By

Whi tney Wesley

Alyssa Bennet t

Jenni fer Roxas

Alexander Barko

Sections

IntroductionTask ForceProcesses and Procedures

Curriculum Map

Programs, Trainings, and Resources

References

OUTLINE OF PRESENTATION

DECLARATION

Statement acknowledging pervasiveness of sexual violence on our campus

1. One in five college undergraduate women have been sexually assaulted or have experienced an attempted sexual assault (Paulson, 2011)

2. Fewer than five percent of sexual assaults that occur on college campuses are reported to police or campus authorities (Woltizky-Taylor, Resnick, Amstadter, McCauley, Ruggiero, & Kilpatrick, 2011)

3. College females have reported knowing their perpetrator 90% of the time (Rich, Utley, Janke, & Moldoveanu, 2010).

4. Being a victim of sexual assault can have detrimental consequences on a person’s physical, emotional, and sexual health (Exner & Cummings, 2010).

5. 8.2% of men reported being sexually assaulted (Exner & Cummings, 2010).

6. A paradigm shift will not occur until the social norms of victim blaming is changed (Banyard, Moynihan, & Crossman, 2009)

7. Providing a safe community for all campus faculty, staff, students, and visitors is part of an educators duty (Mayhew, Caldwell, & Goldman, 2011).

Promote- Speak -Intervene

Branch out: To promote a culture of respect To speak up against sexual violence To intervene and prevent sexual violence

Seven Branches of Campaign Awareness Prevention Reporting Intervention Support Advocacy Assessment

BRANCH OUT

Director of Student ConductDirector of Student Health PromotionsAssistant Dean of StudentsUniversity Police Department RepresentativesUniversity PsychologistTitle IX CoordinatorUndergraduate Student RepresentativeGraduate Student RepresentativeFaculty Member Representative

Preferably in Psychology or Sociology departments

SEXUAL VIOLENCE TASK FORCE

Institutional ResponsibilitiesProcess

Address immediate needs of survivor and explain their rights under Title XI to them. Address accused and explain to them their rights Follow institutional reporting process and notify all stakeholders

Title IX Grievance procedures must be posted

Must include an equal opportunity for both parties to present witnesses and other evidence and the same appeal rights

Must use preponderance of evidence standard to resolve complaints of sex discrimination

Both parties must be notified of outcome

Consent Administration should clearly describe the nature of consent and what

constitutes sexual violence in Student Code of Conduct.

PROCEDURAL GUIDELINES

Consent…

is mutually agreed uponis given for each sexual

experiencecan be withdrawn at any

timeis given freely

Not Consent

silenceunder the influence of

drugs or alcoholforceobtained through an

authoritative manner

CONSENT

Survivors Bill of Rights

You have the right to be believed You have the right to be given the same credibility as any other crime victim You have the right to seek and receive help You have the right to courteous, effective treatment You have the right to be treated with dignity and respect, without prejudice against

race, class, lifestyle, age, gender, religion, sexual orientation, or occupation You have the right to accurate information, presented in a way that you understand You have the right to ask questions You have the right to make your own decisions You have the right to change your mind You have the right to get help and support from others You have the right to heal.

PROCEDURAL GUIDELINES

Rights of Accused (Adopted from Student Conduct Handbook)

Student Conduct Procedural Rights

Students will be given every reasonable opportunity to present information. Student rights related to the conduct process are as follows:

The right against self-incrimination. The right to a University Advisor The right to fair, equitable, and timely procedures. The right to provide witnesses To appeal decisions of the hearing

Accused individuals should be treated with unconditional positive regard through the grievance.

PROCEDURAL GUIDELINES

Title IX Coordinator

Specified training for faculty

Sexual Harassment Certif icate Online Module for all staff and faculty

Partnering with task force to help implement Sexual Violence Education Curriculum

Making programs, trainings and campaigns co-curricular requirements

Providing incentives like extra credit for students who attend seminars

Class Projects centered on awareness and advocacy

Examination of Sexual violence in Psychology, Women’s studies and Sociology courses

Programs, Training and Event Coordination

Partner with Departments and Offices on Campus

Center for Community Engagement

Student Organizations and Activities

Student Health Promotions

Center for Student Conduct

University College

School of Performing Arts

CAMPUS PARTNERSHIP

CURRICULUM MAP SEXUAL VIOLENCE EDUCATION

•Awareness of sexual violence myths and facts. Knowledge of reporting process and prevention methods. Understanding of consent and role of alcohol/drugs in sexual violence

First Year

•Recognize influence of cultural norms on sexual violence. Understand the effects of sexual violence. Take a stand against sexual violence

Sophomore •Assume personal responsibility. Receive training in bystander intervention. Recognize unique needs of survivors and gain competence to provide support.

