Course Aim
This course aims to critically examine public disclosures of sexual victimisation, exploring the psychological, social, and cultural factors that shape the process of publicly disclosing sexual abuse/assault as well as the general public’s reaction to them. By looking at disclosure through a comprehensive framework, participants will develop a deep understanding of the complexities involved in disclosure. The course will analyse historical and high-profile cases of sexual abuse/assault allegations, focusing on themes such as shame, power dynamics, media narratives, and social reactions, with the goal of fostering an informed understanding of when and why accusations occur. The course will end with a reflection on what a post-#MeToo world could or should look like.
Course Structure
Each week includes a 20-minute pre-recorded lectures, followed by a 90-minute tutorial that applies these concepts to real-world examples of public disclosures. The focus is on public, rather than personal, disclosures of sexual victimisation to maintain an objective learning environment.
1: Introduction – Understanding Disclosure (Week of 28 October)
This lecture will start with two disclaimers; emphasising that the point of the course is to understand public disclosures rather than personal experiences, and that some material may be confronting – thus providing strategies and resources for those who find themselves distressed.
It will then address what sexual victimisation is and how common it is. Define disclosure; what is it? Why does it matter? Who tends to disclose? Followed by a brief overview of public disclosures; historic, recent, and current.
READING: History of Weinstein accusations (BBC). History of Savile accusations (Guardian)
CLASS: Strategies for dealing with distress. A discussion about why disclosure might behelpful and healing, how non-disclosure may prevent this, and whether there are any benefits to non-disclosure. Lastly, the class will be invited to set the scene by providing examples of public accusations that have resulted in formal action, whether historic, recent, or current. These will be noted to revisit in the subsequent classes.
2: The Shame Factor: Psychological Barriers to Speaking Out (Week of 4 November)
Shame is a central barrier to disclosure; this lecture will examine its psychological impact and why it can be both silencing and motivating. This talk will provide an understanding of how shame influences decisions to disclose or conceal, by illustrating that disclosure is balance of risks and rewards – with disclosure itself being a form of shame management.
READING: Psychology Today: Adaptive and Maladaptive Shame.
CLASS: Discussion about the role of shame in delaying or motivating public disclosures (e.g., Bill Cosby). How did the public’s treatment of accusers amplify or attenuate shame?
3: The Anatomy of Disclosure: What is Being Disclosed and Why NOW? (Week of 11 November)
Introduction to disclosure processes, how victimisation is revealed to the public – what exactly is being disclosed, and why timing matters.
Exploring disclosure using the svDPM framework, illustrating how social cues and both shame and invalidation influence the timing of public accusations. High profile disclosures like those in the #MeToo movement.
READING: Psychology Today: Why Don’t Victims of Sexual Harassment Come Forward Sooner?
CLASS: Why might some victims have shame before disclosing? Why did some victims come forward after years or decades of silence? Revisiting the examples provided in Weeks 1 and 2.
4: Public Reactions: Why Do Some Accusers Get Believed While Others Are Not? (Week of 18 November)
Introduction to the different types of responses to disclosure, the effects they have on the victim, and the different factors that might influence a person’s response (e.g., rape myths).
This lecture will have a particular emphasis on the connection between invalidation and shame.
READING: NYT: She Didn’t Fight Back: 5 (Misguided) Reasons People Doubt Sexual Misconduct Victims
CLASS: Compare different public responses to accusations over time (e.g., Michael Jackson vs Jimmy Savile) – When do allegations get taken seriously by the public? Why might this change over time?
5: Rape Culture and the #MeToo Movement (Week of 25 November)
Guest Lecture by Dr Tracey Nicholls.
CLASS: Looking at the cases of Epstein and Weinstein (and any others that have emerged during classes), how did rape culture aid in masking their crimes for years? How did the #MeToo movement change this?
6: The Future of Disclosure: Navigating Accountability and Change (Week of 2 December)
Bringing it all together; synthesising the key themes from previous weeks about the disclosure process, shame, public reactions, and power dynamics. Illustrating how social, legal, and formal responses to sexual victimisation are evolving in a post-#MeToo world and what impact these changes are likely to have to victims.
READING: FORBES: The #MeToo Movement Six Years Later: What’s Changed And What’s Next
CLASS: Revisiting the case studies in past weeks to discuss what has changed in 1) public perceptions, 2) media narratives, and 3) formal responses to those who make disclosures/accusations. How could cases of public accusations/disclosure be handled in a way that optimises outcomes for the victims? What change is needed? What stands in the way of further change?
Register here.