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#CatsWhoCare Task Force on Sexual Violence Indiana University Rebecca Bleikamp, Jackie Grinvalds, Erin Hensley, Brian Min.

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Presentation on theme: "#CatsWhoCare Task Force on Sexual Violence Indiana University Rebecca Bleikamp, Jackie Grinvalds, Erin Hensley, Brian Min."— Presentation transcript:

1 #CatsWhoCare Task Force on Sexual Violence Indiana University Rebecca Bleikamp, Jackie Grinvalds, Erin Hensley, Brian Min

2 Presentation Outline  Introduction  Analysis of Problem, Stakeholders, Guiding Framework, Relevant Theories  Application of Theory to Practice  Societal, Community, Relationship, Individual  Final Considerations  Limitations, Concluding Thoughts

3 Introduction Analysis of Problem, Stakeholders, Guiding Framework, Relevant Theories

4 Analysis of Problem  As members of the Task Force on Sexual Violence, we are charged with addressing sexual violence on our campus.  We believe that:  Sexual violence prevention is an important issue for all members of our campus.  Programs and procedures must address both individual and campus needs.  We, as student affairs professionals, share a responsibility with campus partners to develop ethically responsible citizens of the students with whom we work.  Current cultural climate around the topic of sexual violence involves the added complexity of legal context.

5 Stakeholders  Students and the organizations to which they belong  Current – Student Organizations including Greek Chapters, Student Government, and Athletics  Prospective  Alumni  Faculty  Administration and Staff  Residents of the community  Government officials

6 Guiding Framework In order to develop and implement effective programmatic efforts, we are using the Dahlberg and Krug’s Social-Ecological Model (2002) to provide a framework for creating a multi-dimensional and proactive approach.  This model addresses prevention strategies and considers complex interplay between the levels of societal, community, relationship and individual factors (A social- ecological model, 2013).  The goals of each level expand from changing attitudes and beliefs to altering policies and social norms. Individual Relationship Community Societal

7 Relevant Theories We consider it vital to incorporate student development theory in our plan to effectively foster a culture of care at the institution. Relevant theories include:  Baxter Magolda’s Theory of Self-Authorship (2001)  Once engaged in dissonance, students’ meaning making process develops from using external formulas through crossroads toward self-authorship  Occurs on the dimensions of cognitive, interpersonal, and intrapersonal  Kohlberg’s Stages of Moral Reasoning (1976)  As students develop, they move from their individually focused perspective toward a morality in which they understand their role as a part of society  Gilligan’s Theory of Women’s Moral Development (1977)  Women’s experiences in moral development tend to differ from men and must shift in understanding selfishness and responsibility (Evans, Forney, Guido, Patton, & Renn, 2010)

8 Application of Theory to Practice Societal, Community, Relationship, Individual Individual Relationship Community Societal

9 Societal Level Actions  Create committee of student representatives, law faculty members, student affairs professionals, sexual violence experts, and others to collaborate with diverse perspectives. They will:  Research peer institutions’ and share our policies and procedures to learn about good practices from one another.  Review policies and procedures at our institution and compare them to the federal guidelines to ensure not only compliance but that we are accommodating the needs of both survivors and those accused of sexual violence. Include the following factors as outlined in Dear Colleague letter:  Notice of nondiscrimination  Title IX Coordinator  Grievance Procedures Societal

10 Societal Level Rationale  At the societal level, factors that create a climate in which violence is encouraged or inhibited include:  Social and cultural norms  Health, economic, educational, and social policies (A social-ecological model, 2013)  Reviewing policies and procedures that are directly related to sexual violence on our campus will help address issues with the current culture that permits sexual violence. Societal

11 Community Community Level Actions To foster a caring community within our institution, we plan to implement initiatives during first year and transfer orientation to promote a caring culture.  Introduce a culture that values care about one another. We will:  Inform students about the policies and reporting procedures regarding sexual violence to ensure they feel supported.  Using technology, we will engage with alumni and work with student leaders from various realms of influence to create videos in their environments to talk about how they enact the values (i.e., student athletes filmed in their athletic facility).  Educate about and provide available resources.  Ask students to save SafeRide phone number into cell phone.  Introduce Circle of 6 cell phone applicationCircle of 6

12 Community Level Rationale  Baxter Magolda’s Theory of Self-Authorship (2001)  For those students entering the university with a dependence on external formulas for meaning-making, seeing their peers emulate the positive values will help familiarize them with the ethics of care  Begin with policy to cognitively drive the other dimensions of intrapersonal and interpersonal development and ultimately promote care and non-violence in their interpersonal relationships Community (Evans et al., 2010)

