other examples of findings that fit this explanation or are there alternative explanations
for these results?
“It may, for example, be possible that witnessing intimate terrorism in the home may be more strongly
associated with adult IPV than experiencing physical abuse or that experiencing child abuse may be more
strongly associated with adult IPV than witnessing situational couple violence between parents” (p. 510).
However, since “few studies make distinctions between types of IPV witnessed or experienced…we were
unable to analyze whether childhood experiences of violence and later IPV are differentially affected by the
type of childhood violence experienced or witnessed” (p. 511).
�Any evidence on this matter? Does this seem right? Why or why not?
Share your thoughts
Posted by Allegra Hoffman | February 3, 2016 10:34am.
While reading this article, I wondered what could be done to make sure that the research and data was more
accurate. Myself, I do not know if witnessing parental abuse or actually going through it as a child would have a
bigger effect. After reading this article, it seems that they are pretty much the same which is interesting. I think that
this is so interesting because when you are a child, it is almost like you are scarred for the rest of your life when
something bad happens thus not wanting to pass that on to your child. But then I thought about the fact that when
you are seeing your parents involved in violence, that may scar you as well, so then I though that this poll would
definitely be very similar than too because they would both have similar effects. Overall, great research and ideas
and a very thorough study.
Posted by Andrea Castillo | February 2, 2016 11:19pm.
Although there wasn't much of a difference between experiencing child abuse and witnessing IPV, most data is not
very representative of people who witness IPV or experience child abuse. There is so much abuse and neglect and
witnessing in other countries with many disparities and that data was not included in this study. Children with such
disparities come from low SES and many other variables as described in this study, but the culture of a developed
country in comparison to a third world country. Something that might be worth looking into is the different types of
abuse in developing and third world countries. The data available might not be representative of those with IPV or
without it. Would the data and results change drastically?
Posted by Marcos Mendez | February 3, 2016 12:00pm.
Hi Andrea,
Let me respond to your comment regarding data representativeness and inclusion criteria. We agree that this
study was mainly a sample of heterosexual adults living in the USA (58 studies reporting perpetration, 45
reporting victimization), however we were able to include a substantial number of international studies (26
studies reporting perpetration, 20 reporting victimization)—so almost 1/3 of our studies represented
international samples. This is actually a pretty good ratio compared to other metaanalyses (due to their
inclusion/exclusion criteria, some metaanalyses don’t include even 1 international study!). We were limited to
studies published in English, and which were available in the data bases mentioned in the method section.
Metaanalyses are limited by their inclusion/exclusion criteria as well as by the quality and diversity of the
studies available. If researchers have difficulty obtaining sufficient resources, this can make it more challenging
to conduct research internationally, which means that the majority of the present studies in the field have
gathered data from samples in the USA. But we agree, that cultural differences definitely play a very important
role!
Posted by Rebecca Chae | February 2, 2016 8:48pm.
I agree that this study wasn't able to precisely distinguish the relative strength of witnessing interparental violence
and experiencing child abuse. With each home and each test subject, they all experience a different kind of
violence or abuse within their home. I think another study that could be proposed is if witnessing or experiencing
emotional abuse is more directly associated with adult IPV than experiencing or witnessing physical abuse. It could
be that although people experience physical abuse, those who are exposed to more emotional abuse and what how
that affects their minds, are the ones that suffer more from adult IPV.
Posted by Marcos Mendez | February 3, 2016 12:01pm.
Hi Rebecca,
�Yes, we agree that comparing witnessing parental violence vs. experiencing emotional/psychological child
abuse would also be an interesting comparison!
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Which of these has a stronger link to becoming a perpetrator or victim of adult IPV: witnessing parental physical violence during childhood or experiencing childhood physical abuse?
Creator
An entity primarily responsible for making the resource
Ericka Smith-Marek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez, Jessica High, Sandra Stith, Marcos Mendez
Identifier
An unambiguous reference to the resource within a given context
which-these-has-stronger-link-becoming-perpetrator-or-victim-adult-ipv-witnessing-parental
Date
A point or period of time associated with an event in the lifecycle of the resource
February 01, 2016
-
https://archive.ncfr.org/files/original/43fe331c20f007f58dad9501efef4e1a.pdf
f2807749712f1ab9961c17f00b58f729
PDF Text
Text
What is Feminist Accountability?
