Sexual Violence Intervention Research Articles

The CAMPUS Study: A Systems Approach to Alcohol-Involved Sexual Violence on College Campuses.

Developing a better mechanistic and multilevel understanding of sexual violence on college campuses can help us evaluate and implement existing interventions, as well as develop new ones. We brought together scientists, practitioners, and college students to collaboratively characterize the systems surrounding alcohol-involved sexual violence on college campuses. Using collaborative model-building, they created models that highlight interconnected and multilevel influences and consequences of sexual violence. Collaborative model-building activities involved two collaborator groups (twelve students and eight practitioners) and a core modeling team (seven scientists). Each collaborator group met for four two-hour sessions to develop systems models of alcohol use and sexual violence on college campuses. The core modeling team facilitated each session and worked between sessions to ensure the successful development of the model. Specific activities included identifying and prioritizing the causes and consequences of alcohol-involved sexual violence, characterizing the causal relationships between these factors, and developing and modifying causal loop diagrams to illustrate these relationships. Both students and practitioners identified key causes and consequences, including both individual-level (e.g., drinking to intoxication) and campus-level (e.g., institutional support for survivors) constructs. Both groups identified the causal relationships between these variables and identified salient, modifiable mechanisms for reducing alcohol-involved sexual violence. The collaborative model-building process successfully included diverse collaborator voices, integrating influential factors across multiple social-ecological levels. This iterative and capability-building approach can bridge intensive modeling efforts with the implementation and development of more effective sexual violence interventions.

Universal Sexual Violence Intervention Effects in a Cluster-Randomized Trial: Moderation by Sexual Orientation.

Sexual minority (e.g., gay/lesbian, bisexual, and queer) students are more likely than their heterosexual peers to experience sexual violence (SV) during college. Interventions that prevent SV and improve SV care-seeking behaviors for sexual minority students are lacking. Giving Information for Trauma Support and Safety (GIFTSS) is an evidence-based universal SV intervention implemented by providers during college health and counseling visits. Compared to controls, GIFTSS participants reported greater self-efficacy to use SV harm reduction strategies and SV disclosure during clinical visits. However, GIFTSS' effectiveness for sexual minority participants is unknown. The current study examines whether sexual orientation moderates GIFTSS' effects on numerous SV-related outcomes (i.e., to test whether intervention effects at 4 and 12 months differed based on sexual orientation). Across 28 college campuses in Pennsylvania and West Virginia, 2,291 students participated in a two-arm cluster-randomized controlled trial. We used mixed models with two- and three-way interaction terms to test whether sexual orientation modified GIFTSS' effects at 4- and 12-month follow-up on participants': SV recognition; knowledge of and self-efficacy to enact SV harm reduction strategies; intentions to intervene; knowledge of and self-efficacy to use SV-related services; SV disclosure during visits; and recent SV exposure. Overall, 22.1% of participants were sexual minorities (n = 507). Sexual orientation moderated GIFTSS effectiveness as indicated by significant three-way interaction (p = .01) at 12-month follow-up, and knowledge of SV services decreased for heterosexual participants (β = -.23) but increased for sexual minority participants (β = .23). Our study indicates that universal provider-based education may promote greater knowledge of SV services among sexual minority than heterosexual participants, and population-specific interventions are needed that reduce sexual minority students' SV exposure, service utilization, and other critical aspects of SV prevention on university campuses.Clinical Trial Registration: Registry name: College Health Center-based Alcohol and Sexual Violence Intervention (GIFTSS), Registration number: NCT02355470, Web link: https://clinicaltrials.gov/ct2/show/NCT02355470, Deidentified individual participant data will not be made available.

Interrupting the Cycle of Sexual Violence

Alberta’s service landscape for sexual violence intervention in relation to youth exhibiting problem sexual behaviour (PSB) is noticeably lacking. “Current theories emphasize that the origins and maintenance of childhood [PSB] include sexual abuse as well as familial, social, economic, and developmental factors" (Friedrich et al., 2001; Friedrich, Davies, Feher, & Wright, 2003). Early intervention is critical and yet there are no services for these individuals to turn to. The current service landscape essentially requires youth to formally interact with the criminal justice system before they can be redirected to the necessary settings to address their behaviours. This paper highlights the need for non-punitive and judgement-free forms of preventative measures in order to disrupt the cycle of sexual violence.

