Healthy dating: a mixed-gender date rape workshop

Effects of Campus Sexual Assault Prevention Programs on Attitudes and Behaviors Among American College Students: A Systematic Review and Meta-Analysis

The US Campus Sexual Assault Violence Elimination (SaVE) Act of 2013 mandates that all higher education institutions receiving federal funds offer incoming students primary prevention and awareness programming addressing sexual violence. Yet, there is no thorough and up-to-date quantitative synthesis of the effects of campus sexual assault prevention programs on sexual assault attitudes/knowledge and behaviors. Thus, we conducted a systematic review of the literature and a meta-analysis of experimental and high-quality quasi-experimental research examining effects of college sexual assault prevention programs on sexual assault attitudes and behaviors. Our synthesis of 385 effect sizes from 80 eligible studies disseminated between 1991 and 2021 indicates campus sexual assault programs have a more pronounced effect on attitudes/knowledge than on violence. Effects on sexual assault victimization were significant but small (g = 0.15) and effects on sexual assault perpetration were nonsignificant. Moderator analyses indicate programs that use a risk reduction framework are associated with less favorable outcomes than programs that do not use a risk reduction framework. Considering the limited effect of campus sexual assault prevention programs on violence, we recommend programming efforts move beyond a focus on individuals and, instead, adopt an ecological perspective targeting individuals, social relationships, community factors, and societal factors.

"Why Should I, the One Who Was Raped, Be Forced to Take Training in What Sexual Assault Is?" Sexual Assault Survivors' and Those Who Know Survivors' Responses to a Campus Sexual Assault Education Program

This study critically examines sexual assault survivors' (people with histories of sexual assault) and those who know survivors' (those who know and/or who are close to people with histories of sexual assault) responses to a mandatory online campus sexual assault education program using both quantitative survey data (N = 1,899) and qualitative narratives (n = 41) from a sample of students at a large southern university with special attention to gender, sexual identity, race, ethnicity, college group affiliations (student athletics, fraternities/sororities, LGBTQ [lesbian, gay, bisexual, and transgender, queer] ally programs), and the intersections between these identities and affiliations. The quantitative findings show that knowing/being a woman survivor is positively related to supportive attitudes toward the sexual assault education program and inversely, knowing/being a man survivor is negatively related to support of the program. In addition, being a woman, being gay/lesbian, being Black/African American, Asian/Pacific Islander, Native American/Alaskan Native, or another race, and being a sorority member are all significantly related to supportive attitudes toward the sexual assault education program. Furthermore, qualitative analyses revealed that the majority of personal survivors' narratives indicated traumatic/triggering responses whereas most of those who provided narratives about knowing survivors(s) indicated praiseworthy reactions. Overall, the current study offers empirically driven sexual assault education program implications that acknowledge survivors' and those who know survivors' experiences with the ultimate goal of determining how to best meet students' needs.

Preventing Acquaintance Rape Through Education

Emerging information that rape primarily occurs between acquaintances has not only exploded our understanding of this problem, but forced a reexamination of our notions of prevention. In recent years, the vast majority of rape prevention programs have taken the format of educational workshops, with the underlying assumption that change in rape-supportive ideologies will decrease the actual incidence of sexual aggression. This article critically reviews such rape prevention education with particular focus on common techniques such as: “debunking” rape mythology, generating participant interaction, providing sexuality education and a feminist orientation, and avoiding confrontational approaches. Finally, theoretical and practical concerns are discussed regarding previous experiences of sexual victimization or perpetration, the conceptualization and use of outcome measures, issues of program facilitation, and processes underlying change in rape-supportive ideologies. It is concluded that future research must seriously address these many issues through thoughtful conceptualization and rigorous experimentation, so that the promise of rape prevention can be fully realized.

Educational and skills-based interventions for preventing relationship and dating violence in adolescents and young adults

BACKGROUND

Educational and skills-based interventions are often used to prevent relationship and dating violence among young people.

OBJECTIVES

To assess the efficacy of educational and skills-based interventions designed to prevent relationship and dating violence in adolescents and young adults.

SEARCH METHODS

We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, CINAHL, PsycINFO, six other databases and a trials register on 7 May 2012. We handsearched the references lists of key articles and two journals (Journal of Interpersonal Violence and Child Abuse and Neglect). We also contacted researchers in the field.

SELECTION CRITERIA

Randomised, cluster-randomised and quasi-randomised studies comparing an educational or skills-based intervention to prevent relationship or dating violence among adolescents and young adults with a control.