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD,
Associate Professor, University of Connecticut
Posted by Robert Hughes | September 22, 2015
In our paper....
“We further propose the concept of (more visible) feminist
accountability as a way to work with and against, and to embrace,
feelings of feminist fraudulence. To illustrate feeling like a feminist fraud
and feminist accountability, and to explore how they are present in
feminist family scholarship, we draw on our research experiences. We
continue an ongoing conversation that feminist family scholars started
decades ago. Reinvigorating the discussion is especially important
today, when “feminist scholarship and practice have become much
more challenging, given the advances in interdisciplinary feminist theorizing, intersectional, and
transnational perspectives” (Allen et al., 2009, p. 15).”
A few paragraphs later we write,
“As a way to work with, against, and embrace feelings of fraudulence, we propose the concept of feminist
accountability.2 In an era of accountability in the academy, our use of feminist accountability is in sharp
contrast to the neoliberal (i.e., individualist, freemarketbased ideology) economic accountability that is
permeating universities. The push for universities to embody business models results in a narrow,
reductionist, individualistic, and quantifiable understanding of education and faculty productivity. In
opposition to the values and practices endorsed in the said business model of accountability, feminist
accountability is expansive, nonquantifiable, collective, and engenders deep reflexivity, critical thought, and
fundamentally troubles the status quo (Allen, 2001).
Feminist accountability draws attention to ongoing processes by focusing on what researchers do (we
account for our participants' experiences) while simultaneously showcasing the responsibilities that
researchers shoulder (we are accountable, but to whom and what? To what extent does feminist
accountability extend beyond mainstream, academic accountability?). As Allen (2001) asked: “What is my
responsibility to the people whose lives I am studying? What do I owe them for giving me the opportunity to
get inside their lives? What do I want to give back? What do I now understand about the human existence
(my own included) as a result of conducting this work? How can the work benefit the wellbeing of others?”
(p. 806). Being “accountable” as a feminist involves a complex process of avoiding complacency through
infusing feminist theoretical questions, assumptions, and principles into the research process—which, of
course, ensures that many feminist scholars will experience discomfort and hesitation.”
�Share your thoughts
Posted by Jeremy Kanter | September 22, 2015 4:12pm.
The idea of feminist accountability and pondering where my accountability lies has been something I have wrestled
with for a long time as I continue my graduate career. Particularly the question raised of how my work benefits
others beyond the academic sphere. In an era where Facebook, Twitter, and other social media avenues are being
used so frequently by individuals and as a method to promote societal changes, two main questions arise: 1) How
can we infuse feminist scholarship into these media outlets to reach those who might have a negative, misguided
view on feminist theory? and 2) Is this a requirement of us? As academics, our lives are increasingly cluttered with
various responsibilities, is it fair for this to be added? And if so, where should this rank on the priorities we have as
researchers?
Posted by Megan Haselschwerdt | September 23, 2015 12:22pm.
Reply to Jeremy:
I do not think it is a requirement that we infuse feminist scholarship into media and social media outlets, but I do
think it is one way in which we can practice feminist praxis and share what we have learned over time and
experience in our daily lives. Every once in a while I decide I don't want to post about feminist issues on social
media, but then I get a message from someone outside of academia (often stay at home moms) who thank me
for posting about subjects they rarely think about, or subjects that never mattered to them but suddenly are an
issue (e.g., not facing discrimination in the workplace until she has a child and everything changes at work).
Because of this (and because I am a "sharer" and process through interaction with others), I continue to do so. I
would like to think I am helping raise awareness of a range of issues. For example, I purposefully use my White
privilege towards good ends by raising awareness of my privilege and highlighting the experiences of people of
color who face daily discrimination and sometimes violence/death. But again, I don't think it is a requirement,
but I do consider my knowledge and access to academic writing a privilege that I can disseminate via social
media. (I also can imagine tremendous value in social media as a place for cute animals and babies, comedy
clips, and personal photos only I simply don't know how to do this for me, personally.)
