On Not Blaming and Victim Blaming
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Alberti Center for Bullying Abuse Prevention
Alberti Center for Bullying Abuse Prevention Compiled by: Amanda B. Nickerson, Ph.D. | Director Heather Cosgrove | Graduate Assistant Rebecca E. Ligman, M.S.Ed. | Program and Operations Manager June 2012 The Alberti Center for Bullying Abuse Prevention will reduce bullying abuse in schools and in the community by contributing knowledge and providing evidence-based tools to effectively change the language, attitudes, and behaviors of educators, parents, students, and society. Amanda B. Nickerson, Ph.D. | Director Rebecca E. Ligman, M.S.Ed. | Program and Operations Manager Heather Cosgrove | Graduate Assistant Michelle Serwacki | Graduate Assistant Alberti Center for Bullying Abuse Prevention Graduate School of Education University at Buffalo, The State University of New York 428 Baldy Hall Buffalo, NY 14260-1000 P: (716) 645-1532 F: (716) 645-6616 [email protected] gse.buffalo.edu/alberticenter We extend our sincere gratitude to the many groups and individuals who gave their time, energy, and valuable input during this needs assessment process. We thank the National Federation for Just Communities of Western New York, Western New York Educational Services Council, and the Western New York School Psychologist Association for allowing us to obtain feedback from their conference participants. Laura Anderson, Ph.D., Janice DeLucia- Waack, Ph.D., Jennifer Livingston, Ph.D., Amy Reynolds, Ph.D., and Michelle Serwacki, B.A., were helpful in facilitating the focus groups at the WNYESC conference. Several directors and associate directors of similar centers also generously gave of their time to be interviewed, including: Kristin Christodulu, Ph.D.; Michael Furlong, Ph.D.; Lynn Gelzheiser, Ed.D.; Linda Kanan, Ph.D.; Betsey Schühle, M.S.; Susan Swearer, Ph.D.; and Frank Vellutino, Ph.D. -
Pdfopposition to SB 78 A00994 2021-06-21.Pdf
MEMORANDUM Date: June 21, 2021 To: Members, Pennsylvania General Assembly From: Frank P. Cervone, Executive Director, Support Center for Child Advocates Kathleen Creamer, Managing Attorney, Family Advocacy Unit Community Legal Services Terry Fromson, Managing Attorney, Women’s Law Project Elizabeth Randol, Legislative Director, ACLU of Pennsylvania RE: Senate Bill 78 (PN 65) – Kayden’s Law FRIENDS – We have only today learned that Senate Bill 78 may be moving in the PA Senate this week, and so we wanted to respond to recent points made by the bill’s sponsors. We continue to urge that the legislation will work to the detriment of the well-being of children involved in custody disputes. I expect there will be other voices joining in opposition, but because there is some urgency to legislative deliberations we are providing this memorandum now. Primarily, we again urge restraint and caution. Meaningful custody law reform that helps and does not hurt is best done in a deliberative process that balances competing needs and considerations. Interposing the discretion of legislators into complex child custody proceedings, and ignoring the insights and experiences of family court practitioners and judges, remains as problematic today as it did when this initiative was started by a tragic event and a passionate campaign. The course of this drafting process has been frustrating and disappointing. We have made repeated outreach to the lead sponsors throughout this legislative term, without response. None of the interested advocacy organizations even saw Amendment A00994 until after noon today! While we previously met extensively more than one year ago, there was no movement on the substantial problems we have raised, and instead persistent intransigence on key problems. -
Blame Attribution in Sexual Victimization ⇑ Carin Perilloux , Joshua D
Personality and Individual Differences 63 (2014) 81–86 Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Blame attribution in sexual victimization ⇑ Carin Perilloux , Joshua D. Duntley 1, David M. Buss University of Texas at Austin, Austin, TX 78712, United States article info abstract Article history: The current study explored how victims and third-parties attribute blame and perpetrator motivation for Received 13 October 2013 actual sexual victimization experiences. Although we do not assert that victims are responsible for per- Received in revised form 24 January 2014 petrators’ behavior, we found that some victims do not allocate all blame to their perpetrator. We sought Accepted 25 January 2014 to examine how victims and third-parties allocate blame in instances of actual completed and attempted sexual victimization and how they perceived perpetrator motivations. Victims of completed rape (n = 49) and attempted sexual assault (n = 91), and third-parties who knew a victim of sexual assault (n = 152) Keywords: allocated blame across multiple targets: perpetrator, self/victim, friends, family, and the situation. Partic- Rape ipants also described their perceptions of perpetrator’s motivation for the sexual assault. Victims tended Blame Perpetrator to assign more blame to themselves than third-parties assigned to victims. Furthermore, victims per- Victim ceived perpetrators as being more sexually-motivated than third-parties did, who viewed perpetrators Sexual violence as more power-motivated. Results suggest that perceptions of rape and sexual assault significantly differ between victims and third-party individuals who have never directly experienced such a trauma. Ó 2014 Elsevier Ltd. -
What Bullying Is What Bullying Can Look Like in Elementary School What Bullying Can Look Like in Junior High School
