Transcript Document

Making the Decision
A Comprehensive Prevention, Response, and
Support Plan from the University Task Force on
Sexual Violence
Presented by Kristen Cummings, Lysette Davis, Noel
Hennessey, and Deanna Meek
The University of Arizona
The Goal
Our vision is to have a campus where our community respects one another, where our
students and community members understand their responsibility in ending violence,
and where all community members feel safe.
To achieve this vision and to guide programming, the following outcomes were
established:
• The unique needs of survivors of sexual violence will be addressed
• The rights of those accused of sexual violence will be met
• All students will participate in activities on campus directed at preventing
sexual misconduct
• Programs will be guided with the paradigm that all community members have
a responsibility to prevent sexual violence
• Programs will emphasize the important of gaining active consent when
engaging in sexual activity
• All programming on the university campus will include the same definition of
consent
Making the Decision
The Task Force
Our task force who will oversee the execution of this plan is comprised of diverse
members of our campus community:
University administrators and
student affairs practitioners in
different roles on campus:
• Residence Life
• Cultural Centers
• Transfer Student Services
• Student Support Services
• University Conduct
• LGBTQ Center
• Campus police
Student representatives
from each college and
professional school:
• Engineering
• Education
• Social Science
• Natural Science
• Liberal Arts
• Medicine
• Law
Community members
from the following
groups:
• Local police
department
• County or city health
department
• Local rape crisis
center
Members of faculty will also be invited to serve on the task force.
Making the Decision
Why Making the Decision?
The task force named this campaign Making the Decision to
emphasize the active role the entire university and surrounding
community has in preventing sexual violence, as well as responding
to and promoting ongoing support and positivity to survivors of
sexual violence.
All of us have the choice to perpetuate violence or a culture that
shifts the responsibility of violence from the perpetrator to the
survivor.
All of us need to start Making the Decision to change this behavior
and keep our community safe.
Making the Decision
Why Making the Decision?
Defining Consent
What is Consent?
“Consent as a clear and unambiguous agreement, expressed in mutually
understandable words or actions, to engage in a particular activity. Consent can be
withdrawn by either party at any point. Consent must be voluntarily given and may
not be valid if a person is being subjected to actions or behaviors that elicit
emotional or psychological pressure, intimidation, or fear. Consent to engage in one
sexual activity, or past agreement to engage in a particular sexual activity, cannot be
presumed to constitute consent to engage in a different sexual activity or to engage
again in a sexual activity. Consent cannot be validly given by a person who is
incapacitated.” - University of Michigan Code of Conduct
Making the Decision
Why Making the Decision?
Defining Consent
Consent is NOT:
•Silence: Not saying “NO” is not saying “yes”
•Impaired judgment: If a person is incapable of giving consent due to alcohol or
drug consumption, it does not mean consent.
•Power Struggle: A person of authority (employer, student leader, professor)
should not use position of power to pressure sexual interaction
•Body Language: Body Language can be perceived differently by different
people
•Relationship: Just because you’re in a committed relationship does not mean
consent automatically exists
Making the Decision
Our Approach
Layered Approach
• Prevention
• Immediate response to sexual
violence
• Ongoing support for people
impacted by sexual violence
Multiple Angles
•
•
•
•
•
Focus on campus climate
Common experience curricula
Administrative support
Social Media Campaign
Campus Wide Certification
System
Making the Decision
Our Approach
Campus Wide Certification
Student Affairs Professionals and Faculty Members
• Student Affairs Professionals and Faculty Members will be encouraged to
go through a campus wide certification.
• Certification will consist of a series of on-campus workshops and
webinars to help Student Affairs professionals learn how to discuss with
students what it means to consent as well as how to help a student
dealing with the effects of sexual misconduct.
• While a Student Affairs professional/faculty member will never be
responsible for providing counseling to a survivor, it is imperative to the
safety of the campus to make sure employees are connected to
resources that will help a student in crisis.
