SUNY series, The Psychology of Women – serie

"This book will be of great value to any survivor of incest. Equally important, Christine Dinsmore teaches the rest of us-therapists, family members, and friends-how to be helpful to the survivor who takes on the task of ending the secrecy, recovering memories, and experiencing feelings. Dinsmore points out that the recovery process is unique for each survivor. You won't find any pat formulas here. Instead, the reader is left with a sensitivity and an awareness of the role one might play in the survivor's journey." - from the Foreword, Jane R. HirschmannFrom Surviving to Thriving: Incest, Feminism, and Recovery analyzes incest recovery from a feminist perspective. It is based on research with incest survivors and years of therapy with survivors of childhood sexual abuse. Unlike other writings on incest recovery, this book links the incest with patriarchy and its belief in male sexual entitlement. The discussions of incest and its traumatic effects, society's response to the sexual abuse of children, the recovery process, and the role of the supporting cast are reinforced by the words of incest survivors themselves. A detailed account of the incest healing treatment is also provided with specific treatments suggested for therapists working with incest survivors.

This book represents the first comprehensive resource manual for understanding and preventing sexual harassment in the academic community and in the workplace.Studies indicate that sexual harassment is at epidemic proportions in the academy and in the workplace: from 30%–70% of women in U.S. colleges and universities experience some form of sexual harassment (including sexual assaults) each year; a University of Massachusetts study reports 13% of undergraduate women were raped by acquaintances; and 50% of women in the workplace report serious sexual harassment from supervisors and fellow employees. This manual provides the results of research and of practical, effective experience in reducing the occurrence of sexual harassment, investigating complaints, and providing counseling and remedies for the victims. In addition, the authors have compiled bibliographies, audio-visual material, and pedagogical techniques for dealing with sexual harassment in the academy and in the workplace, as well as information and workshop techniques to facilitate training programs.

This book examines two kinds of research, research in social psychology and in clinical psychology, into the effects of physical appearance on person perception. Both are explored with the objective of identifying gender similarities and differences on the effects of physical appearance. The theoretical framework for integrating the two approaches is presented, with implications of this framework for future research, social change, and psychotherapy. The book demonstrates that gender must be considered in research on physical appearance effects.

This book represents the first comprehensive resource manual for understanding and preventing sexual harassment in the academic community and in the workplace.Studies indicate that sexual harassment is at epidemic proportions in the academy and in the workplace: from 30%–70% of women in U.S. colleges and universities experience some form of sexual harassment (including sexual assaults) each year; a University of Massachusetts study reports 13% of undergraduate women were raped by acquaintances; and 50% of women in the workplace report serious sexual harassment from supervisors and fellow employees. This manual provides the results of research and of practical, effective experience in reducing the occurrence of sexual harassment, investigating complaints, and providing counseling and remedies for the victims. In addition, the authors have compiled bibliographies, audio-visual material, and pedagogical techniques for dealing with sexual harassment in the academy and in the workplace, as well as information and workshop techniques to facilitate training programs.

Teachers, in general, are hired to conform with set values of the community which hires them. They are expected to reflect conventions which correspond with an ideological model of behavior sanctioned by the state and by the community in which they work. In a publicly funded educational system, not only are teachers expected to transmit dominant ideologies, but, as representatives of the state, they are assumed to embody the dominant values of the society which hires them. The notion of lesbian teachers inevitably contradicts mainstream assumptions about female teachers-women whose image stereotypically corresponds with and implicitly conveys traditional female "virtues" of purity, dedication, and nurturance.Using an analysis that combines feminist concepts of patriarchy with Gramsci's notion of hegemony, this book is an institutional ethnography which begins from the standpoint of lesbian teachers, but, at the same time, locates their experiences in the immediate social organization from which they arise and which gives them meaning.Through intensive interviews with nineteen lesbian teachers, Khayatt explores these womens' lives as they themselves describe them: How do they conceal their sexuality? How do lesbian teachers cope in the classroom? How do they deal with their perceived need to live a double life? To whom do they come out? Why do they feel unsafe to be out despite the potential protection of legal rights? And, finally, what would they stand to lose if found out?

The first book to take a multicultural perspective on the psychology of women, including the issues of ethnicity, religion, age, sexual orientation, socioeconomic class, and physical abilitiesThis book addresses the continuing call to incorporate diversity issues into the scholarship on the psychology of women. Each chapter takes an inclusive look at one aspect of women's lives and shows how the available research and theory relate or do not relate to diverse groups of women; issues of ethnicity, race, religion, age, sexual orientation, socioeconomic class, and physical ability are examined. The chapters present the state of the literature in psychology and related fields, and authors describe what we know and do not know about issues of diversity in women's experience.The authors and editors themselves represent diverse perspectives. The book includes Joan C. Chrisler and Alyce Huston Hemstreet on women's health needs; Martha E. Banks, Rosalie J. Ackerman, and Carolyn A. Corbett on neuropsychological issues for physically challenged women; Lillian P. Holcomb and Carol B. Giesen on older women and physically challenged women as college students; Ann Marie Orza and Jane W. Torrey on teaching the psychology of women; Rachel Josefowitz Siegel, Sudha Choldin, and Jean H. Orost on the effects of religious ideology on women's psychosocial development; Darlene C. DeFour and Michele A. Paludi on women and achievement; Geraldine Butts Stahly and Gwat-Yong Lie on women and violence; and Suzanna Rose on women's friendships.

