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Sexual Assault > Prelims > Flashcards

Prelims Flashcards

1
Q

ACT DEFINING VIOLENCE AGAINST WOMEN AND THEIR CHILDREN

A

R.A 9262

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2
Q

“any sexual act, attempt to obtain a sexual act,
unwanted sexual comments or advances, or acts to
traffic women’s sexuality, using coercion, threats of
harm or physical force, by any person, regardless of the
relationship with the victim, in any setting, including but
not limited to home, school, prison, the streets and at
work.
”

A

SEXUAL ASSAULT

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3
Q

refers to any sexual, physical, verbal, or visual act that
forces a person to engage in sexual contact against their will or without their affirmative consent.

A

Sexual assault

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4
Q

10 signs you are being sexually harassed

A

C
D
U
U
J
S
R
S
D
I

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5
Q

EFFECTS OF SEXUAL ASSAULT

A

U
S
I
S
P
P
S
S
F
E
D
S

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6
Q

SIGNS OF SEXUAL ASSAULT

A

U
R
F
T
D
T
F

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7
Q

CONSENT

A

● A clear “yes” to sexual activity.
● One knows and understand what’s going on
● One knows what he/she wanted to do
● One is able to say what he/she wanted to do
● One is sober

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8
Q

There is no legal consent if a person is:

A

● Threatened, forced, coerced, or manipulated into agreeing to
engage in a sexual activity
● Not physically able to engage in a sexual activity (when one is
drunk, high, drugged, passed out, or asleep)
● Not mentally able to give consent (due to illness or disability)
● Younger than 12 years old (in the Philippines)

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9
Q

Is rape or sexual assault perpetrated by someone
unknown to the survivor.

A

Stranger Rape

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10
Q

The perpetrator rapidly and brutally assaults the victim with no prior contact.

A

Blitz Sexual Assault:

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11
Q

usually occur at night in a public place.

A

Blitz assaults

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12
Q

The perpetrator works to gain trust and confidence before assaulting.

A

Contact Sexual Assault

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13
Q

Sexual abuse by a relative, sexual contact/abuse between family members.

A

Incest

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14
Q

The survivor and the perpetrator are known to each other, whether by passing acquaintance or someone the survivor knows intimately.

A

Acquaintance Rape

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15
Q

Is a form of child abuse that includes sexual activity with a minor. A child cannot consent to any form of sexual activity, period.

A

Child Sexual Abuse

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16
Q

Unlawful intercourse with a minor

A

Statutory Rape

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17
Q

Women who have been physically abused by their partner have often experienced sexual abuse

A

Spousal/Partner Rape

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18
Q

– the state of deviating away from the standard / norm

A

Deviancy

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19
Q

– deviation from the “normal” sexual acts

A

Sexual Deviancy

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20
Q

This concept refers to behaviors that involve individuals seeking erotic gratification through means that are considered odd, different, or unacceptable to either most or influential persons in one’s community.

A

Sexual Deviancy

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21
Q

What is “Normal” Sex?

A

What is normal to one person may be quite offensive or even bizarre to another. Even as one ages from adolescence to older adulthood, private sexual standards may change

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22
Q

SEXUAL STANDARDS DEFINING NORMAL SEX

STATISTICAL STANDARD

A

● Defining criterion are the numbers
● If more than 50% of the population practice a certain sexual
behavior, it is then considered normal;
● Validates normalcy for a person / group of persons who practice that
particular sexual act;
● Can be dangerous; it can define lawbreaking as normal.

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23
Q

SEXUAL STANDARDS DEFINING NORMAL SEX

CULTURAL STANDARD

A

● Based on the set normal rules and regulations with changing
sanctions that accommodate transgression of its rule, which often
take the form of laws, statutes, and ordinances;
● The concept of what behavior is appropriate and what behavior is
deviant is relative; it depends on the norms of the society at a
specific time.

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24
Q

● Sexual acts are based on the commandments of the faith as to what act is wrong or right, son or not;

A

RELIGIOUS NORMALCY

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25
Q

○ Sex is something that is a duty of one spouse for the other, not to be enjoyed but endured;

A

● Traditional Sexual Philosophy:

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26
Q

Sexual acts belong to those who are legally and spiritually married and done only under specific condition.

