American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Barham, M., & Clark, M.M. (1991, November). Overlooked issues relevant in sexual abuse. Paper presented at the 34th Annual Meeting of the Society for the Scientific Study of Sex, New Orleans, Louisiana. (ERIC Document Reproduction Service No. ED343 063) Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic. Borg, W., & Gall, M. (1989). Educational research: An introduction (5th ed.). New York: Longman. Bremner, J. (1999). Does stress damage the brain? Biological Psychiatry, 45, 797-805. Browne, A., & Finkelhor, D. (1986). Impact of child sexual abuse: A review of the literature. Psychological Bulletin, 99(1), 66-77. Bryant, E., Scott, M., Tori, C., & Golden, C. (1984). Neuropsychological deficits, learning disability, and violent behavior. Journal of Consulting and Clinical Psychology, 52, 323-324. Canadian Congress for Learning Opportunities for Women. (1992). Learning and violence: Women speak out. Women’s Education des Femmes, 9(4), 2-42. Canadian Congress for Learning Opportunities for Women with others. (1994). Summary of violence as a barrier to women’s education. Montréal: The Center for Literacy of Québec. Caplan, P., & Dinardo, L. (1986). Is there a relationship between child abuse and learning disability? Canadian Journal of Behavioural Science, 18, 367-380. Center for Literacy of the YWCA of Montreal. (1994). Case studies. Montreal: author. Cochrane, R. (1992). Child abuse in aboriginal families and its effects on children’s learning. Early Child Development and Care, 81, 131-136. Distad, L. (1987). A personal legacy. Phi Delta Kappan, 744-745. Esper, J. (1986). Reactions to violence: Normal adjustment is not psychopathology. Issues in Radical Therapy, 12(1), 25-27, 52-54. Foa, E. (1995). Post traumatic Stress Diagnostic Scale. Minneapolis, MN: National Computer Systems. Foa, E., & Meadows, E. A. (1997). Psychosocial treatments for post traumatic stress disorder: A critical review. Annual Review of Psychology, 48, 449-480. Finkelhor, D., & Browne, A. (1985). The traumatic impact of child sexual abuse: A conceptualization. American Journal of Orthopsychiatry, 55, 530-541. Freeman, J., & Beck, J. (2000). Cognitive interference for trauma cues in sexually abused adolescent girls with post traumatic stress disorder. Journal of Clinical Child Psychology, 29, 245-256. Friedrich, W., Einbender, A., & Luecke, W. (1983). Cognitive and behavioural characteristics of physically abused children. Journal of Consulting and Clinical Psychology, 51, 313-314. Gredler, M. E. (1997). Learning and instruction: Theory into practice (3rd ed.). Upper Saddle River, NJ: Merrill. Hall, J. (2000). Women survivors of childhood abuse: The impact of traumatic stress on education and work. Issues in Mental Health Nursing, 21, 443-471. Hamilton, C., & Browne, K. (1999). Recurrent maltreatment during childhood: A survey of referrals to police child protection units in England. Child Maltreatment, 4, 275-286. Health & Welfare Canada. (1990). Nobody’s perfect (Cat. No. H39-132/ 5- 1988E). Ottawa, ON: Why Not Communications. Herman, J. (1992). Trauma and recovery: The aftermath of violence- from domestic abuse to political terror. New York: Basic Books. Herzberger, S. (1993). The cyclical pattern of child abuse: A study of research methodology. In C. Renzetti & R. Lee (Eds.), Researching sensitive topics (pp. 33-51). Newbury Park, CA: Sage. Horsman, J. (1999). Too scared to learn: Women, violence, and education. Toronto: McGilligan. Horsman, J. (2001). "Why would they listen to me?": Reflections on learner leadership activities. