Dr Anne Greer: Consultant Child and Adolescent Psychiatrist
Dr Andrew Dawson: Child and Adolescent Psychotherapist
Ms Kirsten Davie: Family Therapist
MCN Child Protection West of Scotland and Greater Glasgow Clyde Health Board
MSUM's 2nd Annual Walk A Mile In Her Shoes® - Rape & Abuse SignsMSUM Dragon Athletics
Walk a Mile in Her Shoes® is a International Men’s March to Stop Rape, Sexual Assault & Gender Violence. This will be the second year the All-American has lead this event. The event is on Sunday, March 25 in the CMU Main Lounge and Ballroom, and all members of the Fargo-Moorhead community are welcomed.
During the walk, women and men together will walk a mile around the campus of MSUM. Men will be given the opportunity to wear high heels to signify putting yourself in her shoes.
Last year’s event was a huge succes and all the Dragon teams had players that participated. Again this year student-athletes will be in attendance for the event, and you really should see a men’s basketball center in six inch heels.
A primer on the law in Texas for victims of Sexual Exploitation committed by Doctors, Psychiatrists, Psychologists, Family Counselors, and even religious leaders such as Ministers, Priests, Rabbis who violate their Code of Ethics and have sexual relations with their patients or members of their congregation.
Dr Anne Greer: Consultant Child and Adolescent Psychiatrist
Dr Andrew Dawson: Child and Adolescent Psychotherapist
Ms Kirsten Davie: Family Therapist
MCN Child Protection West of Scotland and Greater Glasgow Clyde Health Board
MSUM's 2nd Annual Walk A Mile In Her Shoes® - Rape & Abuse SignsMSUM Dragon Athletics
Walk a Mile in Her Shoes® is a International Men’s March to Stop Rape, Sexual Assault & Gender Violence. This will be the second year the All-American has lead this event. The event is on Sunday, March 25 in the CMU Main Lounge and Ballroom, and all members of the Fargo-Moorhead community are welcomed.
During the walk, women and men together will walk a mile around the campus of MSUM. Men will be given the opportunity to wear high heels to signify putting yourself in her shoes.
Last year’s event was a huge succes and all the Dragon teams had players that participated. Again this year student-athletes will be in attendance for the event, and you really should see a men’s basketball center in six inch heels.
A primer on the law in Texas for victims of Sexual Exploitation committed by Doctors, Psychiatrists, Psychologists, Family Counselors, and even religious leaders such as Ministers, Priests, Rabbis who violate their Code of Ethics and have sexual relations with their patients or members of their congregation.
September 7, 2016
Far too many people across the country are left dead, injured, or traumatized by community violence. Communities can be safer when neuroscience, public health strategies, and collective advocacy are aligned in practice and policy. This event convened experts to discuss the best next steps to fostering a broad science-informed advocacy movement to effectively address community violence.
Panelists
- Michelle Bosquet Enlow, PhD, Assistant Professor of Psychology, Harvard Medical School; Associate in Psychology, Boston Children's Hospital; Affiliated Faculty, Harvard University Center on the Developing Child
- Shannon Cosgrove, MPH, Director of Health Policy, Cure Violence
- Fatimah Loren Muhammad, Director, Trauma Advocacy Initiative, Equal Justice USA
- Charles Homer, MD, Deputy Assistant Secretary for Human Services Policy, Office of the Assistant Secretary for Planning and Evaluation, U. S. Department of Health and Human Services
- Moderator: Robert Kinscherff, PhD, JD, Senior Fellow in Law and Neuroscience, Center for Law, Brain & Behavior at Massachusetts General Hospital and Petrie-Flom Center; Associate Vice President for Community Engagement and Teaching Faculty in the Doctoral Clinical Psychology Program and for the Doctoral School Psychology Program, William James College; Faculty at the Center for Law, Brain and Behavior; and Senior Associate for the National Center for Mental Health and Juvenile Justice
Part of the Project on Law and Applied Neuroscience, a collaboration between the Center for Law, Brain & Behavior at Massachusetts General Hospital and the Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics at Harvard Law School.
Learn more on the website: http://petrieflom.law.harvard.edu/events/details/battling-blood-in-the-streets.
Callisto: A College Sexual Assault Recording and Reporting System by Sexual H...Kate Lazarov
Callisto is a new college sexual assault recording and reporting web-platform created by nonprofit Sexual Health Innovations (SHI). Callisto was first announced at the White House Data Jam on Protecting Students from Sexual Assault and is partially funded by Google.org.
Callisto is designed to address three major issues around campus sexual assault:
(1) supporting and empowering student survivors,
(2) providing better data to schools around sexual assault on campus, and
(3) facilitating the identification of repeat perpetrators.