Theoretical mediators of GlobalConsent: An adapted web-based sexual violence prevention program for university men in Vietnam

Sexual violence remains a global problem that disproportionately affects women. Though sexual violence interventions exist, few have been implemented in low- or middle-income countries, and none in Vietnam for young men. We adapted a sexual violence prevention intervention (RealConsent) developed for college men in the U.S. and conducted a randomized controlled trial of the adapted intervention (GlobalConsent) with college men in Vietnam. We assessed the effects of GlobalConsent on sexually violent behavior and prosocial bystander behavior, directly and through theoretically targeted mediators. The study design entailed a double-blind, parallel intervention-control-group design in two universities. Consenting heterosexual or bisexual men 18–24 years starting university in September 2019 (n = 793) completed a baseline survey and were assigned with 1:1 randomization to GlobalConsent or attention control. Both programs were web-based and lasted 12 weeks. Path analysis was performed to study the mediating effects of cognition/knowledge, beliefs/attitudes, affect, and efficacy/intention variables measured at six months on sexually violent behavior and prosocial bystander behavior measured at 12 months. In parallel multiple-mediator models, initiating GlobalConsent lowered the odds of sexually violent behavior mainly indirectly, via knowledge of sexual violence legality and harm and victim empathy and increased the odds of prosocial bystander behavior directly and indirectly, through knowledge of sexual violence legality and harm and bystander capacities. The efficacious direct and indirect effects of GlobalConsent support the cross-cultural applicability of its underlying theory of change and findings from mediation analyses of its sister program RealConsent, suggesting GlobalConsent's national scalability and adaptability across Southeast Asia.

Silent Voices, Hidden Stories: A Review of Sexual Assault (Non)Disclosure Literature, Emerging Issues, and Call to Action

Social media and digital platforms are being used to disclose sexual and dating violence experiences and to unite victims/survivors in social, educational, and advocacy efforts. While digital disclosure can be empowering, there are reasons why some individuals do not disclose. This article focuses on the nuances underlying decisions to (and not to) disclose victimization experiences online, and also presents a call to action, particularly for researchers and practitioners working on sexual violence intervention and prevention. Through a comparative, international literature review, the authors highlight research on factors affecting disclosure decisions while also considering contemporary issues that may impact these decisions. They conclude that, in responding to victims’ and survivors’ “justice” needs (e.g., physical and emotional safety, conscious choice, and empowerment), an intersectional feminist lens is essential in today’s complex digital world in affording an understanding of variation in disclosure practices. When combined with trauma-informed care, such an approach holds promise for transforming existing online environments into more inclusive and compassionate socio-technological spaces.

Cluster Randomized Trial of a College Health Center Sexual Violence Intervention

Sexual violence, particularly in the context of drinking, is prevalent on college campuses. This study tested a brief intervention to prevent sexual violence among students receiving care from college health centers. This study was a two-arm, unblinded cluster RCT. On 28 campuses with health/counseling centers (1:1 randomization allocation; 12 intervention and 16 control), from September 2015 to March 2018, a total of 2,291 students seeking care at college health centers completed surveys before the appointment, immediately after, 4 months later, and 12 months later. Intervention college health center staff received training on delivering sexual violence education to all students seeking care. Control sites provided information about drinking responsibly. The primary outcome was students' change in recognition of sexual violence. Additional outcomes included sexual violence disclosure and use of services among students with a history of sexual violence at baseline. Generalized linear mixed models accounting for campus-level clustering assessed intervention effects. Data were analyzed from September 2018 to June 2019. Half (55%) of students seeking care at college health centers reported any history of sexual violence exposure. No between-group differences in primary (β=0.001, 95% CI= -0.04, 0.04) or secondary outcomes emerged between intervention and control students. Post-hoc analyses adjusting for the intensity of intervention delivery (intensity-adjusted) revealed an increase in self-efficacy to use harm reduction strategies (β=0.09, 95% CI=0.01, 0.18) among intervention participants. Among those who reported sexual violence at baseline, intervention students had increased odds of disclosing violence during the visit (AOR=4.47, 95% CI=2.25, 8.89) in intensity-adjusted analyses compared with control. No between-group differences emerged for remaining outcomes. Sexual violence exposure is high among students seeking care in college health centers. A brief provider-delivered sexual violence intervention, when implemented with fidelity, was associated with improved self-efficacy to use harm reduction and increased disclosure of sexual violence during clinical encounters but no increased use of services. More interventions that are stronger in intensity are needed to connect students to sexual violence services. This study is registered at www.clinicaltrials.gov NCT02355470.

Examining the efficacy of bystander sexual violence interventions for first- year college students: A systematic review

Abstract Objective The purpose of the following systematic review was to determine the efficacy of bystander sexual violence, school-based educational interventions, aimed at first-year college students to reduce the occurrence of sexual violence on college campuses. Methods A literature search was conducted using MEDLINE, CENTRAL, ERIC, and CINAHL Plus and Boolean search logic to extract articles from the databases. Only peer-reviewed journal articles published from 2010 to 2017 were considered. After applying inclusion criteria based on the study purpose, only seven articles remained in the review. Results Bystander intervention education is effective in increasing student's bystander confidence; however, these results were mixed. Studies in this review employed different educational programs and durations, and instrumentation to assess bystander behavior and confidence. Conclusion Bystander intervention education is effective in increasing bystander confidence among college students; however, confidence gained during bystander intervention education needs to be assessed.

