High Prevalence of Sexual Assault Victimization Experiences Among University Fraternity Men

2020 ◽  
pp. 088626051990028
Author(s):  
Maya Luetke ◽  
Stacey Giroux ◽  
Debby Herbenick ◽  
Christina Ludema ◽  
Molly Rosenberg
Keyword(s):  
Sexual Assault ◽  
College Men ◽  
Prevalence Ratio ◽  
Survey Study ◽  
Sociodemographic Variables ◽  
Team Members ◽  
Sports Team ◽  
Student’S T ◽  
Fraternity Men ◽  
Varsity Sports

Limited research has examined sexual victimization among U.S. college men, and particularly fraternity men. We report the prevalence of sexual assault (SA) victimization among a sample of college fraternity members and the sociodemographic variables associated with this victimization. In April 2018, we conducted a web-based survey study among a random sample of fraternity members ( n = 102) from a list of all fraternity members at a large Midwestern university. We used Fisher’s exact tests, Student’s t-tests, and log-binomial regression models to assess associations between sociodemographic variables and any SA victimization (attempted or completed penetrative sexual assault). Over a quarter (27.5%) of respondents reported experiencing any SA victimization—penetrative sexual assault (13.7%) or attempted penetrative sexual assault (25.5%)—since entering college. Age, school year, and being on a varsity sports team were significantly associated with any SA victimization ( p-values: <.01, <.01, and .02, respectively). Regression analyses showed older fraternity men had experienced significantly greater prevalence of any SA victimization compared to younger fraternity men (prevalence ratio [PR]: 2.78, 95% confidence interval (CI): 1.35–5.73). Furthermore, any SA victimization was also more common among varsity sports team members (3%) compared to nonmembers (0%). These findings indicate that college men, particularly fraternity members, may experience sexual assault victimization at high rates. Our more inclusive survey language may have captured sexually violent experiences that traditional measures have not, such as “made to penetrate” experiences. We encourage the use of queries that are sensitive to the specific characteristics of male sexual violence victimization, including experiences of nonconsensual sexual activity where the victim is either the penetrated or the penetrator. Furthermore, prevention efforts and supportive services for survivors should be expanded to better address male SA victimization on college campuses.

Is Campus Rape Primarily a Serial or One-Time Problem? Evidence From a Multicampus Study

2019 ◽  
Vol 26 (3-4) ◽  
pp. 296-311 ◽  
Author(s):  
John D. Foubert ◽  
Angela Clark-Taylor ◽  
Andrew F. Wall
Keyword(s):  
Sexual Assault ◽  
Student Athletes ◽  
College Men ◽  
The Core ◽  
Time Problem ◽  
Fraternity Men

We examined the prevalence and repeat offenses of college men, including fraternity men and student athletes, taking advantage of someone sexually while under the influence of alcohol. Preexisting data from the Core Alcohol and Other Drug Survey included a sample of 12,624 college men at 49 community and 4-year colleges. Results provide further evidence that the problem of campus rape is largely one of serial perpetration. More than 87% of alcohol-involved sexual assault was committed by serial perpetrators. Fraternity men and student athletes were significantly more likely to commit alcohol-involved sexual assault than other men on campus.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Integrating alcohol use intervention and sexual assault prevention programs among college men

2013 ◽  
Author(s):  
Lindsay M. Orchowski ◽  
Nancy Barnett ◽  
Alan Berkowitz ◽  
Brian Borsari ◽  
Daniel Oesterle ◽  
...  
Keyword(s):  
Sexual Assault ◽  
Alcohol Use ◽  
College Men ◽  
Prevention Programs ◽  
Sexual Assault Prevention ◽  
Assault Prevention

Roles, Responsibilities, and Concerns of Paraeducators

2011 ◽  
Vol 33 (5) ◽  
pp. 287-297 ◽  
Author(s):  
Mary Fisher ◽  
Stacia L. Pleasants
Keyword(s):  
Special Education ◽  
General Education ◽  
Effective Intervention ◽  
Survey Study ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Team Members ◽  
Descriptive Information ◽  
One To One ◽  
Inclusive Schooling

The purpose of this survey study was to obtain descriptive information about job situations of special education paraeducators from paraeducators across one state and determine their perceptions regarding roles, current issues identified in the literature, and other issues of concern. Of particular interest was whether perceptions varied based on (a) paraeducator assignment (one-to-one or group) or (b) time in general education settings. More than 1,800 paraeducators responded. Findings supported previous studies based on smaller samples. Problematic issues previously associated with one-to-one paraeducators in general education settings were reported as concerns by both one-to-one and group paraeducators who spent all or most of their day in self-contained settings. Discussion centers on the importance of “paraeducator voice” in efforts to address broader issues of inclusive schooling, clarification of paraeducators as instructional team members, and better understandings situated in practice of the paraeducator role as an effective intervention alternative sometimes for students with individualized education programs.

