A National Project of the California Coalition Against Sexual Assault
This webinar presented by the Clery Center reviews the changes established March 2013 for schools to comply with in the following year on their Annual Security Report. The main agenda of this webinar is to clarify the new change of the Clery Act, what the Campus SaVE Act means under the Violence Against Women Act, and also suggest possible avenues of collaboration between schools to comply to the new changes.
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This webinar presented by Green Dot examines how to be an effective investigator for campus sexual misconduct. It breaks down the kind of shape the mindset an investigator should take beginning an investigation on a campus sexual assault report.
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This webinar presented by CALCASA breaks down the basics of understanding just how alcohol impairs judgment and how it contributes to victim blaming in many sexual assault cases. It reviews what Alcohol Facilitated Sexual Assault (AFSA) means and the pervasiveness of rape culture under alcohol culture.
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This webinar presented by Prevent Connect’s Ashley Maier on January 23, 2015, participants will learn how to utilize trending topics
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This webinar presented by CALCASA and presented by Kari Mansager, UC Merced Violence Prevention Program Director and Meghan Kehoe, Valley Crisis Center Program Director provided lessons learned from the partnership between University of California – Merced and Valley Crisis Center. The webinar covered the benefits of campus and community partnerships and ways in which it enhances survivor services on campus.
To view the slides from the webinar: Partnership Webinar. To download the transformational relationship survey talked about on this webinar: TransformationalRelationshpSurvey
This webinar presented by East Central Oklahoma University STAABLE Program, explains how to apply the science of memory and psychological trauma to enhance trauma interview approaches and techniques. Traditional training in this area focused on the explaining the impact of trauma on the “higher functioning” portions of the brain. However, research in the field demonstrates that these portions of the brain are not generally involved in experiencing and reacting to trauma. Adapting the principles used in critical incident stress debriefing and also the empathy-based techniques developed for forensic child interviews, the FETI process was developed to instead engage the ‘lower functioning’ portions of the brain. This technique reduces inaccuracy of the information provided and increases the likelihood of understanding the totality of the experience.
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This webinar presented by Alicia Aiken from NNEDV and Whitney Laas presented from the National Domestic Violence Hotline. Colleges and universities are increasingly utilizing social media to interact and communicate with the campus community. Campus violence against women prevention and intervention programs have also started interacting in the online space. What happens when disclosures take place online or in social media? How can schools sensitively handle this type of disclosure and respond in a way that is survivor centered? What are the judicial and legal ramifications? Come learn how this is being addressed and what your university can do.
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This webinar presented by Green Dot entitled, “In Scoring a Hat Trick: Three Ways to Maximize your Partnerships with Athletics,” presenters Darcie Folsom and CC Curtis of Connecticut College provided concrete suggestions for ways campus grantees can engage student athletes in their violence prevention efforts. Folsom and Curtis focused on three primary strategies: clearing the puck (investigating biases), planning for the power play (branding and relationship building), and the breakaway (making violence prevention the cool thing to do). Some of the concrete solutions offered during the webinar included attending athletic events, planning around athletes’ schedules, using a health promotion lens to engage athletes, identifying and building relationships with key athletic stakeholders, taking materials where athletes spend their time, giving recognition to athletes and coaches, highlighting your athletic partnerships when talking with prospective students, never mandating athletes to participate in prevention activities, and giving athletes tangible skills to keep their teammates from getting hurt or getting in trouble. Folsom and Curtis highlighted many of their successes at Connecticut College and answered questions about challenges, funding, and program assessment.
To view the webinar slides click here and to listen to the recording click here.
This webinar presented by CALCASA explored using institutional, community, and experiential data to inform program development and to identify a population of focus for sexual violence prevention efforts. This web-conference will be useful in developing the population of focus section in the upcoming RPE and RFA.
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This webinar presented by CALCASA in collaboration with SAFER Campus and OVW Campus Grantees to discuss the importance of students working together with their universities on sexual assault, dating violence and stalking policy. Recently in the media we have seen numerous news stories of college students vocalizing discontent with their universities about policy and response to sexual assault on campus. By being proactive with student involvement in policy, universities can create a more collaborative relationship with students to ensure their needs are being met on campus.
Presenting on the webinar today was Zoe Ginsburg and Megan McKendry from SAFER Campus. The webinar was entitled, “How to effectively include students in development and revision of Sexual Assault policy.” They covered topics such as why students are key participants in policy reform and key findings in what students look for in a campus sexual assault policy.
To view the webinar slides click here and to listen to the recording click here. To get ideas from other schools’ policies, visit the Campus Accountability Project or check out the Activist Resource Center, for free articles about how students organize.
How does your campus engage students in policy development and revision on campus?
