scholarly journals Effects of Nurse-Police Facilitated Rape Education on Rape Myths Acceptance, Rape Victim Empathy and Rape Risk Behaviors of Adolescents

2021 ◽  
Vol 4 (1) ◽  
pp. 4-13
Author(s):  
  Adesola A. Ogunfowokan ◽  
Mary O. Obiyan ◽  
Omowumi R. Salau
Keyword(s):  
Risk Behaviors ◽  
Rape Myths ◽  
Rape Victim ◽  
Victim Empathy ◽  
Rape Education

scholarly journals Rape-Victim Empathy Scale (REMV): An Exploratory Study in a Portuguese Sample

2013 ◽  
Vol 6 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Maria Clara Ferrão ◽  
Gabriela Gonçalves ◽  
Tiago Parreira ◽  
Jean-Christophe Giger
Keyword(s):  
Exploratory Study ◽  
Rape Victim ◽  
Victim Empathy ◽  
Empathy Scale

Introducing the Date and Acquaintance Rape Avoidance Scale

2016 ◽  
Vol 31 (4) ◽  
pp. 664-679
Author(s):  
Josephine R. Resendez ◽  
Jamie S. Hughes
Keyword(s):  
Date Rape ◽  
Rape Myths ◽  
Acquaintance Rape ◽  
Single Factor ◽  
Alcohol And Drug Use ◽  
Self Defense ◽  
Rape Avoidance ◽  
Improve Theory ◽  
Sexist Beliefs ◽  
Rape Education

We present the Date and Acquaintance Rape Avoidance Scale (DARAS). The DARAS is a measure of a woman’s behaviors used to avoid date and acquaintance rape. Three factor structures were possible. The DARAS may have measured several factors related to alcohol and drug use, self-defense, and date behaviors; 2 factors related to behaviors to avoid acquaintance versus date rape; or a single factor that represented general vigilance. The data revealed a highly reliable, 63 item single factor that was correlated with stranger rape avoidance, rejection of rape myths, hostile sexist beliefs about men, and benevolent sexist beliefs about women. The creation of the DARAS adds to the growing body of research on rape avoidance. The DARAS is key to understanding the behaviors women employ to avoid date rape. Rather than placing the responsibility for rape on the victim, the DARAS was developed as a theoretical and applied tool that can be used to improve theory and construct rape education and prevention programs.

Sexual Abuse Prevention With High-Risk Males: The Roles of Victim Empathy and Rape Myths

1993 ◽  
Vol 8 (4) ◽  
pp. 339-351 ◽  
Author(s):  
Paul A. Schewe ◽  
William O'Donohue
Keyword(s):  
Sexual Abuse ◽  
High Risk ◽  
Group Treatment ◽  
Rape Myths ◽  
Control Group ◽  
Abuse Prevention ◽  
Sexual Abuse Prevention ◽  
Victim Empathy ◽  
Empathy Scale ◽  
Rape Empathy

The outcome of two sexual abuse prevention programs, one emphasizing victim empathy and the other stressing modifying rape myths, was evaluated with high-risk males. Sixty-eight high-risk males, as determined by self-reported likelihood of committing sexual abuse, were randomly assigned to an empathy-treatment, a factstreatment, or a no-treatment control group. Treatment effects were assessed using subjects' pre- and post-treatment scores on the Likelihood of Sexually Abusing scale, the Rape Empathy Scale, the Acceptance ofInterpersonal Violence scale, the Adversarial Sexual Beliefs Scale, and a test of self-reported sexual arousal to forced versus consenting sex. In addition, posttest scores on an Asch-type conformity measure were obtained. Results of validity checks indicated that high-risk subjects differed from low-risk subjects on a number of rape-related variables, that the victim-empathy condition increased subjects' empathy, and that subjects found both treatments to be credible and helpful. Comparisons between the empathy-, facts-, and no-treatment group contraindicated the practice of dispelling rape myths as a method of preventing rape among high-risk males.

