1 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 1 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW This review of eight college sexual assault prevention programs focused on programs that had been evaluated and published in peer reviewed journals. Detailed descriptions of each individual program that was reviewed can be found on pages 4-11 of this document. In addition, we tried to focus on the programs that were the most comprehensive in terms of goals and also length/depth of the intervention. Not surprisingly, most of the programs were a one shot presentation made to groups of college students that generally took between an hour and 90 minutes. Only one program which is reviewed was a semester long program (see Lonsway, et al., 1998, p.7). The following is a brief summary of the review that includes what the program objectives were, what the reported significant outcomes were, whether the format of the presentation (interactive or didactic) impacted the outcomes, and our recommendations for future research and s. 1. What are the curriculum/program objectives and how do these objectives translate into significant outcomes? Curriculum/Objectives Programs which include this objective Increase awareness of the pervasiveness of sexual assault A.R.P.P. (see pg. 4 for program description), S.A.R.R.P. (see pg. 5) (SA.E.P. (see pg. 6), C.A.R.E. (see pg. 7). Dispel rape myths/ rape supportive attitudes A.R.P.P., S.A.R.R.P, S.A.E.P., H.S.A.S., C.A.R.E. (see page 8) Learn about a rape supportive environment A.R.P.P., S.A.R.R.P, S.A.E.P. Alter dating behavior to decrease risk of rape A.R.P.P., H.S.A.S. (see page 8) Foster effective sexual communication A.R.P.P. Reduce the incidence of sexual assault A.R.P.P. Explore impact of past victimization on future victimization S.A.R.R.P Provide practical rape prevention strategies S.A.R.R.P Redefining rape (6 point strategy) S.A.E.P. Relationship between oppression/sexual assault C.A.R.E. Become aware of campus resources for rape survivors C.A.R.E. Training/facilitation skills to provide future workshops C.A.R.E. Build leadership skills C.A.R.E.
2 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 2 Significant outcomes Increase awareness/knowledge of the pervasiveness of sexual assault Reduced incidence of sexual assault among women who had not been previously victimized Alter dating behavior to decrease risk of rape Women with histories of sexual victimization report more risk related behaviors Decrease in acceptance of rape myths Programs which report this outcome A.R.P.P., S.A.E.P., C.A.R.E. A.R.P.P. A.R.P.P., H.S.A.S., C.A.R.E. S.A.R.R.P H.S.A.S., C.A.R.E. As can be seen by comparing the two charts (objectives and reported significant outcomes) there are many more program objectives than there are significant outcomes. Why aren t these programs finding significant changes in program participants knowledge, attitudes and reported behavior? It appears that one of the issues may be the depth of the intervention and the short time that presenters have to interact with the college student participants. For example, one study (S.A.E.P.---a 90 minute program) showed that there were no significant decreases in sexual assault during the 7 month follow up. On the other hand, the C.A.R.E. program, which ran for an entire semester demonstrated that participants were less accepting of rape myths than the control group 2 years after they had participated in this program. A question that program creators and program evaluators need to consider is whether a 60 or 90 minute presentation, no matter how interesting, can have a lasting impact on a participant s behavior surrounding dating violence/sexual assault? Did the method of information dissemination make a difference in how college student s perceived the program? Three of the studies which were reviewed (Anderson, Stoelb, Duggan, Hieger, Kling, & Payne, 1998; Heppner, Humphrey, Hilldebarnd-Gunn, & De Bord, 1995; Heppner, Neville, Smith, Kivlinghan, & Gershuny, 1999) looked at whether there were differences between video/movie type presentations and more interactive programs. The results were as follows.. An interactive drama (where actors and the audience interact after the portrayal of a rape situation) when compared to a didactic video intervention, was more positively perceived by the audience and resulted in more issue-relevant thinking. In addition, participants in the interactive drama were more able to identify consent vs. coercion. However, the interactive drama did not lead to lasting attitudinal changes among participants (Heppner, Humphrey, Hilldebarnd-Gunn, & De Bord, 1995). Another study used three ways to present information about sexual assault to college students which included the following: a cognitive change module, an affective change module, and a behavioral change module (Heppner, Neville, Smith, Kivlinghan, & Gershuny, 1999). The focus of this intervention was looking at whether the inclusion of culturally relevant materials in the intervention differed from a colorblind condition.
