An overview on campus sexual violence prevention Sexual violence is a serious public health issue that affects all communities. As many as 1 in 5 women are sexually assaulted in college (Krebs, Lindquist, Warner, Fisher, & Martin, 2007), and while in college one in 16 men have been victims of an attempted or completed assault (Krebs et al., 2007). Research shows male college students are less likely than female college students to report an assault (Banyard et al., 2007). The impact of sexual assault can be wide-ranging and can have long-term impacts. Survivors experience an increased risk for post-traumatic stress disorder, substance abuse, and depression (Kilpatrick, Resnick, Ruggiero, Conosscenti, & McCauley, 2007). As a result, a survivor might have difficulty performing academically, and often will drop out of school (Arria et al., 2013; Eisenberg, Golbertein, & Hunt, 2009). Conversely, people who sexually abuse are unlikely to be reported or held accountable, and might rape again (Lisak & Miller, 2002). Colleges and universities are in a unique position to create a campus culture that is safe for all students, faculty, and staff. As research shows, campuses need to go beyond a one-time awareness event in order to change knowledge, attitudes, and beliefs (DeGue et al., 2014). This overview will define comprehensive sexual violence prevention and identify effective strategies to engage the campus community. Prevention 101 There are many pieces that must come together in order to create a comprehensive approach to ending sexual violence. Awareness, risk reduction, response, and prevention are all pieces of that puzzle. Awareness increases understanding of what sexual violence is and its prevalence. Awareness activities also can inform students and staff on which resources are available for support. A risk-reduction approach helps individuals identify warning signs and learn safety tips. Response occurs following an assault and works to lessen the impact of trauma on survivors and those who are close to them. While all of these pieces are important as we work to end sexual violence, this comprehensive overview will focus specifically on prevention. Prevention goes beyond raising awareness and reducing risk and engages campus communities in creating long-term solutions to social issues. Effective prevention strategies are rooted in the understanding that in order to prevent sexual violence, we must address the root causes and social norms that allow it to exist. This means making the connection between all forms of oppression and how they create a culture in which inequality thrives and violence is seen as normal and acceptable. [Call-out box: Assessing campus readiness for prevention: Supporting campuses in creating safe and respectful communities] A tool that many campuses and sexual assault centers have found useful is this community readiness assessment (Wasco & Zadnik, 2013), which collects responses from a small group of reliable individuals on aspects of the campus community (such as campus climate, leadership, activities, and knowledge regarding sexual violence prevention). This comprehensive tool can be a first step to sustainable prevention programming. (http://www.pcar.org/sites/default/files/file/CampusWholeBook_Web.pdf) [Image: Socio-ecological model. Centers for Disease Control and Prevention. (n.d.). The social-ecological model: A framework for prevention. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html] Socio-ecological Model: Building a Community Response Campus prevention efforts have historically targeted individual students via brochures, online courses, self-defense classes, safety tips, and first-year orientation. Prevention work at the individual level is valuable, but we also must recognize that individuals are strongly influenced by the people with whom they interact and the community and society in which they live. The above model shows how individual, relationship, social, and community are related. It’s important for prevention strategies to reach all levels of the model. At the relationship level, many campuses have moved to bystander approaches, encouraging individuals to engage with their friends, peers, and others to confront and change social norms that contribute to violence. These bystander approaches are not limited to peers, and also can involve other role models engaged in a campus community -- such as coaches, athletes, professors, and parents. These relationships are in turn influenced by the campus, the larger community, and society. If change is desired on the individual level, then the social and cultural environment that influences the individual also must be targeted. Consider what prevention efforts on campus might look like if they were aimed at all levels that influence students – focusing on the student and their relationships, but also on the campus and larger community. This will look different on every campus, but might include efforts around messaging, training and skill development, bystander intervention, or policy development and review. Principles of Prevention: 9 Keys to Effective Prevention The nine principles of prevention identified by Nation et al. (2003, p. 252) guide us in how to make prevention efforts the most effective. There are many approaches to prevention or topics where these principles can be applied such as bystander intervention, healthy sexuality, media literacy, engaging men, and anti-oppression work. A specific prevention method is a targeted way to approach your campus goals and needs. The following principles are key ways to effectively implement any prevention approach that supports your specific goals. [Table of the nine principles of prevention, their definition and summary] 1. Principle: Comprehensive Definition: Prevention programming targets multiple levels of the socio-ecological model in order to address the root causes of sexual violence and the attitudes and beliefs that allow it to exist. Summary: Individuals are greatly influenced by the relationships, campus, community, and society around them. Challenge your campus to go beyond the individual level and target prevention programming at multiple levels. 