Brief Program Description
FACILITATOR’S GUIDE
BRINGING IN THE BYSTANDER™
A PREVENTION WORKSHOP FOR
ESTABLISHING A COMMUNITY OF RESPONSIBILITY ©
Revised Version
ELIZABETHE G. PLANTE, M.S.
VICTORIA L. BANYARD, Ph.D.
MARY M. MOYNIHAN, Ph.D.
and
ROBERT P. ECKSTEIN
Copyright 2002 University of New Hampshire. All rights reserved except where noted where materials are cited and attributed to other authors.
The program attempts to draw from best practices from previous work much of which is more specifically cited within the curriculum itself. However, readers of this curriculum are encouraged to read the work of Katz (1995; 2007) and the Mentors in Violence Prevention Program and Kilmartin and Berkowitz (2001; Berkowitz, 2002). These are the earliest and founding bystander focused prevention programs and are a key foundation on which the current program builds.
Berkowitz, A.D. (2002) Fostering men’s responsibility for preventing sexual assault. in P.A. Schewe (Ed), Preventing violence in relationships: Interventions across the life span (3rd Edition). Washington, DC: American Psychological Association (Chapter 7, pp. 163-196).
Katz, J. (1995). Reconstructing masculinity in the locker room: Mentors in Violence Prevention. Harvard Educational Review, 65, 163-174.
Katz, J. (1994, 2000). Mentors in Violence Prevention Playbook.
Katz, J. (2003). MVP Trainer’s Guide for Working with Male College Students.
Katz, J. (2007, November 30). Mentors in Violence Prevention: History and Overview. Retrieved November 30, 2007 from .
Kilmartin, C. & Berkowitz, A. (2001). Sexual assault in context: Teaching college men about gender. NJ: Lawrence Erlbaum.
Bringing in the Bystander
Establishing a Community of Responsibility ©
Elizabethe G. Plante, Victoria L. Banyard, Mary M. Moynihan & Robert P. Eckstein
PRIMARY PROGRAM OBJECTIVES
▪ Participants will understand the concept of bystander intervention.
▪ Participants will be able to identify a continuum of inappropriate sexual behavior.
▪ Participants will develop empathy for those who have experienced sexual violence.
▪ Participants will understand their role in bystander intervention and make a commitment to intervene in the case of sexual violence before, during and after an incident.
▪ Participants will understand their own barriers to bystander intervention and techniques to overcome them.
▪ Participants will develop skills to intervene as a bystander.
Brief Program Description
Participants will come to understand that everyone has an important role to play in the intervention and prevention of sexual violence. Although most of us who live in the University community will not be survivors or perpetrators of sexual violence, each of us will be a bystander or witness inappropriate behavior at sometime. This program identifies a continuum of inappropriate behavior and asks that each member of the community make a commitment to intervene. The participants will come to explore individual strategies that reflect an appropriate level of intervention needed for the inappropriate behavior.
The participants will be given role-plays and scenarios and asked to practice intervention strategies and share their observations with others. Approaching men and women as bystanders invites their interest by appealing to their desire to help others, thereby circumventing their potential defensiveness. At the same time, if men and women are asked to confront the inappropriate behavior of others, it is likely that they will adjust or change their own behavior.
Research has identified the following predictors of successful bystander intervention: Recognition of a situation as a problem, being asked to intervene, witnessing intervention by role models, and possession of skills to intervene, and group size. For the purpose of this prevention program, we have incorporated those predictors that we can reinforce through education: recognition of inappropriate behavior, skill building, asking for a commitment to intervene, and role modeling. Consistent with recommendations in the general prevention literature, the program includes educational, motivational, and skill building components. The first session is designed to introduce students to the notion of bystander responsibility and help them begin to recognize inappropriate behavior that requires intervention. Students will be given examples of both unsuccessful and successful interventions nationally, locally, and on our campus. The second session of the presentation is designed to give students an opportunity to apply bystander responsibility to sexual violence, increase their awareness of sexual violence, and develop victim empathy. The third session will focus on increasing the awareness among participants of the resources available and help them to understand the decision process behind successful bystander intervention.
Skill building will be achieved through group discussion and role-playing of scenarios designed to highlight bystander options. The program will focus on skills such as understanding appropriate levels of intervention, being mindful of personal safety, and different personal options bystanders have depending on the nature of the situation. Students will also be given information about campus resources that they can use to support their role (e.g. becoming knowledgeable about the campus crisis center to help refer a friend who may disclose about being a victim of sexual assault). The facilitators and those in the group who may have already successfully intervened will serve as role models for expected behaviors.
Participants will be encouraged to take a pledge, a key component in both the bystander and the prevention literature, is to increase motivation and commitment to intervene. Facilitators will ask them to intervene in situations of sexual violence – violence that spans the continuum of unacceptable behaviors outlined in the presentation.
TO THE FACILITATOR
As someone interested in training students about rape prevention through bystander education, you no doubt already know that sexual violence is a widespread problem on college campuses. This innovative prevention program that you will be facilitating is based on a model that expands rape prevention efforts in a number of ways. Most rape prevention programs address men as potential perpetrators and women as potential victims. This program seeks to overcome the limitations of this traditional approach in order to reduce defensiveness 1) for men around being a perpetrator and 2) for women around preventing their own victimization. This program reduces defensiveness by focusing on women and men as active bystanders and by emphasizing this activity as part of their responsibility to the greater community. Men and women have been socialized not to intervene in the case of sexual violence. This program will counter that socialization. An outcome of this approach is that participants will identify themselves as bystanders who have a role in supporting victim/survivors and interrupting situations that could lead to sexual violence, and that they can do this in ways that are safe. To summarize this approach:
It is noticeably different from other sexual violence prevention programs in that it:
▪ Focuses on sexual violence prevention in a broader community context
▪ Overcomes resistance and defensiveness of participants
▪ Does not send victim-blaming messages, intended or unintended
▪ Promotes engagement of the broader campus community in sexual violence prevention
This approach that you will be presenting to students will:
▪ Create awareness of sexual violence, its prevalence and consequences.
▪ Give strong messages that challenge rape myths and promote empathy for rape victims.
▪ Help students develop strategies for intervention:
▪ before sexual violence occurs thereby de-escalating risky situations
▪ during a sexual assault that is happening and
▪ after an assault – to be an effective ally to survivors which includes both supporting the survivor, providing helpful information, and not remaining silent if students have information pertinent for the authorities
▪ that are sensitive to survivors needs and wants, but driven by a bystander perspective and sense of responsibility and
▪ that balance responsibility to intervene with their own need for safety and self-care
▪ Impart to them skills that decrease the ambiguity in situations where the risk for sexual violence is high and empower them to effectively intervene.
▪ Teach them intervention skills for situations in which friends, acquaintances or strangers may be involved.
This approach includes:
▪ A message that is adapted for primary prevention that everyone in the community has a role to play.
▪ A shift away from targeting those most at risk for becoming victims or perpetrators to viewing themselves as bystanders with strategies for intervening.
▪ An impact that extends to a broader group that will change community norms.
▪ Sex-segregated to challenge socialization to violence and silence as an acceptable reaction.
WHAT YOU NEED TO KNOW BEFORE YOU GET STARTED
In order to enhance the acceptance of messages contained in this curriculum, we have listed the following guidelines to help prepare you to facilitate the program.
1. As a facilitator, we hope you:
• Understand that you are also a role model for the behavior we hope to enhance through the curriculum.
• Recognize that co-facilitation by a female and male pair is most desirable. This reinforces the idea that men and women can work together to end sexual violence.
• Realize why facilitators should be students who have some credibility among the students to whom they present.
• Appreciate knowing that facilitators have the responsibility for providing emotional care of the participants. Acknowledging the likelihood that some of the participants are also survivors or know a survivor is important. Give participants the permission to take care of themselves and think of ways to offer support. One way to address this concern is to have one or both the facilitators train as an advocate from a local crisis center.
• Please see appendix at the end of this guide for an annotated review of articles on this specific program “Bringing in the Bystander” and also a brief review of relevant sexual violence literature.
2. Points to emphasize throughout the program:
• Students are responsible first and foremost for their own safety and only then can they act to protect the safety of others. Any intervention must balance their desire to intervene with self-care. We have found noteworthy differences in how men and women intervene. When men do choose to intervene, it is often without regard for their personal safety. Think back to high school experiences, fights, heroes, what it means to be a man in our culture. Give men permission to ask for assistance from proper authorities, or allow for options that involve less personal risk. Because women are socialized differently, they begin this curriculum at a different place than men. They are often aware of the safety risk, and as such, do not intervene at all. Encourage women to intervene in ways that involve less personal risk –but still to intervene.
• Ask students why people should intervene: what positive impact does it have on themselves, others and the community. Throughout each session, link these benefits to local community, societal and global change.
• Remind students that they are responsible to intervene. They are not responsible for the outcome of the intervention.
• Acknowledge the broad scope of sexual violence but let the participants know that in this project we are only able to look at one part of it: men’s violence against women. In other words, we know that same sex violence exists, as does women’s violence against men but we cannot cover the whole scope of sexual violence in this one program.
• Acknowledge that it is okay for people to make different choices in HOW they will intervene – we all possess different skills and resources as well as different personalities. We need to acknowledge that we may all make different choices. The main idea is to do SOMETHING and to be SAFE – beyond that there aren’t definitives.
3. Notes of caution:
• Throughout the program, students may challenge facilitators by being hostile, resistant, disrespectful, or asking tough questions. We have tried to anticipate some of the more difficult questions and suggested ways to address them at the beginning of each session.
• Allow for discussion and application of the knowledge, but keep them focused and on track.
• When you ask students to discuss their own bystanding behavior, instruct them not to reveal any identifying information about the people in the situation and monitor the discussion to insure that students remain vigilant to this instruction.
• Be sure to read through the curriculum carefully before you facilitate and be prepared to share some of your experiences: when you have intervened or when someone intervened on your behalf.
• Make notes in the margin to help you along the way.
• Ideally, it would be hoped that all participants would volunteer answers throughout the program. However, this is not the type of program where individuals should be called on if they are not raising their hands. There may be strong, personal reasons why they are not actively participating and it is important to respect this.
4. There are 2 versions of the program. The 3-session program is presented first, and the 1-session version of the program begins on p. 60.
5. In instances where transgendered individuals are participating and are to be assigned to a gender-based group, it is essential that such individuals are identified consistent with how they themselves identify. When asked to “pick a group” it is hoped that an individual would be comfortable picking the group they most strongly identify with. If an individual were to ask a facilitator which group they should be part of, simply telling them that it is their choice in terms how they identify and that they be comfortable is what is most important.
PROGRAM SESSIONS
SESSION 1: INTRODUCING THE BYSTANDER MODEL (1.5 hours)
LEARNING OUTCOMES
▪ Participants will gain an understanding of what bystander responsibility is through presentation of concepts and examples.
▪ Participants will have the opportunity to apply concept of bystander responsibility to their own past experiences.
▪ Participants will gain an understanding of situational factors that facilitate appropriate bystander intervention.
▪ Participants will gain an understanding of individual factors that facilitate appropriate bystander intervention.
SESSION 2: APPLYING BYSTANDER CONCEPTS TO SEXUAL VIOLENCE (1.5 hours)
LEARNING OUTCOMES
▪ Participants will be able to identify the range of unacceptable sexual behaviors and become aware of the prevalence and context of sexual violence.
▪ Participants will understand the variety of negative consequences of sexual violence for victims and communities.
▪ Participants will increase their empathy for victims.
▪ Participants will understand the role community members can play in reducing sexual violence and reducing its negative consequences.
▪ Participants will cultivate skills in identifying situations where bystander intervention may be appropriate.
SESSION 3: DEVELOPING SKILLS AS A BYSTANDER (1.5 hours)
LEARNING OUTCOMES
▪ Participants will be able to describe the range of potential bystander behaviors and situations where action might be appropriate.
▪ Participants will gain experience in working through the decision process with regard to bystander behaviors including the costs and benefits of intervention.
▪ Participants will gain knowledge of resources that are available to support bystanders and victim/survivors.
▪ Participants will express motivation and commitment to be an active bystander.
SESSION ONE
Session Outline
Session Resources for Facilitators:
• Slides 1-17
• Article on Stoke Hall Gang Rape (“Dangerous Parties”)
• Articles about Kitty Genovese and on empowered bystanders.
• Summary of research/program evaluation of the Bringing in the Bystander Program (pp 80-83 of this guide).
• ABC news Primetime videos “Basic Instincts” hidden camera series on bystander behavior (parts 1 and 4).
SESSION ONE OUTLINE
SESSION 1 (1.5 hours)
INTRODUCING THE BYSTANDER MODEL
LEARNING OUTCOMES
▪ Participants will gain an understanding of what bystander responsibility is through presentation of concepts and examples.
▪ Participants will have the opportunity to apply the concept of bystander responsibility to their own past experiences.
▪ Participants will gain an understanding of individual and situational factors that facilitate appropriate bystander intervention.
▪ Participants will have the opportunity to apply the concept of bystander responsibility to sexual violence.
PROCEDURE
Introduce yourselves and outline what you will cover in these three sessions: Introduce bystander model, apply the bystander model to sexual violence, and finally develop skills as a bystander.
Introduce the participants to the learning outcomes as: what we hope to accomplish this session. (5 min)
Establish ground rules for session – solicit suggestions from participants and then suggest these (5 min):
( Confidentiality – kinds of information that should stay in room
( Respectful communication and speech
( Participants may choose to pass
• Protect identity of others in examples that participants give
• Take care of yourselves, difficult topic – okay to leave the room if you need
to but a facilitator will come to check on you.
• There may be primary or secondary survivors in the room because this
problem is so prevalent – take care of yourself.
( Others?
In addition, facilitators should mention that they will stay for a few minutes after the program to answer any questions or talk about anything that may have come up during the program, offering resources etc. [Similarly, (if it applies) facilitators should announce that they have experience working with survivors/secondary survivors and that they are happy to talk to anyone afterwards that may be interested.]
