APRIL 2010
USAF Sexual Assault Prevention and Response Training II
Lesson Plan – OTS/ROTC Audience
Lesson 31-1
TOPICS
Lesson 31-2
CONTENT
TIME
Parable Video: 5
Discussion / Teach: 12
Break-out Exercise / Teach: 12
Summary / Transition: 1
Total: 30 min
IV. Effective Gender
Relations
Parable Video: 5
Break-out Activity: 19
Instructor Teach: 5
Transition: 1
Total: 30 min
• Facilitator and bystander
roles and the
responsibility of wingmen
• Individual and group
prevention behavior
• Wingman guiding
principles
Parable Part III
Parable Video: 5
Large Group Activity: 14
Individual Exercise: 8
Instructor Wrap-up: 3
Total: 30 min
• Avoid perpetration and
reduce risk of victimization
• Positive gender relations
• Clear sexual
communication
Parable Part IV
How Do I Stop Sexual Assault?
(Prevention)
III. Preventative
Wingman
Culture of an Airman (respect, responsibility, protect wingman)
Introduction: 3
Parable Video: 5
Instructor / Discussion: 11
Transition: 1
Total: 20 min
• Sensitivity to the victim and
constructive response
• Detrimental, wide-ranging
impact of sexual assault
THEME
• Constructive response
behaviors
• Overcoming obstacles to
implementation
Parable Part II
Parable Part I
TRAINING
BLOCK
• Effect on individuals, unit
and Air Force
• Course overview
• BMT highlights
How Do I Respond?
(Response)
What’s the Impact?
II. Responsive Wingman
I. When Sexual Assault
Happens
Instilling the Air Force Core Value Behaviors
Overview of Accessions 2 Course –
SEXUAL ASSAULT PREVENTION AND RESPONSE
PART I
Lesson Title: Sexual Assault Prevention and Response II
Teaching Method: Informal Lecture/Guided Discussion
Time Required: 2 hours
Prerequisite Classes: Preventing and Responding to Sexual Assault I
Visual Aids: Accessions II Disc with: Video and Flash Slides, SARC Cards, Posters (6)
Student Preparation: Pre-reading
Certified by: Holm Center/CR (Dr. Charles Nath, III)
PART IA
Cognitive Lesson Objective: Comprehend the problem of sexual assault and the impact it can
have on the individual, the unit, and the Air Force.
Cognitive Samples of Behavior:
1. Describe the effect sexual assault can have on a unit’s trust and cohesion. (L, SG)
2. Describe how drugs, including alcohol, can contribute to a sexual assault. (L, SG)
3. State the importance of displaying empathy to a victim of sexual assault. (L, SG)
4. Describe two actions each that an individual might take to prevent being a perpetrator,
facilitator, or passive bystander. (L, SG)
5. Describe two actions that an individual might take to reduce the risk of becoming a victim.
(L, SG)
6. Explain how gender relations and sexism can impact trust and mission accomplishment. (L,
SG)
Affective Lesson Objective: Take an active role in preventing and constructively responding to
sexual assault situations.
Affective Samples of Behavior:
1. Participate in class discussion about sexual assault.
2. Exhibit responsible team behaviors following a known sexual assault (e.g., stop gossip).
3. Be a caring wingman; take action when presented with a situation that could result in sexual
assault.
4. Share your sexual expectations and boundaries with your partner.
5. Support your partner’s sexual boundaries.
6. Voice intolerance for disrespectful relationship behaviors or sexist comments; show respect
for yourself and others.
Lesson 31-3
PART IB
Strategy: This course is a component of a larger educational initiative to prevent sexual assault
from happening in the Air Force and to ensure appropriate response when it does happen. As an
Airman moves on from initial training, he or she will begin to gain liberties, opening up the
possibility for assault to occur.
a. The primary goals of this course are to:
- reinforce the fundamentals associated with sexual assault that were taught in
Accessions 1 (USAF definitions, policies, roles descriptions)
- provide specific behavioral content so that Airmen may avoid potentially harmful
behaviors
- offer communication strategies for positive gender relations
- help Airmen to understand why people may play certain negative roles
- encourage Airmen to exhibit leadership skills in order to prevent and effectively
respond to sexual assault
As in Course 1, secondary goals for this course remain:
b. Instill Air Force Core Values: Integrity first. Service before self. Excellence in all we do.
c. Drive home theme of respect for self, your fellow Airman, the unit and the Air Force.
INSTRUCTOR INFORMATION
Instructors should be sensitive to the possibility that a student might find portions of this
material emotionally disturbing due to a previous sexual assault experience. Any student
showing signs of distress should be referred to the Sexual Assault Response
Coordinator. Even though the instructor may have some previous personal or professional
experience/training in this area, their role is not to counsel but to make the appropriate
referral.
INSTRUCTORS SHOULD HAVE SARC CONTACT INFORMATION CARDS AVAILABLE
TO DISTRIBUTE TO THE CLASS. *N/A for ROTC
This is an interactive workshop in which the instructor engages the group in dialogue. We’ll use
the Parable Video as the primary teaching tool. We’ll use large and small group discussion. We
want ACTIVE participation, not passive listening, throughout the program!
The intention of this course is to open a dialogue with the participants. Participants will develop
a deeper level of understanding about why some of these behaviors happen, and will learn how
to change problematic behavior. The material covers real issues and underscores the seriousness
of the topic.
Lesson 31-4
The instructor needs to emphasize constructive actions by offering a positive message of how
Airmen can take an active role in maintaining the integrity of the Air Force by preventing sexual
assault.
