Campus Task Force Proposal Regarding Sexual Assault

Campus Task Force Proposal Regarding Sexual Assault By Megan Swick Kevin Derajtys Jonathan Lee

Overview • 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

Consensual Intimacy • 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 • We need to reinforce the idea that at any time consent can be withdrawn.

Myths Concerning Sexual Assault • “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.”

Freshman Orientation “Lunch and Learn: The Role You Play Against Sexual Violence” Incoming freshmen will be required to attend a presentation by the Women’s Center. • Objectives: • 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: • Domestic violence • Dating violence • Sexual assault • Stalking • Societal myths, bystander intervention, alcohol

Content of the Presentation • Theater company will act out scenarios that demonstrate consensual and nonconsensual acts. • Audience members will identify the type of act being presented. • 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

Program Conclusion Question and Answer for large group • 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

Social Media Connection Resources provided to students will include Social Media links for victims and advocates to connect. • Facebook: • Sexual violence statistics regularly posted to encourage discussion between Women’s Center leaders and students • Facebook event pages to promote upcoming events on campus • Twitter • Encourage students to become advocates by retweeting Women’s Center posts Accounts will be regulated by the group’s leaders to ensure appropriate content

Restorative Justice Initiatives • 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

Restorative Justice Principles • 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)

Orientation • 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: • Campus safety • Mutual respect for all campus community members • Definition of consent • Reporting options • Address the sexual misconduct myths from the earlier slide

Fraternities and Sororities • 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

For Fraternities and Sororities • 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:

Focus group • 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?

Student Athletes • 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

Athletic focus group • 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.

Focus group • 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.

References • 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

Campus Task Force Proposal Regarding Sexual Assault