3 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 3 Racial/ethnic minorities found the culturally relevant interventions more relevant and reported being more engaged. A group of men showed a significant decrease in rape supportive attitudes up to five months after the program was completed. Another group showed a significant decrease in rape supportive attitudes immediately following the intervention, but these attitudes rebounded to pre intervention levels after five months. Appears that there is a rebound pattern for some, but not all, participants. Black men who were part of the culturally relevant group reported being more engaged that those in the colorblind condition. Another study (Anderson, Stoelb, Duggan, Hieger, Kling, & Payne, 1998) compared the effectiveness of a sexual assault prevention that used a video intervention (1 hour video followed by discussion) with an intervention which used a talk show format. Both interventions decreased rape supportive attitudes No significant differences in attitude change between the video and talk show formats. Recommendations: 1) Similar to other relationship violence intervention/ prevention programs (e.g., dating violence), college sexual assault programs appear to be more effective in bringing about meaningful change over time if they are comprehensive (e.g., are more than just a one hour educational session). As an example please refer to Lonsway et al., 1998, pg. 7. 2) As can be seen in comparing the program objectives with the reported significant outcomes, there were far less significant outcomes than objectives. One reason may be the one shot nature of these programs which doesn t appear to support lasting attitudinal or behavioral change. Future research should look at what program components are necessary to bring about lasting attitudinal and behavioral change, especially with regards to the comprehensiveness of the program. 3) The majority of these studies were conducted on student populations who were predominantly White (for an exception please refer to Heppener, et al., 1999, p. 10). The Heppener, et al., 1999 study highlights the importance that programs include culturally relevant material and that these s include more students from racial/ethnic minority backgrounds. 4) A common issue with dating/relationship violence prevention programs appears to be the program developers evaluating their own program. It is important that impartial outside evaluators are utilized (who are not invested in the program s success) in order to report both significant and nonsignificant findings and learn more about why the program was successful in some areas and not in other areas.
4 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 4 5) The results from the studies which looked at the presentation format would suggest that the most effective rape/sexual assault prevention programs should make sure that they have culturally relevant material and that having something which is interactive (discussion format) is more effective than a didactic presentation where only information is provided without any meaningful discussion. SUMMARIES OF THE SEXUAL ASSAULT PROGRAMS Evaluator. Brief description of Program Objectives Research Study(ies) Methods/subjects of Acquaintance Rape Prevention Program (A.R.P.P) Kimberly Hanson and Christine Gidycz Program objectives: increase participants awareness of the pervasiveness of sexual assault dispel common myths about rape discuss what a rape-supportive environment is rape prevention education alter dating behaviors to prevent acquaintance rape foster effective sexual communication reduce the incidence of sexual assault in a 9-week period. The program (60 minutes): a) rape myth debunking session b) video depicting an acquaintance rape scenario c) a video modeling protective behavior d) information on the prevention of acquaintance rape e) group discussion Hanson, K. & Gidycz, C. (1993). Evaluation of a sexual assault prevention program. Journal of Consulting and Clinical Psychology, 61, college-aged women (same University) 94% Caucasian Treatment group=181 Control group=165 Measures: Sexual Experiences Survey (SES), Dating Behavior Survey (DBS), Sexual Communication Survey (SCS), Sexual Assault Awareness Survey (SAAS). Pretest Treatment (program) Posttest (SES) 9 weeks postprogram The program was effective in reducing the incidence of sexual assault among women who had not been previously victimized. Not effective in reducing sexual assault among women with a history of victimization. Increase in subject s knowledge about sexual assault reduction in dating behaviors associated with acquaintance rape.
5 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 5 Sexual Assault Risk Reduction Program (S.A.R.R.P.) Kimberly H. Breitenbecher, and Christine Gidycz Program objectives were to: increase participants awareness of the pervasiveness of sexual assault and revictimization educate participants regarding role of past sexual victimization experience as risk factor for future sexual victimization dispel common myths about rape educate participants regarding social forces that foster a rape supportive environment educate participants regarding practical preventive strategies. The 90 minute Program provided: a) info on prevalence of sexual assault on college campuses b) rape myths and facts worksheet c) video depicting events leading to acquaintance rape d) group discussion on video e) group discussion on psychological effects of initial victimization putting women at increased risk for future victimization f) second video with same characters modeling protective behaviors g) risk reduction strategies sheet Breitenbecher, K.H. & Gidycz, C. (1998). An empirical of a program designed to reduce the risk of multiple sexual victimization. Journal of Interpersonal Violence, 13, college women 95% Caucasian Treatment group=195 Control group=211 Measures: Child Sexual Abuse Questionnaire (CSAQ), Sexual Experiences Survey (SES), Dating Behavior Survey (DBS), Sexual Communication Survey (SCS), Sexual Assault Awareness Survey (SAAS). Pre-test Program Intervention (90 minutes) Post-test (CSAQ was eliminated) ineffective in reducing the incidence of sexual assault among participants did not significantly affect dating behaviors, sexual communication, or knowledge about sexual assault ineffectiveness of program appears completely unrelated to participant history of sexual victimization Women with histories of sexual victimization report more riskrelated dating behavior.