Lesson Outline:
A. When Sexual Assault Happens
B. Being a Good Wingman: Response
C. Being a Good Wingman: Prevention
D. Effective Gender Relations: Prevention
Lesson 31-5
PART II
INTRODUCTION
INSTRUCTOR: Post the phone number of the base SARC in a visible location. *N/A for
ROTC
ATTENTION
How many of you have given serious thought to what we covered in Sexual Assault and
Prevention I? Do you feel you have a grasp on what you as a leader need to do to prevent and
respond to sexual assault?
MOTIVATION
As you progress through your career you must always be diligent and proactive in managing any
unfortunate sexual assault issues that may arise. Over the next two hours, we will learn and
discuss a little more about this unpleasant but real issue that we cannot allow to be tolerated in
our Air Force.
OVERVIEW
This is a continuation to the Sexual Assault training you received previously.
The video segments shown during this training session are dramatic and direct in places. They
include dramatizations related to sexual assault and sexual and verbal innuendos. They can
trigger difficult emotions, especially for sexual assault survivors. Victim sensitivity and care are
top Air Force priorities. If you feel you are unable to view these videos with the class, please
feel free to leave the room and contact the base SARC to arrange alternative and confidential
options to meet this training requirement.
This is the second part of a building curriculum. In your first course on this topic, we covered
foundational material:
 the definition of sexual assault,
 the definition of consent,
 the Air Force policy of zero tolerance,
 the roles involved,
 and, how to respond, in the event an assault does occur.
(Point to posters with the definitions in the room. Examples of these posters are shown in
Attachment 1 at the end of this Facilitator Guide.)
(Slide 2) In this course, we’ll dig deeper into this subject. In
the first hour, we’ll address Impact and Response:
 What the impact is to individuals, the team, and the
Air Force when an assault occurs;
 How to be a good Airman and exhibit leadership
when an assault occurs.
Agenda
I.
What is the Impact? When Sexual Assault Happens
II.
How Do I Respond? Being a Good Wingman:
Response
III. How Can I Stop It? Being a Good Wingman:
Prevention
IV. How Can I Stop It? Effective Gender Relations:
Prevention
Lesson 31-6
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Lesson 31-7
In the second hour, we’ll focus entirely on Prevention:
 We’ll identify specific things you can do as good Airmen to reduce the risk of sexual
assault,
 And finally, we’ll look at how we interact with each other as men and women. We’ll talk
about what each of us can do to protect against sexual assault, through effective
communication and risk avoidance behaviors.
(Slide 3) So, this course is about IMPACT, RESPONSE
and PREVENTION.
We will continue to teach through story and you’ll see the
same characters as in the first Parable you watched. Six
weeks have passed since the assaults committed by Hank.
Let’s take a look.
What is the IMPACT of sexual assault?
Constructive RESPONSE to sexual assault
Ways Airmen can PREVENT sexual assault
|3
INSTRUCTOR: Show Trailer from Accessions 1 Story (1 minute) and Show Accessions 2
Parable Act One (Slide 4; 3 minutes)
(Slide 5) Use teacher tool of matching the character faces
and names so that the students can refer to the characters
by name during the discussion.
I. The Impact of Sexual Assault--When Sexual Assault Happens
DISCUSSION: (Slide 6) Facilitate a discussion using the questions/statements below.
1. Q. How well is the group functioning together since the
assault?
ANTICIPATED RESPONSE:
- Not well; a lot of friction and frustration; polarization;
group implosion.
2. Q. How well are these Airmen respecting each other?
Supporting each other?
Lesson 31-8
The Impact of Sexual Assault
1. How well is the group functioning together
since the assault?
2. How well are these Airmen respecting each
other? Supporting each other?
3. How does Gina seem to be impacted?
|5
ANTICIPATED RESPONSE:
- Airmen are not showing respect and support. A lot of inappropriate remarks (doing
yourself, women drivers), each is out for himself. Keep in mind that this was a team that
previously enjoyed working and playing together.
- There is a hint that Jim is supportive of Gina – use this as an opportunity to point out that
Jim is beginning to display the leadership behaviors that we would expect from our Airmen.
3. Q. How does Gina seem to be impacted?
ANTICIPATED RESPONSE:
- Isolated, very private, disengaged. Ends up riding in the car where she was sexually
assaulted (raped) and we see her having a flashback.
ACCEPT answers from participants and make these points:
Sexual assault affects everyone: individuals, the unit, and the Air Force itself. This is why an
assault on any Airman is an assault on the Air Force. Being an Airman has its duties and
responsibilities. Instead of preying on one another, we need to protect one another in all
situations.
INSTRUCTOR NOTE: Manage the conversation so that it does not slip into the “whose
fault is it?” mode. Focus on the destructive impact of sexual assault on all parties involved –
perpetrator, victim, witnesses/bystanders and facilitators. Address victim empathy as well as
common victim reactions to include shame, embarrassment, anger, etc., if necessary. Some
comments from the group could come back pointing the finger at Gina: “she’s being as
hostile as she can;” “she wants to cut herself off.”
Q: In the video, you saw a non-combatant situation – there’s no real danger at hand, and no
one’s life is in jeopardy. How would these relationships affect the situation if it were deadly?
ANTICIPATED RESPONSE:
- Right now unit cohesion and trust has broken down. If the situation were to become deadly,
everyone would probably start looking out for only themselves and forget about the team.
Q: How much would you trust these Airmen if your life was in their hands? Why or why not?