13 Relationship Level Actions It is our responsibility to help students gain leadership skills that they will use beyond their collegiate years and in their professional and personal lives. Therefore, we would like to create a leadership development program that would incorporate aspects of sexual violence education and responder training. Create voluntary and engaging training for students who want to improve their leadership skills and capabilities. Include:  Skills in leadership, communication, teambuilding, and problem solving  Include sexual assault components  Responder training – how student leaders could respond if a member of their organization or community confided in them about situations involving sexual violence  Bystander intervention  Provide opportunities for further engagement, including training to become peer educators or getting involved in community organizations Relationship

14 Relationship Level Actions (continued) Berkowitz (YEAR) claims that when it comes to sexual violence education, efforts are more effective when they are geared towards single genders in order to create a safe space for discussion (Gidycz, Orchowski, & Berkowitz, 2011). We suggest programs include:  Men’s programming using Gidycz et al. (2011) programming framework, covering topics of:  Masculinities  Consent  Alcohol  Dating  Perpetuating Rape Culture  Women’s programming will include topics such as:  Feminism  Body Issues  Risk Reduction  What happens in reporting process  How to support a friend Relationship

15 Relationship Level Rationale  Baxter Magolda’s Theory of Self-Authorship (2001)  Encourage students’ self-reflection regarding sexual violence  Promote discussions around the topic with peers to offer better understanding and support  Gilligan’s Theory of Women’s Moral Development (1977)  Initiatives are group based to best serve female students and their need for relationships with others  Conflict between self and other will be addressed through support groups for women and discussions centered around the topic Relationship (Evans et al., 2010)

16 Individual Level Actions With the increasing use of social media by our students, we need to make efforts to reach out to them via this method. We plan to:  Promote a culture of care through use of the hashtag #CatsWhoCare  Ask students to share pictures and experiences on Instagram and Twitter of them enacting the values. Provides opportunity for students to:  Create messages wherever they feel comfortable and in their own space.  Think about what it means to be a student at this university and how their values align with community values.  Collaborate with the alumni association to promote hashtag use by alumni to engage and connect them with the current campus culture Individual

17 Individual Level Rationale  Prevention strategies at the individual level must promote attitudes, beliefs, and behaviors that prevent violence (A social-ecological model, 2013).  Kohlberg’s Stages of Moral Reasoning (1976)  Encourage students, both past and present, to critically think about their values and beliefs and how they make moral decisions regarding sexual assault  Process can oftentimes be difficult, so individual efforts may make it easier for students to engage  Individual focus is first level within the model—hopefully prompts students to transition to further stages Individual (Evans et al., 2010)

18 Final Considerations Limitations, Concluding Thoughts

19 Limitations  We attempt to use a holistic view of not only individual students, but the whole community; however, in the beginning staged, we have focused primarily on students.  We considered relatively low-cost solutions to promote the culture of #CatsWhoCare. However, the efforts take time and resources from members of the institution.  We based our solution on a single campus and included some peer institutional collaboration regarding policies. We purposely limited our scope to address needs of a campus community, but understand the solutions proposed may not be generalizable to other institutional contexts.  We believe our case could be strengthened with even more perspectives, based on our group members’ biases and positionality.

20 Concluding Thoughts  #CatsWhoCare  Hope to create a campus of care within the institutional climate  We acknowledge that this process will take time  We, as student affairs professionals, are also #CatsWhoCare—we care about our students  Hoping to address campus and individual needs in our community and build on previous efforts  Media attention and legal concerns regarding sexual assault issues on college campuses is increasing, and along with student concern, make this a pressing issue for institutions to address

21 References A social-ecological model: A framework for prevention. (2013, December 27). Retrieved from Dahlberg LL, Krug EG. Violence-a global public health problem. In: Krug E, Dahlberg LL, Mercy JA, Zwi AB, Lozano R, eds. World Report on Violence and Health. Geneva, Switzerland: World Health Organization; 2002:1–56. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D. & Renn, K. A. (2010) Development of faith and spirituality. In Student development in college: Theory, research, and practice (pp.194-211). San Francisco, CA: Jossey-Bass. Gidycz, C., Orchowski, L., & Berkowitz, A. (2011). Preventing sexual aggression among college men: An evaluation of a social norms and bystander intervention program. Violence Against Women, 17(6), 720- 742. Retrieved from Gilligan, C. (1977) In a different voice: Women's conceptions of self and morality. Harvard Educational Review 47(4) 481-517. Grasgreen, A. (2014). Presidential decree on sex assault. Inside Higher Education. Retrieved from colleges#.UuEsODqFSWA.facebook Grasgreen, A. (2011). Call to action on sexual assault. Inside Higher Education. Retrieved from olleges_sexual_harassment_obligations_title_ix The White House. (2014, January 25). Weekly address: Taking action to end sexual assault [Video]. Retrieved from

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