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Post-vaginal birth protocols frequently require women and other birthing persons to undergo rectal examinations. Protocols for these examinations, which we refer to as PVREs, vary widely, however, and there is a lack of agreement within the medical community concerning whether they are needed at all. This article explores women’s experience of PVREs in light of this ambiguity which, we argue, reflects and reproduces aspects of gendered power relations that are implicated in systemic sexual violence. We show that some women experience PVREs as sexual violence, the effects of which include guilt, self-blame, shame and sexual humiliation. Given its defining characteristics, we further argue that PVREs constitute a form of obstetric violence.
Collaborative networks are horizontal settings of public governance that enhance interactions between a diversity of actors (for example, civil servants, companies or citizens). They can help cross-cutting public policies (for example, climate policies) to gain coherence and become more innovative. To do so, collective learning, defined as the broadened and mutual understanding of public issues arising out of repeated social interactions, is critical but not spontaneous. In particular, the diversity of participants creates learning opportunities that do not necessarily transform into concrete learning.
So, how does diversity lead to collective learning in collaborative networks? To address this research question, this article researched two collaborative networks within the city administration of Schaerbeek (Belgium). Based on semistructured interviews, mental models were used to assess collective learning, and social network analysis was performed to understand the structure of interactions between diverse members.
The findings show that the influence of diversity on collective learning was contingent on the collaborative network, but fostered by social interactions, with noticeable links between formal and informal interactions. From these findings, the article makes three scholarly contributions. First, it deepens our understanding of collective learning, with a focus on the development of shared understandings as a condition of consensus formation. Second, it builds on psychology and resource management research to assess collective learning through mental models, and provides a new approach to the measurement of policy learning. Third, it contributes to the debate on the implications of different inclusion levels and conditions for the results of collaborative governance and their transformation in policy innovations.
There has been increased awareness of the unique challenges faced by those researching gender-based violence (GBV) in recent years. While much of the literature has rightly focused on the needs of participants (as victim/survivors), less has been written around the needs of researchers. Yet we know that researching GBV can have both positive and negative impacts on researchers (Nikischer, 2019) and it has recently been recommended that researchers have access to clinical supervision when regularly exposed to traumatic material (Williamson et al, 2020). This article draws on reflections from research carried out during the COVID-19 pandemic regarding the reasons why victims of domestic abuse and/or sexual violence may withdraw from the criminal justice process. The research team were provided with independent clinical supervision by a qualified therapist with expertise in interpersonal abuse throughout the duration of the project. Analysis of the researchers’ reflections suggest that while the move to remote research during the pandemic created opportunities in terms of flexibility there were additional emotional challenges to those experienced pre-pandemic. Importantly, this exploratory article shares reflections on the value of clinical supervision for addressing these challenges and recommends that all GBV researchers have access to this vital resource.
In late 2021, some six months after his death, the University of Oslo held a commemoration of the work of Professor Thomas Mathiesen. As this issue of Justice, Power and Resistance will attest, Mathiesen cut across definitions of theorist, scholar, pedagogue and archetypal academic activist. In this short intervention, I pay tribute to the influence Thomas’ work has had not only on my own, but on so many interventions around injustice and ever-expanding aspects of surveillant social controls which proliferate contemporarily. In doing so, this short article will highlight an overview of his most recognised work, before delving into a perspective that I consider to be more relevant than ever: Mathiesen’s conceptualisation of ‘silent silencing’ (Mathiesen, 2004). Overall, this contribution seeks to remind those new to studies of harm and social control of the value of critical work which came before us, and the need to engage, reflect and rebuild perspectives such as Mathiesen’s in ways which are meaningful to contemporary problems and optimal (abolitionist) solutions.
In this article, I discuss how I design a sexuality course using queer theory. Based on the key concepts of queer theory, I structure the course into eight areas: (1) problematizing the notion of sexuality, (2) rethinking sexuality through queer theory, (3) the historical and social construction of sexuality, (4) the social organization of sexuality, (5) managing sexuality institutionally, (6) the institutionalization of sexuality, (7) the fluidity of identities, and (8) forms of resistance. The goals are to help social work students (1) understand how social, cultural and political forces, as well as institutional practices (informed by sexual knowledge), shape and regulate sexual life that in turn produces privilege and oppression, and (2) engage them to rethink and develop social work practice that is socially transformative.
