Working Toward
Systemic Change:
Using Theory to Inform Comprehensive
Sexual Violence Prevention Programming
Lee Helmken, MPH, CHES
Michelle Passonno, MSEd
Padma Ravichandran, MPH, CHES
Learning Objectives:
By the end of this session, attendees will be
able to:
1. Describe the constructs of two key theories as
they apply to health promotion practice.
2. Apply theory to sexual violence prevention and
other health promotion programs.
3. Discuss the importance of collaboration in
implementing sustainable, theory-driven health
promotion programs.
Poll Everywhere
Prevention vs. Intervention
Prevention
Intervention
• Stopping the violence
before an initial act
actually occurs
• Addressing effects
after occurrence in
hopes of preventing
recurrence
– Conditions that “allow” acts,
e.g., “rape culture”
– Conditions that “inhibit”
acts, e.g., continuum of
behaviors
– Promoting specific
behaviors, e.g., bystander
intervention
– Recognizing the violence as
offender’s conscious choice
– Responding to the violence
as criminal behavior
– Referring victims to
appropriate services
Sexual Violence
Prevention is NOT:
•
A one-time program or event
•
One skill-building session
•
One protocol or procedure
•
One group working alone
•
The same as “Risk Reduction”
Risk Reduction vs. Prevention
Risk Reduction:
“Accepting” violence
as a part of society
Prevention:
“Changing” social
norms/conditions that
“normalize” violence
Risk Reduction is NOT
Prevention
• Self-defense (how to
avoid potential attacks)
• Safety tips (don’t walk
alone in unlit areas)
• Recognizing warning
signs of abusive
behavior
Prevention Requires Culture Change
• Changing attitudes and beliefs
that lead to specific behaviors
• Challenging the conditions
(environment) that “support”
sexual violence
• Acknowledgement that we can’t just accept the world
(culture) the way it is and expect violence will go
away
• Culture change =ongoing commitment
Social-Ecological Model
• Recommended by:
– American College Health Association (ACHA)
– Centers for Disease Control and Prevention (CDC)
– White House Task Force to Protect Students from Sexual
Assault (Not Alone)
• Considers characteristics of the individual, their
relationships, their community, and larger cultural
and societal contexts
• Allows for truly comprehensive work to prevent and
respond to sexual violence
Example of Social-Ecological Model
Example of Social-Ecological Model
Source: White House Task Force to Protect
Students from Sexual Assault, April 2014
Example of Social-Ecological Model
Dahlberg & Krug, 2002
Why use the Social-Ecological
Model?
• Allows for true public health approach
• It is unlikely that approaches that only focus on the
individual will have a broad public health impact
• Coordinated strategy that requires collaboration to address:
–
–
–
–
Campus-wide policy
Multiple influencers
Structural and social norms
Use of consistent messaging to reinforce positive norms
• Campus SaVE Act requires campus-wide efforts
Georgia Institute of Technology
Atlanta, Georgia
Lee Helmken, MPH, CHES
Health Educator, Sexual Violence Prevention
Health Promotion, a unit of Stamps Health Services
Georgia Tech: Individual
General prevention education
throughout campus:
– MyStudentBody online training
– Orientation session
– Class presentations
– Awareness events
Focus on:
– Positive social norms
– Consent and healthy sexuality/healthy
relationships
– Tools to recognize potentially sexually
violent situations and safely intervene
– Campus and community resources
Georgia Tech:
Relationship
• VOICE Trainings:
• Greek: Safe Sister and
Fraternity Men Against
Violence
• Ally/Advocate
• Don’t Stand By, Stand Up!
• VOICE Peer Education Program
• New PAUSE Student Organization
Georgia Tech:
Community
•
•
•
•
•
Campus-wide VOICE Initiative
Take Back the Night & Clothesline
Project
Healthy Relationship Surveys
Updated Sexual Misconduct Policy
Committees
•
•
•
•
Sexual Violence Prevention Alliance
Title IX Response Team
Campus SaVE Working Group
New: Presidential Task Force on
Sexual Violence
Georgia Tech: Societal
• Georgia Tech Student Body
• Many students from the South
• Large international student population
• STEM-focused institution (Science,
Technology, Engineering, Math)
• Predominantly male population
• Regional Influence:
• Georgia laws
• Georgia Network (Emory, University of
Georgia, Georgia Tech)
• Community-based organizations
• National Influence:
• Campus SaVE/ Title IX
• White House Task Force and
Recommendations
University of Georgia
Health Center
A division of UGA Student Affairs
Michele Passonno, M.S. Ed.
Relationship & Sexual Violence Prevention Coordinator
Individual Level
Prevention education
– Mandated (Haven/EverFi)
– Survivors
– Class & campus
presentations
– Resource card
– RSVP website/
Facebook/Twitter
– “Bus cards”
Crisis intervention
Legal advocacy
Academic assistance
Safety planning
Medical services
Emotional support
Education & outreach
Services are
FREE &
Confidential
(706) 542-SAFE (7233) • (706) 542-7206
uhs.uga.edu/rsvp
Relationship Level
(Interpersonal)
•
•
•
•
Interns
RSVP Peer Educators
Watch Dawgs
No Shave November
(consent)
Level I
Bystander Intervention
Training
University Health Center Health
Promotion Department
No Shave November
Community Level (University)
Consent is SEXY!
