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Beyond Legal Compliance: Data-Based Rape
Prevention
John D. Foubert, Ph.D.National President, One in Four
Professor, Higher Education and Student AffairsOklahoma State University
Principal, John D. Foubert, LLC
For copies of PowerPoint: https://okstate.academia.edu/JohnFoubert/ACPA-2015
@JohnFoubert
If I Went to a Protest…
Overview1. Key Elements of Campus SAVE2. Prevalence of Sexual Violence3. Characteristics of Targeted
Women4. Perpetrator Behavior5. Title IX vs. Yes Means Yes6. Helpful Theories & Research re:
Prevention 7. 4 Approaches to Prevention8. Q&A and Discussion
A Few Key Elements of Campus SAVE
Every institution who uses federal financial aid
Annual Security Report Available programs for DV, Dating
Violence, Sexual Assault and Stalking Standard of evidence Possible sanctions
Programming Requirements
Provide programs: rape, acquaintance rape, domestic violence,
dating violence, sexual assault, and stalking.
Primary prevention and awareness programs for incoming students, new employees, ongoing prevention and awareness programs for students and faculty. Must include:
▪ statement prohibiting 6 crimes above▪ Definition (state) of domestic violence, dating violence,
sexual assault, and stalking▪ Definition of consent▪ Bystander Intervention▪ Risk reduction to recognize warning signs of abusive
behavior
Adjudication
A prompt, fair, and impartial investigation and resolution of cases
Annual training for investigators/hearing officers about: domestic violence, dating violence,
sexual assault, and stalking, how to conduct an investigation and
hearing process that protects the safety of victims and promotes accountability
Relationship to Dear Colleague Letter
The Campus SaVE Act codifies mandate for prompt and impartial internal
investigation and resolution procedures requirement that alleged sexual assault victims be
advised of their right to file internal complaints, criminal complaints, or both.
DCL mandates “preponderance of the evidence” standard SaVE Act states only that institutions must specify
the standard of evidence they will use Congress did not disavow preponderance standard
Are You in Compliance?
Checklist from United Educators: https://
www.ue.org/Libraries/Corporate/The_Campus_SaVE_Act_A_Compliance_Guide.sflb.ashx
Title IX & Sexual Assault Guidance from OCR http
://www2.ed.gov/about/offices/list/ocr/docs/qa-201404-title-ix.pdf
One in Four College Women
• 3.1% of college women survived rape or attempted rape during a 6-7 month academic year.
• 10.1% survived rape before then.
• 10.9% survived attempted rape before then.
• Fisher, Cullen & Turner; US Department of Justice, 2006
3.1
10.1
+ 10.9
24.1%
How Many Women?
Current College Women: 673,000 women have experienced rape at some point in their lifetime (Kilpatrick, Resnick, Riggiero, Conoscenti & McCauley, 2007).
Annually: In one year 300,000 college
women, over 5% of women enrolled in colleges and universities, experienced rape or attempted rape. (Kilpatrick, Resnick, Riggierio, Conoscenti, & McCauley, 2007; American
College Health Association, 2013).
One in Six Men3% of college men report surviving
rape or attempted rape (Tjaden & Thoennes, 2006).
16% of males were sexually abused
by the age of 18 (Dube et al., 2005).
Perpetrators
Between 6 and 9% of men admit committing rape in anonymous surveys (Abbey & McAuslan, 2004; Lisak & Miller, 2002).
Breaking News: It is on the way up…
Average Campus On an average campus of 10,000
students 10,000 students, if ½ are women: 5,000 women 5% experience rape/attempted rape
per academic year
250 women annuallyabout 1 per day.
Who Do Perpetrators “Target”
Those who have experienced rape are 20x more likely to report difficulty being assertive
Some demonstrate delayed response to cues to dangerous situations
Men are 9 times more likely to commit sexual assault if they:
2 x or more weekly binge drinking
Peer support Emotional Physical Sexual violence
(DeKeseredy & Schwartz, 2014)
Other Perpetrator Characteristics
“Women lie about not wanting sex” Low empathy. More sexually active Women are sexual objects to be conquered Women and men should have separate and proper
roles Needs to control women. Behave in rigidly and stereotypically masculine
ways Hate perceived slight to their masculine identities. Aggression and violence marker of his adequacy.
(Lisak & Miller, 2002)
Title IX: Unwelcomeness vs. “Affirmative Consent”
Title IX requires proof of “unwelcomeness”
Easier to prove than lack of “affirmative consent.”
Unwelcome
Acquiescence in the conduct or failure to complain does not mean the conduct was welcome.
Conduct is unwelcome if a student acts out of fear, or because her capacity is diminished due to alcohol or drugs.
Title IX vs. “Yes Means Yes”
“Yes means yes” -- if a person does not want sex, a forcible attack is allowed so long as the offender claims he made a “mistake” about “affirmative consent.”
Under Title IX “unwelcomeness,” standard such “mistakes” are not allowed.
