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Understanding Sexual Assault for Men

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Presentation on theme: "Understanding Sexual Assault for Men"— Presentation transcript:

1 Understanding Sexual Assault for Men
USC&A Fraternity and Sorority Life Virginia Commonwealth University Understanding Sexual Assault for Men Begin by introducing your self to the group. Before you begin presenting information set the following ground rules for participants: Ask participants to turn-off or place their cell phone on silent. Ask participants to put away any unrelated materials. Let all participants know that information that is disclosed by individuals during this presentation is not to be shared outside of the room and that confidentiality should be maintained. Inform participants that the presentation: Will be approximately 45 minutes in length Require their participation during different portions To write down questions that they may have about the material After you have covered the information listed above move forward to the next slide.

2 Purpose The purpose of this module is to raise the level of awareness and education that fraternity men have on the issues of rape and sexual assault. Review the information on the the slide. After you have read the purpose emphasize that this module is not intended to place guilt or blame on men.

3 Sexual Assault Myths and Facts Sexual Assault & Consent
Rape and VCU Policy What Men Can Do. Commitment Resources at VCU Cover the outline of the presentation on the slide.

4 Myths & Facts Myth #1 Victims provoke sexual assaults when they dress provocatively or act in a promiscuous manner. Select a participant to read the information that is written on the slide.

5 Myths & Facts Fact #1 Rape and sexual assault are crimes of violence and control that stem from a person's determination to exercise power over another. Neither provocative dress nor promiscuous behavior are invitations for unwanted sexual activity. Forcing someone to engage in non-consensual sexual activity is sexual assault, regardless of the way that person dresses or acts. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

6 It’s not sexual assault if it happens after drinking or taking drugs.
Myths & Facts Myth #2 It’s not sexual assault if it happens after drinking or taking drugs. Select a participant to read the information that is written on the slide.

7 Myths & Facts Fact #2 Many state laws hold that a person who is cognitively impaired due to the influence of drugs or alcohol is not able to consent to sexual activity. Being under the influence of alcohol or drugs is not an invitation for non-consensual sexual activity. A person under the influence of drugs or alcohol does not cause others to assault him/her; others choose to take advantage of the situation and sexually assault him/her because he/she is in a vulnerable position. The act of an offender who deliberately uses alcohol as a means to subdue someone in order to engage in non-consensual sexual activity is also criminal. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

8 It’s only rape if the victim puts up a fight and resists.
Myths & Facts Myth #3 It’s only rape if the victim puts up a fight and resists. Select a participant to read the information that is written on the slide.

9 Myths & Facts Fact #3 Many states do not require a victim to resist in order to charge the offender with rape or sexual assault. In addition, there are many reasons why a victim of sexual assault would not fight or resist his/her attacker. He/She may feel that fighting or resisting will make his/her attacker angry, resulting in more severe injury. He/She may not fight or resist as a coping mechanism for dealing with the trauma of being sexually assaulted. Many law enforcement experts say that victims should trust their instincts and intuition and do what they think is most likely to keep them alive. Not fighting or resisting an attack does not equal consent. It may mean it was the best way he/she knew how to protect himself/herself from further injury. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

10 Many women say "No" when they mean "Yes."
Myths & Facts Myth #4 Many women say "No" when they mean "Yes." Select a participant to read the information that is written on the slide.

11 Myths & Facts Fact #4 If a woman/man says "No," that "No" must be respected. There is no such thing as "the point of no return" or "not being able to stop." If at any point a person says "No," you must stop. If someone tells you to stop, they may be uncomfortable for a variety of reasons, one of which might be that they have been assaulted in the past. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

12 If he pays for dinner and drinks, she owes him sex.
Myths & Facts Myth #5 If he pays for dinner and drinks, she owes him sex. Select a participant to read the information that is written on the slide.

13 Myths & Facts Fact #5 It doesn't matter how much he spends, sex cannot be expected as a payback. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

14 He/She didn't say no. Myths and Facts Myth #6
Select a participant to read the information that is written on the slide.

15 Myths & Facts Fact #6 There are many ways that people say no to sex without using the word 'no' for examples: I've got a boyfriend /girlfriend. Let's just go to sleep. I'm not sure. I'd really like to but … You've been drinking. I've been drinking. I want to be alone. Don't touch me. I'm not in the mood. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation.

16 A man that is assaulted by another man is gay.
Myths and Facts Myth #7 A man that is assaulted by another man is gay. Select a participant to read the information that is written on the slide.

