Workplace aggression against health care workers,law enforcement officials,and bus drivers: Differences in prevalence,perceptions, and psychological consequences

Investigations into workplace aggression (WPA) remain largely occupation specific, with few studies using a comparative approach. The aim of the present study was to compare the health care, law enforcement, and public transportation sectors with regards to the prevalence of different types of WPA, the perceptions of workers toward WPA, and the psychological consequences of such acts. A cross-sectional survey was completed by 1,774 workers in Canada. Multinomial regressions were utilized to address the objectives. Findings revealed that verbal abuse victimization was particularly common in bus drivers, witnessing death threats was most frequent among law enforcement officials, and witnessing all types of WPA was most common among health care workers. Although bus drivers did not normalize WPA, they feared complaining about violence to their employer and thought it useless to talk it about unless wounds were visible. Fear of complaining about violence to colleagues was prevalent in health care and law enforcement, both sectors in which WPA was normalized. Finally, flashbacks and irritability following WPA were most likely to affect bus drivers whereas health care workers experienced hypervigilance to a greater extent. Strategies to tailor primary, secondary, and tertiary prevention according to these distinctions are suggested to offer a better-informed response to WPA.     

Can a Knowledge Sanctuary also be an Economic Engine? The Marketization of Higher Education as Institutional Boundary Work

Universities, particularly research‐intensive ones, have responded to a variety of external and internal influences by retooling their missions, culture, and organizational structures to generate revenue from market opportunities. This has resulted in the marketization of higher education: organizational practices that blur the boundary between knowledge‐driven and profit‐driven institutions. This blurring has spurred debates and uncertainties over the scope and boundaries of the 21st century university. We argue that these debates spring from institutional boundary work at the intersection of the three main missions of the contemporary academy: knowledge production, student learning, and satisfying the social charter. These missions can sometimes create areas of synergy, but also tensions that are particularly acute where market logics and business‐oriented practices contradict academic values. Within knowledge production, a key dilemma is the extent to which knowledge advancement should aim for transcendence versus revenue generation. Within student learning, the dilemma involves incommensurability between the ideals of democratic citizenship and demonstrable return on investment. Within the social charter mission, the dilemma is over whether the university can serve the public welfare while also facilitating the growth of local and national economies.     

Problems with Needs—Where Theory Meets Practice

During the last ten years there has been an increase in the number of attempts to include the assessment of 'needs' of people with mental handicaps. There has been a shift away from previous tendencies to make statements and arrange services in terms of 'problems', 'deficits' and 'defects'; instead individual practitioners have begun to develop 'needs assessments' in order to identify services for clients by borrowing ideas from other fields. These developments have been haphazard and have not been based upon a logical or formal theory. Instead, individuals and agencies have used the term to convey different ideas with dissimilar implications for people with mental handicaps. A review of the literature on 'needs assessment' reveals a confusing and poorly-defined concept with which to plan or implement services. Suggestions are offered to clarify thinking and improve mutual understanding for a possible way forward. Some practical recommendations are identified to assist development of services for people with mental handicap.     

Constructing women's psychological health in anti-abortion rhetoric

This paper considers the ways in which anti-abortion activists construct women's psychological experience of abortion and explores the rhetorical significance of this discourse in advancing the anti-abortion project. In particular we examine how the psychological concept of 'denial' contained in the (proposed) diagnostic category of 'Post-Abortion Syndrome' allows anti-abortionists to 'psychologise' and therefore undermine alternative constructions of the experience of abortion. Further, we explore how this construction of women's experience allows particular constructions of the foetus (ie, 'unborn child') to be advanced (and naturalised) without reference to overtly political argumentation. The significance of this development of the abortion debate and its implications for the dynamics of political mobilisation are discussed.     

Accountability in action?: the case of a database purchasing decision 1

The increasing prevalence of audit in university settings has raised concerns about the potentially adverse effects of invasive measures of performance upon the conduct of research and generation of knowledge. What sustains the current commitment to audit? It is argued that in order to address this question we need to understand how and to what extent notions of accountability are played out in practice. This is illustrated through the analysis of materials from an ethnographic study of ‘good management practice’ in the deployment of technologies in university settings. The paper examines the ways in which ideas of accountability — involving considerations such as ‘value for money’— inform the practical processes of deciding about the purchase of a new database technology.