No description available.

Many survivors of sexual trauma describe the forensic rape exam as a second rape (Campbell et al., 1999; Parrot, 1991). Rape crisis medical advocates (RCMAs) assist survivors through this process, a time of particular vulnerability to retraumatization (Resnick, Acierno, Holmes, Kilpatrick, & Jager, 1999), by providing emotional support, education, and advocacy for comprehensive and respectful services. Campbell (2006) stated that the primary role of the RCMA is to reduce victim-blame, or the tendency to blame the victim of a crime for the crime or the circumstances leading up to it. The literature has consistently shown that survivors who worked with RCMAs received more medical and legal services and were less likely to feel revictimized (Campbell, 2006; Resnick et al., 1999; Wasco et al., 2004), but the impact of the work on RCMAs has not been sufficiently examined. Previous research has shown that many advocates experienced anger and fear in relation to the work (Wasco & Campbell, 2002), that RCMAs who witnessed more victim-blame reported less satisfaction with the work and lower levels of affective commitment to the job (Hellman & House, 2006), and that professional counselors who worked with trauma survivors reported higher levels of vicarious trauma than those who did not (Schauben & Frazier, 1995). Other researchers have shown that counselors who worked with trauma survivors reported higher traumatic stress than those who did not, and counselors who worked with victims of sexual trauma endorsed more disruptive beliefs about self, others, and the world (Bober & Regehr, 2005). However, the appropriateness of generalizing results observed among counselors to RCMAs is unclear. The purpose of this study was to examine possible predictors of RCMAs’ experiences of vicarious trauma (VT) and vicarious post-traumatic growth (VPTG). Since a great deal of research examining the effects of trauma on care-providers focuses on individual-level contributing variables like personality style, coping skills, and history of victimization (Kelley, Schwerin, Farrar, & Lane, 2005; King, King, Fairbank, & Adams, 1998; Pearlman & Mac Ian, 1995), in this study I examined the predictive ability of several environmental/contextual/systemic variables on RCMAs ratings of VT and VPTG, including caseload, amount of formal individual and group supervision received, ratings of social community at work, meaning of the work, emotional demands of the work, and perceptions of witnessing VB by police and medical staff. One hundred and sixty-four RCMAs participated in this internet-based survey research. A series of hierarchical regression analyses demonstrated that higher ratings of VT were predicted by younger age, lower amounts of formal group supervision received, and lower ratings of the social community at work and the meaning of the work. Ratings of VPTG were significantly and positively predicted by amount of formal individual supervision received, and negatively predicted by age and educational achievement. Interpretations and recommendations are provided to assist rape crisis agencies in supporting RCMAs in their work.