1. Introduce concept of bystander intervention. Present SLIDE: 1
Educational component about bystander responsibility. Present SLIDE: 2 (“bystanding”) 15 minutes
▪ Begin with group brainstorm. What is a bystander? What is positive/active bystander behavior?
▪ Write on the board their ideas/definitions. Give participants the opportunity to discuss the previous slides, provide them with examples from your experience or current events.
▪ Present definitions of: 1) bystander, 2) positive/active bystander model, and 3) pro-social bystander from research.
▪ Present SLIDE: 3
▪ Circle the shared components of the participant’s definitions and the research definitions on the board.
▪ Ask participants why it is important to be a pro-social bystander? Pro-social bystanders impact beyond the individual. What is the positive impact on them, their community, and globally? Reinforce action = good citizen.
▪ Present SLIDE: 4 QUOTE from a researcher on the community connection to bystander intervention.
TROUBLE SHOOTING!
Participants may have witnessed emotionally difficult situations, and may not have been able to do anything about it. Explain that this exercise is not to find fault, but to understand the reasons why someone would intervene or not.
2. Apply bystander interventions to participant’s experience. (10 minutes)
A. Applying bystander behavior to personal experience:
Have participants break out into groups of three and discuss their own personal experience with bystander responsibility. SLIDE: 5
Ask participants to answer in their small groups:
1. 1. think of examples when they did or did not intervene
2. 2. think of examples when they saw someone else intervene
3. 3. think of examples when someone intervened on their behalf
4.
5. RECONVENE AFTER 1-3 AND WRITE ANSWERS TO QUESTION 4 ON BOARD:
6. 4. discuss and list the reasons they did or did not intervene (e.g. embarrassment, safety, easier, not my problem, didn’t know what to do, afraid)
7. 5. how they felt about their experiences, what was the impact on them and others
6. discuss if it is easier or more difficult to intervene when it’s a friend or a stranger, and why?
8.
3. Understanding the Context of Bystanding: The situational and personal factors that influence choices. Highlight that people often choose not to intervene because they assume there isn’t a problem, feel embarrassed or unsure of what to do, have been taught to “mind their own business,” assume others don’t see it as a problem or that others will do something, or may fear for their own safety. (10 minutes)
Ask participants to share in large group their answers to the following questions, write their answers on the board:
Ask yourself if you would intervene to help someone?
Where is your threshold for intervening or not?
What would determine if you did or did not?
Are individual characteristics or situational/environmental factors more reliable predictors of behavior?
Are you more or less likely to intervene if you are the only bystander or if you are part of a group of bystanders?
What are some of your own personal motivations to intervene?
What might be some cultural, religious, political, ethical, relational, situational, civic motivations to intervene?
TROUBLE SHOOTING!
Some people have personalities that make it more likely that they will actively intervene as active bystanders. It is important to note, however, that not everybody has such a personality, and that if a person is more introverted or self-conscious they may have a harder time intervening in this manner. It is important here, to encourage participants to intervene in ways that they are comfortable with and that fit with their personality style and that people should not feel guilty if they are unable to intervene the same way that others may be able to. Lastly, it may be helpful to ask questions about people moving beyond their comfort zone and what might prompt such an action
( Present: SLIDES 6-11 (15 minutes)
• Give participants time to discuss each slide, be prepared to provide participants with your own examples or look in resources section for this session.
• Large group discussion on how these factors relate to participants’ own past experience.
• Emphasize final slide number 11 and explain that the next two sessions will cover these points. In relation to slide 11 ask the following questions:
o What are some significant things you notice about these examples?
o What types of challenges do you suppose these bystanders faced?
o What strategies did they use to overcome these challenges?
o What were some of the obvious, and also some more subtle outcomes that resulted from their bystanding?
o Would you feel comfortable doing such a thing? Why/why not?
o Any ideas of how YOU may have intervened?
4. Discussion of how bystander responsibility concept can be applied to sexual violence. (10 minutes)
|TROUBLESHOOTING! |
|Reminder that you may have survivors or secondary survivors in the room. Preface this exercise with a note that this visualization may be |
|difficult and they can choose just to look at the images without further visualization. Also, reminder that we do these exercises in the |
|service of widening the safety nets in the community for survivors. |
Begin with visualization exercise (* adapted from the work of Katz (2003), Mentors in Violence Prevention Trainer’s Guide. MVP Strategies). Ask participants to look at slides 12, 13, 14 (These are 3 bystander posters from the outreach campaign). Tell participants to imagine that someone they know is pictured there – a mother, sister, partner. Now imagine that the bystanders who are in a position of stopping the problem do nothing, ignore the situation and walk away. Ask the participants how they feel about the bystanders who could have done something but chose not to. How might the bystanders intervene safely? How would you feel if no one believed her when she went for help afterwards? Discuss their reactions. Then show them slides 15-17 which show positive prosocial bystanders.
5. Highlight and summarize these points: (10 minutes)
▪ Awareness and recognition
▪ Commitment to intervene
▪ Role modeling to learn skills
▪ Group size and personal responsibility
6. Debrief/Evaluation: Ask participants to summarize what they have learned this session.
7. Remind them that more information is forthcoming about strategies for safely intervening.
8. Remind them that facilitators will stay for a few minutes afterward if anyone has remaining questions that they would like to discuss individually.
Session One Resources for Facilitators:
• Slides 1-17
• Article on Stoke Hall Gang Rape (“Dangerous Parties”)
• Articles about Kitty Genovese and on empowered bystanders.
• Summary of research/program evaluation of the Bringing in the Bystander Program (pp 80-83 of this guide).
• ABC news Primetime videos “Basic Instincts” hidden camera series on bystander behavior (parts 1 and 4).
SESSION TWO
Session Outline
Session Resources for Facilitators:
• Slides 18-35
• NH Laws (included in manual)
• Consent 101 – UNH Code of Conduct (included in this manual). See also: Borges, Banyard and Moynihan (2008).
• New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet (included in this manual)
• 2006 UNH Unwanted Sexual Experiences Study
• 2007 VAW in NH Statewide report
• Article “Oppression” Marilyn Frye, The Politics of Reality (Trumansburg, NY: The Crossing Press, 1983).
• Lisak video; “Frank” (available from National Judicial Education Program; njep@)
• “The rape of Mr. Smith” (included in manual)
SESSION TWO OUTLINE
SESSION 2 (1.5 hours.)
APPLYING BYSTANDER CONCEPTS TO SEXUAL VIOLENCE
LEARNING OUTCOMES
▪ Participants will be able to identify the range of unacceptable sexual behaviors and become aware of the prevalence and context of sexual violence.
▪ To set the context, participants will also be able to contrast the continuum of negative behaviors with those in appropriate, healthy relationships.
▪ Participants will understand the variety of negative consequences of sexual violence for victims and communities.
▪ Participants will increase their empathy for victims.
▪ Participants will understand the role community members can play in reducing sexual violence and reducing its negative consequences.
▪ Participants will cultivate skills in identifying situations where bystander intervention may be appropriate.
PROCEDURE
Introduce yourselves and outline what you will cover in the next two sessions: Applying the bystander model to sexual violence and then developing skills as a bystander.
Introduce the participants to the learning outcomes as: what we hope to accomplish this session. (5 min)
Remind participants of the ground rules for session:
• Confidentiality among participants to protect identity of people used in their examples
• Respectful communication and speech
• May pass
• Protect identity of others in examples that participants give
• Take care of yourselves, difficult topic
• Others?
• Check-in with participants about previous session and ask if they have any questions or if something happened that they would like to discuss.
1. Educational components about sexual violence. SLIDE: 18
(20 minutes).
A. CONTINUUM OF SEXUAL VIOLENCE:
• Begin this section with brainstorming. Draw slide 18 on the board. Ask participants to brainstorm with you all kinds of inappropriate sexual behavior. The examples should span the continuum from sexual jokes to rape, forcing someone to watch pornography, calling someone a “slut.” Here are some examples for you to draw from: sexual innuendoes, comments, remarks about clothing, body, sexual activities, whistling in a suggestive manner, humor or jokes about women as objects, patting pinching, touching, feeling or brushing against ones body, attempted or actual kissing, penetration, leering, obscene gestures, incest, statutory rape, rape of a child, pornography, oral penetration, anal penetration, prostitution.
• Ask if these behaviors are always inappropriate? Why not? What makes these behaviors inappropriate? ANSWER: The behavior is inappropriate if it is UNWANTED, involves COERCION (economic, social, physical - size too) or other form of POWER over someone, or the act is REPEATED.
• Show SLIDE 19: POINT OUT At some point along the continuum, the behaviors cross a line and become illegal. When they do, we have a system to intervene: Criminal Justice System. It might not be safe to intervene alone, but can call 911.
• Birdcage metaphor from “Oppression,” Frye (Marilyn Frye, The Politics of Reality (Trumansburg, NY: The Crossing Press, 1983). Describe her birdcage metaphor for oppression and translate to understanding the impact of the continuum of violence.
• Up to the point where behaviors become illegal are “risky” Behaviors. These are behaviors that require some form of intervention to be de-escalated so they do not lead to other forms of aggression. Bystanders have an important role in the intervention.
• Community needs bystanders to intervene in both situations – even if the strategy is different.
B. TRANSITION: Begin to facilitate group discussion to generate applications of bystander responsibility to examples of sexual violence. Show SLIDE 19:
(15 minutes)
• Ask participants to begin to think of ways one might help to de-escalate – intervene along the continuum.
• Then tell participants that around 30 rapes are reported to the Sexual Harassment and Rape Prevention Program here at UNH every year. Ask participants what makes it possible for someone you go to class with, eat with in the dining hall be able to hurt someone they know in this way? Refer back to the bystander role, rape happens because too few people intervene, know how to intervene or know they should intervene in the risky situation.
• Show SLIDE: 20 before showing The “Undetected Rapist.” This short DVD/video of David Lisak interviewing “Frank” an undetected rapist is a chilling prelude to slide 21 and is available from the National Judicial Education Program, Legal Momentum, 395 Hudson Street, New York, NY 10014 (212.925.6635)
• Show SLIDE: 21: Rape culture slide: (From David Lisak, used with permission): “Lisak’s circle and then statistics.” (15 MINUTES) Researcher David Lisak has studied hundreds of perpetrators. When he does surveys of college men he finds that the vast majority never perpetrate sexual violence. Out of one study of nearly 2,000 college men, only 120 (6%) reported having committed rape. Of these 160 rapists, 76 (63%) had done this more than once.
• Ask participants: How many rapes do you think a perpetrator commits before he is caught? (Get them to generate answers). Lisak research suggests 4-5 on average. And most of them commit other crimes as well including child abuse and physical assault which only increases the number of victims they harm.
In total these 76 men in Lisak’s study admitted to 483 rapes. The take home message is that it is a very small group of perpetrators who are committing the vast majority of sexual violence. BUT – we are all part of the context that allows them to be successful. We all help to camouflage the perpetrator’s actions. We give a green light to them. How? (Ask participants some of the following questions)
• What are some examples of facilitating?
• What are some examples of bystanding?
• Can you think of things that people do at UNH without realizing that they may be inadvertently helping a rapist?
• How are ways you can be proactive and as a result perhaps prevent an act of sexual violence taking place?
• What are some examples of camouflaging?
• Are there things that you may be doing or that you have observed in your community that may provide camouflage to a predator?
Examples program facilitators can offer after participants have spoken:
“Facilitators” buy the alcohol and stage the parties that perpetrators use on campus to target their victims. “Bystanders” stand around telling the jokes that feed the perpetrator’s ego and narcissism. When you stand around and tell sexist jokes…you may think it is just harmless fun. But if there is a perpetrator in your midst, he overhears your laughter as the community condoning his actions.
• As we said earlier, at some point behaviors become illegal and we have a system of PAID active bystanders to intervene and help.
TRANSITION: In this next section of the program you focus on defining sexual violence using both the laws as well as contrasting this problematic behavior with what healthy relationships and healthy consent seeking and receiving should look like. Make this bridge for participants – are spending a bit more time looking at HOW we DEFINE sexual violence LEGALLY, as well as contrasting it with healthy CONSENSUAL relationships.
• Next you will present information about legal standard/definition, prevalence, context and consequences of sexual violence.
(15 minutes) SLIDES: 22-29
• Introductory SLIDE: 22. Tell students what we will be covering: begin with UNH student code of conduct and findings from a study that was done here on campus about prevalence, context and consequences of sexual violence.
• Review of UNH student code of conduct. SLIDES: 22-26. In addition, provide participants with view of the Equity wheel – part of carefully considering consent is in knowing what a healthy relationship is so that we can better recognize and intervene in cases of unhealthy relationships (slide 27).
• Ask participants: What are the weapons most often used in sexual violence? After they generate list, remind them that answer is: ALCOHOL. Show slide 28.
TROUBLE SHOOTING!
Watch for defensiveness about here. This is not about whether or not a person can give consent to sexual activity after having only one drink. Also, the use of alcohol is usually voluntary – people will say, “She chose to get really drunk ... no one forced her to drink.” But if someone chooses to drink, does that mean they deserve to get raped? Read students “The Rape of Mr. Smith,” which takes them through a legal interrogation of a mugging victim as if he were a rape victim. Point out or ask, “Can you see the double standard?
Spend a bit of time asking participants where we draw the line on incapacitation – what do we mean by this. Most students find this a grey area. Alcohol is the most frequently used weapon in sexual assault (co-facilitators, remember for yourselves what you saw in Lisak’s “Frank” video). It is a camouflage tool. What about having a standard like we do for driving – if you can’t drive because of how much you have had to drink, don’t engage in sexual behavior.
• Review of facts regarding sexual violence. Make sure you have carefully reviewed the UNH and NH Statewide survey reports prior to conducting this session! SLIDE: 29-32. Highlight – myth that the rapist is the stranger in the hood – the reality is that it is someone you know.
