Emotional Reactions of Rape Victim Advocates: A Multiple Case Study of Anger and Fear

Autor/inn/en	Wasco, Sharon M.; Campbell, Rebecca
Titel	Emotional Reactions of Rape Victim Advocates: A Multiple Case Study of Anger and Fear
Quelle	In: Psychology of Women Quarterly, 26 (2002) 2, S.120-130 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-6843
DOI	10.1111/1471-6402.00050
Schlagwörter	Health Services; Cues; Violence; Rape; Females; Mental Health; Victims of Crime; Fear; Emotional Response; Psychological Patterns; Advocacy; Interviews; Environmental Influences; Counselors; Attitude Measures + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Stichwort; Gewalt; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Weibliches Geschlecht; Psychohygiene; Victim; Victims; Crime; Opfer; Verbrechen; Furcht; Emotionales Verhalten; Sozialanwaltschaft; Interviewing; Interviewtechnik; Environmental influence; Umwelteinfluss; Counselor; Counsellor; Counsellors; Berater
Abstract	This research explores the emotional reactions of a rarely studied group of women who work closely with survivors of sexual violence: rape victim advocates. Women who assist rape victims in obtaining medical, criminal justice, and mental health services were interviewed about their experiences, and qualitative analysis was used to delineate the situational context of the advocates' emotional reactions. Results indicate that respondents experienced anger and fear in response to both individual (e.g., a perpetrator's menacing glare) and environmental (e.g., community denial of a problem) cues. Additionally, some experienced rape victim advocates perceived their emotional reactions to be an important part of their work with rape victims. These findings suggest that intense emotional reactions, previously conceptualized within a vicarious trauma framework, may at times serve as resources for women working with rape survivors. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10