"They're hoping we can stop it": Student leadership in sexual violence intervention and response at West Point.

This study identified risks and opportunities in peer leadership approaches to sexual violence intervention and response. Constructivist grounded theory was used to analyze semistructured interviews with 24 cadets, including a bystander intervention scenario. With regard to bystander intervention, cadets adhered to gendered assumptions that blocked action, drew upon community values to plan intervention, and thus prepared in ways that reinforced gender biases. With regard to incident response, cadets struggled with cynicism regarding their role in addressing sexual assault, but wanted incidents to be reported despite victim blaming and lack of supports, and responded from their feelings instead of skillfully acting on their values. This study explicates opportunities for leveraging community values in service of intervention and response while illustrating risks of rape myths and gender biases. Addressing inaccurate assumptions and reinforcing positive values could better prepare cadets and other undergraduate students for leadership.

A cluster-randomized trial of a college health center-based alcohol and sexual violence intervention (GIFTSS): Design, rationale, and baseline sample

IntroductionSexual violence (SV) on college campuses is common, especially alcohol-related SV. This is a 2-arm cluster randomized controlled trial to test a brief intervention to reduce risk for alcohol-related sexual violence (SV) among students receiving care from college health centers (CHCs). Intervention CHC staff are trained to deliver universal SV education to all students seeking care, to facilitate patient and provider comfort in discussing SV and related abusive experiences (including the role of alcohol). Control sites provide participants with information about drinking responsibly. MethodsAcross 28 participating campuses (12 randomized to intervention and 16 to control), 2292 students seeking care at CHCs complete surveys prior to their appointment (baseline), immediately after (exit), 4months later (T2) and one year later (T3). The primary outcome is change in recognition of SV and sexual risk. Among those reporting SV exposure at baseline, changes in SV victimization, disclosure, and use of SV services are additional outcomes. Intervention effects will be assessed using generalized linear mixed models that account for clustering of repeated observations both within CHCs and within students. ResultsSlightly more than half of the participating colleges have undergraduate enrollment of ≥3000 students; two-thirds are public and almost half are urban. Among participants there were relatively more Asian (10 v 1%) and Black/African American (13 v 7%) and fewer White (58 v 74%) participants in the intervention compared to control. ConclusionsThis study will offer the first formal assessment for SV prevention in the CHC setting.Clinical Trials #: NCT02355470

Police violence among women in four U.S. cities

Police violence has been identified as a public health concern in the U.S., yet few studies have assessed the prevalence and nature of police violence among women. Furthermore, increasing evidence suggests that women reporting intimate partner violence (IPV) and sexual violence (SV) to police are often met with harmful or neglectful police responses and thus, women's exposures to police violence may be associated with experiences of IPV and SV; however, this has not yet been empirically tested. This study assesses lifetime prevalence and sociodemographic correlates of police violence among women and investigates potential associations between IPV, SV, and police violence. A cross-sectional survey was administered in four Eastern U.S. cities in March and April 2016 (N=932). Physical, sexual, and psychological police victimization and neglect by police were assessed. Logistic regression was used to examine the relationship between IPV, SV, and police violence, adjusting for sociodemographics. Lifetime prevalence of physical (4%), sexual (3.3%), and psychological (14.4%) police violence and neglect (17.2%), show that a notable proportion of women experience police victimization, with significantly higher rates among racial and ethnic minority women. Women with IPV and SV histories had increased odds of experiencing most forms of police violence compared to women without IPV and SV histories. Findings suggest the need for gender-inclusive community-centered policing initiatives and other preventive efforts aimed at eliminating police violence. Police violence and victimization among women should also be considered in IPV and SV intervention and treatment responses.

Sexual violence interventions: Considerations for humanitarian settings

Sexual and gender based violence may result in a range of destructive consequences to the individual, their family and the wider community. Addressing such violence and its immediate aftermath in circumstances of civil turmoil requires a timely, planned and coordinated multidisciplinary response. Such interventions need to be cognisant of, and address a range of challenges which might include economic barriers, religious and cultural divides, a dearth of respect for human rights and limited access or capacity of medical, policing and legal services.In addition to addressing the immediate humanitarian prerogatives of health and safety issues, further objectives include the provision of support and justice for victims and the goal of ending impunity for perpetrators of sexual violence. Forensic medicine and its practitioners have the potential to make significant contributions in this field.

Launch sexual violence intervention program that engages male students on your campus

Student affairs professionals throughout the country feel the pressure to more effectively prevent and respond to sexual violence on campus to comply with federal and state legislation.