6 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 6 Sexual Assault Education Program (S.A.E.P.) Kimberly H. Breitenbecher, and Michael Scarce Program objectives were: intended to reduce risk for sexual victimization The Program: 1 hour sexual assault education program (groups of 30 students) lecture-style presentation and group discussion which centered around the prevalence of sexual assault among college populations rape myths sex role socialization practices promoting a rape-supportive environment six-point redefinition of rape (act of violence and power, humiliating and degrading, community issue for men and women) Breitenbecher, K.H. and Scarce, M. (1999). A longitudinal of the effectiveness of a sexual assault education program. Journal of Interpersonal Violence, 14, college women 224 returned for follow-up session 7 months later. 84% Caucasian Treatment group: 132 Control group: 143 Measures: Child Sexual Abuse Questionnaire (CSAQ), Modified Sexual Experiences Survey (MSES)Sexual Assault Knowledge Survey (SAKS) 1) Pretest 2) Treatment (program) 3) Post-test (7 months post program) Treatment group demonstrated greater knowledge of sexual assault at 7 month follow up. Not successful in decreasing incidences of sexual assault during the 7 month follow-up period.
7 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 7 Campus Acquaintance Rape Education (C.A.R.E.) Developed by Kimberly Lonsway (American Bar Foundation) Kimberly Lonsway, Elena Klaw, Dianne Berg, Craig Waldo, Chvon Kothari, Chris Mazurek, & Kurt Hegeman Partially funded by: an NSF-grad fellowship Program summary: The CARE program is a semester long, comprehensive University course that trains undergrads to facilitate peer workshops on rape education. Program Objectives for peer educators: a) explore societal foundations that make acquaintance rape a reality b) increase understanding of the relationship between oppression and sexual assault/abuse c) become familiar with facts about sexual victimization d) confront cultural myths about rape e) become familiar with campus resources for survivors of rape and their significant others. f) foster team building and cooperation g) acquire facilitation skills to provide workshops and other presentations h) build leadership skills Lonsway, K., Klaw, E., Berg, D., Waldo, C., Kothari, C., Mazurek, C., & Hegeman, K. (1998). Beyond no means no : Outcomes of an intensive program to train peer facilitators for campus acquaintance rape education. Journal of Interpersonal Violence, 13, undergraduates (53 female/ 21 Male). control group: 96 students in a human sexuality course (reported lack of racial/ethnic diversity in sample) Measures: Illinois Rape Myth Acceptance Scale (IRMAS); Adversarial Heterosexual Beliefs Scale (AHBS); Attitudes Towards Feminism Scale (ATFS). Qualitative Assessment: Videos were shown and students were asked to write down what they would do or say in particular situations. Quantitative: CARE group experienced changes on a number of rape related beliefs and attitudes. Control group did not. CARE students were less accepting of cultural rape myths than the control group at 2 year follow up. Qualitative: Both men and women increased their sexual communication skills. Pre-course Post-course Follow-up (2 years later)
8 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 8 How to Help a Sexual Assault Survivor (H.S.A.S) John D. Foubert and Kenneth A. Marriott Program Objectives were to: decrease rape myth acceptance decrease in men reporting that they would use force against a woman in a sexual encounter The Program: How to Help a Sexual Assault Survivor. A one-hour peer education program male undergrad peer educators spoke to all-male audiences rape is defined video depicting man being raped graphically described discussed connections between male victim s experience and women s common rape experience discussed how to help sexual assault survivor encouraged men to improve communication during sexual encounters urged men to confront rape jokes, sexism, abuse of women. Foubert, J.D. and Marriott, K.A. (1997). Effects of a sexual assault peer education program on men s belief in rape myths. Sex Roles, all MALE Experimental Group: Three fraternity pledge classes (n=76) Control Group: Two fraternity pledge classes (n=38) Predominantly Caucasian sample (over 90%) Measures: Burt Rape Myth Acceptance Scale (BRMAS). BRMAS completed before and after the program with a 2-month post-program follow up. Program successful in decreasing rape myth acceptance. 59% of men report they are less likely to be sexually coercive.
