Presentation Transcript

1. Task Force on Sexual Violence

   Hodges, Kirk, Kline, Wallace Clemson University
2. To: Vice President of Student Affairs From: Members of the Student Affairs Staff Re: Task Force on Sexual Violence Thank you for selecting us to serve on this task force. As a public institution in the southeast region of the United States, serving 17,000 students,we know that resources are limited and did our best to reallocate the resources and keep our proposal as practical as possible. We appreciate the opportunity to create a safer and more inclusive environment on our campus. The following three policy and procedural measures serve as the premises for our recommendations of campus programs and procedures:
3. Policy Premise #1 “Ideally, a single official or office should be charged with overseeing and coordinating the many responsibilities associated with allegations of sexual assault.” Appropriate experience, established authority, and sufficient resources Responding to incident reports, coordinating communication and record keeping among offices and agencies, disseminating information to the campus through materials and training sessions, ensuring that the victim receives whatever immediate care and follow-up are needed, establishing procedures for classifying and counting incidents, and filing Clery reports that are as comprehensive and accurate as possible “The name and contact information for the individual and office should be widely publicized; preferably a live responder would be available round the clock.” Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
4. Policy Premise #2 “All members of the campus community—faculty members, administrators, staff members, and students—share responsibility for addressing the problem of campus sexual assault…” Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
5. Policy Premise #3 Prevention programs, required on some campuses for all entering and transfer students, aim to work "proactively to end sexual violence." Often using trained peer educators, such programs may focus on healthy relationships, the meaning of consent, and strategies for bystander intervention. Workshops and training sessions should play a continuing role in campus education. Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
6. Creation of the Center for Sexual Health and Consent within the building of the Center for Health and Wellness Restructuring Specific Positions Creation of Peer Mentoring Programs: Mentors for Violence Preventions (MVPs) Creation of Educational Programming Marketing Campaigns and Social Media Proposal
7. “Ideally, a single official or office should be charged with overseeing and coordinating the many responsibilities associated with allegations of sexual assault.” Appropriate experience, established authority, and sufficient resources Responding to incident reports, coordinating communication and record keeping among offices and agencies, disseminating information to the campus through materials and training sessions, ensuring that the victim receives whatever immediate care and follow-up are needed, establishing procedures for classifying and counting incidents, and filing Clery reports that are as comprehensive and accurate as possible “The name and contact information for the individual and office should be widely publicized; preferably a live responder would be available round the clock.” Policy Premise 1 Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
8. Physical Location
9. In 2011,a year after our new Center for Health and Wellness building was built, we learned that there is unused space. We will use these offices to host our one professional staff member, one graduate student, and the peer mentoring student staff. The University’s Center for Health and Wellness houses our physical and mental health professionals. In order to make a process that will include partnering with both the physical health and mental health areas more efficient, we decided this Center would be our optimal space. Features: There are two separate entrances. The private entrance will be staffed by the administrative support, the public entrance will be staffed by the MVPs Two offices for the professional staff member and the graduate student and a conference room for the peer mentors. The back three rooms are for various counseling that could take place and will be utilized by the graduate assistant, Associate Director, Counseling professionals, and medical professionals. Physical Location
10. Floor Plan
11. All appropriate signage will be developed in and posted throughout the Center Throughout all residence halls, academic buildings, and community gathering spaces (library, student union, etc.), there will be information posted on: Academic Support Victim’s Rights Rights of the Accused Counseling services Medical Services Programming Available Title IX Coordinator Information Contact information for campus and community personnel Online resources All signage will be distributed to residence halls, dining halls, recreation centers, and other areas on campus. Signage
