Measuring the Aftermath of Rape

Parental Warmth and Interpersonal Empathy as Predictors of Sexual Assault Bystander Intervention Efficacy

Sexual victimization rates of women in the United States remain worryingly high. Much research has focused on the reduction of sexual violence with varying levels of success. One promising avenue of sexual violence reduction research provides evidence that bystanders who intervene appropriately can effectively contribute to a reduction in sexual assault. The Ecological Model for Bystander Intervention provides a conceptual framework for investigating what motivates and what inhibits bystanders. Empirical evidence on various levels of the model has been garnered; however, little is known about the association between particular developmental variables and bystander intervention efficacy situated in the microsystem. The goal of this study was to explore developmental predictors of bystander intervention efficacy. We predicted perceived parental warmth would be related to bystander intervention efficacy and that the relation would be mediated by empathy. University students (mean age = 19.2 years) completed anonymous online self-report measures of perceived maternal and paternal warmth, empathy, and bystander efficacy. The mediation model was supported by the data. As predicted, the path from parental warmth to empathy was significant (p < .001) and the path from empathy to bystander intervention efficacy was significant (p < .001). The indirect effect of parental warmth on bystander efficacy through empathy was significant (p = .001). One implication of these findings is that characteristics that are related to bystander tendencies may develop early in the family environment. Efforts to increase bystander intervention may benefit from the recognition that empathy may be founded in earlier life experiences. Limitations and future directions are discussed.

Understanding How University Students Use Perceptions of Consent, Wantedness, and Pleasure in Labeling Rape

While the lack of consent is the only determining factor in considering whether a situation is rape or not, there is sufficient evidence that participants conflate wantedness with consent and pleasurableness with wantedness. Understanding how people appraise sexual scenarios may form the basis to develop appropriate educational packages. We conducted two large-scale qualitative studies in two UK universities in which participants read vignettes describing sexual encounters that were consensual or not, wanted or unwanted and pleasurable or not pleasurable. Participants provided free-text responses as to whether they perceived the scenarios to be rape or not and why they made these judgments. The second study replicated the results of the first and included a condition where participants imagined themselves as either the subject or initiator of the sexual encounter. The results indicate that a significant portion of our participants held attitudes reflecting rape myths and tended to blame the victim. Participants used distancing language when imagining themselves in the initiator condition. Participants indicated that they felt there were degrees of how much a scenario reflected rape rather than it simply being a dichotomy (rape or not). Such results indicate a lack of understanding of consent and rape and highlight avenues of potential educational materials for schools, universities or jurors.