2. Principle: Varied teaching methods Definition: Prevention programming is best received when the message is delivered using multiple forms of media or presentation. Summary: Think of the different methods that might be used to engage an audience. Plan prevention programming that speaks to people in various ways (performance, artistic expression, group work, traditional lecture, interactive online media). 3. Principle: Sufficient dose and duration Definition: Effective prevention programming is delivered to a group over time, for a significant duration of time, and with multiple exposures in order to increase knowledge and develop skills. Summary: Focus on “saturation versus sprinkling.” When programming targets the same group over time, they get a comprehensive understanding of the topic. This group can then help to influence other groups in the campus community. 4.Principle: Theory-driven and evidence based Definition: Prevention programming that is grounded in theory and supported by research is more effective. Summary: Tools such as the socio-ecological model ensure prevention efforts are effective. Strategies used on campus should be based in current research and work to address risk and protective factors. Visit NSVRC’s online library to access the latest research: www.nsvrclibrary.com 5. Principle: Positive relationships Definition: Effective prevention programming allows for positive relationship building and modeling. summary: In a campus culture of learning and new experiences, peers, faculty and staff can play a role by modeling skills and establishing positive relationships with students. 6.Principle: Appropriately timed Definition: Prevention programs should be developmentally appropriate. Summary: Prevention messages are most effective when developed for specific audiences and appropriately tailored to their level of understanding and experience. Thoughtful timing can ensure messages build on one another and are delivered in a timely manner. 7. Principle: Socio-culturally relevant Definition: Prevention programs are created by and for the specific community they are engaging, incorporating the cultural norms of that community. Summary: Prevention efforts are not a “one size fits all” approach. Individuals on campus have their own culture and each campus has a unique culture. Plan programming that is mindful of and speaks to the history, strengths, and challenges of this culture, knowing that prepackaged curricula might not fit all of your individual and campus needs. 8. Principle: Evaluation Definition: Prevention programs are successful when they invest in the outcomes of their efforts. Summary: Be clear about your goals and objectives prior to planning your prevention strategy. Then, do not forget to circle back around and systematically assess if the programming is meeting those goals and objectives and ultimately serving your campus well. Set aside time and money to evaluate your efforts. 9. Principle: Skilled trainers Definition: Effective prevention programs invest time, energy, and money into supporting and developing quality trainers. Summary: Collaborate with community resources. Your local rape crisis center has experts in the field of sexual violence who can play a critical role as you begin to plan your prevention efforts on campus. The following questions can ensure prevention programming is relevant and inclusive: • How can a range of prevention strategies be utilized (i.e. bystander intervention, healthy sexuality, media literacy, engaging men, and anti-oppression work)? • Are messages relevant to specific campus subcultures and diverse student populations (e.g., students of color, international students, LGBTQ students, commuters, older students)? How are you engaging transfer, nonresidential, graduate and nontraditional students? • How were student voices, experiences, and perspectives involved? Does this approach include survivors in a trauma-informed way? • How can opportunities for sharing information be expanded to reach students in multiple settings? Spectrum of Prevention: Reaching the Next Level This overview has discussed comprehensive sexual violence prevention efforts as a campus response working on multiple levels: individual, relationship, community, and society. The principles of prevention (Nation et al., 2003) guide campuses in how to approach this work on every level in an effective and impactful way. Many partners must be involved to create long-term strategies and build a safe environment for students, faculty, staff, and surrounding communities. Every campus is at a different stage of readiness and capacity for addressing sexual violence prevention. Yet each campus can work toward reaching the next level in creating a safe environment. Sexual violence happens in a larger context influenced by community and societal factors and comprehensive prevention addresses each level. The Spectrum of Prevention (Cohen & Swift, 1999) provides a blueprint for multiple prevention efforts to work together toward a comprehensive solution. [Image: The Spectrum of Prevention. (spectrum with a different color for each level)] Level 1: Strengthening individual knowledge and skills. Enhancing an individual’s capability of preventing violence and promoting safety Workshops about the definition of sexual assault, its impact, how to respond to disclosures, campus policies, and where to find local resources share important information for students, faculty, and staff. Consider relevant prevention strategies to provide information and skills to prevent sexual violence: bystander intervention, healthy sexuality, media literacy, engaging men, and anti-oppression work. Level 2: Promoting community education. Reaching groups of people with information and resources to prevent violence and promote safety Campus events often are aimed at reaching a large number of people at once with information about sexual violence and its impact on victims and communities. These events are more impactful when they are a part of a larger conversation. Prevention messages focus on addressing norms, attitudes, and beliefs on campus that contribute to sexual violence. Revisit the 