The Best of Times, the Worst of Times: “Best Practices” for Survivor Support and Gender Violence Prevention Education on College Campuses

2021 ◽  
pp. 1-24
Author(s):  
Shelley Eriksen ◽  
Sheetal Chib ◽  
Jackson Katz ◽  
Yanet Cortez-Barba ◽  
Pam Rayburn ◽  
...  
Keyword(s):  
Best Practices ◽  
Violence Prevention ◽  
College Campuses ◽  
Gender Violence ◽  
Prevention Education ◽  
And Gender

Bystander Training as Leadership Training: Notes on the Origins, Philosophy, and Pedagogy of the Mentors in Violence Prevention Model

2018 ◽  
Vol 24 (15) ◽  
pp. 1755-1776 ◽  
Author(s):  
Jackson Katz
Keyword(s):  
Social Justice ◽  
Violence Prevention ◽  
Leadership Training ◽  
Large Scale ◽  
College Campuses ◽  
Gender Violence ◽  
Sports Culture ◽  
Prevention Model ◽  
Key Features ◽  
The U.S

This article outlines the origins, philosophy, and pedagogy of the Mentors in Violence Prevention (MVP) program, which has played a significant role in the gender violence prevention field since its inception in 1993. MVP was one of the first large-scale programs to target men for prevention efforts, as well as the first to operate systematically in sports culture and the U.S. military. MVP also introduced the “bystander” approach to the field. MVP employs a social justice, gender-focused approach to prevention. Key features of this approach are described and contrasted with individualistic, events-based strategies that have proliferated on college campuses and elsewhere in recent years.

scholarly journals Young Men, Sexual Ethics and Sexual Negotiation

2013 ◽  
Vol 18 (2) ◽  
pp. 90-102 ◽  
Author(s):  
Moira Carmody
Keyword(s):  
Violence Prevention ◽  
Young Men ◽  
Sexual Relationships ◽  
Sexual Ethics ◽  
Sexual Subjectivity ◽  
Prevention Education ◽  
Sexual Negotiation ◽  
And Gender ◽  
Violence Prevention Program ◽  
Research And Education

This paper explores a research and education project seeking positive ways to engage young men in respectful and ethical negotiation within sexual relationships. The experiences of young men aged 16–25 years of age are explored who took part in the Sex & Ethics Violence Prevention Program which was developed in 2006 and continues to be run in several Australian states and in New Zealand. The Program was designed to assist both young women and men to develop enhanced ethical sexual subjectivity and in the process help them to explore diverse gender possibilities in their intimate relationships. This study is located within the international field of violence prevention education. It considers how the young men who took part in this Program between 2009–2011 responded to the opportunity to reflect on their practices within the context of casual and ongoing sexual relationships. The implications of the study for our understandings of masculinities and gender are explored and how sexual ethics may provide a useful approach to assist young people as they navigate their sexual lives.

Response to Commentaries on Bystander Training as Leadership Training

2018 ◽  
Vol 24 (15) ◽  
pp. 1802-1809 ◽  
Author(s):  
Jackson Katz
Keyword(s):  
Social Justice ◽  
Violence Prevention ◽  
Leadership Training ◽  
Program Effectiveness ◽  
Gender Violence ◽  
Prevention Education ◽  
Prevention Model ◽  
Prevention Approach

In this article, the author responds to three commentaries about his article “Bystander Training as Leadership Training: Notes on the Origins, Philosophy, and Pedagogy of the Mentors in Violence Prevention Model,” published in this volume. Topics covered in the commentaries and response include questions about evaluation and evidence for program effectiveness; the necessity for gender violence prevention education to be gender transformative and part of a comprehensive, multilevel prevention approach, especially for adolescents; and the degree to which Mentors in Violence Prevention (MVP), as a “social justice”–oriented program, incorporates intersectional and anti-oppression frameworks and perspectives.

Technology, Sexual Violence, and Power-Evasive Politics: Mapping the Anti-violence Sociotechnical Imaginary

2021 ◽  
pp. 016224392110460
Author(s):  
Renee Shelby
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
Power Relations ◽  
Gender Violence ◽  
Mutual Aid ◽  
Fellow Traveler ◽  
Transformative Justice ◽  
Double Edge ◽  
And Gender ◽  
Increased Susceptibility

Recent discussions on technology and gender-violence prevention emphasize that technoscientific applications often advance pro-punishment logics that enact gendered inequalities. Less attention has focused on racialized dimensions and how technology might advance abolitionist and transformative justice agendas. In response, this article considers how inventors mobilize technology as a frontline response to sexual violence, in which technoscience—rather than police—enables individuals, friends, and family to provide safety and mutual aid. Through analysis of seven popular technologies produced between 2010 and 2020, this paper documents how their “abolitionist sensibility” is accompanied by fellow-traveler discourses that are unattuned to intersecting power relations. Findings suggest that while this sociotechnical imaginary is reacting to state power, it reinforces a race-neutral and techno-optimistic vision for building a violence-free future. These power-evasive politics may thus signal increased susceptibility to carceral creep and coercive surveillant regimes. After discussing these double-edge politics, I conclude by discussing power formations that are left unexamined in the imaginary and how to cultivate a counter-carceral praxis in line with transformative justice goals.

Community Colleges: The Next Frontier of Recovery Support at Institutions of Higher Education

2018 ◽  
Vol 1 (2) ◽  
pp. 9
Author(s):  
Erin K Jones
Keyword(s):  
Community Colleges ◽  
Best Practices ◽  
College Campuses ◽  
Support Programs ◽  
Institutions Of Higher Education ◽  
Building Capacity ◽  
Grant Program ◽  
Pilot Programs ◽  
Recovery Support ◽  
Survey Responses

In 2016, TYR could identify only six community colleges offering recovery support programs and services. Based on this finding, TYR identified a need for pilot programs to better understand programmatic models that may be effective for supporting students in recovery at community colleges. TYR’s Bridging the Gap grant program supports these pilot programs and is intended to act as a catalyst for building capacity for recovery support on community college campuses across the U.S. The goal of the program is two-fold; first, to help more 2-year institutions initiate recovery support programs and services and second, to study what programs and services are viewed as helpful and useful to students in recovery so that best practices can be shared as the field develops. This session provided a recap of TYR’s 2016 research, observations from Year 1 of the grant program, and a discussion on survey responses on institutional attitudes and student engagement in recovery support on 2-year campuses.

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