He further notes that educational institutions are no longer the ivory towers of the past, but have become arenas for sexual victimization. Citing Leach, 2013, Joseph (2015) stated that sexual harassment in education has been largely ignored by policy makers, law enforcement officers, and where it has been addressed; the focus has been on peer-on-peer sexual harassment. Citing Dziech, and Weiner, (1990: p151), Joseph (2015) stated that sexual harassment occurs in institutions of higher learning because: “University living is male living on male terms, and women discover that one of the easiest ways to violate those terms is to raise troublesome issues that call attention to gender. Leach (2013), according to Joseph (2015) reported in a recent study, that sexual harassment in education is higher in countries with weak educational systems, low levels of accountability, high levels of poverty, and gender inequality. According to Sharma (2013) (as cited by Joseph 2015) perpetrators of sexual harassment can be students, lecturers, teachers or administrative staff. However the focus of this paper is on staff to student harassment because, sexual harassment has adverse effects whether perpetrated by peers or superiors but harassment from above may be associated with greater harm (Huerta et al., 2006 p4 citing, Bogart, Simmons, Stein, and Tomaszewski, 1992). For instance, Thacker and Ferris (1991) (as cited by Huerta et al., 2006) theorized that sexual harassment from people in power is more damaging because it fosters learned helplessness, whereas peer harassment does not.

Owoaje, Olusola and Taiwo (2009) found that the majority of female respondents (69.8%) had been sexually harassed by male classmates and lecturers in several tertiary institutions in Nigeria. According to their results, of these cases, 48.2% experienced physical sexual harassment, while 32.2% had requests to do something sexual in exchange for academic favors. Imonikhe, Idogho, and Aluede (2011), conducted a study of 200 lecturers and 200 students of tertiary institutions in Edo state Nigeria, and reported that the majority of the respondents agreed that sexual harassment is prevalent in these institutions. They also found that the range of sexual harassment reported by teachers and students in tertiary institution was extensive”.

Existing policies against sexual harassment in Nigeria:

An online news article by Lawpavillion.com reports that a bill titled Sexual harassment in tertiary educational institutions prohibition, 2016 is sponsored by the Nigerian Senate. The long title of the bill according to the report is introduced as a bill for an act to make provision for the prohibition of sexual harassment of students by educators in tertiary educational institutions and for matters connected therewith. According to the report the overall objective of the 20-sectioned bill is to provide a stricter statutory protection for students against sexual hostility and all forms of sexual harassment in tertiary schools by making it a criminal offence for any educator in a university, polytechnic or any other tertiary educational institution to violate or exploit the student-lecturer relationship of authority, dependency and trust for sexual pleasures. The report states that section 2 of the bill defines “Sexual harassment” to include sexual intercourse between an educator and a student where the student is below the age of 18 years or is an imbecile or of generally low mental capacity or physically challenged; any unwelcome sexual attention from an educator who knows or ought reasonably to know that such attention is unwelcome to the student; any unwelcome implicit or explicit behavior, suggestions, messages or remarks of a sexual nature that have effect of offending, intimidating or humiliating the student or a related person in circumstances which a reasonable person having regard to all the circumstances would have anticipated that the student or such related person would be offended, intimidated or humiliated; any implied or expressed promise of reward by an educator to a student or related person for complying with a sexually oriented request or demand; or any implied or expressed threat of reprisal or actual reprisal from an educator to a student or related person for refusal to comply with a sexually oriented request or demand. Anyone convicted of the foregoing offences according to the bill is liable to imprisonment of up to 5 years but not less than 2 years without an option of fine. The report further states that unlike most other sexual offences, the Bill provides that consent shall not be a defense, as the only tenable defense to the offences created under section 4 of the bill is that the educator and the student are legally married. According to the bill where it is found that the educator is guilty, the committee may recommend dismissal of the educator or a reduction in rank and where the complaint turns out to be false, the committee may recommend appropriate sanction against the student which may include dismissal. If the educator or the student is dissatisfied with the findings or decision of the committee, he or she may apply to the High Court for judicial review and where there is no notice of such judicial review within 7 days, the administrative head shall go ahead to implement the recommendations of the Sexual Harassment Prohibition Committee.

According to report by Dailypost Nigeria, the Bill successfully passed 2nd Reading in the Nigerian Senate.

As commendable as these approaches are yet they do not solve the problem. The issue still to be solved is the fact that a lecturer can deny ever harassing a student since there is no evidence to prove that. It is just victim’s words against lecturer’s. Thus the best thing to do is to be able to create evidence that can be used to trace the whole issue. In a situation where a lecturer fails a student and the student decides to protest against the unjust marking of his/her examination script, such students tend to always hide the aspect of the harassment that probably led to the failure in the first place and in the case such a student decides to reveal such incident afterwards, such act may succeed in branding the student a blackmailer for raising such an issue afterwards and not at the initial stage before the examination or marking of the script and thus maybe singled out for punishment instead of the culprit. Therefore the solution to this problem is not to focus on the harassment behavior which cannot be controlled but to focus on eliminating the reward that accompanies the harassment.