I should add that I spend very little time on this, compared to other "feminist endeavors," as I mostly just "share"
what others are taking the time to write/speak/show. I really respect academics who have blogs or contribute to
blogs on feminist issues, but that would not be the best use of my nontenured track professor time. I also don't
think it plays to my strengths, so I do think it is a personal decision. With that in mind, my online activism, if you
can call it that, is right in the midst of my other priorities, but I don't let it hinder my other work (that will actually
count towards tenure).
Posted by Ashton Chapman | September 23, 2015 9:33am.
The question of whether or not our research is 'feminist enough' aligns nicely with the concept of ‘feminist
accountability.’ Feelings of fraudulence can certainly creep up at many junctures; for example, we might
personally feel that our work isn't up to our own standards, or we may feel that our work will fall short of
expectations posed by other feminists, our fellow researchers, or peer reviewers. Much like what Allen (2001)
and Jeremy have suggested, I wonder where individuals outside of the academy (including consumers and
even nonconsumers of our feminist scholarship) fall on our priority list when questioning the scope of our work.
We ask ourselves “is our work feminist enough?” but I think this must be expanded upon to ask – “feminist
enough for who?" Given its focus on social justice, equality, and accessibility, we have a duty to consider the
humans on the other side of our data. After all, what good is our feminist scholarship if it only pushes academic
boundaries and fails to reach, or do justice to, the very individuals we are seeking to give voice to? Critical
assessment of our epistemologies and approaches to research are necessary for the creation of good science,
but I think selfdoubt can also serve as a powerful catalyst in forcing us to question how this work matters
beyond academies and institutions. Considered together, how might the feelings of selfdoubt and
accountability (many of which seem to be rooted in our empirical understanding and application of feminist
theory) be useful in creating a dialogue between scholars and nonacademics particularly those at the center
of our feminist work?
Posted by Elizabeth Sharp | September 24, 2015 9:50am.
�Reply to Ashton's comments:
I agree with you and think it is important to extend this discussion beyond academic feminists. Your
question of "feminist enough for who" is spot on. Yesterday, on our campus at Texas Tech, we had Annie
Clark and Andrea Pino (two women featured in the Hunting Ground Film, who helped start the widespread
awareness of the problem of sexual assault on college campuses). They said they had been criticized by
feminists for appearing in Glamour magazine. They felt like they couldn't "win" = they were never going to
make all feminists happy. They argued that it was important to speak out in Glamour because their
message would reach an audience that probably hasn't heard the message yet. I agree with them. And I
think we need to avoid the feminist infighting that has happened in the past and I think you are asking
how do we move out of that? And how can academic feminists engage in a meaningful, respectful ways
with feminists who may not have had exposure to the same feminist readings, etc.? I think always drawing
on the feminist principles of respect, active listening, and (kindly) challenging each other is one way
forward. My British colleague (Ruth Lewis) and I are working on a paper exploring this issue right now. We
are finding that some women experienced incredibly empowering moments in an (authentic) feminist space.
The issue of intergenerational feminisms (e.g., 2nd wavers vs 3rd wavers) and academic and non
academic feminists came up and the feminist principles enacted in the space helped them move beyond
feminist stereotypes and actions of disrespect... and there still was considerable disagreement but it was
respectful disagreement. The journal of Feminist Theory (with the feminist principles they have 4 co
editors!) works to avoid privileging one feminism over any other feminisms. You might consider pitching
your idea to them for a possible paper. And just FYI... at the NCFR preconference on Sexual Assault, our
keynote speaker (Jan Haaken) will be addressing this issue in terms of the various feminist framings re:
sexual assault and how our various lenses shape our responses.
Posted by Robert Hughes | September 22, 2015 11:57am.
How do we conduct ourselves in this way? What is the role of mistakes or puzzles or complexities in our research
and our research reports? There has been more discussion recently of the need to replicate studies and to make
our data available to other scholars, is this a path towards “feminist accountability”?
Can you identify other good examples of “feminist accountability” in your work?
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
What is Feminist Accountability?
Description
An account of the resource
We propose the concept of (more visible)feminist accountabilityas a way to work with and against, and to embrace, feelings of feminist fraudulence. To illustrate feeling like a feminist fraud and feminist accountability, and to explore how they are present in feminist family scholarship, we draw on our research experiences.