12. Developing materials on sexual harassment and violence, which should be distributed to students during orientation and upon receipt of complaints, as well as widely posted throughout school buildings and residence halls, and which should include: what constitutes sexual harassment or violence what to do if a student has been the victim of sexual harassment or violence contact information for counseling and victim services on and off school grounds how to file a complaint with the school how to contact the school’s Title IX coordinator Justification http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104_pg17.html
13. Job Responsibilities
14. “All members of the campus community—faculty members, administrators, staff members, and students—share responsibility for addressing the problem of campus sexual assault…” Policy Premise #2
15. Supervise the Graduate Assistant and indirectly supervise the Mentors in Violence Prevention (MVP) Program Overall administrative operation of the Center Outreach and Partnerships with Campus Safety, Student Conduct, and Medical and Counseling centers Establish effective communication and record keeping among campus and community partners Facilitate new employee orientation, Advocacy & Care Team (ACT) training, and MVP training Meet monthly with ACT volunteers to learn about campus trends Coordinate counseling services for survivors of sexual assault and intimate partner violence File Clery reports Establish assessment procedures for counting and classifying incidents Must have 3-5 years of experience Reports to Director of Health & Wellness & Dean of Students Job Responsibilities: Associate Director of the Center
16. Recruit and select MVPs Advise MVPs Hold Bi-Weekly One on Ones Facilitate weekly staff meetings Collaborate with IT Department to monitor social media to keep current on trends and search for trigger words throughout the campus Facilitate programming initiatives Create and implement overall campus outreach in conjunction with the MVPs and ACT volunteers Work in partnership with Student Conduct to be included in sexual assault cases for the victim and accused Job Responsibilities:Graduate Assistant
17. Attend one on ones and staff meetings Create and implement innovative programming Facilitate P.A.S.S. (Preventing Abuse for Safety and Success), one-time orientation sessions for all new students, in partnership with the Advocacy Volunteers Facilitate year-round programming for all students in partnership with the Advocacy Volunteers focused on healthy relationships, meaning of consent, bystander intervention, and drug and alcohol abuse Specific programming for Sexual Assault Awareness Month (SAAM) Open to undergraduate upperclassmen and graduate students 30 students (15 male, 15 female) Job Responsibilities:Mentors for Violence Prevention (MVPs)
18. Serve on weekly on-call rotation to be a support system for survivors of sexual violence and to respond to student needs Monitor Text Hotline A confidential way for students to reach out for help or to report an incident Facilitate on-going programming in conjunction with MVPs Meet monthly with the Associate Director Open to faculty, staff, and community members Specific areas to be represented: Campus and Community Police Deans of Colleges Dean of Students Athletics Fraternity & Sorority Life Job Responsibilities:Advocacy & Care Team (ACT) Volunteers
19. “As advisers, teachers, and mentors, faculty [and staff] members may be among the most trusted adults in a student’s life and are often the persons in whom students will confide after an assault.” “A faculty [or staff] member may also be the first adult who detects changes in a student’s behavior that stem from a sexual assault and can encourage a student to talk about it.” Justification of Faculty and Staff Involvement Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
20. “Faculty [and staff] members may thus find themselves in the role of ‘first responders’ to reports of sexual assault, yet few consider themselves adequately equipped for the role—in part because they are the least likely campus constituency to receive information about sexual assault and guidance about reporting and responding to it.” As a general rule, faculty and many staff members are not mandated Clery reporters, but they can provide other important forms of support and assistance Justification of Faculty and Staff Involvement Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
21. Programming
22. Prevention programs, required on some campuses for all entering and transfer students, aim to work "proactively to end sexual violence." Often using trained peer educators, such programs may focus on healthy relationships, the meaning of consent, and strategies for bystander intervention. Workshops and training sessions should play a continuing role in campus education. Policy Premise #3
23. Community Partnerships Partner with local bars/nightclubs to promote SAAM events and a pro-consent message with a custom hand stamp saying “Got Consent?” and the event website Partner with local coffee shops and restaurants to donate a percentage of their coffee and tea proceeds to a local rape crisis center Sexual Assault Awareness Month (SAAM) National Sexual Violence Resource Center. (2013). Event Suggestions. Retrieved from http://www.nsvrc.org/saam/resources/events.
