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Ethical practice and professional decision-making
Published in Michael Weir, Law and Ethics in Complementary Medicine, 2023
In most jurisdictions, anti-discrimination legislation penalises sexual harassment. Examples are sections 118 and 119 of the Anti-Discrimination Act 1991 (Qld); section 22A of the Anti-Discrimination Act 1977 (NSW) and section 85 of the Equal Opportunity Act 1995 (Vic). Sexual harassment includes, but is not limited to, unwelcome behaviour of a sexual nature in circumstances in which a reasonable person, having regard to all the circumstances, would have anticipated that the other person would be offended, humiliated or intimidated. This would include making unsolicited demands or requests for sexual favours; inappropriate disrobing or inadequate draping; intimate examination without informed consent (this could also constitute criminal sexual assault, and would be difficult to justify for a complementary medicine practitioner); irrelevant discussion of a client's or practitioner's sexual problems or orientation; requesting irrelevant details of sexual history; conversations about the sexual fantasies of the practitioner; or making suggestive comments about a client's appearance or body.
Trainee and Student Policy
Published in Steven A. Wartman, Confluence of Policy and Leadership in Academic Health Science Centers, 2022
Wilsie S. Bishop, M. David Linville
Policies related to student conduct and the oversight of student behavior and extramural activities, such as student organizations, relate to professionalism. These policies are most often implemented and enforced through the offices of student affairs. Professionalism policies address student conduct, honor codes, dress codes, and expectations relating to professional behavior. In addition, student rights and responsibilities, mistreatment prevention, and grievance policies are usually grouped under the professionalism rubric. Most institutions will have sexual harassment prevention policies and training opportunities. Professional schools should assure that students, residents, and other trainees have appropriate training in sexual harassment prevention and know to whom they can report suspected abuse.
Accountability and Sustainability
Published in Miriam Orcutt, Clare Shortall, Sarah Walpole, Aula Abbara, Sylvia Garry, Rita Issa, Alimuddin Zumla, Ibrahim Abubakar, Handbook of Refugee Health, 2021
Sexual harassment is any unwelcome sexual advance, verbal or physical conduct or any other behaviour of a sexual nature that might reasonably be perceived to cause offence or humiliation to another. In instances of sexual harassment, especially in the workplace, it is useful to keep a log of situations as they arise and find a trusted colleague with whom to discuss next steps, speaking directly to the person or escalating through other means.
Repercussions of Rejecting Unwanted Advances: Gender Differences in Experience and Concern
Published in International Journal of Sexual Health, 2023
James B. Moran, Rebecca L. Burch
These findings are also useful for educating men on women’s safety and perceptions of safety, how their behaviors can be seen as threatening, and how men can minimize their threat, ultimately minimizing re-traumatization (Fava & Fortenberry, 2021). Men can also be educated on women’s responses to threats in these contexts so they can properly interpret flirting situations and accurately gauge women’s comfort levels. The male sexual over-perception bias (Haselton & Buss, 2000) posits that men are more likely to overestimate women’s sexual interest. This effect has long been documented and education based on these findings can help counter that bias and help men understand when to make wanted advances. In terms of sexual education, there is education designed for 6-12th graders to understand the difference between flirting and sexual harassment (Stein & Sjostrom, 1994). Programs like these may lead to a decrease in women having to reject unwanted advances or decrease retaliation once rejection occurs. This education may increase safety for young women and could lead to greater sexual pleasure and well-being (Chandra-Mouli et al., 2015; Mark et al., 2021; World Association for Sexual Health [WAS], 2019) which is of interest to young people who are receiving sexual education (Sladden et al., 2021).
Identifying Correlates of Peer and Faculty/Staff Sexual Harassment in US Students
Published in The Journal of Sex Research, 2022
Jan-Louw Kotze, Patricia A. Frazier, Kayla A. Huber, Katerina M. Marcoulides, Katherine A. Lust
More than half of undergraduate students and more than a third of graduate students in the US report having experienced sexual harassment while in college (Cantor et al., 2015). Importantly, sexual harassment has been linked to many negative consequences among college students, including lower academic engagement (Huerta et al., 2006), anxiety (McGinley et al., 2016b), and posttraumatic stress (Buchanan et al., 2009). Sexual harassment consists of four types of behaviors: sexist behavior (e.g., being put down due to one’s gender), crude or offensive behavior (e.g., offensive remarks about one’s appearance), unwanted sexual attention (e.g., persistent requests for dates despite saying “no”), and sexual coercion (e.g., being bribed with rewards or special treatment to engage in sexual behavior; Fitzgerald et al., 1999). Sexist behavior and crude or offensive behavior are more common than unwanted sexual attention and sexual coercion, yet all types of harassment are equally associated with poorer mental health (Sojo et al., 2016). Given these potential consequences, it is important to identify students who may be at most risk of experiencing sexual harassment. The purpose of the present study, therefore, was to (1) examine a range of risk factors for experiencing sexual harassment using data from a large epidemiological survey, and (2) examine these factors in combination using both hurdle models and classification and regression tree (CART) analyses. Identifying at-risk students could inform sexual harassment prevention programming on college campuses.
Prevention is Better than the Cure: The Development of Gray-Zone Situational Judgment Tests to Deter Sex and Gender Discrimination
Published in Military Behavioral Health, 2022
G. F. Thomas, D. E. Gibbons, S. M. Baho
Dobbin and Kalev (2019, 2020) studied 800 US companies and their approaches to sexual harassment training. They concluded that grievance systems and traditional harassment training that focuses on forbidden behaviors often increase worker disaffection and turnover. Their research shows the importance of encouraging bystander intervention and a focus on manager training where everyone is responsible for recognizing early signs of sexual harassment and intervening quickly to prevent its escalation. This is the essence of our gray-zone SJT. The SJT items are designed to help personnel identify gray-zone behaviors, intervene, and respond in ways that create the conditions for healthy working relationships and high performing teams. When one considers that entry-level workers and their supervisors might compose more than 80% of an organization, this approach has the potential to have a substantial impact for deterring sexual harassment and sexual assault.