Unblurring the lines of sexual consent with a college student-driven sexual consent education campaign

Pilot randomized controlled trial using the theory of planned behavior to promote sexual consent of undergraduates in Greek-letter organizations

OBJECTIVE

Sexual assault is prevalent among undergraduates in Greek-letter organizations (GLO). Prevention efforts promote sexual consent, though few explicitly employ theoretical constructs known to positively influence behavior. This study evaluated theory-informed educational posters promoting sexual consent seeking.

PARTICIPANTS

Forty undergraduate GLO students (20 female, 20 male) were recruited through in-person, email, and social media solicitation. Data collection was completed March-November 2019 during the spring and fall semesters.

METHODS

A double-blind randomized controlled trial was conducted. Intervention participants viewed theory-informed educational posters promoting sexual consent.

RESULTS

The intervention group demonstrated more favorable consent intention (p = .024; η2 = 0.131) and consent subjective norms (p = .040; η2 = 0.109). Intervention group males showed a greater improvement in one of four consent attitudes (p = .045; η2 = 0.211).

CONCLUSIONS

Brief exposures to theory-informed messaging may help to improve subjective norms and behavioral intent to seek sexual consent among undergraduate GLO members.

Sexual Victimization, Emotion Dysregulation, and Sexual Consent Feelings and Communication During a Recent Sexual Encounter

Sexual consent has been a major focus of campus campaigns to reduce sexual violence (SV). However, these campaigns often educate students about consent with little attention to the complex ways consent can be experienced, expressed, and interpreted by others. Further, little research has focused on the consent feelings and communication cues of students who have a history of SV, nor have studies examined how the ability to attend to and regulate emotions relates to internal feelings or external communication of consent. This secondary analysis examined SV histories, emotion dysregulation, and internal and external consent cues in a sample of 610 college students (72% women) who completed an online self-report survey. Findings revealed that students with SV histories (n = 257) reported greater emotion dysregulation, lower internal consent, and greater use of passive external consent cues compared to students without SV histories; greater emotion dysregulation was associated with lower internal consent. In a path model, SV history was indirectly related to use of direct nonverbal and passive consent cues through greater emotion dysregulation and lower internal consent. Contrary to expectations, higher internal consent was associated with greater use of passive external consent cues. Consent programming could be augmented to encourage attention to and regulation of emotions in sexual situations to improve communication and sexual well-being.

A Scoping Review of Bystander-Based Sexual Violence Prevention Training for College Students in Fraternities and Sororities

Bystander-based sexual violence (SV) prevention trainings are offered on college campuses across the United States to meet federal Title IX requirements, as they have proven to be an effective strategy for violence prevention. Greek-affiliated students (fraternity and sorority members) are at a higher risk of sexual assault than their peers; however, few trainings consider the specific needs of this population, and program adaptations for this high-risk group may be needed. This scoping review identifies and describes the bystander trainings delivered to Greek-affiliated students in the US and Canada. An eight-database search was conducted following PRISMA-ScR guidelines. The review identified 81 unique sources, with 18 meeting the inclusion criteria. Eleven specific training programs were identified, encompassing qualitative, quantitative, and mixed-method studies. The thematic analysis revealed best practices, including the importance of peer leaders, interactive sessions, and tailored content to Greek culture, as well as barriers such as a lack of engagement and an inadequate session length. The review underscores the need for tailored interventions to effectively address the unique cultural characteristics and high-risk nature of Greek-affiliated students. These findings provide valuable insights for improving the design and implementation of bystander interventions to enhance their efficacy in preventing sexual violence within this population.

What undergraduates want in campus sexual assault prevention programming: Findings from a formative research study

OBJECTIVE

Campus sexual assault (SA) prevention programs are widely implemented, despite few having strong empirical support. To inform the development and refinement of prevention programs, we collected pilot qualitative data to capture undergraduates' perspectives regarding desirable program characteristics.

PARTICIPANTS

Undergraduates completed an audio-taped interview (n = 19) or a focus group (n = 16) in June - November 2016.