• After completing the certification, individuals will be given a placard to
post in their offices to let students know it a “safe place” to discuss
issues of consent and sexual violence.
Making the Decision
Campus Wide Certification
Student Organizations
Student Organizations may
choose to complete workshops
and trainings to understand
active consent and the negative
impact of sexual assault.
Workshops to encourage
students to make a pact as a part
of http://pact5.org.
Organizations will receive a
certification upon completion.
Individuals will receive a placard
saying they made the pact.
I Made the Decision, I Made the Pact….
We hope all student organizations will join
together in this pledge for the betterment of
the entire college campus:
“We thank you for hearing our call to action. When you Make
the Pact you are making our world a better and safer place.
Spread the word. We can do this together. I am aware that
sexual assault can happen to anyone at any time. I believe we
can end sexual assault through education. I will always be
sure of genuine consent before any sexual activity. I will take
action if I see a situation that could lead to sexual assault. I
commit to learning more and promoting the PACT.”
After watching the documentary one student said, "Sexual
assault is like seeing an image with dirt in your eyes. It can
sometimes be very hard to identify. This documentary has
made things clearer to me and has helped me understand
how to handle sexual assault matters if I’m ever put into
the situation."
Making the Decision
Socio Academic Integration
The First Year Common Experience
• Required 2 credit course for all first-year
undergraduate students entering the university with
less than 30 college credits
• Uses Chickering’s Seven Vectors of Identity
Development
• Managing emotions
• Moving through autonomy toward
independence
• Set in small-group discussion and covers the following
topics:
• Feelings around dating and friendships
• Values around sex and relationships
• Defining consent
• Understanding and coping with feelings of
rejection
• Empathy and respect in practice
“…students
develop the
ability to
recognize and
accept
emotions, as
well as
appropriately
express and
control them.”
Evans, Forney, Guido, Patton,
& Renn (2010)
Making the Decision
Socio Academic Integration
The Transfer Student Common Experience
• Required 2 credit course for all undergraduate students for all students
entering the university with 30 college credits or more
• Uses Chickering’s Seven Vectors of Identity Development
• Moving through autonomy toward independence
• Developing mature interpersonal relationships
• Establishing identity
• Set in small-group discussion and covers the following topics:
• Many of the same topics as the First Year Experience, with added
flexibility for varying degrees of college experiences
• Discussion of observations of campus culture and climate
“…they come to recognize and accept the importance of interdependence, an
awareness of their interconnectedness with others.” Evans et al. (2010)
Making the Decision
The
Common
Experience
Socio
Academic
Integration
The Third Year Common Experience
• Required 2 credit course for all students in their third year
of study or having at least 60 college credits
• Rooted in Chickering’s Seven Vectors of Student
Development
• Developing mature interpersonal relationships
• Establishing identity
• Developing integrity
• Set in small-group discussion and covers the following
topics:
• Reflection on first two or more years of college
• Feelings about emerging relationships
• Community action component: Students will develop
plans to create new interventions or revise existing
interventions to serve their sectors of the community
“…students
progress from rigid,
moralistic thinking
to the
development of a
more humanized
value system in
which the
interests of others
are balanced with
their own
interests.” Evans et al.
(2010)
Making the Decision
Socio Academic Integration
Independent Study Option
• Option to do independent projects in place of either Common Experience
workshop
• Designed for non-traditional aged students
• Meet with adviser to develop strategy to reduce sexual misconduct on
college campus
• Based in Tinto’s Theory of Student Departure (1975, 1987, 1993)
• Goal of increasing awareness and empathy in students
Potential Projects
• Public Service Announcement or poster production
• Volunteer on Survivor’s Assistance Team
• Shadow support group facilitator or train as a facilitator
• Research and advocate legal policy on Title IX and VAWA cases
Making the Decision
Visual
Campaign
VisualRhetoric
Rhetoric
Campaign
Poster campaign
Message
•Half of posters will display facts about sexual misconduct such as:
• “1 out of every 10 men in the U.S. are survivors of sexual assault. You are not
alone.”
