Page numbers printed in boldface type refer to tables and figures.
AAPI Women Lead,214
Abusers.
See Perpetrators
Accommodationsacademic,71
for graduate students,132
housing,71–72
safety,72
Accompaniment concept,196
Administrator Researcher Campus Climate Collaborative (ARC3) survey,118–119
Adolescent romantic aggression (ARA),34
definition of,24–25
prevalence of,25–28
prevention programming,34
research and,33
risk factors for and consequences of teen dating violence,28–30
school-based interventions,34
teen dating violence interventions,30–32
Adolescents.
See also Adolescent romantic aggression; Children
academic achievement disengagement after sexual violence,30
attitudes and beliefs of,30–31
prevalence of ARA in,26
sexual abuse in,6
Advocacy, as intervention of SRV,177–179, 181
Affection,11
Alaska Native students, victimization among,231
Alcohol use,145
Allegations,146–147, 148–149
American Civil Liberties Union,xxii
American College Health Association (ACHA),43
American Indian (AI) students, victimization among,231
Anger issues, of perpetrator,152–153, 159
Asexual (ace) community,179–180
Asian American (AA) college survivorsbarriers to help seeking,208
cultural strengths of,208–209
interventions specifically designed for,231
saving face,208
Association of American Universities (AAU)Campus Climate Survey on Sexual Assault and Misconduct study,xvii, 186
survey of sexual assault,117–118
Berastain, Pierre,222, 223, 225–227
Beyond Sex Ed orientation program,50
Biden Administration,61, 72
Biological sex,186
Black, Indigenous, and people of color (BIPOC),109–110, 124
Black college survivorsbarriers to help seeking,209
cultural strengths of,210
interventions specifically designed for,231
Black Feminist Future Patriarchal Violence Framework,170–171
Bland, Sandra,209
Body safety,17–18
Booth, Brianna,50
Bostock v. Clayton County,61
Boundaries, among children,3–4, 8–9
Boyd, Rekia,209
Braille,225
Bringing in the Bystander curriculum,31, 46
Bystandersinterventions for SRV prevention at the university level,46
interventions for teen dating violence,31
learning objectives of,48teaching children to be upstanders,18
training as intervention for SRV,128
Campus.
See also Perpetrators; Sexual and relationship violence
climate,129
environment,143–149, 158
intersectionality on,148
prescribed interventions for SRV on,149–150
principles for treating students responsible for sexual misconduct,156–157
reintegration of perpetrators to,155
resources for SRV survivors,109–110
STARRSA and,150–151
Campus Climate Survey on SexualAssault and Misconduct,xvii
Campus SaVE Act of 2013,xxii
Carceral feminism,188–190
Case lawBostock v. Clayton County,61
Davis v. Monroe County Board of Education,61–62
Victim Rights Law Center et al. v. Cardona,64
Children, prevention of SRV.
See also Adolescents; Students
adults’ respect for children’s boundaries,10
bodies, consent, and respect,13–14
body safety and privacy rules,17–18
boundaries of,3–4, 8–9
discussion of consent and boundaries with,6–7
example language for teaching about consent,9,
9gender identity disorder in,191
and others’ feelings,10
privacy and,18
private parts of,8
sexual education of,3–5
teaching to be upstanders,18
teaching to say no,11–12
tips about consent and sexuality for,12–16,
17“Chinese virus,”85.
See also COVID-19 pandemic
Cisgender womenrates of SRV on campus,xvii
as victims,xx
Civil actions,70
Civil litigation,70
Civil Rights Act,191
Coaching Boys into Men,32
Coercion-supporting groups,144
Cognitive-behavioral therapy (CBT),142
Cognitive-behavioral trauma-focused therapy,173
Cognitive processing therapy (CPT),103, 104, 111–113, 173
Cognitive restructuring,105–106
Collaboration and mutuality principle,92
Collective trauma,83,
84Collins, Hill,170
Communication.
