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Researchers and practitioners have increasingly focused on institutional responses to campus gender-based violence/harassment, yet they have paid far less attention to graduate student experiences than to undergraduate student experiences. Graduate students operate in a different context from undergraduates, and therefore specific knowledge of gender-based violence/harassment in the lives of graduate students is needed. The purpose of this exploratory, nonexperimental study was to better understand the prevalence of adult gender-based violence/harassment and adverse childhood experiences (ACEs) among graduate students, as well as to understand the relationship between those experiences and participants’ mental health and academic functioning. The study’s theoretical framework combined critical adult learning theories with cognitive perspectives on adult learning, including the neurobiology of trauma. Data used in the current study were originally collected as part of an institutional campus climate survey on gender-based violence; responses from n = 684 of the randomly selected participants were used in the current study’s analyses. Participants commonly reported both adult gender-based violence/harassment experiences and ACEs. The results of two OLS regressions indicated that experiencing more types of adult gender-based violence/harassment or more types of ACEs was associated with higher levels of negative affect and lower levels of mindfulness. Among participants who experienced gender-based violence/harassment in graduate school, independent samples t-tests showed that individuals who reported at least occasional academic functioning difficulties had lower levels of mindfulness and higher levels of negative affect than those who did not experience difficulties. Overall, the findings suggest the need for trauma-informed policies and practices within graduate education and higher education in general.

Currently there is a high rate of registered nurse (RN) turnover due in part to bullying and harassment among peers; which fosters lower quality nursing care, jeopardizes patient safety, and increases healthcare costs. The purpose of this quantitative nonexperimental study was to examine the relationship between inpatient nurses' individual self-esteem and reported bullying and harassment with their intent to leave their job. Two theories were used to provide structure to this work: cognitive experimental self theory and oppressed group theory. Data were collected using the Negative Acts Questionnaire, the Rosenberg Self-Esteem Scale, and the Turnover Intentions Measure. All RNs in a Midwestern state were emailed an invitation link to the instruments housed on SurveyMonkey. Only those respondents who claimed to be inpatient RNs were included in the study (n = 770). The three research questions asked about bullying and harassment among inpatient RNs, about the self-esteem of RNs who experienced bullying and harassment and those who have not, and if those RNs who experienced bullying and harassments intended to leave their jobs. With a 2.1% response rate, results indicated that there was a relationship among RNs and bullying and harassment, the self-esteem of RNs who did not experience bullying and harassment was higher than those who did experience bullying and harassment, and there was a positive relationship between RNs experiencing bullying and harassment and their intent to leave their jobs. This research suggests that if bullying and harassment patterns among RNs are identified sooner, RN turnover can be reduced, patient care quality and safety can be improved, and U.S. healthcare costs can decrease.

Even with the repeal of the 'Don't Ask, Don't Tell' (DADT) policy, the U.S. Army has seen increased cases of sexual harassment; sexual assault; and discrimination of gay, lesbian, and bisexual (GLB) service members by other service members. Despite this trend, few studies have explored the experiences of victims of sexual harassment and sexual assault of GLB recruits before, during, and after the repeal of the DADT policy. Using the bystander effect as the theoretical construct, the purpose of this phenomenological study was to explore the experiences and interactions with a sample of 11 drill sergeants (DSs) who witnessed GLB discrimination in order to gain insight on strategies to prevent sexual harassment and discrimination against GLB recruits. Interview data were inductively coded and subjected to a thematic analysis procedure. Key findings indicate that participants perceived a general support for GLB inclusion into the basic combat training environment, and participants were unaware of the high number of discharges of service members from the U.S. Army during the implementation of the DADT policy. Another important finding is that participants were supportive of GLB scenario-based training. Finally, the bystander effect was found to be the main reason participants failed to intervene when instances of discriminatory or abusive behavior was observed. Implications for positive social change can be realized in the U.S. Army through promoting awareness of GLB discrimination, its impact, and how DSs can lead the effort in preventing this sort of behavior against the GLB recruits. A key recommendation is for the U.S. Army to explore implementing scenario-based training for all recruits as part of this effort.