9 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 9 Mary J. Heppner, Carolyn F. Humphrey, Theresa L. Hillenbrand- Gunn, Kurt A. DeBord Program objectives were to expand on previous research by: using experimental design that assesses differential impact of two substantive rape prevention treatments versus a control group using multiple outcome measures to assess not only attitude change but also change in knowledge or behavior The Programs: Interactive Drama: First scene portrays date situation between a man and woman which ends in rape. Participants then ask questions of the actors who remain in character, then are invited to rewrite script to try and change the situation. Actors incorporate the suggestions in a subsequent scene. Didactic Video Intervention: Standard, prototypical rape prevention program. Consisted of information on the prevalence and impact of rape, rape myths, rape stats, gender socialization, definitions of rape and campus resources, a nationally available video depicting stranger and acquaintance rape survivors, brief Q&A. Heppner, M.J., Humphrey C.F., Hillenbrand-Gunn, T.L., and DeBord, K. A. (1995). The differential effects of rape prevention programming on attitudes, behavior and knowledge. Journal of Counseling Psychology, 42 ( participants 50/50 men and women 93% Caucasian Experimental (drama): 85 Experimental (video): 79 Control: 94 Measures: The Burt Rape Myth Acceptance Scale (RMA), the Elaboration Likelihood Model Questionnaire (ELMQ), the Thought Listing Form (TL), the Comprehension of Consent/Coercion Measure (CCC), the Socially Desirable Response Set-5 (SDRS-5), the Counselor Rating Form (CRF). Data collection at 5 points 1) pretest 2) 5-7 days following pretest 3) 5 weeks following pretest 4) 4 months 5) 5 months Interactive drama participants reported: higher motivation to hear the message higher quality of information more issue relevant thinking (than the didactic or control groups) they were more able to identify consent versus coercion Interactive drama did not lead to lasting attitudinal changes among participants.
10 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 10 Mary Heppner, Helen Neville, Kendra Smith, Dennis Kivlighan, and Beth Gershuny Funded in part by: The Research Board of the University of Missouri. The Programs: Three 90 minute interventions which had a different focus. 1) Cognitive Change Module: a) myths and facts quiz b) facilitators use the responses to present rape facts and statistics c) showing a video on campus rape 2) Affective Change Module: a) a panel of rape survivors b) male allies who had helped rape victims 3) Behavioral change module: a) 1st role playing scenario (coercive dating situation). b) Scenes are recreated based on audience feedback c) 2 nd role playing scenario (a situation where woman has been raped). d) The hope was to help participants understand the emotional needs of rape victims. Culture-specific inclusion of culturally relevant material were included in each of the 3 models. Heppner, M.J., Neville, K.S., Kivlighan, D.M., & Gershuny, B.S. (1999). Examining immediate and longterm efficacy of rape prevention programming with racially diverse college men. Journal of Counseling Psychology, 46, college aged men 64% White 28% Black 8% Other Measures: Rape Myth Acceptance Scale (RMA), Scale for the Identification of Acquaintance Rape Attitudes (SIARA), Sexual Experience Survey (SES), Behavioral Indices of Change (BIC), Sexual Violence Subscale of the Severity of Violence Against Women Scale (SVAWS- SV), Elaboration Likelihood Model Questionnaire (ELMQ) Pre test Post test Follow up test (5 months) Limitations: half the original sample did not complete all three assessments. Racial/ethic minorities found culture specific intervention more relevant A group of men showed a significant decrease (rape supportive attitudes) immediately following the intervention and 5 months after the program. Another group of men showed a significant decrease in RSA immediately following the intervention but whose attitudes rebounded to pre-intervention levels at 5 months. A rebound pattern seems to be there for some, but not all of the participants. Black men in the culturally relevant group reported being more engaged than those in the colorblind condition.
11 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 11 Linda Anderson, Matthew Stoelb, Peter Duggan, Brad Hieger, Kathleen Kling, & June Payne Program summary: A comparison of two types of rape prevention programs aimed at changing college student s rape supportive attitudes. 1. A video intervention: a 1 hour video depicting acquaintance rape followed by a discussion OR 2. Talk show intervention: A 1 hour mock talk show where a panel discussed a case of acquaintance rape. OR 3. Control group Anderson, L., Stoelb, M., Duggan, P., Hieger, B., Kling, K., & Payne, J. (1998). The effectiveness of two types of rape prevention programs in changing the rapesupportive attitudes of college students. Journal of College Student Development, 39, undergraduate students 90% Caucasian. Measures: Rape Myth Acceptance Scale (RMA), Attitudes Towards Rape Scale- Revised (ATR-R). Pre-test : 4 weeks prior to intervention Post-test: Immediately following intervention Follow-up: 7 weeks after intervention Both interventions were effective in reducing rapesupportive attitudes No significant differences in attitude change between the video and talk show formats. Both groups experienced a rebound effect at the follow up where their scores were consistent with the control group. There were significant differences between men and women on RSA (females significantly lower).