See also Language
parent-teen,15–16
personal,50–51
Communityaccountability,178
as asset in intervention of SRV,193
cultural wealth in,207, 225–228
engagement and activism as treatment for PTSD,175–176
to facilitate trauma-informed campus care,225
graduate students and,126–127
resilience and,176, 177
Compassion fatigue,89
Complainant, live hearing of,63–64
Conditional terms, versus sanctions,149–150
Condoms,15
Conductdefinition of,63
unwanted versus unconsented conduct,75–76
Confidentialityperpetrators’ limitations of,154–155
in treatment of SRV,110
Consent.
See also Education, sexual; Prevention, of SRV
adults’ respect for children’s boundaries,10
definitions of,5–6, 75–76
description of,5–6
discussion with children about,6–7
guidelines for teaching about,7–12,
8,
9tips for talking to children about sexuality and,12–16,
17unwanted versus unconsented conduct,75–76
Cottom, Tressie McMillan,4–5
Counselors,234–235
Courtship skills,143–144
COVID-19 pandemic (SARS-CoV-2 disease)college resources during,150
as example of trauma,82, 84–85
Creative Interventions,189
Crenshaw, Kimberlé,xix–xx, 189
Crime, reporting,129
Criminality,189
Criminal report,65–66, 66
n1
Cultural wealth.
See also Culture
activism among survivors,214
community,207
healing practices of survivors,215–216
listening sessions with students,232
overview,205–207
sexual violence prevention curricula and,232–233
strategies,213–215
wholeness and,214
Culture.
See also Asian American college survivors; Black college survivors; Cultural wealth; Indigenous college survivors; Latinx college survivors; Native Hawaiian and Pacific Islander survivors; White supremacy
ARA and,25–28
culturally specific education,233
description of,223
family and community,225–228
immigrants and,228–229
kissing among acquaintances,7
language and,223–225
partnering with cultural groups,233
societal norms,40
spirituality and,228–230
taboos about sexuality,16
trauma-informed campus care and,93
vignettes,164–166
Culture of Respect,44–45, 47
Datinginterpersonal-level factors as risk factors in,28
rates of violence in,27–28
risk factors for and consequences of teen dating violence,28–30
SEM as intervention for dating violence,30–32
socioeconomic status and poverty as risk factors in,28
“target vulnerability” associated with dating violence,29
Dating Matters,32
Davis v. Monroe County Board of Education,61–62
Dear Colleague Letter, (DCL) xxii,62, 191
Trump Administration and,63
Death, threatened,173
Denial, of perpetrator,152–153, 159
Dialectical behavior therapy (DBT),105
Discrimination.
See Title IX
DREAMers,123–124
Drug use,145
Due process,74–75
Education, sexual.
See also Bringing in the Bystander curriculum; Consent; Green Dot Active Bystander program; Primary education, prevention of SRV in
Beyond Sex Ed orientation program,50
Bringing in the Bystander curriculum,31, 46
of children,3–5
Enhanced Assess, Acknowledge Act,45–46
to facilitate trauma-informed campus care,225
for graduate students,128
Revised Sexual Harassment Guidance,62
Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine report,49
Shifting the Paradigm: Primary Prevention of Sexual Violence guide,43
“StoryCraft on Sexuality,”50
teaching children to be upstanders,18
Empowering Pacific Islander Communities and Asian Americans Advancing Justice (EPICAAAJ),212
Empowerment, voice, and choice principle,91, 94
Enhanced Assess, Acknowledge Act (EAAA),45–46
Erasure,172
Ethnicity, prevalence of ARA and,26
Familyculture and,225–228
of graduate students,119
for support,227
Feelingschildren and others’ feelings,10
“yucky,”12
Financesof graduate students,119–120
of SRV survivors with limited means,110
support for graduate students,132
Floyd, George,234
Folx,187
n2
Fourth R,31
Free speech,76–77
Freyd, Jennifer,74, 120
Genderbiological sex,186
equality among graduate students,124–125
identity,61, 177, 191