Most nurses experience lateral violence (LV) during their careers. LV can be detrimental to nurses' livelihoods and careers, to facilities due to nurse replacement costs, to the nursing profession due to attrition, and to patient safety. The purpose of this staff education project was to educate registered nurses on the issue of LV and to equip nurses to respond to their aggressors. The project question addressed whether education would increase awareness of LV and empower nurses to stand up to their aggressors. The theory of the nurse as the wounded healer, social learning theory, and the theory of reciprocal determinism guided this project. Pretest, posttest, and evaluation data were collected from 155 nurse participants who completed an online education module. Data were analyzed by calculating the change scores between pretests and posttests and by assessing the evaluation data based on the number of nurses who answered at the highest positive levels on a Likert-style scale. Results showed a 24.64% increase in awareness from the pretest to posttest. Evaluation data indicated that nurses felt they had a better understanding of LV, felt better equipped to confront their aggressors, were concerned about the incidence of LV in the workplace, and wanted further education. Findings may be used to support positive change through routine education on LV to enable nurses to identify LV behaviors and use strategies including cognitive rehearsal, conflict resolution, and emotional intelligence to combat LV and change the culture of the nursing profession.

The purpose of this secondary data analysis was to assess for the relationships among sleep disturbances, depressive symptoms, inflammatory markers, and sexual trauma in female veterans. This may contribute to an understanding of the physical and mental health effects of sexual trauma in female veterans. Correlational analyses were conducted to evaluate the strength of these relationships. A reported history of sexual trauma was significantly correlated with longer sleep latencies, poorer sleep efficiency, shorter sleep durations, more daytime dysfunction, and poorer overall sleep quality in female veterans. A reported history of sexual trauma was also significantly correlated with depressive symptoms including anhedonia and a negative affect in female veterans. No significant correlations were noted between inflammatory markers and a reported history of sexual trauma in female veterans. Female veterans with a reported history of sexual trauma had more trouble falling and staying asleep, had more trouble functioning during daytime hours, and had total poorer sleep quality. These veterans also appeared depressed and they found normally pleasurable activities unenjoyable. Disturbed sleep and depressive symptoms may be risk factors in the development of chronic health diseases. By assessing and treating the sleep disturbances and depressive symptoms experienced by sexually traumatized female veterans, nurses may help to prevent the development of costly and deadly chronic diseases

This two year, topic-oriented ethnography documents teacher perceptions of cultural and institutional practices relating to sexual harassment in 12 co-educational, government ACT high schools. Participants include over one hundred and forty teachers, seventy eight of whom have contributed formal interviews. Through analysis and triangulation of ethnographic interviews, participant observation data and school and Departmental documents, the study identifies cultural and institutional practices which, according to teacher perceptions, contribute to: � encouraging sexual harassment; � discouraging reports of sexual harassment; and � discouraging implementation of sexual harassment policy. Emerging cultural and institutional practices include blame attribution, silencing and gender construction which contribute to the marginalisation of some female teachers (in terms of their career); some female students (in terms of their education) and some male students who are perceived to be "gay" (in terms of their friendship groups). The usefulness, limitations and capacity to explain sexual harassment of a range of theoretical approaches are discussed. These approaches include Attribution, Role, Reproduction and Feminist theories. It is argued that, although accounting for the majority of sexual harassment, these theories are limited in their ability to fully account for: a) all kinds of sexual harassment practised in ACT high schools; b) the relationship between sexual harassment and other kinds of harassment in ACT high schools; and c) the extent to which some women teachers appear to support the practice of sexual harassment. Emerging Poststructuralist Feminism is proposed as a potentially useful theoretical framework for explaining and responding to sexual harassment in ACT high schools. It is hoped that this study will contribute to informing the decision making of those responsible for developing and/or implementing sexual harassment policy in ACT high schools, including teachers, school counsellors, principals, and administrators.