Causes of sexual harassments:

One major factor linked to sexual harassment is mode of dressing. Imonikhe, Idogho, and Aluede (2011), noted that tertiary institutions in Nigeria have been bedeviled with obscene dressing by students, especially the female students, secret cult activities and drug abuse, to mention a few. They went on to say that most of the female students almost go naked, display their navels and breasts and wearing what are just ample cleavages on display depicting size and shape of the private parts with miniskirts that barely cover their buttocks. These in their view are weapons of mass distraction and sexual harassment. They state that some of the students are so morally bankrupt that they rely absolutely on their womanhood to ‘pass ‘their examinations. They further note that such women seduce even fellow male students or examiners to assist them write their examinations or award them pass marks as the case may be.

The factor of seduction is sustainable, while the factor of indecent dressing is objectionable. This paper therefore tends to disagree with the first factor. Indecent dressing from result of studies establishes little link to sexual harassment. A study by Taiwo, Omole and Omole (2014) ranked, Poverty (55%) as being the major cause of sexual harassment in Nigerian tertiary institutions while ranking provocative dressing only (20%), and ranking the rest factors in the following, laziness of female students in studying to pass examinations (5%), Lust from the male lecturers (12%), poor system for redress (5%) and the least rated cause is bad influence (3%). Likewise (House 2015) answered the myth that women are really to blame for sexual assault. In her myth she theorized that the way girls dress these days, means they are asking for trouble. She answered this myth by stating that in most organizations, there is an expectation that women will dress ‘attractively.’ There is no excuse she added for harassment irrespective of the clothes a woman wears. She further notes that it is ridiculous to assume that men have uncontrollable sexual passions and even worse to assume that they are not responsible for their actions. Sexual harassment is believed to be an abnormal behavior that started from childhood. A study by Marshall and Marshall (2000) reveals that the origins of sexual offending lie in the offender’s poor quality childhood relationship with their parents. Equally Levenson et al., (2014) in their study reports that sex offenders had more than three times the odds of childhood sexual abuse background. Hall and Hall (2011) also reported a study by Feinauer, Callahan, and Hilton (1996) that examined the relationship between a person’s ability to adjust to an intimate relationship, depression, and level of severity of childhood abuse. Their study according to them revealed that as the severity of abuse increased, the scores measuring the ability to adjust to intimate relationships decreased. They equally cited a study by Maltz (2001a), as cited in Maltz, (2002) that mentioned engagement in compulsive or inappropriate sexual behaviors and difficulty establishing or maintaining an intimate relationship as some of the adult effect of childhood sexual abuse. Most perpetrators of sexual offense are discovered to have active sexual experience in childhood that they grow up with that eventually controls their adult behavior. As a matter of fact adult behavior is an extension of childhood as pointed out by Radwan (2008) whose article disproved the view that adult behavior is genetically acquired, but that it is determined by childhood experiences. He notes that childhood experiences shape adult life and added that one’s childhood experiences affect adult behavior and personality even if one is not aware of it. He concluded that adulthood is just an extension of childhood experiences. This is believed to be true because there are morally sound people that might not gaze or be carried away by the sight of even the most provocative dressing. Such disciplined individuals are believed to have a strong and descent, morally strict upbringing that they grew up with which has become a habit to them. We take the case of our ancestors that lived in primitive societies where dressing was almost naked. Yet such societies where guided by high sense of morality. Even the sight of pornography might not be enough to make a morally sound individual commit sexual offence. Sexual offence is not an act but an attitude that has a childhood background. This is why employers must look beyond qualifications and investigate the background of individuals that are considered for employment in any public or private institution. In a situation where such persons are employed without a deep knowledge of their behavior and such persons actually have that history of sexual offence behavior, then it becomes a sure thing for such persons to commit sexual crime. Employers especially in the academic setting should first and foremost make it mandatory for the history of considered employees to be thoroughly investigated before being employed. They may be surprised to discover shocking incidences that might characterize few or more of the considered employees.

Goals of sexual harassments and their implications:

Sexual harassment is done purposely to achieve a set aim and objective. It is done for sexual contact and thus the possible implication of non-compliance by the victim might be a possible reprisal which comes in different ways such as failing of course or possible reduction in grade score that could affect result. Taiwo, Omole and Omole (2014) reports sex for grade problem in Nigerian Tertiary institutions which is perpetuated unchecked as being a reality and stated that male lecturers perceive themselves as thin gods whose unprofessional behavior can be perpetuated unchecked. They also added that reprisal attack is also common on the grounds of refusal of sexual demands. Therefore since the lecturers lack self-control the best the school authorities can do is to focus on eliminating the reward that motivates such behavior. That is, to stop the lecturers from achieving their aims and objectives and when this is done then the lecturers behavior might adjust since there may no longer be a need to exhibit it again.