12 COLLEGE SEXUAL ASSAULT PROGRAMS THAT HAVE BEEN EVALUATED: A REVIEW 05/16/02 12 References: Anderson, L., Stoelb, M., Duggan, P., Hieger, B., Kling, K., & Payne, J. (1998). The effectiveness of two types of rape prevention programs in changing the rape-supportive attitudes of college students. Journal of College Student Development, 39, Breitenbecher, K.H. & Gidycz, C. (1998). An empirical of a program designed to reduce the risk of multiple sexual victimization. Journal of Interpersonal Violence, 13, Breitenbecher, K.H. and Scarce, M. (1999). A longitudinal of the effectiveness of a sexual assault education program. Journal of Interpersonal Violence, 14, Foubert, J.D. and Marriott, K.A. (1997). Effects of a sexual assault peer education program on men s belief in rape myths. Sex Roles, Hanson, K. & Gidycz, C. (1993). Evaluation of a sexual assault prevention program. Journal of Consulting and Clinical Psychology, 61, Heppner, M.J., Humphrey C.F., Hillenbrand-Gunn, T.L., and DeBord, K. A. (1995). The differential effects of rape prevention programming on attitudes, behavior and knowledge. Journal of Counseling Psychology, 42, Heppner, M.J., Neville, K.S., Kivlighan, D.M., & Gershuny, B.S. (1999). Examining immediate and long-term efficacy of rape prevention programming with racially diverse college men. Journal of Counseling Psychology, 46, Lonsway, K., Klaw, E., Berg, D., Waldo, C., Kothari, C., Mazurek, C., & Hegeman, K. (1998). Beyond no means no : Outcomes of an intensive program to train peer facilitators for campus acquaintance rape education. Journal of Interpersonal Violence, 13,
Journal of sulting and Clinical Psychology 2001. Vol. 69. No. 6. 1073-1078 Copyright 2001 by the American Psychological Association. Inc. 0022-006X/01/S5.00 DOI: 10.1037//0022-006X.69.6.1073 The Evaluation
Sexual Violence Research Initiative Executive summary Engaging Boys and Young Men in the Prevention of Sexual Violence Introduction 1 Violence against women is a widespread issue, one that exists in all
A guide to staff training on gender equity and the prevention of violence against women Learnings from the Generating Equality and Respect program This tool provides a number of practical templates, resources
Psychology of Women Quarterly, 29 (2005), 374 388. Blackwell Publishing. Printed in the USA. Copyright C 2005 Division 35, American Psychological Association. 0361-6843/05 SEXUAL ASSAULT EDUCATION PROGRAMS:
UP STAND A Bystander Discussion Created By Video production by Second Story Productions. In Ohio in 2013 there were several high profile sexual assault cases involving bystanders. As bystanders, we all
The Evaluation of Campus-Based Gender Violence Prevention Programming: What We Know about Program Effectiveness and Implications for Practitioners Roberta E. Gibbons With contributions from Julie Evans
Supplemental Information Gathering Compiling a community profile and conducting a needs assessment are two important components in planning for and designing community based primary prevention initiatives.
The NO MORE Study: Teens and Young Adults on Dating Violence and Sexual Assault January 2013 EMBARGOED UNTIL MARCH 13 TH, 9:00 A.M. EST GfK 2013 The NO MORE Study: Teens and Young Adults on Dating Violence
HEALTH EDUCATION RESEARCH Theory & Practice Vol.13 no.l 1998 Pages 139-144 SHORT COMMUNICATION Self-efficacy, self-determination and victim blaming as predictors of adolescent sexual victimization J. F.