The Problem: One in five women and many men will be assaulted during their college career. It is estimated that less than 10% of survivors will ever report to their campus or local law enforcement, and a mere 2% of survivors who were assaulted while incapacitated report. Additionally, up to 90% of college rapes are committed by repeat offenders, and if these individuals were stopped after their second assault, up to 60% of rapes could be prevented. By providing a safe, supportive and trauma-informed platform for students who have experienced a sexual assault, we hope to increase official reporting rates and reduce the emotional trauma around reporting. By providing students the option to report only if another student reports being assaulted by the same assailant (the 'Matching Escrow'), we aim to increase identification of repeat perpetrators, and provide better evidence to schools and law enforcement in those repeat offender situations. By allowing students to save a time-stamped record of what happened and take their time considering which reporting option(s) is right for them, we aim to improve the quality of memories and evidence that are reported, and increase the likelihood that the school or police is able to take appropriate action.
How it works: Callisto serves as a first portal for student survivors to create and save a secure record of what happened, and then access a clear overview of their reporting options and what to expect in the process of reporting. Callisto also connects students to important survivor resources, and allows them to opt into the 'Matching Escrow' to report only if another student names the same assailant.
For more information, please visit our websites: www.ProjectCallisto.org, and www.SexualHealthInnovations.org, or tweet at us @SHInnovations
Quantifiler™ Trio: Decision-support to help streamline Sexual Assault sample ...Thermo Fisher Scientific
Quantifiler™ Trio:
Decision-support to help streamline
Sexual Assault sample processing. Sheri Olson, Thermo Fisher Scientific
Bode West Meeting
March 2015, Coronado, CA
The Neurobiology of Touch and Trauma Somatic Experiencing from Dysregulation ...Michael Changaris
This paper explores the role of touch in treatment. It explores the neurobiological impact of touch with a focus on the main neurological systems activated in touch. The paper attempts to outline tools to reduce symptoms of trauma through touch.
This is the presentation I am giving today (6.19.2014) at Ft. Huachuca (home of U.S. Army Intelligence Center) on male survivors of sexual abuse (including military rape).
FHM Rape Culture Communication Strategy - ProactiveSarah Britten
This week two FHM writers in South Africa upset most of Twitter with tasteless jokes about rape. I think this is a good opportunity for a magazine that is uniquely placed to influence a section of society that often gets alienated in discussions about gender-based violence. Who knows? Maybe something like this could achieve positive social change. These are some very broad ideas about how I think they could do it.
Drug Facilitated Sexual Assault Partners With Law EnforcementMedicalWhistleblower
Drug Facilitated Sexual Assault is poorly understood and often not adequately investigated. This program seeks to describe the reality of drug facilitated sexual assault and to point out ways to improve outcomes for victims, law enforcement and social service providers.
Common Factors in The Treatment of Complex Trauma Jane Gilgun
Professor Gilgun draws upon research and theory on resilience, neurobiology, executive function, attachment, trauma, and self-regulation (NEATS) to present an integrated common factors model on work with families and children where the children have experienced complex trauma. Professor Gilgun will make use of case study material to illustrate the application of these important concepts.
Neurobiology of Touch and Trauma: The Impact of Touch Based Treatments on Hea...Michael Changaris
Touch plays a powerful role in human development and emotional regulation. Despite this fact it is not used effectively in therapy. This talk explores current research into the biological and psychological effects of touch and how to use touch to increase emotional regulation skills.
Link to Book By Author: http://www.amazon.com/Touch-Neurobiology-Health-Healing-Connection/dp/094079506X
Link to Webpage: http://www.touch-neuroscience.com/
Question #1 Please choose ONE of the following to make an origi.docxsimonlbentley59018
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, CRITICAL THINKING, sharing YOUR perspectives/ideas with a little bit of support for your assertions.
Violence and Women
:
Violence against females is a worldwide issue. What types of gender roles, cultural beliefs, political systems, and SOCIALIZATIONS influence and tolerate violence against women? Think deeply; what types of things are said or behaviors condoned or tolerated that cause, promote, or sustain violence against women? Provide support.
Violence and Men:
Violence against men, between men, and by men is a worldwide issue (no male bashing here, just going by prevalence rates). What types of gender roles, cultural beliefs, political systems, socialization processes, impact violence for men? Specifically, what do we say and do as a culture (not necessary you) to teach, condone, sustain certain masculine characteristics that could lead to violence? What can be done to help counteract unhealthy aspects of socialization? Pay attention to why you think women may have less rates of violence due to psychological or socialization processes.
Violence against non-binary
(including but not limited to binary transgender, non-binary transgender, non-binary in general, agender, bigender, gender fluid). What types of gender expected roles, cultural beliefs, socialization processes, attitudes, political systems, religious systems, and misinformation/myths contribute to violence towards non-binary persons? How does biopsychosocial scientific evidence challenge misconceptions? Include in your critical thought important measures needed to reduce violence.