A

● Traditional Sexual Philosophy:

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27
Q

SEXUAL STANDARDS DEFINING NORMAL SEX

SUBJECTIVE STANDARD

A

● Legitimizes behavior in the same fashion as the other standards, but
at a personal level;
● This involves how a person personally rationalizes the act.
● A person must feel that what he/she is doing is not only normal, but
“really not that bad”

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28
Q
  • Ranges from simple to complex or it may be escalating
A

Fantasy

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29
Q

– inanimate object to which one has attached sexual feelings

A

Fetish

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30
Q

If you’re calling someone “daddy” in bed, you’re
engaging in light ——.

A

Age Play

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31
Q

is a sex act that focuses on stimulating your partner’s anus via licking, penetrating with the tongue, kissing, or any other type of oral
stimulation.

A

Anilingus

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32
Q

ELEMENTS OF SEXUAL BEHAVIOR

A
  1. Fantasy- Ranges from simple to complex or it may be escalating
  2. Symbolism
    Fetish– inanimate object to which one has attached sexual feelings
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33
Q

● A ____ subcategory, this involves becoming sexually aroused from harsh or scratchy surfaces such as sandpaper or steel wool.

A

Fetish

BDSM

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34
Q

is a form of restraint. It’s a sex act that falls within the BDSM umbrella, which is an acronym for “bondage, discipline, dominance and submission, sadism and masochism” and a group of common sexual fantasies.

A

Bondage

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35
Q

is when a heterosexual couple agrees to both explore the turn-on of the female sleeping with other men and humiliating her male partner about the fact
that she’s sleeping with someone else

A

Cuckolding

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36
Q

, also known as sitophilia, refers to a kind of fetish in which individuals are turned on by food in an erotic setting.

A

Food play

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37
Q

● refers to lightly choking on an object to the point of making gagging sounds. Often people with penises will get off on their partner gagging on them—and the knowledge that they’re big enough to induce gagging noises.

A

Gagging

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38
Q

is the sexual arousal from having sex or masturbating in front of mirrors or reflective surfaces.

A

Katoptronophilia

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39
Q

is deriving pleasure from the high sensation most
often referred to as pain, be that physical or emotional

A

Masochism

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40
Q

is another common kink, which involves people taking on characters outside of their day-to-day lives as part of a sex scene.

A

Role playing

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41
Q

, also referred to as hair fetishism, is the erotic
attraction to hair. The hair in question can be human hair—armpit, chest, pubic, head—or even animal fur, but it is most commonly human head hair.

A

Trichophilia

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42
Q

is someone who derives sexual pleasure from watching others get it on. When we speak about ____ from a kink perspective, we’re talking about consensualvoyeurism.

A

voyeur

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43
Q

– isolated part of the body which sexual feelings had been attached (e.g. breasts, legs, buttocks)

A

Partialism

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44
Q
  • The compulsive feelings well up inside the serial sex offender and launch him into action
A

Compulsion

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45
Q

• Proposes that individuals learn criminal acts and deeds and acquire motivations to commit crime from those things and people around them.

A

Social Learning Theory

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46
Q

“Crime is learned thru experiences and people involved in those experiences.”

A

Social Learning Theory

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47
Q

there are three phases in which violent antisocial behavior is learned in interaction with an individual’s environment:

A

A
I
M

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48
Q

–The individual begins to assimilate into his or her personality characteristics of others by the process of observational learning.

A

The Acquisition Phase

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49
Q
  • factors that propel an individual into action
A

Instigation Mechanism

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50
Q
  • They form the process by which inappropriate or aggressive tendencies are kept in the personal repertoire of individuals.
A

Maintaining Mechanisms

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51
Q

Steps Involved in the Observational Learning and Modeling Process:

A

A
R
R
M

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52
Q

In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning.

A

Attention:

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53
Q

The ability to store information and is important part of the learning process.

—- can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning.

A

Retention:

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54
Q

Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement.

A

Reproduction:

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55
Q

Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment.