Self-control a determinant of individual’s level of sanity:

Self-control determines the sanity condition of a person as shown by the study of Gottfredson and Hirschi’s (1990) A theory of general crime. Unfortunately human behavior in many instances cannot be controlled. McKillop (2011, p16) cited the study of Gottfredson and Hirschi (1990) which explained that individual propensities for offending and analogous behavior is the result of one fundamental mechanism-lack of self-control. Still citing Gottfredson and Hirschi (1990), McKillop (2011, p16) stated that individuals with low self-control lack the capacity to exercise restraint and regulate behavior in response to self-serving urges. Gottfredson and Hirschi’s (1990) general theory of crime proposed that the absence of self-control accounts for an individual’s propensity toward criminality and deviance. As control theories suggest, all people are capable of breaking the law and acting imprudently, but individuals with low self-control are more apt to act on the temptations toward crime and misbehavior (Franklin, Bouffard and Pratt 2012). They further note that individuals with low self-control are more involved in an array of non-criminogenic but gratifying behaviors that coincide with crime and deviance (e.g., smoking, drinking, fast driving, illicit and unprotected sex). Accordingly, Gottfredson and Hirschi (1990) were explicit in their argument that certain “traditional” correlates of criminal behavior—namely, deviant peer influences and anti-social attitudes—are consequences of self-control and are therefore spuriously related to criminal behavior (Franklin et al., citing Gottfredson and Hirschi 1990). Realistically human behavior is impossible to control or measure. According to Cziko (1989) variables such as intelligence, motivation, cognitive style, socioeconomic status, and background knowledge are at best extremely difficult to measure and impossible to control. Citing (Cronbach 1975, 1982; Cronbach and Snow, 1977) he notes that the indeterminacy of human behavior makes its measurability and control impossible, thus the best shot is to aim at understanding. The lack of self-control of lecturers towards their students is one of the major driving forces behind sexual harassment and such lecturers cannot change such behaviors soon enough even if they decide to which makes it worse.

These insights are important because the personal lives of these lecturers are not known prior to their being employed. In other words if Mr or Miss A were habitual sex addicts or offenders before being employed as lecturers it becomes a sure thing for them to sexually harass their students they admire, therefore no law no matter how rigid it is can stop these kinds of lecturers from sexually harassing their students. Thus the best solution is to stop the reward and accompany it with a punishment of appointment termination in the case such lecturers fail the Call for Evidence test. A law must be made in which if a lecturer fails a student or reduces the grade score which could potentially affect the result of the student and afterwards is found to be an unfair or unjust failing or grade score reduction, should then be automatically seen as a case of sexual harassment outcome as a possible consequence of non-compliance.

Call for Evidence test:

The system here involves the school authority providing photo copy machines for each lecture hall. Then at the time of tests or exam a student who feels threatened by a lecturer and feels that his/her scripts will not be favorably marked after writing a test or exam as a consequence of non-compliance to lecturers sexual demands, shall require his/her exam or test scripts to be duplicated and the copy kept aside with a token of a certain school approved amount paid. This is done by putting the approved amount inside the script. All the Evidence Officer needs to do is to always open the scripts and check to see if there is any money put inside. If there is none then it means there is no Call for evidence. But if there is then it means there is Call for evidence. The students after Calling for Evidence will later be called secretly by the Evidence Officer to be given ID numbers and will exchange vital documents between them (the students) and the EO for personal evidence in the case any of the party (the EO or the students) tries to play smart. This copy (the duplicated scripts) shall be kept at a safe place which shall serve as evidence against a lecturer who fails a student on unjustifiable grounds or reduces his grade score intentionally which could potentially affect result probably due to non-compliance of the student to the lecturer’s sexual demands. The lecturer will not be notified that such a copy exists so that he/she will be caught off-guard when they least expected. With this process a student can never fall to the advances or trap of a lecturer’s sexual demands.

In the situation where a student was initially harassed and threatened by a lecturer and later fails the course or notices an unusual reduction either extreme or mild in grade score that could affect his/her result and such student suspects the initial harassment and his/her non-compliance to be the probable cause of the failure or grade reduction, such a student can Call for Evidence which is always done secretly without the lecturer’s attention. When the exam and test scripts of such student are retrieved from where they are kept safe, a different unknown lecturer from another school from a different geographical region will be contacted to remark the script. If the student passes then the lecturer shall be called upon to appear before the school authority to explain the reason behind the failure or grade score reduction. The passing of the student will now serve as an evidence against the lecturer because Call for Evidence is done with the assumption that there is a harassment case. But in the case where the student still fails after the remarking of his/her script(s) or his/her score still remains the same shall then be required to write an apology letter with an extra small amount of money. Such payment shall serve as deterrence to opting for Call for Evidence against any student that may intentionally try to dent the image of the lecturer in question. The payment shall also prevent abuse of system by students. Apart from this measure there should be no any form of punishment attached to the system for failing the CFE test especially in the form of expulsion. This is because if there are punishments they can discourage victims from seeking re-dress since they will look out for the consequences of failing the CFE test instead of being confident to do it. If the students are discouraged from under-taking the test this will be disastrous because it will be the same thing as preventing them from reporting sexual harassment cases.

Importance of this system:

First, this system will succeed a great deal in warding off or possibly putting a stop to lecturers who are in the habit of forcing students by threatening students to commit immoral acts before being passed by creating evidence (the duplicated script copies). These copies must be remarked secretly without the lecturer being aware.

Secondly, the system could reduce the rate of the problem of missing scripts. Cases abound where student’s exam scripts will without a clue miss and such students mostly fail the course by being tagged Failed Absent. This system could curb this problem by creating a script copy that will serve as a proof of written exam and will be used for remark

Third, students’ academic performance might improve because they may no longer feel threatened by a lecturers threats of exam failure due to non-compliance to the lecturer’s immoral demands because their being aware of the existence of a system that protects them might make them study with peace of mind which may lead to improved performance because they could believe that since they are no longer threatened they will need to study hard to pass meritably.