• “Sexual assault is not a women’s issue, it’s a human issue.”
• “Not saying “no” is not consent.”
•Other half of posters will display empowering messages about the importance of
bystander intervention.
Strategy
•Posters placed in locations with high traffic of students, faculty, and staff
•Posters will include a QR code to download the University app, and will highlight the
reporting function. These posters will also include information on how to use other
campus and community resources
Making the Decision
Making
Decision
Visual Rhetoric Campaign
Visual the
Rhetoric
Campaign
Public Service Announcement (PSA) Contest
The Dean of Students will sponsor a Public Service Announcement (PSA) contest
where teams of students will submit entries to raise awareness about the prevention
of sexual violence. This contest will be operated on a pilot basis, and if successful,
may be repeated in subsequent academic years.
Judging Criteria
•Creativity
•Clarity of Message
•Presentation Effectiveness/Impact
Awards
•1st place team--$400 prize
•2nd place team—$300 prize
•3rd place team--$200 prize
“Social change is the process of
shifting attitudes, values, and action to
address social problems in a positive
way.”National Sexual Violence Resource Center
Making the Decision
Making
Decision
Social Media Campaign
Social the
Media
Campaign
Reporting App
•Partner with the Dean of Students Office and Campus IT department to create
“report” section of University App.
•Would provide the steps and contact information for making reports of various types,
and put this information in the hands of members of the campus community.
•Would offer available campus resources for students based on report type.
Making the Decision
Making
theSupport
Decision–Services
Student Support Services
Student
Reporting procedures
We will provide several courses of action students/faculty/staff may take on
campus
•Formal Report
•University Police or Dean of Students Office
•In person, online form, app
•Not confidential
•Go through campus judicial system
•Confidential Report
•Available through Health Services in person
•No legal action pursued
•Advocate
•Trained volunteer team of faculty/staff members
•Non-mandatory reporters, confidentiality.
•Discuss options, be present during reporting process, offer ongoing support.
Making the Decision
Social Media Campaign
Utilize various social media platforms to increase visibility of message
•Facebook: create campaign page & partner with existing popular page
•Encourage Facebook users to add a teal ribbon of support to their
profile picture during the month of April (Sexual Assault Awareness
Month)
•Twitter & Instagram: Create hashtag – track efforts.
Student Support Services
Support for Survivors
Goals of Counseling Services:
1.Help students understand their medical and legal options
2. Create a safety plan designed specifically for the student
3. Create a space to talk with others about what is happening/has happened
4. Help students identify concerns and understand how it is changing the
community around them.
5. Create healthy coping mechanisms for healing from the assault
Making the Decision
Student Support Services
Support for Survivors
Crisis Counseling – Counselors will be available 24/7 for immediate crisis
counseling through the Health Center. Crisis counseling will work with students to
provide academic support while processing sexual misconduct. The crisis
counselor will also assess if the student should be moved to extended counseling
or a peer support and advocate group.
Extended counseling – Understanding that survivors may experience a wide range
of emotional, psychological, and physical responses, and that every situation is
unique. Support will be available at all steps, and for as long as is needed.
Peer Support groups – Peer support groups foster positive relationships with a
variety of groups through processing, empowerment and self-confidence. Will be
led by a variety of experts based on the peer group. Peer support groups will also
be available online. These groups will be moderated by the Health Center, and will
be housed on the Making the Decision webpage.
All counseling will be available free of charge.
Making the Decision
Student Support Services
Types of Peer Advocates and Support Groups:
Sexual Assault can happen to anyone.
Making the Decision has support group
to meet students and staff where they
are and to provide a safe place,
regardless of their gender identity, sex,
sexual orientation, size, age, SES,
and/or race.
Goals of Peer Groups:
1. Provide emotional support
2. Reduce isolation
3. Rebuild trust in the college community
4. Empowerment
"Never doubt that a small
group of thoughtful,
committed citizens
can change the world.
Indeed, it is the only thing
that ever has."
