This document outlines a proposed program to prevent sexual violence on a college campus. It begins with introducing the problem of sexual violence on college campuses and defining key terms. It then discusses social and environmental determinants of sexual violence and presents data on prevalence of sexual assault among college students. The target population is identified as college-aged students, particularly women. A needs assessment was conducted through interviews with campus health experts and reviewing campus statistics. The document proposes using this information to develop goals, objectives, and strategies for a prevention program.
The document is a public relations proposal prepared by Axiom Public Relations for the Bowling Green State University Community of Care Coalition. It includes an opportunity statement, situation analysis based on secondary and primary research, target audiences, goals and objectives, strategies and tactics, promotional materials and budget, and evaluation plan. The proposal aims to address issues of sexual assault on campus and establish communication where victims feel comfortable reporting, while promoting the Coalition and generating awareness of sexual assault as a community issue.
This document summarizes the results of a survey conducted by students to assess bystander awareness and intervention regarding sexual assault on Auburn University's campus. The survey addressed types of assault, personal experience with assault, likelihood of reporting, and knowledge of campus services. Most respondents would report witnessing rape. About half knew someone assaulted. Respondents accurately estimated the percentage of college students assaulted. Awareness of support services varied. Respondents were likely to report to friends or if they witnessed an assault. Views differed on issues like victim experience levels and assault claims. Unknowingly consuming drugs/alcohol was deemed the most likely assault scenario.
The document summarizes a two-day workshop on sexual violence research held by the National Institute of Justice in June 2008. Day one included opening remarks, presentations on current sexual violence research from the Centers for Disease Control, National Institutes of Health and National Institute of Justice, and discussions of research priorities. Topics included surveillance methods, risk factors, prevention programs, and evaluations of intervention efforts. The goal was to advance knowledge on responding to sexual violence and inform criminal justice policies.
This document discusses institutions of higher education and their response to sexual violence on campus. It begins with an introduction explaining that while access to higher education has increased, colleges still struggle to ensure safety and respect for all students. It then defines sexual violence and notes its high prevalence among college women. The document outlines various negative physical, mental, and academic outcomes for victims and discusses potential causes of sexual violence like gender inequality and the desire for power and control rather than sexual desire. It concludes by calling for continued efforts to prevent sexual violence and create safer learning environments.
This document provides a literature review and introduction for a thesis examining trends in media coverage of college sexual assault in the New York Times and Los Angeles Times from 2005 to 2015. It discusses how media framing can influence public perception of issues like sexual assault. Previous research found that promoting rape myths or focusing only on high-profile cases can negatively impact views of victims. The literature review also examines the intersection of college athletics and sexual assault reporting, as well as feminist theories of gender roles, victimization, and consent. The introduction provides context on increasing activism and policy changes around campus sexual assault over the past decade.
Prime Marketing proposes a campaign called "We Are Men, Not Pigs" to address the issue of high sexual assault rates on college campuses. The campaign aims to educate college men, promote bystander intervention, change social norms around alcohol use, and increase awareness of the campus Office of Equity, Diversity and Inclusion. Tactics include a PSA video with fraternity members speaking out against assault, social media hashtags, informational posters and postcards, and promotional merchandise like wristbands. The goal is to lower assault rates, make lasting cultural changes, and empower students to seek help from campus resources.
This article analyzes why rates of sexual assault remain high on college campuses. Through ethnographic research including interviews and observations, the authors find that sexual assault occurs through the intersection of individual, organizational, and interactional factors. At the individual level, students have expectations of partying and drinking heavily. Organizationally, residential arrangements and fraternity control of parties concentrate students and normalize risk. Interactionally, expectations that women be nice and defer to men, combined with drinking, create vulnerability. The authors argue this synergistic intersection reproduces gender inequality and predicts sexual assault as an outcome of the college party culture.
The document discusses strategies for preventing sexual violence (SV) on college campuses based on a public health approach. It proposes implementing a multi-level SV prevention strategy called STOP SV across individual, relationship, community and societal levels. This would include bystander intervention programs, social norms campaigns, and creating protective environments through policies. The target population is college students, with challenges including the high-risk environment. Implementation requires involvement from public health, education and other sectors. Outcomes would be measured through evaluations of SV incidence rates and knowledge gains.
The document is a public relations proposal prepared by Axiom Public Relations for the Bowling Green State University Community of Care Coalition. It includes an opportunity statement, situation analysis based on secondary and primary research, target audiences, goals and objectives, strategies and tactics, promotional materials and budget, and evaluation plan. The proposal aims to address issues of sexual assault on campus and establish communication where victims feel comfortable reporting, while promoting the Coalition and generating awareness of sexual assault as a community issue.
This document summarizes the results of a survey conducted by students to assess bystander awareness and intervention regarding sexual assault on Auburn University's campus. The survey addressed types of assault, personal experience with assault, likelihood of reporting, and knowledge of campus services. Most respondents would report witnessing rape. About half knew someone assaulted. Respondents accurately estimated the percentage of college students assaulted. Awareness of support services varied. Respondents were likely to report to friends or if they witnessed an assault. Views differed on issues like victim experience levels and assault claims. Unknowingly consuming drugs/alcohol was deemed the most likely assault scenario.
The document summarizes a two-day workshop on sexual violence research held by the National Institute of Justice in June 2008. Day one included opening remarks, presentations on current sexual violence research from the Centers for Disease Control, National Institutes of Health and National Institute of Justice, and discussions of research priorities. Topics included surveillance methods, risk factors, prevention programs, and evaluations of intervention efforts. The goal was to advance knowledge on responding to sexual violence and inform criminal justice policies.
This document discusses institutions of higher education and their response to sexual violence on campus. It begins with an introduction explaining that while access to higher education has increased, colleges still struggle to ensure safety and respect for all students. It then defines sexual violence and notes its high prevalence among college women. The document outlines various negative physical, mental, and academic outcomes for victims and discusses potential causes of sexual violence like gender inequality and the desire for power and control rather than sexual desire. It concludes by calling for continued efforts to prevent sexual violence and create safer learning environments.
This document provides a literature review and introduction for a thesis examining trends in media coverage of college sexual assault in the New York Times and Los Angeles Times from 2005 to 2015. It discusses how media framing can influence public perception of issues like sexual assault. Previous research found that promoting rape myths or focusing only on high-profile cases can negatively impact views of victims. The literature review also examines the intersection of college athletics and sexual assault reporting, as well as feminist theories of gender roles, victimization, and consent. The introduction provides context on increasing activism and policy changes around campus sexual assault over the past decade.
Prime Marketing proposes a campaign called "We Are Men, Not Pigs" to address the issue of high sexual assault rates on college campuses. The campaign aims to educate college men, promote bystander intervention, change social norms around alcohol use, and increase awareness of the campus Office of Equity, Diversity and Inclusion. Tactics include a PSA video with fraternity members speaking out against assault, social media hashtags, informational posters and postcards, and promotional merchandise like wristbands. The goal is to lower assault rates, make lasting cultural changes, and empower students to seek help from campus resources.
This article analyzes why rates of sexual assault remain high on college campuses. Through ethnographic research including interviews and observations, the authors find that sexual assault occurs through the intersection of individual, organizational, and interactional factors. At the individual level, students have expectations of partying and drinking heavily. Organizationally, residential arrangements and fraternity control of parties concentrate students and normalize risk. Interactionally, expectations that women be nice and defer to men, combined with drinking, create vulnerability. The authors argue this synergistic intersection reproduces gender inequality and predicts sexual assault as an outcome of the college party culture.
The document discusses strategies for preventing sexual violence (SV) on college campuses based on a public health approach. It proposes implementing a multi-level SV prevention strategy called STOP SV across individual, relationship, community and societal levels. This would include bystander intervention programs, social norms campaigns, and creating protective environments through policies. The target population is college students, with challenges including the high-risk environment. Implementation requires involvement from public health, education and other sectors. Outcomes would be measured through evaluations of SV incidence rates and knowledge gains.
This document summarizes a study on the impact of job-related violence on sex workers in San Francisco. The study consisted of qualitative interviews and surveys with 13 current and former sex workers. It found that physical attacks by clients were common, with 7 out of 7 surveyed experiencing such violence. Intimate partner violence also had a significant impact and was a major source of anxiety. While various identities like gender, ethnicity and sexual orientation were examined, they were not found to be the primary factors influencing violence according to the participants. The conclusion calls for anti-violence programs, like counseling and support groups, to adequately address the issues of job-related and intimate partner violence experienced by this community.
The document proposes four regulations to decrease sexual assaults on college campuses: 1) an amnesty policy for students who report assaults while under the influence of drugs or alcohol, 2) requiring annual sexual assault prevention campaigns, 3) distributing a Students' Bill of Rights informing victims of their legal rights and resources, and 4) requiring colleges to report sexual assaults to outside authorities. It argues that controlling assaults requires cooperation between federal, state, and campus policies, and that the proposal aims to protect student safety and rights rather than restrict them.
The document discusses sexual cultures, risk, and social control in the context of the HIV/AIDS epidemic. It examines how identities have shifted from an "AIDS panic" to a more manageable identity in the post-HAART era. It also explores rational choice models of HIV prevention and their limitations, and recommends increased culturally sensitive education and inclusive policymaking to address issues of criminalization related to HIV transmission.
The relationship between university students’ perceptions ofRula alsawalqa
By conducting a set of quantitative surveys, this study aimed to detecting the correlation between Jordanian
University students’ perceptions of terrorism and a variety of demographic variables. The results revealed that
the majority of students viewed terrorism as the most heinous crime, and is never justified, and that terrorists
are hard-core criminals, separatist groups that want to weaken the unity of the country. Therefore, they should
be treated as traitors and punished as they pose a threat to national interest, and the safety and security of
citizens. While a few of student indicated that there are some terrorist activities’ as a repercussion of repressed
needs and the demands of society, it should however be managed and the violations committed by states
against their nationals be confronted with the aim of eliminating injustices to vulnerable citizens. Most
students believe that poverty and material deprivation are of the most prominent causes of terrorism. They
also stress the necessity of providing food security and optimal life for citizens to limit the spread of the
phenomenon of terrorism and achieve societal solidarity to save human lives and stability of communities.
Furthermore, the results confirmed that there are no academic specializations, age, sex, academic level, and
monthly income statistically significant differences in perceptions of the terrorism among university students.
PO 450 Final Research Project - Alejandro LunaAlejandro Luna
This document summarizes research from several studies about adolescent suicide and criminal accountability for coercing suicide. It discusses how surveys and interviews were conducted to understand the psychological factors behind suicidal victims, especially among LGBT youth. The studies found that LGBT individuals reported higher rates of suicidal ideation and abuse. They were more likely to experience harassment, fear for their safety, and consider suicide. The document examines laws regarding bias intimidation and controversial debates around freedom of speech versus equal protection. It analyzes the external influences that can play a role in suicide, like bullying, isolation, desire for revenge. The goal is to better understand the roots and severity of coercing suicide.
This document summarizes a study that used a regression equation to identify at-risk youth for violence and then provided those youth with evidence-based treatments. The regression equation incorporated demographic, behavioral, and test score data from past perpetrators of violent crimes. At-risk youth were identified in several urban Midwestern high schools and received anger management training, job opportunities, and mentoring. After treatment, homicides decreased by 32%, shootings by 46%, and assaults by 77%, saving approximately 104 lives and $492 million, with a return on investment of 6.42. The study showed promise for using a predictive model along with proven interventions to reduce violence and associated costs.
