John D. Foubert, Ph.D. National President, One in Four Professor, Higher Education and Student Affairs Oklahoma State University Principal, John D. Foubert,

Beyond Legal Compliance: Data-Based Rape

Prevention

John D. Foubert, Ph.D.National President, One in Four

Professor, Higher Education and Student AffairsOklahoma State University

Principal, John D. Foubert, LLC

For copies of PowerPoint: https://okstate.academia.edu/JohnFoubert/ACPA-2015

[email protected]

@JohnFoubert

If I Went to a Protest…

Overview1. Key Elements of Campus SAVE2. Prevalence of Sexual Violence3. Characteristics of Targeted

Women4. Perpetrator Behavior5. Title IX vs. Yes Means Yes6. Helpful Theories & Research re:

Prevention 7. 4 Approaches to Prevention8. Q&A and Discussion

A Few Key Elements of Campus SAVE

Every institution who uses federal financial aid

Annual Security Report Available programs for DV, Dating

Violence, Sexual Assault and Stalking Standard of evidence Possible sanctions

Programming Requirements

Provide programs: rape, acquaintance rape, domestic violence,

dating violence, sexual assault, and stalking.

Primary prevention and awareness programs for incoming students, new employees, ongoing prevention and awareness programs for students and faculty. Must include:

▪ statement prohibiting 6 crimes above▪ Definition (state) of domestic violence, dating violence,

sexual assault, and stalking▪ Definition of consent▪ Bystander Intervention▪ Risk reduction to recognize warning signs of abusive

behavior

Adjudication

A prompt, fair, and impartial investigation and resolution of cases

Annual training for investigators/hearing officers about: domestic violence, dating violence,

sexual assault, and stalking, how to conduct an investigation and

hearing process that protects the safety of victims and promotes accountability

Relationship to Dear Colleague Letter

The Campus SaVE Act codifies mandate for prompt and impartial internal

investigation and resolution procedures requirement that alleged sexual assault victims be

advised of their right to file internal complaints, criminal complaints, or both.

DCL mandates “preponderance of the evidence” standard SaVE Act states only that institutions must specify

the standard of evidence they will use Congress did not disavow preponderance standard

Are You in Compliance?

Checklist from United Educators: https://

www.ue.org/Libraries/Corporate/The_Campus_SaVE_Act_A_Compliance_Guide.sflb.ashx

Title IX & Sexual Assault Guidance from OCR http

://www2.ed.gov/about/offices/list/ocr/docs/qa-201404-title-ix.pdf

One in Four College Women

• 3.1% of college women survived rape or attempted rape during a 6-7 month academic year.

• 10.1% survived rape before then.

• 10.9% survived attempted rape before then.

• Fisher, Cullen & Turner; US Department of Justice, 2006

3.1

10.1

+ 10.9

24.1%

How Many Women?

Current College Women: 673,000 women have experienced rape at some point in their lifetime (Kilpatrick, Resnick, Riggiero, Conoscenti & McCauley, 2007).

  Annually: In one year 300,000 college

women, over 5% of women enrolled in colleges and universities, experienced rape or attempted rape. (Kilpatrick, Resnick, Riggierio, Conoscenti, & McCauley, 2007; American

College Health Association, 2013).

One in Six Men3% of college men report surviving

rape or attempted rape (Tjaden & Thoennes, 2006).

16% of males were sexually abused

by the age of 18 (Dube et al., 2005).

Perpetrators

Between 6 and 9% of men admit committing rape in anonymous surveys (Abbey & McAuslan, 2004; Lisak & Miller, 2002).

Breaking News: It is on the way up…

Average Campus On an average campus of 10,000

students 10,000 students, if ½ are women: 5,000 women 5% experience rape/attempted rape

per academic year

250 women annuallyabout 1 per day.

Who Do Perpetrators “Target”

Those who have experienced rape are 20x more likely to report difficulty being assertive

Some demonstrate delayed response to cues to dangerous situations

Men are 9 times more likely to commit sexual assault if they:

2 x or more weekly binge drinking

Peer support Emotional Physical Sexual violence

(DeKeseredy & Schwartz, 2014)

Other Perpetrator Characteristics

“Women lie about not wanting sex” Low empathy. More sexually active Women are sexual objects to be conquered Women and men should have separate and proper

roles Needs to control women. Behave in rigidly and stereotypically masculine

ways Hate perceived slight to their masculine identities. Aggression and violence marker of his adequacy.

(Lisak & Miller, 2002)

Title IX: Unwelcomeness vs. “Affirmative Consent”

 Title IX requires proof of “unwelcomeness”

Easier to prove than lack of “affirmative consent.” 

Unwelcome

Acquiescence in the conduct or failure to complain does not mean the conduct was welcome. 

Conduct is unwelcome if a student acts out of fear, or because her capacity is diminished due to alcohol or drugs.

Title IX vs. “Yes Means Yes”

“Yes means yes” -- if a person does not want sex, a forcible attack is allowed so long as the offender claims he made a “mistake” about “affirmative consent.” 

