Jane F. Adolphe and Ronald J. Rychlak, editors, Clerical Sexual Misconduct: An Interdisciplinary Analysis

2021 ◽  
Vol 26 ◽  
pp. 283-285
Author(s):  
Steven M. Krason ◽  
Keyword(s):  
Sexual Misconduct

Teacher Sexual Misconduct

PsycCRITIQUES ◽  
2004 ◽  
Vol 49 (Supplement 4) ◽  
Author(s):  
Stephanie L. Brooke
Keyword(s):  
Sexual Misconduct ◽  
Teacher Sexual Misconduct

Dancing with demons: working with vowed religious clergy who are also sex offenders

2019 ◽  
Vol 13 (1) ◽  
pp. 31-42
Author(s):  
Sara Lynn Rependa ◽  
Robert T. Muller
Keyword(s):  
Sex Offenders ◽  
Physical Disability ◽  
Sexual Misconduct ◽  
Religious Institution ◽  
Therapeutic Modalities ◽  
Transference And Countertransference ◽  
Interpersonal Difficulties ◽  
History Of ◽  
Trauma Informed ◽  
Therapeutic Considerations

This article discusses the case of a male vowed religious clergy, who was also in residential treatment for sexual misconduct and interpersonal difficulties. Importantly, this client also had a childhood history of sexual trauma. The case, difficult and complex in its own right, posed unique clinical challenges. The first author and therapist, a Catholic, feminist, woman often works with child trauma clients. Thus, the experiences of transference and countertransference were particularly important therapeutic considerations working with this client. Themes of power, sex, shame, guilt, and blame needed to be explored and processed in depth from the client’s and therapist’s perspectives both during session and supervision. Concurrent issues include personality disorders, physical disability, and psychosexual disorders. This client was referred by their religious institution and took part in a mandated fourteen to twenty-week residential programme. Therapeutic modalities include trauma-informed, attachment-oriented, and psychodynamic individual and grouporiented psychotherapy.

Sex Discrimination and the Transformation of U.S. Education

2018 ◽  
Author(s):  
Erin E. Buzuvis
Keyword(s):  
Equal Opportunity ◽  
Sex Discrimination ◽  
Sexual Misconduct ◽  
Fourteenth Amendment ◽  
Equal Protection Clause ◽  
Lgbt Students ◽  
Societal Norms ◽  
Sex Equality ◽  
Equality In Education

This chapter highlights the role of Title IX of the Education Amendments Act of 1972 and the U.S. Constitution’s Equal Protection Clause of the Fourteenth Amendment in transforming the gendered landscape of U.S. education. After first providing an overview of these two sources of law, the chapter examines the role they have played in challenging sex-based designations in admissions and in the classroom, in promoting equal opportunity and access to school-sponsored athletics, in challenging sexual harassment and other sexual misconduct, in reducing barriers to LGBT students, and in promoting equal opportunity for students who are pregnant. Sections addressing each one of these topics will also note limitations and shortcomings of the law’s approach to these issues, as there is still more work to do to fully realize sex equality in education. While the law has not cured all the problems of sex discrimination education, owing to limitations in its scope, as well as enforceability, it has proven to be a powerful source of societal norms and expectations, which themselves operate to motivate compliance and beyond.

scholarly journals Self-affirmation and False Allegations: The Effects on Responses to Disclosures of Sexual Victimization

2020 ◽  
pp. 088626052098038
Author(s):  
Melissa S. de Roos ◽  
Daniel N. Jones
Keyword(s):  
Sexual Violence ◽  
Online Survey ◽  
Sexual Victimization ◽  
Sexual Misconduct ◽  
News Article ◽  
Child Victims ◽  
False Allegations ◽  
False Accusation ◽  
Amazon's Mechanical Turk ◽  
False Accusations

The rise of the #MeToo movement highlights the prevalence of sexual victimization and gives a voice to victims who may have been silent before. Nevertheless, survivors or victims of sexual violence who come forward may be blamed or not believed. These reactions are evident both with adult and child victims. Further, fears about false accusations of sexual misconduct may negatively impact responses to disclosures. This study aimed to examine gender differences in perceptions toward the #MeToo movement, and the extent to which these translate into a skeptical response to disclosure. Further, we wanted to explore whether proximity to false allegations of sexual violence was linked with more negative responses and whether use of self-affirmations may decrease the likelihood of such a response. Through an online survey ( N = 235) on Amazon’s Mechanical Turk, we assessed participants’ exposure to and perceptions of the #MeToo movement. Further, we asked them about their proximity to sexual violence (victimization or perpetration) and to false allegations. Using a threat manipulation (news article about false accusation) and a self-affirmation exercise, we studied the effects of both variables on responses to disclosure. Results indicated that after reading an article about a false accusation, male participants were more likely to blame a victim of childhood sexual abuse and to perceive the abuse as less harmful, compared with female participants. Further, we found that self-affirmation was linked with more supportive responses to a disclosure. These findings highlight the threatening nature of false accusations of sexual violence for men, and how this threat may shape the narrative regarding sexual violence. Opportunities to use self-affirmation to change this narrative to a more supportive one are discussed.

“You Just Don’t Report That Kind of Stuff”: Investigating Teens’ Ambivalence Toward Peer-Perpetrated, Unwanted Sexual Incidents

2013 ◽  
Vol 28 (2) ◽  
pp. 288-302 ◽  
Author(s):  
Karen G. Weiss
Keyword(s):  
Sexual Misconduct ◽  
National Crime Victimization Survey ◽  
Crime Victimization ◽  
Victimization Survey

An investigation of narratives from the National Crime Victimization Survey (NCVS) finds that one in three teenagers—12–18 years old—who experience an unwanted sexual incident perpetrated by another teen trivialize their incidents as minor, unimportant, or normal kid stuff. This study contextualizes these responses within a framework of ambivalence that highlights separately teens’ ambiguity of definitions, or uncertainty that incidents perpetrated by other teens (especially dating partners and schoolmates) are “real” crimes or offenses worth reporting, and adaptive indifference, a more tactical response to conflicting norms and allegiances that discourage teens from reporting their peers’ sexual misconduct to authorities. The context and consequences of teens’ ambivalence are discussed.

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