Campus Safety and Violence
Coalition: Today’s Concerns
Panel Members
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Lee Helmken
Aimee Janssen-Robinson
Beth Kotarski
Rima Shah
Kim Webb
Mary A. Wyandt-Hiebert
Defining sexual violence,
domestic violence, dating
violence, and stalking
Kim Webb, M.Ed.
Director, Relationship and Sexual Violence Prevention Center
Washington University, St. Louis
Mary A. Wyandt-Hiebert, PhD, MCHES, CWHC
Director STAR Central, University of Arkansas
Where to begin:
• Many are still left with questions regarding
the issues of sex offenses, domestic
violence, stalking, and dating violence.
Campus SaVE Act
(Section 304 of VAWA)
• On March 7, 2013, President Obama signed the
Violence Against Women Reauthorization Act of
2013 (VAWA) (Pub. Law 113-4), which, among
other provisions, amended section 485(f) of the
Higher Education Act of 1965, as amended
(HEA), otherwise known as the Jeanne Clery
Disclosure of Campus Security Policy and
Campus Crime Statistics Act (Clery Act).
SaVE Act defines Sex Offenses
(e.g. rape, sexual assault, sexual battery, sexual abuse, sexual
coercion, incest, statutory rape)
• Any sexual act directed against another
person, forcibly and/or against that person’s
will
• Or not forcibly or against the person’s will
where the victim is incapable of giving
consent.
Title IX defines sexual violence
• Sexual violence is a prohibited form of
sexual harassment and includes physical
sexual acts perpetrated against a person's
will or where it would be apparent to a
reasonable observer that a person is
incapable of giving consent due to the
victim's use of drugs and/or alcohol or due
to an intellectual or other disability.
Examples of Sexual Violence
• Rape (non-consensual sexual contact with penetration)
• Sexual assault (sexual contact without consent)
• Sexual battery (unwanted form of contact with an intimate part of
the body that is made for purposes of sexual arousal, sexual
gratification)
• Sexual abuse (Sexual abuse is unwanted sexual activity, with
perpetrators using force, making threats or taking advantage of
victims not able to give consent), and
• Sexual coercion (Sexual coercion is the act of using pressure,
alcohol or drugs, or force to have sexual contact with someone
against his or her will and includes persistent attempts to have
sexual contact with someone who has already refused)loveisrespect.org
• The HEA defines the new crime categories
of domestic violence, dating violence,
and stalking in accordance with section
40002(a) of the Violence Against Women
Act of 1994 as follows:
The following definitions are taken directly from DCLID: GEN-1413, published on July 14, 2014 and can be found at
http://www.ifap.ed.gov/dpcletters/GEN1413.html
VAWA - “Domestic Violence” means a “felony or
misdemeanor crime of violence committed by
• a current or former spouse or intimate partner of the victim,
• a person with whom the victim shares a child in common,
• a person who is cohabitating with or has cohabitated with the victim
as a spouse or intimate partner,
• a person similarly situated to a spouse of the victim under the
domestic or family violence laws of the jurisdiction receiving grant
monies [under VAWA], or
• any other person against an adult or youth victim who is protected
from that person’s acts under the domestic or family violence laws of
the jurisdiction.‖
Practically speaking:
Relationship/Domestic Violence
• Relationship abuse is a pattern of coercive and
abusive (sometimes violent) tactics employed by
one partner in a relationship to gain power and
control over the other partner.
• Other names: domestic violence, intimate
partner violence
VAWA - “Dating violence” means
“violence committed by a person:
Who is or has been in a social relationship of a romantic or
intimate nature with the victim; and
where the existence of such a relationship shall be
determined based on a consideration of the following
factors:
•the length of the relationship;
•the type of relationship; and
•the frequency of interaction between the persons involved
in the relationship.‖
Practically speaking:
Dating Violence
• Dating abuse is actual or threatened abuse or
violence committed by a person who is or has
been in a social relationship of a romantic or
intimate nature with the victim.