Workplace bullying is recognised as a major psychosocial stressor in various professions and can have severe effects on health. Teachers are distinguished as an occupational group that is severely affected by this phenomenon. The general objectives of this research study were to firstly investigate teachers’ experiences of workplace bullying and its effects on health, and secondly, to develop a multi-level intervention programme that can be implemented to address workplace bullying and its effects on health in this context. This research study was conducted in two phases. The biopsychosocial model was applied as a theoretical foundation in the first phase. Participants were sampled by means of informative and educational articles that were placed online and in printed media. Selection criteria were applied to sample a group that was representative of victims of workplace bullying. Ultimately, twenty-seven teachers were included in this study. A qualitative, phenomenological research design was used to explore teachers’ experiences of workplace bullying and its effects on health. Data was specifically gathered by means of semi-structured interviews and personal documents. Semi-structured interviews were audio-recorded and data was transcribed verbatim. Methods of Interpretative Phenomenological Analysis were applied to analyse and present the data. Findings were supported with verbatim quotes and a literature control. Teachers’ reports indicated that workplace bullying is mostly perpetrated by principals and that colleagues are often also involved in the process. Bullying behaviours were aimed at attacking the character, as well as the work of teachers. Organisational channels were often exploited to bully teachers. Certain behaviours were an infringement of teachers’ human and labour rights. Findings are also analogous to the theory and dynamics that is depicted by the biopsychosocial model. Escalating stress and trauma were reflected in teachers’ physical, psychological and social health. The experience of workplace bullying firstly impacted on their psychological health, which was also accompanied by various physical health problems. Major depressive episodes and/ or symptoms of depression were mostly reported. Some teachers also reported symptoms of posttraumatic stress disorder, complex-posttraumatic stress disorder, and panic attacks. Teachers’ ill-health experiences further negatively impacted on their social and professional relationships. The school organisation is affected. The result is teachers with a lost passion for the profession, lowered work performance, increased absenteeism, and teachers’ intention to leave the profession. Findings finally indicated that certain personal and organisational characteristics facilitate and sustain workplace bullying. Relevant literature, field notes during the research process and findings in the first phase of this study guided the development of a multi-level intervention programme for the South African teaching profession. Strategic intervention activities were suggested to address some of the causes, as well as the physical, psychological and social health effects of workplace bullying. A strategic and methodological approach to multi-level intervention was also developed and proposed. Strategic intervention activities were ultimately suggested for the professional, social/ community, individual/ familial, dyadic, organisational, managerial, and work group level. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Workplace bullying is recognised as a major psychosocial stressor in various professions and can have severe effects on health. Teachers are distinguished as an occupational group that is severely affected by this phenomenon. The general objectives of this research study were to firstly investigate teachers’ experiences of workplace bullying and its effects on health, and secondly, to develop a multi-level intervention programme that can be implemented to address workplace bullying and its effects on health in this context. This research study was conducted in two phases. The biopsychosocial model was applied as a theoretical foundation in the first phase. Participants were sampled by means of informative and educational articles that were placed online and in printed media. Selection criteria were applied to sample a group that was representative of victims of workplace bullying. Ultimately, twenty-seven teachers were included in this study. A qualitative, phenomenological research design was used to explore teachers’ experiences of workplace bullying and its effects on health. Data was specifically gathered by means of semi-structured interviews and personal documents. Semi-structured interviews were audio-recorded and data was transcribed verbatim. Methods of Interpretative Phenomenological Analysis were applied to analyse and present the data. Findings were supported with verbatim quotes and a literature control. Teachers’ reports indicated that workplace bullying is mostly perpetrated by principals and that colleagues are often also involved in the process. Bullying behaviours were aimed at attacking the character, as well as the work of teachers. Organisational channels were often exploited to bully teachers. Certain behaviours were an infringement of teachers’ human and labour rights. Findings are also analogous to the theory and dynamics that is depicted by the biopsychosocial model. Escalating stress and trauma were reflected in teachers’ physical, psychological and social health. The experience of workplace bullying firstly impacted on their psychological health, which was also accompanied by various physical health problems. Major depressive episodes and/ or symptoms of depression were mostly reported. Some teachers also reported symptoms of posttraumatic stress disorder, complex-posttraumatic stress disorder, and panic attacks. Teachers’ ill-health experiences further negatively impacted on their social and professional relationships. The school organisation is affected. The result is teachers with a lost passion for the profession, lowered work performance, increased absenteeism, and teachers’ intention to leave the profession. Findings finally indicated that certain personal and organisational characteristics facilitate and sustain workplace bullying. Relevant literature, field notes during the research process and findings in the first phase of this study guided the development of a multi-level intervention programme for the South African teaching profession. Strategic intervention activities were suggested to address some of the causes, as well as the physical, psychological and social health effects of workplace bullying. A strategic and methodological approach to multi-level intervention was also developed and proposed. Strategic intervention activities were ultimately suggested for the professional, social/ community, individual/ familial, dyadic, organisational, managerial, and work group level. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

Magistro baigiamajame darbe išanalizuotos ir įvertintos atleidimo nuo baudžiamosios atsakomybės kai kaltininkas susitaiko su nukentėjusiu asmeniu teorinės nuostatos, išanalizuotos jų problemos, išnagrinėtas šios atleidimo nuo baudžiamosios atsakomybės rūšies teorinis reglamentavimas Lietuvoje bei jo taikymo Lietuvos teismų praktikoje problemos, pateikiami pasiūlymai taikymo praktinėms problemoms išspręsti. Pirmoje dalyje nagrinėjami teoriniai baudžiamosios atsakomybės, atleidimo nuo baudžiamosios atsakomybės aspektai, nurodoma atleidimo nuo baudžiamosios atsakomybės kai kaltininkas susitaiko su nukentėjusiu asmeniu vieta baudžiamosios teisės sistemoje, jos požymiai, skirtumai nuo kitų baudžiamosios teisės institutų bei reikšmė. Antroje dalyje analizuojami teoriniai atleidimo nuo baudžiamosios atsakomybės kaltininkui ir nukentėjusiam asmeniui susitaikius aspektai, taikymo pagrindai, teorinės ir praktinės problemos, su kuriomis susiduriama taikant šiuos pagrindus, galimi jų sprendimo būdai. Trečioje dalyje yra nagrinėjami atleidimo nuo baudžiamosios atsakomybės kaltininkui ir nukentėjusiajam susitaikius taikymo apribojimai bei teisiniai padariniai. / The final Master's thesis analysed and evaluated the theoretical approaches for exemption from criminal liability when the perpetrator reconciles with the victim, analyzing their problems and theoretical regulation of dealing with the exemption of from criminal liability of this kind in Lithuania, and problems of its application in the Lithuanian case law, by providing the recommendations for solving practical problems for its application. The first part deals with theoretical aspects of criminal liability and with exemption from criminal liability, pointing out the role in the criminal justice system of exemption from criminal liability when the perpetrator reconciles with the victim, its features, differences from other criminal justice institutions, and the value. The second part examines the theoretical aspects of exemption from criminal liability in case of reconciliation of the victim and the offender, the basics of its application, theoretical and practical problems encountered in the application of these fundamentals, and their possible solutions. The third part analyses the limitations for application of exemption from criminal liability in case of reconciliation of the perpetrator and the victim, and legal consequences.