24. Campus Events Mock Sexual Assault Trial Educate the campus community about the legal process and address myths and facts about sexual assault Collaborate with local service providers such as police, judges, attorneys, forensic examiners Walk A Mile In Her Shoes Have male campus and community volunteers walk one mile in women’s high-heeled shoes to help men better understand and appreciate women’s experiences Collaborate with fraternities, male athletic teams, and male ROTC members Sole Survivor Set up a display of shoes to represent the number of victims of campus sexual assault using a mix of men’s and women’s shoes Distribute information on sexual assault and campus and local resources SAAM Poetry Slam Invite campus and community members to perform poetry surrounding the theme of sexual assault prevention Collaborate with local colleges and universities Sexual Assault Awareness Month (SAAM) National Sexual Violence Resource Center. (2013). Event Suggestions. Retrieved from http://www.nsvrc.org/saam/resources/events.
25. Printed and Social Media Restroom campaign Place flyers in on-campus and approved off-campus bathrooms with appropriate on-campus and off-campus contact information and relevant campus, community, and online resources (i.e. ride services and local transportation, rape hotlines, Twitter alerts, etc.) Instagram contest Students will design creative Instagram posts to highlight the effects of victim blaming, promoting their posts using the hashtag #BlamingIsShaming The student who solicits the most “likes” to their post will be the winner Sexual Assault Awareness Month (SAAM) National Sexual Violence Resource Center. (2013). Event Suggestions. Retrieved from http://www.nsvrc.org/saam/resources/events.
26. “DTF or DTR?”A program on various forms of relationships and how to have those conversations with your partner “You Came in Like a Wrecking Ball”: A program that focuses on what a healthy relationships could look like, what unhealthy relationships look like, and how to work through a break up. “F.R.I.E.N.D.S.”: A program on how to support a friend who is in an unhealthy relationship or has been a victim of a sexual assault Programming:Healthy Relationships
27. “If You Can Tweet About it, You Can Do Something About it”- A dialogue on social media, bystander intervention, and what happens when the two collide. “If Not You, Then Who?”- Discussing the importance of bystander intervention and how to be an active bystander “But, What m I Supposed to Do?”- A presentation on various forms of bystander intervention and the myths associated with intervention “Be a Hero” – A fun program that looks at superheroes, how they’ve intervened, and how you can too! Programming:Bystander Intervention
28. “Did You See How She Was Dressed??”-A program on victim blaming, why we do it, and the effect that it has “Yes! Yes! YES!!!”- Fun ways to ask for consent and all of the fun possibilities that come with consent “No Means No, Yes Means Yes, and All That Happens in Between”- A program on what constitutes consent, what doesn’t, and what happens when we confuse the two “Love on Top”- A program that discusses what consent looks like among various identity groups and how to create a safe space for everyone Programming:Consent
29. All new employees of the University will be: Educated on campus policy, procedures, reporting options, and available services Provided with basic counseling techniques in order to Listen to the student’s disclosure and make a referral to an experiences campus official State explicitly that they take the disclosure seriously and help the student clarify any confusion or doubt Consider whether any immediate action (such as medical attention) may be wanted or needed Assist the student in thinking through immediate and long term options and offer assistance in navigating the campus bureaucracy Informed of the possibility of being called to testify in a criminal proceeding about any conversations with a student regarding sexual assault Programming:Revised New Employee Orientation Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
30. All faculty and staff will complete online course related to responding to sexual assault disclosures. Programming: Revised New Employee Orientation New England Adolescent Research Institute. First responders: Responding to sexual assault disclosures. Retrieved from http://www.nearipress.org/training/courses/3/
31. Participation in ACT and research completed by faculty and staff members, while not mandatory, will be taken into consideration during evaluations, promotion opportunities, and end of the year bonuses. Qualified faculty members will be encouraged to promote a better understanding of campus sexual assault through their research “…the heated public discourse in this controversial field ‘often makes no reference to actual research’” Little research has been done in the U.S. “…the major government-funded studies of rapes and their low rate of prosecution come from the United Kingdom and Australia” Programming: Revised New Employee Orientation Campus Sexual Assault: Suggested Policies and Procedures. (2013). Academe, 99(4), 92-100.
