DOCSLIB.ORG

Sexual Misconduct and Safety Campus Resource Guide at Western Michigan University, Building a Safe Environment for You Is a Campuswide Commitment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sexual Misconduct and Safety Campus Resource Guide at Western Michigan University, Building a Safe Environment for You Is a Campuswide Commitment Sexual Misconduct and Safety Campus Resource Guide At Western Michigan University, building a safe environment for you is a campuswide commitment. The University expects all community members to help create a safe, welcoming and respectful environment on campus. In 2015, WMU implemented the Sexual and Gender-Based Harassment and Violence, Intimate Partner Violence, and Stalking Policy and Procedures. This effort affirms the University community’s commitment to the values of transparency, timely communication, and accountable and responsible behavior within an ethical, compassionate, diverse and respectful environment. What should I Know Your Title IX Rights do if I witness Report the Incident or hear of a violation of IT’S THE LAW. the Sexual Misconduct There are several ways to report sexual misconduct. You can use Title IX states “No person in the United States shall, on the basis Why report? more than one option for reporting or you can select the one with of sex, be excluded from participation in, be denied the benefits Reporting allows the Policy? which you are most comfortable, but it’s important to report what of, or be subjected to discrimination under any education University to take steps If anyone is in immediate you’ve experienced, witnessed or heard. program or activity receiving federal financial assistance.” You to prevent it from danger, dial 911 or call have a right to education and employment free from sexual happening again. WMU Public Safety (269) violence and harassment. If your rights are violated, you are 387-5555. If you are made HOW TO REPORT entitled to accommodations, a thorough investigation, a timely aware of an incident, If you are a victim/survivor, a witness or have learned of a violation response and protection from retaliation. report it to the Title IX secondhand, report the incident to one or more of these places. Coordinator, Felicia Who is required Crawford (269) 387-6316, WHAT BEHAVIORS ARE COVERED BY WMU’S to report? [email protected]. TITLE IX COORDINATOR WMU DEPARTMENT OF SEXUAL MISCONDUCT POLICY? Under Title IX, certain Felicia Crawford PUBLIC SAFETY [email protected] Sexual and gender-based harassment, sexual assault, non- classifications of 511 Monroe Street consensual sexual contact, sexual exploitation, harm to others, employees are known as What if I’m not Office of Institutional Equity (269) 387-5555 stalking, intimate partner violence and retaliation are among “responsible employees” designated as 1220 Trimpe Building the prohibited behaviors. and are obligated (269) 387-6316 to report all known a “responsible LOCAL OFF-CAMPUS LAW details of an incident employee”? WHO IS COVERED UNDER THE ENFORCEMENT WMU POLICY? to the campus Title IX Anyone aware of an of sexual Coordinator. Responsible ONLINE REPORTING Call 911 or the City of WMU students; WMU faculty, staff and administrators; members assault or other violation misconduct (may be employees include Kalamazoo Department of of the WMU Board of Trustees; consultants, vendors and others of the University’s Sexual completed anonymously) at all faculty members, Public Safety engaged to do business with the University; guests and visitors; Misconduct Policy should wmich.edu/equity/ instructors, graduate (269) 337-8994 and other third parties specified in the policy. report the incident. sexualmisconduct assistants, administrators, The University expects Kalamazoo County supervisors, advisors, you to report criminal Sheriff’s Office WHAT LOCATIONS ARE COVERED residence life and student wrongdoing under its Duty (269)383-8821 BY WMU POLICY? affairs staff, coaches and to Report Criminal Acts Township of Kalamazoo WMU policy covers conduct on campus, off campus when any their staff, public safety Policy found at Police Department person involved is a member of the campus community, in settings officials and others as wmich.edu/policies/ (269) 343-0551 where WMU-sponsored events or programs take place and online. designated in the policy. criminal Investigation Process Care and Support Learn More No fee for services unless indicated. WMU is committed INVESTIGATION PROCESS 24-hour Confidential Comprehensive Crisis Support, The Office of Health Promotion and Survivors’ mental and Forensic Exam and Counseling to the prevention of Education at Sindecuse Health Center A trained, neutral Title IX investigator will explain the reporting/ physical health, safety and • YWCA Sexual Assault Program, (269) 385-3587 sexual harassment, offers educational opportunities regarding investigation process to the person bringing forth the report. The protection are a top priority sexual violence, sexual and gender-based