• Pick the rapist from this lineup (slide 29). We fear the stranger in the bushes, but that’s not whose most likely to sexually assault).
• Before showing slides 30, 31 and 32 have participants try to guess some statistics: What percentage of women have been physically assaulted by a partner in their lifetime? What percentage has been sexually abused? What percent of UNH students say they have had an unwanted sexual experience during the current school year? What are some of the consequences of sexual violence (e.g., to the survivor’s physical and mental health)?
1. Empathy building exercise: Victim Sensitivity Exercise (Plante, 2002) here with follow-up discussion. (20 minutes)
2. Empathy Building exercise. (20 minutes)
Victim Empathy Exercise
Materials: Pens and Paper
Directions: Tear a piece of paper into 5 strips. Number the strips one through five. Tell participants that they do not have to share this information with the group. On each strip write the following:
• the person you trust the most
• a place where you feel the safest
• your favorite class; aspect of job
• your favorite activity
• a secret
1. a) Ask the participants to look at the first piece of paper. Ask them to share with you what they like about this person, what they enjoy, why they feel close to them. Write what they indicate on the board. b) Now ask them to tear the piece of paper with the person written on it and throw it away. You can no longer talk or be with that person – she/he either blames you for your assault or you were assaulted by him/her. How do they feel now? Write their reactions on the board.
2. a) Ask the participants to look at the second piece of paper. Ask them to share with you what they like about this place and why they feel safe there. Write what they indicate on the board.
b) Now ask them to tear the piece of paper with the place written on it and throw it away. You no longer feel comfortable going to that place, you were assaulted there. (Site stats on % of rapes that happen in survivors home etc.) How do they feel now? Write their reactions on the board.
3. a) Ask the participants to look at the third piece of paper. Ask them to share with you what they like about this class (or there place of work or something similar), what they enjoy about it, etc. Write what they indicate on the board.
b) Now ask them to tear the piece of paper with the class or aspect of job written on it and throw it away. You can no longer go to the class; you might see your perpetrator there. How do they feel now? Write their reactions on the board.
4. a) Ask the participants to look at the forth piece of paper. Ask them to share with you what they like about this activity. What they enjoy about it, etc. Write what they indicate on the board.
b) Now tear the piece of paper with your favorite activity written on it. You can no longer do that activity because you fear you might see the person who attacked you while you are doing it.
How do they feel now? Write their reactions on the board.
5. a) Now ask the participants to look at the piece of paper with their secret. Why is it a secret? Why don’t they want many people to know? Write their reactions on the board.
b) Now take the piece of paper with a secret written on it. You can’t tear it up. You can’t throw it away. You must keep it forever. Think about what people might say to you if they knew. Think about what they might do if they knew. Now think about telling a stranger, maybe an officer, your boss, your co-workers. How do you feel now? Write their reactions on the board and debrief.
6. Everyone take a moment, breath and think how a survivor might react after being assaulted. What if the person who assaulted her/him was their friend, partner, relative? What if it happened where they felt safe? What if they can no longer compete at the same level – what does this mean for classes, sports, etc?
7. Point to the list of emotions; ask audience if they felt that way what might some of the consequences be for them socially, physically, academically, psychologically? If the victim is a person of color, how might this fact change the way they approach officers, rape crisis workers, and other service providers? What if the victim was assaulted by a member of the same sex – what issues might come up for them in reporting or disclosing to anyone?
8. What do you think survivors need? How might you help them in the healing process?
Write suggestions on the board.
3. Bystanders have an impact, not only before or during an incident but after too. Bystanders can broaden support systems for survivors. This is crucial given research that shows that positive social support in the aftermath of trauma can promote resilience and recovery and that friends of sexual assault survivors are frequently the first and only to know about the incident.
▪ Present information on how response of community members and service providers impact the sexual assault survivors functioning. Highlights of this work include: SLIDES: 32 - 35 (5 minutes)
▪ Community responses to sexual assault victims have powerful impact on survivors’ functioning.
▪ Provide a description of the negative experiences that victims may encounter with community members in the criminal justice or medical systems that can cause “secondary victimization.”
▪ Point out all the ways in which such negative interactions increase psychological distress for survivors.
4. Highlight and summarize this session:
▪ Defining sexual violence in all its forms from sexist jokes to rape on a continuum.
▪ Importance of intervention in all situations of sexual violence. If not, the greater likelihood of enabling “undetected rapists” to use the community to camouflage their predatory behaviors and contributing sexual violence across the continuum.
▪ Prevalence, context, and consequences of sexual violence.
▪ Victim empathy and the importance of sensitive responses to survivors of sexual violence.
5. Debrief/Evaluation. Ask participants what they have learned from this session.
6. Briefly tell them of the content of the next session and remind them not to intervene without considering their own safety – call 911!!!
Session Two Resources for Facilitators:
• Slides 18-35
• NH Laws
• Consent 101 – UNH Code of Conduct
• New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet
• 2006 UNH Unwanted Sexual Experiences Study
• 2007 VAW in NH Statewide report:
• Article “Oppression” Marilyn Frye, The Politics of Reality (Trumansburg, NY: The Crossing Press, 1983).
• Lisak video; “The Undetected Rapist” National Judicial Education Program; njep@.
• “The rape of Mr. Smith” Borkenhagen, C.K. (1975). The Legal bias against rape victims (The rape of Mr. Smith). American Bar Association Journal. Accessed from .
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CONSENT 101 OR:
DOING IT WITH THE LIGHTS ON
Sexual misconduct… includes, but is not limited to, any sexual activity as defined by [New Hampshire State Law] RSA 632-A:1 (IV) and (V) without seeking and receiving expressed permission. Sexual misconduct [can occur] when a person’s ability to give expressed permission is compromised due to…substance ingestion.
(From the UNH Student Code of Conduct)
In other words, if you want to have sex with somebody, you have to get his or her permission. Sounds simple, doesn’t it? In truth, there can be a lot of ambiguity surrounding the terms “seeking,” “receiving,” “expressed” and “permission.” And cutting corners on consent can land you in some very hot water! This hand-out is designed to shed light on an activity that most people do in the dark. We offer explanations and tips in plain English for seeking and receiving expressed consent. SHARPP wants you to have great sex if you choose to have sex—safer, mutually enjoyable, consensual sex.
What is seeking? (Scenario #1)
L. and D. are out on a date. The sparks have been flying all evening, and L. invites D. to come back to his room. While they’re listening to CD’s , L. asks D. if he can kiss her. D. says yes, and they kiss. L. is getting increasingly turned on and asks D.’s permission to remove her shirt. D. gives permission. More time passes and things continue to heat up. D. would like to progress to removing pants and asks L. if she can remove his pants. L. agrees and asks D. if he can remove hers and if it is okay if he touches her.
Seeking =
• Being crystal clear about your desires and expectations.
• Asking permission to engage in specific, named sexual behavior, whether or not you were the one who initiated sexual contact.
• Asking permission each time you wish to progress to new, different, or more intimate sexual behavior.
• Seeking = Sexy!
Seeking (
• Assuming that someone who consents to one type of sexual activity consents to all types.
• Assuming that someone’s previous consent to sexual activity applies to current or future activity.
• Assuming that sexy clothes, flirtatious behavior, accepting a ride, accepting a drink, or anything other than clearly expressed consent is an invitation to sexual activity.
What is Receiving? (Scenario #2)
L. and D. are out on a date. The sparks have been flying all evening, and L. invites D. to come back to her room. While they’re listening to CD’s , D. asks L. if she can kiss her. L. says yes, and they kiss. L. is getting increasingly turned on and asks D.’s permission to remove her shirt. D. says it’s ok. L. asks D. to clarify whether it’s just ok or something she really wants to do. D. tells L. that she really likes her and would love to kiss and touch her breasts. D. also thanks L. for being clear and honest and for asking about her needs and desires. Because both women feel comfortable and are clear on what the other person wants, L. and D. have a great evening.
Receiving =
• Hearing clear agreement or desire to engage in specific, named sexual activity.
• Always asking if there is any doubt about what the other person is communicating.
• Receiving = Sexy!
Receiving (
• Not hearing a specific no. (Unless your partner says yes, consent cannot be assumed!)
• Your partner’s saying or indicating yes when he or she is under the influence of alcohol and other mind-altering drugs. A clear state of mind is required!
A note about “expressed”: Verbal consent (including American Sign Language) is the clearest and least ambiguous form of communication, but people can express consent non-verbally by nodding, removing clothes, proceeding with the proposed activity, etc,. Likewise, people can deny consent with actions and gestures, such as pulling away or pulling on their clothes, etc. Whether your partner uses words or gestures, no means no.
What is Consent? (Scenario #3)
L. and D. are out on a date. The sparks have been flying all evening, and L. invites D. to come back to his room. L. is hoping that the evening will take a romantic turn, and even though he is very nervous, he tells D. that he is attracted to him and asks if he would like to be physically intimate. D. asks L. what he has in mind. The two guys laugh (because, let’s face it, talking about sex is sometimes funny.) L. and D. talk about their expectations of the relationship in general and how having sex tonight might affect their future interactions. They also discuss the importance of safer sex and oops…they discover there are no condoms on hand. Both guys decide it would be best to engage in low-risk sexual activities: massage, caressing, etc. Even though they have decided not to “go for it,” both feel very safe, comfortable, and…yes, sexy, because they talked openly about their needs and expectations.
Consent =
• Mutual agreement, based on a shared desire for specific sexual activities.
• An ongoing verbal interaction, taken one step at a time, to an expressed and honest yes.
• Mutual awareness of possible consequences of activities.
• Each partner remains open to and respects the other partner’s expression of agreement or disagreement to engage in the activity.
• Consent = very sexy!
Consent (
• Cooperation. Cooperation occurs when someone yes says, because he or she is too scared or intimidated to say no.
• Compliance. Compliance occurs when someone says yes, because giving in physically and mentally is the easiest thing to do. Many people ask why someone would say yes when he or she really means no. When there is an imbalance of physical size and strength, or of status or authority, it can be impossible to speak honestly of desires and limits.
• Getting the other to say yes by threatening, forcing, manipulating, intimidating coercing, pressuring, blackmailing, drugging, and getting him or her drunk. (This is called RAPE. It is also against the law.)
“L.”
Judy Cyprian, Sexual Assault Support Services, SHARPP Staff
Portsmouth, NH
“C.”
SHARPP Staff From “Men Unlearning Rape,” in
Changing Men #25, 1993.
John Kraft,
SHARPP’s Men’s Discussion Group, 1996.
To learn more, please ask your Hall Director, course instructor, Greek House, coach, etc. to schedule one of SHARPP’s Peer Education Programs about consent. The programs are called “Let’s Talk About Sex” and “Express Yourself.” Both are interactive, informative, and lots of fun!
If you want more information about any topic or would like to talk further, please call or stop by the SHARPP Office. We are also here if you have any concerns about sexual or intimate partner violence in your life or in the life of someone you care about.
SHARPP
The Sexual Harassment and Rape Prevention Program
The University of New Hampshire
12 Ballard Street, Durham, NH 03824
Call 862-SAFE (7233), any time, day or night.
Confidential TTY for deaf/hard-of-hearing callers: 1-800-735-2964
Office hours: Monday-Friday, 8 AM to 4:30 PM
( SHARPP, 2000. Logo by Anna Birch, Queen Oscar Design, Portsmouth, NH – updated 1/4/05
A Fact Sheet about
Sexual Assault
New Hampshire Coalition Against Domestic and Sexual Violence
PO Box 353 .Conc0rd, NH 03302
Phone: (603)-224-8893
Teen Site:
Many statutes, including New Hampshire’s, now define sexual assault as nonconsensual sexual contact or penetration by physical force, by threat of bodily harm, or when the victim is incapable of giving consent by virtue of mental illness, mental retardation, intoxication or being under the age of consent (16 years old in New Hampshire). Legally, acquaintance rape carries the same penalties as sexual assault committed by a stranger.
Counting only those rapes that are reported to law enforcement, a forcible rape is committed every six minutes in the United States.
(Federal Bureau of Investigation, Uniform Crime Reports, 1999)
According to the National Crime Victimization Survey (which collects data on nonfatal violent crimes against persons age 12 or older in the United States), the rate of rape/sexual assault victimization was 2.1 per 1,000 females and 0.1 per 1,000 males in the year 2000. The rate was highest for persons age 16to 19 (4.3 per 1000).
(Bureau of Justice Statistics, “Criminal Victimization 2000, “ National Crime Victimization Survey 2001, p. 6)
According to a study by the National Institute of Justice and the Center for Disease Control, 0.3% of female respondents and 0.1 % of male respondents reported that they had been raped in the twelve months prior to the survey. Based on these figures, statisticians estimate that 302,091 women and 92,748 men are raped each year. Because there is an average of 2.9 rapes for every female victim and 1.2 rapes for every male victim, the number of rapes exceeds the number of rape victims. Statisticians estimate that there are 876,064 rapes of women and 11,298 rapes of men each year.
(National Institute of Justice and the Center for Disease Control, “Full Report of the Prevalence, Incidence, and Consequence of Violence Against Women: Findings from the National Violence Against Women Survey,” 2000, p.l3)
Almost 60% of completed campus rapes took place in the victim’s residence. Thirty-one per cent took place in other campus living quarters and 10. 3% took place in a fraternity.
(Bureau of Justice Statistics and National Institute of Justice, “The Sexual Victimization of College Women, “2000, p. 18)
SEXUAL ASSAULT Page 2
In a nationally representative survey administered between November of 1995 and May of 1996, 17.6% of women and 3% of men reported that they had been the victim of a completed or attempted rape at some time in their lives. Among the women who reported a rape or attempted rape, 21.6% were under age 12 when first victimized and 32.4% were age 12 to17. Thus 54% of female rape victims were minors at the time of their first rape/attempted rape. Among the men who reported a rape or attempted rape, 48% were under age 12 and 23% were age 12 to 17 at the time of their victimization. Thus, 71 % of male victims were minors at the time of their first rape/attempted rape.