A

Motivation:

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56
Q
  • Psychological theories of crime suggest that some offenses may be caused by mental factors or
    conflicts.
A

Psychodynamic Theories

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57
Q

Assumed that all people are born with innate drives to fulfill their wishes and urges. These drives include the motivation to eat, sleep and engage in sexual behavior to satisfy themselves and populate the species.

A

Psychodynamic Theories

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58
Q
  • could develop during the phallic stage (primary focus of the libido is on the genitals) of
    development, and is characterized by competition between father and son for the mother’s affection.
A

Oedipal Conflict

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59
Q

results from boys and girls discovering the differences in their genitalia.

A

Castration Anxiety and Penis Envy

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60
Q

three elements of the human psyche:

A

the id,
the ego, and
the superego.

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61
Q

(pleasure principle)- basis of desire, seeks instant gratification.

A

Id

62
Q

(reality principle)- mediator of id and superego

A

Ego

63
Q

(conscience)- responsible for decisions based on past experiences of rewards and punishments

A

Superego

64
Q

posit that sex offenders at some point in life have experienced a fissure in their personality and psychosocial development and that the offender does not truly understand why he/she desires or engages in these socially, and often legally prohibited acts

A

psychodynamic theories

65
Q

• In this theory, it is believed that the acts of violence are due to abnormal hormonal levels produced in the body.

A

Biological Theories

66
Q

• Focuses primarily on rape; specifically, they center around the motivation of men to commit acts of sexual
violence against women.

A

Feminist Theories

67
Q

• Humans have a natural propensity to form emotional bonds to others, and that models of bonding in infancy provide a framework for understanding attachment patterns in adulthood

A

Attachment Theories

68
Q

four categories of attachment styles:

A

secure, preoccupied, fearful, and dismissing.

69
Q
  • has positive concept of himself and others, and as a result is able to make friends and have age-appropriate relationships.
A

Secure Attachment

70
Q
  • has poor self-esteem and low, but does have a positive attitude towards self-confidenced others and often needs their assistance to deal with personal matters.
A

Preoccupied Attachment

71
Q
  • poor self-concept and a poor concept of others, thus often blaming himself for his problem but being frightened to talk to others about these problems.
A

Fearful Attachment

72
Q
  • has both positive self-concept and a high level of self-confidence, yet he has a negative concept of others and does not seek out help or support.
A

Dismissing Attachment

73
Q

were developed in an effort to build on the foundation of behavioral theories by taking into account the thoughts of offenders as well as their behaviors.

A

Cognitive-Behavioral Theories

74
Q

• The combination of social and psychological concepts.

A

Psychosocial Theories

75
Q

indicate that childhood experiences predict a modeling effect because experiences in childhood relationships provide basis for the formation of adult relationships.

A

Integrated Theories

76
Q

Two types of abuser’s blockage:

A

D
S

77
Q

-the abuser is prevented from moving into the adult sexual
stage of development (an internal blockage)

A

Developmental Blockage

78
Q

–the abuser is unable to attain or maintain an adult relationship due to external factors such as frustration from a relationship with an adult

A

Situational Blockage

79
Q

• Not all human beings are born equal or with a blank slate.

A

Sociobiological Trait Theory

80
Q

The combination of our biological differences and the environment we are all brought up in all predispose
individuals to making rational choices or preclude them from making rational choices or preclude them
from making rational choices about engaging in a life of crime or participating in illicit activities.

A

Sociobiological Trait Theory

81
Q

this stage begins at the start of puberty when the sexual urges are reawakened.

A

Genital Stage

82
Q

In this stage, the sexual pleasure comes from someone outside the family.

A

Genital Stage

83
Q

focuses on feelings of inferiority, which he perceives as a normal condition of all people and a source of all human striving.

A

Adler’s theory

Alfred

84
Q

It centers on the emotions that individuals experience due to their interactions and disagreements.

A

Adler’s theory

Alfred

85
Q

Exaggerated feelings of inadequacy and insecurity often lead to defensiveness or anxiety. Individuals who first feel less competent than their peers subsequently develop feelings of inadequacy.

A

Inferiority Complex

86
Q

WHO determined that establishing early social attachment with a caregiver is crucial for typical infant social development.

