WEEK 5: Lecture 5a+b - Covers et al. - Brown et al. - Muehlenhard et al. Flashcards
L5a: Q: Why is the myth that victims of sexual abuse always scream and fight during the abuse incorrect?
A: The myth is incorrect because most victims freeze during the abuse rather than scream or fight. Freezing is a common response to traumatic events.
L5a: Q: What is a common misconception about the relationship between the abuser and the victim, and what is the reality?
A: The misconception is that abuse is mostly committed by strangers. In reality, abuse is often perpetrated by someone close to the victim, which can occur in a loving context and cause significant psychological harm.
L5a: Q: How does early childhood abuse increase the risk of future victimization, and what are some psychological impacts?
A: Early childhood abuse increases the risk of future victimization because it leaves psychological scars such as PTSD, guilt, and low self-esteem, making victims more vulnerable to being abused again. These impacts include ongoing psychological damage and a heightened risk of re-victimization.
L5a: Q: Explain the ‘Metaphor monkeys’ in the context of sexual abuse.
A: The ‘Metaphor monkeys’ include the child who pretends the abuse didn’t happen, the perpetrator who rationalizes their behavior, and the bystanders who avoid confronting the reality. This collective denial allows the abuse to continue unaddressed.
L5a: Q: How does low self-esteem develop in children who have been sexually abused, and why do they often remain silent?
A: Low self-esteem develops because the child may believe the abuser’s threats and blame themselves due to their underdeveloped cognitive abilities. They remain silent due to fear of punishment, guilt, and the belief that they are responsible for the abuse.
L5a: Q: Discuss the role of guilt in the psychological problems faced by survivors of sexual abuse.
A: Guilt is persistent and leads to various psychological problems. Survivors may self-harm, develop depression, or have eating disorders. Guilt is often reinforced by the perpetrator’s manipulation, making the victim feel responsible for the abuse.
L5a: Q: What are some common therapeutic approaches for treating PTSD in survivors of child sexual abuse, and what do these treatments have in common?
A: Common therapeutic approaches include Narrative Exposure Therapy, Prolonged Exposure, Imagery Rescripting, Cognitive Processing Therapy, and EMDR Therapy. All these treatments involve confronting and processing the traumatic experiences.
L5a: Q: What are some reasons why perpetrators of sexual abuse may commit their crimes, and how do substance use and psychological factors play a role?
A: Perpetrators may commit abuse to feel power, due to unmet needs for intimacy, or because of their own unprocessed abuse experiences. Substance use and a lack of empathy or impulse control (antisocial behavior) can also contribute to their actions.
L5b: Question: What does the World Health Organization (WHO) define as sexual violence, and what are some examples of acts that fall under this category?
Answer: The WHO defines sexual violence as encompassing acts that range from verbal harassment to forced penetration, and includes various types of coercion from social pressure and intimidation to physical force.
- Examples of acts that fall under this category include sexual assault, child sexual abuse, intimate image abuse, sexual harassment, rape, stealthing, cyber harassment, exhibitionism, stalking, trafficking, sexual exploitation, and voyeurism.
L5b: Question: How do statistics of sexual violence differ among sexual minority groups compared to heterosexual individuals, particularly focusing on bisexual women and men who sleep with men (MSM)?
Answer: Sexual minority respondents report higher levels of sexual violence compared to heterosexual men. In the Netherlands, 33-50% of bisexual women have experienced sexual violence, compared to 21% of heterosexual women and 27% of lesbian women. Approximately 25% of MSM have experienced sexual violence, compared to 5% of heterosexual men.
L5b: Question: How do social and cultural norms contribute to the prevalence of sexual coercion and violence?
Answer: Social and cultural norms create an environment that normalizes coercive behaviors by perpetuating harmful stereotypes. For example, ideas about masculinity that depict males as dominant and aggressive can justify and excuse sexual violence. These norms make it easier for sexual coercion to persist and often place responsibility on the victims rather than the perpetrators.
L5b: Question: What is the concept of rape myth acceptance, and how does it affect societal views on sexual violence?
Answer: Rape myth acceptance refers to attitudes and beliefs that are generally false but widely and persistently held, which deny or excuse sexual violence. These myths often shift responsibility from the perpetrator to the victim. Examples include beliefs that a person must physically resist for it to be considered rape, that strangers are the primary perpetrators, and that men cannot be raped because they always want sex. These myths are strongly related to sexual gender role stereotypes and negative attitudes about gay men.
L5b: Question: Describe the evolution of sexual consent laws from the 1970s to the present, including key movements and legal changes.
- In the 1970s and 1980s, emerging evidence highlighted the high prevalence of sexual violence.
- The “No means No” campaign in the 1990s advocated for respecting refusals. During the same period, rape within marriage became criminalized in the Netherlands. The “Yes means Yes” movement emerged in response, advocating for affirmative consent.
- Key legal changes include the 2014 affirmative consent laws in the USA (Title IX)
- The 2018 affirmative consent law in Sweden
- The upcoming 2024 sexual crimes law in the Netherlands.
L5b: Question: What are the three important aspects of sexual consent discussed in the text?
Answer: The three important aspects of sexual consent are:
- Internal state of willingness: Mental state. This is not directly observable (because thoughts are private), but inferences are made based on behavior.
- Consent as an act of explicitly agreeing to something: This is external or affirmative consent, which can be verbal or non-verbal.
- Consent as behavior that someone else interprets as willingness: This is implied or inferred consent, indicated by a sign, action, or inaction.
L5b: Question: What paradox regarding consent behaviors did Hickman and Muehlenhard identify, and how do these behaviors align with real-life sexual interactions?
Hickman and Muehlenhard found that the most indicative/clear signs of consent (like directly saying yes or showing it clearly) are rarely used in real life. Instead, people often show consent by not saying anything, which is not a clear sign at all/lease indicative form of consent. This shows a big gap between what people think is the best way to give consent and what they actually do.
L5b: Question: How does the concept of “tuning in” to oneself and others offer a potential new direction for understanding sexual consent, according to Ellen Laan?
Answer: The concept of “tuning in” suggests that positive and effective consent is a continuous process involving sensitivity and responsiveness to oneself and one’s bodily signals, as well as to the other person(s) involved. This approach emphasizes explicit and implicit communication about consent and aligns with the idea that sexual interactions should be a respectful and ongoing dialogue, rather than a simple transactional agreement.
