Most research addressing issues of victimization, such as date rape, has made use of written vignettes. In this study we investigated whether the same patterns of blame attribution are given for written and video vignettes. Three videos depicting hypothetical heterosexual date rape incidents were made. Each one was based on one of three variables that have been shown to have relevance to evaluations of date rape: "owing", "leading on" and "alcohol". The videos were transcribed into written vignettes. Participants were randomly assigned to one of six experimental groups, watched one of the videos or read one of the vignettes, and completed a questionnaire to assess attribution of blame and the degree to which the situation was defined as rape. The two methodologies differed significantly for the alcohol scenario, where participants blamed the victim more and were less likely to define the situation as rape when the written vignette methodology was used. The implications of these findings are discussed with reference to further research and education in the field of date rape.
Participatory theatre techniques may offer a useful, culturally appropriate supplement to existing educational approaches to the prevention and management of occupational TB. Given the limitations in resources and our assessment of feasibility, training existing health care educators in such techniques would be a promising next step.
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