Creating Response Protocols to Intervene in Violence Against Women

1. Creating Response Protocols to Intervene in Violence Against Women Campus Webinar Series Tuesday, July 27, 2010

2. Campus Program Staff 2 • Dan Esparza, Campus Program Manager dan@calcasa.org • Althea Hart, Training & Resource Coordinator althea@calcasa.org • Livia Rojas, Training & Resource Coordinator livia@calcasa.org

3. July Agenda 3 I. CALCASA Announcements II. Technical Instructions III. Presentation by Dr. Peter J. Meagher IV. Q&A

4. Announcements 4 • Next Campus Webinar: presenters Rachel Griffin & Shira Tarrant Tuesday, August 27th, 2010 @ 11.00 a.m. PST • Webinar materials on CALCASA.org/campus • Next Training & Technical Assistance Institute (TTI)

5. How to use the Technology 5 Raise Hand Q & A Text Chat PowerPoint Slides

6. Chatting on iLinc 6 How has your campus created a coordinated response policy, if at all? Use chat to answer

7. 7 Creating Effective Response Protocols to Intervene in Violence Against Women Peter J. Meagher, PhD Associate Dean of Students Reed College Portland, OR

8. Overview 8 8 • Review Crisis Management Cycle • Explore strategies to build allies • Understand impediments to reporting • Examine components of response protocols

9. Key Principles 9 9 • Process is comprehensive • Mandatory response • Balances needs of survivor and community • Informed by federal, state, local laws • Addresses key barriers

10. Crisis Management Cycle 10 10 Zdziarski II, E. L., Dunkel, N. W., Rollo, J. M., & Associates (2007). Campus crisis management: A comprehensive guide to planning, prevention, response, and recovery. San Francisco: Jossey-Bass.

11. Crisis Management Cycle II 11 11 1. Planning 2. Prevention 3. Response 4. Recovery 5. Learning Zdziarski II, E. L., Dunkel, N. W., Rollo, J. M., & Associates (2007). Campus crisis management: A comprehensive guide to planning, prevention, response, and recovery. San Francisco: Jossey-Bass.

12. Planning Phase 12 12 • Essential to establish buy-in across campus through building Community Coordinated Response Team (CCRT) • Process is informed by barriers to reporting • Create a model policy • Develop culturally competent response protocols and practices • Train key campus constituents (residence life, judicial/conduct, health & counseling, security/community safety)

13. Planning Phase - Building Allies 13 13 • Get support from “the top” • Capitalize on opportunities • Leverage the grant (MOU, requirements etc.) • Reach out and cultivate key relationships (e.g., athletics) • Invite to Technical Training Institutes • Involve in the creation of the grant proposal

14. Planning Phase - Reviewing Impediments to Reporting 14 14 • Unclear who to go to or what will happen • Alcohol and drug policy may inhibit victim/witnesses from coming forward • Perpetrator (or friend/family/coach of perpetrator) intimidates/influences victim to discontinue process • Requirement to report to police may inhibit reporting

15. Making it Safe to Report 15 15 • Faculty, staff and students know • who they report to (institution will act) • who they can talk with confidentially • Key staff receive training on: • Sexual assault, dating violence, stalking • How to support a survivor • Available options

16. Response Protocols - General 16 16 • Vary by department and role of responder • Common elements: • Copy of the Victim’s Bill of Rights • Assistance with accessing medical care • Information and assistance on available options – counseling, conduct office, police, housing • Information on preserving evidence • Review safety and logistical concerns • Assure responders have appropriate training and expertise • Create resource packet • Develop checklist for the responder

17. Response Protocols - Residence Life 17 17 • Distinguish between the different roles (RA’s, RD’s etc.) • Train on issues with confidentiality • Help to identify warning signs (“I had a bad night”) • Bring the community partners into training • Explain emergency housing options

18. Response Protocols - Campus Security/Law Enforcement 18 18 • Consider specially trained responders • Develop ties with local law enforcement and victim-service organizations • Create literature that is easy to carry and distribute (card with resources) • Teach strategies that minimize re-victimization • Offer refresher trainings on issues such as investigative techniques and forensic evidence gathering

19. Response Protocols Health & Counseling 19 19 • Have protocols in place to assure immediate access to medical and crisis counseling services • Create response teams to go with survivor to the hospital • Develop routine questions on health surveys • Assure clinicians have adequate training on responding to trauma

20. Response Protocols Judicial/Conduct Programs 20 20 • Explain options and student’s rights • Assign support person for both accuser and accused • Minimize the number of times the survivor tells their story • Offer options to participate in hearing without having to be in the same room as the alleged perpetrator • Use no-contact agreements • Review safety and logistical concerns

21. Recovery Phase 21 21 • Helping students close to the survivor • Caring for caregivers - counselors, RA’s, RD’s

22. Learning: Post-incident Debriefing 22 22 • Appoint a lead person to schedule meeting • Assemble team of individuals who were involved • Ask tough questions • Be open to hearing what did and did not work • Incorporate “lessons learned” into response process

23. Questions 23 23 Use text chat to pose questions

24. Webinar evaluation 24 24 27 9 7 Complete the webinar evaluation! The link to the webinar evaluation was emailed to participants.

25. Acknowledgements 25 9 7 Peter J. Meagher Webinar participants U.S. Department of Justice, Office on Violence Against Women