Margaret Mead
(1901 – 1978)
Making the Decision
Student Support Services
Types of Peer Advocates and Support Groups:
“Between 20 and 25
percent of college
women and 4
percent of college
men report having
been sexually
assaulted during
their college years.”
- US Department of Justice
New Support Systems to meet the digital age:
Online support: While online support is a new
type of peer group, it allows for anonymity,
which is something that many students may
need when they are unsure of where to go.
Online peer groups also provide accessibility to
students who may not be able to meet with
other peers at a specified time or due to
mobile issues. After researching online support
options, the Task Force has decided to provide
online support.
Making the Decision
Student Support Services
Survivors Female Self-Identified:
The female identified survivor group will
provide a safe place to process, cope, discuss
and empower.
Friend of a Survivor:
Sometimes students entrust a roommate or a
close friend with their assault, but ask the
friend to keep it a secret. This peer group will
help friends of survivors cope with a friend’s
experience with assault and violence and help
the students empower each other and their
friends.
“Campus sexual assault is a
significant problem. Women
in the traditional age range
for college students—from
eighteen to twenty-one—are
four times more likely to be
sexually assaulted than
women in any other age
group, and college-bound
women are at greater risk
than their non-college-bound
peers.” – U.S. Department of
Justice
Making the Decision
Student Support Services
Survivors Male Self-Identified:
The male identified survivor group will provide
a safe place to process, cope, discuss and
empower.
LGBTQ Survivors:
It is important to specifically have a support
group for LGBTQ students. Peer support can
address additional subject matter focused on
LGBTQ issues. For example, topic of discussions
would include:
Did sexual abuse make me LGBTQ?
Was I raped because I am LGBTQ? (Hate
Crime)
Abuse within LGBTQ relationships/same
sex abuse
In a study by the U.S. Centers for
Disease Control of 5,000 college
students at over 100 colleges, 4% of
men answered "yes" to the question
"In your lifetime have you been
forced to submit to sexual intercourse
against your will?”
According to a 2010 study by the
Centers for Disease Control, one in
eight lesbians and nearly half of
bisexual women have been raped in
their lifetime. Four in 10 gay men and
nearly half o bisexual men have
experienced some form of sexual
violence.
Making the Decision
Student Support Services
Support for Accused
Anyone who is reported for sexual misconduct
to the Dean of Students goes through a
process and investigation.
During this process, the campus community
could perpetuate negative judgments,
regardless if the accused person committed
sexual misconduct.
The personal crisis counseling is for students to
have a safe place, to ask questions, and to
process the accusation.
“The fact that sexual
assaults on campuses
largely take place
between
acquaintances blurs
understandings both
of consent and of
assault” – US Department of
Justice
Making the Decision
Assessment
•August 2014 General Campus Survey
•August 2014 Focus Groups
•August 2015 General Campus Survey
•Common Experience Assessment, August 2015-2016
•Social Media Hashtag & Analytics
Making the Decision
Timeline
March 2014 -July 2014: The Task Force will work with the Campus Information
Technology Center to update the existing university app to include the reporting
function. Be ready to launch for the incoming Class of 2018 in August 2014.
March 2014-July 2014: The Task Force will develop posters for the visual rhetoric
campaign to be placed in highly visible areas on campus before the start of the
2014-2015 academic year.
March 2014-July 2014: The task force will work with Campus Health Services to develop
and improve crisis sexual assault responders, extended counseling services, and peer
support groups for sexual assault survivors. Task force will also work to create online
support resources, with a focus on students studying abroad.
March 2014-May 2015: The Task Force will assign a subcommittee to develop the
budget, staffing, and facility needs for the Common Experience. The first Common
Experience cohort will be the class of 2019.
Making the Decision
Timeline
March 2014-July 2014: The Task Force will develop the campus wide certification
system. Training and workshops will begin in August 2014. Online trainings will be
available for those faculty and staff who are not able to attend in person.
August 2014: Launch social media campaign in tandem with start of school year.
