I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse


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Noteworthy is the fact that any adolescent in situations of sexual exploitation have participated in the qualitative phase of the study. As the survey inclusion criterion was designed to identify resilient participants, it might reasonably be assumed that these resilience processes would manifest as protective factors within the school setting. Surprisingly, however, participants reported many vulnerability factors in their school experiences.

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It may be that their overall resilience as revealed by the survey results is accounted for by personal strengths or interpersonal relationships outside of the school setting, rather than by contextual factors within the school experience. The school-based vulnerabilities revealed by the interview data reveal the need for further investigations on how schools can support students who have been victims of sexual violence, rather than compounding their risk.

The literature on resilience identifies schools as a protective factor for children and adolescents with a history of sexual violence. For example, in a review of 50 peer-reviewed manuscripts on factors promoting resilience following childhood sexual abuse, Marriott et al. Williams and Nelson-Gardell also found that school engagement predicted resilience in a population of sexually abused adolescents.

The findings of this paper confirm the importance of meaningful school engagement; however, they problematize the notion that schools universally serve as protective safe havens for youth.

Actually, the interviews demonstrated situations in which the school introduces other risk factors that may have the potential to intensify the negative effects of the sexual abuse suffered by the adolescents. These findings open space for a renewed discourse on the role of schools in fostering positive development within this unique student population.

For example, Brown, Brack, and Mullis suggest the need for schools to establish a sense of safety, security, and predictability for youth who have been victims of sexual violence, in order to minimize anxiety emerging from the distrust and lack of control they may have experienced related to their abuse. It may be important for schools to consider how they are establishing such nurturing environments, which could be helpful for a variety of at-risk youth including those affected by sexual violence.

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The findings of the present study suggests that adequate resources, meaningful utilization of them, and pedagogies reflecting shared responsibility for academic achievement are all important components of the school environment that need attention. The study also revealed the ability of adolescents to critically position themselves in relation to different practices in the school environment.

The possibility to express oneself and to oppose to the institutional dynamic illustrates the presence of a critical sense that can enable the adolescent to participate socially at different levels. Asbahr, F. Por que aprender isso, professora? Banyard, V. Childhood maltreatment and the mental health of low-income women.


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F; Williams, L. Brooks, F. Adolescent multiple risk behaviour: An asset approach to the role of family, school and community. Journal of Public Health , 34 1 , Brown, S.

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D; Brack, G. Traumatic symptoms in sexually abused children: Implications for school counselors. Professional School Counselor , 11, Browne, A; Finkelhor, D. Impact of child sexual abuse: A review of the research. Psychological Bulletin , 99 1 , Calhoun, L. G; Tedeschi, R. Handbook of posttraumatic growth. Mahwah, NJ: Erlbaum. Carmody, M. Conceptualising the prevention of sexual assault and the role of education. Melbourne: Commonwealth of Australia. Social Policy Journal of New Zealand , 37 , Clark, I. Improving Schools , 17 1 , Resilience to adult psychopathology following childhood maltreatment: Evidence from a community sample.

Deb, S; Walsh, K. Impact of physical, psychological, and sexual violence on social adjustment of school children in India. School Psychology International , 33 4 , C; Koller, S. Universitas Psychologica , 10 3 , Signs of resilience in sexually abused adolescent girls in the foster care system. Journal of Child Sexual Abuse , 15 1 , Faleiros, V.

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P; Faleiros, E. Gilligan, R. Adversity, resilience and young people: The protective value of positive school and spare time experiences. Habigzang, L.

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F; Ramos, M. S; Koller, S. Psicologia: Teoria e Pesquisa , 27 4 , Experiences of adults abused as children after discharge from inpatient treatment: Informal social support and self-care practices related to trauma recovery. Harvey, M. An ecological view of psychological trauma and trauma recovery. Journal of Traumatic Stress , 9 1 , Henderson, N.

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Howell, K. Resilience and psychopathology in children exposed to family violence.

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Aggression and Violent Behavior , 16 6 , Janoff-Bulman, R. Schema-change perspectives on posttraumatic growth. In L, G Calhoun; R,. Tedeschi Eds. Jordan, L. A narrative analysis of the influence of child sexual abuse and subsequent therapy on the self-concept of five adult survivors. Roehampton: University of Surrey. Relational trauma.

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In: R. Woolfe, W. London: Sage. Relational challenges and recovery processes in male survivors of childhood sexual abuse. Journal of Interpersonal Violence , 25 4 , The empowering schools project: Identifying the classroom and school characteristics that lead to student empowerment. Body image among victims of sexual and physical abuse. Violence and Victims , 28 2 , Koller, S. Leech, T; Littlefield, M.


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  • Social support and resilience in the aftermath of sexual assault. In: T,. Bryant-Davis Ed. Luster, T; Small, S. Sexual abuse history and problems in adolescence: Exploring the effects of moderating variables. Journal of Marriage and Family , 59 1 , Marriott, C; Hamilton-Giachritsis, C.

    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse
    I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse I Painted the Light: Using Spirituality to Heal from Childhood Sexual Abuse

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