The VIMOS VLT Deep Survey: Evolution of the non-linear galaxy bias up to z=1.5

We present the first measurements of the Probability Distribution Function (PDF) of galaxy fluctuations in the VIMOS-VLT Deep Survey (VVDS) cone, covering 0.4x0.4 deg between 0.4<z<1.5. The second moment of the PDF, i.e. the rms fluctuations of the galaxy density field, is with good approximation constant over the full redshift baseline investigated: we find that, in redshift space, sigma_8 for galaxies brighter than M=-20+5log h has a mean value of 0.94\pm0.07 in the redshift interval 0.7<z<1.5. The third moment, i.e. the skewness, increases with cosmic time: we find that the probability of having underdense regions is greater at z~0.7 than it was at z~1.5. By comparing the PDF of galaxy density contrasts with the theoretically predicted PDF of mass fluctuations we infer the redshift-, density-, and scale-dependence of the biasing function b(z, \delta, R) between galaxy and matter overdensities up to redshift z=1.5. Our results can be summarized as follows: i) the galaxy bias is an increasing function of redshift: evolution is marginal up to z~0.8 and more pronounced for z>0.8; ii) the formation of bright galaxies is inhibited below a characteristic mass-overdensity threshold whose amplitude increases with redshift and luminosity; iii) the biasing function is non linear in all the redshift bins investigated with non-linear effects of the order of a few to 10% on scales >5Mpc.Comment: 30 pages, 17 figs, Accepted by A&

&ldquo;It&rsquo;s a Phenomenon in Our Community, a Phenomenon That Is Silenced&rdquo;: Child Sexual Abuse and the Circles of Silence in the Jewish National Religious Community in Israel

This study focused on Jewish national religious educators in Israel by exploring their narratives surrounding coping with the CSA of their students, including the perceived silencing of the phenomena within the community and the desire to provide their students with the care they require. In-depth interviews were conducted with 34 national religious educators, including teachers (n = 20), counselors (n = 4), and principals (n = 10), which were analyzed using a thematic approach. Three themes emerged in the findings: (1) a community in silence surrounding CSA, (2) the role of sex education in bridging between silence and CSA, and (3) educators&rsquo; experiences of breaking the silence by making their voices heard. The findings revealed that the participants experienced three circles of silencing surrounding CSA: silencing of their experience within their community, silencing of their students, and self-silencing. These circles affected the educators both personally and professionally. This study discusses how these circles of silence received three justifications: familial, religious, and personal. This study highlights the important role of Jewish national religious educators in identifying and leading interventions in CSA cases and the need for reflective, socio-religious, culturally based training alongside support for the educators to maintain their wellbeing when addressing CSA

“It gave me the strength and will to continue and to overcome”: police officers constructing resilience while under threat from criminals

PurposeThe study aims to contribute an insider's view of how members of law enforcement and their families cope with life-threatening situations.Design/methodology/approachThe study at hand is guided by a descriptive phenomenological perspective, which is utilized to describe and analyze the experiences of five police officers living under high levels of threat from criminals.FindingsThe analysis presents a multifaceted picture of the officers’ experience of threat. The findings suggest that life under extreme threat is experienced by the officers as an upheaval of identity and loss of the structure of self. Yet with the aid of various individual protective factors as well as community and systemic support, the officers are able to mentally reframe this experience of vulnerability as one of personal agency. They demonstrate acceptance of the threat as part and parcel of their professional roles, a praxis of responsibility that gives them a sense of control. Emotional strain is ever-present as the reality of the threat infiltrates their personal lives and those of their families, yet the return to their core identity as protectors rather than victims allows for a reintegration of the self and is the foundation of their emerging resilience.Originality/valueThis novel identity-focused model can serve as the basis for a heuristic for interpreting responses to risk and fostering resilience and as the conceptual foundation for the development of practical interventions designed to foster resilience in those exposed to critical and traumatic circumstances both inside and outside the police community.</jats:sec

The Role of Relationships in Resilience: Teachers Who Were At-Risk Youth Supporting At-Risk Students

Despite extensive research on resilience, little information exists on the resilience of teachers who faced adversity in childhood and the meanings they attribute to their current work with at-risk students. Thus, this study aimed to address this knowledge gap by examining the narratives of teachers who were at-risk children. Based on 30 semi-structured life-narrative interviews, the findings revealed the significant meaning that the participants ascribed to positive relationships. Whether such relationships were present or absent in their childhood, these relationships were instrumental in their choice to pursue a career in education. In supporting their students’ resilience and becoming the teachers they wanted as children, they found meaning in their past experiences of risk and coping. The study’s discussion applies the social mirroring theory to analyze how the participants resisted the negative image presented to them by others in their childhood and how a belief of hopeful prospects fortified them and led them to take on transformative justice as their life mission. Supporting at-risk children functioned as a form of healing for the participants, fostering both their students’ and their own resilience. The study findings highlight the importance of accounting for teachers’ childhood experiences as formative narratives that mold their educational work

Trapped in a Maze: Arab Teachers in Israel Facing Child Sexual Abuse Among Their Pupils

Cultural contexts are formative of and fundamental to how individuals understand, conceptualize, and act within a context of violence. Conceptually and methodologically, however, research from a culturally informed perspective on the experiences of teachers contending with the violence of child sexual abuse (CSA) in particular is broadly limited. As educators frequently confront cases of CSA in their everyday work, their ability to promote detection, disclosure intervention, and especially prevention gives them the potential to be agents of social change; however, while their responsibilities are critical, they are simultaneously members of their communities and cultures, and their interactions are bound by these dynamics. The purpose of the study is to analyze the experiences of Arab teachers in Israel who confront CSA in their everyday work. The findings are based on qualitative thematic analysis of semi-structured interviews conducted with 30 female Arab teachers working within the Arab school system in Israel. Results indicate that when facing CSA, the teachers experience an ongoing conflict between their cultural and professional codes, trapping them in a maze of intertwining and oppositional demands. On the one hand, they are constrained by the norm of protecting the honor and maintaining the status and reputation of those involved, including themselves; on the other hand, as empathetic professionals, they desire to aid their pupils. While the participants do not accept the status quo, they are effectively at a loss as to how to change it. In order find a way out of their entrapment in coping with CSA among their pupils, the only currently available path is to act as a lone hero; there is, however, the potential to foster the development of a secondary culture within the school to inaugurate cultural change in coping with CSA. Implications for future research, policy, and practice are discussed. </jats:p

Cross-disciplinary craftsmanship: The case of child abuse work

Child abuse is a complex social problem that cannot be understood from a single disciplinary perspective. Successful intervention requires involvement of various professional groups. While such cooperation has many potential advantages, in practice, it presents challenges to effective intervention. The present study examines the lived experience of professionals in Israel engaging in cross-disciplinary intervention in child abuse. Qualitative data were collected by means of 40 in-depth interviews with professionals, including law enforcement agents, educators, mental health, and medical personnel. Two interrelated dynamics emerged: (a) responsiveness, based on immediacy, and (b) attempts to account for the intervention performed from the specific professional viewpoint of the intervening person and his/her professional belonging. A conceptual model is suggested that reframes child abuse work as an ever-emerging creative process, involving professionals’ attempts to balance the two dynamics in their daily work. Their cross-disciplinary activities are improvisational and situational, involving trial and error. Implications for practice are suggested. </jats:p