Sexual Violence Prevention Tiffany Campbell, Arinn Lantrip , Shannon Rodenheiser , William Taylor University of North

1. Sexual Violence PreventionTiffany Campbell, ArinnLantrip, Shannon Rodenheiser, William TaylorUniversity of North Carolina Wilmington

2. Purpose of this Task Force • Problem: Currently 1 in 5 students are sexually assaulted every year, and there is a need to help prevent future attacks and assist the survivors. In addition, there is a need for education to help students understand the subject at hand. • Goals of this Task Force: Our Task force goal is to provide the rights and services of the survivor and the accused. In addition we want to create education programs and campus events so for future prevention and a better knowledge of the subject. Finally we will have a technological tool that will help prevent future attacks and create a safer campus environment. These goals are set to prevent future attacks and a better campus

3. We will… • Address the rights of both the victims and the accused • Use theory in the development of all prevention and awareness programming • Implement a comprehensive and multifaceted plan to improve awareness and reduce instances of sexual violence on our campus • Small Group Programming and Education • Consent Pledge • Marketing Techniques • Social Media Engagement • Social Awareness Events • Use of Technology for Prevention (Smartphone App)

4. Theories used in plan development • Alexander Astin’s Involvement Theory • The Social Change Model of Leadership Development • We will use these theories in developing our plan in order to engage students, professors, and the community, and promote social change through the implementation of programs. • These programs include, small group discussions, and social awareness events

5. Astin’s Involvement Theory • Astin’s Involvement Theory focuses on the factors that help create and facilitate development. • Astin believed that the students must be active and involved with the environment to engage in learning. • This serves as rationale for Student Affairs Professionals and Professors to create opportunities for students about involvement in and out of the classroom. • Involvement is defined as the psychological and physical energy that a student devotes to their experience in a university setting.

6. Astin’s Five Assumptions • Within the theory Astin had five basic postulates about student involvement. • “Involvement refers to the investment of physical and psychological energy in various objects”. An object can range from a specific activity to the general experience in an environment. • “Regardless of the object, involvement occurs along a continuum”. Different students have different degrees of involvement with an activity. • “Involvement has both quantitative and qualitative features”. Quantitative is the physical time and energy spent, while qualitative is how the student reviews or understands the activity. • “The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in the program”. The more involved you are with an activity, and the more enjoyable it is, the bigger impact it will have. • “The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement”. Student affairs needs to create opportunities, so that we can increase the student’s involvement.

7. The Social Change Model • The Social Change Model was developed for college students who want to learn to efficiently work with groups to create social change at their university and in their community. • There are three dimensions that can help invoke Social Change through interaction, these are: Group Values, Individual Values, and Community/Societal Values. • Within the dimensions, there are seven values that promote social change. • Collaboration • Common Purpose • Controversy with Civility (Group Values) • Consciousness of self • Congruence • Commitment (Individual Values) • Citizenship (Community/Societal Values)

8. The Social Change Model Credit: http://www.kean.edu/admin/uploads/images/students/cls/socialchange.png

9. Rights and Services for the Survivor • Access to university services appropriate to the situation, such as the counseling center, health center, Law enforcement, housing residence life, and academic services. In addition survivors will be informed of the community services available. • Special due process rights, that are afforded by the student judicial board • Self rights of psychological, medical, and legal support. Encouragement to seek support services Within and outside the university. • Request of change of housing or academic classes for safety reasons. • Strict Confidentiality within the University, where only authorized personnel can access case details. However the survivor needs to give formal consent. • Incident needs to be reported to a law enforcement agency. (adapted from UNC-Chapel Hill)

10. Rights and Services for the Accused • There will be no rights taken from the accused guaranteed by the student judicial board, Federal or state law, and the United States Constitution. • Right to not self-incriminate • Right of Innocent until proven guilty • All services from the university are available for the accused student unless they are suspended, including housing and academic changes. • The university will not only refer the student to services on campus but also refer the accused to services within the community. (adapted from UNC-Chapel Hill)

11. Comprehensive Plan Components • Plan designed to improve awareness, generate community support, reduce instances of sexual violence, and promote social change on the campus and in the surrounding community. • Small Group Programming and Education • Consent Pledge • Marketing Techniques • Social Media Engagement • Social Awareness Events • Use of Technology for Prevention (Smartphone App)

12. Small group programming and Workshops • We will host a series of small group presentations titled “Behind the Scenes”. The series will address various issues surrounding sexual violence. These small group opportunities will be used to create an environment that encourages discussion. • Assist students in building a skill set that will prepare them to face and prevent sexual violence in the future • Individual programs can be specialized and applied to niche groups (i.e. fraternities, sororities & other student organizations, residence hall communities, training for student staffs) • Makes information available in a fun and interactive way • Presentation topics will include: • Personal Safety • Consent • Bystander behavior • Responsible encounters after consuming alcohol BEHIND THE SCENES

