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Análisis De Los Casos Clínicos Presentados En La Serie Médica Televisiva Dr
TRABAJO ORIGINAL Análisis de los casos clínicos presentados en la serie médica televisiva Dr. House Analysis of the clinical cases presented in House M.D., the medical television drama. Germán Valenzuela-Rodríguez1 RESUMEN Objetivo. Analizar los casos clínicos presentados en las primeras siete temporadas de la serie médica televisiva Dr. House. Material y métodos. Estudio prospectivo, observacional, utilizando una ficha de recolección de datos. Resultados. Ciento cuarentaicinco casos clínicos fueron evaluados. La edad promedio de los pacientes fue de 28,48 años (DE: 13,56). Setentaisiete (53,10%) fueron de sexo masculino. Ciento treintainueve pacientes (95,86%) fueron casos de su hospital. Los casos clínicos estuvieron relacionados predominantemente con las subespecialidades médicas de infectología (31,72%), medicina interna (17,24%), toxicología (13,79%), oncología (9,65%) e inmunorreumatología (8,27%), entre las más frecuentes. Trece casos (8,96%) estuvieron referidos a enfermedades de muy baja frecuencia. Conclusiones. Los casos clínicos presentados estuvieron relacionados con medicina interna o sus subespecialidades, incluyendo algunas enfermedades de muy baja frecuencia. Para su diagnóstico y tratamiento, la serie presenta muchos dilemas éticos y errores de concepción de los sistemas de salud y sus componentes. Palabras clave. Televisión, series médicas, casos clínicos, drama, House M.D. ABSTRACT Conclusions. Clinical cases were related to internal medicine or their subspecialties, including some very low frequency Objective. To analyze the clinical cases presented in the first diseases. For diagnosis and treatment, this TV medical drama seven seasons of TV medical drama House M.D. showed ethical dilemmas and mistakes about the conception Design. Prospective and observational study, using a of health systems and their components. -
When the Truth Hurts: Relations Between Psychopathic Traits
WHEN THE TRUTH HURTS: RELATIONS BETWEEN PSYCHOPATHIC TRAITS AND THE WILLINGNESS TO TELL VARIED TYPES OF LIES by Dominique Gutierrez, B.S. A thesis submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Master of Science with a Major in Research Psychology May 2021 Committee Members: Katherine Warnell, Chair Randall Osborne Jessica Perrotte COPYRIGHT by Dominique Gutierrez 2021 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Dominique Gutierrez, refuse permission to copy in excess of the “Fair Use” exemption without my written permission. DEDICATION To my brother, who I wish could have read this. ACKNOWLEDGEMENTS I would like to acknowledge first my loving parents, without whom I would not have been able to make it this far. Your support of and dedication to me has been a crucial part of my learning and I thank you wholeheartedly. I would also like to acknowledge my friends and cohort for your overwhelming support. There are too many people to list here, but you know who you are. From taking early drafts of my study and nagging me to do homework, to lending an ear when I vented about the drag of school, you have been there for me in too many ways to count. -
Gaslighting, Misogyny, and Psychological Oppression Cynthia A
The Monist, 2019, 102, 221–235 doi: 10.1093/monist/onz007 Article Downloaded from https://academic.oup.com/monist/article-abstract/102/2/221/5374582 by University of Utah user on 11 March 2019 Gaslighting, Misogyny, and Psychological Oppression Cynthia A. Stark* ABSTRACT This paper develops a notion of manipulative gaslighting, which is designed to capture something not captured by epistemic gaslighting, namely the intent to undermine women by denying their testimony about harms done to them by men. Manipulative gaslighting, I propose, consists in getting someone to doubt her testimony by challeng- ing its credibility using two tactics: “sidestepping” (dodging evidence that supports her testimony) and “displacing” (attributing to her cognitive or characterological defects). I explain how manipulative gaslighting is distinct from (mere) reasonable disagree- ment, with which it is sometimes confused. I also argue for three further claims: that manipulative gaslighting is a method of enacting misogyny, that it is often a collective phenomenon, and, as collective, qualifies as a mode of psychological oppression. The term “gaslighting” has recently entered the philosophical lexicon. The literature on gaslighting has two strands. In one, gaslighting is characterized as a form of testi- monial injustice. As such, it is a distinctively epistemic injustice that wrongs persons primarily as knowers.1 Gaslighting occurs when someone denies, on the basis of another’s social identity, her testimony about a harm or wrong done to her.2 In the other strand, gaslighting is described as a form of wrongful manipulation and, indeed, a form of emotional abuse. This use follows the use of “gaslighting” in therapeutic practice.3 On this account, the aim of gaslighting is to get another to see her own plausible perceptions, beliefs, or memories as groundless.4 In what follows, I develop a notion of manipulative gaslighting, which I believe is necessary to capture a social phenomenon not accounted for by epistemic gaslight- ing. -