Creator
An entity primarily responsible for making the resource
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD, Associate Professor, University of Connecticut
Identifier
An unambiguous reference to the resource within a given context
what-feminist-accountability
Date
A point or period of time associated with an event in the lifecycle of the resource
September 22, 2015
-
https://archive.ncfr.org/files/original/33388a8601f755c4d7cd9810645bf224.pdf
427cbba02d49bf35199bd54252f224c8
PDF Text
Text
What does it mean to be a “scholar committed to
social justice"?
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD,
Associate Professor, University of Connecticut
Posted by Robert Hughes | September 24, 2015
“We, however, as feminist family scholars, need to continue to pursue
social justice. This tension, in part, was illustrated by the feminist family
scholar Alexis Walker's analysis of Journal of Marriage and
Family (JMF) articles during her tenure as editor. She questioned the
utility of the research published in JMF: Was it helping individuals and
families? What is to be gained from reading and thinking about the
research produced in a highly respected, mainstream journal? She
argued that most of the empirical work published was “disconnected
from the lives of so many others, lacking as it was in subjectivity,
reflexivity, and certainly intersectionality” (Walker, 2009, p. 26). Her
comments helped us more fully appreciate the context in which we are working and echoed questions we
had asked ourselves: Was our work and the lives and words of the women we studied merely destined to
languish on a dusty shelf, only to be discussed by us and other academics, or could we produce research
that could be used for something more? Such questions point to the ideas of transgressive validity, a
criterion by which studies are judged by whether they “incited discourse and contribute to a more critical
social science” (Lather, 1994, cited in Morrow, 2005, p. 253), and catalytic validity: Did the study result in
social change (Lather, 1991)?” For more go to.....
Share your thoughts
Posted by Robert Hughes | September 24, 2015 10:23am.
This interesting article popped into my inbox today. Jane Addams (Hull House, Chicago) was a powerful force for
social justice. At the close of this brief editorial, Powell asks these questions…
“We would be wise to consider sources of power and social obligation and what might be possible. Where does our
ship find its rudder? Do we bear witness by the way we routinely conduct our lives? Do small, right acts of kindness
and consideration, and the positions we take on incidents when justice is a factor, accumulate into a body of work?
We might as well start small— Jane did. Addams’ character began with small but weighty things that came to shape
her life’s work. Her sense of the sacred was grounded in the ordinary. She shunned indifference. We ourselves are
never too old to begin anew the work of remaking the world. “
William E. Powell, W. E. (2009). (Editorial) Bearing Witness: Jane Addams and the Effective Voice. Families
in Society: The Journal of Contemporary Social Services, 90:3, 243244
�Posted by Megan Haselschwerdt | September 24, 2015 10:03am.
I think this is a great place to put in a plug for an awesome Special Sessions that is cosponsored but a ton of
different groups at this year's annual conference but organized and hosted by the Inclusion and Diversity
Committee:
Wednesday at 8:30 am 9:45 am
SNP/IDC Panel: Social Justice Strategies of Family Researchers and Professionals in the Age of Ferguson
Panel: Antoinette Landor, Bill Allen, Bethany Letiecq
Moderator: Anthony James
Cosponsored by Research & Theory, Feminism & Family Studies, Family Therapy, Ethnic Minorities, Family Policy,
Religion and Family, and Advancing Family Science Sections.
I look forward to heating how NCFR members engage in social justice strategies as researchers and professionals
particularly in light of the ongoing racial injustices that impact many of us personally but also many of us
professionally as we work and study with families. I imagine some of the panelists will discuss social justice as it
pertains to their work as well as their personal lives and initiatives. I think it will be very thought provoking pushing
us all to think, like Alexis did in her 2009 article what use are our academic journal publications if they are devoid
of the voices and experiences of our participants...how can we ACTUALLY use our privilege as academics or
practitioners for good outside of academia?
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
What does it mean to be a "scholar committed to social justice"?
Description
An account of the resource
As feminist family scholars, we need to continue to pursue social justice.