SAME SEX PARTNER ABUSE DR GINNA BABCOCK INTRODUCTION LGBT populations vulnerable to marginalization and devaluation in society LGBT same-sex relationships fall within the category of intimate partnerships
Table A. Characteristics of Respondents that completed the survey Characteristic Category Weighted Un- weighted Number % Number % Age 18 years old 4,111 8.8 700 8.4 19 years old 8,605 18.3 1,421 17.0 20
MEDIA EDUCATION FOUNDATION STUDY GUIDE UNDERSTANDING HOOKUP CULTURE What s Really Happening on College Campuses Study Guide by Jason Young Graphs by Paula England 2 CONTENTS Note to Educators. 3 Program
An Overview of Social Learning Theory (SLT) Karen J. Bachar MA University of Arizona College of Public Health Social Learning Theory -Goals! Present a historical review of SLT & identify key terms! Examine
Violence against women: key statistics Research from the 2012 ABS Personal Safety Survey and Australian Institute of Criminology shows that both men and women in Australia experience substantial levels
research A Project of the Fund for the City of New York Evaluating the Mentors in Violence Prevention Program Preventing Gender Violence on a College Campus By Amanda B. Cissner Submitted to the U.S. Department
Applied Research Forum National Electronic Network on Violence Against Women Working with Men to Prevent Violence Against Women: An Overview (Part One) Alan D. Berkowitz There is a growing awareness that
Table A. Characteristics of Respondents that completed the survey Characteristic Category Weighted Un-weighted Number % Number % Age 18 years old 759 3.0 228 3.4 19 years old 1,462 5.7 400 6.0 20 years
What does the research and data tell us about male victims of rape in an Irish context? December 2010 www.rcni.ie The focus of this paper will be on sexual violence against males, including sexual violence
CRIME SCENE INVESTIGATION NAIROBI P. O. Box 12130-00400, Nairobi Tel: 254 20 240011 Fax: 254 20 343844 Quantitative research findings on RAPE in Kenya between Dec.30 th 2007 to June 30 th 2008. Estimated
University of Illinois at Chicago Student Sexual Misconduct and Sexual Violence Interim Policy Introduction The University of Illinois at Chicago is committed to creating a safe and secure community for
1 Experimental Design Part I Richard S. Balkin, Ph. D, LPC-S, NCC 2 Overview Experimental design is the blueprint for quantitative research and serves as the foundation of what makes quantitative research
Shake your Moneymaker : An analysis of Hip Hop music s effects on the Identity of Black Women Phoenix (Group 3) McNair Scholars Program Brandie Bentley Rosaly Maldonado Allante Moon Mikki Smith Abstract
Applied Research Forum National Online Resource Center on Violence Against Women Rape Prevention and Risk Reduction: Review of the Research Literature for Practitioners Kimberly A. Lonsway, Victoria L.
80 UNDERSTANDING DOMESTIC VIOLENCE IN CAMBODIA Devon Palk During my first trip to Cambodia with the McMaster School, I conducted research on the developing Cambodian Stock Exchange. As an accounting major,
Our Mission Student Conduct and Ethical Development promotes the growth and development of students while protecting the interests of the larger campus community. Through the student conduct process, Student
Intimate Partner Violence Prevention: A Catalog of Evidence-Based and Promising Practices Created by the North Carolina Coalition Against Domestic Violence for The North Carolina DELTA State Steering Committee
Wiederman 1 Sexual Attitudes, Values, and Beliefs Most people are too focused on sexual activity they think it is more important than it really is. Do you agree or disagree with this statement? What is
Monitoring HIV/AIDS Programs: Participant Guide A USAID Resource for Prevention, Care and Treatment Module 6: Monitoring and Evaluating Behavior Change Communication Programs September 2004 Family Health
Illinois State University Institutional Review Board Research with Human Subjects Protocol Submission Form IRB Number (Number to be completed by REC) Federal regulations and Illinois State University policy
Gender: Participants define gender and discuss ways it influences their lives. Lesson Plans: 1. Just Because --Stereotypes 2. Gender Lesson: Just Because Stereotypes (adapted from TKF) ESSENTIAL QUESTIONS:
ARECLS, 2011, Vol.8, 75-94. TEACHERS PERCEPTIONS OF ANTI-BULLYING INTERVENTIONS AND THE TYPES OF BULLYING EACH INTERVENTION PREVENTS EMMA ELISE ROBERTS Abstract Teachers have a central role in the management
CHILDHOOD SEXUAL ABUSE FACT SHEET Emily M. Douglas and David Finkelhor PART 1: HOW MANY CHILDREN ARE THE VICTIMS OF CHILD SEXUAL ABUSE? There are many estimates of the number of children who are the victims
Course Description SEMESTER I Fundamental Concepts of Substance Abuse MODULE OBJECTIVES At the end of this course participants will be able to: Define and distinguish between substance use, abuse and dependence
Bullying Prevention Program Evaluation J U N E 2 0 0 6 Bullying Prevention Program Evaluation June 2006 Prepared by: Laura Schauben, Dan Mueller, and Jennifer Lee Schultz Wilder Research 1295 Bandana Boulevard
MYTH: In 85% of family violence cases the victims are women beaten by male partners. Male victims of intimate partner violence are rare. REALITY: According to the National Intimate Partner and Sexual Violence
Running Head: COMPARISON OF ONLINE STUDENTS TO TRADITIONAL 1 The Comparison of Online Students Education to the Traditional Students of Classroom Education Brent Alan Neumeier The University of Arkansas
Bystander Intervention T Y P E S 1 Common Components 2 What is Bystander Intervention 3 Techniques to Try 4 Steps to Action 5 Who you can contact for more information regarding bystander intervention and
Prevention Strategies, Sexual Assault and Disabilities Page 1 PREVENTION STRATEGIES Perhaps the most important aspect of addressing sexual assault against persons with disabilities is a committed effort
An Examination of the Association Between Parental Abuse History and Subsequent Parent-Child Relationships Genelle K. Sawyer, Andrea R. Di Loreto, Mary Fran Flood, David DiLillo, and David J. Hansen, University
This article was downloaded by: [University of Missouri Columbia] On: 27 August 2014, At: 16:12 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office:
APPENDIX B AUBURN UNIVERSITY TRAINING, EDUCATION, AND PREVENTION PROGRAMS Table of Contents POLICY ON SEXUAL AND GENDER-BASED MISCONDUCT AND OTHER FORMS OF INTERPERSONAL VIOLENCE I. INTRODUCTION... 1 II.