ANTICIPATED RESPONSE:
- Not very much. I think most of these Airmen are only looking out for themselves.
TELL REAL STORY
Consider this. During the Gulf War there was an AF aircraft that needed to deploy on a
moment’s notice to carry out a critical mission. Just after the aircraft launched, it was forced to
turn back due to a maintenance problem. Fortunately, no American lives were lost in the
situation, but it was a close call. Naturally, our chain of command wanted to
Lesson 31-9
trace the responsibility and the breakdown to its source. The trace led to a female Airman who
was experiencing sexual harassment from her male supervisor. Because of the intimidation she
experienced, she avoided this supervisor and something was missed. Who really owns the
responsibility for this mistake?
PRESENT the following information.
Keep in mind that sexual harassment and sexual assault reside on the same harmful continuum.
In any situation, no Airman should be afraid of another Airman. In combat, you depend on each
other – you trust each other with your lives.
When sexual assault -- or sexual harassment -- occurs by an Airman on an Airman, trust is
broken. Cohesion is disrupted. Lives are altered. Rebuilding trust, cohesion, and lives takes time.
Sexual Assault affects all individuals. Individuals matter. We form an integrated system,
dependent on each other to be our best. We can only be at our best when we have mutual respect
and support, and are working together; when all of our members are physically and mentally
sound. This is when we win. We need you, as future leaders of the Air Force, to help us confront
this issue, intervene in those situations where you are a bystander, and help prevent sexual
assault from happening.
Q: What would it take to build trust among these Airmen again?
ANTICIPATED RESPONSE:
- An informal leader to recognize the situation and take charge and show empathy toward Gina
(Solicit a few answers and SAY: in a moment, we’ll watch how our story unfolds and how these
Airmen deal with their situation.)
TRANSITION
Before we continue, we want to address a couple of topics:
Though the vast majority of assaults happen to women, men are victims of this crime as well.
Sexual assault of men by other men is a violent act perpetrated out of anger or a need to
dominate or degrade the victim. Most men who sexually assault other men usually identify as
heterosexual. Our story focuses on a woman as a victim of sexual assault, because it is so
common. It is important to respond to all victims of sexual assault with empathy and
compassion.
We recognize that many of you are single and some of you are married. Some of you like to
party and drink alcohol, and some aren’t involved in the party scene. Either way, this material is
relevant because sexual assault can occur to those who are married and to those who don’t drink
alcohol.
The bottom line is: you play a critical part in preventing sexual assault within the Air Force. This
program will provide you with skills to do that.
Lesson 31-10
INSTRUCTOR: Show Parable Act Two (Slide 7; 5 minutes)
Before getting into the Response Discussion below, address Rick. Relate Rick’s need to learn to
listen to Brandy to the candy story, and the importance of asking at each step when you want to
take something that isn’t yours (sex or candy).
II. Being a Good Wingman: RESPONSE
(Slide 8) FACILITATE a discussion using the questions/statements below.
Q: How did the different characters respond to Gina in
this situation? (Sharon? Ben? Jim?)
ANTICIPATED RESPONSE:
- Sharon blamed Gina, was impatient and not sensitive
- Ben is talking badly about Gina
- Jim is trying to show support, though it’s a bit
awkward
Being a Good Wingman: Response
1. How did the different characters respond to
Gina in this situation?
2. What effect do you think it had on Gina?
3. What examples did you see of disrespectful
language and attitudes?
4. What message does it send when sexist
attitudes go un-checked?
5. What else could they have done?
Q. What effect do you think it had on Gina?
|8
ANTICIPATED RESPONSE:
- Contributed to her feeling isolated and ostracized; blamed herself
Q. What examples did you see of disrespectful language and attitudes?
ANTICIPATED RESPONSE:
- The sexist attitude that Ben holds as evident in his comments toward Gina and Sharon (“First
women drivers, now women mechanics.”)
Q. What message does it send when sexist attitudes go unchecked?
- It sends a message that it’s okay to marginalize women
Encourage participants to challenge this thinking and explain that the Air Force does not
condone this type of behavior.
Q. What else could they have done to contribute to a strong team? (Encourage Leadership
Behaviors.)
ANTICIPATED RESPONSE:
- Ben, in particular, could cut any sexist and degrading remarks
- All reject any inappropriate remarks and attitudes that marginalize their women peers
- Look for opportunities to support Gina as a positive contributor to the team
Lesson 31-11
Note to Instructor: The incident at “Edwards” is fictitious—it is included to demonstrate
the negative power of rumors and why Air Force members should not engage in such
activity. Focus groups identified with the fictitious incident as though it was real—one they
had heard about. There was no such case referenced or used for the script in this training.
Also, if during the course, participants bring up stories about how women “lie” about these
situations, refer to the stats that this is no more falsely-reported than any other crime (less
than 5%). Tell them this: It is not AF to talk about the 5%. If the only thing you do is talk
about the one false case, when 19 out of 20 are true, then YOU are undermining the USAF.
TEACH:
Present the following information.
Being sensitive to the victim and neutral to the alleged perpetrator can be difficult for a variety of
reasons. But responding effectively is critical when you are aware of a sexual assault situation.
When you don’t know the first-hand details of what happened, you’re not in a position to judge
anyone. Your job is to begin the process of rebuilding trust and cohesion among the Airmen
involved. This starts with being sensitive to the victim.
-
-
(Slide 9) Listen empathetically: Don’t try to solve
anything. Just listen. Sometimes, victims just need
to be heard. Suppose one of your family members
was the victim in this situation. What would you
want others to do?