Launch sexual violence intervention program that engages male students on your campus

Higher ed administrators throughout the country feel the pressure to more effectively prevent and respond to sexual violence on campus to comply with federal and state legislation.

Utilizing Peer Education Theater for the Primary Prevention of Sexual Violence on College Campuses

To address the widespread problem of sexual assault, many colleges and universities are providing primary prevention education programs. Although a number of such programs exist and appear in the literature (for review see Vladutiu, Martin, & Macy, 2011), the role of peer education theater offers a unique approach. Peer education has been demonstrated as effective for delivering health messages, is cost-effective, is well-received by students, and engages students in a potentially powerful way (White, Park, Israel, & Cordero, 2009). The purpose of this paper is to present a theoretically based approach to a campus sexual violence prevention program using peer education theater. We provide the results of an exploratory study that evaluates the impact of the program on students' rape myths and bystander attitudes and that determines whether the program produces positive outcomes by key variables such as gender, ethnicity, athlete status, and fraternity/sorority status. We conclude with implications for student affairs professionals and educators. Sexual Assault Prevention on College Campuses The primary focus of rape prevention programs on college campuses often is to change individuals' beliefs in rape myths, defined as false beliefs about rape shaped by sexism and other prejudices individuals hold (Burt, 1980). Addressing rape myths is important not only because they represent problematic attitudes, but also because they are cited as an explanatory predictor in the actual perpetration of sexual violence, or proclivity to rape (Hinck & Thomas, 1999). In addition to reducing rape myths, an increasingly popular strategy for the primary prevention of sexual assault is bystander intervention. This approach frames sexual violence as a community issue and suggests that all individuals have a responsibility to intervene in situations that may lead to sexual violence and respond during or after the assault occurs (Banyard, Plante, & Moynihan, 2004; McMahon, Postmus & Koenick, 2011). The bystander approach has been identified as holding particular promise for addressing sexual assault in college settings, where bystanders are often present during the pre-assault phase where risk markers appear, and if equipped with the correct skills, can interrupt these situations and prevent sexual assaults from occurring (Burn, 2009). Evaluation of a number of bystander programs have appeared in the literature and demonstrate promise for creating positive change in attitudes and behaviors (e.g., Banyard, Moynihan & Plante, 2007; Foubert & Perry, 2007). Hence, bystander intervention may be a potentially powerful prevention tool to ultimately reduce the occurrence of sexual assault (Banyard et al., 2004). As student affairs professionals consider implementing rape prevention programs, questions remain about how to best deliver such programs in a realistic, practical format for large, universal groups of college students. Although one-dose interventions have been criticized as having a limited ability to produce sustained change (i.e., Lonsway, 1996), reviews of the number of sessions necessary to produce change are mixed, with some studies even indicating short sessions can be as effective (see review by Vladutiu et al., 2011). Clearly, there is a need for further research to investigate this issue. From a practicality standpoint, the reality is that, many times, those who work with college students are afforded only one opportunity to provide universal prevention programming to students at large-setting venues such as new student orientation. Given these constraints, finding single-use methods that are most effective in producing change in large-scale settings is important. Black, Weisz, Coats, and Patterson (2000) suggested that one-dose sexual violence interventions may be more effective if they are carefully selected, delivered by peers, and able to evoke emotion, such as the use of peer education theater. Peer Education Theater Peer education has gained popularity in higher education over the past few decades to educate students about a variety of health behaviors. There is both empirical and theoretical support for using peer education as a method for delivering sexual violence prevention messages. Theoretical support is found within diffusion of innovation theories (DOI; see Turner & Shepherd's 1999 review). DOI recently has been put forth by the Centers for Disease Control and Prevention as one of the key social change theories that should be considered when developing sexual assault prevention programs (Cox, Lang, Townsend, & Campbell, 2010). Based on the work of Rogers (1983), this theory is used to explain how ideas... Language: en

Factors Contributing to the Effectiveness of Four School-Based Sexual Violence Interventions

This study extends past research by examining factors associated with changes in attitudes, knowledge, and intended behaviors related to sexual assault. This study included 1,182 participants from four unique multiple-session school-based sexual violence interventions. Implementation and participant factors examined include single- versus mixed-gender groups, group setting versus classroom lecture setting, and participant gender. Participants completed self-administered, paper-and-pencil pre- and postsurveys. A significant desired overall effect was found on participants' reports of positive attitudes, beliefs, and behavior regarding sexual harassment and personal boundaries and positive dating relationship norms (from pretest to posttest). There were steeper increases over time in both measures, with larger mixed-gender/single-gender differences among boys than among girls. Differences in the impact of participating in mixed- versus single-gender groups depended on classroom versus small group settings. The implications of these findings are discussed for sexual assault prevention programs.