17 Myths and Facts Fact #7 Sexual assault is about power and control.
A man that is assaulted by another man does not make him gay or any less of a man. The man needs help and support like any other survivor of sexual assault. Cover each of the bullet points as they are listed on the slide. If participants have questions ask them to write them down and hold them to the end of the presentation. Transition into the topic of sexual assault by using the following statement. “Now that we know the difference between the myths and the facts what is sexual assault? Move forward to the next slide.

18 Any physical contact of a sexual nature without voluntary CONSENT.
What is Sexual Assault? Sexual assault is broadly defined as: Any physical contact of a sexual nature without voluntary CONSENT. Ask for a volunteer to provide a definition for sexual assault. After the volunteer has provided a definition ask the participants if there is anything that has been left out of the definition that they would like to add to it. After you have solicited additions from volunteers click to provide the definition that is on the slide. Review the definition on the slide putting emphasis on the word consent.

19 What is consent? Consent is a voluntary, sober, enthusiastic, wanted, informed, mutual, honest, and well communicated agreement. Go over as stated in the previous slide that sexual assault occurs when their is absence of consent. Cover and read the slide as written to the group.

20 Understanding Consent
Both partners need to be fully conscious and aware. Both partners are equally free to act. Both partners clearly communicate their willingness and permission. The absence of a “No” does not equal consent. Transition into the slide by letting the participants know that the following conditions must be met in order to truly have consent. Review each of the points on the slide. Ask the participants how do they know if they have consent or not from their partner? Ask if any participants would be willing to volunteer or give an example of consent? Validate those who volunteer by thanking them for sharing information. Transition in the next slide with a statement like: Now that we understand what consent is what prevents someone from being unable to give consent?

21 Virginia Code § 18.2-67.10. General Definitions
"Mental incapacity" means that condition of the complaining witness existing at the time of an offense under this article which prevents the complaining witness from understanding the nature or consequences of the sexual act involved in such offense and about which the accused knew or should have known. "Physical helplessness" means unconsciousness or any other condition existing at the time of an offense under this article which otherwise rendered the complaining witness physically unable to communicate an unwillingness to act and about which the accused knew or should have known. Open this slide by explaining to participants that there are certain condition which prevent people from being able to consent. Review and explain that under Virginia State Law consent cannot be given if the individual is mentally incapacitated or physically helpless. Review the definitions of each term. Ask participants to provide and discuss examples of situations that would fall under both of these definitions.

22 VCU Student Sexual Misconduct Policy
Defines sexual misconduct as “unwelcome acts of a sexual nature committed by a student against another student without consent” Includes: Unwelcome touching Coerced sexual intercourse Unwelcome sexual propositions, invitations or other pressure for sex Implied or overt threats of a sexual nature Making gestures of a sexual nature Unwelcome sexual remarks about clothing, body, or sexual activities (including humor/jokes about sex that denigrate women or men in general) Transition into slide by explaining that it is important also to know and understand the policies that are in place regarding rape and sexual assault at VCU. Review the information on the slide with participants. Ask participants to discuss examples of what might fall under this area.

23 VCU Student Sexual Misconduct Policy
The following constitutes lack of consent: Threat Force Intimidation Mental or physical inability to understand the situation, the consequences of his/her choices or to express his/her desires Briefly remind participants as was discussed earlier about consent and that it is also covered within VCU’s policy. Reinforce the importance of consent with participants.

24 Filling It In On the following slides there will be sentences with blanks spots. After each sentence is read, please write down on a separate sheet of paper the first word that comes to mind. Remember to be honest with yourself. Answers will not be collected. Do not shout out answers. Transition into the next slide by letting participants know that a lot of information has been covered about what constitutes sexual assault and rape. Inform them that this next activity is to help them think more critically about other factors that contribute to the issue of sexual assault and rape. Read the directions on the slide to the participants. Emphasize that participants should not shout out their answers. In addition remind them to be honest with themselves and to write down what they would say.

25 That guy is a _____ because he can’t get laid.
Filling It In That guy is a _____ because he can’t get laid. Read the sentence on the slide. After a moment has passed and you see that participants are ready move forward.

26 That girl is such a ______.
Filling It In That girl is such a ______. Read the sentence on the slide. After a moment has passed and you see that participants are ready move forward.

27 Watch out for her, she is such a _______.
Filling It In Watch out for her, she is such a _______. Read the sentence on the slide. After a moment has passed and you see that participants are ready move forward.