Under Title IX “unwelcomeness,” standard such “mistakes” are not allowed.

”Unwelcome” a person subjectively does not want sex.  a student did not "request or invite" it and if she

"regarded the conduct as undesirable or offensive.”

(Wendy Murphy, 2014, personal communication)

What Doesn’t Work and What Does(Scheel, Johnson, Schneider, & Smith, 2001)

DOESN’T WORK AS FOCUS

Getting men to focus on respecting women’s “no”

Not having sex with women who are intoxicated

Not expecting sex (i.e. as a payment for dinner)

Not interpreting women’s flirting, dress, and behaviors as an invitation to sex

Challenging gender stereotypes and belief of rape myths

WHAT WORKS Teaching men to

support survivors Teaching men to act

as allies to women.

Men don’t see information on left as relevant to them. They see information on right as relevant.

Belief System Theory

To produce lasting attitude change, interventions must be designed to maintain people's existing self-conceptions (Grube, Mayton & Ball-Rokeach, 1984).

Elaboration Likelihood Model

Behavior Change is Most Likely When People Are:

Motivated to hear the message

Can Understand it WellPerceive it as Personally

Relevant

(Petty & Cacioppo, 1986)

MotivatedUnderstand

Relevant

Yes No

Central RouteProcessing

Peripheral RouteProcessing

Lasting Change

ExpertsTrustworthyAttractive?

Yes No

Short TermChange Likely

NoChange

Research on Rape Prevention Programs

Single Sex (Brecklin & Forde, 2001)

Empathy Based (Schewe, 2002)

Describes Male-on-Male Rape (Schewe)

Includes Bystander Education (Banyard, Plante & Moynihan, 2004)

The Bystander ModelGoal is to give everyone the

skills to intervene and reach out to help others.

Hard to say “this doesn’t apply to me.”

First Study on Bystander Intervention: Latane and Darley (1968)

Conditions Necessary to Intervene:

Notice a SituationInterpret as emergencyDecide it is your responsibility to act

Know what to doAct

Other factors that increase intervention

1. Make prior commitment to help

2. Sense of responsibility for situation

3. Believing the victim has not caused it.

4. Self-efficacy about what to do

5. See others modeling bystander behavior

6. Perceiving that the victim is a member of your group.

Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32, (1), 61-79.

Programs With Long-Term Data

Bring in the Bystander (Victoria Banyard, UNH) Bystander efficacy, willingness, rape myth acceptance

Mentors in Violence Prevention (Jackson Katz) Lower levels of sexism, increased belief that they could prevent

violence against women

Green Dot (Dorothy Edwards) Rape myth acceptance and increased bystander intervention

The Men’s and Women’s Programs (John Foubert) Decline in sexual assault behavior, rape myth acceptance, increase

bystander willingness and efficacy, increase in empathy

(Banyard, Moynihan & Plante, 2007; Banyard, Plante & Moynihan, 2004; Cissner, 2009; Coker, Cook-Craig, Williams, Fisher, Clear, Garcia & Hegge, 2011; Foubert, Newberry & Tatum, 2007; Langhinrichsen-Rohling, Foubert, Brasfield, Hill, & Shelley-Tremblay, 2011)

The Men’s Program

All-MalePrimary Focus:

Empathy How to Help Survivor Bystander Intervention

Effects of The Men’s Program

Lowers the rate of sexually coercive behavior among high risk men by 40%.

Decreases the severity of sexually coercive behavior among high risk men eight fold.

Increases empathy toward female rape survivors.

Two years after program participation, 79% of participants reported either attitude or behavior change due to the program’s effects or that the program reinforced their current beliefs.

Increases bystander intervention.

(Foubert, Godin & Tatum, 2010; Foubert & Newberry, 2006; Foubert, Newberry & Tatum, 2007; Langhinrichsen-Rohling, Foubert, Brasfiled, Hill, & Shelley-Tremblay, 2011).

The Women’s Program

Video interviewing perpetrator. How to help friends avoid guys like him How to help a friend who survives rape. Interactive exercise about intervening as

bystanders. Commitment to intervening.

Women’s Program: Outcomes

Significant increases in bystander efficacy Significant increases in bystander willingness to

help Greater ability to recognize risk cues Greater willingness to engage in self-protective

behaviors Greater level of self-efficacy in handling

threatening dating situations

Foubert, J.D. & Langhinrichsen-Rohling, J., Brasfield, H., & Hill, B. (2010). Effects of a rape awareness program on college women: Increasing bystander efficacy and willingness to intervene. Journal of Community Psychology, 38, 813-827.

Bannon, R. S. (2014). The bystander approach to sexual assault risk reduction: Effects on risk recogniation, perceived self-efficacy, and protective behavior. Doctoral Dissertation.

Foubert, J.D. (2011). The men’s and women’s programs: Ending rape through peer education. New York: Routledge.Foubert, J. D. (2011). The women’s program: Peer educator’s guide. New York: Routledge. Foubert, J. D. (2011). The men’s program: Peer educator’s guide. New York: Routledge.

Resources

Questions?

Thoughts? Questions?Comments?