Junior Year

•Conviction to assess situations and intervene. Raise awareness for sexual violence. Create programs for advocacy. Engage community

Senior Year

CURRICULUM MAPSEXUAL VIOLENCE EDUCATION

Creating Senior

Evaluating Junior & Senior

Analyzing Junior

Applying Sophomore & Junior

Understanding Sophomore

Remembering First Year

BLOOM’S TAXONOMY IN LEARNING OUTCOMES

Learning Outcomes

First year students will be able to: Recognize sexual violence on college campus. Define healthy

relationships. Locate resources and articulate knowledge of reporting process. Distinguish between the nature of true consent and assault.

Articulate how drugs and alcohol play a role in sexual violence

Primary Learning ContextFirst Year Orientation, Univ. 101, Floor Programs and Awareness Publications

Coordinating DepartmentOffice of Student Conduct, First Year Programs, and Residential Life

FIRST YEAR

Learning Outcomes

Second year, students will be able to:Understand the influence culture, norms and society encourage sexual violence. Recognize the role they play as stakeholders in the campus community. Describe how sexual violence affects, the survivor, community and perpetration

Primary Learning ContextSophomore Seminar Series(Co-curricular), Sexual Violence Theater, Awareness Campaign, Reading Survivor Blogs

Coordinating DepartmentsPerforming Arts, Counselling center and Campus Life

SECOND YEAR

Learning Outcomes

Junior year students will able to :Illustrate the effects of sexual violence and the responsibility they have in promoting a safe environment. Differentiate situations that can lead to sexual violence and be willing to intervene and stop it.

Primary Learning Context: Green Dot Bystander Intervention Workshop, Service Learning Opportunities at Sexual Violence Shelter. BACCHUS Peer Mentor Certification, Discussion Based Seminar Series

Coordinating DepartmentsCenter for Student Engagement and Student Health Promotions and Student Activities and Organizations

Required for Greeks, Athletes and Student Organization Leaders.

JUNIOR YEAR

Learning Outcomes

Senior year students will be able to: Assist in bystander intervention workshop, organize awareness

campaigns and coordinate prevention programs.

Primary Learning ContextService Learning Opportunities: Presenting to first years and local High School students, facilitate certification programs and act in sexual violence theater.

Coordinating DepartmentsWomen’s Studies, Center for Community Engagement, and Student Activities and Organizations

SENIOR YEAR

Learning Outcomes

After survivor learning initiative survivors should be able to:

Adequately integrate into the campus community, regain a sense of safety, adequately make meaning of their experience, articulate experiences and find a medium to express themselves

Primary Learning Context

Sexual Violence Counselor, Arts and Expression Program for Survivors, Anonymous Survivor Blogs and Service Learning Opportunities.

Coordinating Offices

Department of Fine Arts, Counselling Center, Center for Community Engagement

SURVIVORS

PROGRAMS, TRAININGS AND RESOURCES

1. Awareness

2. Prevention

3. Reporting

4. Intervention

5. Support

6. Advocacy

7. Assessment

SEVEN BRANCHES OF CAMPAIGN

AssessmentUse as a tool to gauge students willingness to change and to see where students are developmentally at each class standing. Use as a longitudinal tool to check if changes need to be made to the curriculum.

InstrumentIllinois Rape Myth Acceptance Scale. (IRMA) (Payne, Lonsway, & Fitzgerald, 1999; McMahon & Farmer, 2011)

The Personal Change Readiness Assessment (Reeves, 2009)

Administration.IRMA will be administered at the start of First and Sophomore years

Readiness assessment will be administered at the beginning of Senior Year

ReportReport from assessment will be used to restructure curriculum of sexual violence education

1. ASSESSMENT

Awareness“Importance of the awareness of the problem as a first step to taking action” (Banyard et al., 2009, p. 449).

Medium Presentations, Workshops, Rallies, Discussions, Posters, Social Media, PSA Videos etc

TopicsQuick Facts About Sexual Violence, Sexual Violence Myth Acceptance, Prevalence of Sexual Violence on Campus

Objective To raise awareness about the prevalence of sexual violence on the college campus and to provide facts about sexual violence.

