The document proposes training campus personnel and implementing reporting procedures to address sexual assault on college campuses in response to the new Campus Safety and Accountability Act. It outlines designating staff for victim support services, providing training for personnel to understand sexual crimes and their effects, distributing anonymous surveys, and coordinating with law enforcement. However, it notes programs must consider inclusion of all students, including minorities and men, and build trust in reporting systems to improve willingness to report incidents. Establishing confidential counseling and support services that ensure anonymity could help address underreporting.

1. Campus Safety &
Accountability
DESIGNATING & TRAINING PERSONNEL PROPOSAL
By: Nancy N. Frishkorn
California University of Pennsylvania
Student Affairs Services/Higher Education

2. “Institutions have an obligation to provide appropriate support services to victims of
sexual assault and rape and should engage in prevention activities to avoid problems.”
(Patrick, 2014)
On July 30,2014 a new bill, the Campus Safety and Accountability Act, was proposed in
response to sexual assault and violence on college campus’ nationwide. Federal laws
are being blamed for encouraging under reporting at universities; failure of universities
to address this problem publically has also been labelled as a lack of “incentive.” This
bill will make all universities accountable using public incident reporting as well as
Title IX & Clery Penalties.

3. 1. Campus Resources & Support Services
• Confidential reporting
• Coordinate support and accommodation
• Offer guidance and assistance for reporting
2. Provide training for on-campus personnel
• Understand the nature of the crimes
• lasting effects on survivors
3. Distribute anonymous surveys annually
• Submit to Dept. of Education
4. Coordinate all reporting with local law enforcement
5. Compliance mandated by Clery Act Violation of Title IX
(Bipartisan, 2014)

4. It’s not just training and reporting, it’s willingness to report…
Hollister et al,2014 conducted a survey using the Campus Connectedness Scale (CCS)
“Of the sample, 157 students (35%) reported observing threatening behaviors on campus.
Of these 157 students, 56 (36%) indicated willingness to report in the majority of vignettes
and 101 (65%) indicated unwillingness to report.
Of the overall sample, 293 students (65%) did not report seeing concerning actions on campus.
Of these 293 students, 138 (47%) demonstrated willingness to report in the majority of vignettes
and 155 (53%) demonstrated unwillingness to report”
WHY?
“Students with greater trust in campus services and connection to campus were more willing to
report, while students reporting engagement in delinquent activity were less willing to report.”

5. “these individuals indicated lack of trust in the ability of police to intervene and make accurate
interpretations of fault related to their decisions to not report (Thompson et al., 2007)
Also, not wanting “anyone to know,” the “offender to get in trouble,”
or personal shame or embarrassment
were related to unwillingness to report “ (Hollister et al, 2014)
“Standards of how others are included or treated
will heavily influence the degree to which
ALL the member believe they are valued
and benefit from their association”
(Patrick, 2014)

6. To Protect & Serve: a 60 year slogan and a new outlook for all
Campus and local police are often feared by students due in part to improper social education
and media coverages of video and images portraying cultural bias and excessive force.
Improvements in relations and building trust can be accomplished by:
Community outreach programs on and off campus
Meet & greet functions on campus where students and officers/security can
openly discuss their concerns and intentions for campus safety
Fundraising events to supply all police with live feed video recording equipment
Personal interactions during class hours that promote accountability & safety
Informational forums available online including postings of relevant occurrences and reports

7. Coordinating reports and programs through NASPA could benefit the nation!
It takes time to find out what programs work, how much they cost, and decide if they
should continue or be removed. There are many different institutions that will be required
to meet the demands of this new bill; sharing information and having program descriptions
available could benefit everyone, students and institutions alike.
Currently, only 2100 institutions participate in NASPA
This is out of (at a minimum)
4599 degree granting institutions
1729 2 yr. institutions
2870 4 yr. institutions and
2422 <2 yr. institutions (Fast Facts 2011 report)
That’s nearly 12,000 institutions across the United States alone yet only 5% are
represented using NASPA-if administrators participated reports could be shared!

8. “highly involved students (e.g., residence hall advisors, student organization leaders)
could be trained by campus authorities to lead peer education meetings.” (Hollister et al, 2014)
“…participants considered emotional support provision to be a critical service goal priority
across all service types. Social support and self-care service strategies were deemed less
important.” (Macy et al,2011)
Education and emotional support appear to be a priority….Where do we start?
Karen M VanDeusen MSW has propsed a psychoeducational support group for female survivors
using an intervention model that:
“allows survivors at various levels of healing to gain information about common sexual assault
effects, rape myths, and coping strategies, and to explore their feelings and thoughts in a
safe environment.”

9. In a 1994-96 National survey Elizabeth-Monk Turner and David Light found that
of the 219 male responders less than 5% sought help…
“The odds of seeking counseling for men who reported being penetrated had significantly
lower odds of seeking counseling all else equal.”
Even the new bill fails to address ALL STUDENTS EQUALLY which may be under representative of
The ACTUAL needs of the students.
And it’s not only men:
“Certain minority ethnic groups (e.g., Black, Hispanic, American Indian) were
more likely to experience victimization than other participants. ….but In college samples,
ethnicity has appeared unrelated to reporting of preincident behavior”(Hollister et al, 2014).

