Don't Screw the Crew: Exploring the Rules of Engagement in Organizational Romance

Thirty years ago sociological research began to discover what workplace romance might mean for the participants. Since then management research has tended to adopt a functionalist approach, using survey methods, or third‐party approaches to ask about company policy and negative consequences of workplace romance, warning of the dangers and consequences of romance and offering solutions for managers on how to deal with this potential problem. Drawing on the sexuality of organization and critical literature, and adopting a position of constructivist structuralism with a qualitative research method, this research looks at how the concept of workplace romance is defined and negotiated within a public‐house setting. It examines the ‘rules of engagement’, the personal experiences and views of both managers and workers, as well as first‐hand stories of workplace romance. Romance was conceptualized as ‘natural’ and something that could not be legislated for, where unwritten rules were defined but often ignored. However, the ‘rules of engagement’ emerged as favouring particular groups depending on gender, position in the hierarchy and sexual identity. Subjective value judgements are made, often resting on gendered assumptions of male and female behaviour.     

Effects on students of teacher training in use of a drug education curriculum

The study reported here examines the effects of differential teacher training in use of a drug education curriculum on students' knowledge levels, problem-solving and coping skills, attitudes towards planned decision making, behavioral intentions and tobacco and alcohol use. An experimental design was used to compare the effects of exposure to teachers who had either intensive staff development, in-service training or no training. The findings indicate a statistically significant difference between groups of students on the intention to drink alcohol. Students whose teachers had intensive staff development were less likely to intend to take a drink if offered than students whose teachers had in-service or no training. Possible reasons for a lack of significant results on other variables are the confounding influences of school, classroom and teacher effects.     

Reaching Men who have Sex with Men in Australia. An Overview of AIDS Education: Community Intervention and Community Attachment Strategies

This paper outlines the principles underlying the Australian AIDS strategy and offers an explanation for its success in reducing the spread of the human immunodeficiency virus (HIV) among homosexual and bisexual men in Australia's gay communities. A brief outline of the AIDS education activities offered by the gay-community AIDS organisations is followed by results from the Social Aspects of the Prevention of AIDS (SAPA) research project based at Macquarie University. This research confirms the importance of the community-intervention strategies utilised by gay AIDS organisations. The paper then assesses progress in the development of community-attachment strategies for men who have sex with men but who are not attached to organised gay communities.     

What really happened? Incidence and factor assessment of abused children and adolescents

Abuse of children and adolescents is a societal problem. If health-care providers are to intervene adequately in abuse, they must identify the occurrence, elicit all pertinent information surrounding the abuse and the patient's response, and integrate pertinent abuse issues in the overall treatment plan for the patient. This study has conclusively demonstrated the failure of health-care providers to assess and plan treatment based on the comprehensive documentation of sexual and physical abuse factors. Findings clearly indicate a need for education of health-care providers in the development of comprehensive and integrated treatment plans for abused psychiatric patients based on documentation of all factors related to trauma learning and replay. Service agencies must be willing to implement in-service programs that provide nurses and other health-care providers with the cognitive and affective knowledge and skills necessary to feel comfortable in the management of abuse issues.