1. Inspiring Fraternity Men: A Three Tiered Peer Education Approach for Sexual Assault Prevention Dara Raboy-Picciano, LCSW Matt Skojec, MSW, MSEd Binghamton University Raboy-Picciano/Skojec 2009

2. Binghamton’s Program  20:1 Peer Education Program  Founded in 2004  Received Funding in 2005  Why Three Tiers  Forming the Tiers  New Member Ed  Raboy-Picciano/Skojec 2009

3. The First Tier: The Empathy Based Program  Model Based on John Foubert’s “The Men’s Program”  20:1 developed the first tier to fit BU campus culture  First Tier builds empathy through understanding sexual assault definition  Police Training Video  Discussion around victim blaming, victim experience, as well as how to help a victim  Empathy is Built  Lack of Understanding around Consent  Raboy-Picciano/Causseaux/Rosario//20:1 2009

4. The Second Tier: The Awareness Based Program Consent Model: Bret Sokolow, Alan Berkowitz Discussion of definition of sexual assault Discussion of definition of consent Play the Consent Game© Discussion/Know the Facts hand out Lisak’s “The Undetected Rapist” DVD and stats used  Raboy-Picciano/Causseaux/Rosario//20:1 2009

5. The Consent Game©  Purpose of the Consent Game:  A tool to facilitate discussion with students, faculty, professional and paraprofessional staff around issues of consent and sexual assault.  How It Works:  Most People know the Definitions of Sexual Assault and Consent.  When it comes to the practical Application personal biases and myths may emerge.  Through the use of this game, with real life scenarios, trained facilitators can begin to challenge those biases and myths in a fun non-threatening way. Dara Raboy-Picciano, Juan Rosario© 2005

6. The Consent Game©  Types of Scenarios used:  Scenario 1: Consent: Proceeding from one form of sexual activity to another  Scenario 2: Consent and coercion  Scenario 3: Consent and incapacitation due to alcohol or drugs  Dara Raboy-Picciano and Juan Rosario© 2005.

7. The Consent Game©  Role of MCs  Facilitate Discussion  Bring out Talking Points  Challenge Perspectives  Challenge Victim Blaming  Challenge Rape Myths  Challenge Rigid Gender Biases, Beliefs and Gender Roles  Give the Facts: Hand out “Know the Facts”  Dara Raboy-Picciano and Juan Rosario© 2005.

8. The Third Tier: The Bystander Program  Modeled from Banyard’s “Bringing in the Bystander”  Review Sexual Assault/Consent Definitions  Discuss what it means to be a Bystander  Give personal example of own struggle with being a bystander  Empathy building exercise  Bystander Group Activity  Questions and Discussion  End with the Rape of Mr. Smith  Raboy-Picciano//Rosario/20:1 2009

9. The Bystander Group Activity  Purpose of Exercise  To allow the exploration of bystander intervention through the use of realistic scenarios  Explore and challenge different perspectives, biases, related specifically to sexual assault as well as bystander intervention in general  Encourage behavior change/intervention through discussion/real life scenarios  How Activity Works:  Form groups of four or five  Read scenario  Each group will discuss how they would respond if they were in situation and come up with group answer  Each group shares their response with reason for answer  Raboy-Picciano//Rosario/20:1 2009

10. The Bystander Group Activity  Role of Facilitators:  Facilitators have list of possible bystander intervention for discussion  Discuss talking points: what makes intervening more likely, under what conditions, why, who, what, where  Facilitators observe group interaction and write down other responses not given as group answer; ask group why these interventions were not offered  Raboy-Picciano//Rosario/20:1 2009

11. The Bystander Group Activity  Scenarios:  1) You are at a party. You see a guy pushing up on a girl, trying to dance with her. She looks uncomfortable, trying to get away from him, but he persist. What do you do?  2) You are at a bar when it closes and while waiting for a cab your roommate is talking to a woman who is clearly slurring her words and swaying back and forth. He tells you that he wants the room for the night for himself and his “new” friend. What do you do?  3) At a concert “after party” an intoxicated female is in a room and gives head to a guy who proceeds to tell his buddies. One by one they go into the room and get head. What do you do?  Raboy-Picciano//Rosario/20:1 2009

12. The Bystander Group Activity  Scenarios:  4) You are working out at the gym and this guy is always there hitting on women. On this one occasion you notice he is taking a picture of a girl’s butt with his cell phone while she is working out on the tread mill. What do you do?  5) You are at a house party and you think a guy might have slipped something into a girl’s drink he is sitting next to. You ask if she is his friend and he replies that she will be in a couple of minutes. What do you do?  6) You are at a house party. You walk into a room looking for the bathroom and you see two individuals kissing and fondling each other. They look pretty drunk. What do you do?  Raboy-Picciano//Rosario/20:1 2009

13. Data Analysis  Over 200 Fraternity Men  Pre/Post Test Questions  Quantitative/Qualitative Analysis  Need for all Three Tiers  Self-Reported Perpetration Rates  Raboy-Picciano/Skojec 2009

14. Data Groups  Two groups of fraternity men  Group One; n = 198  Received first tier Empathy-based program  Group Two; n = 36  Received second tier Awareness-based program  Slightly older on average than group one participants  Raboy-Picciano/Skojec 2009