MEDIA EDUCATION FOUNDATION STUDY GUIDE ASKING FOR IT The Ethics and Erotics of Sexual Consent Study Guide by Johnanna Ganz With Harry Brod 2 CONTENTS Note to Educators...3 Film Synopsis...4 Pre- viewing
INSIGHT REPORT Winter 2015 Sexual Victimization and Social Norms on the College Campus Sexual Victimization and Social Norms on the College Campus SUMMARY OF RESEARCH WINTER 2015 At the start of the 2014-2015
SAMPLE TRAINING TOPICS AND HANDOUTS Here are some sample topics for use in training advocates and other community providers about multi-abuse trauma issues, along with suggestions for handouts to use with
Determinants and Correlations of Excessive Alcohol Use and Depression among College Students in a North East University Irfan Syed, M.B.B.S., M.P.H Sandra Minor Bulmer, Ph.D. Christine Unson, Ph.D. SOUTHERN
Prevent Dating Abuse! Safe Dates An Adolescent Dating Abuse Prevention Curriculum From HAZELDEN A CSAP Model Program What Is Safe Dates? The Safe Dates program is a dating abuse prevention program consisting
Step 7: Identifying, Labeling, and Defining Your Variables Written and Compiled by Amanda J. Rockinson-Szapkiw Introduction Your variables are introduced in your purpose statement, questions, and hypotheses,
Dynamics of Intimate Partner Violence SANDRA MOLINARI, M.A. COMMUNITY EDUCATION DIRECTOR SAFE ALLIANCE 2015 THE SAFE ALLIANCE 1 Fair Use Disclaimer In good faith, this work contains fair use of copyrighted
What is teenage relationship abuse? It is important to read the overview document in full before starting this lesson plan. There is advice on how to run each session as well as advice on how to set clear
Rachel A. Klein, Psy.D Licensed Clinical Psychologist (610) 368-4041 firstname.lastname@example.org EDUCATION Widener University, Institute of Graduate Clinical Psychology, Doctor of Psychology, 5/2012 Widener
A Bystander Intervention Approach to Preventing Sexual Violence in NY State Facilitated by: Laura Fidler, Alexis Marbach & Kathleen Cain We will begin soon Dial-in for Audio: (866) 740-1260 Access Code:
17610.1177/1077801211409727Gidycz et al.violence Against Women Article Preventing Sexual Aggression Among College Men: An Evaluation of a Social Norms and Bystander Intervention Program Violence Against
Extra-Curricular Activities 1 Running head: THE EFFECTS OF EXTRA-CURRICULAR ACTIVITIES The Effects of Extra-Curricular Activities on Student s Perceived Academic Self-Efficacy Extra-Curricular Activities
The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Author(s): : Bringing a Broader Community Perspective to
Village Counseling Center Robert Edelman, Ed.S., LMHC www.villagecounselingcenter.net Children with Sexual Behavior Problems www.villagecounselingcenter.net 1 Children with Sexual Behavior Problems (SBP)
Review of Interventions Aimed to: Strengthen biological and social parenting Prevent sexual abuse of children Influence gender socialization And Preventing Genderbased violence across the Life-course Laura
PERSONALIZING STEP UP! FOR YOUR CAMPUS (AKA EVERYONE IS TRAINED! NOW WHAT??) #StepUp2014KC Susie Bruce University of Virginia MAKING STEP UP! YOURS Personalize it! Permission to change: Videos Slide and
Rapid Evidence Overview Interventions to Facilitate Coping and Recovery for Victims of Domestic Violence Jointly prepared by: Michael Lloyd Research (MLR), Office of the Police and Crime Commissioner for
This sequence of 24 lessons from the HealthSmart high school program provides a comprehensive sexual health education unit aligned with both the HECAT Knowledge and Skills Expectations and the National
Conflict Resolution Uncut CAYT Impact Study: REP14 The Centre for Analysis of Youth Transitions (CAYT) is an independent research centre with funding from the Department for Education. It is a partnership
Sexual Orientation In inclusive organizations, individuals who are gay, lesbian, bisexual and transgender are able to be themselves, without fear of discrimination or recrimination. They bring their full
Learning Analytics Project Proposal: Improving SDSU Student Achievement by Data- Driven Faculty Interventions AY 2014-2015 Overview This proposal describes the 2014-2015 Academic Year project in support