harassment investigator will listen and discuss temporary actions (interim measures) for WMU. Survivors may Crisis Support Services stalking and intimate On campus: and available resources. In the investigation process, individual need a range of supportive and violence, intimate partner violence • Counseling Services, Sindecuse Health Center, partner violence interviews will be conducted with each person involved, including any services. Immediate and stalking. The focus is on primary confidential, (269) 387-1850 through education medical care following a prevention, bystander intervention and witnesses. Both parties will be notified of the investigation outcome. A • Student Affairs Case Manager, private, and awareness reporting and referral support. finding of “responsible” for violation of the sexual misconduct policy will sexual assault includes (269) 387-2150 programs. be forwarded for disciplinary review to the Office of Student Conduct or an assessment of possible injuries and, if applicable, Off campus: Human Resources/Collective Bargaining, as appropriate. A person may • FIRE (Fighting Ignorance and Rape through Education) also choose to work with Public Safety to file a police report and possibly testing for sexually • Gryphon Place 24-hour HELP line, confidential, transmitted infections and Dial 211 is a peer-education program that conducts presentations, pursue criminal charges while the University investigation is underway. pregnancy. Survivors of training and awareness events on relationships, consent, sexual violence may wish Confidential Medical Services violence (dating and domestic), stalking, sexual assault, sexual On campus: CONFIDENTIALITY VS. PRIVACY to have forensic evidence harassment, dehumanization and bias incidents. • Sindecuse Health Center, fee for service, All employees are expected to uphold privacy, meaning information is collected by a trained Sexual (269) 387-3287 • The Western HEROES program offers training on bystander shared carefully on a strict need-to-know basis. Only a small number Assault Nurse Examiner intervention skills to address dehumanization, violence (dating, of employees, such as licensed counselors and medical staff providing (SANE). If possible, the exam Off campus: domestic, hazing), sexual harassment, relationships, alcohol treatment may offer confidentiality (assistance without responsibility should be completed within • Borgess Health, fee for service, (269) 226-4815 for reporting). 120 hours following an • Bronson Healthcare, fee for service, (269) 341-6386 and other drugs and mental health. assault. Evidence collected • Theatre for Community Health is a peer-education program by a qualified nurse will Confidential Mental Health Counseling If someone confides a sexual misconduct incident to a University that produces applied theater performances and videos on be preserved indefinitely, and Information responsible employee and asks that employee not to tell anyone else, On campus: relationships, alcohol and other drugs, dehumanization/ and turned over to law • Counseling Services, Sindecuse Health Center, violence prevention, consent and bystander intervention. the employee will need to assure the person that their privacy will be enforcement only if and (for students) (269) 387-1850 • Sexual Health Peer Education leads presentations and protected, but the incident must be reported. The University is required when the survivor chooses. by law to investigate and take appropriate action when a responsible awareness events on relationships, sexuality, consent and Off campus: employee has knowledge of an incident. The person may decide not • Employee Assistance Program (for employees), healthy communications. to proceed with a criminal report or may elect not to participate in a (269) 372-4500 or (800) 523-0591 Additional programs are available at wmich.edu/healthcenter/ University investigation, but the University may still be obligated to healthpromotion investigate and take necessary actions to keep the campus community Peer Education, Support, Information and Resources safe and free from sexual violence and discrimination. for Students and Employees On campus: All students, faculty and staff have access to online training modules on • FIRE Place Resource and Support Center, preventing all forms of discrimination, harassment and violence. Visit Concerns about a confidentiality request should be discussed with Sindecuse Health Center, private, (269) 387-2990 wmich.edu/sexualmisconduct/education to learn more. WMU’s Title IX Coordinator when reporting an incident. This guide is to help faculty, staff and students understand the University’s commitment to a safe campus and to alert all campus community members to their responsibilities in reporting and preventing sexual misconduct. All forms of unwanted sexual behavior are prohibited in educational settings by the 1972 federal law known as Title IX. Review the WMU policy on sexual misconduct at wmich.edu/sexualmisconduct Published 2016.