Promote heavily with incoming Class of 2018. Launch Making the Decision Facebook
page and hashtag for Twitter and Instagram users. Use hashtag to track discussions and
interactions with initiative.
August 2014: Assessment covering this project will begin.
October 2014: The Dean of Students Office will announce the Public Service
Announcement contest inviting students to submit entries raising awareness of sexual
assault prevention. The submission deadline will be March 1st, 2015 and the winning
entry will be promoted during Sexual Assault Awareness Month in April.
Making the Decision
References
CARES! Campus Advocacy Response & Support. RIT Center for Women & Gender. Retrieved from
http://www.rit.edu/studentaffairs/womenandgender/get-help/cares-hotline
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
Deil-Amen, R. (2011). Socio-academic integrative moments: Rethinking academic and social integration among two-year college
students in career-related programs. Journal of Higher Education, 82(1), 54-91.
Consent and Coercion. The University of Michigan Sexual Assault Prevention and Awareness Center. Retrieved from
http://sapac.umich.edu/article/49
Documentaries. Pact 5. Retrieved from http://pact5.org/make-the-pact/
Evans, N. J., Forney, D. S., & Guido, F., et al. (2010). Student development in college: Theory, research, and practice. San Francisco:
Jossey-Bass. (Chapter 4, “Chickering’s Theory of Identity Development,” pp. 64-81)
Fisher, B. et al, (2000). The Sexual Victimization of College Women. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/182369.pdf
Friend or stranger, we owe it to each other to get involved. Retrieved from http://www.nsvrc.org/bystander/stories/3851
Goodwin, R., et al. (2007). Peer Support Guidebook – The Men’s Project. Retrieved from: https://1in6.org/wpcontent/uploads/2011/12/Peer-Support-Guidebook.pdf
Gonzales, R. (December, 2005). Assault on Campus: What Colleges and Universities Are Doing About it. U.S. Department of Justice,
Office of Justice Programs. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/205521.pdf
Making the Decision
References
It’s time…to share your experience. Retrieved from http://www.nsvrc.org/sites/default/files/file/SAAM/SAAM_2011-StoryAidan.pdf
Krebs, C., et al. (2007). Campus Sexual Assault (CSA) Study. US Department of Justice. Retrieved from
https://www.ncjrs.gov/pdffiles1/nij/grants/221153.pdf
Male Sexual Assault. Retrieved from http://www.rainn.org/get-information/types-of-sexual-assault/male-sexual-assault
Palumbo, L. (2014). Becoming an agent of social change: a guide for youth activists. Retrieved from
http://nsvrc.org/sites/default/files/saam_2014_becoming-an-agent-of-social-change_0.pdf
Pandora’s Aquarium. A message board of survivors. Retrieved from http://www.pandys.org/lgbtsurvivors.html
Reporting. The University of Arizona OASIS Program. Retrieved from
https://www.health.arizona.edu/hpps_oasis_program_emergency_sexual_reporting.htm.
Sexual Assult Peer Advocate Training Manual. Emory University. Retrieved from
http://studenthealth.emory.edu/hp/documents/pdfs/Fall2013SAPAmanual.pdf
Sexual Assault Statistics. One in Four. Retrieved from http://www.oneinfourusa.org/statistics.php
Support Services. Alliance for Sexual Prevention. Retrieved from http://web.wm.edu/so/asap/ASAP%20Organizations.php?svr=www
Making the Decision
References
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45,
89–125
.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.). Chicago: University of Chicago Press.
Training and Technical Assistance Center, Faith and Community Based Approaches to Victim Services. Office of Justice Programs, Office
for Victims of Crime. Retrieved from https://www.ovcttac.gov/views/TrainingMaterials/dspFaithBasedWebinar.cfm
US Department of Education’s Office for Civil Rights. (April 4, 2011). Dear Colleague Letter from the US Department of Education’s Office
for Civil Rights . Washington D.C., Retrieved from: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.html
Making the Decision