Working Toward Systemic Change Using Theory to Inform

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 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 Sa. VE 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: – My. Student. Body 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 Sa. VE 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 Sa. VE/ 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

Individual Level Prevention education – Mandated (Haven/Ever. Fi) – 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 Watch Bystander Intervention Dawgs Training University Health Center Health Promotion

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 Sa. VE/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 Sa. VE 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 Attitude: favorableness for performing the behavior • Information on dating violence and stalking • Impact of practicing positive bystander behavior in abusive relationships Perceived Norm: • Data from pilot presentations • Convince students that others believe Social pressure to positive bystander behavior is perform or not perform important among peers the behavior Personal Agency: • Provide multiple examples/case studies for students to work through Confidence in for ways to intervene based on performing the behavior • Ideas 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 the issues and have the skills to perform the behavior • Understand types of dating violence, power and control strategies, honeymoon-tension-abuse cycle • Practice positive bystander behavior through case study BEHAVIOR Habit: • Practice positive bystander behavior through case study The individual has performed the behavior before and will do • Brainstorm multiple strategies for intervening it again

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