”Unwelcome” a person subjectively does not want sex. a student did not "request or invite" it and if she
"regarded the conduct as undesirable or offensive.”
(Wendy Murphy, 2014, personal communication)
What Doesn’t Work and What Does(Scheel, Johnson, Schneider, & Smith, 2001)
DOESN’T WORK AS FOCUS
Getting men to focus on respecting women’s “no”
Not having sex with women who are intoxicated
Not expecting sex (i.e. as a payment for dinner)
Not interpreting women’s flirting, dress, and behaviors as an invitation to sex
Challenging gender stereotypes and belief of rape myths
WHAT WORKS Teaching men to
support survivors Teaching men to act
as allies to women.
Men don’t see information on left as relevant to them. They see information on right as relevant.
Belief System Theory
To produce lasting attitude change, interventions must be designed to maintain people's existing self-conceptions (Grube, Mayton & Ball-Rokeach, 1984).
Elaboration Likelihood Model
Behavior Change is Most Likely When People Are:
Motivated to hear the message
Can Understand it WellPerceive it as Personally
Relevant
(Petty & Cacioppo, 1986)
MotivatedUnderstand
Relevant
Yes No
Central RouteProcessing
Peripheral RouteProcessing
Lasting Change
ExpertsTrustworthyAttractive?
Yes No
Short TermChange Likely
NoChange
Research on Rape Prevention Programs
Single Sex (Brecklin & Forde, 2001)
Empathy Based (Schewe, 2002)
Describes Male-on-Male Rape (Schewe)
Includes Bystander Education (Banyard, Plante & Moynihan, 2004)
The Bystander ModelGoal is to give everyone the
skills to intervene and reach out to help others.
Hard to say “this doesn’t apply to me.”
First Study on Bystander Intervention: Latane and Darley (1968)
Conditions Necessary to Intervene:
Notice a SituationInterpret as emergencyDecide it is your responsibility to act
Know what to doAct
Other factors that increase intervention
1. Make prior commitment to help
2. Sense of responsibility for situation
3. Believing the victim has not caused it.
4. Self-efficacy about what to do
5. See others modeling bystander behavior
6. Perceiving that the victim is a member of your group.
Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32, (1), 61-79.
Programs With Long-Term Data
Bring in the Bystander (Victoria Banyard, UNH) Bystander efficacy, willingness, rape myth acceptance
Mentors in Violence Prevention (Jackson Katz) Lower levels of sexism, increased belief that they could prevent
violence against women
Green Dot (Dorothy Edwards) Rape myth acceptance and increased bystander intervention
The Men’s and Women’s Programs (John Foubert) Decline in sexual assault behavior, rape myth acceptance, increase
bystander willingness and efficacy, increase in empathy
(Banyard, Moynihan & Plante, 2007; Banyard, Plante & Moynihan, 2004; Cissner, 2009; Coker, Cook-Craig, Williams, Fisher, Clear, Garcia & Hegge, 2011; Foubert, Newberry & Tatum, 2007; Langhinrichsen-Rohling, Foubert, Brasfield, Hill, & Shelley-Tremblay, 2011)
The Men’s Program
All-MalePrimary Focus:
Empathy How to Help Survivor Bystander Intervention
Effects of The Men’s Program
Lowers the rate of sexually coercive behavior among high risk men by 40%.
Decreases the severity of sexually coercive behavior among high risk men eight fold.
Increases empathy toward female rape survivors.
Two years after program participation, 79% of participants reported either attitude or behavior change due to the program’s effects or that the program reinforced their current beliefs.
Increases bystander intervention.
(Foubert, Godin & Tatum, 2010; Foubert & Newberry, 2006; Foubert, Newberry & Tatum, 2007; Langhinrichsen-Rohling, Foubert, Brasfiled, Hill, & Shelley-Tremblay, 2011).
The Women’s Program
Video interviewing perpetrator. How to help friends avoid guys like him How to help a friend who survives rape. Interactive exercise about intervening as
bystanders. Commitment to intervening.
Women’s Program: Outcomes
Significant increases in bystander efficacy Significant increases in bystander willingness to
help Greater ability to recognize risk cues Greater willingness to engage in self-protective
behaviors Greater level of self-efficacy in handling
threatening dating situations
Foubert, J.D. & Langhinrichsen-Rohling, J., Brasfield, H., & Hill, B. (2010). Effects of a rape awareness program on college women: Increasing bystander efficacy and willingness to intervene. Journal of Community Psychology, 38, 813-827.
Bannon, R. S. (2014). The bystander approach to sexual assault risk reduction: Effects on risk recogniation, perceived self-efficacy, and protective behavior. Doctoral Dissertation.
Foubert, J.D. (2011). The men’s and women’s programs: Ending rape through peer education. New York: Routledge.Foubert, J. D. (2011). The women’s program: Peer educator’s guide. New York: Routledge. Foubert, J. D. (2011). The men’s program: Peer educator’s guide. New York: Routledge.
Resources
Questions?
Thoughts? Questions?Comments?