Load more

Recommended publications
  • The Power to Say Who's Human
    University at Albany, State University of New York Scholars Archive Africana Studies Honors College 5-2012 The Power to Say Who’s Human: Politics of Dehumanization in the Four-Hundred-Year War between the White Supremacist Caste System and Afrocentrism Sam Chernikoff Frunkin University at Albany, State University of New York Follow this and additional works at: https://scholarsarchive.library.albany.edu/honorscollege_africana Part of the African Studies Commons Recommended Citation Frunkin, Sam Chernikoff, "The Power to Say Who’s Human: Politics of Dehumanization in the Four- Hundred-Year War between the White Supremacist Caste System and Afrocentrism" (2012). Africana Studies. 1. https://scholarsarchive.library.albany.edu/honorscollege_africana/1 This Honors Thesis is brought to you for free and open access by the Honors College at Scholars Archive. It has been accepted for inclusion in Africana Studies by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. The Power to Say Who’s Human The Power to Say Who’s Human: Politics of Dehumanization in the Four-Hundred-Year War between the White Supremacist Caste System and Afrocentrism Sam Chernikoff Frumkin Africana Studies Department University at Albany Spring 2012 1 The Power to Say Who’s Human —Introduction — Race represents an intricate paradox in modern day America. No one can dispute the extraordinary progress that was made in the fifty years between the de jure segregation of Jim Crow, and President Barack Obama’s inauguration. However, it is equally absurd to refute the prominence of institutionalized racism in today’s society. America remains a nation of haves and have-nots and, unfortunately, race continues to be a reliable predictor of who belongs in each category.
    [Show full text]
  • Definitions of Child Abuse and Neglect
    STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse.
    [Show full text]
  • Sexual Harassment and Misconduct Policy
    SEXUAL HARASSMENT AND MISCONDUCT POLICY DICKINSON COLLEGE 8/23/2021 0 Table of Contents Statement of Non-Discrimination ................................................................................................................. 4 Overview ....................................................................................................................................................... 4 Title IX Coordinator ....................................................................................................................................... 5 Jurisdiction .................................................................................................................................................... 5 Coordination with Other Policies and Staff .................................................................................................. 6 Statement on Academic Integrity and Freedom of Speech .......................................................................... 6 Prohibited Conduct and Definitions .............................................................................................................. 6 Prohibited Relationships by Persons in Authority .................................................................................... 9 Important Related Information – Consent, Force, Incapacitation, Coercion ..................................... 10 Consent ............................................................................................................................................... 10 Force ..................................................................................................................................................
    [Show full text]
  • To Support and Defend Against Sexual Misconduct: Calling On
    "To Support and Defend" Against Sexual Misconduct: Calling on Future Military Leaders to Bridge the Cultural Divide Janine P. Felsman* "I. do solemnly swear .. that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same . .. and that I will well andfaithfully discharge the duties of the office upon which I am about to enter .... ". I. INTRODUCTION After four years of dedication and training at the United States military service academies [MSAs], the young women and men of these prestigious academies will take an oath to support and defend the Constitution. They step forward as commissioned military officers, assuming a duty of service to our Nation. As the military's newest leaders, they also inherit a decades-long battle with a silent, pernicious enemy-the sexual victimization of military members perpetrated by their comrades-in-arms. * Lieutenant Colonel, Judge Advocate, United States Army. Currently assigned as Assistant Professor, Department of Law, United States Military Academy [USMA] at West Point, New York. The views expressed herein are comprised of the author's personal views only and not intended to represent the official position of the Department of Defense, the United States Army, the USMA, or any other department or agency of the United States government. 1 5 U.S.C. § 3331 (1966); see also U.S. CONST. art. VI, cl. 3. ("[A]ll executive and judicial officers, both of the United States and of the several States, shall be bound by Oath or Affirmation, to support this Constitution.").