Constructive Response
1.
2.
3.
4.
Listen empathetically
Reserve judgment
Refrain from gossip
Rise above idle talk
Reserve judgment: You are never the judge of any
of the players in a sexual assault situation. Do not
Live Our Core Values
back up your buddy by ostracizing the victim or
saying things like: “she was drunk; it was her fault;
he is just a nice guy.” Don’t assume your buddy didn’t do anything. Do assume that you
don’t know all of the facts and likely never will know all of the facts of what really
happened.
|9
-
Refrain from gossip: What you don’t know can be dangerous. Don’t listen to, start, or
spread gossip. No one needs to know what you saw, heard, or know except the
investigators involved. Protect the individual’s privacy – whether victim or alleged
perpetrator.
-
Rise above idle talk: Be a leader and help others listen, reserve judgment, and avoid
gossip. Stop talk when you hear it. Again, it’s your job to protect your teammate’s
privacy, and allow the Air Force to manage the situation. Rely on our Core Values of
Integrity first, Service before self, and Excellence in all we do.
Lesson 31-12
(Slide 10) EXPLAIN the two-person exercise:
 Turn to a neighbor for this exercise.
 Take 2 minutes to list the challenges in
responding sensitively to a sexual assault
situation.
 Then take 2 minutes to identify how you might
handle each challenge. How will you be a leader
on this issue?
 Afterwards, you’ll share your ideas with the
group.
Responding Constructively:
Challenges and Tactics
1. List challenges
2. Identify tactics to overcome
| 10
ASK participants to talk to a neighbor and record challenges in responding to a sexual assault
situation.
ANTICIPATED RESPONSE:
- Peer relationships (friends with the alleged perpetrator).
- Personal bias (thinks the victim could have prevented it).
- Lack of skills (doesn’t know what to do or say).
ASK participants to identify ways they can handle each of the challenges they identified.
ANTICIPATED RESPONSE:
- Squelch gossip, walk away, rally a supportive peer group, talk to supervisor, get advice from
SARC, don’t treat victim like a leper).
DEBRIEF:
SELECT volunteers to identify their challenges and ways for handling the challenges. Solicit as
many creative ideas as you can in the time allowed.
DESCRIBE:
(Slide 11) We obviously cannot control all of the gossip that
is out there in the world. <Click “Next”> It often surrounds
us. But we can control our own behaviors, actions and
contributions. Consider yourself at a certain point. Around
you is a great big world, of which you don’t have a lot of
control. <Click “Next”> But within that world is a circle
which you can influence. <Click “Next”> The more you
exhibit positive leadership behaviors, the more influence you
have. <Click “Next”> And, if we all start doing that, our
circle of influence expands further and further. Think about it.
| 11
TEACH:
We are talking about special circumstances here. Not everyday chitchat. Some of us may not be
skilled in listening empathetically. And listening is a skill. Here are some things to know about
what it means to listen with empathy. It means to listen to truly understand what the other person
is saying -- not to debate, defeat, or compare. It means making the other person
Lesson 31-13
feel comfortable, so that they can trust you to be open to their message. It means putting yourself
in the other person’s shoes, and placing your issues on hold. Effective listening requires you to
use your ears, eyes, heart, and mind. Here are some specifics:
(Slide 12)
1. Make and maintain connected eye contact.
2. Avoid distractions and fidgeting.
3. Use open body language (i.e. relaxed, lean in, legs
uncrossed) versus closed posture (crossed arms,
stiff).
4. Ask questions that encourage the speaker to
articulate his or her thoughts and feelings.
5. Keep an open mind and reserve judgment.
6. Let go of the idea that you need to be right.
Empathetic Listening
1.
2.
3.
4.
Make and maintain eye contact
Avoid distractions and fidgeting
Use open body language
Ask questions to encourage the speaker to
articulate thoughts and feelings
5. Keep an open mind and reserve judgment
6. Let go of the idea that you need to be right
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SUMMARIZE AND TRANSITION
SAY: Responding appropriately and sensitively in a sexual assault situation can be new to some
and might be a challenge. But it’s critical to the Air Force and to an affected teammate.
Sexual assault is a criminal act that damages the entire fabric of the USAF. Airmen must be able
to trust each other in any situation and regardless of gender. People who commit sexual assaults
undermine the Air Force and don’t belong here. They will be investigated and prosecuted.
A good Airman does more than just respond to situations – he or she also does whatever possible
to prevent criminal activity. We’ll talk about the roles you might play in minimizing the risk of
sexual assault after the break.
*SUGGESTED 10 MINUTE BREAK POINT
Lesson 31-14
INSTRUCTOR: Show Parable Act Three (Slide 13; 4 minutes)
III. Being a Good Wingman: PREVENTION
Our story shows us that when a sexual assault happens to one of our Airmen, we all play a part.
We need to recognize that certain behaviors can contribute to a climate that allows for assault
and capitalize on opportunities to prevent assault from happening.
Next you’re going to break into smaller groups to discuss what you just saw in the story, and
identify ways you can avoid passive by standing and facilitating behaviors and help others to do
the same.
CONDUCT:
Have students break out into small groups and ensure each group has a pad of flipchart paper to
record their work.
(NOTE: Since class sizes will vary – it is important to identify the size of your class prior to this
activity and to adjust breakout size and timeframe accordingly. For much larger groups, in
which it is not possible for all to have flipcharts, have the groups keep their own notes.)
Instruct participants to discuss the following questions. Allow approximately three minutes per
question and advance the slides as needed.