28 Look at the way she is dressed, she must be ______?
Filling It In Look at the way she is dressed, she must be ______? Read the sentence on the slide. After a moment has passed and you see that participants are ready move forward.

29 Filling It In How easy was that? What words did you choose?
Are you okay with those choices? Why do we decide to use these words? What do these words do? Do not spend more than ten minutes in total on this slide. Remind participants that it is a safe space and that they should participate only at a level that is comfortable for them. Ask each of the questions of the group. Be prepared that their may be silence at first and to be patient as participants process their thoughts. Spend a few minutes on each question. Note any areas where more conversation may be needed for after the presentation. Move forward to the next slide and let participants know that these questions can be revisited after the presentation.

30 Why are men blamed? Why do you feel men are blamed?
What should men do to create change? Spend no more than five minutes in total on this slide. Ask the first question on the slide. Call on different participants to provide answers to this question. When you feel that participants are ready move forward to the next question. After discussion has subsided or you feel that is time to move forward.

31 What men can do to create change
Stop making and/or laughing at degrading jokes about sexual orientation, sex roles and women. Challenge abusive behavior when you witness it. If you see a woman in trouble at a party, don’t be afraid to intervene. Never force, pressure or coerce anyone to have sex. Introduce the slide by stating here are some basic examples of what men can do to create change. Review the examples on the slide.

32 What men can do to create change
Don’t take silence as consent. Don’t have sex with someone who is drunk, passed out, or asleep. Stop if someone says, "No," is reluctant or is not clearly consenting. Don’t assume that someone wants to have sex because of their reputation or dress. Stop using abusive language. Review the examples on the slide. Let them know that this not an exhaustive list, but are some basic points. Ask participants if they have anything else that they think should be added.

33 Making the commitment What are five things that your chapter can commit to do to create change? How will all members be informed and commit to the change? Examples: All members will participate in “Take Back the Night.” Members will refrain from referring to women as sluts. The chapter will develop a code of conduct. Let participants know that now that the presentation is nearing its end it is important that they use the information that they now have and commit creating change on a basic level as an individual and/or chapter. Review the questions on the slide. Ask the group to think about at least two concrete items that they are willing to work toward. Ask the group to solidify as a chapter what they are willing to do to create change in their next chapter meetings.

34 Commitment It is not just her issue, it is everyone’s issue. We can no longer be bystanders. Read this statement and discuss with participants. Ask them to think about why this is statement is important.

35 VCU Resources Coordinator, Sexual Assault & Domestic Violence Services ( ) VCU Police ( ) Student Health Services ( ) University Counseling Center ( ) Let all participants know about the resources that are available for students on campus and close the presentation by thanking the participants.

36 Sources Show the participants the sources for the presentation.
Myths and Facts About Sexual Violence, Illinois Coalition Against Sexual Assault, <http://www.icasa.org/docs/myths_and_facts_from_vawo.pdf > Greenfeld, Lawrence A., Sex Offenses and Offenders: An Analysis of Data on Rape and Sexual Assault, Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics (1997). Bureau of Justice Statistics, Crime Characteristics: Violent Crime - Victim/Offender Relationship (last revised Dec. 20, 2001) <http://www.ojp.usdoj.gov/bjs/cvict_c.htm> Fisher, Bonnie S., Francis T. Cullen and Michael G. Turner, The Sexual Victimization of College Women Washington, DC: U.S. Department of Justice, National Institute of Justice and Bureau of Justice Statistics, NCJ (December 2000). Snyder, Howard N., Sexual Assault of Young Children as Reported to Law Enforcement: Victim, Incident, and Offender Characteristics, Washington, DC: American Statistical Association and U.S. Department of Justice, Bureau of Justice Statistics, NCJ (July 2000). Rennison, Callie M., National Crime Victimization Survey, Criminal Victimization 2000: Changes with Trends , Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics, NCJ (June 2001) Rennison, Callie M., Violent Victimization and Race, , Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics, NCJ (March 2001) Greenfeld, Lawrence A. and Steven K. Smith, American Indians and Crime, Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics, NCJ (February 1999) Show the participants the sources for the presentation.

37 Contact Us For more information or support please contact: USC&A Fraternity & Sorority Life Office 907 Floyd Ave., Room 014 Richmond, VA Phone: (804) Web: Let the participants know if they need further help or are interested in discussing any of the items today to contact USC&A Fraternity and Sorority Life Office.


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