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The phenomenon of sexual assault upon males has been largely overlooked by society. Gender stereotyping, taboos, misconceptions and reluctance to acknowledge the possibility of male on male rape, particularly outside institutions, have all contributed to the scarcity of investigative findings. The aim of this article is to provide an overview of literature regarding male rape, supported by two male survivors' lived experience of rape in noninstitutionalised settings. An open-ended question was formulated and used to elicit rich descriptions of the male survivors' experience of rape. The research indicates that rape is experienced as an unexpected and intrusive violation, which at once impacts on all dimensions of the survivor's existence, ultimately disrupting his entire manner of being in the world. In the wake of the rape experience, the survivor is left with what appears to be a permanent struggle to adjust again. Apprehension about sharing the experience appears to be grounded in the survivor's real or imagined fears of revictimisation, a subjective sense of shame and the perceived stigma attached to being a survivor. The research indicated a desperate need of survivors that their experiences be heard and unconditionally understood. The post-rape struggle of the survivors appears to be exacerbated in the absence of any supportive relationships. This has important implications for society at large and specifically for those within the helping professions. Seksuele geweld van mans teenoor mans is 'n fenomeen wat grootliks deur die samelewing misken word. Die gebrek aan navorsingsbevindinge kan toegeskryf word aan geslagstereotipering, taboes, wanpersepsies en die neiging om die voorkoms van manlike verkragtings, veral wanneer dit in nie in 'n inrigting voorkom nie, te ignoreer. Die doel van hierdie artikel is om 'n literatuuroorsig ten opsigte van manlike verkragting te verskaf en dit aan te vul met die belewenise van twee manlike verkragtingsoorlewendes in 'n nie-ge?nstitusionaliseerde konteks. 'n Oop-einde vraag is geformuleer met die doel het om ryk beskrywings van die twee manlike verkragtingsoorlewendes met betrekking tot hulle ervarings van verkragting te ontlok. Die navorsing dui daarop dat verkragting as 'n onverwagse en indringende misdryf ervaar word. Dit het 'n onmiddelike impak op al die dimensies van die verkragte persoon se lewe wat uiteindelik sy totale mens-in-die-w?reld-wees versteur en die verkragtingsoorlewende met 'n permanente aanpassingstryd laat. Die verkragte persoon weerhou sy ervarings van ander persone vanwe? sy werklike en verbeelde vrese vir verdere viktimisasie, 'n subjektiewe gevoel van skaamte en stigmatisering. Die navorsing toon aan dat daar 'n dringende behoefte by verkragte persone bestaan dat hulle ervarings aangehoor en onvoorwaardelik aanvaar word. Hierdie navorsing het belangrike implikasies vir die bre?r samelewing, maar spesifiek ook vir diegene in hulpverlenende professies. Keywords: Male on male rape, Sexual assault, In-depth descriptions, Male survivors of rape in non-institutionalised settings (Health SA Gesondheid: interdisciplinary research journal: 2003 8(4): 56-68)

OBJECTIVES: A survey of US schools of public health was undertaken in 1996 and 1997 to obtain a general picture of public health ethics curricula. METHODS: An explanatory letter with a list of questions for discussion was sent to the deans of the accredited US schools of public health. The deans were asked that at least 1 individual at their school who "is most knowledgeable about ethics curricula" review the list of questions and complete an ethics survey contact form. RESULTS: Ethics instruction was required for all students at only 1 (4%) of the 24 schools surveyed, while 7 schools required ethics instruction for some students. Two of the schools had no ethics courses. Ethics instruction was required for all MPH students at 9 (38%) of the schools and for all doctoral students at 4 (17%) of the schools. Most of the schools (19 of 24, or 79%) offered short courses, seminar series, or invited lectures on ethical topics, and 23 (96%) included lectures on ethics topics in other courses such as health law. CONCLUSIONS: Training programs at US schools of public health vary greatly in how much attention is given to ethics instruction. Model curricula in public health ethics should be developed to help fill this gap.