1. (Slide 14) Q. Why do you think Jim chose to do nothing
the night of the assault? What were his challenges? What
other options might he have had?
ANTICIPATED RESPONSE:
- Didn’t want to cause conflict with friends.
- It was the easy way; peer pressure; intimated; a follower;
didn’t think it was his business; unprepared; scared.
- He could have done SOMETHING versus nothing. A
good solution now is better than a perfect solution later.
2. (Slide 15) Q. Why do you think Ben acts the way he
does? What are his challenges? What can be done to
positively influence Ben and those like him?
ANTICIPATED RESPONSE:
Doesn’t
realize
his
effect;
upbringing
- Wants to be cool in the crowd; liked his role of host; selfesteem.
- To influence one can speak up and tell him that his
behavior is not appropriate; make it personal
Lesson 31-15
Being a Good Wingman: Prevention
1. Why do you think Jim chose to do nothing the
night of the assault? What were his
challenges? What other options might he
have had?
| 14
Being a Good Wingman: Prevention
2. Why do you think Ben acts the way he does?
What are his challenges? What can be done
to positively influence Ben and those like
him?
| 15
3. (Slide 16) Q. Who else played the role of passive
bystander? Facilitator? What challenges and options did
these
characters
have?
Being a Good Wingman: Prevention
3. Who else played the role of passive
bystander? Facilitator? What challenges and
options did these characters have?
ANTICIPATED RESPONSE:
- Answers could include Sharon, Rick, Brandy. Sharon
could
walk
her
talk.
- Rick and Brandy, so wrapped up in their own thing,
should be mindful of friends, fellow Airmen.
| 16
DEBRIEF:
1. Reconvene the large group and ask groups to report on their work.
2. Draw out challenges and motivations of those in by standing and facilitating positions.
Highlight plausible alternatives.
4. Have you ever seen yourself or others playing these roles? What happened? What can you do
differently?
ANTICIPATED RESPONSE:
- Accept at least three answers and reinforce that there are many alternatives to “doing nothing.”
To be a good wingman requires that one does something.
Address how Gina has evolved and highlight her strength of character. She has personal integrity
and has Ben’s back even though he doesn’t have hers. What helped Gina get to this point was
Sharon listening instead of blaming and Jim showing his personal regrets for doing nothing.
CONDUCT:
If time allows, do gender comparison of safety prep exercise. Start with men and ask them to
identify the things they do on a daily basis to prevent being sexually assaulted. (The men almost
always say, “nothing” and look at you like you are crazy for asking) Then ask the women to list
out all the things they do on a daily basis to prevent a sexual assault. Out come all the answers
such as not walking alone, holding their keys in between their knuckles, carrying mace, etc. This
is an effective eye opener for the guys to see how something they never think about is something
women live with every day. You can make the transition statement: The protection strategies
women stated mostly have to do with “stranger assaults,” which we know is a minority of the
cases. So what do we do to further prevent acquaintance rape? That’s what the next section will
cover.
(You may consider soliciting a few answers from the participants as to what they do to prevent
acquaintance rape. Have they thought about it and do they do anything?)
TRANSITION
The behaviors of each individual contribute to a climate that either supports or rejects sexual
assault. Embrace our Core Values and rely on them to guide you in your actions and ensure your
Lesson 31-16
behaviors are positive. Next we’ll talk about Prevention in context of interpersonal relationships
between men and women. We call this Effective Gender Relations.
Lesson 31-17
INSTRUCTOR: Show Parable Act Four (Slide 17; 4 minutes)
Draw out key teaching from the story. Ask how all of the characters have evolved.
IV. Effective Gender Relations: PREVENTION
(Slide 18) Ask questions to generate discussion.
Effective Gender Relations: Prevention
1. Q. What responsibility did the male characters have?
ANTICIPATED RESPONSE:
- Emphasize Rick. Seek permission, listen, and respect
boundaries.
- Monitor/look out for each other.
1. What responsibility did the men characters have?
2. What responsibility did the women characters
have?
3. What are some of the risk factors for sexual
assault?
4. How can we all help reduce the risk of sexual
assault?
| 18
Note: Some of the men in this story started out
exhibiting negative and passive behaviors as related to respecting their female peers. We’ve
now seen some growth and learning to varying degrees in Rick, Jim and Ben.
2. Q. What responsibility did the female characters have?
ANTICIPATED RESPONSE:
- Respect themselves and set/communicate boundaries.
- Use assertive communication. Look out for each other.
Note: Particularly through the character of Sharon, we see how she was at first judgmental
and then empathetic to the reality of how the crime of sexual assault often occurs. Because of
a lack of knowledge, women – and men – often place blame on the victim.
3. Q. What are some of the risk factors for sexual assault?
ANTICIPATED RESPONSE:
- Predators are skilled at identifying vulnerable victims and masking their predatory
behavior.
- Predator’s behavior is often facilitated by others.
- Predators often deliberately use alcohol and drugs to make victims more vulnerable.
- Lack of knowledge about how this crime is typically perpetrated.
- An environment that allows for a perpetrator to hide under the radar.
- Lack of awareness of our environment and surroundings.
- When mutual respect is not present among the individuals.
- Poor communication skills with our partners.
Lesson 31-18
4. Q. How can we all help reduce the risk of sexual assault?
ANTICIPATED RESPONSE:
- Respect boundaries set by others.
- Do not engage in behavior that encourages or facilitates predators’ behavior.
- Get involved or actively intervene if you see a problem.