scholarly journals Sexual Assault Prevention for Heavy Drinking College Men: Development and Feasibility of an Integrated Approach

2018 ◽  
Vol 24 (11) ◽  
pp. 1369-1396 ◽  
Author(s):  
Lindsay M. Orchowski ◽  
Nancy P. Barnett ◽  
Alan Berkowitz ◽  
Brian Borsari ◽  
Dan Oesterle ◽  
...  
Keyword(s):  
Sexual Assault ◽  
Alcohol Use ◽  
Heavy Drinking ◽  
College Men ◽  
Integrated Approach ◽  
High Risk Group ◽  
College Campuses ◽  
Bystander Intervention ◽  
Sexual Assault Prevention ◽  
Assault Prevention

Despite the prevalence of sexual assault on college campuses, few interventions aimed at decreasing college men’s proclivity to perpetrate sexual aggression have been developed and tested. This article details the theoretical framework, content, and piloting of a sexual assault prevention program for college men who engage in heavy drinking, a high-risk group who may be particularly well positioned to intervene as proactive bystanders in drinking environments. In an open trial, male facilitators delivered the three-session Sexual Assault and Alcohol Feedback and Education (SAFE) program to 25 heavy drinking college men. Session 1 was a 90-min review of personalized normative feedback regarding alcohol use, sexual activity, alcohol-related sexual consequences, understanding of consent, and engagement in bystander intervention, delivered individually in a motivational interviewing style. Session 2 was a 2½-hr group-based sexual assault prevention workshop focusing on social norms, empathy, masculinity, consent, and bystander intervention. Session 3 was a 90-min booster group session that reviewed previous topics and included the active practice of bystander intervention skills. Analyses of postsession assessments of utility, therapeutic alliance, and satisfaction and examination of alcohol use and sexual assault–related outcomes from baseline to the 2-month assessment support the preliminary feasibility and acceptability of the SAFE program.

scholarly journals Impact of Simulator-Based Crisis Resource Management Training on Collective Orientation in Anaesthesia: Pre-Post Survey Study With Interprofessional Anaesthesia Teams

2020 ◽  
Vol 7 ◽  
pp. 238212052093177
Author(s):  
Markus Flentje ◽  
Hendrik Eismann ◽  
Lion Sieg ◽  
Vera Hagemann ◽  
Lars Friedrich
Keyword(s):  
Resource Management ◽  
Management Training ◽  
Positive Influence ◽  
Professional Group ◽  
Mean Difference ◽  
Survey Study ◽  
Crisis Resource Management ◽  
Team Members ◽  
Collective Orientation ◽  
Modifiable Factors

Theory: Individuals have different qualities, levels of willingness, and degrees of engagement for working in teams. This behaviour is termed ‘Collective Orientation’ (CO). Collective orientation can be trained and has a positive influence on team processes. Here, we investigated the effect of a simulator-based, Crisis Resource Management team training upon the participants’ CO. Hypotheses: We hypothesized (1) the scales of CO and Presence for lab-based microworld research (PLBMR) are applicable to the German anaesthesia teams, (2) the CO can be influenced by means of simulation training, (3) the training effect is dependent on sex and/or profession, and (4) the change of CO depends on the perceived presence of the participants in the scenario. Method: In a pre-post study, 66 nurses and doctors from various anaesthetic departments took part in a 1-day training course to improve non-technical skills. The primary outcome was the mean difference between the CO measured (via questionnaires) immediately before (T1) and after (T2) training. The change was then tested for dependence upon other variables, such as sex, professional group, and immersion into the simulation scenarios. Results: Collective orientation improved significantly after training (mean difference: 0.2; P < .001; dz = 0.53). Considering the subscales, affiliation increased significantly ( P < .001; dz = 0.59), whereas dominance remained unchanged. Furthermore, no correlation was found regarding sex, professional group, or immersion into the simulation scenarios. Conclusions: Our study demonstrated that simulation-based training improves the participants’ COs, primarily by increasing affiliation. Subjective scenario reality did not significantly influence this. Nonetheless, it remains unclear as to what factors categorically resulted in this benefit. The shared experience in the course by all team members might trigger the effects. However, further studies are needed to identify the modifiable factors that can improve teamwork attitudes.

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