myths about,40
prevalence of ARA and,26–27
trauma-informed campus care and,93
Gender-based violence,193
Gender-diverse individuals,192
Gender dysphoria,191
Gender-expansive students, rates of SRV on campus,xvii
Gender identity,61
nondiscrimination policies and,177
as “opposite sex,”191
Gender identity disorder,191
Good Lives,142
Graduate studentsacademic support for,132
age of,118
barriers to reporting and accessing resources,129–130, 137
campus climate and,129
definition of,118
DREAMers,123–124
education on awareness,127–128
family structure and,119
financial dependence of,119–120
financial support for,132
gender equality among,125
international students,122–124
intersectionality of,124
legal support for,132
location of,121
mental health support for,130–131
orientation of,128
postdoctoral students,124–125
pregnancy discrimination against,121, 133, 133–136
risks for intimate partner violence,125
roles of,120–121
safety planning for,131–132
sexual education for,128
sexual harassment among,126
social isolation of,122
SRV and,47–51, 117–118, 126–127
stalking and,125–126
statistics by race,118
undocumented,124
vulnerability due to isolation,121–122
Greek organizations,xxi, 195
Green Dot Active Bystander program,31
Guarani,212
Harassmentamong graduate students,126
description of,60–61
peer-to-peer,61–62
Higher educationperpetrators and,147–149
as a system,146–147
vignette,148–149
Holtzclaw, Daniel,209
Homophobia,172
Hong, LuoLuo,xxiii
Housing accommodations,71–72
Hypothalamic-pituitary-adrenal axis,86
Identitydescription of,170
marginalized,171
racial and ethnic,26
shame about,174
Identity-based assault and discrimination,171
Immigrants,228–229
anti-immigrant sentiments,234
Incapacity, versus intoxication,76
INCITE! Women,189
Indigenous college survivorsbarriers to help seeking,210
cultural strengths of,211
Individual-level trauma,83,
84Informed consent,154–155
Institutional disciplinary report,67–69
Institutions.
See also Intersectionality; Sexual and relationship violence; Title IX; Trauma-informed campus care
accommodations in response to SRV,71–72
betrayal and response limitations,74–77
clinical services for sexual violence,233–235
intersectional perspectives on SRV,xxiii
jurisdiction over harmful conduct,69–70
practice tips for working with impacted students and,78resource information access,225, 227
responses following sexual violence,65–74
social support networks,227
support from,71–72
trauma-informed campus care,224–225
International students,122–124
American Psychological Association guidelines for,235
visa status of,124
Intersectionality.
See also Graduate students; Institutions
on campus,148
description of,xix, 124, 189
vignette,148–149
Interventions.
See also Perpetrators
advocacy as,177–179, 181
clinical,101–107
educational,72–73
motivational interviewing,142, 154
STARRSA,150–151
wholistic healing practices,241
Intimate partner violence (IPV),23–24
among Asian American women,213
among graduate students,125
vignette,24
Intoxication, versus incapacitation,76
Jette, Julie,137
Justicerestorative,73
for survivors,214
Kim, Mimi,199
Kissing, among acquaintances,7
Language.
See also Communication
barriers of international students,123
Braille,225
culture and,223–225
example for teaching children about consent,9,
9to facilitate trauma-informed campus care,224–225
Guarani,212
historical,39
in-group usage of “folx,”187
n2, 192
intervention for survivors of SRV in plain language,107
non-English speaking students,222–223
Quechua,212
Latinos United for Peace and Equity,222
Latinx college survivors,187
n2
barriers to help seeking,211–212
cultural strengths of,212
interventions specifically designed for,231
Legal issuesdue process,74–75
free speech,76–77
informed consent,154–155
legal representation of perpetrators,153–154
in loco parentis,146
support for graduate students,132
Legislation.