    [Show full text]
  • 61462 Federal Register / Vol
    61462 Federal Register / Vol. 83, No. 230 / Thursday, November 29, 2018 / Proposed Rules DEPARTMENT OF EDUCATION text format. Please do not submit the recipients understand their legal PDF in a scanned format. Using a print- obligations including what conduct is 34 CFR Part 106 to-PDF format allows the U.S. actionable as sexual harassment under [Docket ID ED–2018–OCR–0064] Department of Education (the Title IX, the conditions that activate a Department) to electronically search and mandatory response by the recipient, RIN 1870–AA14 copy certain portions of your and particular requirements that such a submissions. response must meet so that recipients Nondiscrimination on the Basis of Sex D Federal eRulemaking Portal: Go to protect the rights of their students to in Education Programs or Activities www.regulations.gov to submit your access education free from sex Receiving Federal Financial comments electronically. Information discrimination. Assistance on using Regulations.gov, including In addition to providing recipients AGENCY: Office for Civil Rights, instructions for finding a rule on the site with clear legal obligations, the Department of Education. and submitting comments, is available transparency of the proposed ACTION: Notice of proposed rulemaking. on the site under ‘‘How to use regulations will help empower students Regulations.gov’’ in the Help section. to hold their schools accountable for SUMMARY: The Secretary of Education D Postal Mail, Commercial Delivery, failure to meet those obligations. Under proposes to amend regulations or Hand Delivery: The Department the proposed regulations, complainants implementing Title IX of the Education strongly encourages commenters to reporting sexual harassment will have Amendments of 1972 (Title IX).
    [Show full text]
  • Rape Myths, Assumptions, and Stereotypes Are Harmful and Hinder Our Society from Effectively Dealing with and Eradicating Sexual Violence
    Rape Myths, assumptions, and stereotypes are harmful and hinder our society from effectively dealing with and eradicating sexual violence. Listed below are some of the most common ‘myths’ about sexual violence with information on the facts of this very serious subject. 1. Myth: Some people ‘ask for it’ by dressing provocatively or drinking too much. Fact: No one ‘asks’ for sexual assault or deserves to be sexually assaulted. The way a person dresses, how much they drink, or if they use drugs – this does not mean that a person gives up the right to say what happens to their body. 2. Myth: Some men just can’t help themselves if the girl is really beautiful and sexy. Fact: This type of thinking is just downright wrong and harmful for a variety of reasons. This type of myth supposes that men have no way of controlling themselves as well as assuming wrongly that sexual assault is about lust and attraction. Make no mistake, sexual assault is an act of violence and aggression; sexual assault is less motivated by attraction and more motivated by the feeling that someone needs to exert power and control over another. These types of myths also assume wrongly that sexual assault is always perpetrated by a male upon a female. 3. Myth: Sexual assault is committed by men upon female victims. Fact: Sexual assault can be committed by any gender identity upon any other gender identity. Sexual assault can happen to any person regardless of gender identity or sexual orientation/identity. 4. Myth: If people would just avoid ‘dangerous areas’ then they wouldn’t need to worry about being sexually assaulted.
    [Show full text]
  • Investigating and Prosecuting Law Enforcement Sexual Misconduct Cases Fara Gold Special Litigation Counsel Criminal Section Civil Rights Division I
    Investigating and Prosecuting Law Enforcement Sexual Misconduct Cases Fara Gold Special Litigation Counsel Criminal Section Civil Rights Division I. Introduction Those who commit crimes involving sexual misconduct exploit the disparate power dynamic between victim and offender, be it teacher and student, producer and actor, coach and athlete, or law enforcement officer and arrestee, probationer, or inmate. By wielding weapons of authority, in the many forms that may take, the perpetrator leaves the victim with little choice but to submit to his actions and stay quiet in the aftermath, fearing that no one will believe her and everyone will blame her.1 This is especially true in the law enforcement context, where victims are usually in the custody of their offender, have a history of criminal activity, and whose status in life lowers their credibility in the eyes of those that might judge them. After all, who is going to believe a victim with such a background when it is a criminal’s word, alleged or otherwise, against an officer, who has a badge and a gun, and who has sworn to uphold the Constitution? In short, such an individual is the perfect victim against whom to commit a crime and get away with it. Investigators and prosecutors therefore have to take care not to immediately discount the account of such victims without further investigation. To be sure, most law enforcement officers serve their communities honorably. However, for those that do not, the federal government has jurisdiction to prosecute law enforcement officers who commit sexual misconduct under 18 U.S.C.