Consent Day 2014
Community Level: SAAM 2014
UGA: Societal Level
UGA Student Body:
•
Flagship research-focused institution: (2013 Class
Profile) 34,475 total students & 26,215 undergrad
(5,150 Freshmen)
– Many students from the South (GA); 140
counties in GA
• 40 different states & territories also represented
• Business & Environmental Studies
Regional Influence:
– Georgia laws
– Georgia Network (Emory, UGA, Georgia Tech)
– Community-based organizations:
• DV agency (consent education) & rape crisis
center
National Influence:
– Campus SaVE/Title IX
– White House Task Force and Recommendations
Bucknell University
Padma Ravichandran, MPH
Interpersonal Violence Prevention Coordinator
Psychological Services and Women’s Resource Center
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the Office on Violence Against Women, U.S. Department of
Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the
author(s) and do not necessarily reflect the views of the Department of Justice, Office on Violence Against Women.
Individual
•
Speak UP Bucknell
•
•
•
First Year Integration Series
Presentations to student groups
Dating Violence and Stalking
•
•
•
•
Target to upperclassmen
Tabling Events
Sex Signals
Focus on:
•
•
•
•
Knowledge and awareness of
sexual violence prevention
Positive bystander skill-building
Resources
How they will take action
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Interpersonal
(Relationships)
• Speak UP Bucknell Peer
Educators
• Social norming activities
• Fraternity Ally Training
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Community (University)
Take Back the Night
Clothesline Project
NO MORE Campaign
Sexual Misconduct and
Relationship Violence policy
• Department of Justice grant
• Coordinated Campus Response
Team
• Coalition for Sexual Misconduct
Prevention and Response
•
•
•
•
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Society
Bucknell University
•
•
•
Students mostly from Northeast
3300 undergrad, 200 grad, private liberal arts
university
Predominantly white, privileged or appear to be
Regional
•
•
•
Pennsylvania laws
Pennsylvania Coalition Against Rape
Transitions crisis center
National
•
•
•
•
Campus SaVE
Title IX
Department of Justice grant
White House Task Force report
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Program/Curriculum
Development
• We can use theory to shape
the comprehensive sexual
violence prevention strategy
• We can also use theory to
shape individual programs or
curricula
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Integrated Behavioral Model
• Combines the Theory of Reasoned Action and the
Theory of Planned Behavior
• Intention to perform the behavior is the greatest
predictor of actually performing the behavior
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Integrated Behavioral Model
Fishbein, 2000
This project was supported by Grant No. 2012-WA-AX-0008 awarded by the
Office on Violence Against Women, U.S. Department of Justice. The
opinions, findings, conclusions, and recommendations expressed in this
publication/program/exhibition are those of the author(s) and do not
necessarily reflect the views of the Department of Justice, Office on
Violence Against Women.
Integrated Behavioral Model
• Information on dating violence and
Attitude:
stalking
• Impact of practicing positive bystander
favorableness for
performing the behavior behavior in abusive relationships
• Data from pilot presentations
Perceived Norm:
• Convince students that others believe
Social pressure to
positive bystander behavior is important
perform or not perform
among peers
the behavior
• Provide multiple examples/case studies
Personal Agency:
for students to work through
Confidence in
• Ideas for ways to intervene based on
performing the behavior personality, comfort, etc.
and overcoming barriers
INTENTION
TO
PERFORM
BEHAVIOR
Integrated Behavioral Model
Environment:
There are no serious
environmental constraints to
performing behavior
•Difficult to control for this construct
•Help students assess situations and overcome
barriers in environment
•Maintain safety
Salience of Behavior:
Behavior is important to the
individual and at forefront of
their thoughts
•Impact of abusive relationship on victim
•How positive bystander behavior can prevent further
abuse
Knowledge and Skills:
•Understand types of dating violence, power and
control strategies, honeymoon-tension-abuse cycle
Understand the issues and
•Practice positive bystander behavior through case
have the skills to perform the
study
behavior
Habit:
•Practice positive bystander behavior through case
study
The individual has performed
•Brainstorm multiple strategies for intervening
the behavior before and will do
it again
BEHAVIOR
Why Work Collaboratively?
• Violence is not an isolated issue
Societal
• Brings together multiple perspectives
to
Community
solve the problem
• Increased participation and buy-in to
achieve our goals
• Growth and sustainability
• Share limited resources
Final Thoughts
• Theory based and evidence informed
programs are gold standard in health
education
• Comprehensive prevention plans should be
specific to your campus and its needs
• Collaborations are KEY!
– We can’t do this work in silos
QUESTIONS?
ACTIVITY
Thank you!
Lee Helmken
Health Educator, Sexual Violence Prevention
Georgia Institute of Technology
Michele Passonno
Relationship and Sexual Violence Prevention Coordinator
University of Georgia
Padma Ravichandran
Interpersonal Violence Prevention Coordinator
Bucknell University