Understanding sexual violence in sex working populations-Law, legal consciousness and legal practice in four countries (2021-2023): Study Protocol v2.5.

BACKGROUND: Globally, the most important human rights and public health issue that sex workers face is their experience of high levels of violence (Kinnell, 2006, Kinnell, 2008, Alexander, 1999). Deering's systematic review estimated levels of sexual violence in sex working populations as being between 14% and 54% (Deering et al, 2014). AIMS: This international, robust mixed methods study will explore the frequency of sexual violence against sex workers, barriers in criminal justice and the legal consciousness of sex workers regarding their rights and consent. The hypothesis to be tested is that the safety of sex workers from sexual violence is mediated by the differing legal contexts of sex work environments. We will compare experiences across research sites in the context of legalisation (Nevada USA), client criminalisation (Northern Ireland), decriminalisation (New Zealand) and partial criminalisation (England, Scotland and Wales) [henceforth ESW]. METHODS: An international survey (n = 1,000) will be translated into several languages, to disaggregate experiences by demographic categories (gender, ethnicity, sexual orientation) and sex work sector (including online, street-based and brothels). Interviews (n = 100) with sex workers, police, prosecutors and service providers will be thematically analysed to explore legal consciousness, why the patterns occur and contextualise the statistical findings. These data will be supplemented with comparative legislative, policy and case analysis. Research study data will be used to compare the social factors and legal norms shaping sex workers experiences of sexual violence, justice and support interventions. Recommendations for a 'best practice' review of legal improvements and support interventions will be produced following completion of the study. Given the sensitive nature of the research, robust ethical and data protection mechanisms are in place. The research has ethical approval from each research site, an Advisory Board and trained, paid peer researchers to assist with data gathering, analysis and dissemination. The study will report findings in 2023/2024.

Interventions to improve equational reasoning: replication and extension of the Cuisenaire-Gattegno curriculum effect.

Introduction: The ability to reason about equations in a robust and fluent way requires both instrumental knowledge of symbolic forms, syntax, and operations, as well as relational knowledge of how such formalisms map to meaningful relationships captured within mental models. A recent systematic review of studies contrasting the Cuisenaire-Gattegno (Cui) curriculum approach vs. traditional rote schooling on equational reasoning has demonstrated the positive efficacy of pedagogies that focus on integrating these two forms of knowledge. Methods: Here we seek to replicate and extend the most efficacious of these studies (Brownell) by implementing the curriculum to a high degree of fidelity, as well as capturing longitudinal changes within learners via a novel tablet-based assessment of accuracy and fluency with equational reasoning. We examined arithmetic fluency as a function of relational reasoning to equate initial performance across diverse groups and to track changes over four growth assessment points. Results: Results showed that the intervention condition that stressed relational reasoning leads to advances in fluency for addition and subtraction with small numbers. We also showed that this intervention leads to changes in problem solving dispositions toward complex challenges, wherein students in the CUI intervention were more inclined to solve challenging problems relative to those in the control who gave up significantly earlier on multi-step problems. This shift in disposition was associated with higher accuracy on complex equational reasoning problems. A treatment by aptitude interaction emerged for both arithmetic equation reasoning and complex multi-step equational reasoning problems, both of which showed that the intervention had greatest impact for children with lower initial mathematical aptitude. Two years of intervention contrast revealed a large effect (d = 1) for improvements in equational reasoning for the experimental (CUI) group relative to control. Discussion: The strong replication and extension findings substantiate the importance of embedding these teaching aides within the theory grounded curricula that gave rise to them.