Building a Culture of Respect across Genders: Eliminating Sexual Misconduct

Autor/inn/en	Cooper, Stewart E.; Dranger, Paula N.
Titel	Building a Culture of Respect across Genders: Eliminating Sexual Misconduct
Quelle	In: Journal of College Student Psychotherapy, 32 (2018) 2, S.129-150 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Stewart E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-8225
DOI	10.1080/87568225.2017.1353896
Schlagwörter	College Students; Sexual Abuse; Sexual Harassment; Violence; Interpersonal Relationship; Intimacy; School Counseling; Prevention; Models; Intervention; Behavior; Program Effectiveness; Program Evaluation; Risk; Cultural Influences; Gender Issues; Prosocial Behavior; School Culture; Empowerment; Advocacy; Role; Educational Legislation; Federal Legislation; Higher Education; Program Implementation; Attitude Measures; Student Role; College Role; Indiana + Suchen Sie Ihr Suchwort? Collegestudent; Sexueller Missbrauch; Sexuelle Belästigung; Gewalt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intimität; School counselling; Pädagogische Beratung; Prävention; Vorbeugung; Analogiemodell; Programme evaluation; Programmevaluation; Risiko; Cultural influence; Kultureinfluss; Geschlechterfrage; Schulkultur; Schulleben; Sozialanwaltschaft; Rollen; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Clinical staff members at virtually all college counseling centers provide therapy for victims of sexual misconduct experiences such as sexual assault, sexual harassment, relationship violence, and stalking. A number of college counseling center counselors are also involved in primary, secondary, and tertiary sexual assault prevention efforts. This article develops a model of prevention based on the twin principles of affirmative consent and bystander intervention. We begin with a review of research on sexual assault prevention on campus. We then illustrate this model as it was developed and implemented at a particular institution over the past two decades. We provide effectiveness data in the form of event participation rates, satisfaction measures, and learning outcomes to demonstrate the results of this comprehensive approach. Finally, we end with recommendations for further development of prevention efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01