Outcome Accomplished if students understand the gravity of sexual violence, basic knowledge of what constitutes it and can articulate that others.

2. AWARENESS

Prevention“Community and peer norms increase offender motivation for using violence in intimate and dating relationships” (Banyard et al., 2009, p. 447).

MediumDemonstrations, Role playing, Seminar Series, and Assertiveness Training

TopicsBuilding Healthy Relationships, What is consent?, Learn how to say NO. Reacting to a threat of violence. Am I my neighbor’s keeper?

ObjectivesTeach effective relationship skills that will create a culture of respect, responsibility and safety.

3. PREVENTION

Reporting“Students do not feel that the crimes they experienced were serious enough to report, and second, the college campus environment may discourage the reporting of crime (Mayhew et al., 2011, p. 255).

MediumMedia, Wallet Sized 411 Cards, Key Chain cards,, Info Session, Safe Horizon Brochure.

ObjectivesStudents will feel comfortable reporting and also obtain knowledge of how to report, who to report to and their rights if they choose to do so. Students should be able to articulate importance of reporting to others. Students should also learn consequences of assaulting.

4. REPORTING

InterventionSexual Violence is more likely to happen in environments where perpetrators recognize that there are no individuals, prepared to or willing to intervene and stop violent behavior. (Banyard,et al, 2009)

MediumSexual Violence Bystander Intervention Program: Green Dot Bystander Intervention Program developed by Green Dot Non Profit Organization will be used.

ObjectiveStudents will know how to assess situations and potential risks. Students will be confident in their ability to speak up and intervene. Students will develop a conviction and willingness to intervene.

5. INTERVENTION

Support“An active learning exercise builds empathy for victims and helps participants to understand the negative impact of sexual violence on survivor by helping them to imagine what would happen if people they trusted and places they felt safe were no longer available to them (Banyard et al., 2009, p. 451).

MediumSexual Violence Theater, Case Studies, Sexual Violence Narratives and Ally training

ObjectiveStudents will recognize internalized victim blaming mindset, they will be able to empathize with survivors and know how best to serve their needs

6. SUPPORT

AdvocacySeniors and other campus leaders who have participated in sexual violence education programs will develop ownership and responsibility through their own efforts as advocates.

MediumPresenting to Freshman on Sexual Violence Awareness, Organizing Awareness Events like Rallies and Sexual Violence Awareness Week and Service Learning Opportunities in Community

ObjectiveStudent leaders will set the standard for attitudes towards sexual violence and be the facilitators and mouthpiece for awareness campaigns

7. ADVOCACY

SOCIAL MEDIA

Survivors will post anonymous blogs to share stories of how they overcame sexual violence

Facebook will be used for raising awareness and will also contain important information and procedures for access

TweetDeck will be used to assess learning by having participants of programs tweet impactful things

PSA videos on sexual violence will be posted. Also any awareness campaign will be covered and posted on youtube

Instagram will be used to post photos with myths and coinciding facts to help create paradigm shift

SA

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SAMPLE POCKET CARD

I have been sexually assaulted NOW WHAT?

1. Get to a safe place2. Reach out to trusted friend3. Contact a resource4. Preserve evidence5. Seek medical attention

Important Contact Personnel

University Police Department • (555) 555-5576 University Counselling Center• (555) 555-5677 Office of Student Conduct• (555) 555-5658

Front

Back

Sexual Violence Education Seminar Series

Semester TopicsPervasiveness of normalized sexual violence in movies

Feb 5 th Crystal Hall . 6pm-7pm

Rescuing sex: Challenging hook-up cultureMarch 3 rd Crystal Hall 6pm-7pm

Violent representations of sex in pop lingo -Hit, bang, Smash-

April 7 th Magnolia Hall 6pm-7pm

A culture of apathy: It's easier to sit back, shut up and look the other way

May 1 s t Lakeshore Hall 6pm-7pm

SAMPLE SEMINAR SERIES OUTLINE

Kolb’s Experiential Learning 4 stage cycle

Concrete experience – full and unbiased involvement in learning experiences Reflective observation – contemplation of one’s experiences from various

perspectives Abstract conceptualization – idea formulation and integration Active experimentation – incorporation of new ideas into action

4 individual learning styles Convergers: god problem solvers and decision makers Divergers: imaginative Assimilators: inductive reasoning Accommodators: “doers”

