Profile
Judy Cashmore PhD M Ed AO is Professor of Social Legal Research and Policy at Sydney Law School, and Professorial Research Fellow in the Research Centre for Children and Families at the University of Sydney, Australia. Her research concerns children’s experience of and involvement in family law, child protection and criminal proceedings and other processes where decisions are made about their lives – and the implications for law, social policy and practice. In particular, the focus has been on the experience and outcomes of children in out-of-home care, as care leavers, as child witnesses in child sexual assault proceedings and in families where the parents have separated and are working out the child’s time with both parents.
Publications
Selected:
Cashmore, J., Taylor, A., Parkinson, P. (2020). Fourteen-year trends in the criminal justice response to child sexual abuse reports in New South Wales. Child Maltreatment, 25(1), 85–95.
Tobin, J. & Cashmore, J. (2020). Thirty years of the CRC: Child protection progress, challenges and opportunities. Child Abuse and Neglect, 110(1), 104436–104436 doi_10_1016_j_chiabu_2020_104436
Parkinson, P., & Cashmore, J. (2015). Reforming relocation law: An evidence-based approach. Family Court Review: An interdisciplinary journal, 53(1), 23–39.
Cashmore, J. & Parkinson, P. (2014). The use and abuse of social science research evidence in children’s cases. Psychology, Public Policy and Law, 20, 239–250.
Cashmore, J., Parkinson, P. (2008). Children's and parents' perceptions on children's participation in decision making after parental separation and divorce. Family Court Review: An Interdisciplinary Journal, 46(1), 91–104.
Cashmore, J. (2006). Predicting outcomes for young people after leaving care: The importance of 'felt' security. Child and Family Social Work, 11, 232–241.
Cashmore, J. (2002). Promoting the participation of children and young people in care. Child Abuse and Neglect, 26 (8), 837–847.
Cashmore, J.A., & Goodnow, J.J. (1985). Agreement between generations: A two-process approach. Child Development, 56, 493–501.
