Troubling/trouble in the academy : posttraumatic stress disorder and sexual abuse research

The potential and actual impact of traumatic research work on researchers has been of focus in academic literature for at least the past 30 years. This period of time - over 30 years ago - is approximately same age I was when I commenced writing this paper as a result of my direct experience with po...

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Bibliographic Details
Published in:Higher education 2022-07, Vol.84 (1), p.195-209
Main Author: Gleeson, Jessamy
Format: Article
Language:English
Subjects:
Abused children
Academic Language
Causes of
Child Abuse
Child abuse & neglect
Children
Clinical Diagnosis
College Faculty
Diagnosis
Disorders
Economic aspects
Education
Ethics
Ethnography
Higher Education
Influence
Medical diagnosis
Post traumatic stress disorder
Posttraumatic Stress Disorder
Psychological aspects
Psychological research
Psychotherapy
Qualitative research
Research ethics
Researchers
Review boards
Scholarship
Sex crimes
Sexual Abuse
Social aspects
Social research
Stress variables
Trauma
Victims
Violence against women
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Summary:The potential and actual impact of traumatic research work on researchers has been of focus in academic literature for at least the past 30 years. This period of time - over 30 years ago - is approximately same age I was when I commenced writing this paper as a result of my direct experience with posttraumatic stress disorder (PTSD) as a consequence of academic research. For the entirety of my life, researchers have been writing their accounts of trauma, and yet it is an experience that I, and many others, still endure. In this piece, an autoethnographic account is used to explore my diagnosis of PTSD as a consequence of involvement on an academic project examining particular aspects of sexual abuse. In doing so, I examine how PTSD is approached and addressed within the academy, the serious impact that working with traumatic material can have, and suggest a number of approaches that can be considered to address this. These include outlining how we can plan for trauma in research, how considerations of trauma should be built into institutional review boards and ethics applications, and how we can best understand and address the unfair impact that trauma has on fixed-term and casual staff members. [Author abstract, ed]
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-021-00764-x