3 stages of development Acquisition: basic learning abilities and cognitive structures develop Specialization: develop learning style Integration: express learning style in work/personal settings

THEORY

Perry’s Positions on Continuum of Development Dualism: dichotomous world view Multiplicity: honors diverse views even when answers are unknown Relativism: need to support opinions Commitment: making choices in a contextual world

THEORY

A d d r e s s i n g a n d p r e v e n t i n g s e x u a l a s s a u l t o n c a m p u s . ( 2 0 1 3 ) . R e t r i e v e d f r o m h t t p : / / w w w. e d . g o v / b l o g / 2 0 1 3 / 11 / a d d r e s s i n g - a n d - p r e v e n t i n g - s e x u a l -

a s s a u l t - o n - c a m p u s /

 

B a n y a r d , V. L . , M o y n i h a n , M . M . , & C r o s s m a n , M . T. ( 2 0 0 9 ) . R e d u c i n g s e x u a l v i o l e n c e o n c a m p u s : T h e r o l e o f s t u d e n t l e a d e r s a s e m p o w e r e d b y s t a n d e r s . J o u r n a l o f c o l l e g e d e v e l o p m e n t , 5 0 , 4 4 6 - 4 5 7 . d o i : 1 0 . 1 3 5 3 / c s d . 0 . 0 0 8 3

 

B a n y a r d , V. L . ( 2 0 1 4 ) . I m p r o v i n g c o l l e g e c a m p u s - b a s e d p r e v e n t i o n o f v i o l e n c e a g a i n s t w o m e n : A s t r a t e g i c p l a n f o r r e s e a r c h b u i l t o n m u l t i p r o n g e d p r a c t i c e a n d p o l i c i e s . Tr a u m a , Vi o l e n c e , & A b u s e , 1 - 1 3 . d o i : 1 0 . 11 7 7 / 1 5 2 4 8 3 8 0 1 4 5 2 1 0 2 7 .

 

E v a n s , N . J . , F o r n e y, D . S . , G u i d o , F. M . , P a t t o n , L . D . , & R e n n , K . A . ( 2 0 1 0 ) . S t u d e n t d e v e l o p m e n t i n c o l l e g e : T h e o r y, re s e a rc h , a n d p r a c t i c e . S a n F r a n c i s c o , C A : J o s s e y - B a s s .

 

E x n e r , D . & C u m m i n g s , N . ( 2 0 11 ) . I m p l i c a t i o n s f o r s e x u a l a s s a u l t p r e v e n t i o n : C o l l e g e s t u d e n t s a s p r o s o c i a l b y s t a n d e r s . J o u r n a l o f A m e r i c a n C o l l e g e H e a l t h , 5 9 , 6 5 5 - 6 5 7 . d i o : 1 0 . 1 0 8 0 / 0 7 4 4 8 4 8 1 . 2 0 1 0 . 5 1 5 6 3 3 .

 

I n d i a n a S t a t e U n i v e r s i t y s e x u a l v i o l e n c e p r e v e n t i o n a n d r e s p o n s e . ( 2 0 1 4 ) . R e t r i e v e d F e b r u a r y 1 0 , 2 0 1 4 f r o m h t t p : / / w w w. i n d s t a t e . e d u / s v p /

 

M a y h e w, M . J . , C a l d w e l l , R . J . & G o l d m a n , E . G . ( 2 0 11 ) . D e f i n i n g c a m p u s v i o l e n c e : A p h e n o m e n o l o g i c a l a n a l y s i s o f c o m m u n i t y s t a k e h o l d e r p e r s p e c t i v e s . J o u r n a l o f C o l l e g e S t u d e n t D e v e l o p m e n t , 5 2 , 2 5 3 - 2 6 9 . d o i : 1 0 . 1 3 5 3 / c s d . 2 0 11 . 0 0 4 5 .

