Children’s exposure to trafficking, sexual exploitation and community-based violence in Canada: A narrative summary and policy perspective

Toward a Global Definition and Understanding of Child Sexual Exploitation: The Development of a Conceptual Model

“… g (Couture et al, 2020; Fredlund et al, 2013; Ireland et al, 2015; Kimber & Ferdossifard, 2020; Layne et al, 2014; Saewyc et al, 2010)…”

“…c(Chohaney, 2016;Ertl et al, 2020;Fedina et al, 2019;Moore et al, 2019, 2020, O'Brien et al, 2017aRaj et al, 2019;Twis et al, 2020) d(Chang et al, 2015; Lanctot et al, 2020;Naramore et al, 2017;Panlilio et al, 2019;Rothman et al, 2020;Salisbury et al, 2015;Self-Brown et al, 2018) eCook & Mott, 2020; CCYP, 2015;Gatwiri et al, 2020; McKibbon, 2017; Svedin et al, 2006;Weston & Mythen, 2020) f(Atwood et al, 2012;Dana et al, 2019;Edwards et al, 2006; Srivastava et al, 2019;Ulloa et al, 2016;Zamudio-Haas et al, 2020) g(Couture et al, 2020;Fredlund et al, 2013;Ireland et al, 2015;Kimber & Ferdossifard, 2020;Layne et al, 2014;Saewyc et al, 2010) h(Adjei et al, 2017;Martin et al, 2010;Oram et al, 2015; United Nations, 2017;Urada et al, 2014) i(Deb et al, 2011; Franchino-Olsen et al, 2020;Greenbaum et al, 2018;Wallace et al, 2021) j(Ramiro et al, 2019).…”

Coping with the Impact of Systemic Racism, Inequity, School and Community Violence Among High School Students Who are Suspended or Expelled

“…The findings illustrate the significant impact of expanded forms of adversity and polyvictimization on student development, coping and academic outcomes as evidenced by statements about depression, arguing with teachers, non-attendance and feeling the need to carrying weapons. Expanded forms of adversity, or silent trauma, have received insufficient attention, and the role of trauma or adversity in school discipline has been under examined (Alvarez et al, 2016; Cronholm et al, 2015; Crosby et al, 2018; Kimber & Ferdossifard, 2020; Mallett, 2017; Sanders et al, 2021; Thompson & Farrell, 2019; Turner et al, 2020; Voisin, 2019). The emergent exploratory theory proposes that students who have been suspended or expelled experience multiple and diverse forms of adversity which have influenced coping strategies for this group of students.…”

“…The current study addresses a number of noted gaps in the literature: a focus on expanded forms of adversity (Cronholm et al, 2015), particularly within Canada (Kimber & Ferdossifard, 2020); a focus on expanded adversity related to disciplinary exclusion (Crosby et al, 2018; Mallett, 2017); research on exclusionary discipline outside of the U.S. (Valdebenito et al, 2019); and systemic factors in discipline research beyond those within schools (McGrew, 2016). Moreover, very few studies have entailed speaking directly with students who have been disciplinarily excluded, fewer still explicitly consider adversity or trauma (see Bell, 2019; Crosby et al, 2018; Haight et al, 2014).…”

“…Moreover, very few studies have entailed speaking directly with students who have been disciplinarily excluded, fewer still explicitly consider adversity or trauma (see Bell, 2019; Crosby et al, 2018; Haight et al, 2014). By speaking directly with students who have been suspended or expelled, this study overcame significant barriers to gathering data related to expanded forms of adversity and students’ own views of the impact on their development, including building trust with participants in the face of endemic systemic oppressions, concerns related to legal ramifications of discussing experiences, multiple ethics review processes in multiple institutions and active parental consent for students under 18 (Kimber & Ferdossifard, 2020).…”