Bullies to Buddies P. 1 a Pilot Study of the Bullies To
Bullies to Buddies p. 1 A Pilot Study of the Bullies to Buddies Training Program Running Head: Bullies to Buddies Bullies to Buddies p. 2 A Pilot Study of the Bullies to Buddies Training Program In a national study of bullying, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt (2001) found that 29.9% of sixth through tenth grade students in the United States report moderate to frequent involvement in bullying: 13% as bullies, 10.6% as victims, and 6.3% as both bullies and victims. Even if they are not chronically involved with bullying, research indicates that the majority of students will experience some form of victimization at least once during their school careers (Felix & McMahon, 2007). Research has shown that students involved in bullying are at increased risk for negative outcomes throughout childhood and adulthood. Children who are the targets of bullying are more likely to experience loneliness and school avoidance than non-bullied students (Kochenderfer & Ladd, 1996; Nansel et al., 2001), have poor academic outcomes, and are at increased risk for mental health problems such as anxiety and suicidal ideation, which can persist into adulthood (Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000; Kochenderfer & Ladd, 1996; Kumpulainen et al., 1998; Olweus, 1995; Rigby, 2000; Schwartz, Gorman, Nakamoto, & Tobin, 2005). Bullies also experience more negative outcomes than their peers; they are more likely to exhibit externalizing behaviors, conduct problems, and delinquency (Haynie et al., 2001; Nansel et al., 2001), are more likely to sexually harass peers, be physically aggressive with their dating partners, and be convicted of crimes in adulthood (Olweus, 1993; Pepler et al., 2006). -
Understanding Relational Dysfunction In
Psychology Research, August 2019, Vol. 9, No.8, 303-318 doi:10.17265/2159-5542/2019.08.001 D DAVID PUBLISHING Understanding Relational Dysfunction in Borderline, Narcissistic, and Antisocial Personality Disorders: Clinical Considerations, Presentation of Three Case Studies, and Implications for Therapeutic Intervention Genziana Lay Private Psychotherapy Practice, Sassari, Italy Personality disorders are a class of mental disorders involving enduring maladaptive patterns of behaving, thinking, and feeling which profoundly affect functioning, inner experience, and relationships. This work focuses on three Cluster B personality disorders (PDs) (Borderline, Narcissistic, and Antisocial PDs), specifically illustrating how relational dysfunction manifests in each condition. People with Borderline Personality Disorder (BPD) experience pervasive instability in mood, behavior, self-image, and interpersonal patterns. In relationships, they tend to alternate between extremes of over-idealization and devaluation. Intense fear of abandonment, fluctuating affect, inappropriate anger, and black/white thinking deeply influence how they navigate personal relationships, which are often unstable, chaotic, dramatic, and ultimately destructive. They have a fundamental incapacity to self-soothe the explosive emotional states they experience as they oscillate between fears of engulfment and abandonment. This leads to unpredictable, harmful, impulsive behavior and chronic feelings of insecurity, worthlessness, shame, and emptiness. Their relationships are explosive, marked by hostility/contempt for self and partner alternating with bottomless neediness. Manipulation, lying, blaming, raging, and “push-pull” patterns are common features. Individuals with Narcissistic Personality Disorder (NPD) exhibit a long-standing pattern of grandiosity and lack of empathy. They have an exaggerated sense of self-importance, are self-absorbed, feel entitled, and tend to seek attention. Scarcely concerned with others’ feelings, they can be both charming and exploitative. -
Flf~S~ THESIS COMMITTEE CHAIR SIGNATURE DATE
CALIFORNIA STATE UNIVERSITY SAN MARCOS THESIS SIGNATURE PAGE THESIS SUBMITTED IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ARTS IN LITERATURE AND WRITING STUDIES THESIS TITLE: Queer Narrative Prosthesis: Disability and Sexuality in Richard III and House M.D. AUTHOR: Gina M Altavilla DATE OF SUCCESSFUL DEFENSE: November 30,2010 THE THESIS HAS BEEN ACCEPTED BY THE THESIS COMMITTEE IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LITERATURE AND WRITING STUDIES. II-fO-If) Martha Stoddard-Holmes, PhD flf~S~ THESIS COMMITTEE CHAIR SIGNATURE DATE Dawn Formo, PhD ~. 1- ~~-to-tU THESIS COMMITTEE MEMBER ~ DATE Aneil Rallin, PhD ~t.