Course Text: Browne, M. N., & Keeley, S. M. (2013). Asking the right questions: A guide to critical thinking 9/e (Custom Edition). Upper Saddle River, NJ: Pearson Prentice Hall.
• Review the list of identified causes and effects:
1. The JSO – the one who committed the act;
2. The Victim – this is because they can turn out to be JSOs themselves (CSOM, 2012);
3. Following learning theory – sexually abusive behavior can be due to exposure, being victimized themselves, violence, heightened arousal, aggressive role models/social environment and exposure to child pornography, advertising and media promoting sexual behaviours (Jordan Institute for Families, 2002);
4. Majority of JSOs have impulse control and judgement issues;
5. Many JSOs have high rates of learning disabilities;
6. Parents, carers, teachers and adults refuse to believe or are unable to recognize patterns of behavior to mitigate and protect both JSOs and their victims;
7. Results of studies on short-term and long-term effects of the act of abuse on the JSOs are not as well publicised or distributed;
8. Same (see no. 7) can be said about the impact of rehabilitation, treatment and monitoring.
• Review the “Critical Analysis Template” (see attachment)
• Analyze causes and effects of a problem/issue.
• Apply research to critical analysis of problem/issue.
• Integrate causes/effects into a critical analysis narrative
In 3-4 pages, respond to the following:
• Identify the four causes and effects you have selected to incorporate into an integrated critical analysis narrative.
• Write an integrated critical analysis narrative that incorporates the four causes and effects you identified.
• Explain your reaction to the results of your critical analysis. Could these causes have been prevented? Which one do you think was most important in leading to the problem?
• two potential resolutions to the identified problem/issue and explain their advantages and disadvantages. Provide specific examples.
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