Creator
An entity primarily responsible for making the resource
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD, Associate Professor, University of Connecticut
Identifier
An unambiguous reference to the resource within a given context
what-does-it-mean-be-scholar-committed-social-justice
Date
A point or period of time associated with an event in the lifecycle of the resource
September 24, 2015
-
https://archive.ncfr.org/files/original/657dace278845098c164931926c513b5.pdf
47eed5eabba7062b3a1878ae09a67f9e
PDF Text
Text
What can we do to intervene to reduce the risk of
child abuse and IPV in families?
Ericka SmithMarek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez,
Jessica High, Sandra Stith, Marcos Mendez
Posted by Ashton Chapman | February 03, 2016
In our article we conclude, “As family professionals, we have many
opportunities to intervene in the lives of families to reduce child abuse
and IPV and to support individuals and families who are working to heal
from such abuse. Our findings make it clear that childhood experiences
of witnessing or experiencing violence do not have to lead to violence in
the next generation. We can make a difference in the lives of children
and families” (p. 512)
Questions to consider:
1) Do our current approaches to child abuse and family violence
seem adequate?
2) Are there promising new programs and/or recommendations for
how to intervene with these families?
3) Since boys who are raised in a physically violence home may be more vulnerable than girls to
perpetrating adult IPV, are unique programs or policies needed?
Share your thoughts
Posted by Lauren Southwood | February 3, 2016 8:09pm.
I would say that our current approaches are adequate in helping band aid this issue and in a lot of cases truly help
these kids out. I do believe that it would drastically help this issue to mandate more programs in “at risk” areas such
as inner cities, high stress environments, places with more poverty, etc. By doing this we can reach a bigger
population of kids (and possibly adults) who need our help. I also believe that if a problem is suspected both
parents should be brought in separately and then together. By doing this we can analyze both parents individual
actions as well as how they interact together. We can possibly find out the perpetrator and victim by doing this as
well as help out the children. Our programs we have now and everything that is done to help is working out well, but
there is always room for improvement.
Posted by Valerie Sherman | February 3, 2016 10:13am.
Our current approaches to intervening in child abuse and family violence are adequate but I believe there is room
for improvement. I know that anyone who works with children in schools are considered mandated reporters,
�meaning if they are suspicious of child abuse and/or family violence they are required to report their suspicions with
whatever evidence they may have. One problem with this method is that in some cases, it may be quite difficult to
tell if a child is experiencing violence at home, especially if this violence is occurring between the child's parents.
So, although the child may not be experiencing violent actions to his own body, he is seeing it before his eyes, on
his own parents. This can emotionally damage a child, but this damage may be hard for a mandated reporter to see
on the surface. One possible solution may be to have continuous meetings with the child's parents where they both
must be present, either once/week or once/month, somewhere along those lines. If these meetings create
suspicions in mandated reporters, they may want to meet with each parent oneonone to either confirm or further
support these suspicions.
Posted by Marcos Mendez | February 3, 2016 12:05pm.
Hi Valerie,
Thank you for sharing your experience on the difficulty of reporting child abuse and thinking of ways to
overcome it.
Posted by Jeremy Kanter | February 3, 2016 9:58am.
The idea of intervening to help promote safety and diminish the likelihood of IPV in relationships is a goal many
researchers have put forth. Recent programs such as ePREP, a computerbased relationship education course has
shown to successfully reduce both physical and psychological aggression. These initial results are promising for a
more preventive approach to IPV, such that if educators can equip couples with appropriate skills, it can help
prevent IPV. However, just as this metaanalysis calls for a more comprehensive understanding of the influence of
various typologies of IPV, the same is needed for these preventative programs. That is, I would be curious if these
preventative programs help particularly with certain types of violence?
Further, it would be advantageous to evaluate these programs with more atrisk populations. Especially as research
on stress has suggested that skills can be diminished in a stressful environment. This premise brings new
challenges to educators and clinicians in helping to prevent IPV in individuals and couples who are living in stressful
environments.
Posted by Marcos Mendez | February 3, 2016 12:06pm.
Hi Jeremy,
Thank you for offering information regarding a preventive approach to help reduce IPV and for pointing out to
some of the questions that future research could address.
Posted by J. Kale Monk | February 3, 2016 10:30am.
I wondered that too in terms of relationship education and the varying forms of IPV. Not only would there need
to be a discussion about making content relevant to perpetrators and victims, but if you have both in a room
together, the results could have potentially devastating effects if special caution isn't taken by the facilitators.