隨著社會型態快速變遷，工商企業的蓬勃發展，現代婦女因而較過去擁有更多的教育機會與工作機會。女性既然擁有較多教育與工作機會，伴隨而至者，則是女性就業人口日益增加。臺灣地區近十年，女性參與勞動市場的人數亦呈現急遽增加的趨勢。民國七十年至八十年間，婦女勞動參與率由百分之三十八. 六上升為百分之四十四.三九。辦公場所或生產工廠甚至其他場合中，兩性共事機會趨於普及情況下，兩性在勞動市場中種種不平等的情況亦更加凸顯，而兩性勞動關係中存在已久的工作場所性騷擾問題，益發成為社會所關心的重要議題。臺灣地區最近幾年相關的研究報告及性騷擾事件時有所聞，工作場所的性騷擾問題明顯地由社會議題轉而成為公共議題。這些現象遂引發吾人作此論文的動機，公共行政的研究既然為落實「公共」利益的具體實踐，因此公共行政學的世界實不可再忽略過去一直為社會學所關心的組織性騷擾議題。另外，本文對於實務的研究著眼於行政組織中的實際情況，政治系統中的行政組織由於規模龐大及高度專業化的特性，加上其實際負責執行國家現行政策、評估政策績效、制定新政策的角色，已使行政組織成為發動公共政策的中樞，若是行政組織中的兩性互動發生問題，則人員在工作上的影響不可謂不大，更何況公共利益的具體實現即要達成社會公平、正義體現的指引，性騷擾對於受害者而言，亦是一種極不公平的結果。本文採取實務及理論的分析，希望了解行政組織中兩性互動及性騷擾的情況，其內容大略如下：第一章緒論，分別闡明本文之研究動機與目的、研究方法、名詞界定。第二章文獻探討，分三節，分別提出學者對於性騷擾成因的研究、及性騷擾問題之成因的綜合研討、最後歸納性騷擾所造成的影響。第三章研究設計，敘述本研究在實務探討方面的研究工具、研究對象、分析方法等。第四章訪談部份的研究結果，文中針對訪談內容做詳盡的歸納分析，以了解行政組織成員互動及其對性騷擾的態度。第五章問卷調查部份的研究分析，針對問卷調查結果，就性騷擾發生情況、成員對性騷擾的態度加以分析。第六章結論，除對訪談及問卷調查部份的研究結果綜合說明外，並提出行政組織防範性騷擾措施之建議。本文對於行政組織的探索，或過於主觀、或在了解程度的深入性不足，以此論文實難以表達行政組織兩性互動的全貌，敬祈師長惠予指教。

Thesis (M.A.)--Georgia State University, 2006. / Title from file title page. Emanuela Guano, committee chair; Layli Phillips, Juliana Kubala, Wendy Simonds, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Dec. 13, 2007. Includes bibliographical references (p. 98-116).

Studiens syfte var att undersöka och analysera pedagogers erfarenheter av en skriftlig utformad plan för att motverka diskriminering och kränkande behandling i förskolan. Det är en kvalitativ studie som bygger på intervjuer med pedagoger på förskolor. Frågeställningarna som låg till grund för studien var: Hur upplever pedagogerna processen kring utformandet av den skriftligt utformade planen för att motverka diskriminering och kränkande handling? Hur beskriver pedagogerna den skriftligt utformade planens användning i arbetet att motverka diskriminering och kränkande handling? Vilka utvecklingsmöjligheter ser pedagogerna kring den skriftligt utformade planen som verktyg i arbetet att motverka diskriminering och kränkande handling? Resultatet i studien visar bland annat att pedagogerna upplever processen kring utformandet av planen som svår då det till exempel var svårt att få tag i information. Användningen av planen beskriver pedagogerna som en punkt på dagordningen, de tycker att den används samtidigt som den upplevs mer som en pappersprodukt än som ett innehållsförankrat dokument. När det gäller utvecklingsmöjligheter kring planen ger pedagogerna uttryck för att de själva behöver mer kunskap i ämnet och planen behöver på olika sätt implementeras mer i verksamheten. / The purpose of this study was to investigate and analyze teachers´ experiences of a written plan designed to counter discrimination and offensive behavior in preschool. It is a qualitative study based on interviews with educators at preschools. The questions that formed the basis for the study was: How do preschool teachers experience the process of designing the written plan designed to counter discrimination and offensive action? How do teachers describe the use of the written plan designed to combat discrimination and offensive action? What development opportunities do the teachers see around the written plan designed as a tool in efforts to combat discrimination and offensive action? The results of the study show that teachers experience the process of designing the plan as difficult as it was difficult to obtain information. The teachers describe the use of the plan as an agenda item, they think that it is used while it is perceived more as a paper product than as a content embedded documents. When it comes to development opportunities of the plan the teachers express that they need more knowledge on the subject and the plan needs to be more implemented in the preschool’s activity.