13. Behind the Scenes: Personal Safety • A professional self defense instructor will teach basic personal safety tactics to participants, and provide a hands-on experiences for the students • The program will also include mention of available campus resources in case students find themselves in an unsafe sitation and need help • Campus Police • Blue light/call box programs • Escorts and transportation options available during evening hours

14. Behind the Scenes: Consent is Sexy • Watch the video C is for Consent • http://www.youtube.com/watch?v=Fm-5cOoHGtM • Discuss the video in small groups • Students will have an opportunity to write down their own definition of consent and share it with the group • Students will engage in a Myth/Fact Game using clickers about sexual assault and consent

15. Behind the Scenes: Dating Safety • http://www.youtube.com/watch?v=zGGIf_4wqSQ • Role plays will be done to provide examples of dating safely and unsafely. (Potentially utilizing the theater department or a student performance group for skit examples) • Students will engage in discussion about healthy verses unhealthy relationships and dating scenarios • Create a TOP 5 must have for a healthy relationship • Present scenarios for students to address how they would handle an unsafe or unhealthy situation • Tips on what to do if you find yourself in an unhealthy relationship, and resources available to students

16. Behind the Scenes: Helping Hands • Class will address and educate on bystander behavior • What to do when you see something that doesn’t seem right happening between friends or romantic couples • Ideas for distracting people when a situation becomes uncomfortable or gets out of hand

17. Behind the Scenes: Beer Goggles • This class will provide students with an opportunity to use Beer Googles while completing simple tasks • Allow students to reflect on how difficult it was to complete task and then discuss how it might apply to sexual situations

18. Pledge for Consent • Each small group workshop will provide an opportunity for students to sign the “Pledge for Consent” • By signing the pledge, students will agree to always seek consent, and recognize boundaries when a partner does not give consent • The pledge will clearly define what it means to get and give consent and what non-consent means • Students will pledge to take a stand against sexual violence and to be proactive in prevention in their communities

19. Marketing Campaign • A marketing plan will be developed to create a consistent presence of these important messages on campus. • Employ strong, clever, repetitive statement language and a consistent, eye catching format to promote awareness • “No, is a full sentence. Get consent.” • “Ask the question. Hear the answer. Get consent.” • “Consent is for everyone. Get consent.” • “Consent is sexy. Get consent.” • Use high concentrations of visual marketing (posters, print ads in student newspapers and magazines, slide ads on campus TV channels, etc.) to increase visibility for the cause • Visuals should be highly concentrated in student-centric areas like the Student Union, Recreation Center, dining halls, lounges in academic buildings, etc. • Potentially reach out to student friendly businesses near campus for posting (Bowling alleys, coffee houses, concert venues, boutiques, ice cream shops and potentially even bars/clubs frequented by students) • Make this kind of language (and the idea of consent) something students are used to seeing day to day

20. Consent is for everyone. Get consent. “NO.” …is a full sentence. Get consent. Ask the question. Hear the answer. Get consent. Consent is SEXY. Get consent.

21. Social Media Engagement • Continue the conversation from the simple & static print marketing via social media. • Employ the same color schemes and language from print marketing materials in social media accounts to keep a consistent and recognizable message • Use same strong statements from print marketing • Use pieces of statements to create hashtags. Encourage students to use them to share ways they promote consent and safe sexual encounters • Hashtag use must be organized and intentional so as not to water down its effectiveness Student leaders and peer educators will be needed to introduce and popularize these hashtags to get initial visibility. • #igetconsent– used to talk candidly about appropriate approaches to getting consent • #consentisforeveryone–used to promote the idea that consent is not exclusively either genders’ responsibility • #consentissexy- used to promote the idea that healthy sexual encounters in which both partners are consenting are more enjoyable for both parties • Focus primarily on positive change and prevention via social media rather than rather than sexual violence itself. Victims may find the violence too painful to discuss, and others may feel unequipped to understand. • Social media will be most effective when many people can engage and contribute, as it will improve awareness and promote positive culture changes.

22. Social Awareness Events • We will program several Sexual Assault Awareness events to provide opportunities to educate large groups of students about sexual violence issues and how to prevent them. • The events will take several forms and have varying focuses: • Survivors and the Healing Process- “Speak Out events”, allow survivors to tell their story and give them the opportunity educate students at the event. • Fundraising- some events may have a monetary component to fundraise for non profit groups that support victims and prevention • Education- events such as speakers, film screenings, and theatrical performances that raise awareness and educate the community. These events can touch a large number of students across many campus demographics at once. • Creating solidarity in the community- Events that bring the community together for education and a show of support for preventing sexual violence. These events also reinforce the idea that prevention is everyone’s responsibility.