Helping and Gender:
Discuss whether or not you see gender differences in helping behaviors of males vs. females. Be specific. Some examples: Are men more kind or females? How about instrumental vs. communicative style? Which gender might be rewarded more for specific helping behaviors: do we reward men for doing the dishes than women? Do we say men are instrumental ignoring the vast amount of "doing to show love" by women? Do we praise women for being more communicative in helping others while shaming men for having male to male "heart to hearts talks?" Does what we do, along gender lines, in terms of helping on a daily basis show a societal value and expectation that is gender influenced? Ex: Helping by caring for others, helping by protecting, helping by serving in different roles, help by risking life?
Self Efficacy
: Elaborate on the concepts of self-efficacy and gender. What aspects of gender identity or socialization may impact a person's sense of confidence, ability, and mastery? Elaborate and provide examples.
Sexuality as vulnerability:
Compare and contrast the concept of sexuality as a weakness/vulnerability between males, females, non-binary and those with non-hetero attractions. Provide some specific examples and let me see your critical thinking. Are male, female, and/or no.
Facilitating an open discussion about abuse with 7th grade students. All too often abuse remains in shameful shadows. Information is power when informing students about abuse in a positive, sensitive way.
Understanding the basis of sexual issues must first be properly grasped before any assumptions can be made on its impact on an individual’s life. There are several different elements that eventually affect an individual’s sex life one way or another. Get all the info you
need here
This phenomenon has little content in professional literature and on the internet, especially bullying by the female spouse. Domestic bullying occurs when a spouse engages in frequent criticism, threats, insults, emotional manipulation, demeaning language or bouts of anger, and is a major problem resulting in family and marriage breakdown, depression, homicide, suicide, addiction, homelessness, criminality and mental distress leading to cycles of abuse for the adult children of family bullying.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Learning Objectives
Distinguish fact from myth regarding male
sexual assault.
Discuss gender socialization.
Describe the effects of sexual assault on males.
Discuss how to assist males who have been
victims of sexual assault.
7-2
3. Activity
What Do You Know About
Male Sexual Assault?
Read the slide.
Decide if the statement is a myth or a fact.
Raise your hand if you think the statement
is a myth.
7-3
4. Myth or Fact?
If a man becomes sexually aroused during
assault, he wants or enjoys it.
7-4
5. The Facts
A man may have liked the attention he was
getting, or may have gotten sexually aroused. He
may even have wanted some of the attention or
sexual contact.
But that does not mean that he wanted or liked
being assaulted.
7-5
7. The Facts
Sexual assault harms males and females in
ways that are similar and different, but equally
harmful.
7-7
8. Myth or Fact?
If a female sexually assaults a male, he was
“lucky.” And if he doesn’t feel that way, there’s
something wrong with him.
7-8
9. The Facts
Girls and women can and do sexually assault
both boys and men.
Sexual abuse of a male by a female is not
“luck” – it is exploitation and it is harmful,
especially to boys who are more vulnerable
and susceptible to manipulation by an adult
female than an adult male.
7-9
11. The Facts
Boys and men can be sexually assaulted by
straight, gay, or bisexual men. The majority of
those who do are straight/heterosexual.
Sexual assault is not related to the sexual
orientation of the abusive person.
7-11
12. Myth or Fact?
Males assaulted by other males must have
attracted the assault because they are gay or
look gay. Or they become gay as a result.
7-12
13. The Facts
Whether a male is gay, straight, or bisexual, his
sexual orientation is neither the cause nor the
result of sexual assault.
If we focus on the violence of sexual assault
rather than the sexual aspects of the
interaction, it is easier to understand that
sexual assault has nothing to do with a male’s
sexual orientation.
7-13
14. Gender Socialization
The process of learning the social expectations and
attitudes associated with one’s sex.
Can shape emotional impacts
and how males and females
respond.
Begins as soon as
a baby is born and continues
throughout his or her life.
7-14
15. Male Biology and Emotions
As infants, males are more emotionally reactive and
expressive than females:
Startle more easily.
Excite more quickly.
Less frustration tolerance.
Distressed more quickly.
Cry sooner and more often.
7-15
16. Gender Socialization of Vulnerable Emotions
By middle of grade school boys are:
Less aware,
Less expressive,
Less empathic – toward
others and themselves
Zilbergeld 1992
7-16
17. Where Gender Socialization Comes From
Males and females are conditioned by different
experiences and behaviors:
How parents respond to
their emotions.
Responses from peers,
games they play.
Responses from teachers, coaches,
Media messages and role models.
7-17
18. Criticized for “Non-Masculine” Behavior
7-18
Act like a man Boys don’t cry
Man up! Don’t be such a wimp
Don’t act so gay That’s so girly
19. Moral Values and Gender Identity
Moral values: Good ways to be who you are.