- Contribute to a climate of mutual respect among all Airmen.
- Hold a mindset of looking out for each other’s safety.
- Use good judgment about where we go and with whom.
- Don’t go out alone, especially at night. Stay with your wingman.
- Practice assertive communication skills.
Remember: one can do all of the above things and a sexual assault can still occur. It is our
responsibility to contribute to a positive climate that rejects inappropriate behavior. In the event
an assault does occur, our job is to be empathetic to the victim.
Refer to CoRC: The Culture of Responsible Choices (CoRC) initiative helps us to focus on
behaviors that impair mission readiness. We place a great deal of emphasis on responsibilities
when it comes to drinking alcohol; and as such, have set behavioral guidelines. But we also have
a broader view of responsible choices in many settings. This initiative ties into protecting each
other against sexual assault.
EMPHASIZE concept of RESPECT for everyone.
TRANSITION
SAY: Now we’re going to go through a couple of exercises that help us understand our
communication with another party.
Lesson 31-19
CONDUCT EXERCISE
READ SCENARIO TO CLASS
You’re standing in line at McDonald’s and it’s crowded. The server asks, “Who’s next?” You
were there first. The woman next to you says, “I am.” You turn to her and:
a. smile
b. frown silently
c. mutter under your breath, “Some people are so pushy” – but say nothing aloud or directly
to anyone
d. say, “Oh no you’re not, who do you think you are, lady? I was here first!”
e. say, “I believe that I was here before you.”
SOLICIT ANSWERS by having people raise their hands for the responses they could see
themselves having. Then, debrief and explain why the assertive response is the best choice. Clear
and direct communication. SAY: it is helpful to define assertive behavior which is often at the
core of effective communication.
a. smile (passive: accommodating someone else’s needs at the expense of your own)
b. frown silently (passive: attempt at indirect communication of your wishes)
c. mutter under your breath, “Some people are so pushy” – but say nothing aloud or directly
to anyone (passive: repression of your own wishes)
d. say, “Oh no you’re not, who do you think you are, lady? I was here first!” (aggressive:
overreaction)
e. say, “I believe that I was here before you.” (assertive: direct expression)
(Slide 19) TEACH
Assertiveness is the ability to stand up for your rights without
denying the rights of others. Assertiveness has nothing to do
with being mean, angry, or violent. It is characterized by
setting and communicating clear, strong boundaries.
Assertiveness
•
Assertiveness is the ability to stand up for your
rights without denying the rights of others.
•
Assertiveness is NOT aggressiveness.
•
Assertiveness may prevent a potential assault.
Assertiveness is NOT aggressiveness. Many women are
afraid to be assertive because they confuse it with aggression.
Aggressiveness can be characterized by offensive behavior -being the one who provokes or escalates a situation. You can
choose assertion without being an aggressor. You can take your own position and stand up for it
without being aggressive or violent.
| 19
Assertiveness may prevent a potential assault. Abusive people “test” others, intentionally or
subconsciously, by invading spatial, verbal, or other boundaries. Immediate assertive responses can
be successful deterrents in assault situations.
TRANSITION: Now we’ll address scenarios that move into more personal territory.
Lesson 31-20
(Slide 20) TEACH
As we begin discussing communication skills related to
intimate relations, there is a three-step exchange to keep in
mind.
1. need to gain permission
2. need to communicate boundaries
3. need to listen and respect boundaries
Assertive Communication:
Three “Need To’s…”
1. need to gain permission / ensure consent
2. need to communicate boundaries
3. need to listen and respect boundaries
To be most effective, this exchange needs to take place in
the realm of ASSERTIVE communication skills versus
aggressive or passive behavior.
| 20
NOTE: You want to be careful not to convey that just because a woman might not have yelled for
help, it didn’t mean she consented to something and deserved assault. There’s a fine line
between teaching women’s need to be assertive in their communication to protect themselves,
and not putting the responsibility on them for preventing assault. (Remember fight, flight, or
FREEZE.)
There can often be stark contrast between what one person is intending and what the other is
interpreting. Here’s the thing. You first need to know your desires, intentions and limitations.
Then you need to articulate them, both for yourself and for your partner. Early sexual
communication may seem drastic or embarrassing, but it can prevent assault. Once you hear your
partner, you need to acknowledge and respect any stated boundaries, including non-verbal cues.
We’ll take this a step further to a more sensitive area of talking about sexual communication
skills.
SAY: Consider a continuum of sexual communication skills. On one extreme you must have a
signed contract and both parties’ attorneys will have been consulted before you can kiss. On the
other end, both parties wake up completely naked the next morning and no one remembers a bit
of what happened the night before. Two extremes, right? So where is the appropriate place on
this continuum for your sexual communication skills? If you are interested in having sex, it is up
to you to seek consent. It’s not your partner’s job to state their boundaries first. So let’s try a
couple of statements that are in the camp of gaining approval, but still feel natural.
Reference Relationship Integrity Poster in the room. An example of this is shown in Attachment
1.
SOLICIT VOLUNTEERS to read statements. See the Attachment 2 handout at the end of this
Facilitator Guide. (Mix up the readings.)
There is a real value in having participants hear themselves using assertive communication.
(Slide 21-22) SUMMARIZE
Lesson 31-21
INSTRUCTOR NOTE: The following script does not follow the slides. You may use the
paragraph below to recap in sequential order if you prefer, or go immediately to the summary
slides to offer specific actions…presented in reverse order.