    [Show full text]
  • Title IX, Harassment, Intimidation, Discrimination and Bullying
    Rights and Responsibility Policy C. 10.0 Policy: Title IX, Harassment, Intimidation, Discrimination and Bullying Green Dot Public Schools is committed to providing a learning environment that is free from discrimination, sexual harassment, harassment, intimidation, or bullying of any kind. Harassment, sexual harassment, discrimination, intimidation, or bullying of any student by another student, employee, or teacher is prohibited. The school will treat allegations of harassment seriously and will review and investigate such allegations in a prompt, confidential and thorough manner. This policy is inclusive of instances that occur on any area of the school campus, at school‐ sponsored events and activities, regardless of location, through school‐owned technology, and through other electronic means. As used in this policy, discrimination, sexual harassment, harassment, intimidation, and bullying are described as the intentional conduct, including verbal, physical, written communication or cyber‐bullying, including cyber sexual bullying, based on the actual or perceived characteristics of disability, pregnancy, gender, gender identity, gender expression, nationality, ancestry, race or ethnicity, religion, religious affiliation , sexual orientation, childbirth or related medical conditions, marital status, age, or association with a person or group with one or more of these actual or perceived characteristics or any other basis protected by federal, state, local law, ordinance or regulation. In addition, bullying encompasses any conduct described in the definitions set forth in this Policy. Hereafter, such actions are referred to as “misconduct prohibited by this Policy.” To the extent possible, Green Dot will make reasonable efforts to prevent students from being discriminated against, harassed, intimidated, and/or bullied, and will take action to investigate, respond, address and report on such behaviors in a timely manner.
    [Show full text]
  • A Case Study on Police Misconduct in the United States Of
    A CASE STUDY ON POLICE MISCONDUCT IN THE UNITED STATES OF AMERICA AND AN APPLICABLE MODEL FOR THE TURKISH NATIONAL POLICE Izzet Lofca, B.A. Thesis Prepared for the Degree of MASTER OF SCIENCE UNIVERSITY OF NORTH TEXAS August 2002 APPROVED: Robert W. Taylor, Major Professor Peggy Tobolowsky, Committee Member John Liederbach, Committee Member David W. Hartman, Dean of the School of Community Services C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Lofca, Izzet, A case study on police misconduct in the United States of America and an applicable model for the Turkish National Police. Master of Science (Criminal Justice), August 2002, 122 pp., 4 tables, references, 174 titles. This study explores the underlying causes and deterrent control mechanisms of police misconduct in the United States. Outcomes of causes and control mechanisms constitute the basis for an applicable model for the Turkish National Police (TNP). Why is some police behavior deviate? What are the main determinants of police misconduct? Is police misconduct a result of sociological behavior and subcultural development within police organizations or a psychological behavior as an outcome of officers’ personal traits? What are the control mechanisms for police misconduct? What are their strengths and weaknesses? Do they deter or not? Is there a control mechanism that deters better than others? What is the best deterrence model for the TNP? ACKNOWLEDGMENTS This paper was a long time in coming to its conclusion, and there were a number of individuals who were instrumental in this endeavor in addition to the Turkish National Police which this study is sponsored by.