A

John Bowlby

87
Q

was that a child needs a close and enduring bond with their mother for optimal mental health, where both parties derive happiness and fulfilment.

A

Bowlby’s fundamental discovery

ATTACHMENT THEORY

88
Q

are diverse conditions that impact a person’s cognitive processes, emotions, and actions. These disorders significantly affect an individual’s daily functioning and may necessitate medical medical or psychological treatments.

A

Mental illnesses

89
Q

a form of developmental disability that typically manifests in individuals under 18 years old.

A

Mental Retardation

90
Q

refers to a degree of cognitive ability, assessed through regular intelligence assessments, that falls far below the norm and leads to notable constraints in the individual’s functioning.

A

Mental Retardation

91
Q

identified by a childlike level of reaction, absence of moral awareness, Tack of empathy towards others, and aggression towards both others and the surroundings.

A

Psychosis

92
Q

It is a severe form of mental disorder that impacts a person’s personality, causing changes in their thoughts, emotions, and cognitive abilities such as memory and attention.

A

Psychosis

93
Q

is a mental health condition characterized by heightened levels of unfavourable feelings such as unease, stress, fear, and panic.

A

Anxiety

94
Q

It is a widespread sense of unease, dread, or stress that could be linked to a specific thing or situation or could be undefined, not linked to any particular thing.

A

Anxiety

95
Q

The theory of behaviour posits that human behaviour, including vilent actions, is acquired through engaging with the social environment.

A

BEHAVIORAL THEORY

96
Q

The theory suggests that individuals acquire behaviour and attitudes by observing, imitating, and modelling after others

A

SLT

97
Q

outlines how the interconnected influences of cognition, behaviour, and environment shape human behaviour.

A

Social learning theory

98
Q

In the experiment, it was found that children who saw the violent model were more likely to copy the behavior they saw.

A

Bobo Doll

99
Q

suggests that cognitive processes are the main drivers of behaviors, thoughts, and emotions

A

Cognitive theory

100
Q

The cognitive theory is linked to the examination of crime and violence, which is the perspective focusing on moral and intellectual development

A

Cognitive theory

101
Q

serve as an internal model of reality. They aid a person in comprehending the world around them.

A

Schemas

102
Q

are mental frameworks that depict a specific part of reality and can be viewed as classifications that contain certain predetermined notions,

A

Schemas

103
Q

This involves incorporating a new experience into an already established cognitive structure or schema.

A

Assimilation

104
Q

involves changing the schema, potentially leading to the creation of a new schema.

A

Accommodation

105
Q

is reached when a child’s existing mental structures can readily incorporate new information through assimilating it.

A

Equilibrium

106
Q

is the reason children can transition from one stage of thinking to another.

A

Equilibrium

107
Q

analyses that criminality results from an internal and unavoidable cause versus that of a controlled decision.

A

Psychological positivism

108
Q

Who theorized this in the 1800s; he proposes that the cause of criminality is rooted in the offender’s mental illness or personality disorders.

A

Alexander Lacassagne

109
Q

such as mood disorder, dispute behaviour disorder, schizophrenia, bipolar disorder, antisocial personality, and psychopathic personality are some of the mental illness that causes a person to commit a crime.

A

Personality disorders

110
Q

proposes psychodynamic or psychoanalytic theory. He emphasized the instinctual and unconscious bases of human behaviour.

A

Sigmund Freud

111
Q

He argued that everyone has an instinctual drive called id that demands gratification, superego is the moral and ethical codes that regulate these drives, and adults then develop a rational personality called ego that moderates between the id and superego,

A

Sigmund Freud

112
Q

It blames criminal behaviour on a conscience that is either so overbearing that it arouses feelings of guilt or so weak that it cannot control the individual’s impulses and leads to a need for immediate gratification.

A

PSYCHODYNAMIC THEORY

113
Q

is the source of the instinctual drives, it contains everything present at birth.

A

The Id

114
Q

based on the pleasure principle.

A

The Id

115
Q

is the moderator or referee between the id’s and the superego’s demands.

A

The ego

116
Q

The reality principle operates the —-; it represents reason and good sense.

A

The ego

117
Q

concentrates on morality and evaluates a person’s conduct and deeds.