We’ve covered a lot of ground in two hours. First, we addressed the impact sexual assault can
have on individuals, units and the Air Force. Then we explored how to constructively respond to
assault situations – by displaying empathy to the victim, being supportive and avoiding gossip. In
this past hour, we’ve talked a lot about prevention and risk reduction. We looked at ways that we
can avoid passive by standing and challenge facilitators to support our fellow Airmen. Finally,
we addressed issues related to effective communication in relationships. This includes the threestep process of asking for permission, clearly communicating boundaries, and listening and
respecting boundaries. Remember, a person needs to be capable of giving consent; and sexual
assault is never the victim’s fault.
Are there any questions?
Thank you for your time, attention and participation. Together you all make up the world’s
greatest Air Force – it is a role to be proud of!
Summary: Things You Can Do
Summary: Things You Can Do
•
Make wise choices to reduce the risk of sexual assault
•
Protect your wingmen by not acting as facilitators or
passive bystanders
•
Communicate effectively to avoid perpetration and
reduce risk of becoming a victim
•
In the event of an assault, exhibit sensitivity to the victim
•
Ask for permission when it comes to sexual matters
•
Report a sexual assault if it occurs
•
Remember that a person needs to be capable of giving
consent
•
Remember that sexual assault is never a victim’s fault
•
Uphold the Air Force Core Values
•
Acknowledge and respect the sexual boundaries of your
partner
| 21
| 22
Lesson 31-22
REFERENCES
Following are sources of data that have informed the development of this course:
-
-
-
-
-
-
Guidance and direction from Lt. Col. Pyles in terms of the problem, the audience, the Air
Force message and his recommendations on how to address.
Review of Connections: A Bi-Annual Publication of the Washington Coalition of Sexual
Assault Programs, Fall/Winter 2005.
Meetings and attendance at FTAC (Sexual Assault) training with Chief Tony Wyatt and
Chief Lisa Mathis at Scott Air Force Base; May 31-June 1, 2005.
Consultation and working sessions with Sexual Assault Expert, Anne Munch.
Consultation and working sessions with Sexual Assault Expert, Jackson Katz.
Working sessions with Lt. Col. Pyles, Dr. Charlotte Moerbe, psychologist and first Air Force
Sexual Assault Response Coordinator (SARC), Captain Gene Hayden, Master Sgt. Tami
Creviston and Tech. Sgt. Roxie Farnington.
Consultation with Dr. David Lisak, forensic consultant, sexual assault expert, and consultant
to the Air Force’s top leadership.
Review of Air Mobility Command Personal Safety Survey results, conducted in 2004.
Internal Ninth House team discussions, particularly with Tony Mitchell related to his
conversations with Brig. Gen. K.C. McClain, Gen. Donald Cook, and other leaders within the
U.S. Air Force.
Phone conversation with Brig. Gen. K.C. McClain – May 16, 2005.
Meetings with Maj. Kelly Phillips-Henry and others from the U.S. Air Force Academy.
Attendance at portion of the Human Relations Training block at Basic Military Training
(BMT) (February 10, 2005).
Attendance at BMT Graduation, Warrior Week Culminating Event, various Tech Training
classes and meetings, visiting dorm and bar settings of new Airmen (March 11-12).
Interviews with Airmen; attendance at Tech Training Sexual Assault briefing July 6, 2005.
Discussion with Dr. Chris Revis, clinical psychologist from Sheppard Air Force Base,
Wichita Falls, TX.
Close examination of Air Force Targeting Sexual Assault Training Video.
Review of additional Air Force Materials, particularly Sexual Assault Prevention and
Reporting slides from training program delivered by Dr. Moerbe and Basic Military Training
Study Guide.
Review of Air Force Web site, particularly for BMT recruiting image and tone.
Research of several Web sites and articles related to this population, the Air Force in general,
and the history of Sexual Assault in the Air Force as portrayed by the media (extensive list of
Web sites reviewed available upon request).
Review of Prepared Statement of Christine Hansen, Executive Director, The Miles
Foundation to Personnel Subcommittee, Senate Armed Services Committee, February 25,
2004.
Pilot test of BMT Sexual Assault Course at Lackland and Randolph Air Force Bases, April
28-29, 2005.
Video: Playing the Game: Date Rape, Intermedia ©Healthvisions.
Lesson 31-23
-
Video: “When a Kiss is not just a Kiss” Sex Without Consent, Mumbleypeg Productions.
Video: Choices Have Consequences – Air Force program.
Video: When Romance Turns to Rape, Britannica.
Video: Seattle Rape.
Article: I Raped a Woman.
Martin, Carolyn A. and Bruce Tulgan. ©January 2001. Managing the Y Generation. HRD
Press, Inc.
Searles, Patricia and Ronald J. Berger. ©1995. Rape and Society: Readings on the Problem
of Sexual Assault. Westview Press.
Holmes, Ronald M. and Stephen T. Holmes. ©2002. Sex Crimes: Patterns and Behavior.
Sage Publications, Inc.
Lindquist, Scott. ©1989, Before He Takes You Out. VIGAL Publishers.
Ferguson, Robert and Jeanine. ©1994. A guide to Rape Awareness and Prevention. Turtle
Press.
Parrot, Andrea, Ph.D. ©1995. Coping with Date Rape and Acquaintance Rape. The Rosen
Publishing Group, Inc.
Rowland, Judith. ©1985. The Ultimate Violation. Doubleday & Co., Inc.
Marrewa, Al. ©1988. The Feminine Warrior. Kensington Books.
