Transcript Changing Myths of Sexual Misconduct to Facts

By Megan Swick
Kevin Derajtys
Jonathan Lee
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Definition of consent
Sexual misconduct myths
Freshman orientation presentation
Restorative justice on the college campus
Working with leaders on campus—such as
student athletes and officers/members of
Greek life—to serve as positive role models
for the rest of the campus community
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Consent: to permit, approve, or agree;
comply or yield
When someone consents, it means that they
are voluntarily entering into an activity
A person under the influence of alcohol or
drugs, or not in a clear state of mind cannot
give consent
They are allowed to change their minds!
We need to reinforce the idea that at any time
consent can be withdrawn.
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“It’s the victim’s fault.”
“Most allegations are false.”
“She just wanted to get back at him.”
“They were drunk.”
“They knew each other, so it wasn’t rape.”
“Sexual assault only happens in heterosexual
relationships.”
Incoming freshmen will be required to attend a presentation by the
Women’s Center.
• Objectives:
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Encourage students to have a mutual respect for one another
Take stigma out of talking about sexual violence
Students should learn what to do if they are sexually assaulted
This presentation will cover:
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Domestic violence
Dating violence
Sexual assault
Stalking
Societal myths, bystander intervention, alcohol
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Theater company will act out scenarios that
demonstrate consensual and nonconsensual acts.
◦ Audience members will identify the type of act being presented.
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Victims of sexual violence will speak.
Campus police will speak about consequences for
offenders
After a large group presentation, students will
form small groups to have a circle discussion
facilitated by leaders of the Women’s Center.
◦ Discussion topics:
 Identifying stalking, assault, sexual violence
 How to be an advocator for those affected
 Consent and alcohol
Question and Answer for large group
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At this time, Women’s Center leaders will take questions from the
audience.
Information and resource pamphlets will be distributed.
 Information for students who want to be further
involved with preventing sexual violence on campus.
◦ Includes phone numbers and Social Media links
 Resources for victims
Lunch will be served to all attendees
Resources provided to students will include Social Media
links for victims and advocates to connect.
‣ Facebook:
o Sexual violence statistics regularly posted to encourage discussion
between Women’s Center leaders and students
o Facebook event pages to promote upcoming events on campus
‣ Twitter
o Encourage students to become advocates by retweeting Women’s Center
posts
Accounts will be regulated by the group’s leaders to
ensure appropriate content
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Educate the campus community on the
principles of restorative justice (RJ)
Build student capacity for evaluating the
impact of their behavior on the community
(Karp & Conrad, 2005)
Use RJ to ease the adversarial relationship
between students, administrators and
campus safety officers so students feel more
comfortable bringing their concerns to
administrators or campus police
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Focus on the harms that have been done
Understand the direct and indirect harms
(individual and community)
Involve both victim and offender in the justice
process
Empower victims and respond to their needs as
they see them
Support offenders while encouraging them to
understand, accept and carry out their
obligations to the victim(s) and the community
Encourage mutual respect for all involved parties
(Zehr & Mika, 1998)
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As part of new student and transfer
orientation, have presentations about RJ and
small group discussions led by trained
student representatives and/or student
affairs personnel
Small group discussions:
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Campus safety
Mutual respect for all campus community members
Definition of consent
Reporting options
Address the sexual misconduct myths from the
earlier slide
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We need to encourage serious dialog among
the membership
Let the organizations know that safety is
everyone’s responsibility
With the fraternity/sorority officers acting as
examples, emphasize that keeping people
safe is ultimately in the community’s best
interest
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Arrange with fraternity and sorority leaders to
address the membership
Address each fraternity/sorority individually
Organize focus groups of 5 or 6 individuals.
Pose some questions to each group:
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What does sexual assault mean to you?
Who is responsible for the safety of
individuals in your house?
How important is it to the organization to
have a reputation as a safe place to socialize?
What is the fraternity or sorority willing to do
to make that happen?
What can the organization do to serve as a
positive role model on campus?
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Student athletes can be leaders and examples
for the rest of the campus
Using a similar approach to that used with
the fraternities and sororities, address the
teams one at a time and break into small
focus groups
Use the groups to examine attitudes toward
sexual assault
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Ask questions about sexual assault. Have any
members been the victim of sexual assault?
Ask for ideas about how the team can voice
their opposition to sexual assault.
Reinforce the idea that athletes can act as
role models for the rest of the campus
community.
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Emphasize the athletes’ position as authority
figures in the school!
If the athletes speak out against violence,
other students will listen
Emphasize that this issue needs to be treated
seriously. If the athletes lead, others will
follow.
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Karp, D., & Conrad, S. (2005). Restorative justice and college student
misconduct. Public Organization Review, 5(4), 315-333.
Zehr, H., & Mika, H. (1998). Fundamental concepts of restorative
justice. Contemporary Justice Review, 47(1), 54-55.
Campus Sexual Assault: Suggested Policies and Procedures (2013).
Academe, 99(4), 92-100.
University of Michigan. (n.d.). SAPAC Sexual Assault Prevention &
Awareness Center. Programs & Initiatives to Address Sexual
Assault., Intimate Partner Violence, Stalking, and Sexual
Harassment Prevention. Retrieved from
http://sapac.umich.edu/article/154