Thus, the content and approach for how the relationship education/family life education content is disseminated
would need to depend on the presenting concern: situational couple violence or intimate terrorism/coercive
controlling violence (in addition to a variety of other risk factors that the authors discuss in their review).
Posted by Marcos Mendez | February 3, 2016 12:07pm.
Hi James,
Thank you for your response and comment to Valerie’s post. You address a very important issue in working
with couples who experience IPV.
�National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
What can we do to intervene to reduce the risk of child abuse and IPV in families?
Creator
An entity primarily responsible for making the resource
Ericka Smith-Marek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez, Jessica High, Sandra Stith, Marcos Mendez
Identifier
An unambiguous reference to the resource within a given context
what-can-we-do-intervene-reduce-risk-child-abuse-and-ipv-families
Date
A point or period of time associated with an event in the lifecycle of the resource
February 03, 2016
-
https://archive.ncfr.org/files/original/aafab4cca33fb61b2db8691e82785b7b.pdf
c412587e1858ea185a6b68e77f814b69
PDF Text
Text
JFTR Discussion: Transforming Teaching of Queer
Theory, Intersectionality & LGBTParent Families
Posted by Robert Hughes | April 17, 2016
The Journal of Family Theory & Review invites you to join us here at
the JFTR Blog on May 46, 2016, to discuss how to teach queer theory,
intersectionality and LGBTparent families in family studies courses
based on the work of April FewDemo and colleagues in “Queer Theory,
Intersectionality, and LGBTParent Families: Transformative Critical
Pedagogy in Family Theory.”
This article explores how to transform family studies and the teaching of
family theories from covering the “facts” that LGBTparent families exist
to a critical conversation that incorporates conceptual tools, language,
and theoretical insights from queer and intersectionality theories.
Join us to talk about this article. Engage April FewDemo, Aine Humble, Melissa Curran & Sally Lloyd
about their ideas. Let us hear your perspective. Follow the Journal of Family Theory & Review discussion
on Facebook and Twitter.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
An account of the resource
Discussion -- May 4-6, 2016......join us to talk abouthow to teach queer theory, intersectionality and LGBT-parent families in family studies courses.
Creator
An entity primarily responsible for making the resource
April Few-Demo, Aine Humble, Melissa Curran & Sally Lloyd
Identifier
An unambiguous reference to the resource within a given context
transforming-teaching-queer-theory-intersectionality-lgbt-parent-families
Date
A point or period of time associated with an event in the lifecycle of the resource
April 29, 2016
-
https://archive.ncfr.org/files/original/4f3a3a05e624b4239863202ec31c4fdb.pdf
9864eab597431ce17cb6840a9cceea62
PDF Text
Text
Transformative Critical Pedagogy in Family Theory
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 03, 2016
We discuss how to move the family studies field and the teaching of family theories
from covering the “facts” that LGBTparent families exist to a critical conversation
that incorporates conceptual tools, language, and theoretical insights from queer
and intersectionality theories. We attempt to move this conversation by presenting
a model of curricular change for teaching family studies theories courses that shifts
from LGBTparent exclusion, compensatory addition of LGBTparent families, and
LGBTparent families as disadvantaged to a focus on queer and intersectional
scholarship and a continuing postmodern paradigm shift. We discuss how
instructors can engage in critical feministoriented selfreflexivity and
transformational pedagogy. “Queer Theory, Intersectionality, and LGBTParent
Families: Transformative Critical Pedagogy in Family Theory.”
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Transformative Critical Pedagogy in Family Theory
Description
An account of the resource
We discuss how to move the family studies field and the teaching of family theories from covering the "facts" that LGBT-parent families exist to a critical conversation that incorporates conceptual tools, language, and theoretical insights from queer and intersectionality theories.