METHODS

We double-coded transcripts for a priori and emerging themes using NVivo 11. A third coder resolved disagreements; we assessed intercoder reliability using Cohen's Kappa.

RESULTS

Participants preferred SA prevention programming to be delivered in-person to small, coed groups of unfamiliar students. Students preferred programming with peer-facilitated, candid conversation about SA outcomes and prevention strategies. Participants also preferred for the tone of these training sessions to match the serious subject matter.

CONCLUSIONS

Students' perceptions of desirable program characteristics differ somewhat from current evidence-based programs in several ways, highlighting important future directions for SA prevention research.

A Popular Approach, but Do They Work? A Systematic Review of Social Marketing Campaigns to Prevent Sexual Violence on College Campuses

College campuses continue to face high rates of sexual violence and social marketing campaigns have emerged as a common prevention strategy. However, there exists no summative research examining the effectiveness of this approach. A systematic search yielded 15 evaluations of eight unique prevention campaigns, which contributed to 38 individual outcome measures across four outcome categories (i.e., knowledge, attitudes, intentions/efficacy, and behavior). Summative results are mixed, but show promising campaign effects for increasing knowledge, modification of some attitudes toward sexual violence, intentions to participate, and actual participation in prevention activities. More evaluative research is needed for a comprehensive understanding of campaign effectiveness.

Scripts for consensual sex as risk factors for sexual aggression: A three-wave longitudinal study with university students in Germany

BACKGROUND

Sexual aggression is a major problem among young adults. Sexual scripts are cognitive schemata representing typical elements of sexual interactions and serve as guidelines for sexual behavior. They may be linked to the risk of sexual aggression if they contain elements known to be associated with the perpetration of sexual aggression, such as alcohol use, sex with casual partners, and ambiguous communication of sexual intentions.

OBJECTIVES

The study was designed to examine pathways from risky sexual scripts for consensual sex to risky sexual behavior and sexual aggression perpetration in men and women.

DESIGN

The study employed a three-wave longitudinal design with 12-month intervals. Participants were 2425 university students in Germany (58% female).

METHODS

At each wave (Time 1-Time 3), participants completed measures of risky sexual scripts and risky sexual behavior, defined by three aspects: Casual sex, alcohol consumption, and ambiguous communication of sexual intentions. Reports of sexual aggression perpetration were collected since the age of consent (14 years; Time 1) or in the past 12 months (Time 2 and Time 3) using the Sexual Aggression and Victimization Scale.

RESULTS

Perpetration rates for men were 9.8% at Time 1, 12.2% at Time 2, and 9.5% at Time 3. For female participants, the corresponding rates were 6.0% at Time 1, 6.3% at Time 2, and 5.1% at Time 3. The gender difference was significant at Time 1 and Time 2, but not at Time 3. As hypothesized, more risky sexual scripts prospectively predicted more risky sexual behavior, which predicted a higher risk of sexual aggression perpetration. The findings held for men and women and for participants with exclusively opposite-sex and with both opposite- and same-sex contacts.

CONCLUSION

Scripts for consensual sex may be risk factors for sexual aggression among men and women if they contain elements identified as risk factors for sexual aggression. The findings suggest that changing risky sexual scripts for consensual sex may be a promising strategy for preventing sexual aggression perpetration.

"They are Assuming That We are Going to Accuse Them of Rape, and We are Assuming That They are Going to Rape us": A Developmental Perspective on Emerging Adults' Consent Conversations Post #MeToo