See also Title IX
Campus SaVE Act of 2013,xxii
Civil Rights Act,191
LGBTQ+ individuals,109–110
description of,170
marginalized,xxii
Title IX protection of,61
Litigation, civil,70
Lorde, Audre,3, 4, 5, 198–199, 239
Lyles, Charleena,209
Marginalized communities, prevalence of ARA in,27
Menas perpetrators,176–177
rates of SRV on campus,xvii
SRV and,41
Mental health,198–200
support for graduate students,130–131
Messinger, Adam,190
MeToo,214
Missing and Murdered Indigenous Women USA,214
ModelsBlack Feminist Future Patriarchal Violence Framework,170–171
Bringing in the Bystander curriculum,31, 46
of consent and respect for boundaries,9–10
Enhanced Assess, Acknowledge Act,45–46
phase-based,113, 240
public health model of prevention of SRV,43–51
Risk-Need-Responsivity,142, 159
SEM as intervention for dating violence,30–32
STARRSA,150–151, 159
Motivational interviewing,142, 154, 159
Moving Upstream,42
National Academies of Sciences, Engineering, and Medicine (NASEM),49–50
National Domestic Violence Hotline,131
National Indigenous Women’s Resource Center,214
National Sexual Violence Resource Center,44
National Women’s Law Center,xxiii
Native Hawaiian and Pacific Islander (NHPI) survivorsbarriers to help seeking,212–213
cultural strengths of,213
healing practices of,229
historical trauma among,212
overview,212
Nature survey,124–125
Ni Una Mas,214
No-contact orders,71
Office for Civil Rights (OCR),69
Parent-teen communication,15–16
Paroxetine (Paxil), for treatment of PTSD,173
Partner violence,33
PATH to Care Center,47
Patriarchal violence (PV), queer communities andadvocacy as intervention,177–179
best practices in combating,181
Black feminist conceptualization of,180–181
definition of,170
Patriarchy, power imbalance of,xx
Paxil (paroxetine), for treatment of PTSD,173
Peer relationshipsinfluences of,144
peer support,92
peer-to-peer harassment,61–62
perpetrator as “pariah,”155
as risk factors for dating violence,28–29
People of color.
See Asian American college survivors; Black college survivors; Indigenous college survivors; Latinx college survivors; Native Hawaiian and Pacific Islander survivors
Perpetrators.
See also Campus; Interventions; Victims
accountability and consequences for faculty and staff,133
dealing with denial and anger in,152–153
engagement and buy-in of treatment,151–154
legal representation of,153–154
male,176–177
overview of campus sexual misconduct,142–143
overview of treatment strategies for perpetrators of sexual violence,141–142
providers and,157–158
reintegration to campus,155
repeat offender,145–146
suspension of,154
timing and benefits of early treatment engagement,154
treatment and intervention services for,241
Personal space,7.
See also Sexual geographies
Philly Stands Up,189
Postdoctoral students,124–125
Posttraumatic growth,89
Posttraumatic stress disorder (PTSD).
See also Trauma-informed campus care
application of evidence-based treatments for,173–175
community engagement and activism as treatment for,175–176
evidence-based treatments for,173
with other clinical disorders,110
in survivors of,89, 102–103
trauma-focused therapies,174
vignette,111–113
Powerdescription of,170
disparities of,241
imbalance of,180, 241
Poyau, Rose,222
Pregnancy.
See also Title IX
discrimination against graduate students,121, 133
vignettes,133–136
Prevention, of SRV.
See also Children, prevention of SRV; Consent; Primary education, prevention of SRV in
body safety and privacy rules,17–18
consent,5–7
overview,xix, xxi, xxiii–xxiv, 1
teaching children to be upstanders,18
Primary education, prevention of SRV in,23–24
Privacy,18, 76–77
mental health support and,130–131
Private parts,8
Prolonged exposure (PE),103–104, 173
Providers, perpetrators and,157–158, 159
Psychoeducation, for survivors of SRV,102, 104
Psychological debriefing,102
PTSD.
See Posttraumatic stress disorder
Quasi-dating, description of,25
Quechua,212
Queer communities.