(National Institute of Justice and the Center for Disease Control, “Full Report of the Prevalence, Incidence, and Consequence of Violence Against Women: Findings from the National Violence Against Women Survey, 2000, pp. 13, 35)
Sixty-two per cent of rape/sexual assault victims reported that the offender was an intimate partner, relative, friend, or acquaintance. Intimate partners (current or former spouses, boyfriends, or girlfriends) were identified as the offender in 18% of rapes/sexual assaults of women. 42% of rapes/sexual assaults of women were committed by friends or acquaintances, and 2% were committed by relatives.
(Bureau of Justice Statistics, “Criminal Victimization 2000,” National Crime Victimization Survey, 2001, p. 8)
18.3% of women who reported experiencing a rape before the age of 18 also reported experiencing a rape in adulthood, while 8.7% of women who were not raped before the age 18 were raped in adulthood.
(National Institute of Justice and the Center for Disease Control, “Full Report of the Prevalence, Incidence, and Consequence of Violence Against Women: Findings from the National Violence Against Women Survey,” 2000, p. 39)
12.8% of completed rapes of college women, 35% of attempted rapes of college women, and 22.9% of threatened rapes of college women took place on a date. For both completed and attempted rapes, about 9 out of 10 offenders were known to the victim.
(Bureau of Justice Statistics and National Institute of Justice, “The Sexual Victimization of College Women,” 2000, p. 17)
In the nationally representative Survey of Women’s Health by the Commonwealth Fund in 1998, women who reported having experienced sexual violence from an intimate partner were 2.8 times more likely than women who had not experienced violence to rate their health as fair or poor.
(Plichta, Stacy B. and Marilyn Falik, “Prevalence of Violence and its Implications for Women’s Health, “ in Women’s Health Issues, Vol. 11, No. 3, p. 250)
While women are victims far more often than men, 9.43% of all rapes and sexual assaults – nearly one in ten – happen to men.
(National Crime Victimization Survey, 1996)
The 14 member programs of the NH Coalition Against Domestic and Sexual Violence assist survivors of sexual assault and domestic violence, and members of their families, with 24-hour crisis lines, emergency shelter, counseling, support groups, and assistance in dealing with police, medical, and court personnel. The crisis centers also provide speakers and educational programs to community groups. In 2002, Coalition groups assisted 1,151 sexual assault survivors.
Updated 11/2003
Printing financed with funds provided in part or in whole by the State of NH
and/or United States Department of Health & Human Services.
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Accessed from on May 15, 2007.
SESSION THREE
Session Outline
Session Resources for Facilitators:
• Slides 36-38
• Helping Behaviors grid
• Bystander Behaviors list
Session Handouts:
• Bystander Pledge
• Plan of Action
• Scenarios
• ABC cards
SESSION THREE OUTLINE
SESSION 3 (1.5 hours)
DEVELOPING SKILLS AS A BYSTANDER
LEARNING OUTCOMES
▪ Participants will be able to describe the range of potential bystander behaviors and situations where action might be appropriate.
▪ Participants will gain experience in working through the decision process with regard to bystander behaviors including the costs and benefits of intervention.
▪ Participants will gain knowledge of resources that are available to support bystanders and victim/survivors.
▪ Participants will express motivation and commitment to be an active bystander.
***Note to facilitators: Remember to bring back earlier ideas from previous sessions in this session. Make these connections and remind participants.
PROCEDURE
Introduce yourselves and outline what you will cover this final session: Skill development as a bystander.
Introduce the participants to the learning outcomes as: what we hope to accomplish this session. (5 min)
Remind participants of the ground rules for session:
( Confidentiality among participants to protect identity of people in their examples, respectful communication and speech, may pass, Protect identity of others in examples that participants give, Take care of yourselves, difficult topic, Others?
▪ Check-in with participants about previous session and ask if there are any questions about last session or if anything happened that they would like to discuss.
1. The decision making process for bystanders. (20 minutes)
▪ Empowered bystander exercise: Ask participants to think back to a time when someone intervened or stood up for them. Share with participants an example of role models or heroes from your own life.
▪ Remind participants of the reasons mentioned in session one why it is difficult to intervene. Highlight that many people do want to intervene, but do not know what to do.
▪ Facilitate discussion on what participants believe influences decision to act. Then show participants SLIDE: 36
QUESTIONS TO ASK BEFORE I TAKE ACTION:
▪ Am I aware there is a problem or risky situation?
▪ Do I recognize someone needs help?
▪ Do I see others and myself as part of the solution?
QUESTIONS TO ASK DURING THE SITUATION:
▪ How can I keep myself safe?
▪ What are my available options?
▪ Are there others I may call upon for help?
▪ What are the benefits/costs for taking action?
DECISION TO TAKE ACTION:
▪ When to act?
▪ Resources: people, phone, etc., available?
▪ ACT
2. Discussion of strategies for interventions for bystanders. (20 minutes)
▪ Brainstorm with participants a list of helping behaviors before during and after sexual violence. Facilitators LOOK AT GRID UNDER RESOURCES. SET UP DISCUSSION THIS WAY. DO NOT DO THROUGH EVERY EXAMPLE – ASK FOR A FEW IN EACH CATEGORY.
don’t
Begin by asking:
▪ How might one be helpful before a sexual assault occurs as a bystander? One way is through education, being informed. How might they become more informed so they can intervene sensitively, effectively? (Examples: attend a SHARPP program, know campus resources, etc.)
▪ Secondly, ask to give examples of how they might intervene before something happens or to de-escalate a risky situation before it progresses to a violation? Remind participants that this is about identifying risk factors or warning signs. Have participants help generate what these are – for example, Lisak work about perpetrators who premeditate their assault using language like women as “targets” or “prey”, use of alcohol as a weapon. (examples: walk someone home, monitor drinks at a party, interrupt jokes that objectify women, etc). May want to show examples from Virginia’s “Red Flag” campaign.
▪ Ask participants to give examples of how they might intervene after an assault happens. (examples: provide support and information on resources, believe her, report to the authorities, etc)
▪ Finally, ask how the examples might change or be different if the survivor is a friend, acquaintance or stranger. Ask how the interventions might change or be different if the person doing the inappropriate behavior is their friend, acquaintance or stranger.
▪ Give them copies of the bystander grid handout.
▪ SLIDE: 37 - Balancing safety with action. Reproduce graph on slide 37 on the board. Use the examples above to fit into graph – which involve action with others and action alone. Which involve intervention up-close (pulling a person aside) or more distant interventions (calling 911). Also remind them that some forms of bystander intervention take place directly in the moment while others involve more distance (in terms of time) from the event.
▪ Present campus and off-campus resources for bystanders including rape crisis center, police, enlisting the help of other bystanders. Show video (we need to create this with SHARPP). Highlight that you don’t have to go to SHARPP in person – can talk with someone on the phone. You don’t have to be a primary survivor or in crisis to use a crisis center – they have resources that can help.
3. Skill building: Role playing decision process and range of choices.
(20 minutes) *** This section of exercises is adapted from Katz, J. (1994, 2000) Mentors in Violence Prevention Playbook.
▪ Facilitators go over scenario one in front of the group; prepare them to go over other scenarios. Answer questions for participants.
▪ Participants will role-play decision making process. RETURN to SLIDE: 36
▪ Ask participants to work in four small groups. One group will work on one of the other four scenarios so they may gain skill in the decision process and to expand their repertoire of helping behaviors.
▪ Debrief with larger group about experience.
4. Participants are asked to intervene. (20 minutes)
▪ Handout the sheet with the Personal Plan/Bystander Pledge on the other. This pledge and strategy plan is for them alone to keep. Have participants write her/his own scenario that she or he is likely to encounter. They will outline the decision making process and what they will need to consider. Finally, have them write a plan or a strategy to address it.
▪ Give them an example of a plan that you have worked out and may have already done. List what you believe is the positive impact on yourself, the UNH community, and community at large.
▪ VERY IMPORTANT TO ask for volunteers to share his or her scenario and plan.
▪ Ask Participants to turn over the plan. Facilitators read the pledge out loud and have participants follow. Answer questions and ask participants to sign it with understanding it is for them only.
5. Debrief and highlight points of session. Ask Participants what they will do as a result of presentation. Give them revised ABC card SLIDE 38 (5 minutes)
• Ask participants: who will you share your plan with? How do we take what we have learned further into our community? Brainstorm how to share information in the community.
Session Three Resources for Facilitators:
• Slides 36-38
• Helping Behaviors grid
• Bystander Behaviors list
Session Handouts:
• Resources for Bystanders
• Bystander Pledge and Plan of Action
• Bystander grid
• ABC card - revised
• Scenarios * Adapted from Katz (1994, 2000), MVP Playbook.
HELPING BEHAVIORS
| |Friend |Acquaintance |Stranger |
|Before: risky behaviors that could escalate to |Call 911 and tell hospital if I suspect that my |Speak up in a class if a professor jokes that |Try to get help if I suspect a stranger at a |
|something more serious |friend has been drugged. |women really like to be raped. |party has been drugged. |
| |Walk a friend home from a party who has had too |Speak up if I hear someone I know say, “she |Approach the friends of someone who is |
| |much to drink. |deserves to be raped.” |intoxicated at a party and make sure they don’t |
| |Stop and ask my friend what his intentions are |Tell someone I know from class that I don’t like|leave her alone. |
| |if he was taking an intoxicated woman upstairs |to overhear about how they “banged a woman the |Approach a stranger at a party who has had too |
| |to his bedroom. |night before.” |much to drink if she would like me to walk her |
| |Confront friends who make excuses for abusive |Tell someone I know slightly from class that I |home so she can go to sleep. |
| |behaviors. |don’t appreciate their sexist/racist jokes. |Try to get help to intervene if I saw several |
| |Watch my friends drink at parties. | |strangers dragging a woman up stairs to their |
| |Make sure I leave a party with the same people I| |room. |
| |came with. | |Warn a stranger if I saw someone spike her |
| |Ask for verbal consent with my partner. | |drink. |
| |Stop when my partner says stop. | |Grab a drink that I saw someone spike and pour |
| |Educate myself about sexual violence and what I | |it out. |
| |can do about it. | |Speak out against homophobic jokes. |
|During: an incident involving some kind of |I would confront a friend if I saw him grabbing,|If I hear what sounds like yelling and fighting |Call 911 if I hear someone yelling and fighting.|
|violence. |pushing, and insulting his partner. |through my dorm walls, I knock on the door to |Call 911 if I hear someone calling for help. |
| |I would get help from others: friends or |see if everything is OK. |Go investigate if I hear someone calling for |
| |professionals, to intervene if I saw a friend |If I hear what sounds like yelling and fighting |help. |
| |grab, push, insult his partner. |through my dorm walls, I go get an RA or someone|If a woman is being shoved or yelled at by a |
| | |else for help. |man, I ask her if she needs help. |
| | |If I see a man and his girlfriend whom I kind of|I see a man and what I assume is his girlfriend.|
| | |know, in a heated argument, his hands clenched |I do not know either of them. His hands are |
| | |in a fist, I ask her if everything is OK. |clenched and I she is upset. I ask if everything|
| | | |is OK. |
|After/ally |Call 911 if my friend needs help. |If I hear an acquaintance talking about forcing |If a stranger looks upset, I ask them if they |
| |Call an RA or a rape counselor if a friend told |someone to have sex, I speak up against it and |are OK. |
| |me she was sexually assaulted. |express concern for the person who was forced. |Call a rape center if a stranger tells me they |
| |Ask a friend who seems upset if they are OK or |Call rape crisis center if an acquaintance was |have been raped. |
| |need help. |sexually assaulted. |Call 911 if a stranger needs help. |
| |Ask a friend if I thought they were in an |Ask an acquaintance if they are OK. | |
| |abusive relationship and let them know I am here| | |
| |to help. |I would encourage an acquaintance to speak up if| |
| |Let a friend know that I am available for |they thought they had been assaulted. | |
| |support and help if I suspected they were raped.| | |
| |Share information about sexual assault and | | |
| |violence with my friend. | | |
| |If I hear a friend has been accused of rape, I | | |
| |tell someone in authority – like police or | | |
| |Judicial Programs Office. | | |
BYSTANDER BEHAVIORS
If I suspect that my friend has been drugged, I seek professional help.
1. If I saw someone who was intoxicated left behind by her friends, I tell them to take her with them.
2. If I suspect that my friend is in an abusive relationship, I ask her/him and provide information about resources available.
3. If I suspect a friend has been sexually assaulted, I let her/him know I am here if they want to talk.
4. If I hear someone yelling and fighting, I call 911.
5. If I see someone spike another person’s drink, I stop them and call police.
6. If I see a friend grab, push or insult a woman, I say something or go get help.
7. If I see a stranger grab, push or insult a woman, I say something or go get help.
8. If I see a friend take an intoxicated woman up the stairs, I stop him and ask what he is doing.
9. I attend open forums and special events pertaining to sexual violence.
10. I would call the local rape crisis center if my friend told me s/he was raped.
11. If someone appears upset, I ask if they are okay.
12. If I notice someone has a large bruise, I ask how they were hurt.
13. If I hear an individual use the word “bitch, cunt, pussy,” pull them aside and explain why using that term is inappropriate.
14. If I see a person sexually assaulting another person, I intervene.
15. If my professor explains that women “say ‘no’ when they really mean ‘yes’,” I interrupt and make an attempt to educate the professor.
16. I talk to my friends about consent... and how he or she should wait until their partner verbalizes his/her feelings.
17. If I choose to leave a party early, I account for the people I came with.
18. If I see two men dragging a woman into a room, I call for help and intervene.
19. If I hear someone say, “She deserved to be raped,” I interrupt and explain that no one ever deserves or asks to be raped.