Fourth, there may no longer be a need for students to personally report such incidences to school authorities which in the first place is very difficult. The process shall be made to be a regular activity. All the school should do is to ensure that Evidence Officers are on standby always to duplicate and keep the scripts during exam and test in session halls.

Fifth, the act is done secretly thus shielding the student from getting noticed by the course lecturer (especially if present in the hall during test or exam) because this could lead to friction in the student’s relationship with the lecturer. This secrecy is done by secretly putting the approved amount inside the exam script. The Evidence Officer should constantly check if there is any money inside the submitted scripts. If there is then he should photo-copy and submits the original where the originals are submitted and keep aside the duplicated copy along those already submitted.

Sixth, this could help the school generate revenue.

Seventh, it will checkmate lecturers who are in the habit of punishing students by deliberately failing them for engaging in conducts that looks disrespectful to the lecturers in question instead of failing them on justifiable grounds.

Eight, being aware of the system may psychologically affect lecturers. It might instill a sense of fear and responsibility due to the awareness and uncertainty created by the system which might make lecturers to be more dedicated through being extra careful and honest in the handling of exam and test scripts because they will become fully aware that failing a student (who probably called for evidence, since they are unknown) that actually passed on unjustifiable grounds will report them to have sexually harassed such a student even if they did not. The uncertainty that lie in not knowing who called for evidence or not, the worst being having the knowledge that a student such lecturer sexually harassed and probably threatened with reprisal of fail or grade score reduction called for evidence might make the lecturer to be dedicated and honest in marking of exam and test scripts.

Ninth, the impact of the system is seen and felt quickly enough. It does not take so long for its impact to be evaluated.

Tenth, it gives students equal access and control over their scripts which breaks the monopoly of total control of scripts by lecturers. This means students have the power to decide the fate of their scripts and not only the lecturers. They will have the right to challenge any outcome of their scripts they feel is not in their favor.

Eleventh, it exposes the incompetency for any lecturer that might cling to mistake in failing a student instead of admitting the outcome as a result of non-compliance to sexual demands.

Lastly, there might be positive adjustment of behavior through the elimination of the reward that accompanies sexual harassment behavior, by eliminating the need to exhibit the behavior. This is to say when the reward is eliminated; the need to exhibit the behavior might cease, thus leading to possible positive adjustment of behavior. Without consequences there will not be compliance to sexual demands.

Factors that create behavior:

In his book The Power of Habit, 2012 Charles Duhigg gave detailed explanations on how habits are formed. Charles maintains that three variables are responsible for habits which are Cue, Routine and finally Reward. He stated that a habit cannot be eliminated without first of all identifying the Cues that creates trigger, and changing the Routines in other to change the rewards to modify a behavior positively. Citing a habit loop research by MIT (Massachusset Institute of Technology) researchers (p14) which involved experimenting by employing new micro-technologies that allowed them to observe, in minute detail, what was occurring in the brains of rats as they performed dozens of routines. The result in the end produced compelling evidence that reward was what drove habits. The experimental design is as follows, in surgery, each rat had what looked like a small joystick and dozens of tiny wires inserted into their skulls. Afterwards, the rats were placed into a T-shaped maze with chocolate (the reward) at one end.

The maze was structured so that each rat was positioned behind a partition that opens when a loud click sounded. Initially, when a rat heard the click and saw the partition disappear, it would usually wander up and down the center aisle, sniffing in corners and scratching at walls. It appeared to smell the chocolate, but couldn’t figure out how to find it. When it reached the top of the T, it often turned to the right, away from the chocolate, and then wandered left, sometimes pausing for no obvious reason. Eventually, most rats discovered the reward. But there was no discernable pattern in their meanderings. It seemed as if each rat was taking a leisurely, unthinkable stroll. The probes in the rats heads, however told a different story. While each rat wandered through the Maze, their brains and in particular, their basal ganglia worked furiously. Each time a rat sniffed the air or scratched a wall, its brain exploded with activity, as if analyzing each new scent, sight and sound. The rats were processing information the entire time they meandered. The scientists repeated their experiments over and over again, watching how each rat’s brain activity changed as they moved through the same route hundreds of times. A series of shifts slowly emerged. The rats stopped sniffing corners and making wrong turns. Instead, they zipped through the Maze faster and faster and within their brains, something unexpected occurred. As each rat learned how to navigate the Maze, its mental activity decreased. As the routes became more and more automatic, each rat started to think less and less. The summary of the research is that after the first few times a rat explored the maze, its brain had to work at full power to make sense of all new information. But after few days of running the same route, the rat didn’t need to scratch the walls or smell the air anymore, and so the brain activity associated with scratching and smelling ceased. It didn’t need to choose which direction to turn and so decision making centers of the brain went quiet. The Basal Ganglia, in other words stored habits even while the rest of the brain went to sleep.

The Habit Loop:

Habit is structured by Cue, Routine and Reward. According to Duhigg (2012) there is a cue first, a trigger in his words that tells your brain to go into automatic mode and which habit to use. Then he states that there is a routine, which can be physical or mental or emotional. Finally, there is a reward, which stimulates the brain that encourages one to be courageous to do anything to achieve aims and objectives.

Figure 2 the habit loop.