FS-570 BulliesBullies When I was a young boy, What bullying is What bullying the bully called me names, stole my bicycle, forced With all the focus that has surrounded can look like in me off the playground. teenage gangs and gun violence, it may elementary school be easy to forget that the teenage years He made fun of me in are not the only times that children face Being a victim is the most common front of other children, violent behavior. In fact, aggressive in second grade, and the likelihood of forced me to turn over behavior and bullying are even more being bullied decreases each year after my lunch money each day, common in elementary school than in that (see Figure 1). Bullies in elementary threatened to give me junior and senior high! Some studies school are more likely to pick on children a black eye if I told suggest that around 20 percent of all younger than themselves. Bullying is adult authority figures. American children have been the victim often very physical in nature, with open At different times I was of bullying at some point in elementary attacks of aggression being the most subject to a wide range of school, and about the same number common. Boys are more likely to be degradation and abuse – have described themselves as engaging doing the bullying, but girls and boys de-pantsing, spit in my face, in some form of bullying behavior. are equally likely to be victims. forced to eat the playground Bullying can range from teasing, to dirt....To this day, their stealing lunch money, to a group of handprints, like a slap students physically abusing a classmate. -
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. -
Read Our Educational Booklet
COMPASS CHANGE THE JOIN THE HAVE THE CONVERSATION CONVERSATION CONVERSATION Spreading facts to change Leadership stepping Empowering victims of sexual the stereotypes about rape up to put an end to violence to heal through open and sexual violence sexual violence discussion Sojourner House is the domestic violence shelter in Mahoning County, shelters over 100 families each year that are survivors of domestic violence providing a safe, violent-free environment to heal and chart a new course. Services are free of charge. WHAT IS SEXUAL VIOLENCE? Sexual violence is whenever sexuality is used as a weapon to gain power or control over someone. UNWANTED CHILD SEXUAL TRAFFICKING HARASSMENT CONTACT ABUSE DOMESTIC INCEST STALKING RAPE VIOLENCE WHAT IS SEXUAL ASSAULT? Sexual Assault is any forced or coerced sexual activity such as unwanted contact, committed against a person’s will or without consent. Rape is a sexual assault that includes but is not limited to forced vaginal, anal, and oral penetration. Rape and sexual assault are crimes of violence with sex used as a weapon that can be committed by strangers, teens, friends, relatives, men, women, dates, partners, lovers, and spouses. WHAT IS CONSENT? WHAT IS COERCION? Consent is a verbal, physical and emotional Coercion is used in an attempt to pressure a agreement that is clear, mutual and ongoing. person to do something they might not want to do. • Consent can only exist when there is equal • Flattery, guilt trips, intimidation or threats are used power and no pressure between partners. to manipulate a person’s choices. • Consent for some things does not mean • Even if someone gives in to coercion, it is NOT consent for all things. -
Getting Beneath the Surface: Scapegoating and the Systems Approach in a Post-Munro World Introduction the Publication of The
Getting beneath the surface: Scapegoating and the Systems Approach in a post-Munro world Introduction The publication of the Munro Review of Child Protection: Final Report (2011) was the culmination of an extensive and expansive consultation process into the current state of child protection practice across the UK. The report focused on the recurrence of serious shortcomings in social work practice and proposed an alternative system-wide shift in perspective to address these entrenched difficulties. Inter-woven throughout the report is concern about the adverse consequences of a pervasive culture of individual blame on professional practice. The report concentrates on the need to address this by reconfiguring the organisational responses to professional errors and shortcomings through the adoption of a ‘systems approach’. Despite the pre-occupation with ‘blame’ within the report there is, surprisingly, at no point an explicit reference to the dynamics and practices of ‘scapegoating’ that are so closely associated with organisational blame cultures. Equally notable is the absence of any recognition of the reasons why the dynamics of individual blame and scapegoating are so difficult to overcome or to ‘resist’. Yet this paper argues that the persistence of scapegoating is a significant impediment to the effective implementation of a systems approach as it risks distorting understanding of what has gone wrong and therefore of how to prevent it in the future. It is hard not to agree wholeheartedly with the good intentions of the developments proposed by Munro, but equally it is imperative that a realistic perspective is retained in relation to the challenges that would be faced in rolling out this new organisational agenda. -
The Sociology of Gaslighting
ASRXXX10.1177/0003122419874843American Sociological ReviewSweet 874843research-article2019 American Sociological Review 2019, Vol. 84(5) 851 –875 The Sociology of Gaslighting © American Sociological Association 2019 https://doi.org/10.1177/0003122419874843DOI: 10.1177/0003122419874843 journals.sagepub.com/home/asr Paige L. Sweeta Abstract Gaslighting—a type of psychological abuse aimed at making victims seem or feel “crazy,” creating a “surreal” interpersonal environment—has captured public attention. Despite the popularity of the term, sociologists have ignored gaslighting, leaving it to be theorized by psychologists. However, this article argues that gaslighting is primarily a sociological rather than a psychological phenomenon. Gaslighting should be understood as rooted in social inequalities, including gender, and executed in power-laden intimate relationships. The theory developed here argues that gaslighting is consequential when perpetrators mobilize gender- based stereotypes and structural and institutional inequalities against victims to manipulate their realities. Using domestic violence as a strategic case study to identify the mechanisms via which gaslighting operates, I reveal how abusers mobilize gendered stereotypes; structural vulnerabilities related to race, nationality, and sexuality; and institutional inequalities against victims to erode their realities. These tactics are gendered in that they rely on the association of femininity with irrationality. Gaslighting offers an opportunity for sociologists to theorize under-recognized, -