DATA COLLECTION AND ANALYSIS

Two review authors independently assessed study eligibility and risk of bias. For each study included in the meta-analysis, data were extracted independently by GF and one other review author (either CH, JN, SH or DS). We conducted meta-analyses for the following outcomes: episodes of relationship violence, behaviours, attitudes, knowledge and skills.

MAIN RESULTS

We included 38 studies (15,903 participants) in this review, 18 of which were cluster-randomised trials (11,995 participants) and two were quasi-randomised trials (399 participants). We included 33 studies in the meta-analyses. We included eight studies (3405 participants) in the meta-analysis assessing episodes of relationship violence. There was substantial heterogeneity (I(2) = 57%) for this outcome. The risk ratio was 0.77 (95% confidence interval (CI) 0.53 to 1.13). We included 22 studies (5256 participants) in the meta-analysis assessing attitudes towards relationship violence. The standardised mean difference (SMD) was 0.06 (95% CI -0.01 to 0.15). We included four studies (887 participants) in the meta-analysis assessing behaviour related to relationship violence; the SMD was -0.07 (95% CI -0.31 to 0.16). We included 10 studies (6206 participants) in the meta-analysis assessing knowledge related to relationship violence; the results showed an increase in knowledge in favour of the intervention (SMD 0.44, 95% CI 0.28 to 0.60) but there was substantial heterogeneity (I(2) = 52%). We included seven studies (1369 participants) in the meta-analysis assessing skills related to relationship violence. The SMD was 0.03 (95% CI -0.11 to 0.17). None of the included studies assessed physical health, psychosocial health or adverse outcomes. Subgroup analyses showed no statistically significant differences by intervention setting or type of participants. The quality of evidence for all outcomes included in our meta-analysis was moderate due to an unclear risk of selection and detection bias and a high risk of performance bias in most studies.

AUTHORS' CONCLUSIONS

Studies included in this review showed no evidence of effectiveness of interventions on episodes of relationship violence or on attitudes, behaviours and skills related to relationship violence. We found a small increase in knowledge but there was evidence of substantial heterogeneity among studies. Further studies with longer-term follow-up are required, and study authors should use standardised and validated measurement instruments to maximise comparability of results.

College- or university-based sexual assault prevention programs: a review of program outcomes, characteristics, and recommendations

This article examines literature reviews of research articles and dissertations focused on the effectiveness of college- or university-based sexual violence prevention programs. Literature reviews were eligible for inclusion in this article if they examined empirical published peer-reviewed research articles or dissertation research that reported original data; focused on examining the effectiveness of programs that were developed to reduce sexual violence that occurred in college or university settings; offered recommendations for developing and implementing effective college- or university-based sexual assault prevention programs; and reviewed studies that occurred in the United States. Eight review articles met the inclusion criteria. The results suggest that the effectiveness of college- or university-based sexual violence prevention programs varies depending on the type of audience, facilitator, format, and program content. Recommendations from existing reviews of empirical research concerning these program characteristics should be considered by college or university administrators when designing and implementing their own programs on campus.

Sexual victimization in Norwegian children and adolescents: victims, offenders, assaults

A random sample of 465 Norwegian adolescents (mean age 19.3 years) from the general population answered a questionnaire related to sexual victimization. 17.2% of the girls reported being sexually assaulted, 6.8% in childhood and 10.4% during their teens. Only 0.9% of the boys reported such experiences. Three patterns of victimization were identified: (1) Prepubertal girls abused by adult men, usually relatives or other trusted superiors. (2) Adolescent girls victimized by their boyfriends, other peers and-to a lesser degree-unknown persons. (3) A small group of girls reporting continual assaults by several offenders. By the end of their teens, it is assumed that 2.8% of the girls have experienced 'grave' and prolonged sexual abuse, which invariably started during childhood. Another 7.6% have experienced 'serious' assaults, either in childhood or in adolescence.

An evaluation of a mixed-gender date rape prevention workshop

A randomized, posttest-only experimental design was used to compare the date-rape attitudes of university students who were exposed to a mixed-gender date-rape workshop (n = 163) with those of students who were not exposed (n = 168). A previously validated instrument, the 25-item Date Rape Attitudes Survey (DRAS), was used as the criterion measure. Three hypotheses were tested, with the following results: (1) Men reported attitudes that were more tolerant of date rape than those reported by women (ie, the men were more likely to condone date rape); (2) students in the control group reported attitudes that were more tolerant of date rape than those reported by students in the treatment group; and (3) men exhibited a greater effect from the program than did women. Finally, the authors discuss implications of the study and offer recommendations for future research evaluating date-rape prevention programs.