Warning signs of abusive
behavior
• Destructive criticism and verbal attacks (direct or
indirect)
• Pressure tactics or threats
• Threat of harm to others (ie. children, pets, etc)
• Emotional abuse or manipulation
• Minimizing, denying and blaming
• Harassment
• Economic control
• Isolation
• Intimidation
• Physical violence
• Sexual violence
VAWA - “Stalking” means “engaging in a course of
conduct directed at a specific person that would cause
a reasonable person to
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fear for his/her safety or the safety of others; or
suffer substantial emotional distress
▪ ―Course of conduct‖ means two or more acts, including, but
not limited to, acts in which the stalker directly, indirectly or
through third parties, by any action, method, device, or
means, follows, monitors, observes, surveils, threatens, or
communicates to or about a person or interferes with a
person’s property.
▪ ―Reasonable person‖ means a reasonable person under
similar circumstances and with similar identities to the victim.
▪ ―Substantial emotional distress‖ means significant mental
suffering or anguish that may, but does not necessarily,
require medical or other professional treatment or
counseling.
Stalking examples
• Following, harassing, or threatening someone
repeatedly
• Telephoning and text messaging constantly
• Waiting on someone outside or inside buildings,
locations
• Watching someone from afar
• Sending unwanted letters or e-mails
• Cyber-stalking
Challenges with defining
• Sex offenses and domestic violence are often well
defined (e.g. state laws, Title IX, Clery, etc…) and
defining them within campus policy is often dependent
on existing and widely accepted definitions.
• With vague definitions for dating violence and stalking
from HEA, much is left up to institutions to define. Thus,
the challenge is to define these offenses and to have
supportive argument for institutional policy.
Challenges to Action
• Offer clear definitions and observable
behaviors in training to all employees and
students.
Screening for Sexual
Violence, Domestic Violence,
Dating Violence, & Stalking
Kim Webb, M.Ed.
Director, Relationship and Sexual Violence Prevention Center
Washington University, St. Louis
Mary Wyandt-Hiebert, PhD, MCHES, CWHC
Director STAR Central, University of Arkansas
Who can help outside of the
classroom?
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Housekeeping Staff
Dining Services Staff
Residential Life Staff
Coaching Staff
Student Group Advisors
Students
What are we looking for?
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Any of the previously stated observable behavior
Altered Mood
Altered Appearance
Uncharacteristic Behavior (Mattress thrown out
window, isolated)
• Partner seems to control decisions
• Seemingly unwanted touching or behavior
• Pushing, shoving, pinching, etc.
Faculty, advisors, etc.
• Dig deeper:
– What are some common maladaptive coping
mechanisms for sexual and domestic
violence?
• alcohol abuse, drug abuse
• Other observable behaviors
– Aggression toward others
– Disengagement
– Excessive absence
Campus Safety Officials
• Safety assessments
• Greater Understanding
– Coercion
– Control
– Fear
– Minimization
– Safety/Agency
– Rationalization
Student Health Services
• Screening for providers:
1. Screen all of your patients for sexual
violence
2. Ask direct questions in a non-judgmental
way
3. Validate your patient’s response
4. Evaluate, educate and make referrals
Student Health Services
• Providers should avoid:
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Asking patients about their victimization when other people are
present
Only asking patients who ―seem‖ like victims about their
experiences
Using the term ―rape,‖ as some survivors may not label their
experience as rape (Pittsburgh Action Against Rape, 2007)
Using formal, technical, or medical jargon (Stevens, 2007)
Only asking about specific types of violence or recent violence
(PCAR, 2005)
Expressing value judgments
Screening Tools
– Abuse Assessment Screen (AAS) - Five items that assess
physical, sexual, and emotional abuse.
– Screening Tools-Sexual Assault - Five items that assess sexual
assault and knowledge of risk reduction strategies.
– Sexual and Physical Abuse History Questionnaire - Six of the
items in this scale assess sexual abuse.
– Two-Question Screening Tool - One of two items assesses
sexual violence.
– Universal Violence Prevention Screening Protocol - Five items
that assess recent physical, sexual, and emotional abuse.
– Victimization Assessment Tool - Five items that assess a variety
of kinds of violence, including sexual violence
Screening Tools
• Trauma Screening Tools:
– Life Event Checklist (LEC)
– PTSD Checklist-Civilian Version (PCL-C)
Who is Responsible?