Warshaw, Robin. ©1988. I Never Called It Rape. Harper & Row, Publishers.
Schwartz, Martin and Walter DeKeseredy. ©1997. Sexual Assault on the College Campus.
Sage Publications.
Herbert, Melissa S. ©1998. Camouflage Isn’t Only for Combat: Gender, Sexuality, and
Women in the Military. New York University Press.
Gutmann, Stephanie. ©2000. The Kinder, Gentler Military: How Political Correctness
Affects our Ability to Win Wars. Encounter Books, San Francisco.
Goldstein, Joshua. ©2001. War and Gender : How Gender Shapes the War System and Vice
Versa. Cambridge University Press.
Lesson 31-24
Attachment 1
Examples of Posters
What is Sexual Assault?
What is Consent?
USAF Definition for Training and
Education:
USAF Definition for Training and
Education:
Sexual assault is a crime. Sexual assault is
defined as intentional sexual contact, characterized
by use of force, physical threat or abuse of
authority or when the victim does not or cannot
consent. Sexual assault includes rape,
nonconsensual sodomy (oral or anal sex), indecent
assault (unwanted, inappropriate sexual contact or
fondling), or attempts to commit these acts. Sexual
assault can occur without regard to gender or
spousal relationship or age of victim.
“Consent”
Consent” shall not be deemed or
construed to mean the failure by the victim
to offer physical resistance. Consent is not
given when a person uses force, threat of
force, coercion or when the victim is
asleep, incapacitated, or unconscious.
USAF Policies
on Sexual Assault
Roles
• Zero tolerance for sexual assault
• Perpetrator = assaults the victim
• UCMJ – harsh penalties; including jail time
• Facilitator
• The perpetrator is to blame
• Bystander = observes the situation and
chooses whether to act (or
not)
• Air Force policy is to support the victim;
prosecute the offender
• Victim
= enables or encourages the
perpetrator
= assaulted by the perpetrator
• Assault on one Airman is an assault on all
Airmen
Reporting Sexual Assault
What to do
•
•
•
•
If you’re in danger, call 911
Preserve evidence – don’t bathe
Get medical attention
Call the SARC; you’ll be assigned a Victim
Advocate
• Ask for what you need
• It’s never too late to report
I’m Responsible for My
Actions
• “So when she said no,
I said OK.”
• “So when I wanted to and she didn’t,
we didn’t.”
• “So when she said stop,
I stopped.”
• “So when I didn’t know how she felt,
I asked.”
Lesson 31-25
Attachment 2
Male/Female Relationship Scenarios, Volunteer Handout (2 pgs)
MEN
1. I’m really digging this girl at a party. I want her to know I’m into her, but I don’t want to
make her uncomfortable. I decide to take things slow.
2. I’m kissing the girl I like and am holding her really close. I want to touch her breast, but am
not sure how she feels about it. I ask her, “Is this okay with you?”
3. My girlfriend and I have been dating for awhile now, tonight’s the night I hope we can have
sex. I respect her and I think she wants the same thing but I’m not sure. I ask her before
we’re even in a heated situation, “Are you ready for us to go all the way?”
4. The girl I’m dating and I are in a heated situation. I’m dying to have sex. She has told me no.
I hate it, but I listen and say “okay.”
5. I've been going out with one woman for a while and I really like her. I've been getting lots of
pressure from the guys to score. They're constantly teasing me about it and they know I'm
going out with her tonight. They are making all sorts of remarks. I like her, but don't want to
be pressured into anything before we're both ready. I tell the guys, "This is private and I
don't want to joke about it."
WOMEN
1. The guy I’ve been talking with is starting to get closer into my personal space. He brushes
against me in a way that makes me uncomfortable. I say: “I’m uncomfortable being touched
like that.”
2. I’m really attracted to this guy and he asked me if I want to go out with him. I heard that he
has a reputation for expecting women to put out. I don’t want any confusion about
expectations so I say: “I really like you, and would like to go out. But I need you to know
that I don’t intend to have sex with you. As long as you respect that, I’d like to hang out with
you.”
3. My boyfriend and I are making out. He tells me he really wants to have sex with me and can
we please finally do it? I am not ready for this and so I say, “No, I’m not ready to have sex.
This is as far as I want to go.”
4. I’m making out with a guy I’ve been dating and I’ve told him my limit. He’s trying to cross
the boundary. I say to him, “You need to listen to me. I said stop there.”
Lesson 31-26
5. One of the women in my squadron has been out with lots of the guys. Other women are
talking about her saying she is an easy score. They whisper about her and giggle when she
walks by. I feel sorry for her, but also want the other women to like me. I decide to do
something so I say, "I don't think we should talk about her like that. We don't really know
what happened and we wouldn't want someone to say those things about us or one of our
friends."
DEBRIEF FOR VOLUNTEER READING EXERCISE
For those of you that read statements, how did it feel? Can you see yourself saying things like
this? Do you see the power of assertive communication? Treating partners with respect and
owning your own behavior is important. Using this skill is empowering, not only in situations
related to sexual communication, but in any situation.
In saying this, we don’t want to unintentionally contribute to a perception that all guys simply
want to score and all women need to be the gatekeepers. This isn’t necessarily the truth and
reality is complex. Yet, we think this exercise is helpful for those who have limited experience in
assertive communication in this area.
Take a moment to consider a time when you were in an intimate setting with someone and you
could have done things differently. How might you have solicited approval of the other party or
more effectively communicated your own boundaries? Record your answer on a piece of paper.
Lesson 31-27
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Lesson 31-28