20. If I hear a sexist, racist, homophobic, etc. joke, I speak up and say this isn’t okay.
21. If I see commercials or ads exploiting women, I do not support that company.
22. If I see commercials or ads exploiting women, I explain to my children, nieces, nephews, others that this is not okay.
23. I will offer to watch my friends’ drinks when they leave the table.
24. If I know or suspect that a friend is in an abusive relationship (physically, sexually, or emotionally), I tell them they can confide in me.
25. I share statistics with my friends about sexual violence.
26. If someone needs my help and I don’t have the answer, I tap my resources and find someone who does.
27. If I hear that someone is in a bedroom “in training,” I call 911.
Session Three Resources for Facilitators:
• Slides 36-38
• Helping Behaviors grid
• Bystander Behaviors list
Session Three Handouts:
• Bystander Pledge and Plan of Action
• Scenarios
• ABC cards
BYSTANDER PLEDGE
I pledge to
• Express my outrage about rape and all forms of sexual violence.
• Talk to other community members about sexual violence.
• Interrupt sexist jokes that objectify women and girls.
• Seek information about why sexual violence is so prevalent in our society and how I can help prevent it.
• Change anything I may be doing that contributes to sexual violence.
• Support and encourage men and women to take responsibility for ending sexual violence.
• Listen to your friends’ and partners’ fears and concerns for safety.
• Pay attention to cries for help and take action.
• Challenge images of violence against women in advertising and entertainment.
• Support women and men working together to end sexual violence.
• Nurture myself and be aware of my personal safety.
• Believe and support women, children, and men who have experienced any form of sexual violence.
_____________________________________
Name and Date
_____________________________________
Witness and Date
PERSONAL PLAN OF BYSTANDER ACTION
SCENARIO: ___________________________________________________________
________________________________________________________________________
________________________________________________________________________
DECISION MAKING PROCESS: _____________________________________
________________________________________________________________________
________________________________________________________________________
PLAN OF ACTION: ____________________________________________
________________________________________________________________________
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SCENARIO ONE: *Format adapted from Katz (1994, 2000) MVP Playbook.
You and a friend are at a party. You see a male acquaintance mixing drinks. He offers you and your friend a drink. You are not drinking tonight because you have an exam tomorrow, but your friend accepts the drink. She notices it tastes “funny, salty” yet continues to drink it. A half an hour later she is dancing with this man. Next thing you see is the man taking her arm and leading her up the stairs. She appears to be somewhat reluctant.
Decision Making Process: They are both adults…maybe she wants to hook up with this guy…can she give consent in her condition?…I have seen her drunk before but this time she doesn’t seem herself…what does this guy want?…where is he taking her?… why did her drink taste funny, could she have been drugged?…What is my responsibility?
Discuss pros and cons of each choice:
• Nothing. It is none of my business.
• Talk to my friend. See if she is able to make a clear decision, back off if she doesn’t listen.
• Get some other friends to strongly encourage her to leave the party with us. Explain you think she may have been drugged.
• Find some of his friends to intercede. Their friend is taking a risk having sex with a woman who is under the influence.
• Your own idea:_____________________________________
What do you do? How will you stay safe?
SCENARIO TWO: *Format adapted from Katz (1994, 2000) MVP Playbook.
You are at a party. A highly intoxicated woman you don’t know comes over to a male friend of yours. You overhear her ask your friend to help her get back to her dorm room. She is hanging all over him. Your friend has told you he finds her attractive and would like to have sex with her.
Decision Making Process:
Are they too drunk to have sex?…does she want to have sex with him?…Can she give consent?…is she trying to communicate that she wants to have sex with him?…Why else would she be all over him?…maybe she needs help walking…I wonder if he is aware that these circumstances are not the best to engage in sex…will he respect her boundaries or push her to have sex?…I have seen him in similar situations and I have been uncomfortable…What am I suppose to do?
Discuss pros and cons of each choice:
• Nothing. It is none of my business.
• Talk to your male friend. Explain that you think she may be too drunk to give clear consent to sex.
• Offer to take her home, make sure she arrives there safely and leave.
• Find some of her friends and ask them to take her home.
• Your own idea:_____________________________________
What do you do? How do you stay safe?
SCENARIO THREE:*Format adapted from Katz (1994, 2000) MVP Playbook.
You are walking down the hall to catch the elevator to go to your room. When you pass a dorm room on the first floor you hear a man and a woman yelling at each other, they are really going at it. The man is calling the woman a “slut” and other names.
Decision Making Process:
People have arguments all the time…is this my business? Have they been drinking?…I wonder if this argument will escalate and someone is at risk of being physically hurt…will someone else call the police if it continues?…should I go get my RA? What am I supposed to do?
Discuss pros and cons of each option:
• Nothing. It is none of my business.
• Go to my room and come down in an hour to see if they are still “going at it.”
• Go get my RA and discuss it with her/him.
• Call 911.
• Your own idea:_____________________________________
What do you do? How do you stay safe?
SCENARIO FOUR: *Format adapted from Katz (1994, 2000) MVP Playbook.
You are at a presentation on sexual harassment. A student next to you leans over and whispers, “It sounds like she asked for it!” Then that student begins to laugh.
Decision Making Process: People make stupid comments everyday…why should I make a big deal? this person obviously has issues, but what good would it do to say something? why would he/she listen to me?…if I don’t say anything, she/he may continue to make these comments…is this my responsibility? What am I supposed to do?
Pros and cons of each option:
• Nothing. It is none of my business.
• Give the person a disapproving look.
• Wait until the presentation is over and ask the student why he/she made that comment. Try to engage the person in a conversation.
• Tell the presenter and hope that he/she will say something.
• Your own idea:_____________________________________
What do you do? How will you stay safe?
SCENARIO FIVE: *Format adapted from Katz (1994, 2000) MVP Playbook.
You are home for the winter break. At 8 o’clock on a Saturday morning a close female friend calls you crying. You ask her what has happened and she says someone came into her dorm room last night. She reluctantly tells you that she woke up to find a naked man on top of her. She is afraid to tell her parents because she didn’t lock her door and believes she is at fault.
Decision Making Process:
People make stupid mistakes all the time…why should she care that some guy thought he was in his room? What is the big deal? On the other hand, no one deserves to be frightened…what should I say? I wonder if there is an organization like SHARPP on her campus? Would they help in this situation?
Discuss pros and cons of each option:
• Nothing. It is not a big deal.
• Just listen, she needs to cry.
• Listen and offer support, tell her it is not her fault, she deserves to feel safe.
• Tell her about SHARPP and other crisis organizations that might help. Offer to call SHARPP on her behalf.
• Your own idea:_____________________________________
What do you do? How do you stay safe?
Additional Scenarios
These may be used as substitutes for other included scenarios if appropriate
*Format adapted from Katz (1994, 2000) MVP Playbook.
Online harassment/stalking scenario:
Your friend has been telling you for months about a woman he is interested in who doesn’t seem to be returning his advances. He tells you he’s decided to play a joke on her. Next time you are online on Facebook you see that he has created pictures of her online by putting a photo of her face into sexually explicit photographs. Several other friends laugh about this and when the woman expresses distress and tells others about this, your friends begin to circulate rumors and make negative comments about her online. What do you do?
Potential thoughts: It’s not that big of a deal, can’t anybody take a joke these days? Everybody knows online photos are fake. I wonder why she’s so upset. Should I say something to my friend? Should I challenge the negative remarks online? Should I try to talk to her?
Discuss the pros and cons of each option:
1. Do nothing
2. Go along with the laughter of your friends
3. Call your friend out on his behavior
4. Call your other friends out for writing negative remarks about the woman.
Your own ideas:
How do you keep yourself safe?
Bar scene scenario:
You and some friends are out at a bar on a Friday night. When you came in you noticed a woman at the bar sitting alone. A bit later in the evening you notice her again now sitting with a man who keeps moving closer to her and buying her drinks. She looks uncomfortable and keeps moving her chair a bit further back while looking around the bar. A bit later you notice that she stands up and tries to walk away. He follows her and puts his arm on the wall to talk to her further but it looks like she’s cornered.
Decision making process: She’s an adult, she can handle herself. It would be really embarrassing to say something to her and have her or him tell me to mind my own business. Is this a risky situation? What could I say to her? Could I just try to talk to her to see? Are there others who could go talk to her with me?
Pros and cons of each option:
• Do nothing.
• Mention something to the bartender or bouncer.
• Try to say something to her myself (i.e. try to pretend to be an acquaintance and ask her to join you and your friends).
• Try to say something to him
• Approach them with a group of people
What do you do? How do you keep yourself safe?
ONE 90-MINUTE SESSION
Session Resources for Facilitators:
• Slides 1-14
• “Dangerous Parties” – article on Stoke Hall gang rape
• Bystander Behaviors list
• NH Laws
• Consent 101 – UNH Code of Conduct
• New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet
• Article “Oppression” Marilyn Frye, The Politics of Reality (Trumansburg, NY: The Crossing Press, 1983).
Session Handouts:
• Bystander Pledge and Plan of Action
• Scenarios
• ABC cards
See the 3-session program description for the above handouts and some of the resources.
90-MINUTE SESSION OUTLINE
PROGRAM: 90-MINUTE SESSION
NOTE TO FACILITATORS: It is helpful to remind participants that this program is a 90 minute program condensed from a longer program. As such, the transitions are not always smooth. Acknowledge that the program will address bystander intervention and sexual violence, but that initially the ideas will be brought up separately, and later combined as the program goes on. It is helpful to state something like: “it may seem like we’re jumping around a little bit at the start, but all of the key ideas comes together nicely at the end.”
INTRODUCE THE BYSTANDER MODEL, APPLY TO SEXUAL VIOLENCE AND DEVELOP SKILLS AS AN ACTIVE BYSTANDER.
PROCEDURE
Introduce yourselves and outline what you will cover this session: Introduce bystander model, apply the bystander model to sexual violence, and finally develop skills as a bystander.
Introduce the participants to the learning outcomes as: what we hope to accomplish this session. KEEP THIS BRIEF (5 min)
Establish ground rules for session – solicit suggestions from participants and then suggest these:
( Confidentiality – kinds of information that should stay in room
( Respectful communication and speech
( Participants may pass
• Protect identity of others in examples that participants give
• Take care of yourselves, difficult topic
( Others?
Facilitators should tell participants that they will stay for a few minutes after the program to answer any questions or talk about anything that may have come up during the program, offering resources etc. [Similarly (if it applies) facilitators should announce that they have experience working with survivors/secondary survivors and that they are happy to talk to anyone afterwards that may be interested.]
Introduce concept of bystander intervention:
LEARNING OUTCOMES
▪ Participants will gain an understanding of what bystander responsibility is through presentation of concepts and examples.
▪ Participants will have the opportunity to apply the concept of bystander responsibility to their own past experiences.
1. Educational component about bystander responsibility SLIDES 1-7
▪ Begin by introducing them to a definition of bystander intervention. SLIDE 2: (15 minutes)
▪ SLIDE 3: In the context of this program, a positive bystander is someone whose behavior intervenes in a way that changes the outcome to a positive one.
▪ Have participants share his or her examples of positive bystander behavior.
TROUBLE SHOOTING!
Participants may have witnessed emotionally difficult situations, and may not have been able to do anything about it. Explain that this exercise is not to find fault, but to understand the reasons why someone would intervene or not.
Ask participants to answer in their small groups:
9. 1. think of examples when they did or did not intervene
10. 2. think of examples when they saw someone else intervene
11. 3. think of examples when someone intervened on their behalf
12. 4. discuss and list the reasons they did or did not intervene (e.g. embarrassment, safety, easier, not my problem, didn’t know what to do, afraid)
13. 5. how they felt about their experiences, what was the impact on them and others
6. discuss if it is easier or more difficult to intervene when it’s a friend or a stranger, and why?
14.
Highlight that people often choose not to intervene because they assume there isn’t a problem, feel embarrassed or unsure of what to do, have been taught to “mind their own business,” assume others don’t see it as a problem or that others will do something, or may fear for their own safety. List the following questions for participants to think about (you will not have time to actually DISCUSS in the group):
Ask yourself if you would intervene to help someone?
Where is your threshold for intervening or not?
What would determine if you did or did not?
Are individual characteristics or situational/environmental factors more reliable predictors of behavior?
Are you more or less likely to intervene if you are the only bystander or if you are part of a group of bystanders?
What are some of your own personal motivations to intervene?
What might be some cultural, religious, political, ethical, relational, situational, civic motivations to intervene?
TROUBLE SHOOTING!
Some people have personalities that make it more likely that they will actively intervene as active bystanders. It is important to note, however, that not everybody has such a personality, and that if a person is more introverted or self-conscious they may have a harder time intervening in this manner. It is important here, to encourage participants to intervene in ways that they are comfortable with and that fit with their personality style and that people should not feel guilty if they are unable to intervene the same way that others may be able to. Lastly, it may be helpful to ask questions about people moving beyond their comfort zone and what might prompt such an action
▪ Show participants the example of Stoke Hall Gang Rape and Kitty G. SLIDES 4-6. Explain why bystander responsibility is important for community.
▪ SLIDE 7 – Go over what is important to determine bystander action.
• SLIDE 8 – Examples of empowered bystanders.
o What are some significant things you notice about these examples?
o What types of challenges do you suppose these bystanders faced?
o What strategies did they use to overcome these challenges?
o What were some of the obvious, and also some more subtle outcomes that resulted from their bystanding?
o Would you feel comfortable doing such a thing? Why/why not?
o Any ideas of how YOU may have intervened?
APPLY BYSTANDER CONCEPTS TO SEXUAL VIOLENCE
LEARNING OUTCOMES
▪ Participants will be able to identify the range of unacceptable sexual behaviors and become aware of the prevalence and context of sexual violence.
▪ Participants will increase their empathy for victims.
▪ Participants will cultivate skills in identifying situations where bystander intervention may be appropriate.
2. Educational components about sexual violence. SLIDE: 9
(10 minutes).