~ ~\\l't-l n. 30, ~O THESIS COMMITTEE MEMBER SIGNATURE DATE In order to critically rethink overlapping theoretical frameworks for considering identity, embodiment and "normalcy" offered by Disability Studies and Queer Studies, this paper explores the relationship and dissonance of both through the medium of popular culture. In an overarching sense, I am informed by scholars like Lennard Davis and Eve Kosofsky Sedgwick. According to Davis in Bending Over Backwards, the focus of Disability Studies is to re-imagine the body from the "ideology of normalcy" to a "vision of the body as changeable, unperfectable, unruly, and untidy" (39).1 In a similar drive to question normalcy, according to Kosofsky Sedgwick in Tendencies, Queer Studies is an antihomophobic inquiry that examines sexuality and gender as unstable categories that "aren't made (or can't be made) to signify monolithically"(8). These fields share the practice of interrogating identities that are written on the body through cultural inscriptions of "normalcy." In a culture mediated by film, television and print media, I seek to understand how stereotypical notions of sexuality as "straight/normal" and "gay/abnormal" are perpetuated, and likewise, . -
Example Response to Announcement 2014
Response to Professional Services Procurement Bulletin No. 2012-07 Clinton County US 127 – Section 3 Item No. 8-108.00, 8-115.00 February 8, 2012 1957 House 2012 Pr oj ect I nfor mation | Page 1 Response TO Pr oposal FOR Per sonal ser vi ce contr act CLINTON COUNTY-US127-I TEM NO. 8-108.00 & 8-115.00 SECTI ON 3 Firm Name House Inc. Pr oj ect No./ 8-108.00 & 8-115.00 Firm Address: 1957 Doctors Lane Lexington, KY 40505 County: Clinton Pr ocur ement T el ephone: (859) 491-1363 Bulletin: 2012-07 Adver t i sement Contact Name: Chr i s Taub, PE, PLS Dat e: January 10, 2012 E-Mai l Addr ess: [email protected] Location of Offices(s) wher e wor k is to be Response Due Per f or med: Dat e: Lexington, Kentucky February 8, 2012 I cer t i f y that the infor mation included within this document i s, to the best of my k nowl edge, cor r ect as of the date indicated bel ow: I certify that H ouse I nc. is cur r ent l y r egi st er ed by the Commonwealth of K ent uck y in accor dance with KRS 322.060 to perform the engi neer i ng ser vi ces needed for this pr oj ect , and our Kentucky Regi st r at i on Number is 219. I cer t i f y to the best of my k nowl edge, House I nc. -
Scapegoating As an Organizational Escape from Crisis: a Case Study of Merrill Lynch
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 8-2004 Scapegoating as an Organizational Escape from Crisis: A Case Study of Merrill Lynch Jennifer D. Brown Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Communication Commons Recommended Citation Brown, Jennifer D., "Scapegoating as an Organizational Escape from Crisis: A Case Study of Merrill Lynch" (2004). Master's Theses. 3988. https://scholarworks.wmich.edu/masters_theses/3988 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. SCAPEGOATING AS AN ORGANIZATIONAL ESCAPE FROM CRISIS: A CASE STUDY OF MERRILL LYNCH by Jennifer D. Brown A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of Communication Western Michigan University Kalamazoo, Michigan August 2004 ACKNOWLEDGMENTS It is with great pleasure that I write this page, because without each of these people in my life I would have never been able to complete my degree and fulfill my dreams. First to my esteemed advisor, Dr. Keith Hearit, thank you for the imprints you have left on my life over the past two years. Your amazing guidance, faith, and encouragement have helped me to make my work better, for that I am extremely grateful. Thank you for all of the hours you devoted to my thesis and I, both the knowledge and opportunities that you have provided me with will never be forgotten. -
Spatially Talented Students Experience Less Academic Engagement and More Behavioural Issues Than Other Talented Students Joni M
1 British Journal of Educational Psychology (2020) © 2020 The British Psychological Society www.wileyonlinelibrary.com Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students Joni M. Lakin1* and Jonathan Wai2 1Auburn University, Auburn, Alabama, USA 2University of Arkansas, Fayetteville, Arkansas, USA Background. Spatially talented students have a capacity for success that is too often overlooked by educational services. Because these students may lack appropriate challenge, theorists suggest these students experience greater academic struggles than other gifted students, including behavioural problems and lack of academic engagement. Aims. The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the ‘spatially talented’ population and their patterns of behavioural and academic struggles in high school. We also looked at long- term outcomes, including degree completion. Samples. This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60-year longitudinal study of student outcomes. Methods. This study utilized factor analysis, analysis of variance (ANOVA), and regression methods to explore the research questions for each data set. Results and Conclusions. From our analyses, we estimate that 4–6% (at least 2 million) of the 56.6 million students in the US K-12 system are spatially talented students that are not identified by common gifted and talented screening processes. -