This document provides an overview of a comprehensive approach to preventing violence and promoting safety in higher education settings. It begins by outlining the scope of campus violence problems such as sexual assault, dating violence, fights, and hate crimes. It then describes the various individual, relationship, community, and societal factors that contribute to campus violence. The document emphasizes the need for prevention efforts in addition to responses to incidents. It recommends a strategic, collaborative, and multicomponent approach informed by a review of each campus's unique problems and resources. This involves coordinating policies, education programs, support services, and other initiatives to address the multiple causes of violence.
This document proposes a teen dating violence prevention program for Portland Public Schools. It begins by outlining the significant scope of intimate partner violence as a public health problem in the US and Oregon, noting that teens aged 18-24 are most at risk. A needs assessment of secondary data from surveys and agencies, and proposed primary data collection from schools via observations and surveys, is meant to identify the highest risk populations and schools. The document then describes adapting an evidence-based intervention called "Shifting Boundaries" for implementation in schools. It includes a mission/goals, implementation timeline, and evaluation plan utilizing a pre-test post-test design to measure changes in student beliefs, attitudes, knowledge and behaviors regarding healthy relationships. The goal is
This article co-written by Dr. Robert J. Winn which aims to quantify the number of lesbian, gay, bisexual, and transgender (LGBT) people in Philadelphia who report to be victims of domestic violence.
The document discusses the advantages and challenges of an Ohio consortium that jointly addressed the prevention of intimate partner violence and sexual violence. Key advantages included increased efficiency by reducing duplicative meetings and documents, skill-building opportunities through shared learning across both fields, and expanded technical assistance, training and networking. Challenges included negotiating priorities, balancing workloads, and addressing differences between the fields. The consortium found the tandem approach ultimately strengthened primary prevention efforts.
Gender mainstreaming and gender analysis in work addressing risk reduction: W...Oxfam GB
Understanding how gender relations shape women’s and men’s lives is critical to disaster risk reduction (DRR). This is because women’s and men’s different roles, responsibilities, and access to resources influence how each will be affected by different hazards, and how they will cope with and recover from disaster. This presentation is part of Oxfam GB's Gender and Disaster Risk Reduction training pack available at www.oxfam.org.uk/genderdrrpack.
The study found that 8.5% of adolescents and young adults ages 13-20 reported perpetrating some form of sexual violence in their lifetime. Male perpetrators were more likely than females to report attempted rape or coercive sex. Female perpetrators tended to be older and victimize people older than themselves, while male perpetrators tended to be younger when they first offended and target younger victims. Very few sexual violence incidents were reported to authorities, with only one male perpetrator in the study reporting being arrested. The results provide initial nationwide estimates of adolescent sexual violence perpetration but have limitations due to sensitivity of the topic.
This document introduces an issue of Behavioral Sciences and the Law focusing on international perspectives on juvenile crime. It summarizes decades of research on predicting and preventing juvenile delinquency from researchers around the world, including studies on differentiating types of juvenile offenders, risk factors for criminal behavior, and effective intervention and treatment programs. The research shows progress in diagnosis, risk assessment, and understanding developmental origins and pathways leading to crime. It highlights continued need for research across countries to further advance understanding and create safer societies worldwide.
This document summarizes a research paper about hate crimes and their impact on communities. It discusses the researcher, Ryan Callahan, and his background in criminal justice. It then summarizes the abstract, which discusses the purpose of examining the prevalence of hate crimes and their greater negative impact compared to other crimes. Finally, it reviews two studies from the literature that provide context on the psychological effects of hate crimes and factors influencing negative attitudes towards LGBT individuals.
The document summarizes a study on young adult female perpetrators of sexual violence in the United States. The study surveyed 779 youth ages 17-25 online in 2016. It found that slightly over a third of reported sexual violence perpetration behaviors were committed by women. Specifically, 34% of female perpetrators reported engaging in sexual assault, 38% in rape, and 37% in coercive sex. Most female perpetrators knew the male victims prior to the assault, which commonly involved pressuring or making the victim feel guilty rather than physical force. Perpetrators reported feeling horny, angry or guilty as reasons for the aggression. [END SUMMARY]
Crime alerts sent by the University of Oregon about sexual assaults only describe cases where the perpetrator was unknown, which may propagate myths that sexual assault is usually committed by strangers. In reality, 73% of assaults involve perpetrators known to the victim. Describing only stranger assaults implies the university does not care about other types of assaults. While crime alerts are mandated by federal law, their narrow focus could mislead students about the true nature of sexual assaults.
An empirical test of low self-control theory among hispanic youth (Published)Eliseo Vera
This study examines the applicability of Gottfredson and Hirschi's general theory of crime in explaining delinquency among Hispanic youth. Specifically, it tests whether key dimensions of parental monitoring and recognition of deviant behavior predict levels of self-control, and whether low self-control mediates the relationship between parenting and deviant behaviors. The study uses a sample of 277 Hispanic youth to analyze these relationships. Previous research on the theory has produced mixed findings regarding the impact of parenting on self-control and the mediating role of self-control.
Gang Membership, Violence, and Psychiatric Morbidityjeremy coid
Gang members engage in many high-risk activities associated with psychiatric morbidity, particularly violence related ones. The authors investigated associations between gang membership, violent behavior, psychiatric morbidity, and
use of mental health services. The study concluded that gang members show inordinately high levels of psychiatric morbidity,
placing a heavy burden on mental health services. Traumatization and fear of further violence, exceptionally prevalent in gang members, are associated with service use. Gang membership should be routinely assessed in individuals presenting to health care services in areas with high levels of violence and gang activity. Health care professionals may have an important role in promoting desistence from gang activity.
This document is a research proposal that examines bullying in primary and secondary school environments. It begins with an introduction that defines bullying and notes its prevalence. It then discusses characteristics of typical victims and bullies, differences in bullying by grade, gender, and type of aggression. The proposal also reviews effects of victimization like increased health issues, anxiety, depression, and substance abuse. The methods section outlines plans to study participants of different ages, genders, and socioeconomic backgrounds using surveys to collect both qualitative and quantitative data for analysis.
Women Accused of Sex Offenses: A Gender-Based ComparisonVirginia Lemus
This document summarizes a study that compares women and men accused of sexual offenses who were referred for psychiatric evaluation. Some key findings include:
- Women accused of sexual offenses were similar in age to male counterparts, ranging from 19-62 years old. Many had prior arrests and histories of victimization.
- Both female and male sex offenders were most often referred for sexual predator classification evaluations. However, women were more likely to have victims of both genders.
- While there are some similarities between female and male sex offenders, research shows women are more likely to have histories of abuse, mental illness, and relationship issues. They also tend to know their victims and have victims of the same gender.
2012 ISCN Symposium Sustainable Initiatives in Universiti Teknologi MalaysiaISCN_Secretariat
UTM has undertaken several sustainability initiatives on its large campus in Johor Bahru, Malaysia to reduce its environmental impact and engage the campus community. These include measuring the campus carbon footprint, implementing energy saving projects, solid waste management programs, and integrating sustainability into the academic curriculum. Key outcomes include reducing electricity usage and costs, lowering the campus carbon emissions, and improving the conducive environment for students and staff. Moving forward, UTM aims to further bridge sustainability initiatives with academic activities and prioritize green campus development through partnerships.
2012 ISCN Symposium - Energy Optimization at Central Michigan University 2012ISCN_Secretariat
The document summarizes energy efficiency projects completed at a university campus that reduced the campus' total wattage by 83% and saved $26,318 annually. It details lighting replacement projects in 11 buildings that installed more efficient LED and T8 lights, resulting in substantial wattage reductions and cost savings. Motion sensors and programmable thermostats were also installed. Overall, the projects improved energy efficiency, reduced operating costs, and received utility rebates.
This document summarizes a study on the impact of job-related violence on sex workers in San Francisco. The study consisted of qualitative interviews and surveys with 13 current and former sex workers. It found that physical attacks by clients were common, with 7 out of 7 surveyed experiencing such violence. Intimate partner violence also had a significant impact and was a major source of anxiety. While various identities like gender, ethnicity and sexual orientation were examined, they were not found to be the primary factors influencing violence according to the participants. The conclusion calls for anti-violence programs, like counseling and support groups, to adequately address the issues of job-related and intimate partner violence experienced by this community.
The document proposes four regulations to decrease sexual assaults on college campuses: 1) an amnesty policy for students who report assaults while under the influence of drugs or alcohol, 2) requiring annual sexual assault prevention campaigns, 3) distributing a Students' Bill of Rights informing victims of their legal rights and resources, and 4) requiring colleges to report sexual assaults to outside authorities. It argues that controlling assaults requires cooperation between federal, state, and campus policies, and that the proposal aims to protect student safety and rights rather than restrict them.
The document discusses sexual cultures, risk, and social control in the context of the HIV/AIDS epidemic. It examines how identities have shifted from an "AIDS panic" to a more manageable identity in the post-HAART era. It also explores rational choice models of HIV prevention and their limitations, and recommends increased culturally sensitive education and inclusive policymaking to address issues of criminalization related to HIV transmission.
The relationship between university students’ perceptions ofRula alsawalqa
By conducting a set of quantitative surveys, this study aimed to detecting the correlation between Jordanian
University students’ perceptions of terrorism and a variety of demographic variables. The results revealed that
the majority of students viewed terrorism as the most heinous crime, and is never justified, and that terrorists
are hard-core criminals, separatist groups that want to weaken the unity of the country. Therefore, they should
be treated as traitors and punished as they pose a threat to national interest, and the safety and security of
citizens. While a few of student indicated that there are some terrorist activities’ as a repercussion of repressed
needs and the demands of society, it should however be managed and the violations committed by states
against their nationals be confronted with the aim of eliminating injustices to vulnerable citizens. Most
students believe that poverty and material deprivation are of the most prominent causes of terrorism. They
also stress the necessity of providing food security and optimal life for citizens to limit the spread of the
phenomenon of terrorism and achieve societal solidarity to save human lives and stability of communities.
Furthermore, the results confirmed that there are no academic specializations, age, sex, academic level, and
monthly income statistically significant differences in perceptions of the terrorism among university students.
PO 450 Final Research Project - Alejandro LunaAlejandro Luna
This document summarizes research from several studies about adolescent suicide and criminal accountability for coercing suicide. It discusses how surveys and interviews were conducted to understand the psychological factors behind suicidal victims, especially among LGBT youth. The studies found that LGBT individuals reported higher rates of suicidal ideation and abuse. They were more likely to experience harassment, fear for their safety, and consider suicide. The document examines laws regarding bias intimidation and controversial debates around freedom of speech versus equal protection. It analyzes the external influences that can play a role in suicide, like bullying, isolation, desire for revenge. The goal is to better understand the roots and severity of coercing suicide.
This document summarizes a study that used a regression equation to identify at-risk youth for violence and then provided those youth with evidence-based treatments. The regression equation incorporated demographic, behavioral, and test score data from past perpetrators of violent crimes. At-risk youth were identified in several urban Midwestern high schools and received anger management training, job opportunities, and mentoring. After treatment, homicides decreased by 32%, shootings by 46%, and assaults by 77%, saving approximately 104 lives and $492 million, with a return on investment of 6.42. The study showed promise for using a predictive model along with proven interventions to reduce violence and associated costs.