15. Data Group One Race/EthnicityFrequencyPercent African-American84.0 Asian-American4824.2 Caucasian/Euro-American11960.1 Latino/Hispanic94.5 Middle Eastern-American 10.6 Multi-racial American 10.56 International42.0 Other84.0 TOTAL198100  Raboy-Picciano/Skojec 2009

16. Data Group Two Race/EthnicityFrequencyPercent Euro-American (Caucasian) 2980.6 Latino-Hispanic American 12.8 Middle Eastern American 25.6 Multi Racial American 25.6 International12.8 Other12.8 TOTAL36100.0  Raboy-Picciano/Skojec 2009

17. Drinking Behavior of Data Groups Drinks/ week FrequencyPercent 02713.6 1-33618.2 4-63316.7 7+10251.5 FrequencyPercent000 1-300 4-625.6 7+3494.4 Data Group OneData Group Two  Raboy-Picciano/Skojec 2009

18. The Three Questions  To what degree are men reporting perceived perpetration of sexual assault?  Does the program facilitate a change in attitude regarding sexual assault?  Is the program facilitating, or at least encouraging, behavioral change?  Raboy-Picciano/Skojec 2009

19. Self-Reported Perpetration Rates-Before Training  Both groups were asked the question, “Do you believe you have engaged in behaviors that meet the definition of sexual assault?”  Data Group One had self-report rates in pre-testing showing 6.6% of men (13) felt they had engaged in behavior that could be defined as sexual assault.  Raboy-Picciano/Skojec 2009

20. Self-Reported Perpetration Rates-Before Training  Data Group Two had self-report rates in pre-testing showing 13.9% (5 men) believed they had engaged in behaviors that met the definition of sexual assault.  Between the two groups 18 men (7.7%) responded in the affirmative to the question.  Raboy-Picciano/Skojec 2009

21. Self-Reported Perpetration Rates-After Training  Data Group One: Have you engaged in behaviors that meet definition of sexual assault? Post-TestTotal YESNO Pre-TestYES5.11.56.6 NO11.182.393.4 Total16.283.8100  Raboy-Picciano/Skojec 2009

22. Self-Reported Perpetration Rates-After Training  Data Group Two: Have you engaged in behaviors that meet definition of sexual assault? Post-testTotal YESNONS Pre-testYES13.90013.9 NO16.752.85.675.0 NS5.62.82.811.1 Total36.155.68.3100  Raboy-Picciano/Skojec 2009

23. Discussion of the findings  Men were reporting sexual assault in significant numbers, but there was also a large increase in the understanding of what constitutes sexual assault and consent  There was a need to separate out the components of building empathy and increasing awareness, but data indicate both components are necessary to the program  Provided some introductory normative data on men that sexual assault is clearly minority behavior, with a majority of fraternity men wanting to make changes  Education by peers helped them approach the topic in a manner that made fraternity men more comfortable with topic, its discussion, and more receptive to education.  Raboy-Picciano/Skojec 2009

24. Changing Behavior Data Group One : After having completed this training, do you believe your behaviors will change? Post-test SA behavior Will behavior change? YESNOTOTAL YES Pre-test SA behavior YES3.50.54.0 NO9.146.055.1 TOTAL12.646.559.1 NO YES1.51.02.5 NO2.036.438.4 TOTAL3.537.440.9  Raboy-Picciano/Skojec 2009

25. Changing Behavior Data Group Two: After having completed this training, do you believe your behaviors will change? Post-test SA behavior Will behavior change? YESNONSTOTAL YES Pre-test SA behavior YES8.3008.3 NO2.816.62.822.2 NS13.919.42.85.6 TOTAL13.919.42.836.1 NO YES5.6005.6 NO13.936.12.852.8 NS2.802.85.6 TOTAL22.236.15.668.9  Raboy-Picciano/Skojec 2009

26. Discussion of the Findings  Between the two data groups, 130 men (55.6%) felt they would alter their behavior  At the same time, 41.5% of the men (97) did not feel they had committed a sexual assault either before or after training  Qualitative data indicated these men wanted to participate in creating cultural change but did not know what to do  This exemplified the need for the third tier focusing on bystander behavior  Raboy-Picciano/Skojec 2009

27. Discussion of the Findings  In both Data Groups, there was a percentage of men who answered yes to both the pre-test and post-test question asking whether their behavior met the definition of sexual assault and then answered “no” as to whether or not they would change their behavior after participating in the program.  In data group one, these men accounted for 1.5% (3 men), and in the second group 5.6% (2 men).  Additionally, there was a slightly larger pool of men who had responded in the affirmative on the post-test regardless of their previous opinion who were not willing to change  In Group One, there were 7 of these men (3.5%), while in Group Two, they accounted for 22.2% (8 men)  Raboy-Picciano/Skojec 2009

28. Discussion on the Findings  These men represent a portion of the population for who the program was not effective, and the numbers are roughly in line with what other studies have found  They represent a significant concern and highlight the need to both include a focus on change at the cultural/community level and educate others about how they can successfully intervene  Raboy-Picciano/Skojec 2009

29. Limitations of the Data  Pilot program that went through several alterations  Assessment tools were changed to meet the need of the program as it developed  Not all of the data was able to be compared between the various assessment tools  Did not include assessment of peer behavior on initial assessment tools  Raboy-Picciano/Skojec 2009

30. Questions/Comments For more information contact us at piccian@binghamton.edu