He states that with time this loop, cue, routine and reward become more and more automatic. The cue and reward become intertwined until a powerful sense of anticipation and cravings emerges.

This insight from Duhigg (2012) is very vital to help understand how and why adult behavior is an extension of childhood which makes adult behavior extremely difficult to control. The research by MIT researchers’ shows that constant repetition of actions (also known as experiences) will in time become automatic. The implication here is that experiences from child to adulthood stage are activities that are constantly repeated. These repetitions are done for such a long time (in years) in the form of daily life activities and become embedded into ones brain to adulthood which becomes automatic. An adult will no longer struggle or think twice to do them anymore because they have become automatic behaviors. If these experiences are negative then it will influence an adult negatively. If they are positive then it will influence adult behavior positively. This is why sexual harassment is an automatic behavior. Perpetrators do not think twice or struggle before engaging in it, which has become to them an automatic behavior as a result of years of constant repetitions which disproves the view that indecent dressing is responsible for the problem and this behavior may not change any time soon making the problem worse.

To change a habit Duhigg (2012) proposed changing routines to change reward, which will directly modify behavior; this paper proposes eliminating the reward first in the case of sexual harassment to change routine, which will automatically modify behavior. In the case of sexual offence the cues and routines are extremely hard to deal with but with the elimination of the reward then it is believed the cues and routines might be modified easily. The insight by Duhigg (2012) in a nutshell is saying that an (appearance) which is the cue that stares up lust leads to routines (the act of harassing) which finally lead to the possible reward (the sexual act itself). Thus if the reward (sexual act) can be stopped in this case then the cues and routines may be modified positively and put under control.

Origin of Human Behavior:

As stated severally, adult behavior is linked to childhood experiences. It's become abundantly clear over the past 20-plus years of doing psychotherapy that childhood experiences are at the root of adult problems (Sirota 2016). She stated that every person who's walked through her office door suffering from depression, anxiety, relationship or work problems, low self-esteem or addiction had a history of some type of adversity in their childhood. By listening to their problems she found that the painful events of their childhood were responsible for their present adult behavior.

Adulthood behavior as stated severally is directly linked to childhood experiences. The first focus here is on experience via sexual abuse. Sexual abuse according to American Psychological Association is an unwanted sexual activity, with perpetrators using force, making threats or taking advantage of victims not able to give consent. According to APA most victims and perpetrators know each other. Russell, 1986, as cited by Monahan and Forgash, (2000) also defines Childhood Sexual Abuse as any “sexualized behavior” between a minor who is generally five years, or more, younger than the perpetrator. Therefore childhood sexual abuse could be among the basic factors that are responsible for the development of sexual harassment behavior in adulthood, because it can create addiction from the act that might prevail to and affect adulthood sexual behavior. According to (Olivas et al., 2008) sexual addiction, being a process, begins at one point in life and continues to develop into a bigger problem. Sexual addiction they added has been found to not only develop and occur in adults, it can actually begin even starting in childhood and continuing into adolescence. Sexual addictions in men they said have a large chance of developing in teenage years due to several reasons. With teens in single-family homes, studies according to them found that they begin engaging in early sexual activity, which lead to sexual addiction because of low parental monitoring. This is capable of leading from sexual addiction to sexual harassment as pointed out by Lybarger (2007) whose study reveals a strong link between sexual addiction and sexual harassment as being two sides of the same coin. According to Junior (2009), childhood sexual abuse survivors tend to pursue sex recklessly as adults. He listed sexual promiscuity as one of the feelings of abuse and mentioned studies that found female survivors of sexual abuse as being more likely to report having many sexual partners over the prior year and also mentioned the increased likelihood of engaging in unsafe sex and risky sexual behaviors. Such individuals with such a childhood experience majorly tend to get easily addicted to the act and studies have shown especially for males that even unto adulthood stage such behaviors are still been exhibited. Childhood sexual assault (CSA) is a prevalent societal issue that can have long-term negative effects on the survivor, Barber (2012). Hall and Hall (2011) notes that sexual problems and relationship problems are among the problems childhood sexual abuse survivors face in adulthood. Citing (Ratican, 1992) they stated that such persons may get into abusive relationships. Fergusson and Mullen, (1999) equally believe that Childhood sexual abuse (CSA) is a prevalent societal issue, affecting girls and boys in childhood or adolescence. Citing Abdulrehman and De Luca, 2001; Neumann, Houskamp, Pollock and Briere, (1996, p12), Barber notes that experiencing CSA is associated with long-term negative effects that can last into adulthood, and include relational and mental health issues. According to American College of Obstetricians and Gynecologists (2011) disturbances of desire, arousal, and orgasm from sexually abused children may result from the association between sexual activity, violation, and pain. The organization states that survivors are more likely to have had 50 or more intercourse partners, have had a sexually transmitted infection, and engage in risk-taking behaviors that place them at risk of contracting human immunodeficiency virus (HIV) Section 2.5.5 Page 30 of Barber’s work is focused on explaining how the ‘transmission’ of intergenerational abuse, aims to explain how some parents who have experienced childhood abuse or maltreatment can go on to mistreat or abuse their own children. Barber citing (Bert, Guner and Lanzi, 2009, p31) said survivors of emotional and physical traumas have been found to demonstrate sound parenting knowledge, but poorer parenting practices, including reduced responsivity and sensitivity to the child’s needs, and increased use of punishment and likelihood of abuse and neglect and therefore if the mother is unable to assist in regulating her child’s arousal, the child is then left to contend with her/his overwhelming arousal, alone (Barber citing Glaser 2000). Chronic stress in infants is thought to lead to hyperarousal that may persist throughout their lifetime (Barber ,p31 citing Heim and Nemeroff, 2001), potentially becoming ‘trait’ like (Barber, p31 citing Perry, 2002). However the case maybe childhood sexual abuse should not be only considered among the major factors that creates abnormal sexual habits of adults. We must look at the second factor, childhood sexual adventures as well. There is a difference between sexual abuse and sexual adventure. The two terms should not be mixed up. According to Curtis and Alex (2002) there is a substantial amount of sexual activity at a young age with older partners that is not perceived to be abusive by the men who experienced it. They went on to show data from their paper which indicates that not all childhood sexual experiences with older partners are perceived as negative or are associated with damaging repercussions. Sexual adventure/first time sexual experience as a matter of fact could be the major factor that is responsible for creating sexual behaviors and this may not likely be through abuse but through personal adventures. According to Ross (2012) today’s children are being sexualized earlier and earlier, in part because they are exposed to sexual materials in movies, television, music and other media earlier than ever. She further notes that with widespread access to the Internet, curious teens may accidentally or intentionally be exposed to millions of pages of materials that are uncensored, sexually explicit, often inaccurate and potentially harmful. Wilder and Watt (2002) stated that teens whose parents engaged in risky behavior had a higher chance of developing a sexual addiction due to role-modeling, exploring new behaviors to test parent’s tolerance, take risks due to high family conflict, or learn symbolic relations from parents. A study by Krantz (2011) reveals that first time intercourse has the power to influence later sexual experiences/intimate relationships, by establishing expectations or as Carpenter would say the chosen metaphor shapes one’s “sexual trajectories” throughout life, he stated.