This document provides an overview of a comprehensive approach to preventing violence and promoting safety in higher education settings. It begins by outlining the scope of campus violence problems such as sexual assault, dating violence, fights, and hate crimes. It then describes the various individual, relationship, community, and societal factors that contribute to campus violence. The document emphasizes the need for prevention efforts in addition to responses to incidents. It recommends a strategic, collaborative, and multicomponent approach informed by a review of each campus's unique problems and resources. This involves coordinating policies, education programs, support services, and other initiatives to address the multiple causes of violence.
This document proposes a teen dating violence prevention program for Portland Public Schools. It begins by outlining the significant scope of intimate partner violence as a public health problem in the US and Oregon, noting that teens aged 18-24 are most at risk. A needs assessment of secondary data from surveys and agencies, and proposed primary data collection from schools via observations and surveys, is meant to identify the highest risk populations and schools. The document then describes adapting an evidence-based intervention called "Shifting Boundaries" for implementation in schools. It includes a mission/goals, implementation timeline, and evaluation plan utilizing a pre-test post-test design to measure changes in student beliefs, attitudes, knowledge and behaviors regarding healthy relationships. The goal is
This article co-written by Dr. Robert J. Winn which aims to quantify the number of lesbian, gay, bisexual, and transgender (LGBT) people in Philadelphia who report to be victims of domestic violence.
The document discusses the advantages and challenges of an Ohio consortium that jointly addressed the prevention of intimate partner violence and sexual violence. Key advantages included increased efficiency by reducing duplicative meetings and documents, skill-building opportunities through shared learning across both fields, and expanded technical assistance, training and networking. Challenges included negotiating priorities, balancing workloads, and addressing differences between the fields. The consortium found the tandem approach ultimately strengthened primary prevention efforts.
Gender mainstreaming and gender analysis in work addressing risk reduction: W...Oxfam GB
Understanding how gender relations shape women’s and men’s lives is critical to disaster risk reduction (DRR). This is because women’s and men’s different roles, responsibilities, and access to resources influence how each will be affected by different hazards, and how they will cope with and recover from disaster. This presentation is part of Oxfam GB's Gender and Disaster Risk Reduction training pack available at www.oxfam.org.uk/genderdrrpack.
The study found that 8.5% of adolescents and young adults ages 13-20 reported perpetrating some form of sexual violence in their lifetime. Male perpetrators were more likely than females to report attempted rape or coercive sex. Female perpetrators tended to be older and victimize people older than themselves, while male perpetrators tended to be younger when they first offended and target younger victims. Very few sexual violence incidents were reported to authorities, with only one male perpetrator in the study reporting being arrested. The results provide initial nationwide estimates of adolescent sexual violence perpetration but have limitations due to sensitivity of the topic.
This document introduces an issue of Behavioral Sciences and the Law focusing on international perspectives on juvenile crime. It summarizes decades of research on predicting and preventing juvenile delinquency from researchers around the world, including studies on differentiating types of juvenile offenders, risk factors for criminal behavior, and effective intervention and treatment programs. The research shows progress in diagnosis, risk assessment, and understanding developmental origins and pathways leading to crime. It highlights continued need for research across countries to further advance understanding and create safer societies worldwide.
This document summarizes a research paper about hate crimes and their impact on communities. It discusses the researcher, Ryan Callahan, and his background in criminal justice. It then summarizes the abstract, which discusses the purpose of examining the prevalence of hate crimes and their greater negative impact compared to other crimes. Finally, it reviews two studies from the literature that provide context on the psychological effects of hate crimes and factors influencing negative attitudes towards LGBT individuals.
The document summarizes a study on young adult female perpetrators of sexual violence in the United States. The study surveyed 779 youth ages 17-25 online in 2016. It found that slightly over a third of reported sexual violence perpetration behaviors were committed by women. Specifically, 34% of female perpetrators reported engaging in sexual assault, 38% in rape, and 37% in coercive sex. Most female perpetrators knew the male victims prior to the assault, which commonly involved pressuring or making the victim feel guilty rather than physical force. Perpetrators reported feeling horny, angry or guilty as reasons for the aggression. [END SUMMARY]
Crime alerts sent by the University of Oregon about sexual assaults only describe cases where the perpetrator was unknown, which may propagate myths that sexual assault is usually committed by strangers. In reality, 73% of assaults involve perpetrators known to the victim. Describing only stranger assaults implies the university does not care about other types of assaults. While crime alerts are mandated by federal law, their narrow focus could mislead students about the true nature of sexual assaults.
An empirical test of low self-control theory among hispanic youth (Published)Eliseo Vera
This study examines the applicability of Gottfredson and Hirschi's general theory of crime in explaining delinquency among Hispanic youth. Specifically, it tests whether key dimensions of parental monitoring and recognition of deviant behavior predict levels of self-control, and whether low self-control mediates the relationship between parenting and deviant behaviors. The study uses a sample of 277 Hispanic youth to analyze these relationships. Previous research on the theory has produced mixed findings regarding the impact of parenting on self-control and the mediating role of self-control.
Gang Membership, Violence, and Psychiatric Morbidityjeremy coid
Gang members engage in many high-risk activities associated with psychiatric morbidity, particularly violence related ones. The authors investigated associations between gang membership, violent behavior, psychiatric morbidity, and
use of mental health services. The study concluded that gang members show inordinately high levels of psychiatric morbidity,
placing a heavy burden on mental health services. Traumatization and fear of further violence, exceptionally prevalent in gang members, are associated with service use. Gang membership should be routinely assessed in individuals presenting to health care services in areas with high levels of violence and gang activity. Health care professionals may have an important role in promoting desistence from gang activity.
This document is a research proposal that examines bullying in primary and secondary school environments. It begins with an introduction that defines bullying and notes its prevalence. It then discusses characteristics of typical victims and bullies, differences in bullying by grade, gender, and type of aggression. The proposal also reviews effects of victimization like increased health issues, anxiety, depression, and substance abuse. The methods section outlines plans to study participants of different ages, genders, and socioeconomic backgrounds using surveys to collect both qualitative and quantitative data for analysis.
Women Accused of Sex Offenses: A Gender-Based ComparisonVirginia Lemus
This document summarizes a study that compares women and men accused of sexual offenses who were referred for psychiatric evaluation. Some key findings include:
- Women accused of sexual offenses were similar in age to male counterparts, ranging from 19-62 years old. Many had prior arrests and histories of victimization.
- Both female and male sex offenders were most often referred for sexual predator classification evaluations. However, women were more likely to have victims of both genders.
- While there are some similarities between female and male sex offenders, research shows women are more likely to have histories of abuse, mental illness, and relationship issues. They also tend to know their victims and have victims of the same gender.
2012 ISCN Symposium Sustainable Initiatives in Universiti Teknologi MalaysiaISCN_Secretariat
UTM has undertaken several sustainability initiatives on its large campus in Johor Bahru, Malaysia to reduce its environmental impact and engage the campus community. These include measuring the campus carbon footprint, implementing energy saving projects, solid waste management programs, and integrating sustainability into the academic curriculum. Key outcomes include reducing electricity usage and costs, lowering the campus carbon emissions, and improving the conducive environment for students and staff. Moving forward, UTM aims to further bridge sustainability initiatives with academic activities and prioritize green campus development through partnerships.
2012 ISCN Symposium - Energy Optimization at Central Michigan University 2012ISCN_Secretariat
The document summarizes energy efficiency projects completed at a university campus that reduced the campus' total wattage by 83% and saved $26,318 annually. It details lighting replacement projects in 11 buildings that installed more efficient LED and T8 lights, resulting in substantial wattage reductions and cost savings. Motion sensors and programmable thermostats were also installed. Overall, the projects improved energy efficiency, reduced operating costs, and received utility rebates.
The Great Lakes Institute for Sustainable Systems at Central Michigan University was established in 2009 to promote sustainability on campus and in the surrounding community. The Institute focuses on environmental protection, economic and social justice, and sustainable energy. It supports sustainability-related academic programs, research projects, community partnerships, and recognition for CMU's sustainability efforts. The Institute serves as a resource center and helps connect existing sustainability work across CMU to maximize its impact.
2012 ISCN Symposium - Environmental Audit Training at the University of Gothe...ISCN_Secretariat
The University of Gothenburg developed an environmental management system to train internal auditors as required by Swedish law. They set up a 3 day training program covering ISO 14001, legislation, environmental aspects, auditing and reporting. Hundreds of auditors from the University and other organizations have been trained. Next steps include exchanging audit services with other groups and expanding the training to incorporate sustainability. The partnership approach has been a win-win for teaching and learning.
2012 ISCN Symposium Chatham University New School of Sustainability and the E...ISCN_Secretariat
This case study describes Chatham University's efforts to develop a new School of Sustainability and the Environment campus using sustainable and regenerative design principles. An integrated design process was used involving students, faculty, administration, and other stakeholders. The approved master plan aims to create a LEED Platinum, net energy positive campus with zero waste, onsite water management, and sustainable agriculture. So far a campus master plan has been completed, construction documents finished for phase 1, and the first cohorts of sustainability graduate programs have begun. Lessons learned include the importance of inclusive planning, holistic solutions, challenges of phasing, and engaging the broader community.
2012 ISCN Symposium - ISCN Case Study Portland State UniversityISCN_Secretariat
This document summarizes a case study of an international sustainability partnership between Portland State University and the city of Hoi An, Vietnam. The partnership used an "Atelier" process to engage stakeholders in strategic planning for Hoi An's development as an eco-city. Key outcomes included practice of the strategic planning process and sharing of sustainability experiences between Hoi An and Portland. Next steps discussed strengthening the partnership through long-term research collaboration and securing funding.
2012 ISCN Symposium - Campus Planning Practice in ChinaISCN_Secretariat
The document discusses strategies for sustainable campus planning in China. It outlines several approaches:
1) Establishing systems for recycling materials and energy, optimizing energy consumption, and applying green technologies.
2) Using concentrated layouts of buildings to reduce infrastructure needs and preserve open space.
3) Adapting campus planning to local climate and utilizing natural elements like sun and wind.
4) Integrating buildings with the natural landscape and respecting local geography, topography, and hydrology.
2012 ISCN Symposium Development of Action Plan for Sustainable CampusISCN_Secretariat
The document outlines an action plan for a sustainable campus presented by Takao Ozasa of Hokkaido University. The plan establishes an environmental goal and implementation framework. It aims to consider the global and local environment through education and research, contribute to society by transmitting environmental information, and reduce the university's environmental impact. Key elements include setting goals and metrics, encouraging top-down and bottom-up projects, leveraging the campus's physical characteristics, and strengthening the relationship between the university and city. Next steps involve executing, assessing, and refining the action plan over time.
2012 ISCN Symposium - Dorm Energy Efficiency Project (DEEP)ISCN_Secretariat
This document summarizes a case study of the Dorm Energy Efficiency Project (DEEP) at Brown University that implemented system improvements and behavior change programming in dormitories. DEEP installed new controls, insulation, and LED lighting in 80 dorm rooms. It also involved eco-reps training students and showcasing energy savings. Post-project surveys found that DEEP dorm residents felt more in control of temperatures and were less likely to open windows when heat was on compared to control dorms, resulting in an estimated 20% energy savings. The university plans to expand DEEP to more dorms with continued focus on student participation and communication.
