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Let’s Be Honest About… the following is part of a series of initiatives, programs, and frank conversations at Stoney Creek University focusing on real issues and taboo topics facing college students including sexual violence, academic integrity, drugs and alcohol, stress management, and ethical technology use.
Let’s Be Honest About... Sexual Violence Stoney Creek University
Sexual violence is not just rape… Image selected from Google Images Sexual violence is about power and control... Image selected from Google Images
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Definition of Sexual Violence Sexual Violence from the CDC: refers to sexual activity where consent is not obtained or freely given. Anyone can experience sexual violence, but most victims are female. Our definition: Any form of sexual activity or sexual contact which is unwanted, that occurs as a result of intimidation, threat of force, or other coercive behavior or occurs without consent. Examples include but are not limited to circumstances where consent is expressed but ruled invalid due to coercion; and/or circumstances where consent is expressed but ruled invalid due to incapacitation and/or physical helplessness. (Created by our Sexual Violence Panel and Accepted by our Board of Trustees August 2013)
President Obama’s Task Force • The President has created a task force that strives to ensure sexual violence and misconduct are prevented on campus and assists survivors by assessing the educational opportunities and protecting them from retaliation. • In a recent article published in the Huffington Post, President Obama was quoted as saying “ we need to keep saying to anyone out there who has ever been assaulted -- you are not alone. You will never be alone. We’ve got your back. I’ve got your back”. Saar, M. S. (2014). President Obama’s task force on sexual assault. Huffington Post. Retrieved from http://www.huffingtonpost.com/malika-saada-saar/president-obamas-task-for-college-rape_b_4654993.html
The Issue of Support • Many college campuses are having troubles with how to address cases of sexual violence on their campuses • Here, we want you to know you can and should always speak up so your fellow students do not become survivors with you • When dealing with cases of sexual violence the university system will be harsh but fair Grasgreen, A. (2014). Classrooms, courts, or neither. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2014/02/12/disagreement-campus-judicial-systems
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Who is affected by sexual violence? • Public, 4-year, residential, research based institutions (like us) • Student populations of 20,000 with a diverse student population from various races, origins, and religious backgrounds (like us) • Urban schools teaching students from all socioeconomic classes and high school students taking college classes (like us) • In short, we are.
How Do We Address Issues of Sexual Violence on Our Campus? • Due to our large population, many voices need to be at the table for these conversations. • Due to being a public institution we must follow the expectations of Federal agencies, acts, and policies. • Due to a large amount of students residing on campus, our programming will need to address issues of sexual violence as they may occur in our residence halls • our programming and education should reflect the needs of survivors who commute to campus, as well as survivors who live in the residence halls with the person who committed the act of sexual violence
Sexual Violence Awareness & Prevention Panel Procedures In an effort to support students, faculty, and staff as well as educate the campus community about sexual violence and safety, we recommend the implementation of a sexual violence awareness & prevention panel (SVAP). SVAP will serve to address concerns from many different areas on campus. The individuals on this panel will also be responsible for providing the most current information as it pertains to sexual violence policies, support services to individuals within their respective offices, and act as a resource campus wide. Some of the suggested areas of representation on the stakeholder panel include: • Dean of Students • Department of Public Safety • Sorority and Fraternity Life • ROTC/Veterans • Campus Women’s Center • Multicultural Center • LGBTQ Center • Title IX Representative • Athletics Department • Counseling Center • Department of Public Safety • Residence Life • Office of Student Conduct
Sexual Violence Awareness & Prevention Panel (continued) SVAP will review campus policies as they relate to sexual violence on an annual basis and ensure that the campus policies align with the state and federal guidelines to best serve the campus community. The guidelines set forth by the panel will follow the expectations established by the U.S. Department of Education’s Office for Civil Rights (OCR), the Violence Against Women Act (VAWA), and the Campus Sexual Violence Elimination Act (SaVE) in conjunction with the Jeanne Clery Act (Clery).This panel will also develop and promote the procedures for reporting sexual assault and/or misconduct. Finally, the panel will act as a resource and source of support for students, faculty, and staff relating to sexual violence and safety. SVAP will be the approving body for all programs, trainings, etc. developed to address issues of sexual violence.