A. CONTINUUM OF SEXUAL VIOLENCE:
• Begin this section with brainstorming. Draw slide 8 on the board. Ask participants to brainstorm with you all kinds of inappropriate sexual behavior. The examples should span the continuum from sexual jokes to rape, forcing someone to watch pornography, calling someone a
“slut.” Here are some examples for you to draw from: sexual innuendoes, comments, remarks about clothing, body, sexual activities, whistling in a suggestive manner, humor or jokes about women as objects, patting, pinching, touching, feeling or brushing against ones body, attempted or actual kissing, penetration, leering, obscene gestures, incest, statutory rape, rape of a child, pornography, oral penetration, anal penetration, prostitution.
• Ask if these behaviors are always inappropriate? Why not? What makes these behaviors inappropriate? ANSWER: The behavior is inappropriate if it is UNWANTED, involves COERSION (economic, social, physical - size too) or other form of POWER over someone, or the act is REPEATED. HANDOUTS: CONSENT 101, FACT SHEETS.
• Show SLIDE 10. POINT OUT at some point along the continuum, the behaviors cross a line and become illegal. When they do, we have a system to intervene: Criminal Justice System. It might not be safe to intervene alone, but can call 911.
• Up to the point where behaviors become illegal are “risky” Behaviors. These are behaviors that require some form of intervention to be de-escalated so they do not lead to other forms of aggression. Bystanders have an important role in the intervention.
• Birdcage metaphor from Frye’s essay, “Oppression” (Marilyn Frye, The Politics of Reality (Trumansburg, N.Y.,: The Crossing Press, 1983). Describe her birdcage metaphor for oppression and translate to understanding the impact of the continuum of violence.
• Community needs bystanders to intervene in both situations – even if the strategy is different.
B. TRANSITION:
Begin to facilitate group discussion to generate applications of bystander responsibility to examples of sexual violence.
(5 minutes)
• Ask participants to begin to think of ways one might help to de-escalate – intervene along the continuum.
• Then tell participants that around 30 rapes are reported to the Sexual Harassment and Rape Prevention Program here at UNH every year. Ask participants what makes it possible for someone you go to class with, or eat with in the dining hall to be able to hurt someone they know in this way? Refer back to the bystander role; rape happens because too few people intervene, know how to intervene or know they should intervene in the risky situation.
C. Camouflaging sexual violence:
Show SLIDE: 11 “Rape Culture” courtesy of David Lisak (5 MINUTES). Researcher David Lisak has studied hundreds of perpetrators. When he does surveys of college men he finds that the vast majority never perpetrate sexual violence. Out of one study of nearly 2,000 college men, only 120 (6%) reported having committed rape. Of these 160 rapists, 76 (63%) had done this more than once.
• Ask participants: How many rapes do you think a perpetrator commits before he is caught? (Get them to generate answers). Lisak research suggests 4-5 on average. And most of them commit other crimes as well including child abuse and physical assault which only increases the number of victims they harm.
In total these 76 men in Lisak’s study admitted to 483 rapes. The take home message is that it is a very small group of perpetrators who are committing the vast majority of sexual violence. BUT – we are all part of the context that allows them to be successful. We all help to camouflage the perpetrator’s actions. We give a green light to them. How? (ask participants some of the following questions)
• What are some examples of facilitating?
• What are some examples of bystanding?
• Can you think of things that people do at UNH without realizing that they may be inadvertently helping a rapist?
• How are ways you can be proactive and as a result perhaps prevent an act of sexual violence taking place?
• What are some examples of camouflaging?
• Are there things that you may be doing or that you have observed in your community that may provide camouflage to a predator?
Examples facilitators can offer after participants have spoken:
Facilitators buy the alcohol and stage the parties that perpetrators use on campus to target their victims. Bystanders stand around telling the jokes that feed the perpetrator’s ego and narcissism. When you stand around and tell sexist jokes…you may think it is just harmless fun. But if there is a perpetrator in your midst, he overhears your laughter as the community condoning his actions.
As we said earlier, at some point behaviors become illegal and we have a system of PAID active bystanders to intervene and help
3. Empathy building exercise: (20 minutes)
Victim Empathy Exercise
Materials: Pens and Paper
Directions: Tear a piece of paper into 5 strips. Number the strips one through five. Tell participants that they do not have to share this information with the group. On each strip write the following:
• the person you trust the most
• a place where you feel the safest
• your favorite class; aspect of job
• your favorite activity
• a secret
9. a) Ask the participants to look at the first piece of paper. Ask them to share with you what they like about this person, what they enjoy, why they feel close to them. Write what they indicate on the board. b) Now ask them to tear the piece of paper with the person written on it and throw it away. You can no longer talk or be with that person – she/he either blames you for your assault or you were assaulted by him/her. How do they feel now? Write their reactions on the board.
10. a) Ask the participants to look at the second piece of paper. Ask them to share with you what they like about this place and why they feel safe there. Write what they indicate on the board.
b) Now ask them to tear the piece of paper with the place written on it and throw it away. You no longer feel comfortable going to that place, you were assaulted there. (Site stats on % of rapes that happen in survivors home etc.) How do they feel now? Write their reactions on the board.
11. a) Ask the participants to look at the third piece of paper. Ask them to share with you what they like about this class (or there place of work or something similar), what they enjoy about it, etc. Write what they indicate on the board.
b) Now ask them to tear the piece of paper with the class or aspect of job written on it and throw it away. You can no longer go to the class; you might see your perpetrator there. How do they feel now? Write their reactions on the board.
12. a) Ask the participants to look at the forth piece of paper. Ask them to share with you what they like about this activity. What they enjoy about it, etc. Write what they indicate on the board.
b) Now tear the piece of paper with your favorite activity written on it. You can no longer do that activity because you fear you might see the person who attacked you while you are doing it.
How do they feel now? Write their reactions on the board.
13. a) Now ask the participants to look at the piece of paper with their secret. Why is it a secret? Why don’t they want many people to know? Write their reactions on the board.
b) Now take the piece of paper with a secret written on it. You can’t tear it up. You can’t throw it away. You must keep it forever. Think about what people might say to you if they knew. Think about what they might do if they knew. Now think about telling a stranger, maybe an officer, your boss, or your co-workers. How do you feel now? Write their reactions on the board and debrief.
14. Everyone take a moment, breath and think how a survivor might react after being assaulted. What if the person who assaulted her/him was their friend, partner, relative? What if it happened where they felt safe? What if they can no longer compete at the same level – what does this mean for classes, sports, etc?
15. Point to the list of emotions; ask audience if they felt that way what might some of the consequences be for them socially, physically, academically, psychologically? If the victim is a person of color, how might this fact change the way they approach officers, rape crisis workers, and other service providers? What if the victim was assaulted by a member of the same sex – what issues might come up for them in reporting or disclosing to anyone?
16. What do you think survivors need? How might you help them in the healing process?
Write suggestions on the board.
17. Discussion of how bystander responsibility concept can be applied to sexual violence. Have participants then imagine how they would feel if people witnessed what happened and no one helped.
18. SLIDE 12 – (2 minutes) – review facts about sexual violence.
4. DEVELOPING SKILLS AS A BYSTANDER
LEARNING OUTCOMES
▪ Participants will gain experience in working through the decision process with regard to bystander behaviors including the costs and benefits of intervention.
▪ Participants will gain knowledge of resources that are available to support bystanders and victim/survivors.
▪ Participants will express motivation and commitment to be an active bystander.
4. Discussion of strategies for interventions for bystanders. (10 minutes)
▪ Ask participants to begin to list ways bystanders could help survivors before, during, and after sexual violence. Begin by asking:
▪ How might one be helpful before a sexual assault occurs as a bystander? One way is through education, being informed. How might they become more informed so they can intervene sensitively, effectively? (Examples: attend a SHARPP program, know campus resources, etc.)
▪ Secondly, ask to give examples of how they might intervene before something happens or to de-escalate a risky situation before it progresses to a violation? (examples: walk someone home, monitor drinks at a party, interrupt jokes that objectify women, etc)
▪ Ask participants to give examples of how they might intervene after an assault happens. (examples: provide support and information on resources, believe her, report to the authorities, etc)
▪ Finally, ask how the examples might change or be different if the survivor is a friend, acquaintance or stranger. Ask how the interventions might change or be different if the person doing the inappropriate behavior is their friend, acquaintance or stranger.
▪ SLIDE: 13- Balancing safety with action. Reproduce graph on slide 11 on the board. Use the examples above to fit into graph – which involve action with others and action alone. Which involve intervention up-close (pulling a person aside) or more distant interventions (calling 911).
▪ Present campus and off-campus resources for bystanders including rape crisis center, police, enlisting the help of other bystanders.
5. Skill building: Role playing decision process and range of choices (Adapted from Katz, J. (1994, 2000), Mentors in Violence Prevention Playbook.
(10 minutes)
▪ Facilitators go over scenario one in front of the group; prepare them to go over other scenarios. Answer questions for participants. Show SLIDE 14
▪ Participants will role-play decision making process. KEEP SLIDE: 14
▪ Ask participants to work in four small groups. One group will work on one of the other four scenarios so they may gain skill in the decision process and to expand their repertoire of helping behaviors.
▪ Debrief with larger group about experience.
6. Participants are asked to intervene. (10 minutes)
▪ Handout the sheet with the Personal Plan/Bystander Pledge on the other. This pledge and strategy plan is for them alone to keep. Have participants write her/his own scenario that she or he is likely to encounter. They will outline the decision making process and what they will need to consider. Finally, have them write a plan or a strategy to address it.
▪ Give them an example of a plan that you have worked out and may have already done. List what you believe is the positive impact on yourself, the UNH community, and community at large.
▪ VERY IMPORTANT TO ask for volunteers to share his or her scenario and plan.
▪ Ask Participants to turn over the plan. Facilitators read the pledge out loud and have participants follow. Answer questions and ask participants to sign it with the understanding that it is for them only.
7. Debrief and highlight points of session. Ask Participants what they will do as a result of presentation.
8. Remind participants that facilitators will be available to speak individually after the program.
90-Minute Session Resources for Facilitators (see Resources throughout the 3-session program):
• Slides 1-14 (specific to the 90-minute session)
• “Dangerous Parties” – article on Stoke Hall gang rape
• Bystander Behaviors list
• Annotated summary of background articles on sexual violence prevention
• NH Laws
• Consent 101 – UNH Code of Conduct
• New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet
• Article “Oppression” Marilyn Frye, The Politics of Reality (Trumansburg, NY: The Crossing Press, 1983).
Session Handouts: (See end of 3-session program)
• Bystander Pledge and Plan of Action
• Scenarios
• ABC cards
APPENDICES
Resources for further information for facilitators:
1. Summary of research/program evaluation of the Bringing in the Bystander Program.
2. Brief overview of sexual violence prevention research and annotated bibliography of key background articles.
Bringing in the Bystander™
Prevention Innovations
University of New Hampshire
Program Evaluation: Bringing in the Bystander – The following articles are published, in press or under review and describe research that has been done on the Bringing in the Bystander in-person program or companion social marketing campaign
Banyard, V. L., Moynihan, M. M., & Plante, E. G. (2007). Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology, 35, 463-481. The current study used an experimental design to evaluate a sexual violence prevention program based on a community of responsibility model that teaches women and men how to intervene safely and effectively in cases of sexual violence before, during, and after incidents with strangers, acquaintances, or friends. It approaches both women and men as potential bystanders or witnesses to behaviors related to sexual violence. Three hundred and eighty-nine undergraduates participated and were randomly assigned to one of two treatment groups or a control group. Results from the research reveal that up to 2 months after participating in either a one- or three-session version of the program, participants in the treatment conditions showed improvements across measures of attitudes, knowledge, and behavior while the control group did not. Most program effects persisted at 4- and 12-month follow-ups. The program appeared to benefit both women and men. Implications and future directions for research are discussed.
Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004) Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32, 61-79. Recent research documents the problem of sexual violence across communities, often finding its causes to be embedded in community and cultural norms, thus demonstrating the need for community-focused solutions. The current paper synthesizes research from community psychology on community change and prevention with more individually-focused studies of sexual violence prevention programs and bystander behavior in emergency and crime situations. The purpose of bringing together this research is to outline a new area of focus for sexual violence prevention: the mobilization of prosocial behavior on the part of potential bystanders. This approach has utility for increasing community receptivity to prevention messages, by decreasing resistance to them, and for increasing the likelihood of community members taking an active role in prevention and intervention. The specific case of sexual violence prevention on college campus communities illustrates this approach.
Moynihan, M. M., Banyard, V. L., & Plante, E. G. (2007). Preventing Dating Violence: A University example of community approaches. In Kendall-Tackett & Giacomoni (Eds.), Intimate Partner Violence. Kingston, NJ: Civic Research Institute. This paper presents results of a formative of the Bringing in the Bystander program with 26 male and female undergraduates. Results indicate that participants in the program showed reduced rape myth acceptance and increased knowledge of sexual violence, and greater willingness to be an active, pro-social bystander. Focus group data indicated that participants were excited about the program and would recommend it to others.
Banyard, V. L., Eckstein, R., & Moynihan, M. M. (in press). Involving Community in Sexual Violence Prevention: The Role of Stages of Change. Journal of Interpersonal Violence. An increasing number of both empirical studies and theoretical frameworks for preventing sexual violence are appearing in both the research and practice based literatures. The consensus of this work is that while important lessons have been learned, to date, the field is still in the early stages of developing and fully researching effective models particularly for primary prevention of this problem in communities. The purpose of the current study is to discuss the utility of applying the transtheoretical model of readiness to change to sexual violence prevention and evaluation. A review of this model along with its application in one promising new primary prevention program are provided along with exploratory data about what is learned about program design and effectiveness when this model is used. The study also represents one of the first attempts to operationalize and create specific measures to quantify readiness to change in the context of sexual violence prevention and evaluation. Implications for program development and evaluation research are discussed.