Supporting healthy communities and behavior change through planning with theory Alexis Marbach, MPH Empowerment Evaluator Rhode Island Coalition Against Domestic Violence Agenda 1) What are theories of
A Model of Bystander Education for Interpersonal Violence Prevention and Intervention Robert Pleasants, PhD Kelli Raker, MA Learning Objectives Explain the need for and theoretical bases of bystander education
THE IMPACT ON FEMALE SEXUALITY FROM EMOTIONAL ABUSE AND EMOTIONAL SEXUAL ABUSE A QUALITATIVE ANALYSIS FROM THE HEALING JOURNEY STUDY BY: DANAKA SAFINUK Thank you to CIHR: Gender and Health for their financial
The Improvement Service ELECTED MEMBER BRIEFING NOTE Engaging Men in Tackling Violence Against Women What is the purpose of the briefing note series? The IS has developed an Elected Members Briefing Series
Serving sexual assault survivors in the academic library: Using the tools of crisis intervention and empowerment counseling in the reference interview by Wendy S. Wilmoth Reference service is a cornerstone
Peace Be With You Christ-Centered Bullying Solution Research Outcomes for 4th - 8th grade Catholic School Students Amber Lange, Ph.D., Bedford Behavioral Health Megan Mahon, Ph.D., Heidelberg University
Same Sex Intimate Partner Violence Learning objectives Most people know coworkers, neighbours, friends or family members who belong to same sex relationships. Just like hetero-sexual partnerships, same-sex
INTIMATE PARTNER VIOLENCE 28 Injury Prevention Plan of Alabama INTIMATE PARTNER VIOLENCE THE PROBLEM: In a national survey, 25% of female participants reported being raped or physically assaulted by an
HEARTWOOD Heartwood, an Ethics Curriculum for Children, is a read- aloud literature- based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and
Interpersonal Violence and Teen Pregnancy: Implication and Strategies for Community-Based Interventions Mission: To engage, educate and empower youth to build lives and communities free from domestic and
Text Chat from RPE Web Conference Strategies to Measure the Effectiveness of Sexual Violence Prevention Programs September 17 2009 More information on this web conference http://calcasa.org/calcasa/measuring-prevention-report-from-calcasa-web-conference
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
A Non Punitive, Student Directed Approach To Bullying Prevention and Intervention Common Language Program 2012 2013 1 BULLYING ACROSS THE USA The United States has some of the highest levels of student
Chapter 6: Popular Culture and Media Exercise 3 SEX, VIOLENCE AND ADVERTISING Awareness of the messages conveyed by advertising: - sexual objectification and stereotyping of women. 1 Hour Worksheets: Popular
Multisystemic Therapy With Juvenile Sexual Offenders: Clinical and Cost Effectiveness Charles M. Borduin Missouri Delinquency Project Department of Psychological Sciences University of Missouri-Columbia
DATING IN THE HOOD Study Guide Intermedia, Inc. 1165 Eastlake Avenue E. Suite 400 Seattle, WA 98109 USA (800)553-8336 / (206)284-2995 voice (800)553-1655 / (206)283-0778 fax INTRODUCTION Dating Violence
Do you know if your teenager is in an abusive relationship? Introduction www.direct.gov.uk/spotteenabuse Abuse, rape and sexual assault can happen to anyone regardless of age, gender or personal situation.
Introduction to This Course The purpose of this course is to support and motivate you as you apply community mobilization theory and techniques in your sexual assault and domestic violence prevention work.
Sample Language and Definitions of Prohibited Conduct for a School s Sexual Misconduct Policy Under Title IX of the Education Amendments of 1972, any educational institution receiving Federal financial
TRAINING REQUIREMENTS FOR STAFF, VOLUNTEERS, INTERNS, AND LEADERS DESIGNATED WITH RESPONSIBILITY FOR THE OVERSIGHT OF THE GRANT FUNDED ACTIVITIES Non-profit Organizations: Leaders may be the Board of Directors
Middle Way House Building Healthy Relationships Bystander Intervention Curriculum Created by Eric Anthony Grollman What is Bystander Intervention? Traditional sexual violence and rape prevention programs
Advocates and Officers: Working Together to Address Campus Sexual Violence www.umn.edu/aurora www.umn.edu/police 612.626.9111 612.624.2677 Introductions Kevin Randolph: Investigator, University of Minnesota