Genes Play Role In Weight-Gain Risk, Behaviors

2008 ◽  
Vol 42 (5) ◽  
pp. 30
Author(s):  
Kerri Wachter
Keyword(s):  
Weight Gain ◽  
Risk Behaviors

The Relation Between Illegal Risk Behaviors and the Acquired Capability for Suicide

Crisis ◽  
2014 ◽  
Vol 35 (6) ◽  
pp. 368-377 ◽  
Author(s):  
Sean M. Mitchell ◽  
Danielle R. Jahn ◽  
Kelly C. Cukrowicz
Keyword(s):  
College Students ◽  
Risk Behaviors ◽  
Risky Behaviors ◽  
Interpersonal Theory ◽  
Interpersonal Theory Of Suicide ◽  
Acquired Capability ◽  
Self Injury ◽  
Partial Correlations ◽  
History Of ◽  
Explained Variance

Background: Suicide is the third leading cause of death among college students. The interpersonal theory of suicide may provide a way to conceptualize suicide risk in this population. Aims: We sought to examine relations between illegal behaviors that may act as risk factors for suicide and the acquired capability for suicide. Method: College students (N = 758) completed assessments of acquired capability and previous exposure to painful and provocative events, including illegal risk behaviors (IRBs). Linear regression, a nonparametric bootstrapping procedure, and two-tailed partial correlations were employed to test our hypotheses. Results: There was no significant relation between IRBs and acquired capability after controlling for legal painful and provocative experiences. A significant positive relation was identified between IRBs and fear/anxiety, contradicting the expected relation between increased painful and provocative experiences and lower fear/anxiety. Acquired capability explained variance in the relation between IRBs and history of suicide attempt or self-injury history. Conclusion: Further research is needed to examine links between IRBs and painful and provocative events, particularly to identify the point at which habituation begins to increase acquired capability, as our unexpected results may be due to a lack of habituation to risky behaviors or low variability of scores in the sample.

The SRM Approach to Family Assessment

2005 ◽  
Vol 21 (4) ◽  
pp. 216-225 ◽  
Author(s):  
William L. Cook
Keyword(s):  
High Risk ◽  
Risk Behaviors ◽  
Social Relations ◽  
Family Relationships ◽  
Family Dynamics ◽  
Family Assessment ◽  
High Risk Behaviors ◽  
Analysis Group ◽  
The Social ◽  
Direction Of Effects

Abstract. In family systems, it is possible for one to put oneself at risk by eliciting aversive, high-risk behaviors from others ( Cook, Kenny, & Goldstein, 1991 ). Consequently, it is desirable that family assessments should clarify the direction of effects when evaluating family dynamics. In this paper a new method of family assessment will be presented that identifies bidirectional influence processes in family relationships. Based on the Social Relations Model (SRM: Kenny & La Voie, 1984 ), the SRM Family Assessment provides information about the give and take of family dynamics at three levels of analysis: group, individual, and dyad. The method will be briefly illustrated by the assessment of a family from the PIER Program, a randomized clinical trial of an intervention to prevent the onset of psychosis in high-risk young people.

Sexually Degrading Music Videos and Lyrics

2012 ◽  
Vol 24 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Eric L. Sprankle ◽  
Christian M. End ◽  
Miranda N. Bretz
Keyword(s):  
Undergraduate Students ◽  
Rape Myths ◽  
Music Videos ◽  
Sexual Content ◽  
Sexual Stereotypes ◽  
Male Undergraduate ◽  
The Media ◽  
The Many ◽  
Sexually Degrading ◽  
Music Lyrics

Utilizing a 2 (lyrics: present or absent) × 2 (images: present or absent) design, this study examined the unique effects of sexually degrading music videos and music lyrics on males’ aggressive behavior toward women, as well as males’ endorsement of rape myths and sexual stereotypes. Under the guise of a media memory study, 187 male undergraduate students were randomly assigned to one of four conditions. Despite the many psychological theories predicting an effect, the presentation of sexually degrading content in a visual or auditory medium (or combination thereof) did not significantly alter the participants’ aggression and self-reported endorsement of rape myths and sexual stereotypes. The null findings challenge the many corporate and governmental restrictions placed on sexual content in the media over concern for harmful effects.

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