• Title IX definition of responsible employee:
– Any employee:
(a) who has the authority to take action to redress
sexual harassment/misconduct;
(b) who has been given the duty of reporting
incidents of sexual harassment/misconduct or any
other misconduct by students to the Title IX
coordinator or other appropriate designee; or
(c) who a student reasonably believes has this
authority or duty.
How do you help?
• Know the resources available on your
campus and in your community
• Do not compromise one’s safety by asking
questions in front of someone
• Respect person’s choices and decisions
• Share resources when appropriate
• Share information with appropriate officials
Essential Resources for
Addressing Victimization
Aimee Janssen-Robinson, M.Ed., CHES
Assistant Dean of Students for Student Advocacy
Indiana State University
Responsible Employees
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The Title IX Coordinator will annually notify those who are considered Responsible
Employees under this policy. All Responsible Employees receiving reports of a
potential violation of this policy must promptly contact the Title IX Coordinator.
April 2011 Dear Colleague Letter
Department of Educations Questions and Answers on Title IX and Sexual Violence
Team Approach
• Campus
• Community Resources
• Collaboration
SANE Services
• Campus
• Community
Marketing Services
• It’s On Blue App
– Students
– Responsible Employees
Building Transparency &
Collaboration to Create a
Culture of Caring
Beth Kotarski, MSN, CRNP
Director of University Health Services
Carnegie Mellon University
Rima Shah, MPH, MA
Sexual Health & Violence Prevention Specialist
Office of Health Promotion & Wellness
DePaul University
Creating a Climate of Care
• ―Safety‖ is a loaded term. With regard to
interpersonal violence, the work should
focus on looking to intentional design of
safe climates.
• Creation of a climate of care—empathy
building—makes all aspects of campus life
safer. Health and Wellness Services are
poised to take the lead in helping to create
change.
Incorporating Campus SaVE
into the process
• Primary prevention and awareness for new
community members :―who we are as a
community.‖ (empathy)
• Safe options for bystander intervention ―what we
do as a community.‖ (empathy)
• Information on risk reduction ―how can I help as
a member of the community?‖
• Ongoing prevention and awareness programs
for students and faculty ―what are we missing?‖
Avoiding the Pitfalls
• Students (and staff) can have ―checklist‖
mentality around ―training‖. Clarify ―training vs
education vs ongoing awareness programming.
• Climate change is pervasive and ongoing—not
discreet. Online training and brief follow up is
checklist mentality.
• Health and Wellness departments should
emphasize there is no real end point to
conversations.
What worked for us
• Mix methods--fluid programming
• Providing resources that responded fluidly
on the continuum:
• Rape crisis, MOU’s when necessary,
education of identified groups, awareness
days, big ticket guest speakers and follow
up evaluation.
• Looking at online ―check the box‖ with a
critical eye.
Campus Environment
How do you create an environment that effectively
addresses these forms of violence?
 Allow students to actively participate in creation of programs – so they
are reflective of their needs and inclusive
 Demonstrate admin transparency and care
 Spread prevention messages
 Raise awareness about resources and programs available
 Collaborate, collaborate, collaborate!
Two Successful Examples from
DePaul
1. SLATE (Student Leaders Advocating Together
for Empowerment)
2. Letter to parents/guardians encouraging family
dialogue around consent and respect
1. SLATE
What?
•Student Leaders Advocating Together for
Empowerment
•Created late 2014
•Comprises of 22 diverse student leaders
•Brings together student leaders with a
demonstrated commitment to sexual and
relationship violence prevention & survivor support
1. SLATE
Includes students from:
Office of Multicultural Student Success
LGBTQA Student Services
Residential Life
Women’s Center
Department of Women’s and Gender Studies
Athletics
Theater School
Student Government
Greek Life
Feminist Front
Peer Health Exchange
Vagina Monologues
1. SLATE
Why?
•Bridge the gap – so all constituencies are aware of
programs offered
•Create a space – where students can share ideas and
concerns
•Create stronger, better attended, more impactful
programs together
•Build trust and transparency
What has success looked like so far?
•Growing membership
•Increased attendance at events
•Increased access of survivor support services
•Student Conduct Process Input
•Successful Consent Tagline Competition!
2. Letter to Parents/Guardians
What?