10. Minority groups extend far beyond skin color or ethnicity…inclusion is paramount!
Accommodations should be considered for:
• Exchange student/English as a second language
• Deaf or hearing Impaired
• Physically disadvantaged
• All SES
• All ages
• LGBTQ
• Every year for each class level
“Students learn better when their cultural identities are
incorporated into their academic lives.” (Patrick, 2014)

11. This may sound like a big order, but remember there WILL be a test!
“This new annual survey will be standardized and anonymous,
with the results published online so that
parents and high school students can make an informed choice
when comparing universities.”
(NASPA, 2014)
Who would best serve in this capacity?
“The establishment of peer relations and the development of role models
and mentors have been defined in the literature as important factors in
student integration…”(Patrick, 2014)

12. Incorporate a new program congruent with campus culture to build professional development
programs that will serve to accommodate the need for immediate judicial affairs and relations
while incorporating support services for assault victims.
Coordination with:
LGBTQ Services
Local law authorities
Athletic Departments
Multicultural Affairs Office
Women’s center (if applicable)
Office of Student with Disabilities
Health services both on and off campus
Campus Chaplains and religious services

13. Aspiring Counselors during internship levels provide direct engagements:
School counselors
Athletic counselors
Mental health counselors
The literature suggests that many victims are likely to “attempted to resolve the situation
individually (47%) or with the assistance of friends or family 32.1%...of those seeking some sort of
help, most sought assistance from friends (90.2%), parents (29.3%), residence hall advisors (12.2%),
or police (7.3%).” (Buhi et al., 2009)
To improve the trust and relations within the campus community
“social integration and sense of community are linked to persistence in college.”
(Patrick, 2014)

14. Graduate students having been recommended by multicultural professors
Minimum GPA for graduate assistant or internship credit
Background Checks, FBI Clearance
Professional Code of Ethics (CACREP)
Possible requirement if change in curriculum to accommodate needs of institution
“The goal of training is to enhance individual’s knowledge, skills, and attitudes to serve the
organization by being able to respond to particular situations, manage change, and support
organizational effectiveness.” (Patrick, 2014)
Example of possible duties:
Coordinate with outside professional services and provide confidential counseling
Organize free events in their specific arena (i.e. athletics, music and school)
Student teaching of preapproved psychoeducational materials to large groups

15. Establish and open door policy for anyone to report or seek counseling and support
Anonymity offered to all observers and victims to reduce fear of repercussion or bias
Incentives for completing surveys
Sense of community across cultural barriers
Availability 24 hours a day to an email address
Or call center during crisis
how do we provide anonymity for someone who wants services,
or wants to make a report
but does not want to provide…
their true identity?

16. “Impression management is marked by gender, race, ethnicity, and social class consciousness”
(Patrick, 2014)
Free service
The primary goal: offer emotional support
Completely anonymous phone calls for reporting or counseling services
Synchronous and Video counseling: Skype from the privacy of your room
Reduce fear of exposure or bias for entering health center
Contribute to emotional well being of student on need
(Consent to treat could be signed upon admission in case services are ever needed;
electronic consent could be provided during request for Skype session)

17. References:
Bipartisan Group of Senators Introduce Campus Safety and Accountability Act. (2014, July 30). Retrieved August 2, 2014, from
http://www.naspa.org/rpi/posts/bipartisan-group-of-senators-introduce-campus-safety-and-accountability-act
Buhi, E., Clayton, H., & Surrency, H. (2009). Stalking victimization among college women and subsequent help-seeking behaviors.
Journal Of American College Health, 57(4), 419-426. doi:10.3200/JACH.57.4.419-426
Fast Facts. (n.d.). Retrieved August 2, 2014, from http://nces.ed.gov/fastfacts/display.asp?id=84
Hollister, B., Scalora, M., Hoff, S., & Marquez, A. (2014). Exposure to preincident behavior and reporting in college students. Journal Of
Threat Assessment And Management, 1(2), 129-143. doi:10.1037/tam0000015
Macy, Rebecca J.; Johns, Natalie; Rizo, Cynthia F.; Martin, Sandra L.; Giattina, Mary . Domestic violence and sexual assault service goal
priorities. Journal of Interpersonal Violence, Vol 26(16), Nov 2011, 3361-3382. doi: 10.1177/0886260510393003
Monk-Turner, Elizabeth; Light, David . Male sexual assault and rape: Who seeks counseling?; Sexual Abuse: Journal of Research and
Treatment, Vol 22(3), Sep 2010, 255-265. doi: 10.1177/1079063210366271
Patrick, J. (2014) PowerPoint slideshow. California University of Pennsylvania
VanDeusen, Karen M.; Carr, Joetta L. Group Work at the University: A Psychoeducational Sexual Assault Group for Women. Social Work
with Groups: A Journal of Community and Clinical Practice, Vol 27(4), 2004, 51-63. doi: 10.1300/J009v27n04_05