Tips for Parents Who Smoke
The RAISING KIDS WHO DON’T SMOKE Series Tip Sheet No.5 Kids Whose Parents Smoke Are More Than Twice As Likely To Smoke As Kids Whose Parents Don’t Smoke5 11.1% 4.5% My parents smoke My parents don’t smoke Percent of 11–17 year-olds who reported smoking a cigarette at least once in the past 30 days. SOURCE: Philip Morris USA Youth Smoking Prevention (2006). Teenage Attitudes and Behavior Study – 2005 Results. Tips for parents It’s particularly who smoke important for By Lawrence Kutner, Ph.D. parents who Kids today may be influenced to smoke by many factors, including peer pressure, whether their family members smoke, and the media. Having one or two parents who smoke has a smoke to talk to strong effect on a kid’s likelihood of smoking. Children of smokers are twice as likely to smoke as children the same age whose parents don’t smoke.1 their kids about But research also shows that parents who make it clear that they disapprove of youth smoking have children who are less likely to smoke – even if those parents smoke.2,3 That’s not smoking. why it’s particularly important for parents who smoke to talk to their kids about not smoking, even if the conversation may seem hard or awkward. Make it clear why you don’t want your child to smoke. Don’t be afraid to admit it if you wish you hadn’t started smoking. Your child will respect you for your honesty. And remember that just because your children used to complain to you about your smoking doesn’t mean that they won’t try cigarettes themselves. -
Bullying in the Workplace Handbook
Bullying in the Workplace: A Handbook for the Workplace Copyright © 2010 Pubilc Services Health & Safety Association (PSHSA) 4950 Yonge Street, Suite 902 Toronto, Ontario M2N 6K1 Canada Telephone 416-250-2131 Fax 416-250-7484 Toll Free 1-877-250-7444 www.pshsa.ca First Edition ISBN: 978-1-926937-07-6 Product Number: VWBMNAEN0810 Second Edition: August 2010 All material copyright 2010 Public Services Health & Safety Association. You may use and reproduce these materials as required for training and education purposes only, provided that this notice appears in full on any copy or reproduction. All other rights reserved.. Copyright © 2010 Pubilc Services Health & Safety Association (PSHSA) 4950 Yonge Street, Suite 902 Toronto, Ontario M2N 6K1 Canada Telephone 416-250-2131 Fax 416-250-7484 Toll Free 1-877-250-7444 www.pshsa.ca ISBN: 978-1-926937-07-6 Second Edition Product Number: VWBMNAEN0810 Second Edition: August 2010 All material copyright 2010 Public Services Health & Safety Association. You may use and reproduce these materials as required for training and education purposes only, provided that this notice appears in full on any copy or reproduction. All other rights reserved.. Bullying in the Workplace: A Handbook Preface The Public Services Health and Safety Association (PSHSA) supports the prevention and reduction of workplace injuries and occupational diseases in Ontario’s health care sector by assisting organizations to adopt preventive best practices and approaches. The purpose of this booklet is to raise awareness of the prevalence and effects of bullying in the workplace, and to provide the employer, supervisor, co-workers and victims with suggestions to prevent and/or minimize any negative effects. -
Pop-Culture Psychopathy: How Media and Literature Exposure Relate To
Pop-Culture Psychopathy: How Media and Literature Exposure Relate to Lay Psychopathy Understanding Dissertation Presented to The Faculty of the College of Arts and Sciences Drexel University In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by Michael E. Keesler, M.S., J.D. Department of Psychology May, 2013 Pop-Culture Psychopathy ii Table of Contents Table of Contents ............................................................................................................................ ii Abstract ........................................................................................................................................... v Introduction ..................................................................................................................................... 1 Background and Literature Summary ............................................................................................. 2 Psychopathy’s Evolution Over Time ........................................................................................ 2 Contemporary Psychopathy ................................................................................................ 4 The Public’s Evolving Relationship with Psychology.............................................................. 8 Increase in Psychopathy Professional Literature for Lay Consumer ...................................... 10 Increase in Psychopathy Popular Media Delivered to Lay Consumer ................................... 13 What Effect Do Mixed Messages