23. Characteristics of Impactful Events • Comprehensiveness- By showing all aspects and relevant materials. Including Bystander and enabling issues. • Intensiveness- Active involvement and sustained over time. • Relevance- Tailored to the people attending, and the emphasis on solving the problem. • Positive Message- How to prevent the issue, and the focus of activism.

24. Potential Events • Social Awareness play or cinema • Major Speaker talking about Prevention of Sexual Assault • A “Speak Out” event and Candlelight Vigil • Poetry Slam • A Consent 5k Run- where information and important information is shown throughout the run • Art Exhibits – Where survivors can express their feeling through art and photography • A “Rock against Rape” concert or battle of the bands event • “Take Back the Night” march and rally that shows support for sexual assault prevention and brings the community together

25. Smart Phone Application • For some victims of sexual assault, verbalizing an attack can be one of the hardest things to do. By developing a smart phone application, we will provide a private and discreet venue where victims can send a text account of the attack to the rape crisis center and/or police. • The app will be called “1Click” • Designed to be inconspicuous on a smart phone screen, but also reiterate the idea that the functions and resources within the app are just one click away.

26. Functions of the Application • Store emergency numbers such as local rape crisis centers, campus police, and 911, making important resources just one click away • Users of 1Click will have access to a message board for their community showing suspicious activity and have registered names for convicted sex offenders • 1Click would provide students with a way to communicate with friends (who also have the app) • App users can communicate to get help removing themselves from uncomfortable or potentially unsafe situations. Within the app they can click a friends face and send them a pre-scripted text: • Text me, I need help getting away from this girl/guy at the club • Call me and say you need to talk • I am intoxicated please come pick me up and then NAME would send the GPS location of where the person is.

27. References • Ask first [gif]. (2012). The new school Retrieved from http://www.newschool.edu/uploadedImages/Student_Services/Health/Content/images/ask first.gif?n=9179 on February 19, 2014 • Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. Retrieved from http://kvccdocs.com/KVCC/2013-Spring/FY125-OLA/content/L-17/Student%20Involvement%20Article.pdf • Cheatham, Angie (2011, July 27). Crossway: Myths and facts about sexual assault. Retrieved from http://www.crossway.org/blog/2011/07/myths-and-facts-about-sexual-assault/ on February 17, 2014 • Cilente, K. (2009). An overview of the social change model of leadership development. In Leadership for a better world: Understanding the social change model of leadership development (pp. 43-76). Retrieved from http://www.neiu.edu/~lead/downloads/leadforabetterworld.pdf • [Dating safely sign]. Retrieved from http://www.datingallhours.com/Images/freedating-sites dating-safety.png on February 19, 2014 • Domitrz, Mike (2013). Date safe project. Retrieved from www.datesafeproject.org, on February16, 2014. • [Evan-Amos] (2010, October 31). http://commons.wikimedia.org/wiki/File:Handcuffs-Black.jpg • Event sugesstions. (2013). Retrieved from Sexual Assault Awareness Month website: http://www.nsvrc.org/saam/resources/events

28. References (continued) • Green Dot (2013). Saint Louis University [gif]. Retrieved from https://www.slu.edu/office-of student-responsibility-and-community-standards/green-dot , on February 19, 2014 • [Julia]. (2013, April 19). Movie clapper clip art Retrieved from http://www.clker.com/clipart-movieclapper-4.htmlon February 19, 2014 • Kilmartin, C. (2001). Sexual assault in context: Teaching college men about gender.Retrieved from http://www.alanberkowitz.com/articles/critical_elements.pdf • Men can stop rape (2011). The where do you stand? Campaign [posters] Retrieved from http://www.mencanstoprape.org/Strength-Media-Portfolio/preview-of-new-bystanderintervention-campaign.html Retrieved on February 19, 2014 • [NWDA Sullivan] . (2014, April 5). Consent: The difference between sex & rape [Video file]. Retrieved from http://www.youtube.com/watch?v=zGGIf_4wqSQ on February 18, 2014 • Safety-clip-art-7 [gif]. (2013, March 27). Retrieved from 2014. http://bestclipartblog.com/29-safety-clipart.html/safety-clip-art-7, on February 19, 2014 • Sexual Assault Response Plan - Dean of Students - The University of North Carolina-Chapel Hill.(2014). website: http://deanofstudents.unc.edu/sites/deanofstudents.unc.edu/files/SexualAssaultResponsePlan_0.pdf • The University of Arizona C.A.T.S. life skills program in partnership with the NCAA (2010). Myths and facts: Sexual assault [PDF document]. Retrieved from http://www.stepupprogram.org/docs/handouts/STEPUP_SexualAssault_Myths_and_%2Facts.pdf, on February 17, 2014 • [vhenderson14]. (2011, March 28). Myths vs fact – sexual assault awareness [Video file]. Retrieved from http://www.youtube.com/watch?v=4MbnlljR5Qo on February 18, 2014