Banyard, V. L. (in press). Measurement and Correlates of Pro-social Bystander Behavior: The Case of Interpersonal Violence, Violence and Victims. The field of social psychology has long investigated the role of pro-social bystanders in assisting crime victims and helping in emergency situations. This research has usually been experimental and has established important principles about the conditions under which individuals will choose to engage in pro-social bystander behaviors. More recently, interest has grown in applying this work to the important practical problem of preventing interpersonal violence in communities. Yet, to date, there has been little research on the role of bystanders in cases of interpersonal violence. The current study is thus exploratory. Using a sample of 389 undergraduates, the study discusses key issues in the development of measures to investigate these questions and presents preliminary analyses of correlates of bystander behavior in the context of sexual and intimate partner violence.
Moynihan, M. M. & Banyard, V. L. (2008). Community responsibility for preventing sexual violence: A pilot with campus Greeks and intercollegiate athletes. Journal of Prevention and Intervention in the Community, 36, 23-38. Previous research has noted higher incidences of sexual violence on campus among members of campus Greeks and athletes and the need to do prevention programs with them. This paper presents results of an exploratory pilot study of a sexual violence prevention program with members of one fraternity, sorority, men’s and women’s intercollegiate athletic team. The program, experimentally evaluated and found to be effective with a general sample of undergraduates, was used to determine its efficacy specifically with Greeks and athletes. The model upon which the program is based calls for prevention efforts that take a wider community approach rather than simply targeting individuals as potential perpetrators or victims. Results from repeated-measures analysis of variance indicate that the program worked overall. Future directions are discussed.
Potter, S. J., Stapleton, J. G., & Moynihan, M. M. (2008). Designing, implementing, and evaluating a media campaign illustrating the bystander role. Journal of Prevention and Intervention in the Community, 36, 39-56. Recent research found that training men and women to understand the role of bystanders in situations where violence against women (VAW) is occurring may reduce the incidence of VAW (Moynihan and Banyard, 2004). Therefore a public awareness campaign to increase understanding of the prosocial role of bystanders in reducing VAW was developed and implemented. The current paper discusses the role of media campaigns in addressing public health issues and describes the initial development, implementation and evaluation of a media campaign focused on the bystander role in reducing the incidence of VAW. Conclusions and future directions of this exploratory project are discussed.
Potter, S. J., Moynihan, M. M., Stapleton, J. G. & Banyard, V. L. (2008). Empowering bystanders to prevent campus violence against women. Violence Against Women Researchers at a mid-size public northeastern university evaluated the efficacy of a poster campaign to determine if students increase their knowledge of prosocial bystander behaviors and willingness to intervene in instances of sexual violence after viewing a series of campaign posters where student actors model appropriate bystander behaviors. During the last week of the campaign, undergraduates were invited to participate in a web survey. The results of our preliminary evaluation indicate promising variation in the awareness of students who reported seeing the campaign compared to those who did not.
Of Related Interest
Borges, A. M., Banyard, V. L., & Moynihan, M. M. (2008). Clarifying consent: Primary prevention of sexual assault on a college campus. Journal of Prevention and Intervention in the Community, 36, 75-88. Although more universities are developing policies for students regarding consent for sexual behavior in response to the problem of sexual violence on campus, many students seem either unaware of these policies or what they mean for actual behavior. Policies are only as effective as peoples’ understanding and use of them. The current study aimed to evaluate the utility of a prevention education program focused on teaching students about consent. Two hundred and twenty undergraduates, composing a control group, a shorter treatment group, and a longer one, participated in the study. The findings showed the greatest knowledge gain for participants in the longer treatment group that included a discussion of the policy and participated in an activity dealing with its implications. Implications and further research directions are discussed.
Banyard, V. L., Moynihan, M. M., Walsh, W. A., Cohn, E. S, & Ward, S. (in press). Friends of Survivors: The Community Impact of Unwanted Sexual Experiences. Journal of Interpersonal Violence. Research shows that sexual assault survivors are most likely to disclose their experiences to a friend; in response, prevention efforts increasingly focus on friends as potential informal helpers. To add to our understanding of this, the current study examined friends’ perceptions of the disclosure experience. Undergraduates (N=1,241) at the University of New Hampshire completed a shortened version of the Ahrens & Campbell (2000) Impact on Friends measure. Results found that about 1 in 3 female undergraduates and 1 in 5 male students were told by a friend that they were a victim of an unwanted sexual experience. Gender differences were found in friends’ responses to disclosure. In particular, women reported greater emotional distress in response to a friend’s disclosure, greater positive responses and lesser-perceived confusion/ineffectiveness as compared to men about what to do when a friend disclosed that they had had an unwanted sexual experience. Implications include the need to develop specific and clear educational material to help the community cope with and effectively respond to unwanted sexual experiences on college campuses.
Background Summary and Annotated Bibliography: The Scope of Sexual Violence and its Prevention
Sexual violence is a widespread problem across communities (e.g., Abbey, Ross, & McDuffie 1996; Banyard, Plante, Cohn, Moorhead, Ward, & Walsh, 2004; Fisher, Cullen, & Turner, 2000; Himelein, 1995; Koss, Gidycz, & Wisniewski, 1987; Synovitz & Byrne, 1998). Koss and Harvey (1991) in summarizing a variety of research, report that one in five women has experienced sexual violence in their lifetime. Although women are victims of the most severe forms of sexual violence, 9.43% of all rapes and sexual assaults – nearly one in ten – happen to men. (US Department of Justice, 1996). Research has shown particular risk for sexual violence in college samples. Approximately 50% of college women experience some form of unwanted sexual activity (Abbey, Ross, & McDuffie 1996; Himelein, 1995; Koss, Gidycz, & Wisniewski, 1987; Synovitz & Byrne, 1998). The recent National College Women Sexual Victimization study (Fisher, Cullen, & Turner, 2000) estimates that one in five college women experience completed or attempted rape during their college years. Karjane, Fisher, and Cullen (2005) note that college women are at higher risk for sexual assault than peers who are not in college. Studies such as the one conducted by Larimer, Lydum, Anderson, & Turner (1999) and Banyard et al. (in press) show that college men also report unwanted sexual experiences. This work also finds that sexual violence in college communities often occurs within the context of dating violence as perpetrators are most often known to victims as acquaintances. Finally, a variety of work also highlights the importance of identifying at-risk subgroups within a campus community including first year students (e.g. Fouts & Knapp, 2001) and campus Greeks and intercollegiate athletes (e.g. Binder, 2001). Previous research demonstrates that exposure to sexual violence is associated with a multiplicity of negative outcomes including increased substance use, depressive symptoms, health risk behaviors, and symptoms of Post-traumatic Stress Disorder among various samples of survivors (e.g., Acierno, Brady, Gray, Kilpatrick, Resnick & Best, 2002; Arata & Burkhart, 1996; Banyard, Williams, & Siegel, 2001; Brener, McMahon, Warren, & Douglas, 1999; Campbell & Soeken, 1999; Larimer et al., 1999) making it a key public health issue.
Previous research finds that community norms and attitudes are important explanatory factors for the prevalence of sexual violence on college campuses and thus a key target for prevention efforts. Discussions of these causal factors fit best within an ecological model (Bronfenbrenner, 1980) that highlights variables within the person as well as at various levels external to the individual (e.g. family, school, community, wider-society). For example, Koss and Dinero (1989) found risk factors for victimization among college students at all levels of the ecological model including intrapersonal factors such as past abuse history and situational variables including the presence of alcohol and alcohol use. Studies of risk for perpetration are similar and include individual level variables such as rape myth acceptance (e.g., Nagayama & Barongan, 1997 for a review; O’Donohue et al, 2003), or drug and alcohol use (e.g., Schwartz & Nogrady, 1996), as well as community norms and beliefs. For example, Schwartz, DeKeseredy, Tait, and Alvi (2001) discuss the utility of feminist routine activities theory for explaining sexual violence particularly on college campuses. This theory emphasizes how peer norms increase offender motivation for the use of violence in intimate and dating relationships (which Schwartz et al assert makes men more likely to see dating violence as acceptable and women more likely to blame themselves for victimization) and the “absence of capable guardians (p.630)” to help deter the problem. Schwartz and DeKeseredy (2000) found higher rates of sexual violence on campuses with higher levels of “male peer support” for sexual violence. This and other research highlights key links between rape supportive attitudes both within the community more broadly and the individual more specifically, and actual perpetration behavior (e.g. O’Donohue et al, 2003). In addition, this research also suggests the powerful role that informal helpers may play in both preventing victimization and assisting survivors (e.g. Mahlstadt & Keeny, 1993; West & Wandrei, 2002).
Campuses and Prevention
Despite the fact that college campus communities are at-risk environments for sexual violence, a recent report by Karjane et al (2005) finds great variability nationally in the extent to which campuses are working to prevent this problem. Their study of college and university responses to sexual violence found that less than half of the schools in their study offered training related to sexual assault. Only 60% of the surveyed schools offered educational prevention programs, with few of these programs focused on acquaintance rape, the most common form of sexual violence. Karjane et al (2005) stress the need to educate a wider array of community members about both preventing sexual violence and supporting survivors, programs to encourage reporting of sexual violence, and more widespread prevention efforts with messages that don’t “unintentionally condone victim-blaming by overemphasizing the victim’s responsibility to avoid sexual assault without balancing messages stressing the perpetrator’s responsibility for committing a crime and strategies bystanders can use to intervene (p.8-9).”
A growing number of studies have begun to appear in the research literature examining the efficacy of different individual prevention programs (e.g., Foubert & McEwen, 1998; Heppner, Humphrey, Hillenbrand-Gunn, & Debord, 1995; Lanier, Elliott, Martin, & Kapadia, 1998; Lonsway & Kothari, 2000; O’Brien, 2001; Pinzone-Glover, Gidycz, & Jacobs, 1998; Schewe & O’Donohue, 1996) but these studies demonstrate mixed results on efficacy. Many program effects do not persist over time leading to calls for more empirical evaluation of sexual violence prevention programs and the continued development of program innovations that are grounded in strong theoretical literature (e.g., Lonsway, 1996; Yeater & Donohue, 1999). Included in these discussions is attention to particular sub-communities on college campuses that may need to be a particular focus of prevention efforts. For example, given that research suggests elevated risk for sexual violence by fraternity members and athletes, many campuses have instituted specifically targeted rape prevention programs for these groups. Previous research on these programs reports mixed results as to their effectiveness in terms of reducing adherence to rape myths or other attitudes contributing to sexual aggression on campus (e.g., Brown, et al., 2002; Foubert, 2000; Shultz, Scherman & Marshall, 2000). Furthermore, when women athletes have been included in research or as participants in sexual violence prevention programs, with the exception of the MVP bystander education program (e.g., Katz, 1994; O’Brien, 2001) which includes them in their capacities as role models, little or no information is provided as to why they are included other than as a contrast group to their male counterparts (e.g., Holcomb et al., 2002). Compared to fraternity men, sorority women, and male intercollegiate athletes, then, women intercollegiate athletes are a somewhat understudied population with regard to sexual violence perpetrated against them or the impact of sexual violence prevention programs. Because so little is known about them in terms of their knowledge about, attitudes towards, rates of victimization, and willingness to be pro-social bystanders, we suggest that their inclusion in research on these topics would be informative and that research that includes women intercollegiate athletes who are victims of sexual violence and as participants in sexual violence prevention programs is warranted. Binder (2001) concludes that the “studies suggest that the fraternity and sorority environment and the athletic environments are one key area where prevention efforts should be directed if the culture of sexual assault is to be challenged.” (p. 124).
In spite of limitations of past research, Breitenbecher’s (2000) review of recent rape prevention efforts more broadly highlights the overall effectiveness of many sexual violence prevention programs in the short term and lessons learned about best practices. For example, research points to the importance of changing attitudes of both men and women as key antecedents to unwanted sexual experiences (e.g. Cowan, 2000; O’Donohue, Yeater, & Fanetti, 2003), the efficacy of single-sex groups for programming, the importance of using peer leaders, and the need to use active learning strategies. Yet rape prevention curricula have also been criticized for focusing too much on individuals, small groups such as athletes or fraternity members, or criminal justice policies rather than wider social change (e.g., Potter, Krider, & McMahon, 2000; Swift & Ryan-Finn, 1995). In addition, many programs do not show persistence of effects over time or have not been carefully empirically evaluated, and thus their effectiveness is unclear. Finally, questions remain about what constitutes a sufficient dose of programming, with research showing the greatest effects for semester long educational programs that may be difficult to implement throughout communities in the true spirit of primary prevention (e.g., Flores & Hartlaub, 1998). Schewe and O’Donohue’s (1993) review of rape prevention also specifically highlights ways in which many programs focus on rape avoidance and may be directly or indirectly victim-blaming. Indeed, many traditional programs focus mainly on men as potential perpetrators and women as potential victims. Lonsway (1996) discusses how the main messages of sexual violence prevention programs may be difficult for participants in primary prevention programs to take in and calls for innovations in programs that decrease defensiveness and enable participants to examine attitudes and behaviors that may be strongly held and emotionally charged.