2012 ISCN Symposium - Green UiO – Sustainability in Research, Education and O...ISCN_Secretariat
The document summarizes the efforts of the University of Oslo to map and improve its environmental sustainability across research, education, and operations. It describes how the university:
1) Conducted extensive mapping of its research, courses, programs, operations, and carbon footprint to establish an authoritative baseline on its current green practices and impact.
2) Involved different stakeholders, like scholars and students, in the mapping process to increase ownership of sustainability efforts.
3) Has already taken some actions to increase sustainability, like reducing fossil fuel usage on campus by 83% and sourcing 100% renewable electricity.
4) Still has further plans to green its operations through policies on travel, purchasing, and events, and
Achyut Kanvinde was an Indian architect born in 1916 who made significant contributions to architecture in India. Some of his major works included the IIT Kanpur campus built from 1961-1965 and the Doodhsagar Dairy complex in Gujarat from 1973. Kanvinde was influenced by modernist architects like Claude Batley and Walter Gropius. He emphasized functionalism, modern architecture, and regionalism in his designs. Notable features of his works included exposed concrete structure, use of local materials like brick, and optimizing building functions. Kanvinde received several prestigious awards over his career and made lasting contributions to institutional and industrial architecture in India.
Ar. A.P. Kanvinde was an Indian architect born in 1916 who practiced for 55 years. Some of his notable works included the Iskcon Temple in New Delhi built in 1998, the IIT campus in Kanpur established 1959-1966, and the IIT campus in Delhi established in 1961. For the Lal Bahadur Shastri National Academy of Administration in Mussorie constructed around 1994, Kanvinde designed a reinforced concrete building with two blocks, one for administration and one containing a dining hall, library, and VIP lounge, employing techniques like coffered slabs, varied window styles, and skylights. Kanvinde's designs were known for their simplicity, proportion, and emphasis on
Kanvinde was an influential Indian architect known for introducing modernism and functionalism to architecture in India. He designed several notable buildings at IIT Kanpur using a Bauhaus and Brutalist style featuring cubic shapes, flat roofs, and exposed concrete. The IIT Kanpur campus features academic buildings arranged around a central green area, with residential halls surrounding it to promote interaction. Kanvinde emphasized functionality, use of local materials like brick, and bringing buildings to a human scale with consideration of light, ventilation and connection to the landscape.
A Framework for campus planning - Case Study - IndiaShubh Cheema
Report on the existing framework of one the upcoming Engineering college in South India . The focus of the report was to give suggestion to the board on how they can improve upon the existing campus .
case study of chandigarh college of architectureAbhishek Tiwari
1) The Chandigarh College of Architecture (CCA) was established in 1961 in Chandigarh, India by Le Corbusier as part of the Chandigarh Experiment.
2) CCA is located on a 20,000 square meter campus in Sector 12 of Chandigarh and has an enrollment of 200 undergraduate students.
3) The building utilizes north light and ventilation and includes facilities such as studios, workshops, a library and computer lab to support the education of architecture students.
esta presentación de la nanotecnologia que trata de pequeñas partículas que puede hacer diseño, manipulacion de atomos y moleculas con fines industriales o medicos
In this presentation we discuss cobalt crusts, its classification, Occurrence and Distribution, Formation, Texture, Mineralogy, Scope for future mining and exploration.
El documento presenta la sinopsis de la película Billy Elliot y proporciona información sobre su dirección, producción, reparto y nominaciones. La película cuenta la historia de Billy, un niño de 11 años en el norte de Inglaterra durante una huelga de mineros, que descubre su talento para el ballet a pesar de la oposición inicial de su familia y comunidad.
El Valle de la Luna - Proyecto de Permacultura y SostenibilidadRandall Santamaria
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también impediría el acceso de buques rusos a puertos europeos. Sin embargo, Hungría se opone firmemente al embargo al petróleo y amenaza con vetar cualquier propuesta de sanciones de la UE a menos que se le concedan exenciones.
This document provides an overview of Students Active for Ending Rape (SAFER), a national non-profit organization committed to empowering students to hold their colleges accountable for sexual assault. SAFER trains students in organizing tactics and examines links between sexual assault and other forms of violence. Its goal is to ensure every college implements an accessible, non-discriminatory sexual assault policy developed with student input that includes prevention, oversight, and support for survivors. The document outlines statistics on prevalence of sexual assault in colleges, common issues with college policies, and SAFER's programs including teach-ins and weekend trainings to provide students with skills to reform policies at their schools.
I remember writing this out with Ashley over a weekend in DC in my office, around a training we were asked to deliver at UMD, based on our experiences at GW and CU; and starting SAFER with Sarah, Jeff, and Ashley out of our shared experiences. Amazing how much I've been thinking about that this past year. Sad and yet reflective how far we've come in 20 years.
Abstract.docxAbstractWith scientific knowledge of youth deve.docxaryan532920
Abstract.docx
Abstract
With scientific knowledge of youth development programs that have grown dramatically over the last couple of decades, theoretical frameworks for translating research into more supportive environments for youth have lagged. Most articles proposes a risk/protective theoretical perspective grounded in ecological and developmental only in theories, but the principles taken from the theory are documented with little success. Most young adults involved in crime because of the environment where they have grown makes them more attracted to criminal activities from a young age. If the policy and procedures along with follow up was adhere to, there could be a higher success rate of these programs to deter adolescents from crime and promote positive youth development and prevent problem behaviors. Community crime prevention programs or strategies target changes in community infrastructure, culture, or the physical environment in order to reduce crime. The diversity of approaches include neighborhood watch, community policing, urban or physical design, and comprehensive or multi-disciplinary efforts. These strategies may seek to engage residents, community and faith-based organizations, and local government agencies in addressing the factors that contribute to the community’s crime, delinquency, and disorder.
REFERENCES
Bogenschneider, K. (1996). An Ecological Risk/Protective Theory for Building Prevention Programs, Policies, and Community Capacity to Support Youth. Family Relations,45(2), 127-138. doi:10.2307/585283
Chp 1 Intro.docx
Chapter 1: Introduction
With homicide as the second leading cause of death for young people between the ages of 10 and 24 (Centers for Disease Control, Prevention [CDC], 2009a). In 2009, 650,843 assault-related non-fatal injuries in youth age 10 to 24 were treated at emergency departments across the United States. The term youth violence is used to encompass many forms of violence among young people, including more serious forms (e.g., homicide) and behaviors that are less serious in nature (e.g., fighting). Youth violence is thus defined as “the intentional use of force–whether threatened or real–against a person, group, or community that results in or has a high likelihood of resulting in injury, death, psychological harm or deprivation by persons between the ages of 10 and 24 ( Dahlberg & Krug, 2002).
Many individuals, family members, peers, and community factors have been found to increase the likelihood of an individual's violent offending. Such risk factors have been empirically identified through multiple studies and predict violent behavior longitudinally (Hawkins et al., 2000; Murray & Farrington, 2010). A relatively new area of research in youth violence prevention involves examining protective factors (i.e., variables that have a moderating effect on risk factors) related to violence perpetration. This research can also inform prevention efforts, in tha.
Whose is business is it? Violence Against Women at the University of the West...Taitu Heron
The document discusses violence against women at the University of the West Indies campus in Jamaica. It provides statistics showing a rise in reported incidents like sexual harassment, physical assault, and domestic disputes between 2010-2012. While the university has initiatives to address gender issues, there is no centralized policy to deal with violence against women on campus. The document recommends establishing a 24-hour crisis response service to provide victim support and demonstrate the issue is being taken seriously. A shift is needed from just security measures to addressing social norms and developing a "politics of care" on campus.
This memo requests authorization and funding to research the need for a mandated gender studies requirement for all students at Boise State University. It argues that with increased awareness of issues like sexual assault, LGBT rights, and gender inequality, education on these topics is critical. Currently, few schools require such education and most campus sexual assaults go unreported. The proposal outlines tasks to research the effectiveness of similar programs, faculty attitudes, and students' current exposure to and perceptions of gender studies education to determine the need for a requirement.
Final slides sexualassault7740compatibleversion (1)Rachel Finch
This work is important because it provides an in-depth analysis of the increasingly visual social problem of Sexual Assault (SA) within the intertwined social networks that college students study, work, and live. I was on a team comprised of University of Missouri females who observed victimization and political barriers for student survivors directly—both in our student social circles, and in the intimate partner violence prevention work we practiced on and off campus. We wanted to examine and report our understandings as female student researchers, using the social work framework for assessment at the level of institution and community. In the years surrounding this presentation, the enforcement of Title IX continues to be increasingly mandated alongside national media coverage of high profile cases of sexual assault in the world of professional and college sports. Our own athletic department at MU has since developed a student-athlete character development program as a component of prevention.
This document discusses sexual assault on United States college campuses. It notes that while sexual assault is a serious problem, current data and policies have issues. Data on campus sexual assault is limited due to inconsistent definitions and underreporting. Some statistics are misused to suggest rape is pandemic on campuses, when the data actually shows a variety of unwanted sexual behaviors occur. Key issues include inadequate training of campus administrators handling cases, lack of due process for accused students, and focus on punishment rather than prevention. Prevention programs are also often based on incorrect assumptions instead of research on perpetrator motivations and the link between assault and campus drinking culture. Improved data collection and prevention programs addressing underlying causes could help address the complex issue.
Children and Families Forum Suicide Prevention for Children and AJinElias52
Children and Families Forum: Suicide Prevention for Children and AdolescentsBy Liza Greville, MA, LCSWSocial Work TodayVol. 17 No. 5 P. 32
With the release of the Netflix drama 13 Reasons Why in March 2017, social workers from middle schools to colleges and universities across the country found themselves plunged into conversations with adolescents and young adults around topics related to suicide. While many mental health professionals objected strongly to the series, saying it contains harmful messages about the inevitability of suicide, the ability to achieve revenge through suicide, the absence of helpful others, and insufficient messages about the availability of help and support, most professionals acknowledged that, apart from these concerns, the series opened a space for conversation on a topic that is shrouded in stigma, fear, pain, and misunderstanding.
By having an accurate understanding of the scope of the problem, confronting myths and imprecise language, and using best practices in screening, intervention, and prevention, social workers have a critical role in helping children, adolescents, and young adults move through a suicidal crisis to emotional wellness.
Data on Suicide
According to the Centers for Disease Control and Prevention (CDC), suicide was the 10th-leading cause of death for all ages in 2013. Suicide was the third-leading cause of death among persons aged 10 to 14, and the second among persons aged 15 to 34, though middle-aged adults accounted for the largest proportion of suicides (56% in 2011). The percentage of adults having serious thoughts about suicide was highest among adults aged 18 to 25 (7.4%), followed by adults aged 26 to 49 (4%), then by adults aged 50 and older (2.7%) (Centers for Disease Control and Prevention, 2015).
The following were noted among students in grades nine through 12 during 2013:
• Seventeen percent of students seriously considered attempting suicide in previous 12 months (22.4% of females and 11.6% of males).
• 13.6% of students made a plan about how they would attempt suicide in the previous 12 months (16.9% of females and 10.3% of males).
• Eight percent of students attempted suicide one or more times in previous 12 months (10.6% of females and 5.4% of males).
• 2.7% of students made a suicide attempt that resulted in an injury, poisoning, or an overdose that required medical attention (3.6% of females and 1.8% of males) (Centers for Disease Control and Prevention, 2015).