We can’t help but evaluate ourselves:
“How close or far am I from how I should be?”
“Am I moving toward or away from my ideal self?”
Gender is moral, fundamental to identity.
7-19
20. Male Identity: Emotions and Values
7-20
20
Male
Identity
less
emotional
awareness
anger
good/safe
fear and
vulnerability
bad/unsafe
less
empathy
dominant,
aggressive
suppress
vulnerable
emotions
avoid
“unmanly”
beliefs about
masculinity,
emotional
expressionbeliefs
about self
beliefs
about
relationships
Experience Behavior
Thinking
21. Conditioning and Male Identity
Thoughts and beliefs are important, but not
the core.
Conditioning goes deeper than
what males think or choose.
It wires and re-wires the brain.
Less emotional awareness,
expressiveness, and empathy =
patterns of brain functioning.
7-21
22. Sexual Assault Totally Contradicts
Male Identity
No longer feels strong or in control.
Identification with the traits of his
male identity, ingrained since birth,
can be shattered.
Does not know how to deal with
the overwhelming vulnerable
emotions.
7-22
23. Why Males Don’t Report Sexual Assault
Social conditioning.
Judgment as weak or “not a real man.”
Lack of public awareness.
Needing and seeking help.
Talking about and sharing feelings.
7-23
24. Three Themes
Men who have been sexually assaulted often
have common questions or comments that
relate to three themes:
Legitimacy
Masculinity
Homosexuality
7-24
25. Activity
Themes and Beliefs Related to
Male Sexual Assault
Worksheet 7.1
Work individually to write at least one response
for each statement.
Report out to the large group.
7-25
26. Infrequency of Reporting
Reporting is less prevalent for males than for
females.
Infrequency of reporting means fewer resources
for men.
7-26
27. Infrequency of Reporting
Existing resources often:
Do not address homophobia and sexism.
Fail to challenge stereotypical notions of male
gender roles
Rarely recognize the specific needs of gay or
transgendered victims.
7-27
28. Forced Choice
Option A: Hyper-masculine.
A “real man.” Insecurity and fear drive this choice.
Option B: Non-masculine.
Robbed of a masculine identity. Characterized by feelings
of failure, defeat, depression, and demoralization.
Option C: Healthy masculinity.
Challenge masculine norms, create own identity that is
more positive and healthy than the stereotype.
7-28
29. Providing Assistance
Option A Hyper-masculine
Option B Non-masculine
Acknowledge how the sexual assault has forced him to
make choices, which may not be made consciously.
Explain that other males have had similar reactions.
Let him know he can develop a more positive, healthier
identity.
Explain that other male survivors of sexual assault have
done that.
7-29
30. Providing Assistance
Option C: Healthy Masculine
Answer any questions and confirm his concerns are
based on gender socialization.
Acknowledge his courage for facing what he has
been through and seeking help.
Recognize that he has reservoirs of strength to work
through the process.
7-30
31. Providing Assistance
Help him engage in reflection and sort out what
makes sense, vs. what he has been taught.
Point out that most questions and concerns are
based in myths about males and sexual assault.
Offer factual information.
Let the victim sort this information out for
himself.
Take your cues from the victim.
7-31
32. Topics To Discuss With Male Survivors
Negative reactions from others.
Totality of the assault, not just the sexual
aspects.
Effects on relationships.
Social conditioning.
Permission to feel and to have needs.
Sexuality issues.
7-32
33. Negative Emotions
Distress and depression.
Self-medication.
Anger and hostility.
Withdrawal from social contacts.
Some form of posttraumatic stress disorder.
Confusion.
Sexual anxiety or dysfunction.
7-33
34. Referrals
Recommend therapy if you think it would be
beneficial.
Individual therapy is sometimes best suited for
initial treatment.
Group therapy is often best for healing and
change.
7-34
35. Caution: Identity Labels Can Be Harmful
Identity labels can be limiting.
Men who’ve had these experiences should be
supported in finding their own language.
Avoid identity labels and use “person-first”
language; for example, “a person who’s had
an experience.”
7-35
36. Male vs. Female Advocates
Some males will feel safer with a female
advocate than a male.
Gender socialization may condition males to
seek support and comfort from females.
Conventional masculine values are often
obstacles to males seeking help.
7-36
37. Male vs. Female Advocates
Make sure your facility and staff:
Welcome males.
Have information on sexual assault specific to
men.
Understand the differences between male and
female sexual assault.
7-37
38. Review of Learning Objectives
Distinguish fact from myth regarding male
sexual assault.
Discuss gender socialization.
Describe the effects of sexual assault on males.
Discuss how to assist males who have been
victims of sexual assault.
7-38