32. Faculty members who are knowledgeable and committed to the principles of justice and due process will be encouraged to “[Help] develop policy and see that its procedures protect the victim while ensuring due process for the accused perpetrator” “[A]dvise and support student activist groups that are pressing the campus to respond more forcefully to the problem of sexual assault.” Programming: Revised New Employee Orientation
33. All new students will complete an online sexual assault prevention education program administered by Student Success, the Campus Programs Division of NFORMD.NET, before arriving on campus for the first time Utilized at over 40 campuses in the U.S. Outcomes report: http://public.studentsuccess.org/web/uploads/pdfs/synopsis_v5_outline.pdf Summary report from 2011-2012: http://public.studentsuccess.org/web/uploads/pdfs/2011-2012_Unless_Theres_Consent_Summary_Report.pdf Programming: P.A.S.S. New Student Orientation Student Success. Sexual Assault Prevention. Retrieved from http://public.studentsuccess.org/web/programs/sexual-assault-prevention/
34. New students must attend one P.A.S.S. workshop administered in the first 2 months of the semester Sessions will have mixed-gender audiences of no more than 25 participants per session Mixed-gender programs can be effective at improving rape attitudes and reducing behavioral intent and rape myth acceptance (Vladutiu, Martin, & Macy, 2011) Programs with fewer participants may improve rape attitudes (Vladutiu, Martin, & Macy, 2011) Programming: P.A.S.S. New Student Orientation Vladutiu, C. J., Martin, S. L., & Macy, R. J. (2011). College-or University-based sexual assault prevention programs: A review of program outcomes, characteristics, and recommendations. Trauma, Violence, & Abuse, 12(2), 67-86.
35. Sessions will be led by 1 professional (Advocacy & Care Team) and 2 peer facilitators (MVPs) Vladutiu, Martin, & Macy (2011) found that Professional- led programs can be effective at improving rape-related attitudes and behavioral intentions Peer-led programs can be effective at reducing rape myth acceptance Multiple instructors positively influence participants Programming: P.A.S.S. New Student Orientation Vladutiu, C. J., Martin, S. L., & Macy, R. J. (2011). College-or University-based sexual assault prevention programs: A review of program outcomes, characteristics, and recommendations. Trauma, Violence, & Abuse, 12(2), 67-86.
36. Session content will be interactive and delivered using lecture, discussion, and various forms of media YouTube videos PollEverywhere Twitter searches Programming: P.A.S.S. New Student Orientation Vladutiu, C. J., Martin, S. L., & Macy, R. J. (2011). College-or University-based sexual assault prevention programs: A review of program outcomes, characteristics, and recommendations. Trauma, Violence, & Abuse, 12(2), 67-86.
37. Prevention programs should intervene at various times within the students’ tenure at college in order to modify behaviors (Vladutiu, Martin, & Macy, 2011) Justification Vladutiu, C. J., Martin, S. L., & Macy, R. J. (2011). College-or University-based sexual assault prevention programs: A review of program outcomes, characteristics, and recommendations. Trauma, Violence, & Abuse, 12(2), 67-86.
38. The Campus SaVE Act would update requirements concerning awareness and prevention programming about sexual assault and other intimate partner violence. Each institution would be required to offer: Primary prevention and awareness programming for all incoming students and new employees that includes – The definition of consent in sexual relationships. Reporting sex offenses. Bystander intervention. Risk Reduction. Ongoing prevention and awareness campaigns. Primary prevention is defined to mean programming and strategies intended to stop sexual and intimate partner violence before it occurs through the changing of social norms and other approaches. Awareness programming is defined to mean programs designed to communicate the prevalence of intimate partner violence including the nature and number of cases reported at each institution in the preceding 3 calendar years. Justification http://uwf.edu/sexualviolence/saveact.pdf
39. In addition to ensuring full compliance with Title IX, schools should take proactive measures to prevent sexual harassment and violence. OCR recommends that all schools implement preventive education programs and make victim resources, including comprehensive victim services, available. Schools may want to include these education programs in their (1) orientation programs for new students, faculty, staff, and employees; (2) training for students who serve as advisors in residence halls; (3) training for student athletes and coaches; and (4) school assemblies and “back to school nights.” These programs should include a discussion of what constitutes sexual harassment and sexual violence, the school’s policies and disciplinary procedures, and the consequences of violating these policies. Justification http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.pdf
40. We appreciate you taking the time out of your day and we look forward to hearing from you. Thank you