 

M c M a h o n , S . & B a n y a r d , V. L . ( 2 0 11 ) . W h e n c a n I h e l p ? A c o n c e p t u a l f r a m e w o r k f o r t h e p r e v e n t i o n o f s e x u a l v i o l e n c e t h r o u g h b y s t a n d e r i n t e r v e n t i o n . Tr a u m a , Vi o l e n c e , & A b u s e , 1 3 , 3 - 1 4 . d o i : 1 0 . 11 7 7 / 1 5 2 4 8 3 8 0 11 4 2 6 0 1 5

REFERENCES

M y t h s a n d f a c t s a b o u t s e x u a l v i o l e n c e . ( n / a ) . R e t r i e v e d F e b r u a r y 1 2 , 2 0 1 4 , f r o m h t t p : / / w w w. l a w. g e o r g e t o w n . e d u / c a m p u s - l i f e / a d v i s i n g - c o u n s e l i n g / p e r s o n a l - c o u n s e l i n g / s a r v l / g e n e r a l - i n f o r m a t i o n . c f m

 

K a r j a n e , H . M . , F i s h e r , B . S . , & C u l l e n , F. T. ( 2 0 0 5 ) . S e x u a l a s s a u l t o n c a m p u s : W h a t c o l l e g e s a n d u n i v e r s i t i e s a r e d o i n g a b o u t i t . N a t i o n a l I n s t i t u t e o f J u s t i c e , 1 - 1 6 . R e t r i e v e d F e b r u a r y 1 2 , 2 0 1 4 f r o m h t t p s : / / w w w. n c j r s . g o v / p d f f i l e s 1 / n i j / 2 0 5 5 2 1 . p d f .

 

P a u l s o n , A . ( 2 0 1 1 ) . W h i t e H o u s e t a r g e t s s e x u a l a s s a u l t o n c a m p u s . C h r i s t i a n S c i e n c e M o n i t o r. p . N . PA G .  

P a y n e , D . L . , L o n s w a y, K . A . , & F i t z g e r a l d , L . F. ( 1 9 9 9 ) . R a p e m y t h a c c e p t a n c e : E x p l o r a t i o n o f i t s s t r u c t u r e a n d i t s m e a s u r e m e n t u s i n g t h e I l l i n o i s r a p e

m y t h a c c e p t a n c e s c a l e . J o u r n a l o f R e s e a r c h i n P e r s o n a l i t y , 3 3 ( 1 ) , 2 7 - 6 8 .

R e e v e s , D . B . ( 2 0 0 9 ) . L e a d i n g c h a n g e i n y o u r s c h o o l : H o w t o c o n q u e r m y t h s , b u i l d c o m m i t m e n t , a n d g e t r e s u l t s . A l e x a n d r i a , VA : A s s o c i a t i o n f o r

S u p e r v i s e d a n d C u r r i c u l u m D e v e l o p m e n t .

R i c h , M . D . , U t l e y, E . A . , J a n k e , K . , & M o l d o v e a n u , M . ( 2 0 1 0 ) . “ I ’ d r a t h e r b e d o i n g s o m e t h i n g e l s e : ” M a l e r e s i s t a n c e t o r a p e p r e v e n t i o n p r o g r a m s . T h e J o u r n a l o f M e n ’s S t u d i e s , 1 8 ( 3 ) , 2 6 8 - 2 8 8 .

 

S a b i n a , C & H o , L . Y. ( 2 0 1 4 ) . C a m p u s a n d c o l l e g e v i c t i m r e s p o n s e s t o s e x u a l a s s a u l t a n d d a t i n g v i o l e n c e : D i s c l o s u r e , s e r v i c e u t i l i z a t i o n , a n d s e r v i c e p r o v i s i o n . Tr a u m a , Vi o l e n c e , & A b u s e , 1 - 2 6 . d o i : 1 0 . 1 1 7 7 / 1 5 2 4 8 3 8 0 1 4 5 2 1 3 2 2 .

 

S a f e H o r i z o n . ( N / A ) . A f t e r s e x u a l a s s a u l t . R e t r i e v e d F e b r u a r y 1 0 , 2 0 1 4 f r o m h t t p : / / w w w. s a f e h o r i z o n . o r g / i m a g e s / u p l o a d s / m i s c /1 2 7 2 2 9 6 0 4 1 _ A f t e r _ S e x u a l _ A s s a u l t _ B k l t . p d f

 

Wo l i t z k y - Ta y l o r , K . B . , R e s n i c k , H . S . , A m s t a d t e r , A . B . , M c C a u l e y, J . L . , R u g g i e r o , K . J . , & K i l p a t r i c k , D . G . ( 2 0 1 1 ) . R e p o r t i n g r a p e i n a n a t i o n a l s a m p l e o f c o l l e g e w o m e n . J o u r n a l o f A m e r i c a n C o l l e g e H e a l t h , 5 9 ( 7 ) , 5 8 2 - 5 8 7 .

 

REFERENCES CONT.