New research presented in May 2017 at the Pediatric Academic Societies Meeting analyzed hospital admissions with a diagnosis of suicidal thoughts or behaviors and serious self-harm from 32 children's hospitals across that nation from 2008 to 2015. Researchers found the number of admissions has more than doubled during the past decade. The research found the largest increases among girls, and seasonal variations with the spring and fall having higher admission rates than summer (American Academy of Pediatrics, 2017 ...
Design your own spring break course may 3 2012vzayas
This document discusses emotional self-awareness and social awareness, with a focus on handling emotions in relationships skillfully and with harmony. It addresses issues like school violence, bullying, cyberbullying, hate crimes, road rage, and how cultural diversity, gender differences, and other factors influence violence in society. The document provides statistics on cyberbullying prevalence and effects. It promotes the Miami Dade College Violence Prevention Initiative to increase awareness of violence as a public health issue and encourage students to recognize their role in changing cultures that tolerate violence.
This document provides definitions for key terms related to intimate partner violence, stalking, and sexual violence. It then outlines the table of contents for a guidebook on prevention and response to these issues for Ohio campuses. The guidebook sections include preparedness, prevention, response, recovery, and mitigation. It lists committees and organizations that collaborated on the guidebook and provides a list of external reviewers from various Ohio colleges and organizations.
STRYVE is a juvenile delinquency prevention program led by the CDC that aims to reduce youth violence. It is based on Social Bond Theory, which suggests that strong bonds between individuals and society prevent criminal behavior. STRYVE works to strengthen these bonds through community programs focused on parenting, relationships, activities, and belief systems. Research shows STRYVE effectively addresses known risk factors for youth violence and helps prevent this problem.
As a criminal justice human service practitioner, your primary obj.docxjesuslightbody
As a criminal justice human service practitioner, your primary objective depends on which element of the criminal justice system you belong to. For example, judicial branch practitioners interpret the law, law enforcement and security officers serve and protect, and correctional, probation, and parole officers provide care, custody, and control.
Write a 900-word report that discusses biological, psychological, or sociological causes of a violent crime of your choice. Address the following in your report:
· Describe your chosen violent crime.
· Discuss biological, psychological, or sociological causes of your chosen violent crime.
· If you are working as a human services practitioner in a law enforcement agency, discuss how you would utilize a biological, psychological, or sociological criminological theory to manage the offender.
· If you are working as a human services practitioner in the judicial system, discuss how you would utilize a biological, psychological, or sociological criminological theory to manage the offender.
· If you are working as a human services practitioner in a correctional facility, discuss how you would utilize a biological, psychological, or sociological criminological theory to manage the offender.
ORIGINAL ARTICLE
BI never knew which way he would swing…:^ Exploring the Roles
of Substances in the Lives of System-Involved Intimate Partner
Violence Survivors
Jennifer E. O’Brien1
& Dania Ermentrout1 & Cynthia Fraga Rizo1 & Wen Li1 &
Rebecca J. Macy1 & Sarah Dababnah2
Published online: 8 July 2015
# Springer Science+Business Media New York 2015
Abstract This article reports findings of a mixed-methods
study exploring the role that substances play in the lives of
service-mandated female survivors of intimate partner vio-
lence (IPV). The study sample consists of 22 women who
had completed a court- and/or child protective services
(CPS)-mandated IPV parenting program. Quantitative results
reveal moderate levels of current substance use and higher
levels of past substance use. Qualitative analyses yield three
key areas of participants’ perspectives of substances and vio-
lence: (a) role of participants’ substance use, including coping
and partner influence; (b) role of partner’s substance use, in-
cluding severity and substance preferences; and (c) relation-
ship between substance use and IPV, including effects on
safety and IPV frequency and severity. We find victimization
is a function of a partner’s—rather than a victim’s—substance
use. Future programming should focus on the overlapping risk
factors between substance use and IPV.
Keywords Substance use .Mandated . Court-involved .
Child welfare system-involved . Child protective services
involvement . Treatment-mandated
Intimate partner violence (IPV) is a significant public concern
because IPV directly affects nearly 1 million women each
year, and the effects of IPV have a wide ranging ripple-
effect on others within each woman’s life (Black et al.
This document provides an introduction to a research study examining adolescent risky sexual behaviors. It discusses how adolescents are susceptible to HIV/AIDS, unwanted pregnancies, and STDs. The study aims to examine adolescent attitudes and behaviors regarding sexual activity and determine if a comprehensive intervention program can reduce risky behaviors. It outlines the theoretical orientation using models of behavior change. A literature review discusses previous research on factors influencing adolescent risky sex. The proposed research methods include surveys and interviews of adolescents to study the relationship between risky sex and variables like gender, race, self-esteem, parental involvement and sexual education. Data will be analyzed to determine if a comprehensive intervention program can positively impact adolescent risky behaviors.
This document provides an overview of Jade Stevens' dissertation which examines the theoretical explanations of sexual offending. The dissertation will explore theories such as Finkelhor's Precondition Model, Marshall and Barbaree's Integrated Theory, and Ward and Siegert's Pathway Model to understand why some individuals are sexually attracted to children. It will also look at female sexual offenders and whether the theories apply differently. The document outlines Stevens' methodology, which will involve a literature review of existing research. It acknowledges some limitations around primary research due to ethical considerations of interviewing sexual offenders.
The document proposes developing programs to integrate alcohol and sexual education on college campuses and make condoms more accessible. It notes high STD rates among college students which correlate with risky sexual behaviors often associated with alcohol use. The proposal recommends preparing educational programs on the risks of STDs, alcohol, and sexual activity to help students make safer choices to reduce disease transmission.
This document summarizes a webinar on co-occurring risk behaviors during adolescence. The webinar objectives were to describe how youth risk behaviors are correlated, identify factors that place youth at risk for multiple outcomes, consider how teen pregnancy programs address overlapping risk factors, and discuss implications for partnerships and sustainability. The webinar included an overview of youth risk behaviors, lessons from a teen pregnancy prevention program in New Orleans that addressed trauma and mental health needs, and implications for considering common and unique risk factors in programming.
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
Running head CRIMINAL BEHAVIOR1CRIMINAL BEHAVIOR8.docxjoellemurphey
Running head: CRIMINAL BEHAVIOR 1
CRIMINAL BEHAVIOR 8
How to Respond to Criminal Behavior among the Youth
Student’s Name
Institution
Introduction
Criminal behavior has been a major area of focus to most psychologists. This is especially due to the age old debate between nature and being well nurtured. It is the main responsibility of most parents to know the genetic makeup of their children, for the sake of responsible parenting and also, in order to determine the outcome of their behaviors and norms they chose to embrace. Research has been conducted regarding this debate for quite a while, and has proven that both genes and the general environment have a big role to play when it comes to the criminality of an individual(Levine, 2003). The behaviors adopted by children and the youth should be put into consideration, considering that this is what has an impact on the safety of the society and the nation at large. Poor upbringing for the youth hasa great role to play especially in determining the kind of negative behaviors they chose to embrace later in their lives. This paper shows the findings in research on aspects of criminal justice and at the same time, a presentation of the varying opinions on how to respond to criminal behavior among the youth.
Crime during the transition to adulthood
Transition from childhood to adulthood is a complexperiod especially for the youth. In most cases, it becomes difficult for the youth to engage in various systems and they tend to be more conscious of their aging. Whereas most of the youth gradually transform from childhood to adult hood, this is the major stage in life which should be taken more seriously and in most cases, be prioritized in the society (Florez, 2008). Families should give the youth a chance to express their views on different aspects. Through survey data, it was identified that more than 732 youth are transitioning from out of home care to adulthood across for major states.
Based on research aspects, offences committed are attributed to the youth in various countries. Foster youth, just like their peers, tend to engage in less crime over a period of time. Those who lack mentorship are more exposed to criminal elements and tend to participate more in criminal behavior (Ashford, 2009). However, foster youth also remain more prone to arrest just like their peers. The transition from childhood to adulthood should be well handled to ensure that children are raised in lawful environments and at the same time, are provided with basic resources and counseling to help them in the future.
Causes of criminal behavior among the youth
The youth are affected by violence. This includes all children especially between the ages of 12 and 16, who are more exposed to violence and are twice as likely as adults to be victims of such situations. Homicide is known to be the third leading cause of loss of life for people between the ages of 15 and 25. The increase in rates of rape, vic ...
Health Psychology of Urbanicity: Does it Increase Violent Behavior within Ado...Joseph White MPA CPM
This document provides background information for a research study examining whether factors related to urban living increase the likelihood of violent criminal behavior in adolescents. The study aims to identify scientific risk factors and create an equation to assess the probability of violence. Some potential risk factors discussed include access to quality education, race, and gender. The researcher hopes to determine practical crime reduction methods and increase safety in urban communities. The literature review discusses topics like the relationship between education and crime rates, impacts of unemployment, and how racial injustices can fuel conflicts. The goal is to better understand adolescent development and behavior within urban environments.
Similar to Prevention of Sexual Violence on College Campus (20)
Health Psychology of Urbanicity: Does it Increase Violent Behavior within Ado...
Prevention of Sexual Violence on College Campus
1. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
1
Prevention of Sexual Violence on College Campus
Kerri-M. Berlin & Maryam T. Bagherkhan
COH 380
National University
02/27/16
2. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
2
Table of Contents
Introduction....................................................................................................................................1
Prevention of Sexual Violence on Campus .............................................................................................................................2
Social and Environmental Determinants .................................................................................3
Needs Assessment...........................................................................................................................4
Data Collection
Data Analysis
Risk Factors ..................................................................................................................................................................................5
Planning Model
Goal and Objectives .....................................................................................................................6
Goal
Objectives
Interventions & Strategies
Strategy Overview Table
Implementation Process
Program Considerations
Resources
Marketing Plan
Gantt Chart
Program Timeframe Table
Evaluation Process
Process Plan
Outcome Plan
Data
Reporting
Conclusions
Program Effectiveness
Recommendations
References
3. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
3
Health Problem: Prevention of Sexual Violence on Campus
Sexual violence on college campuses is a complex social problem that requires a multi-
faceted response built from prevention, intervention, and enforcement. Because there are unique
situations that make the incidence of sexual victimization on college campuses more
complicated, it is one of the most serious problems facing our nation’s higher education
experience. Focus and prioritization are warranted to seek effective strategies for primary
prevention and robust improvements to existing programs (Coker, et al., 2011).
Introduction
The Department of Justice defines sexual violence as, “Sexual assault is any type of
sexual contact or behavior that occurs without the explicit consent of the recipient. Falling under
the definition of sexual assault are sexual activities as forced sexual intercourse, forcible
sodomy, child molestation, incest, fondling, and attempted rape (United States Department of
Justice, 2015)”. State governments and institutions of higher learning define sexual assault,
domestic violence and stalking differently.
The CDC asserts that sexual assault, at its most basic level, refers to any form of non-
consensual sexual activity and that it is an act of aggression designed to humiliate, intimidate,
control, or instill fear (Division of Violence Prevention, CDC, 2014). Sexual violence, a broader
term that encompasses sexual assault, ranges from verbal harassment to sexual assault or abuse
to rape to sexual homicide (Centers for Disease Control & Prevention, 2014).
4. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
4
Sexual assault is not an exclusive act of aggression but should be considered as part of a
continuum of attitudes, beliefs, and actions that support sexual violence. It should also be
understood that sexual violence is an outgrowth of the larger issue of sexism. In order to have an
impact on sexual violence a community must take steps that address smaller issues as they relate
to the larger issue.
Terms used synonymously with sexual victimization include; “rape”, “sexual assault”,
“sexual abuse” and “sexual violence” and are often used interchangeably. However, these terms
may have very different meanings (and implications) in varying situations and locations. More
significantly, legal definitions of specific types of sexual violence may differ from the medical
and social definitions (World Health Organization, 2016).
Social and Environmental Determinants
A campus is ultimately defined by the values, attitudes, and personality of the individuals
within the student body (Pascarella, 1984). Every incoming student brings his or her cultural and
historical experiences to this setting. Newly surrounded by similar people has blocked them
from differing viewpoints, races, class, and other socioeconomic factors, thus magnifying the
related determinants of sexual victimization (Pascarella, 1984).
Residence halls become an important focus within the physical environment for various
reasons. First, students spend a great deal of time within them, studying, interacting, and
sleeping. Furthermore, the distance between residences and campus buildings can be a factor of
interest (Pascarella, 1984).
To highlight the prevalence of the problem at the local level, sexual assaults reported on
the campus of UC San Diego has steadily risen over the last three years. In 2011, there were 6
5. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
5
reports, compared to 20 reported in 2013, according to the university’s campus security report
released Oct. 1. In 2014, the U.S. Department of Education published a list of over 70 schools
currently under investigation their questionable response to sexual assaults, including possible
violations of the Clery Act and Title IX, a 1972 law that bans gender discrimination in education
(Division of Violence Prevention, CDC, 2014).
Target Population
This Program is a sexual violence prevention program that aims to increase bystander and
third-person witnesses, pro-social attitudes and behaviors to achieve awareness of population
prone precursors to victimization. College-age students, particularly females, are the program’s
target population as their age and community environment are considered high-risk indicators for
sexual misconduct. Environments, such as college campuses, often encourage rigid gender roles
and cultures that often supports violence and dismiss victims are often identified as contributing
to violence (Baynard, Moynihan, & Eckstein, 2009).
The Program for Preventing Sexual Violence on College Campus also includes college
age men (18-24) in their target population. The program aims to engage men as allies in the
primary prevention efforts (Berkowitz, 2002). Guided by the principle of community
responsibility; men have a role in in preventing sexual and intimate partner violence (Carr,
2008). All college age students (male and female) will be targeted as part of the population to
whose age group and environmental setting potentially expose them to potential perpetration and
bystander intervention situations.
6. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
6
Needs Assessment
According to Center for Disease Control (CDC), nearly 1 in 5 (18%) women and 1 in 17
men (1.4%) reported experiencing rape at some times in their lives (CDC,2012). Approximately
1 in 20 women and men (5.6% and 5.3%) respectively experienced sexual violence other than
rape, such as being made to penetrate someone else, sexual coercion, unwanted sexual contact, or
non-contact unwanted sexual experiences or exposure in the 12 months prior to the survey
(Degue, Simon, Basil, Yee, Lang, & Spivak, 2012). The CDC’s data asserts that 34% of female
rape victims were first raped between the ages 18-24 (Division of Violence Prevention, CDC,
2014). The high percentage rate of the aforementioned age group is in line with our target
population of college students.
It is noteworthy that large concentrations of young women come into contact with young
men in a variety of public and private settings at various times on college campuses. Previous
research suggests that these women are at greater risk for rape and other forms of sexual assault
than women in the general population or in a comparable age group (Schroeder, 2013). College
women might, therefore, be a group whose victimization warrants special attention (Fisher, et.
al., 1998).
Recognizing the unique circumstances and characterizations of the target population will
facilitate valid and reliable needs assessment of the community of San Diego University campus.
By analyzing campus sexual violence prevention program reviews (previously implemented and
evaluated) assists these efforts to clearly understand the needs, gaps, and resources of the San
Diego university campus. Sexual and relationship violence affects everyone, regardless of SES,
7. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
7
although barriers to reporting or support services can vary for different populations depending on
demographics (Borger, 2016).
More education and awareness is crucial for effective prevention. Students need to know
that affirmative consent is required in sexual situations, that there is a point that people cannot
consent to sexual activity if they are intoxicated to the point of incapacitation, that anyone can be
assaulted, not just heterosexual women, and that most assaults are committed by an acquaintance
of the victim (Waits, 2016). Also, others need to be aware of possible sexual violence situations
and intervene whenever possible. And students need to be aware of the sexual assault resources
available on campus and in the community.
Data Collection
Primary data collection. Program planners obtained Key Informant interviews. Stephanie
Waits, Health Educator at Health Promotion Department at San Diego State University and
Sarah Borger, Prevention & Education Coordinator, University of San Diego; answered a set of
informative questions. The purpose of key informant sources is to gain insight from the people
working directly with the target population.
Secondary Data collection. Colleges and universities collect data to help increase the
understanding of sexual violence prevalence and risks on their campuses. The program planners
reviewed such statistics and campus incidence reports from other geographically similar higher
education institutions. Valuable resources included, the Department of Health and Human
Services, San Diego; Department of Education, CDC facts and figures regarding the incidence of
sexual violence among college-aged students and review of specific legislative materials (Title
IX and Healthy People 2020). Relevant data was also obtained from on-line peer-reviewed
8. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
8
scholarly journal searches, using key terms, including; sexual violence, college campus, San
Diego ,primary prevention programs, to name a few.
Data Analysis
Primary data analysis. The common consensus, obtained from both interview sources,
were that those who are around more alcohol and drugs are at higher risk for experiencing sexual
violence (Borger, 2016) (Waits, 2016). Also, students who are involved in sexual/dating
relationships, young women (age 16-24) and the LGBTQIA population are disproportionally
affected by sexual violence (Waits, 2016).
It was confirmed through this data that all people, despite Socio-economic status,
race/ethnicity, or income, benefit from prevention and education efforts, starting at early ages,
talking about consent and healthy relationships (Waits, 2016). If sexual and relationship violence
has occurred, victim/survivors need to be supported, believed, and given options for what will
help with healing (Borger, 2016).
Secondary data analysis. Existing sources of data and information are reviewed to help
increase the understanding of the nature of sexual violence on campuses. Program Planners
compiled enough evidence to suggest there is a lack of community- and societal-level prevention
approaches for sexual violence perpetration.
Most of the reviewed violence prevention strategies focused on creating change at the
individual level, while few take substantial account for the power of peer influences or social
norms. Interpersonal and intrapersonal (relationship-based approaches) are hypothesized as key
prevention elements, given the documented of risk correlates identified at these levels (Baynard,
Moynihan, & Plante, Sexual Violence Prevention though Bystander Education: An experimental
9. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
9
evaluation, 2007). The social–ecological model (Bronfenbrenner, 1977) conceptualizes violence
as a product of multiple, interacting levels of influence at the individual, relationship,
community, and societal levels of the social ecology.
Further review of pertinent literature reveals that while most victims fail to report assaults
and rarely use off-campus, community-based services, they may directly benefit from specialized
(on-site) services, specifically designed for the climate and politics of a university campus
(NotAlone.gov).
Risk Factors
Age and gender are considered risk factors for victimization; as is sexuality, such as
LGBTQ. Although these determinants are predisposed, there are also behavioral and
environmental risk factors (supported from data collected through key informant interviews and
empirical data). Social settings and situations where drugs and alcohol are common and living in
residential halls are examples of additional risk factors for possible incidence of sexual violence
(Ottens & Hoteling, 2000).
While colleges and universities offer students a wonderful range of positive opportunities
and experiences for learning, some unique characteristics of the campus environment can
magnify the problem of violence against women (CALCASA, n.d.). For example, the majority of
women enrolled at institutions of higher learning are in the most victimized age group for
sexually violent crimes. The majority of these objectives will target specific student groups that
may be at higher risk for sexual violence victimization and perpetration, such as incoming
freshmen and athletes (Banyard & Moynihan, 2008).
10. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
10
As mentioned age and gender are considered risk factors for victimization; as is sexuality,
such as LGBTQ. Although these determinants are predisposed, there are also behavioral and
environmental risk factors (supported from data collected through key informant interviews and
empirical data). Social settings and situations where drugs and alcohol are common and living in
residential halls are examples of additional risk factors for possible incidence of sexual violence.
Modifiable risk and protective factors that are characteristic of communities and that are
empirically or theoretically associated with sexual violence (e.g., neighborhood disorganization,
availability of alcohol (Casey and Lindhorst, 2009, DeGue, Massetti, et al., 2012 and Tharp et
al., 2013).
Validating & Prioritizing the Need
Legislation such as Clery Act, which requires all Institutes of Higher Education (IHE)
receiving federal funds to make public all reported sexual assault on their campuses and efforts
to deter this crime, have yet to make an impact in reducing the incidence of sexual assault
(McMahon, 2008). According to the study done by University of Rhode Island, the majority of
students did not believe in rape myths. Over one third admitted to binge drinking and of those
choosing to binge drink, over one third were women and of those reporting of binge drink, 94%
were in the pre-contemplation stage indicating that they did not acknowledge their alcohol use
was in need of a change in order to decrease risk of sexual assault (McMahon, 2008).
This information suggests a need for a new direction in sexual assault prevention
programming that incorporates alcohol use awareness. It’s important that the plan identifies the
intended audience’s stage of readiness to make a change in alcohol use in order to reduce the risk
of sexual assault. This identification would determine the process needed to support the
11. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
11
transition to the stage where action up on the problem would follow. When students are clear on
the true meaning of consent, acknowledge any misguided attitudes/norms that predispose risk
factors and then take action to change those behaviors, there will be a decreased incidence
campus sexual assault (McMahon, 2008).
Certain gaps and disparities, specific and unique to the campus community were
identified during the relevant literature review. The campus environment is often insulated from
the community that surrounds the institution. This insulation may pose special challenges for
female college and university students who are survivors of sexual assault, domestic violence or
stalking in dealing with their perpetrators.
Another gap in awareness surfaces when an individual (student) has not been directly
affected by sexual violence, they are hesitant to engage with the issue as it feels scary and
complex. During a primary data interview, the importance of breaking down the stigma and
perceived barriers around discussing sex and relationship violence is key to making positive and
sustainable change (Borger, 2016). Both expert informants stressed the need for more open
discussion about sex among the campus community. The biggest barriers are lack of education
and lack of communication about the topics, as well as, a lack of communication between
partners in sexual situations (Waits, 2016).
Program Focus
In order to come up with a plan to address the issue or suggest recommendations for
improvement to existing plans, it’s necessary to understand: the needs of the priority population,
what is currently being done for the population, and how well the needs have previously been
addressed (McKenzie, 2013).
12. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
12
Prevention programs that have sociocultural relevance, are sensitive to and reflective of
community norms and cultural beliefs may be more successful in recruitment, retention, and
achieving outcomes (Nation et al., 2003 and Small et al., 2009). This prevention program focuses
its foundation upon the principles; knowledge and rape myth acceptance and bystander attitude,
behavior, and self-efficacy (as influenced by, Baynard, Moynihan, & Eckstein, 2009).
Goals and Objectives
Primary prevention is the cornerstone of the Prevention of Sexual Violence on College
Campus program. Program activities will be guided by a set of prevention principles, designed
from the construction and evaluation of its goals and objectives. Shared goals and strategies
ensure that efforts to address these crimes provide similar and supportive responses to survivors
and promote a message that all university departments and entities take these crimes seriously.