Introduction to Mobbing in the Workplace and an Overview of Adult Bullying
1: Introduction to Mobbing in the Workplace and an Overview of Adult Bullying Workplace Bullying Clinical and Organizational Perspectives In the early 1980s, German industrial psychologist Heinz Leymann began work in Sweden, conducting studies of workers who had experienced violence on the job. Leymann’s research originally consisted of longitudinal studies of subway drivers who had accidentally run over people with their trains and of banking employees who had been robbed on the job. In the course of his research, Leymann discovered a surprising syndrome in a group that had the most severe symptoms of acute stress disorder (ASD), workers whose colleagues had ganged up on them in the workplace (Gravois, 2006). Investigating this further, Leymann studied workers in one of the major Swedish iron and steel plants. From this early work, Leymann used the term “mobbing” to refer to emotional abuse at work by one or more others. Earlier theorists such as Austrian ethnologist Konrad Lorenz and Swedish physician Peter-Paul Heinemann used the term before Leymann, but Leymann received the most recognition for it. Lorenz used “mobbing” to describe animal group behavior, such as attacks by a group of smaller animals on a single larger animal (Lorenz, 1991, in Zapf & Leymann, 1996). Heinemann borrowed this term and used it to describe the destructive behavior of children, often in a group, against a single child. This text uses the terms “mobbing” and “bullying” interchangeably; however, mobbing more often refers to bullying by more than one person and can be more subtle. Bullying more often focuses on the actions of a single person. -
Workplace Violence
Workplace Violence Dana Bartlett, BSN, MSN, MA, CSPI Dana Bartlett is a professional nurse and author. His clinical experience includes 16 years of ICU and ER experience and over 20 years of as a poison control center information specialist. Dana has published numerous CE and journal articles, written NCLEX material, written textbook chapters, and done editing and reviewing for publishers such as Elsevire, Lippincott, and Thieme. He has written widely on the subject of toxicology and was a contributing editor, toxicology section, for Critical Care Nurse journal. He is currently employed at the Rocky Mountain Poison Control Center. ABSTRACT Workplace violence is a complex and widespread issue that has received increased attention from the public, mental health experts, law enforcement, and healthcare professionals. Workplace violence in healthcare can include violence from the patient, relatives and friends of patients, and it also includes workplace bullying. Pain, anxiety, loss of control, powerlessness, and disorientation may result in aggressive incidents against healthcare workers. Violence in emergency departments may result due to varied reasons, including access to weapons and crowded and emotional situations occurring in emergency settings. Some healthcare organizations have implemented a code for violence that evokes a rapid response. The incidence of occurrences, type of violent incidents and prevention of violence are discussed. 1 nursece4less.com nursece4less.com nursece4less.com nursece4less.com Policy Statement This activity has been planned and implemented in accordance with the policies of NurseCe4Less.com and the continuing nursing education requirements of the American Nurses Credentialing Center's Commission on Accreditation for registered nurses. It is the policy of NurseCe4Less.com to ensure objectivity, transparency, and best practice in clinical education for all continuing nursing education (CNE) activities. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
Cruelty Toward Cats: Changing Perspectives
WellBeing International WBI Studies Repository 2005 Cruelty Toward Cats: Changing Perspectives Randall Lockwood American Society for the Prevention of Cruelty to Animals Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/sota_2005 Part of the Animal Studies Commons, Other Anthropology Commons, and the Sociology of Culture Commons Recommended Citation Lockwood, R. (2005). Cruelty toward cats: Changing perspectives. In D.J. Salem & A.N. Rowan (Eds.), The state of the animals III: 2005 (pp. 15-26). Washington, DC: Humane Society Press. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. Cruelty toward Cats: Changing Perspectives 2CHAPTER Randall Lockwood Some of this content appears in L. Sinclair and R. Lockwood, “Cruelty Towards Cats” (in Consultations in Feline Internal Medicine, 5h ed., ed. J.R. August. 2005. Philadelphia: Elsevier Inc.). f all the species that have (from 1567 B.C.), paintings and of Herodotus, about 450 B.C. He been domesticated, cats statues of cats became increasingly describes his visit to the temples in Ohave historically been sub- common in Egypt (Beadle 1977). Bubastis and the various practices jected to the widest diversity of Recently, remains of a cat found surrounding the cult, including treatment by humans. They have buried in association with a human the harsh penalties for injuring or been worshipped as gods and at a site in Cyprus were dated to killing cats (Clutton-Brock 1993, reviled as devils, coddled and pam- approximately 7500 B.C.