One innovation aimed at overcoming these limitations is the use of a bystander approach to the widespread problem of sexual violence prevention across campuses and other communities (e.g., Banyard, et al, 2004; 2005, in press; Slaby & Stringham, 1994; Katz 1994; DeKeseredy, Schwartz, & Alvi, 2000; Foubert, 2000; Foubert & Marriott, 1997; Berkowitz, 2002; O’Brien, 2001, Katz, 1994, 2000, 2007). The bystander approach teaches community members how to intervene in situations that involve sexual violence. This work began with early work by Katz (1995) and Berkowitz (2002) and the Mentors in Violence Prevention Program (Katz, 2007) is one of the first bystander focused prevention program. Empirically, it is supported by research on the powerful role that informal helpers may play in both preventing victimization and assisting survivors (e.g. Mahlstadt & Keeny, 1993; West & Wandrei, 2002) as well as the role that negative community responses can play in hindering survivors’ recovery (e.g. Campbell et al, 1999). This approach is theoretically grounded in work from social psychology on conditions that facilitate or hinder pro-social helping by bystanders including the need for bystanders to recognize the problem, be directly asked to intervene, have role models who demonstrate interventions, and for potential bystanders to develop skills for engaging in pro-social bystander behavior without compromising their own safety (e.g. Banyard, Plante, & Moynihan, 2004 for a review and application to sexual violence). For example, West and Wandrei (2002) examined factors related to providing informal support to victims of intimate partner violence. They found that higher levels of victim blaming attitudes were related to lesser willingness to engage in supportive behaviors for survivors. In addition, as mentioned previously, feminist routine activities theory has been supported by empirical work as an explanatory model for sexual violence on college campuses. This theory predicts that an emphasis on prosocial bystander behavior by both men and women in the broader community will decrease the incidence of sexual violence through a decrease in peer norms that support perpetrator behavior but also by providing a safety net of “capable guardians” (p.630) who can intervene before, during, or after an event has occurred and thus serve both a deterrence and supportive function.
While still involving programming that trains groups of individuals, the bystander model takes next steps toward a broader community approach to prevention. The bystander model gives all community members a specific role that they can identify with and adopt in preventing the community problem of sexual violence. This role includes interrupting situations that could lead to assault before it happens or during an incident, speaking out against social norms that support sexual violence, and having skills to be an effective and supportive ally to survivors. Foubert (2000), DeKeseredy, et al. (2000) and Berkowitz (2003) have begun to look at the role of bystanders in relation to sexual violence prevention and have focused on the effectiveness of the approach but only for men. Foubert and Marriott (1997), for example, focus on training men to be supportive allies to survivors who may disclose to them. The Mentors in Violence Prevention (MVP) program (Katz, 1994, 1995; O’Brien, 2001) has evaluated a program using a non-experimental pre-post design that focuses specifically on training leaders among high-school aged men and women that was effective in changing attitudes about creating social change around the broader problem of gender violence (Ward, 2001). Slaby and Stringham (1994) report on a program using bystanders to reduce bullying among children. Yet to date there has been little study of programs that embed an understanding of bystander behavior within a broader community responsibility paradigm useful for a fully primary prevention approach to sexual violence. Banyard et al (in press) present the first experimental study of this issue but more work is clearly needed. This is the aim of the current study.
Bringing in the Bystander:
Two versions of the in-person bystander prevention program were initially developed to address the need for a broad community approach to prevention through bystander education: a single-session 90-minute program and an expanded multi-session program. (See descriptions of both programs immediately below.) These programs were produced in collaboration with the Sexual Harassment and Rape Prevention Program (SHARPP), the on-campus crisis center at the University of New Hampshire, and members of the state coalition against domestic and sexual violence. The in-person bystander prevention program drew from and modified other similar program curricula in consultations with a technical work group of consultants on a previous grant to incorporate best practices with other innovative practices created just for our in-person prevention programs.
The program is grounded in theoretical and empirical work that has established the causes of sexual violence in both individual attitudes towards sexual violence perpetration (e.g. belief in rape myths) and community norms that support the use of physical force in dating and intimate relationships (e.g. Schwartz & DeKeseredy, 2000) as well as empirical work on the importance of informal helpers to survivors (e.g. West & Wandrei, 2002). Program participants and leaders discuss how community members can play important prevention roles as bystanders when they observe risky situations before and during acts of sexual violence (e.g., observing a very intoxicated person being lead into a bedroom at a party by a group of people) and afterward if a friend discloses that they have been a victim.
Second, the program is rooted in theories from social psychology about factors that promote positive bystander intervention (e.g. Banyard et al, 2004 for a review) and feminist routine activities theory that points to a key role for bystanders in both violence deterrence and survivor support (e.g. Schwartz et al, 2001). We incorporate predictors of successful bystander intervention from the theoretical literature on bystander behavior that we could reinforce through education: recognizing inappropriate behavior; skill building, requesting a commitment to intervene, and role modeling (e.g. Christy & Voight, 1994). Program leaders role model scenarios of pro-social bystander behavior, assist participants in being able to identify risky situations across the continuum of sexual violence, and give them opportunities to learn and practice new skills. Particular emphasis is placed on participants’ safety and on using resources such as campus police and rape crisis center resources. Participants are asked to generate a “bystander plan” and to sign a pledge (both of which they were asked to keep) that they would be active, pro-social bystanders in the community.
In addition, the program is based on best practices from the rape prevention literature. It uses peer educators (e.g. DeKeseredy, Schwartz & Alvi, 2000), single sex groups (e.g. Katz, 1994), and active learning methods to increase knowledge, change attitudes, and change behavior. A one-woman, one-man team co-facilitate to model women and men working together successfully and respectfully, with the emphasis on the male member of the team recognizing his female counterpart as a knowledgeable co-leader. The program content covers basic information about prevalence, causes, and consequences of sexual violence, and building empathy for victims. It is important to note that the full continuum of sexual violence (from inappropriate jokes and touching to legally defined rape) is discussed, including the ways in which dating violence is often a context for sexual violence on campus and that most perpetrators are known to victims. Active learning exercises (e.g., role plays) are used to help participants think about how they might intervene safely and be a supportive ally to survivors.
Participants in the multi-session in-person prevention program attend several sessions (a total of 4.5 hours) of the prevention program during one week using a similar format and expanded content from the single 90-minute program. For the current study, the multi-session program will be used since our research suggests overall greater prevention efficacy with greater dosage of prevention messages. There is an ongoing tension in the field between concern about the effectiveness of brief interventions and whether they produce lasting effects, and the real-world constraints under which prevention professionals are working to implement programs in the field. Our program aims to find a middle ground – with a program that is long enough to show persistent effects but short enough to be practical in its application.
SHORT LIST OF ANNOTATED REFERENCES
Anderson, L. A. & Whiston, S. C. (2005). Sexual assault education programs: A meta-analytic examination of their effectiveness. Psychology of Women Quarterly, 29, 374-388. This article presents a statistical review of the effectiveness of approximately 100 programs aimed at preventing sexual assault in college communities. Results showed that longer programs were more effective than shorter ones and that programs did have an effect on attitudes and behavioral intentions. They also found greater success for professional presenters rather than peer facilitators. Programs that addressed information about sexual violence and its myths as well as issues of gender role socialization were more successful than those focused on rape empathy.
Campbell, R. , Sefl, T., Barnes, H. E., Ahrens, C. E., Wasco, S. M., & Zaragoza-Diesfeld, Y. (1999). Community services for rape survivors: Enhancing psychological well-being or increasing trauma? Journal of Consulting and Clinical Psychology, 67, 847-858. Presents results of a study of 102 rape survivors. Focused on measure of secondary victimization – or negative and victim-blaming attitudes by community members particularly law enforcement, medical, and mental health professionals. Survivors who experienced higher levels of secondary victimization in the community had high levels of post-traumatic stress symptoms.
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Notes of䌠畡楴湯ഺ桔牥牡″咓佒䉕䕌匠佈呏义鑇渠瑯獥映牯匠獥楳湯传敮桔祥愠灰慥湩戠硯獥椠桴整瑸漠桴敳獳潩ഠ慆楣楬慴潴牰灥牡瑡潩㩮名楨歮漠慷獹琠敨灬猠畴敤瑮敤楦敮瀠獯瑩癩祢瑳湡敤湩整癲湥楴湯名楨歮漠硥浡汰獥漠祢瑳湡敤湩整癲湥楴湯椠畯潣浭湵瑩⁹名楨歮漠潹牵漠湷攠慸灭敬潹⁵潷汵敢眠汩楬杮琠桳牡楷桴琠敨朠潲灵眠敨潹⁵慨敶椠瑮牥敶敮牯猠睡猠浯潥敮椠瑮牥敶敮潨⁷潹⁵敦瑬湡桴浩慰瑣椠⁴慨湯礠畯䄍牲湡敧挠慬獳潲浯椠敳業挭物汣潳琠敨⁹慣敳慥档 Caution:
There are 3 “TROUBLE SHOOTING” notes for Session One. They appear in boxes in the text of the session.
Facilitator preparation:
1. Think of ways to help students define positive bystander intervention
2. Think of examples of bystander intervention in our community
3. Think of your own examples you would be willing to share with the group when you have intervened or saw someone intervene, how you felt, and the impact it had on you.
4. Arrange classroom in a semi-circle so they can see each other.
FACILITATORS PREPARATION BOX:
Resources needed:
-Slides 1-17
-Read prior to the session:
In manual:
Pp. 80-83 & “Dangerous Parties”
On Blackboard site:
Kitty Genovese story, 2 articles on pro-social bystander interventions
Materials needed:
-Chalk board and chalk OR easel, pad, and markers
-Newspaper articles on pro-social
bystander interventions
Handouts needed: None
TROUBLE SHOOTING!
Students are often confused about the relationship of alcohol to consent. They might show some resistance to the idea that consent is difficult to obtain when either party is under the influence of alcohol or drugs. They might also show resistance around the myth of “false reports.” It is important that you and your co-facilitator talk about how to address these areas of resistance before training.
TROUBLE SHOOTING!
In the next section, you will be teaching about the law. Law can be very dull for students, so give a brief overview and try not to get them overly involved in a discussion about it. More important is the Student Code of Conduct – which is the behavioral expectations at UNH. Likewise, Students may get caught up in statistics and how they are being used. These statistics are for background information about our University. If they begin to refute them, ask them “What amount of sexual violence is acceptable in our community?” Presumably none.
TROUBLE SHOOTING!
In the next section, you will be teaching about a video featuring David Lisak interviewing “Frank,” an “undetected rapist” who describes how he sets up the scene. He talks about doing this in a fraternity. Because of this, some members of fraternity chapters may become defensive. For that reason, we preface showing the video with slide 20.
TROUBLE SHOOTING!
Before you begin the exercise below, realize that some students might not believe that we objectify women or may argue that men are also objectified. Agree that men can be objectified but explain our focus on violence against women.
Facilitator preparation:
1. Look over continuum of sexual violence and come up with your own list of legal and illegal examples,
2. Read the resources,
3. Think through your responses to the Troubleshooting section,
4. Prepare examples and stories for use in the Continuum of violence and camouflage exercises.
Handouts needed: None
Notes of Caution:
There are 5 “TROUBLE SHOOTING” notes of caution in this session of the program.
Materials needed:
Chalk board and chalk OR pad, easel, and markers,
Sheets of scrap paper,
Pens/pencils,
Trash can or bag
Resources needed:
NH Laws
Consent 101 – UNH Code of Conduct
New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet
2006 UNH Unwanted Sexual Experiences Study
2007 VAW in NH Statewide report
Lisak video; “Frank”
“The rape of Mr. Smith”
Marilyn Frye’s essay: “Oppression”
“At first, it might seem embarrassing or not very romantic to verbally negotiate sexual activity. But I’ve found that talking about sex has resulted in clear and open communication with my partner. We’re able to trust each other, fantasize together, be creative together. Contrary to what I used to think, seeking and receiving consent has made sex much sexier.”
“Consent is more than saying ‘yes.’ Consent is when the people involved want and freely choose whatever the touching is…If a person says ‘yes’ under pressure, they aren’t consenting at all.”
A person can say no for many reasons. She might be tired or feeling sick. She could be a survivor of previous sexual violence. His religious belief might not permit pre-marital sex. Remember: a person who rejects sex with you tonight is not necessarily rejecting you as a person.
Talking to each other can be hot…For many of us, feeling safe and more in control of our choices in our sexual play can be a real-turn on.
All these moments of clarity
[about consent] have had a profound and beneficial impact in my life and how I interact with the women whom I’ve dated and in my current relationship.
[pic]
PREPARATION BOX:
Resources needed:
• Slides 36-38
• Helping behaviors grid
• List of Bystander Behaviors
Materials needed:
Chalk board and chalk OR pad, easel and markers
Handouts
Questionnaires and instructions
Pencils
Handouts needed:
• Bystander Pledge and Plan of Action
• Scenarios
• ABC cards
Notes of caution:
There is one “TROUBLE SHOOTING” box in this session.
Facilitator preparation:
Choose and practice role play scenario with your co-facilitator.
PREPARATION BOX:
Resources needed:
Slides 1-14 for the 1-Session Program
Bystander Behavior list, NH Laws, Consent 101, UNH Code of Conduct, New Hampshire Coalition Against Domestic and Sexual Violence Fact Sheet (See the 3-session program), pp. 80-83 of Appendices
Articles: “Dangerous Parties” (Stoke Hall Gang Rape) in manual, Kitty G. & empowered bystanders on Blackboard site.
Materials needed:
Chalk board and chalk OR pad, easel, and markers,
Sheets of scrap paper,
Pens/pencils,
Trash can or bag
Facilitator preparation:
1. Think of your own examples you would be willing to share with the group when you have intervened or saw someone intervene, how you felt, and the impact it had on you.
2. Arrange classroom in a semi-circle so they can see each other.
3. Choose and practice role play scenario with your co-facilitator.
Handouts Needed:
• Bystander Pledge
• Plan of Action
• Scenarios
• ABC cards
TROUBLE SHOOTING!
In the next section, you will be teaching about the law. Law can be very dull for students, give a brief overview and try not to get them overly involved in a discussion about it. More important is the Student Code of Conduct – which is the behavioral expectations at UNH. Likewise, Students may get caught up in statistics and how they are being used. These statistics are for background information about our University. If they begin to refute them, ask them “What amount of sexual violence is acceptable in our community?” Presumably none.
PREPARATION BOX:
TROUBLE SHOOTING!
Emphasize that participants don’t have to have good answers for all of these – will depend on the context. Need to stress SAFE and CREATIVE solutions.
Notes of Caution
There are 3 “TROUBLE SHOOTING” boxes in the text.
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