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education (pp. 77-102). Mahwah, NJ: Lawrence Erlbaum Intergovernmental Committee on Family Violence (1991). Woman abuse protocols. St. John, NB: Government of New Brunswick. Jordan, J. (1997a). A relational perspective for understanding women’s development. In J. Jordan (Ed.), Women’s growth in diversity (pp. 9-24). New York: Guilford Press. Jordan, J. (1997b). Relational development: Therapeutic implications of empathy and shame. In J. Jordan (Ed.), Women’s growth in diversity (pp. 138-161). New York: Guilford Press. Jose-Kampfner, C., & Aparicio, F. (1998). Rethinking violence in the educational crisis of U.S. Latinos. Julian Samora Research Institute Working Paper No. 38. (ERIC Document Reproduction Service No. ED435 511) Kolb, D. A. (1976). Learning-Style Inventory: Technical manual. Boston: McBer & Co. Lewis, D., Pincus, J., & Bard, B. (1988). Neuropsychiatric, psychoeducational, and family characteristics of 14 juveniles condemned to death in the U.S. American Journal of Psychiatry, 145, 584-588. Lewis, M., & Simon, R. (1986). A discourse not intended for her: Learning and teaching within patriarchy. Harvard Educational Review, 56, 457-472. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. MacKeracher, D. (1987). Roadblocks to women’s learning: Issues for advocacy. Toronto: Canadian Congress for Learning Opportunities for Women. Meichenbaum, D. (1994). A clinical handbook / practical therapist manual for assessing and treating adults with post-traumatic stress disorder (PTSD). Waterloo, ONT: Institute Press. Miltenburg, R., & Singer, E. (1997). A theory and support method for adult sexual abuse survivors living in an abusive world. Journal of Child Sexual Abuse, 6, 39-63. Morgan, S. R. (1979). Psychoeducational profile of emotionally disturbed abused children. Journal of Clinical Child Psychology, 8(1), 3-6. Nestor, P. (1992). Neuropsychological and clinical correlates of murder and other forms of extreme violence in a forensic psychiatric population. Journal of Nervous and Mental Disease, 180, 418-423. Newberger, C., & DeVos, E. (1988). Abuse and victimization: A life span developmental approach. American Journal of Orthopsychiatry, 58, 505-511. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press. Nugent, M., Labram, A., & McLoughlin, L. (1998). The effects of child sexual abuse on school life. Educational & Child Psychology, 15(4), 68-78. Peterson, C., Semmel, A., von Baeyer, C., Abramson, L. Y., Metalsky, G. I., Seligman, M. E. P. (1982). The Attributional Style Questionnaire. Cognitive Therapy and Research, 6, 287-299. Pope, K., & Brown, L. (1996). Recovered memories of abuse: Assessment, therapy, forensics. Washington, DC: American Psychological Association. Reilly, R. C., & D’Amico, M. (1995, June). Sexual violence as a barrier for learning in pregnancy prevention education. Poster presented at the meeting of the Canadian Psychological Association (CPA), Charlottetown, Prince Edward Island. Rossman, B. B. R. (2001). Longer term effects of children's exposure to domestic violence. In S. Graham-Bermann & J. Edleson (Eds.), Domestic violence in the lives of children: The future of research, intervention, and social policy (pp. 35-65). Washington, DC: American Psychological Association. Resnick, H., Kilpatrick, D., Dansky, B., Saunders, B., & Best, C. (1993). Prevalence of civilian trauma and post traumatic stress disorder in a representative sample of women. Journal of Consulting and Clinical psychology, 61, 984-991. Root, M. (1996). Women of color and traumatic stress in “domestic captivity”: Gender and race as disempowering statuses. In A. Marsella, M. Friedman, E. Gerrity, & R. Scurfield (Eds.), Ethnocultural aspects of post traumatic stress disorder: Issues, research, and clinical applications (pp. 363-388). Washington, DC: American Psychological Association. Terr, L. (1991). Childhood traumas: An outline and overview. American Journal of Psychiatry, 148, 10-20. Seligman, M. P. (1993). Helplessness: On depression, development, and death. San Francisco: W.H. Freeman. Wallach, L. (1994). Violence and young children's development. (ERIC Document Reproduction Service No. ED369 578) Weiner, B. (1976). An attributional approach for educational psychology. In L. Shulman (Ed.), Review of research in education (Vol. 4, pp.179-209). Itasca, IL: Peacock. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25. Weiner, B. (1985a). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Weiner, B. (1985b). “Spontaneous” causal thinking. Psychological Bulletin, 97, 74-84. Weiner, B. (1993). On sin versus sickness: A theory of perceived responsibility and social motivation. American Psychologist, 64, 557-573. Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 48(9), 957-965.