A person’s first sexual experience could be the basic factor that can decide and create the sexual orientation of an individual which may possibly prevail throughout the person’s life. Such persons may engage in other sexual behaviors but may not forgo that first experience that may characterize his/her current sex orientation. Smith and Shaffer (2012) conducted a study that was published in the Journal of Sex and Marital Therapy. They found from their study that a first sexual experience may set the stage for how satisfying ones future sex life will be. Their result suggests that one's first-time sexual experience is more than just a milestone in development. Their study proves that first time sexual experience appears to have implications for one’s sexual well-being years later. Mathew Shaffer one of the researchers stated that a person's experience of losing virginity may set the pattern for years to come. He speculated that people may form habits or assumptions from their first sexual encounter that they then carry over into later sexual relationships. In essence in their view, first-time sexual experience may create a general pattern of thought and behavior that we use to guide us in new sexual experiences and a framework for our understanding, perception or interpretation of new information concerning sexuality. Sexual orientation from the study of Smith and Shaffer (2012) can be identified by the extent of satisfaction one feels taking a particular sex path. A lesbian may engage in straight sex (with a man) but her orientation could be lesbianism since she may derive the utmost satisfaction being a lesbian than being with a man. The implication here is that for instance if lesbianism is the first sexual experience of a girl, if care is not taken such a girl could find herself being a lesbian which may prevail throughout her life. She may engage in straight sex but that first sexual experience might characterize her current sexual orientation. She may harass her targets with her original orientation. If such a girl becomes a lecturer in the future it becomes a sure thing for her to sexually harass her female students. Also if the first sexual experience of a man is straight sex, that is, with a woman then if care is not taken a sexual orientation could be created that may prevail throughout the person’s life. In the future if such a person becomes a lecturer it becomes a sure thing for him to sexually harass his female students. Likewise an individual that has never had any sexual experience might create a habit of self-restraint. In the future if such a person becomes a lecturer it becomes a sure thing for him/her to exhibit discipline and high moral conduct in relating with students. The biggest challenge in this situation is that the background of such individuals prior to employment are never known thus the school tends to employ people with questionable character due to possibly being blinded by qualifications and interview performance. The academic community must define and include character as a vital component of intelligence. This need was stressed by Martin Luther King Jr who stated that intelligence and characters are the goals of true education. Failure to do so paves way for people with negative history to be employed. In other words many schools are not majorly concerned with the history of employees prior to employment but qualifications which are believed to reflect knowledge thus excluding a very vital factor, character. It is time to include character as an essential variable or component of knowledge and intelligence. Doing so will extremely checkmate people with questionable behavior prior to employment. Knowledge is power, but lack of character spoils the reputation of knowledge. Knowledge without character is incomplete.

MATERIALS AND METHODS:

Sample and Population:

The study population consists of 30 female students selected out 500 surveyed students of a public secondary school that admitted in the questionnaire to be under threat of harassment (See table 1, S/N 8). The surveyed population consists of both male and female. About 23% (115) of the population are males while 77% (385) are females. The researcher ensured that the surveyed population had their contact details on the questionnaires when returned which was used to contact the selected study population. The questionnaires were administered and respondents were given a period of two weeks to answer with guidelines on how to answer the questionnaire. About 40 teachers were also surveyed in the final phase of the test.