The first book to take a multicultural perspective on the psychology of women, including the issues of ethnicity, religion, age, sexual orientation, socioeconomic class, and physical abilitiesThis book addresses the continuing call to incorporate diversity issues into the scholarship on the psychology of women. Each chapter takes an inclusive look at one aspect of women's lives and shows how the available research and theory relate or do not relate to diverse groups of women; issues of ethnicity, race, religion, age, sexual orientation, socioeconomic class, and physical ability are examined. The chapters present the state of the literature in psychology and related fields, and authors describe what we know and do not know about issues of diversity in women's experience.The authors and editors themselves represent diverse perspectives. The book includes Joan C. Chrisler and Alyce Huston Hemstreet on women's health needs; Martha E. Banks, Rosalie J. Ackerman, and Carolyn A. Corbett on neuropsychological issues for physically challenged women; Lillian P. Holcomb and Carol B. Giesen on older women and physically challenged women as college students; Ann Marie Orza and Jane W. Torrey on teaching the psychology of women; Rachel Josefowitz Siegel, Sudha Choldin, and Jean H. Orost on the effects of religious ideology on women's psychosocial development; Darlene C. DeFour and Michele A. Paludi on women and achievement; Geraldine Butts Stahly and Gwat-Yong Lie on women and violence; and Suzanna Rose on women's friendships.

Focuses on how to teach the psychology of women course with emphasis on three main themes: critical thinking skills, integration of knowledge, and multiculturalism.Pedagogical techniques are provided for topics typically discussed in the psychology of women course including heritage of the field, feminist and sex-fair research methodology, life-cycle developmental psychology of women, therapeutic approaches, women and sexuality, women's career development, women and relationships, women and health, communication skills, and violence against women.Information dealing with legislative action on several issues such as domestic violence, sexual harassment, and women's reproductive health is included. Pedagogical techniques for multiculturalism and multicultural learning inclusive of issues regarding race, ethnicity, sexual orientation, disabilities, religion, and age is provided. The book also includes a sample syllabus for a course on the psychology of gender, race, and ethnicity.The book is divided into three sections—critical thinking, integration of knowledge, and multiculturalism. Within these goals Paludi includes pedagogical tools for faculty and classroom use including experiential exercises, role playing exercises, sample discussion/essay questions, audio-visual materials, suggestions for guest speakers, organizations to contact for information, suggested term paper topics, and related readings.

An updated and expanded revision of the first edition, which received the Gustavus Myers Center Award for an outstanding book on Human Rights in the United States. Intended for administrators and faculty, it is also a resource book for individuals wanting to make changes in their campus' policy and procedures with regard to sexual harassment.Based on her work as a private consultant, Michele A. Paludi recognized the need for an updated version of her book Ivory Power: Sexual Harassment on Campus. This need for a second edition was not only facilitated by updated case law, but also by the considerable work published since the first edition concerning training of personnel at colleges and universities and setting up policy statements and effective grievance procedures. Additional attention is devoted to 'consensual relationships' between faculty and students, a topic only touched upon lightly a few years ago. The events of the last few years at Antioch College and the University of Virginia that have stimulated discussion on peer sexual harassment also led to the need for a second edition of Ivory Power.For this edition Dr. Paludi invited the contributors ofIvory Power to update their chapters, focusing on new research, case law, and theory, and new contributors offer their perspectives on sexual harassment in the academic environment. New forewords have been added, most notable are those written by clergy—one a Methodist, one a Roman Catholic—who are dealing with victims of sexual harassment in their parish.

Focuses on variables that assist in confronting and preventing child abductions, including teacher training, public education and awareness, psychotherapeutic techniques for families and friends of abducted children as well as the children themselves.Child abduction is the most widespread form of child victimization studied. In 1992 alone, a total of 27,553 cases of missing children were reported in New York State through the Missing Children Register. The majority of missing children cases involved suspected runaways. Abduction cases accounted for one percent of the total report; those committed by family members comprised the most frequent form of abduction (as opposed to abduction by strangers). In addition, 88 percent of the children reported missing were age 13 or older, 60 percent were girls, and 58 percent were white.Child abduction is a serious socio-economic problem. Until now there has been no text that addresses the incidence, psychological dimensions, and explanatory models of child abductions. This book fills a need by focusing on variables that assist in confronting and preventing child abductions, including teacher training, public education and awareness, psychotherapeutic techniques for families and friends of abducted children as well as the children themselves.

Supplies new information on the application of sexual harassment laws in schools, colleges/universities, and the workplace.Sexual Harassment, Work, and Education brings new and important research to bear on consensual relationships on college campuses, provides new resources for dealing with sexual harassment in elementary and secondary schools, and outlines individualized programs for workplace training. Responding to feedback from readers of the first edition, authors Michele A. Paludi and Richard B. Barickman have joined together again to update and revise their classic sexual harassment resource guide.This indispensable resource provides sources for audio-visual material and legal references, and includes sample policy statements, investigatory procedures, and examples of training programs in sexual harassment awareness for employees, students, and administrators.