9 Keys to Effective Prevention section when planning educational programming. Level 3: Educating providers. Informing providers who will transmit skills and knowledge to others and model positive norms Faculty, staff, and student leaders can play a key role in setting the campus culture and modeling social norms for the campus community. Consider the campus resources that influence your community. Campus administrators, health care providers, discipline officers, law enforcement or security personnel, advocates, resident advisors, and student government leaders are key allies in sexual violence prevention work. Level 4: Fostering coalitions and networks. Bringing together groups and individuals for broader goals and greater impact Collaboration brings more resources, perspectives, and experiences that can help improve the content and expand the reach of prevention messages. Partnerships can be built with other campus organizations committed to justice and equality. Campus efforts also can coordinate with community resources, such as the local rape crisis center or state-level coalition. Level 5: Changing organizational practices. Adopting regulations and shaping norms to prevent violence and improve safety It’s important to adopt policies and practices for improving the internal culture and norms around gender, sexual violence, and relationships throughout the campus community. Examples of specific communities and cultures on campus include academic departments, faculty senate, student organizations, the greek system, athletic teams and departments, media, or residence hall communities, among others. Level 6: Influencing Policies and Legislation. Enacting laws and policies that support healthy community norms and a violence-free society Strong policies ensure that victims have access to services, can take actions that protect their safety and promote recovery, and can seek justice through the campus discipline system. Effective policies are victim-centered and establish a norm that sexual violence is not tolerated on campus and that perpetrators will face consequences for their actions. NOTE: The previous levels were adapted from: Davis, R., Parks, L. F., & Cohen, L. (2006). Sexual violence and the spectrum of prevention: Towards a community solution. Enola, PA: National Sexual Violence Resource Center. Effective prevention is comprehensive, culturally relevant and works toward long-term change by fully engaging the campus community. These efforts grow out of knowledge of the campus community, and each campus has a culture, history, and community all its own. As a partner in prevention, consider the strengths and barriers on your campus. Each of us can play a role in creating a safer campus, but these efforts must be sustained by the support of the community at every level. A campus exists in a broader community, and collaborative steps involving many partners are an asset in creating change. Everyone has a role to play in creating change, and a coordinated strategy brings together key players to achieve goals. Creating safer campuses is a process of engaging an entire community in social change. [Call-out box: For more ideas on how you and others can play a role in prevention efforts in campus communities, see the interactive campus map.] References Arria, A. M., Ganier-Kykstra, L. M., Caldeira, K. M., Vincent, K. B., Winick, E. R., & O’Grady, K. E. (2013). Drug use patterns and continuous enrollment in college: results from a longitudinal study. Journal of Studies on Alcohol and Drugs, 74(1), 71-83. Retrieved from The National Library of Medicine http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3517265/pdf/jsad71.pdf Banyard, V. L., Ward, S., Cohn, E. S., Plante, E. G., Moorhead, C., & Walsh, W. (2007). Unwanted sexual contact on campus: A comparison of women’s and men’s experiences. Violence and Victims, 22, 52–70. doi:10.1891/088667007780482865 Centers for Disease Control and Prevention. (2013). The Social-Ecological Model: A framework for prevention. Retrieved from http://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html Cohen, L., & Swift, S. (1999). The spectrum of prevention: Developing a comprehensive approach to injury prevention. Injury Prevention, 5, 203-207. Available from the Prevention Institute: http://www.preventioninstitute.org/component/jlibrary/article/id-105/127.html Davis, R., Parks, L. F., & Cohen, L. (2006). Sexual violence and the spectrum of prevention: Towards a community solution. Retrieved from the National Sexual Violence Resource Center: http://www.nsvrc.org/sites/default/files/Publications_NSVRC_Booklets_Sexual-Violence-and-the-Spectrum-of-Prevention_Towards-a-Community-Solution.pdf DeGue, S., Valle, L. A., Holt, M. K., Massetti, G. M., Matjasko, J. L., & Tharp, A. T. (2014). A systematic review of primary prevention strategies for sexual violence prevention. Aggression and Violent Behavior, 19, 346-362. doi:10.1016/j.avb.2014.05.004 Eisenberg, D., Golberstein, E., & Hunt, J. B. (2009). Mental health and academic success in college. B.E. Journal of Economic Analysis & Policy, 9, 1-35. doi:10.2202/1935-1682.2191 Kilpatrick, D. G., Resnick, H. S., Ruggiero, K. J., Conosscenti, L. M. , & McCauley, J. (2007). Drug-facilitated, incapacitated, and forcible rape: A national study (NCJ 219181). Retrieved from the National Criminal Justice Reference Service: https://www.ncjrs.gov/pdffiles1/nij/grants/219181.pdf Krebs, C. P., Lindquist, C. H., Warner, T. D., Fisher, V. S., & Martin, S. L. (2007) The Campus Sexual Assault (CSA) Study (NCJ 221153). Retrieved from the National Criminal Justice Reference Service: https://www.ncjrs.gov/pdffiles1/nij/grants/221153.pdf Lisak, D., & Miller, P. M. (2002). Repeat rape and multiple offending among undetected rapists. Violence and Victims, 17, 73-84. doi:10.1891/vivi.17.1.73.33638 Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456. doi:10.1037/0003-066X.58.6-7.449 Wasco, S. M., & Zadnik, L. (2013). Assessing campus readiness for prevention: Supporting campuses in creating safe and respectful communities. Retrieved from http://www.pcar.org/sites/default/files/docs/Campus%20Readiness%20Manual%202-12%20Final.pdf