Research Design:

The test was designed in three phases. The first phase involved the administration of questionnaire to subjects in order to ascertain the reality of existence of the problem and to identify and select the study subjects. The second phase involved using the findings from the questionnaire to carry out the test and the third and final phase involved administering questionnaire to the teachers to ascertain the psychological impact the test results have on them in respect of their behavior afterwards being fully aware of the existence of the system. Likewise the tables are represented with abbreviated options. Y= Yes, N= No and U= Undecided.

Research Instrument:

The research instrument used for this study was a researcher designed survey termed Call for evidence test to curb sexual harassment for the first phase of the test and researcher designed Psychological impact of test survey which was carried out in the last phase of the test for teachers.

Validation of Research Instrument:

The research instrument was validated through a review by some teachers to ensure the survey was within the scope of study.

Phase 1.:

Administration of questionnaire to subjects in order to ascertain the reality of existence of the problem in order to identify and select the study subjects.

Phase 2.:

Disclosure of survey findings to school management and request for permission to conduct test. From the information obtained from the survey, the findings were submitted to the school management. The school management after studying the findings took interest and gave approval and support for the conduct. We proceeded to conduct the test. We had to first wait for the time the students were to conduct their C.A tests and ensured that they under-went the CFE processes for the subjects they are under threat. For instance if they are under-threat from there English teacher, we ensured that they under-go the CFE process for English in there C.A Tests and exams. Throughout these times no staff teacher was aware of the test. They were only aware of the questionnaire.

Table 1: Responses of subjects on the existence and issues concerning sexual harassment by teachers at school.

S/N	Items	Options and Percentage responses
		Y	%	N	%	U	%
1	Existence of sexual harassment	98	19.6	198	39.6	204	40.8
2	If yes then the exact forms of exhibition
	a) Eye contact	34	34.7
	b) Body signals by any sign	21	21.4
	c) Physical requests by any means	43	43.9
3	Personal witness of harassment case	101	20.2	399	79.8
4	Personal experience of harassment case	55	11	445	89
5	If yes the involvement of favor for complying	29	52.7	26	47.3
6	The exact favor(s)
	a) Increase in grade score beyond the normal performance	11	37.9
	b) Offer of money	6	20.7
	c) Deliberate exchange of result from poor to good (for compliance) to someone else’s disadvantage	12	41.4
7	Threats of reprisal attacks	48
	The exact forms of reprisals
	a) Examination failure	11	22.92
	b) Grade score reduction	20	41.66
	c) Deliberate exchange of results from good to poor (for non-compliance)	17	35.42
8	Currently harassed and under threat	30	6	470	94
9	Awareness of school authorities of such issues	124	24.8	176	35.2	200	40
10	Students efforts at reporting to school authorities	50	10	158	31.6	292	58.4

Table 2: Response of teachers on the psychological impact the system has on them in respect of their behavior and its adjustment

S/N	Items	Y	%	N	%	U	%
1	Psychological impact of system to behavior	23	57.5	10	25	7	17.5
2	If yes how exactly?
	a) Improved dedication and honesty in script marking due to the uncertainty involved in CFE
	b) Adjustment of behavior due to certainty of getting caught for any script distortion
	c) Both a and b	23	100
3	If no then why?
	a) Behavior is already adjusted before system introduction so no need to adjust for fear of system
	b) System is not meant for the innocent but the guilt
	c) Both a and b	10	100
4	Importance of system	36	90			4	10
5	Support in calling for the introduction of the system to schools especially tertiary institutions	40	100
6	Personal view of system effectiveness	38	95			2	5

Findings:

The study reveals the following.

1. Sexual harassment between teachers and students is aided by the existence of monopoly of script control by lecturers

2. The fear of the possible negative outcome of script manipulation by lecturers due to being in total control of student script makes students to give in to give in to harassment.

3. Students have no say or influence over the fate of their scripts which makes them feel powerless and helpless to do anything to stop the teachers from influencing their scripts to the student’s advantage which makes the student give in to sexual harassment.

DISCUSSION:

The result strongly indicates the effectiveness of the system. This was achieved by removing the monopoly of script control and manipulation out of the hands of teachers and sharing it equally with the students. The removal of monopoly was achieved by making a duplicate copy and giving students the power and the right to have equal access to that copy in the case they suspect their original scripts to have been tempered with through their unsatisfactory results. The psychological impact the test had on the teachers indicates that it is an effective system because it went a long way to make some of the teachers adjust their behavior by letting them know that every script they handle has a copy that can be easily accessed and checked to see if they’ve been distorted. This is a novel method because existing methods tend to focus on the cues and routines of sexual harassment, their implications and their outcomes and the given punishments such as the methods of Joseph (2015), Kheswa (2014), Imonikhe et al., (2011), Foshee et al., (1996), Taylor et al., (2011) and Basile et al., (2016) and the lots out there. Existing methods never consider eliminating the monopoly of script control but this method aims at that and the test has shown it successfully did.

RECOMMENDATION:

1. Consequences of expulsion should not be involved as a punishment method for any student that fails the CFE Test. Because if it is involved students may not feel free to conduct the test which is the same thing as preventing students from reporting sexual harassment case.

2. There should be no punishment of whatever magnitude for failing the CFE Test apart from the measure mentioned earlier to enable and encourage students to be confident enough to call for evidence which is the same thing as reporting sexual harassment case with confidence. This is justifiable because the test is not done free. It is paid for.