Goal
The program goals are built upon the principles that include both prevention and
intervention and requires a multi-faceted, coordinated effort that engages key stakeholders from
the surrounding community and throughout the campus, including students, faculty, staff, and
administrators. A successful prevention and intervention strategy is informed by research and
promising practices, and effectively communicates to the entire campus body that sexual assault,
domestic violence, dating violence and stalking will not be tolerated (DeGue S., 2014).
The Program goal is to provide primary to reduce the incidence of any form of
sexual violence against students on San Diego college campuses.
Objectives
13. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
13
Program objectives will help to navigate the course of this program toward achieving the goal.
The components of these objectives are primarily educational, environmental and behavioral.
Process Objective
By the end of 2016, the program planners will increase the number of prevention
programs offered to San Diego universities from one to three times per year.
Impact Objectives
Learning objective
By the end of the program, at least 50% of students will achieve awareness of the
pervasiveness of sexual assault on their campus; including, definitions of sexual
violence, consent and how to dispel common myths about rape.
By the end of the program, at least 50% of students will receive educational
information regarding social forces and destructive norms that foster a rape
supportive environment.
Behavioral objective
By the end of this program, college students will gain knowledge regarding the role
of alcohol consumption in sexual victimization on college campuses.
Environmental Objective
By the end of this program, at least 50% of the participants will have increased
knowledge of campus resources for violence prevention, as well as support for
survivors of rape.
Outcome Objectives
14. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
14
Outcome objectives are the ultimate objectives of a program and are aimed at changes in
health status, social benefits, risk factors, or quality of life (McKenzie, Neiger& Thackeray,
2013). Our Sexual Violence Prevention Program intends to achieve the above-mentioned
benefits by fulfilling the following outcome objectives:
By the end of 2017, the number of sexual violence related incidences on San Diego
campuses will decrease by 20%; with consistent messages across campus policies and
programs.
Intervention and Strategies
The following intervention and subcomponent activities/strategies, will be implemented
through the Sexual Violence Prevention Program along with cooperation of San Diego
campuses, address multiple modifying sources from the perspective of a social organizational
environment.
Intervention. The program’s content is made up of several elements (based on the
framework and design of Baynard’s Bringing in the Bystander, that work to increase awareness
of sexual and intimate partner violence and to promote prosocial attitudes and behaviors aimed at
preventing and intervening including key elements about (Baynard, 2007):
Strategies
Using data to guide action, planners will initially administer an annual Campus Climate
Survey to highlight the prevalence of the problem and assist in gauging the need and level of
interventions. This survey, which is included in a campus toolkit, made available through the
White House Task Force to Protect Students from Sexual Assault website. This campus survey
also gives a snapshot of the students’ attitudes, awareness and beliefs regarding sexual violence
15. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
15
on their campus (White House Task Force to Protect Students from Sexual Assault, 2014). The
Campus Climate Survey has been evaluated by the Justice Department, partnering with Rutgers
University’s Center on Violence Against Women and Children to further refine the survey. This
promises to provide a valuable tool for deducing community readiness while creating and
refurbishing program activities.
Building a Bystander is an education and awareness based strategy. The program, facilitated
by planners, will go over current terminology/definitions of sexual violence; review findings of
climate survey to relay prevalence of sexual violence on the campus, establish positive norms
about gender, sexuality and violence with evidence-informed, interactive, multi-session training
program administered as three 90-minute sessions: incoming students, all students in winter and
spring semesters. Evaluation Design used will be varied, including random controlled (RCT) and
quasi-experimental (QE) (Banyard et al., 2007, Moynihan et al., 2010 and Potter and Moynihan,
2011). A 6-month follow-up will be administered in the form of an incentive-based on-line
review. The target population is all male and female college students.
To reinforce positive behavioral norms, a dorm-based, interactive impact, peer-driven
activity, Female Empowerment, will consist of a curriculum addressing relevant sexual violence
scenarios, (tailored to female student audience), skills related to bystander behavior, risk factors
(excessive drinking focused) and healthy sexuality. It will be delivered in 3 one hour educator-
led, self-efficacy/empowerment-based presentations with interactive discussion, and modules
regarding consent and responsible drinking. Again, multiple evaluation designs utilized,
including RCT & quasi-experimental. After a follow-up period of 6 months a web-based survey,
facilitated by Health Education Department will be sent to female student participants.
16. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
16
Men as Allies, a coach or male leader-implemented intervention for male students will be
held concurrently to address hyper-masculine peer norms that support rape myths or facilitate
sexual violence. The linkage to alcohol use and violence, as well as consent education will be
emphasized. This activity will take place in the campus gymnasium. Presentations will include a
volunteer rape survivor speech to evoke empathy and small group open facilitated by trained
male leaders. Follow-up and evaluation will be delivered in the same fashion as the female
activity.
A social marketing campaign will be launched in collaboration with the White House Task
Force to Protect Students from Sexual Assault, utilizing their available resource materials
(NotAlone.gov). This campaign will reinforce the content from program presentations. A visible
link to Not Alone.gov will be highlighted on the university website/student portal. All stidents
will find relevant information, including campus policies (regarding sexual violence),
confidentiality reporting protocol and links to victim resources and support. The evaluation will
be from the Goal-based model and the target audience is campus and community wide.
To ensure effectiveness of environmental objectives, hot spot mapping will be made visible
throughout the campus to identify and monitor unsafe areas (Centers for Disease Control &
Prevention, 2014), monitored over a 6-10 week period, with a 6 month follow-up; design RCT.
Program planners and campus leaders (staff of Health Department, campus security) will
collaborate on community initiatives to implement/enforce policy efforts to reduce excessive
alcohol use, working in conjunction with those individuals responsible for program on the
prevention of sexual assault (Degue, Simon, Basil, Yee, Lang, & Spivak, 2012).
17. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
17
Strategies Overview
Strategy Intervention Activity Components Facilitator
Time
Frame
Evaluation
Target
Population
Campus
Climate
Survey
Organizational
Informational
Questionnaire
regarding of the
students’attitudes,
awareness and beliefs
regarding sexual
violence on their
campus, no cost
Incentives: schoolwill
receive posters,
brochures to promote
program, schoolwill be
recognized by White
House Task Force
(website)
Program
planners;
survey
obtained from
White House
Task Force
Campus
Toolkit
Location:
N/A
Toolkit,
Inc.
survey
will be
sent out to
San Diego
college,
requesting
an 8 week
turn
around;
planners
review
results to
refine
activities
&
implement
activities
w/in 2
weeks
Completed
and
published
by Justice
Department,
partnering
with
Rutgers
University’s
Center on
Violence
Against
Women and
Children
Program
planners
Building a
Bystander
Educational
/Interpersonal
Curriculum-
discussion,role
playing/dramatic
reenactments
(volunteer drama
students),volunteer
speaker, discussion
groups,
Incentives: program
lapel pin
Planners,
health
educators
Location:
campus
theater
three 90-
minute
sessions,
over 3
months;
Welcome,
spring &
winter
RCT;email
5 question
/comments
survey to
establish
impact
All
students,
required to
attend 1
session per
year
Female
Empowerment
Seminar
Educational/peer
Intrapersonal
self-
efficacy/empowerment-
based presentations
with interactive
discussion,and
modules regarding
consent and responsible
drinking, tailored for
female audience
location: residence hall
lounge
Incentive: program
Planners,
educators,
community
crisis center
volunteer
3, 90-
minute
sessions
offered
Fall,
spring,
winter
semesters
Participants
will be
emailed
feedback
post test,7
days after
session
Female
college
students
18. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
18
rubber bracelet
(donated in-kind),
magnet with resource
info
Men as Allies
Educational/peer
Intrapersonal
Male driven curriculum
similar to female
program with empathy
focus & ally roles
Incentive: program
water bottle (donated
in-kind)
School coach,
trained male
educator, rape
survivor
3, 90-
minute
sessions
offered;
Fall,
spring,
winter
semesters
Participants
will be
emailed
feedback
post test,7
days after
session
Male
college
students
Hot Spot
Mapping &
Social
Marketing
Health
Communication,
Social Media
monitor unsafe areas,
NotAlone.gov PSA link
on schoolwebsite
Location: university
website, 3 hot spot
maps on campus
Materials provided by
NotAlone.gov
Program
planners and
campus
leaders (staff
of Health
Department,
campus
security),
NotAlone.gov
indefinite monitored
over a 6-10
week
period, with
a 6 month
follow-up
Campus/
community
Implementation
The program is administered by professional co-facilitators or by peer facilitators trained
in the program who lead discussions and exercises and deliver the intervention. The facilitators
include both male and female professionals or students who have some leadership and
facilitation experience and an expressed interest in preventing sexual violence. They are trained
in two three-hour sessions. The facilitators work in male–female pairs to deliver the program to
single-sex groups. During training, facilitators receive information on the program and how it
differs from other types of interventions, as well as guidelines on how to deliver the curriculum
successfully.
The Prevention of Sexual Violence Program will be put into action by using a comprehensive
approach to design, guided by the core principles of the program. Interventions are proposed to
19. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
19
motivate and address awareness, attitudes, behaviors, knowledge and education of the target
population.
The program, implemented in a single wave during academic year, is justified by the
planners’ confidence in the prior proven success of similar interventions aimed at identical
populations. Planners have considered concerns associated with implementing the program,
including; safety or medical Concerns, ethical concerns and legal concerns. Such concerns were
eliminated as substantiated sexual prevention programs have been designed in collaboration
with, approved and supported by such entities as the Department of Education, Department of
Justice and local law enforcement.
Planning Model
Theories of community responsibility and bystander behavior emphasize the importance
of a larger community response toward preventing sexual and intimate partner violence (Carr,
2008). The program focuses on expanding this awareness to the larger community by not solely
focusing on intervening on potential victims or perpetrators. Instead, the program provides
groups of individuals in the community with the skills and knowledge to intervene by
interrupting situations before or during an incident, speaking out against social norms supportive
of sexual and intimate partner violence, and being an ally of those victimized (DeGue, Massetti,
et al., 2012 ).
When applying the Logic Model, long-term behavior change (outcomes) achievement is less
unlikely when they are delivered in a social, cultural, or physical environment without the
impactful messages and promotion of safe, healthy behaviors or rewards violent behavior
(DeGue, Holt, et al., 2012). In order to implement a comprehensive intervention, the Program for
20. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
20
Sexual Prevention on Campus, draws upon evidence-based theory and best practice lessons
gathered from other areas of public health. This program uses the theories of community
responsibility to evoke a greater participant motivation and identify innovative environmental,
and structural strategies that support and encourage healthy behavior, positive social norms
Program sustainability
A strategic prevention plan should look to the future. How will prevention tools that work for
your campus be continued over time? This is especially important if the early efforts for
prevention are made possible by time-limited grants, special short-term funding, or particularly
passionate individual staff members who may be transitory. Again, research and evaluation can
be helpful. If you are able to document the positive effects of prevention efforts, it may be easier
to make the case for continuing resources to support them.