•Letter in all new student orientation folders
•Encourages family dialogue around making responsible
choices and ensuring consent prior to any sexual activity
•Initiated in 2012
2. Letter to Parents/Guardians
Why?
•High prevalence – admin cannot do this alone!
•An additional way to spread prevention messages and
information about resources available
•Opportunity to demonstrate care and transparency
•Opportunity to stress Take Care DePaul philosophy
What has success looked like so far?
•Increased conversations between students and their parents
around these issues
•Parents actively reaching out to learn additional ways they can
educate and support their students
Building a Community
Approach to Prevention
Lee Helmken, MPH, CHES
Health Educator, Health Promotion
Georgia Institute of Technology
Overview of VOICE
• Georgia Tech’s sexual violence prevention and
response initiative.
• Led by the Women’s Resource Center and Health
Promotion.
• Vision: Everyone has the right to live and learn and
Georgia Tech, free of violence or the threat of
violence.
• Mission: To create a campus culture that encourages
respect, communication, and equity among the
Georgia Tech community.
Violence as a Public Health
Issue
http://www.cdc.gov/violenceprevention/overview/publichealthapproach.html
Guiding Frameworks
• Social Ecological Model
• Primary Prevention vs. Risk Reduction
Image Source: White House Task Force to Protect Students from Sexual Assault, April 2014
Keys to Effective Prevention
1. Engage the majority of our community.
2. Shift campus norms around consent and bystander
intervention.
3. Create a survivor-supportive campus community.
Adapted from Office of Violence Against Women (OVW)
Campus Technical Assistance & Resource Project – Training
Institute, June 2014
1. Engage Campus
Stakeholders
Sexual Violence Prevention Alliance
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Athletic Association
Christian Campus Fellowship
Counseling Center
Department of Housing
Faculty: School of History,
Technology & Society and
International Affairs
• Georgia Tech Police
Department
• Local Rape Crisis Center
• Greek Affairs
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Health Promotion
Health Services
Legal Affairs
Office of Human Resources
Office of Student Integrity
Office of Minority Education
Parking & Transportation
Student Government
Association
• Title IX/Office of Compliance
• Women’s Resource Center
Key Programs/Services
• Education/Community Engagement:
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New Student Orientation
Online Education
Health Classes
Greek Trainings (Safe Sister & Fraternity Men Against Violence)
Athletics Trainings
Open Bystander Intervention Trainings
Key staff departments (Housing, Police, Counseling, etc.)
Gold Folder Initiative: all faculty and staff
And more!
• Advocacy & Support Services for Survivors
• Student Groups
– Peer Education Program
– PAUSE Student Organization
– SGA Student Advisory Board
2. Shift Community Norms
3. Create a Culture of Support
Working Towards Prevention
Make our topic
inclusive and
approachable
Implement
programming/
intervention
Culture &
Behavior Shift
Violence
Prevention
Adapted from Office of Violence Against Women (OVW)
Campus Technical Assistance & Resource Project – Training
Institute, June 2014
Rape Culture
Denigration
of Women
Hyper-masculinity
Calloused Sexual
Attitudes
Sexism
Adapted from D. Lisak
Moving Beyond Checking
Boxes
• This is an exciting, yet challenging time to be
doing this work!
• It is critical that we aren’t only focused on
compliance or mandates
• There is no quick fix or simple solution
• Implement comprehensive community-level
approaches that integrate prevention & traumainformed response
• Break down silos across health topics and
departments/divisions
Future Directions
• Continue to establish the role and
expertise of college health in the national
landscape
• Support each other to sustain this work
and build the field
This year the Safety & Violence Coalition
wants to hear from you!
What are you doing on your
campus?
Discussion
Resources
• http://www.acha.org/Topics/violence.cfm
• http://www.integration.samhsa.gov/clinicalpractice/life-event-checklist-lec.pdf
• http://www.integration.samhsa.gov/clinicalpractice/SAMSA_TIP_Trauma.pdf
• https://www.whitehouse.gov/sites/default/files/de
ar_colleague_sexual_violence.pdf
• http://www2.ed.gov/about/offices/list/ocr/docs/qa
-201404-title-ix.pdf
• http://www.cdc.gov/violenceprevention/overview/
publichealthapproach.html