Effecting Change in Maltreating Fathers: Critical Principles for Intervention Planning.
Why this work is in the frame
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Bibliographic record
Abstract
Although fathers perpetrate a significant proportion of child maltreatment, the intervention needs of abusive and neglectful fathers have not been adequately addressed or researched. This paper argues that well-designed treatment has the potential to benefit men, their children, and their families. However, the treatment needs of maltreating and at-risk fathers are unique, and programs must be designed accordingly. Based on the integration of parenting, child abuse, change promotion, and batterer treatment literatures, five principles to guide intervention with maltreating fathers are advanced: (a) overly controlling behavior, a sense of entitlement, and self-centered attitudes are primary problems of abusive fathers; thus, the development of child-management skills should not be an initial focus of intervention; (b) abusive fathers are seldom initially ready to make changes in their parenting; (c) fathers’ adherence to gender-role stereotypes also contributes to their maltreatment of children; (d) the relationship between abusive fathers and the mothers of their children requires special attention; and (e) because abusive fathers have eroded children's emotional security, the need to rebuild trust will affect the pace of change and potential impact of relapse on the child. These principles are contrasted with the supportive and child-management goals of conventional group parenting programs, and the implications for providing service to fathers are considered.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it