Prevalence of sexual assault remains high on American college campuses, and sexual consent education is lacking within school-based sexual health education programming. Much empirical research has aimed to reduce sexual violence through a deeper understanding of college students' perceptions of sexual consent. However, researchers have not yet examined the impact of broader social discourse, such as that initiated by the #MeToo movement, on emerging adults' conceptualizations of sexual consent. Gendered focus groups were conducted with 34 college students at a large midwestern university in spring of 2019. Qualitative analyses using a phenomenological framework revealed a developmental process of consent education shaped by socialized sexual scripts and public discourse of the #MeToo movement. Four distinct themes emerged: (1) Introductions to Consent in Childhood, (2) Lack of Sexual Consent Education in Adolescence, (3) The Nuanced College Context, and (4) Consent in the Era of #MeToo. Findings reveal that consent is introduced in childhood, outside the context of sexuality, but is generally not revisited within the context of sexual consent by parents or educators during adolescence, leaving media messaging and socialized sexual scripts to serve as guides for sexual consent. This lack of sexual consent education in adolescence then leaves emerging adults unprepared for nuanced sexual experiences in the college context and unable to critically engage with public discourse surrounding consent such as the #MeToo movement, which has caused both fearful and positive outcomes. Findings support the need for earlier and more comprehensive education about sexual consent in childhood and adolescence and the need for college sexual assault prevention programs to include further instruction on navigating ambiguous sexual consent experiences.

A Behavioral Science Framework for Understanding College Campus Sexual Assault

We propose a behavioral-science approach to sexual assault on college campuses. In this framework, people commit assault when aspects of the immediate situation trigger certain psychological states. No set of mental processes or situational configurations is a precise predictor of assault. Instead, the interaction between mental processes and situational configurations predicts when sexual assault is more or less likely to occur. We begin with an illustrative story to show how a behavioral-science approach is relevant to sexual assault. Next, we map out a framework that suggests how behavioral theories of situations and mental processes have been or could be used to describe, predict, and develop ideas for the reduction of sexual assault. Relevant situational configurations include geographical configurations, local situational and informational cues, and situation-based power. Theories of mental processes include person perception, social norms, moral reasoning, and goals. Our framework can be used to demonstrate how "good" people can commit assault and how individuals can and will refrain from assault within institutions with a "bad" record. Compared with previous theories of sexual assault, a behavioral-science framework offers unique understanding and generative methods for addressing sexual assault on college campuses.

"Study Natural" without Drugs: An Exploratory Study of Theory-Guided and Tailored Health Campaign Interventions to Prevent Nonmedical Use of Prescription Stimulants in College Students

Nonmedical use of prescription stimulants (NMUPS) among college students continues to rise. While some anti-NMUPS campaigns are available, little is known about the campaign development process and how well college students evaluate these messages. To bridge this gap, we developed theory-guided anti-NMUPS campaign interventions that are tailored to college students’ characteristics and evaluated students’ response towards them. A total of 445 college students (74.4% female; Mean_age of 20; 18 to 35 years old) reviewed the campaign interventions and offered their evaluation via an online survey. Findings indicate that students responded to the campaigns positively. Results also indicate that female students are more likely to perceive the campaigns as effective than their male counterparts. Overall, the findings of this study suggest that theory-guided and tailored anti-NMUPS campaigns have great potential in changing students’ attitudes and behavior towards NMUPS. While this study fills critical gaps in the literature, considering the progress needed to strengthen the research field, more research is needed to further identify effective strategies that could prevent college students’ participation in NMUPS activities.

Explicit, Voluntary, and Conscious: Assessment of the Importance of Adopting an Affirmative Consent Definition for Sexual Assault Prevention Programming on College Campuses

Sexual assault is a major concern on college campuses. Some colleges and universities adopt and educate their students using an affirmative consent standard, such that for a sexual encounter to be considered consensual (and thus not an act of sexual assault), it must include explicit, voluntary, and conscious agreement to engage in sexual activity by all parties involved. The current study sought to examine the extent to which accurate knowledge and understanding of affirmative sexual consent may explain college students' intentions to engage in affirmative sexual consent communication, alongside other influential predictors, as proposed by the Integrated Behavioral Model. Results indicated that while college students who were more likely to define sexual consent based upon an affirmative consent definition were also more likely to intend to engage in affirmative sexual consent communication, it was ultimately the ability to apply that knowledge to a variety of sexual situations that predicted behavioral intentions, alongside positive attitudes about and perceived behavioral control to engage in the behavior. Colleges and universities must therefore not only inform their students about the definition of affirmative sexual consent, they must also provide them with situational knowledge about how and when to engage in affirmative sexual consent communication, as well as improve students' related attitudes and perceived behavioral control.