3. The process of calling for evidence should never be made rigid or cumbersome. This is because if it is made very strict and cumbersome it may discourage students from conducting the test which is the same thing as directly preventing the students from reporting harassment cases.

4. A simple and flexible process should be involved to encourage students to undertake the scheme such as directly contacting the Evidence Officer to seek for CFE. The EO in turn after getting the ID of the student and the subject in question shall inform another school authority of such call without directly identifying the student. The EO must ensure that the identity of the script to be secretly marked is hidden by removing the details such as name, and registration number and the course name and tagging the script with the number or the ID given to the student earlier for calling for evidence. For instance if the student was earlier given 100XYZ tagged to biology, then the EO should ensure that the identity of the script to be remarked secretly is totally hidden but tagged with 100XYZ (which denotes biology). This will prevent bias marking by the marker who might know the lecturer being investigated or might know the student personally and might mark the script either in favor or against such lecturer or student depending on the nature of relationship between them.

5. The EO should not delay in commencing the processes for the script remark for instance more than a week. It should be always less than a week.

6. Lecturers can also be chosen at random from different regions. That is, if the case is from a school in the North, then the school should select a re-marker from the South, West or East.

7. The scripts should be kept at a safe place far away beyond the reach of the Academic staff to prevent possible access and destruction of evidence.

How the System Works:

Call for Evidence works by exposing the consequence of non-compliance of sexual advances which serves as an evidence for the perpetration of the act. This is made possible by the secrecy that is involved which takes the accused lecturer totally unaware. CFE removes the absolute monopoly of script control from lecturers and share it equally with students. A lecturer who fails a student on the grounds of student’s noncompliance to his/her sexual demands will be caught un-aware when the script of such a student that Called for Evidence is marked secretly without the lecturer’s attention. The lecturer will be caught entirely off-guard and punished severely because the evidence that he sexually harassed a student will be his deliberate failing of the student. Thus when the CFE test is done and it turns out positive in favor of the student in question then this becomes an automatic indication that the lecturer actually harassed such a student because the failing of the student by the lecturer will serve as an evidence that indeed there was a harassment and the consequence of non-compliance is the failing of the student, because Call for Evidence is always done with the assumption that there was and probably still is a harassment of the student in question by the course lecturer, and thus the fear of consequence of non-compliance leads the student in question to Call for Evidence. Therefore when this is done lecturers will become fully aware that they can no longer play the game they are used to and thus might adjust their behavior positively which successfully eliminates the rewards attached to sexual harassment. When the reward is eliminated successfully then the lecturers’ sexual behavior may naturally cease.

Summary:

In conclusion it must be noted that sexual offenders have a history as all humans. It becomes necessary for any employment agent to investigate such history for its considered employee(s). Doing so will enable employers to ascertain the level of sanity of its considered employees which will save them from problems. Employers should not only be motivated by the qualifications of its considered employees but should consider character as well. They can create character tests to test and understand the level of sanity of their considered employees.

Sexual harassment occurs in Academic institutions because of the existence of script monopoly. Students don’t have control over there tests and exam scripts once it gets out of their hands. The fate of their scripts is decided by the harassers who manipulate the scripts to their advantage against the students and the fear of the possible outcome of this manipulation makes victims to give in to sexual demands. The harassers know this fact so well and they use it to their advantage. Therefore if this monopoly can be broken then sexual harassment can be prevented. This monopoly can be broken if students have equal control and access to their scripts with tremendous ease, which will enable them have influence and rights over the fate of their scripts themselves and not only lecturers. We should imagine a student that knows he/she is capable of passing a course but gives in to sexual harassment because the fate of his/her scripts is not decided by them irrespective of them actually passing. In other words the fate of scripts is not equally determined by students but by lecturers, especially when the students are aware that the manipulation of their scripts will surely not be in their favor because they have no influence over their scripts. This psychological manipulation is what makes students give in to sexual harassment. But with CFE this problem shall be addressed adequately. One great advantage of CFE test is that it is a direct message to lecturers not to mess with the scripts of students because they no longer have sole access to them. CFE also exposes the incompetence of a lecturer who may deny failing a student on non-compliance grounds but attributes it to error.

Human behavior cannot be controlled under normal circumstance. No law no matter how rigid can be able to stop an individual that suffers from lack of self-control from committing crime. Since these urges cannot be controlled then all efforts to adjust them without first of all identifying and eliminating the accompanying rewards will prove abortive. Negative behaviors can only be modified positively when the rewards associated with such behaviors are eliminated and replaced with extreme punishment. Sexual harassment is a case that can only be tackled through presenting concrete evidence for the perpetration of the act in the first place. In the absence of this it will become a lecturer’s words against a student’s which in the end might be labelled a case of allegation that might be accompanied with punishment to the victim instead of the perpetrator. But with the proposed system Call for Evidence, evidence is bound to exist that will surely trace an offender that actually harassed students.

ACKNOWLEDGEMENT:

Thanks to God the Almighty for the inspiration to write the research.

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Received on 14.02.2017

Modified on 28.03.2017

Accepted on 14.05.2017

Research J. Humanities and Social Sciences. 8(2): April- June, 2017, 229-243.

DOI: 10.5958/2321-5828.2017.00035.3