The helping professions have long understood that secondary traumatic stress and its counterparts of burnout, compassion fatigue and vicarious trauma are a problem for workers in the field. However, less is known about the impact of the issue on students who have placements. Using the Secondary Traumatic Stress Scale (STSS), this quantitative research study seeks to explore if a convenience sample of 45 students on two programmes in the field was affected. The results show several non-significant results, suggesting that the number of weekly caring responsibility hours did not predict perceived STSS scores after placement and that high-scoring students have shown no significant difference in STSS scores before and after placement. Overall, we also found that the subsample of ten students with caring responsibilities had higher STSS scores. The article discusses well-being in students generally, incorporating trauma-informed perspectives. While no students in this study were affected, the discussion examines what can be done to better support students from an ecological perspective to protect and prepare them for their placements and future careers. Finally, this article calls for policy and practice in education and the curricula of the helping professions to routinely incorporate awareness of the issues in training and supervision.
In his article ‘Selective incapacitation revisited’, Thomas Mathiesen (1998) addresses the dominance of a technical and scientific language associated with the risk prediction culture that originated from a criminological research community where risk is considered as objective and measurable. In this article I discuss how practitioners perceive these aspects of risk prediction. For policymakers, targeting means using thresholds to target groups of offenders, but for frontline officers, it means targeting an individual. The officer must set an individualised assessment against the aggregated assessments from risk predictions. I will analyse how this has manifested in three Norwegian risk assessment projects: the offender assessment system, risk assessment of violent extremism, and early intervention to prevent youth crime. This article contributes to the understanding of how the political aspects of risk impact practitioners, and how the concept of risk as an artifact is understood by practitioners. I will first present the context of selective incapacitation and the history of research in this field. I will then contextualise the different understandings of risk within policy and practice. The main section is an analysis of the three cases. I end by discussing how acknowledgement of the political aspects of risk can promote sensitivity around the use of risk assessment tools.
Obstetric violence is a term that has sparked considerable debate. It represents a range of harmful practices around unwanted intimate examinations. This article explores the contested boundaries of obstetric violence, examining both overtly abusive actions and more routine, yet potentially harmful, medical practices during childbirth and beyond. By delving into the underlying patriarchal and misogynistic structures within healthcare, the article challenges traditional understandings of care in childbirth. It argues for a broader, more nuanced recognition of obstetric violence, emphasising its connection to gender-based violence and the need for a more context-sensitive approach in both legal and medical frameworks. The aim is to expand the discourse on obstetric violence to include often overlooked and normalised practices that contribute to the mistreatment and dehumanisation of women, birthing people, and transgender people receiving gender-affirming care.
At the onset of the COVID-19 pandemic, the Survey of Health, Ageing, and Retirement in Europe (SHARE) was in a unique position to respond to the need for high quality survey data on people’s changing living situations. Implemented as two telephone interviews in the summer of 2020 and 2021 in 27 European countries and Israel, the SHARE Corona Surveys present a great advantage by their integration into the longitudinal, multidisciplinary and ex-ante harmonised design of the SHARE study. This allows researchers to trace changes from the pre-pandemic period, through the different stages of the pandemic, and the post-pandemic situation. This article lays out the research aims and how the two Corona Surveys fit in the general design of SHARE. It presents the main design features of the SHARE Corona Surveys following the survey life cycle. It starts with information on procurement, contracting, funding, ethics, and data protection and sampling, followed by information on instrument design, translations, questionnaire content and interviewer training. Last, fieldwork, panel care and data processing are described. Focused on topics of health behaviour, health care, economics and social relationships, the balanced panel sample of the two SHARE Corona Surveys comprises more than 48,000 interviews and provides valuable information on how the 50+ population coped with the COVID-19 pandemic. The experience of implementing the SHARE Corona Surveys also offers insights into use of agile project management methods for large survey infrastructures and moving towards a multi-mode design in an ongoing panel data collection project.
While the practice now seems to be relatively uncommon, in the recent past some medical doctors have instructed their students to perform intimate exams on unconscious patients without first securing their informed consent. Concern about the issue has led some American states to introduce legislation explicitly banning such exams. We consider if Australian states should do the same. Noting that there is little substantive evidence suggesting that the practice continues in Australia, we argue that the creation of specific laws lacks justification; such exams already contravene existing health law, which prohibits the conduct of any physical exam without first ensuring the patient’s consent. Furthermore, even if the practice continues, additional legislation will do little to address the more fundamental issue; a culture that considers the practice morally acceptable. We therefore argue that professional bodies, including student organisations, should issue formal position statements that not only reject such exams unequivocally, but also offer guidelines for best practice. Teaching hospitals and medical schools should adopt similar policies on the matter and ensure that these are discussed at relevant junctures in the curricula. Such policies should ensure accountability by setting out clear reporting lines that establish clear sanctions for those who instruct medical students to perform such exams.