Creator
An entity primarily responsible for making the resource
April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
An unambiguous reference to the resource within a given context
transformative-critical-pedagogy-family-theory
Date
A point or period of time associated with an event in the lifecycle of the resource
May 03, 2016
-
https://archive.ncfr.org/files/original/1c6edc002670563a2e1303d6efb1b686.pdf
73c68d037a10032651267e0893686a6b
PDF Text
Text
Tell us your examples of handling feminist fraud well
or not so well
Natalie Hengstebeck, University of North Carolina at Greensboro & Erasmus University
Rotterdam
Posted by Robert Hughes | September 24, 2015
Many people can probably think of a time when they felt like a feminist
fraud and handled a given situation especially well or poorly. With the
aim of thinking about feminist fraudulence in research and beyond,
consider the following:
Describe a situation in which you felt like a “feminist fraud,” whether in
your research, teaching, activism, applied work, etc. How did you
handle it at the time? What did you learn from it? What would you do
differently if a similar situation happened again?
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Tell us your examples of handling feminist fraud well or not so well
Description
An account of the resource
Think of a time when they felt like a feminist fraud and handled a situation especially well or poorly.
Creator
An entity primarily responsible for making the resource
Natalie Hengstebeck, University of North Carolina at Greensboro & Erasmus University Rotterdam
Identifier
An unambiguous reference to the resource within a given context
tell-us-your-examples-handling-feminist-fraud-well-or-not-so-well
Date
A point or period of time associated with an event in the lifecycle of the resource
September 24, 2015
-
https://archive.ncfr.org/files/original/904b97100f1faa474205e474ba8ea089.pdf
387698ed2f654d16fc48924d21400267
PDF Text
Text
Effects of Childhood Experiences of Family Violence
Erika Smith‐Marek, Bryan Cafferky, Prerana Dharnidharka, Allen B Mallory, Maria Dominguez,
Jessica High, Sandra Stith, Marcos Mendez,
Posted by Robert Hughes | January 28, 2016
Here are the authors who conducted the metaanalysis of 124 studies
of the effects of childhood experiences of family violence (both victims
& witnesses) who will be discussing their work at JFTR. Join the
discussion here, Feb. 13, 2016.
Their article is:
SmithMarek, E.N., Cafferky, B., Dharnidharka, P., Mallory, A.B.,
Dominguez, M., High, J., ... & Mendez, M. (2015). Effects of Childhood
Experiences of Family Violence on Adult Partner Violence: A Meta
Analytic Review. Journal of Family Theory & Review, 7(4), 498519.
http://onlinelibrary.wiley.com/doi/10.1111/jftr.12113/abstract
Erika SmithMarek (lead author at Kansas State University)
Bryan Cafferky (Loma Linda University)
�
Prerana Dharnidharka (Kansas State University)
Allen B. Mallory (Kansas State University)
�
Jessica High (Kansas State University)
Sandra M. Stith (Kansas State University)
�
Marcos Mendez (Kansas State University)
Another author, Maria Dominguez, is not pictured.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Talk with the Authors of "Effects of Childhood Experiences of Family Violence..."
Description
An account of the resource
<p>Beginning Monday, Feb 1 join the <a href="https://www.ncfr.org/jftr/blog" target="_blank">JFTR Discussion </a> of <strong>the intergenerational transmission of family violence</strong> with Erika Smith-Marek and colleagues in <a href="http://onlinelibrary.wiley.com/doi/10.1111/jftr.12113/abstract">"Effects of Childhood Experiences of Family Violence on Adult Partner Violence: A MetaAnalytic Review."</a></p>
Creator
An entity primarily responsible for making the resource
Erika Smith-
Identifier
An unambiguous reference to the resource within a given context
talk-authors-effects-childhood-experiences-family-violence
Date
A point or period of time associated with an event in the lifecycle of the resource
January 27, 2016
-
https://archive.ncfr.org/files/original/dd50e3488150455f3a4d1df0a9180742.pdf
deb6c00e71593ef54e28d2090437ee62
PDF Text
Text
Social Media Discussion of the Intergenerational
Transmisssion of Family Violence, Feb 13, 2016
JFTR Digital Scholarship Board
Posted by Robert Hughes | January 20, 2016
The Journal of Family Theory & Review invites you to join the JFTR
Blog on Feb 13, 2016 to discuss the intergenerational transmission
of family violence based on the work of Erika SmithMarek and
colleagues in “Effects of Childhood Experiences of Family Violence on
Adult Partner Violence: A Meta‐Analytic Review.” They write, “ ‘Does
violence beget violence?’ In 2000, Stith et al. conducted a meta
analysis to examine the relationship between being raised in a
physically violent home and becoming involved in a violent intimate
relationship as an adult. Since that time, the literature on the effects of
childhood experiences of family violence on adult partner violence,
often referred to as the intergenerational transmission of family
violence, has grown exponentially.” They conclude “this metaanalysis, therefore, provides support for the
argument that familyoforigin violence, contrary to popular belief, does not play a central role in the
development of adult IPV.” A provocative idea. Do you agree, why or why not? Join us to talk about this
article. Engage Erika SmithMarek and colleagues about their ideas. Let us hear your perspective. Follow
the Journal of Family Theory & Review discussion on Facebook and Twitter.