Campus Programs: A Theoretical Framework Three theories were utilized as a framework for developing “Let’s Be Honest About… Sexual Violence” programming: • Kohlberg's Cognitive-Developmental Theory • Cass Identity Model • Gilligan’s Stages of the Ethic of Care
Kohlberg's Cognitive-Developmental Theory • Kohlberg’s theory discusses the stages of gender development starting with identity, moving into stability, and ending in consistency. While these stages are usually undergone in the earlier years of a child’s development, gender consistency continues to be present in an individuals identity and development. • To make sure that the survivors of sexual violence can continue to develop in a safe and healthy way, our programs will offer them the counseling, resources, and support. Craddock, B. (2002). Kohlberg’s Cognitive-Development Theory. Retrieved from http://human-development.tripod.com/sexrole/kohlberg.htm
Cass Identity Model • Cass’ model highlights “six progressive stages of positive gay identity development” which include “identity confusion, identity comparison, identity tolerance, identity acceptance, identity pride, and identity synthesis.” (as cited in Frable, 1997, p. 150). • This model relates to our programming efforts because we want to provide inclusive programming opportunities for students, faculty, and staff members at Stoney Creek University. We want to offer programming that is supportive of each individual’s development and we feel that by having an understanding of suggested models of development and other theories of development we will be able to better assist our campus community. Frable, D. E.S., (1997). Gender, Racial, Ethnic, Sexual, and Class Identities. Annual Review of Psychology, 48, pp. 139-162. doi: 10.1146/annurev.psych.48.1.139
Gilligan’s Stages of the Ethic of Care • Gilligan’s theory of ethic of care is divided into three stages of moral development and the transitions between them. The stages begin in a selfish stage and transition to social or conventional morality. Finally they transition to postconventional or principled morality. • This relates to our programming because though it focuses on women, it helps both men and women in seeing each other in a different perspective. Through our programming, our campus community will learn that a person should not put the needs of others in front of their own or, more importantly, put their own needs in front of those of others. A balanced care for the needs of others and self is what is important. Redgrave, Kim (2012). The ethics of care, virtue ethics and the flourishing family. Contemporary Aristotelian Studies Panel. Retrieved from http://www.academia.edu/1553168/The_Ethics_of_Care_Virtue_Ethics_and_the_Flourishing_Family
First-Year Student Orientation: “Let’s Be Honest Monologues” As a part of our “Let’s Be Honest About…” series, upperclassmen student volunteers will perform a series of various monologues titled the “Let’s Be Honest Monologues” focusing on issues of sexual violence, safety, procedures, and campus resources but also touching on other “Let’s Be Honest About…” topics. This will be the first of several “Let’s Be Honest About…” events that will cover various topics that impact the campus community. Staff from the Stoney Creek University Counseling Center will be stationed throughout the theater and outside of the theater if the performance triggers any feelings for the audience and they would like to speak to someone. These performances would be a mandatory part of orientation so that all incoming students would know of campus resources and expectations.
“Let’s Be Honest Monologues” Anticipated Budget This performance would have a run time of 1 hour. Cost for theater rental: $700.00 Cost for theater projectionist: $14.00/ hour Cost for theater technician: $14.00/hour Light fee: $15.00/hour (5 lights) Cost for stage manager: $14.00/hour Microphone rental: $15.00 per microphone (estimated 9 cast members)= $135.00 Cost for Counseling Center staff attendance: Included in salary Cost for orientation student leader attendance: $11.00/hour (20 orientation groups) Total: $1,172.00 per show (not including rehearsals). (Adapted from http://www.wmich.edu/theatre/wp-content/uploads/2009/03/GTC-Rental-Brochure-May20131.pdf)
Stoney Creek University Campus Safety Training In an effort to provide information about resources and policies to students, faculty and staff at all times, we recommend that Stoney Creek University offer online training seminars that provide information regarding federal policies, statewide policies, campus policies, and campus resources regarding sexual violence awareness. This information would be posted on the university’s website and will be made available to all students, staff, and faculty members. This online training will be available all year and will be updated each semester (or as needed) by a representative from the stakeholder panel to reflect any changes or additions to federal, state, and campus policies. Professors would be encouraged to offer an extra credit incentive to students to encourage students to take the online training. This would also be mandatory for all student leaders on campus (resident assistants, orientation leaders, student organization leaders, etc.). Individuals would need to enter their campus email address in order to sign in the first time that they complete the training and this will allow us to track who has completed the training (resident assistants, orientation leaders, professors, etc.). After an individual has signed in once, they can refer back to this material at anytime. This will help students, faculty, and staff because this will be a resource inclusive of federal, state, and campus policies and procedures as well as campus resources. This is something that students and other members of campus can access privately at any time to refer back to. By making the resources available at any time for members of campus, questions can be answered on a regular basis. Because those that develop the training will be professional staff members on the stakeholder panel, the cost of developing this training would be included in their salary and thus provides little to no additional fiscal cost to the university.
How do these procedures and programs impact the campus Education through programing and training to all associated with the institution Our procedures will provide comprehensive ways to address comments, questions and concerns of the campus as they relate to sexual violence. By providing information that is available to all members of the campus community at any time through our online training information, any Stoney Creek University student, faculty or staff member can be aware of policies, procedures and resources. Our “Let’s Be Honest About...” series will also provide a powerful presentation of resources and begin a dialogue that can help students and members of the campus community. Our hope is that by the “Let’s Be Honest About...” event being mandatory for all first-year students participating in orientation that students entering Stoney Creek University will be aware of protocol and resources regarding this issue.
References Craddock, B. (2002). Kohlberg’s Cognitive-Development Theory. Retrieved from http://human-development.tripod.com/sexrole/kohlberg.htm Frable, D. E.S., (1997). Gender, Racial, Ethnic, Sexual, and Class Identities. Annual Review of Psychology, 48, pp. 139-162. doi: 10.1146/annurev.psych.48.1.139 Grasgreen, A. (2014). Classrooms, courts, or neither. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2014/02/12/disagreement-campus-judicial-systems Redgrave, Kim (2012). The ethics of care, virtue ethics and the flourishing family. Contemporary Aristotelian Studies Panel. Retrieved from http://www.academia.edu/1553168/The_Ethics_of_Care_Virtue_Ethics_and_the_Flourishing_Family Saar, M. S. (2014). President Obama’s task force on sexual assault. Huffington Post. Retrieved from http://www.huffingtonpost.com/malika-saada-saar/president-obamas-task-for-college-rape_b_4654993.html