Violence against women in cohabiting and marital relationships is, at present, a prominent phenomenon in South Africa. Domestic violence against women and children in South Africa is widespread and on the increase, also in Potchefstroom. Yet limited interventions are available. The interventions that are available include the SAPS, the court for the protection order, NGO’s and social workers. Female victims need measures that focus on building and empowering them with skills. Therefore the researcher adapted the Personal Growth Programme of FAMSA in Welkom to cater for the needs of female victims of domestic violence who are currently or were previously in an abusive relationship. The newly formulated Personal Empowerment Training Programme (PETP) is a tool that provides the female victims with the opportunity to deal with poor self–image, emotional demoralisation, loss of selfhood, self–blame and shame. Aim The aim of the research was to determine the effect of the PETP on the knowledge, attitude and behaviour of female victims of domestic violence in Potchefstroom. Method The main core of the research can be depicted as programme evaluation in which an evaluative research design was used. In the main study an experimental group was subjected to the PETP, while the control group was not. However, both experiential group and control group had to complete the pre–post questionnaire. Results The results proved that the PETP had a positive impact on the knowledge, attitude and behaviour of female victims affected by domestic violence. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

Violence against women in cohabiting and marital relationships is, at present, a prominent phenomenon in South Africa. Domestic violence against women and children in South Africa is widespread and on the increase, also in Potchefstroom. Yet limited interventions are available. The interventions that are available include the SAPS, the court for the protection order, NGO’s and social workers. Female victims need measures that focus on building and empowering them with skills. Therefore the researcher adapted the Personal Growth Programme of FAMSA in Welkom to cater for the needs of female victims of domestic violence who are currently or were previously in an abusive relationship. The newly formulated Personal Empowerment Training Programme (PETP) is a tool that provides the female victims with the opportunity to deal with poor self–image, emotional demoralisation, loss of selfhood, self–blame and shame. Aim The aim of the research was to determine the effect of the PETP on the knowledge, attitude and behaviour of female victims of domestic violence in Potchefstroom. Method The main core of the research can be depicted as programme evaluation in which an evaluative research design was used. In the main study an experimental group was subjected to the PETP, while the control group was not. However, both experiential group and control group had to complete the pre–post questionnaire. Results The results proved that the PETP had a positive impact on the knowledge, attitude and behaviour of female victims affected by domestic violence. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

The particular characteristics of Pinter’s theatre such as the theme of violence, the competitive interpersonal relationships, the implied unwillingness in communication between the characters and the distinctive use of silences and pauses, distinguish his work from the writers of the absurd. Pinter makes particular use of “Silences” and “Pauses” as theatrical techniques that present a non-verbal way of communication in his plays. The frequent use of these particular techniques in Pinter’s dialogue has urged some critics to coin new expressions such as “Pinteresque” or “Pinter Pause” in the vocabulary of drama to specify Pinter’s technique. One of the important objectives in this essay is to point out the fundamental significance and function of the “Silences” and “Pauses” in Pinter’s work and point out their distinction. I will discuss how the silences and pauses function in Pinter’s theatre as a non-verbal way of communication by creating fragments in the dialogue.   The plays which will be analyzed in this essay are: The Room, The Dumb Waiter, The Birthday Party and The Caretaker. My objective in this essay is to explore the context of these plays with regards to the theme of menace. In the first chapter, I mainly aim to explore the menacing context of these plays regarding the structure of menace and the ways it takes place in each play separately. This analysis will be presented in relation to the spatial territory in which the characters are confined. My aim is also to describe why menace is presented in a theatrical sense. I have chosen to quote some significant passages of each play in each section to illustrate my purposes in the first chapter. The aim of the second chapter is to define the character types involved in the presentation of menace, “The Intruders” and “The Victims”, and to analyze the strategies their use in encounters with each other. After describing the character types I will explore in detail how “The Intruders” use linguistic strategies to confuse and subdue their victims and finally victimize them and how “The Victims” use strategies to cope with menace in order to survive. There are some passages quoted from the plays to facilitate the purpose of the second chapter. The objective in the third chapter is to define “Silences” and “Pauses” as theatrical techniques used in form of non-verbal communication between the characters. I will discuss, based on Peter Hall’s definition, how these techniques are significant in understanding a Pinter play for the readers and the actors who perform them on stage, and will further explore the function of “Silences” and “Pauses” and their distinction in the context of the plays in question in this essay.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 33-40).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Madeline Maxwell. Vita. Includes bibliographical references.