A

The superego

118
Q

It develops due to the moral constraints taught to us by our parents.

A

The superego

119
Q

It is the ways of coping with difficult feelings and the mind’s way of dealing with stress.

A

DEFENSE MECHANISM

120
Q

coping strategies. They involve a distortion of reality that allows an individual to navigate an anxiety-provoking situation.

A

DEFENSE MECHANISM

121
Q

It is the unconscious mechanism in which the ego pushes disturbing or threatening thoughts out of consciousness.

A

REPRESSION

122
Q

An individual intentionally forgets the painful ideas or impulses to protect himself

A

REPRESSION

123
Q

Umbrella to which all the defense mechanism exist.

A

Denial

124
Q

just failing to admit that an event occurred in the actual world.

A

Denial

125
Q

The individual blames others for their own difficulties and responsible for his mistakes and shortcomings.

A

PROJECTION

126
Q

Redirecting of thoughts, feelings, and impulses at one person or object that are less threatening.

A

DISPLACEMENT

127
Q

A common example is the displaced aggression.

A

DISPLACEMENT

128
Q

In response to any stressful and overwhelming situations,
the individual regresses in development, takes the position of a child, and acts like a child to cope with the trauma.

A

REGRESSION

129
Q

A defense mechanism involves satisfying an impulse by acting on a substitute but channelling and doing it in a socially acceptable manner.

A

SUBLIMATION

130
Q

This is the first stage; infants experience the world through their mouths during the first year of life.

A

Oral Stage

131
Q

The pleasure centers around the mouth; all of the desires are oriented towards the lips and the mouth.

A

Oral Stage

132
Q

This stage occurs between 18 months to 3 years old.

A

Anal Stage

133
Q

The child’s focus of pleasure is on the anus. The child finds satisfaction in eliminating and retaining feces.

A

Anal Stage

134
Q

This stage occurs during 3-6 years of age. The pleasure of the child is now focused on the genitals.

A

Phallic Stage

135
Q

The children at this age are interested in what makes boys and girls different.

A

Phallic Stage

136
Q

The boys begin to develop a sexual desire towards his mother and see his father as a rival for her affection.

A

Oedipus Complex

137
Q

The child starts to worry that his father is becoming suspicious of his love for his mother and will discover his feelings for her. The punishment that the boy fears is castration.

A

Oedipus Complex

138
Q

That girls may experience the development of unconscious sexual attraction towards their fathers.

A

Electra Complex

139
Q

This stage occurs from age six until puberty;

A

Latency Stage

140
Q

In this stage, the child represses all interest in sexuality and focuses on the equisition of physical and academic skills.

A

Latency Stage

141
Q

The initial phase of cognitive development spans from birth to language development.

A

Sensorimotor Stage

142
Q

Infants develop knowledge of their environment by connecting what they see and hear with their movements and actions.

A

Sensorimotor Stage

143
Q

It includes children aged approximately 2-7, which aligns with the preschool
age range.

A

Pre-operational Stage

144
Q

In this phase, the child acquires the ability to utilize and depict objects through images, words, and drawings.

The child can develop reliable concepts, logical thinking, and magical beliefs.

A

Pre-operational Stage

145
Q

It occurs between the ages of 2 and 4.

At this point, the child’s verbal communication skills are improving, but their speech remains self-centered.

A

The Preconceptual Stage

146
Q

Communication becomes more focused on interaction with others and less
centered on oneself.

A

Intuitive Stage

147
Q

Children rely on their instincts or feelings to determine truth, even though they cannot articulate the reasoning behind those feelings.

A

Intuitive Stage

148
Q

This phase, after the preoperational stage, takes place from ages 7 to 11 and is known for correctly applying reasoning.

A

Concrete-operational Stage

149
Q

Our brain learns to rearrange our thoughts, to classify and build concrete operational mental structures.

A

Concrete-operational Stage

150
Q

○ This phase starts during the teenage years and continues into adulthood.

A

Formal Operational Stage

151
Q

The use of symbols related to abstract concepts is a demonstration of intelligence.

By now, the individual can engage in abstract and logical thinking methods.

A

Formal Operational Stage

Sexual Assault (2 decks)

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