Resources
By utilizing the Campus climate surveys, useful information is generated for tailoring
learning goals to a specific campus and to identifying sub-communities on campus that might
have different prevention needs. This will guide our resource plan. Tools like social marketing
campaigns taken from one campus will likely need to be modified when implemented on another
campus. The survey will also allow the program to gauge activity conduciveness, such as
availability of campus space, scheduling and potential volunteer assistants. Planning,
implementation and evaluation resources will be primarily internally covered by utilization of
available materials, campus community volunteers and local merchant donations.
Budget
21. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
21
Many campuses across the nation now have sexual assault prevention programs that
focus on educating students, faculty and staff about acquaintance rape. This means the school
will have an internal budget in place to cover extraneous costs. They will also be likely to have a
competently trained staff (from Student Health Services), students with degree related interest
(who may be offered course credit for their participation) and relationships with local businesses
to pad the program costs.
This program has minimal cost and the school will receive all promotional and
educational resource materials to promote the program (courtesy of Not Alone.gov).
Participating universities will be recognized for their efforts by White House task force (White
House Task Force to Protect Students from Sexual Assault, 2014).
22. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
22
Program Timeframe Table
Planning
Process
Building a
Bystander
Female
Empowerment
Men As Allies
Hot Spot
Mapping/Social
Mrktg.
Evaluation &
Final report
March
2016
April
2016
May
2016
June
2016
July
2016
September
2016
December
2016
January
2017
Planning, Training & Survey (pilot) & Refining=138 days ; Implementation Activities=100 days
Evaluation & Reporting=53 days; Total Time=290 days/9.2months
23. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
23
Evaluation Process
To assess quality of content and success of implementation, this program will base the
evaluation design on case studies performed to determine effectiveness among similar sexual
prevention programs implemented on college campuses. Banyard and colleagues (2007) used a
randomized experiment to evaluate the effects of the Bringing in the Bystander treatment on
attitudes, knowledge, and behavior on the intervention group (Baynard, Moynihan, & Plante,
Sexual Violence Prevention though Bystander Education: An experimental evaluation, 2007).
Plan. Working with other community agencies with the same goal to expand a working
knowledge of available data and resources related to sexual violence in colleges and to identify
collaborative opportunities to advance the primary prevention of sexual violence.
Outcome Evaluation
This program will base the evaluation design on case studies performed to determine
outcome effectiveness among similar sexual prevention programs implemented on other college
campuses. Banyard and colleagues (2007) used a randomized experiment to evaluate the effects
of the Bringing in the Bystander treatment on attitudes, knowledge, and behavior on the
intervention group (Baynard, Moynihan, & Plante, Sexual Violence Prevention though
Bystander Education: An experimental evaluation, 2007).
Banyard and colleagues (2007) found that, from pretest to posttest, intervention significantly
improved participant knowledge of sexual violence and scores were significantly different from
the control group for rape myth acceptance. This indicated significantly less acceptance of rape
24. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
24
myths among the intervention groups (Baynard, Moynihan, & Plante, Sexual Violence
Prevention though Bystander Education: An experimental evaluation, 2007).
Incorporating these evaluation techniques will further a cohesive approach across all of our
campuses to end sexual violence and promote a campus culture of safety, respect, and shared
responsibility. The interventions of the Prevention of Sexual Violence Program aim to support its
goals and objectives with widespread awareness and communication campaigns in synergy to
help shift culture.
Indicators and Standards/Measurements
We will use approaches as components of an evidence-based, comprehensive, multi-level
strategy to combat sexual violence and include an activity-warranted follow-up/booster session
to increase exposure and determine impact. In addition, this program will conduct strategies,
evaluations and refinements in accordance with reliable victimization measures. One such
reportable outcome indicator will be, The National College Women Sexual Victimization Survey
(NCWSV). The NCWSV survey contained questions about college student respondents’
demographic characteristics, lifestyles or routine activities, living arrangements, prior sexual
victimizations (Fisher & Cullen, 1999).
Data Collection
Reports were obtained from the Department of Education and Centers for Disease
Control & Prevention and used to measure the characteristics of the schools the respondents
attended (e.g., size of enrollment, location, crime rate). These individual and institution-level
variables were used in multivariate analyses that investigated which factors potentially placed
women at risk of being sexually victimized (Centers for Disease Control & Prevention, 2014).
25. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
25
Data Analysis
Methods used to analyze data sources included, descriptive statistics, inferential statistics,
and content analysis. The study used the same measures of indicators and standards at all
program phases. These included a knowledge assessment (of sexual violence and pro-social
bystander behaviors) component, bystander attitudes, behaviors and efficacy scales, and a
decisional balance scale. The bystander attitudes, efficacy, and behavior measurement
instruments were created and piloted by the creators of effectively established programs (Fisher,
Cullen, & Turner, 2000). The program developers for this study will interpret and judge the
validity of its findings based upon evidence-based statistical findings and justify its conclusions
accordingly.
Primary data source analysis. A major problem is that very few of the programs,
currently implemented across the nation’s campuses have been statistically evaluated, but there
are process evaluations and learning outcomes are achieved (Waits, 2016). Both key informants
reported that their respective San Diego-based universities’ sexual violence prevention online
training needs overall improving and that there is a significant need for more programming on
campus. Stephanie Waits, from the Sexual Health Department at SDSU, recommends having
training start in middle and high school about consent and intervention would be the best
prevention and valuable tool for evaluated and creating college-age tailored strategies (Waits,
2016).
Secondary data source analysis. A review of secondary data showed that there are only
a few strategies that proved effective (subsequent of rigorous evaluation design), garnering at
26. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
26
least one positive effect on sexual violence perpetration behavior (DeGue, et al, 2014). Further
review strongly suggested that using only one of these strategies is dose-sufficient to reducing
rates of sexual violence on college campuses (Dodge, 2009). Secondary data sources were used
to measure the characteristics of the schools the respondents attended (e.g., size of enrollment,
location, crime rate). These individual- and institution-level variables were used in multivariate
analyses that investigated which factors potentially placed women at risk of being sexually
victimized (Fisher, Cullen, & Turner, 2000).
Results Interpretation
Results from one rigorous evaluation using an RCT design showed that four years after
receiving the program, students in the intervention group were significantly less likely to be
victims or perpetrators of self-reported sexual violence involving a dating partner relative to
students in the control group (Foshee et al., 2004).
Further evaluation indicated that the building-level intervention, but not the curriculum
alone, was effective in reducing self-reported perpetration and victimization of sexual
harassment and peer sexual violence, as well as sexual violence victimization (Carr, 2008).
Reporting
The evaluation findings will be used to promote program awareness and emphasize
success and benefits of campus implementation. Program planners and committee participants
will be responsible for implementing evaluation recommendations.
27. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
27
The evaluation stakeholders will include; university officials, community partners and local law
enforcement. Communication with these parties is essential to widespread promotion.
Communication channels will include update on status of evaluation, invitations to meetings, and
sharing final findings.
Interested parties will receive information, either by informational seminar, video
presentation or by detailed program packets, on the program and how it differs from other types
of interventions, as well as guidelines on how to deliver the curriculum successfully.
Stakeholder Needs
The named stakeholders will be debriefed on the measurement of sexual victimization, based
on responses and findings from relevant evaluation methods. In addition, victimization measures,
survey questions and secondary data sources used to investigate the factors that potentially
placed college students on campus at risk of being sexually victimized, will be made available to
all stakeholders.
This communication will take place in January, 2017; the summation of the program’s first
implementation wave. A detailed, transparent evaluation report will be made available for public
viewing on partnership and San Diego University websites.
Stakeholders, university officials, in particular, will be motivated by this program’s findings
and find incentive-based value in being recognized by the Department of Education’s list of
sexual violence campus policy compliance. The Prevention f Sexual Violence on College
Campus notes an added university recruitment enticement to be the prospective of increased
future enrollment, based on transparency and safety reporting.
28. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
28
Evaluation Questions
Program planners crafted purposeful evaluation questions with the intention of compensating for
existing research limitations and ensuring the confidence of vested stakeholders. Each data
collection method (based on the NIJ research project) relates back to the evaluation questions
initially proposed during the planning process.
Avoiding unrepresentative/unreliable results by incorporating of a nationally
representative sample of college student needs.
Ensuring comprehensive evaluation by assessing a range of sexual victimizations
Achieving validity by examining how the risk of being sexually victimized was affected
by a variety of variables, including demographic characteristics, lifestyles, prior
victimization, and the characteristics of the college or university attended.
Conclusions
Program Effectiveness
Most of the reviewed violence prevention strategies focused on creating change at the
individual level, while few take substantial account for the power of peer influences or social
norms. Interpersonal and intrapersonal (relationship-based approaches) are hypothesized as key
prevention elements, given the documented of risk correlates identified at these levels (Baynard,
Moynihan, & Plante, Sexual Violence Prevention though Bystander Education: An experimental
evaluation, 2007).
Program success will be constituted by comparing our finding against the standards set
forth by a variety of reputable and reliable guidelines, for example, the CDC’s The National
Intimate Partner and Sexual Violence Survey (NISVS).
29. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
29
Recommendations
Throughout the program and evaluation research process, it was apparent that the
majority of primary, bystander prevention frameworks focus on how to intervene, rather than on
educating students by describing when an opportunity to intervene arises. Through bystander
intervention training, self-efficacy can be realized by becoming aware of instances of planned or
spontaneous intervention tactics, directly in the situation or at a distance, immediately or later,
alone or with others (Berkowitz, 2009).
The continuum of sexual violence is another, often overlooked element in prevention
programming. Common discussions of sexual assault typically focus on the most extreme acts of
sexual violence. The continuum of sexual violence moves on to include more physical violations
such as molestation, coerced sex, and statutory rape (Kelly, L, 1988). These violations include
non-consensual contact, including the removal or attempted removal of clothing covering
intimate body parts, date rape or forced sex, and taking advantage of younger/teenaged women
(Kelly, 1988). Such acts often occur in the context of on-going relationships between
acquaintances, dating relationships, and in marriage. These are crucial elements that directly
affect the college-age demographic. The continuum of sexual violence must be at the forefront of
campus based prevention curriculum.
In their discussion of the ‘‘Bringing in the Bystander’’ program, Banyard, Eckstein, and
Moynihan explain that the curriculum must emphasize discussion of all aspects of sexual
violence. Communities (campuses) need to address the ‘‘minor instances of sexual violence’’
because of their connection with sexual assault (Baynard, Moynihan, & Eckstein, 2009).
30. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
30
Participants should be realizing safe intervention strategies for situations across the continuum,
(Edwards, 2009); (McMahon, P., 2008).
Prevention of sexual assault on college campuses is incredibly important. Evaluation research
is still in its early stages and it is not possible to offer a specific roadmap that every campus
should follow. Rather, we offer suggestions supported by research for how campuses can
develop a strategic plan to prevent sexual assault. Such a plan is built on engaged conversations
between multiple campus stakeholders to design a comprehensive and sustainable plan of action.
A key component of this plan needs to be assessment and evaluation research, including a plan to
disseminate findings. This knowledge generation can serve as the platform for moving all
campuses and the field of sexual violence prevention forward toward a strong evidence base and
toward ending violence.
A plan for sexual assault prevention on campuses will have better outcome if the focus is to
improve and enhance the programs that have already been developed and show promise (not
alone.gov). Areas of improvement include such things as increased training and education
through innovative technology with mandatory follow-up/booster sessions, more support staff
and statistical evaluation/publication of program success.
31. Running Head: PREVENTION OF SEXUAL VIOLENCE ON COLLEGE CAMPUS
31
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