    [Show full text]
  • What Educators Need to Know About Sexual Misconduct with Students
    What Educators Need to Know About Sexual Misconduct with Students 1 Educator sexual misconduct compromises a wide range of behaviors including, but not limited to, sexual innuendo; inappropriate touching; inappropriate text messaging, email, or social media contact with a student; soliciting sex from a student; or sexual contact with a student. Who are the Perpetrators? 2-8 • Perpetrators may be classroom teachers, administrators, coaches, counselors, tutors, volunteers, or any others who work in an educational setting. • Perpetrators may be either male or female. • Perpetrators may be well-respected and highly regarded by other teachers, administrators, parents, and the community. Manipulation of Student/Sta/Community 2, 4, 10, 11, 12 • Manipulation, also known as “grooming”, is a deliberate and carefully orchestrated process by which sexual oenders target, initiate, and maintain sexually abusive relationships with children and adolescents. • Manipulation behaviors may, on the surface, appear innocent in nature, and distinguishing between sexually motivated manipulation and normal child/adult interactions can be dicult. • Successful manipulation involves the student, the student’s family, school sta, and the community, which increases the likelihood that sexual misconduct can be initiated and maintained without detection. • Oenders often target vulnerable or marginal students who have prior academic, emotional, or behavioral problems, because these students are more likely to keep silent or if they do “tell”, are less likely to be believed. • Oenders may target students who are facing family challenges or adversities because those students are often susceptible to inappropriate attention from an adult. • Oenders persuade students to keep silent by manipulating students’ aections, through threats or by exploiting the power dierential between themselves and students.
    [Show full text]
  • INHUMAN TARGETS: Psychopathy, Dehumanization, and Sexist And
    INHUMAN TARGETS: Psychopathy, Dehumanization, and Sexist and Violent Attitudes Towards Women by TABITHA METHOT-JONES A thesis submitted in partial fulfillment of the requirements for the Degree Doctor of Philosophy Department of Psychology BROCK UNIVERSITY St. Catharines, ON December 2019 © Tabitha Methot-Jones, 2019 Dedication I dedicate this thesis to my family and friends, without your love and support none of this would have been possible. i Abstract The current work presents three studies that examined the role of dehumanization in the association between psychopathy and sexist and violent attitudes towards women. This program had two overarching goals in examining psychopathy, dehumanization, and sexist and violent attitudes towards women. The first goal was to examine whether an indirect association between psychopathy and negative attitudes towards women existed through dehumanization. The second goal was to explore if, by introducing information that humanizes women, levels of dehumanization could be mitigated for individuals high on psychopathic traits. Employing mixed samples for both studies (student and community), Study 1 (n = 514) and Study 2 (n = 202) provided evidence that psychopathy demonstrated an indirect relationship with sexist and violent attitudes towards women via dehumanization. Study 2 also expanded on Study 1 by including a behavioural measure of violent attitudes towards women. Finally, Study 3 (n = 206), again using a mixed sample, attempted to manipulate dehumanization to see if it, and the sexist and violent attitudes associated with it, would be mitigated. Unfortunately, the manipulation failed, but we were able to use the data from Study 3 to provide a replication of the results of Study 2.
    [Show full text]
  • Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized
    DOI: 10.1097/JPN.0000000000000306 Continuing Education r r J Perinat Neonat Nurs Volume 32 Number 1, 59–65 Copyright C 2018 Wolters Kluwer Health, Inc. All rights reserved. Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized Kathy Ahern, PhD, RN ABSTRACT marginalization. As a result of these reprisals, whistle- Despite whistle-blower protection legislation and blowers often experience severe emotional trauma that healthcare codes of conduct, retaliation against nurses seems out of proportion to “normal” reactions to work- who report misconduct is common, as are outcomes place bullying. The purpose of this article is to ap- of sadness, anxiety, and a pervasive loss of sense ply the research literature to explain the psychological of worth in the whistle-blower. Literature in the field processes involved in whistle-blower reprisals, which of institutional betrayal and intimate partner violence result in severe emotional trauma to whistle-blowers. describes processes of abuse strikingly similar to those “Whistle-blower gaslighting” is the term that most ac- experienced by whistle-blowers. The literature supports the curately describes the processes mirroring the psycho- argument that although whistle-blowers suffer reprisals, logical abuse that commonly occurs in intimate partner they are traumatized by the emotional manipulation many violence. employers routinely use to discredit and punish employees who report misconduct. “Whistle-blower gaslighting” creates a situation where the whistle-blower doubts BACKGROUND her perceptions, competence, and mental state. These On a YouTube clip,1 a game is described in which a outcomes are accomplished when the institution enables woman is given a map of house to memorize.
    [Show full text]