Share your thoughts
Posted by Arielle Kramer | February 2, 2016 8:11pm.
Given that there have been several comments about how people were surprised about the results, I think it's also
important to talk about the limitations of the study. As said in the article, one major limitation was that they didn't
include as many people as they wanted in the criteria. Also, not many studies included the fact of whether some
children witnessed violence as children, or if they were directly affected by it/involved in it. Also, another large factor
that could have influenced the results is that the the researchers largely relied on the subjects' reports on their
childhood, and there's a very good chance that information is skewed due to the fact that they may have easily
forgotten that information or it may have been skewed in their minds. I thought it would be important to point this
out. Therefore, we need to think about the possibility that the results may not be entirely correct.
Posted by Valerie Sherman | February 2, 2016 11:26am.
I do not agree with the article's conclusion that familyoforigin violence does not play a central role in the
development of adult IPV. Although I did not grow up in a violent family environment, the way my family interacts
has definitely played an important role in the way I interact with others whether it be a friend, family member, or
significant other. Although a child growing up in a violent household may or may not know that this violent behavior
�is not normal, he/she will only know those violent actions/responses when put in certain situations. In other words,
children learn by example, and if a parent is violent with his/her partner or children, I think the child will behave in
this way as well just because it is what he/she is used to and maybe even "comfortable" with. Or maybe the child
doesn't know what the "right" behavior is, he/she has grown up thinking violence is the way his/her family has
solved problems, therefore it is the way he/she as a child should solve problems. As the child grows older and
comes to the age where a significant other is possible, he may realize that this violent behavior is not a healthy
practice, but by then these violent actions may be embedded in his nature, it may be possible to overcome these
violent behaviors at times, but I feel there may be the possibility of an outbreak regardless of the adult knowing
violence in a relationship is not the most healthy approach.
Posted by Cibele Aguiar | February 1, 2016 10:42pm.
This is a really interesting article with a current and important subject. I agree with the point of view that
experiencing violence in childhood does not necessarily imply the reproduction of the same behavior later on. The
selfexperience is not determining. However, in my opinion, some people would learn and reproduce behaviors that
they experienced by thinking it’s the right way to act. On the other hand, some people would break the learned life
cycle by acting differently. The idea of “other risk markers interacting over the course of an individual’s life that
contribute to the outcome of adult IPV” is reasonable. Several cultural and social factors could interact with that
experience. I think some markers should be considered, for example: economic class, generation, gender
implications, race and ethnic.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Social Media Discussion of the Intergenerational Transmisssion of Family Violence, Feb 1-3, 2016
Description
An account of the resource
<p>The <em>Journal of Family Theory & Review</em> invites you to join the <a href="https://www.ncfr.org/jftr/blog" target="_blank">JFTR Blog</a> on Feb 1-3, 2016 to discuss <strong>the intergenerational transmission of family violence</strong> based on the work of Erika Smith-Marek and colleagues in <a href="http://onlinelibrary.wiley.com/doi/10.1111/jftr.12113/abstract">"Effects of Childhood Experiences of Family Violence on Adult Partner Violence: A MetaAnalytic Review."</a> </p>
Creator
An entity primarily responsible for making the resource
JFTR Digital Scholarship Board
Identifier
An unambiguous reference to the resource within a given context
social-media-discussion-intergenerational-transmisssion-family-violence-feb-1-3-2016
Date
A point or period of time associated with an event in the lifecycle of the resource
January 20, 2016