Encouraging bystanders to help in stopping violence against children
Bibliographic record
Abstract
Violence against children is a matter of great concern for most Americans, especially because of its associated risk of death. Violence against children is often witnessed by parents, guardians, neighbours, peers or friends of the abused child and also by strangers. These witnesses or bystanders play a significant role in reporting the incidents to the authorities, but they are often reluctant to get involved because of a number of reasons, including a fear of the potential negative consequences and a lack of proper knowledge to intercede. We examined the role of bystander intervention in campaigns addressing violence against children, by identifying, gathering and analysing several campaigns from a variety of English‐language websites. We provide a description of the key themes and messages being used in initiatives addressing violence against children and discuss how the components of the initiatives correspond with a model of bystander intervention applied in the area of child abuse. The results show that although these campaigns are generally consistent with the literature, they sometimes have a narrow focus, which may limit their effectiveness. Recommendations for enhancing future initiatives addressing violence against children are provided. Copyright © 2012 John Wiley & Sons, Ltd.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".