See also Safe Dates
advocacy as intervention,177–179
application of evidence-based treatments to,173–175
description of,170
community engagement and activism,175–176
coping,176
evidence-based treatments for PTSD in,169–173, 179–180
limitations of treatment and recommendations,179–180
living with internalized oppression,176
physical victimization of,27–28
Queer reading,193
Queeringaccompaniment concept,196
description of,193
interventions,193–194, 201
process of,193
TGE survivors,194
witnessing process,196
Raceprevalence of ARA and,26
vignettes,164–166
Rapeforcible experiences of,40
myth acceptance of,144–145
Rape, Abuse, and Incest National Network (RAINN),211–212
Rape Education Project,41
Religion,228–230
Resilience, community and,176, 177, 214–215
Respondentscivil action options,70
complaints against,63
criminal report option,65–67
institutional disciplinary report option,67–69
institutional jurisdiction over harmful conduct,69–70
Restorative justice,73, 157, 199
Restraining order,70
Retaliation,76–77
Retraumatization,88
Revised Sexual Harassment Guidance,62
Risk-Need-Responsivity (RNR),142, 159
Romantic aggression, in adolescents, definition of,24–25
Ruff, Wesley,41
Safe Dates,31, 33.
See also Queer communities
Safetyaccommodations,72
principle,92
support in planning,131–132
Sanctions, versus conditional terms,149–150
SARS-CoV-2 disease.
See COVID-19 pandemic
Saving face,208
SayHerName,214
Science-based Treatment Accountability and Risk Reduction for Sexual Assault (STARRSA),150–151, 159
Secondary trauma response,89–90
Self-care,95
Self-defense, as prevention of SRV,39–42
Sertraline (Zoloft), for treatment of PTSD,173
Sex work,226–227
Sexism, myths about,40
Sexual abuse, in adolescents,6
Sexual and relationship violence (SRV).
See also Institutions; Prevention, of SRV; Survivors, of campus assault
allegations of,149–151
bystander interventions for,31
causes of,xxi–xxii
definitions of,xvii
during social events,xxi
effects on survivors,xviii
as form of oppression,xx
as imbalance of power and systemic injustice,xix
incidence as measure of prevention effectiveness,44
outdoor stranger attacks,40–41
overview,xvii–xxv
prevalence of,130
public health research on,240
rates of,xvii, 108
relapse plan,142
sexual education of children, overview,3–5
stranger danger and,xx
TGE survivors of,194
Sexual assault forensic examination (SAFE),66, 102
Sexual behaviors, risky,29
Sexual body parts,14
Sexual citizenship,19, 147
Sexual Citizens,158
Sexual geographies,147.
See also Personal space
Sexual harassmentamong graduate students,126
description of,60–61
Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine report,49
Sexual misconductoverview,142–143
principles for treating students responsible for,156–157
procedures and process for campussexual misconduct allegations,149–151
queer community perception of,172
vignettes,145, 146
Sexual objectification,5
Sexual orientation, harassment and,60–61
Sexual projects,147
Sexual victimization,169
prediction of,172
Sexual violence,5.
See also Perpetrators; Survivors, of campus assault; Violence
in the asexual community,179–180
clinical services for,233–235
conditions of,206–207
description of,188–189
historical context of,215
labeling,225
prevention and response efforts,230, 236
reporting,209
types of,190
Sexualitytaboos about,16
tips for talking to children about consent and,12–16,
17vignette about natural moments to bring up sexuality,16
Shifting the Paradigm: Primary Prevention of Sexual Violence guide,43
Shifting Boundaries,32
Siblinghood Survivor Listening Circles,214
Sista II Sista,214
Skills for Youth Relationships,31
Snorton, C. Riley,188
Social ecological model (SEM),30–32
Socialization, gender role and,xxiii
Social media,159
Social support networks,227
Societal trauma,83,
84Spirituality,228–230
SRV.
See Sexual and relationship violence
Stalkingamong graduate students,125–126
on campus,xviii
description of,xviii
types of,126
Stanford Daily,39–40
Stanford Native American Cultural Center,51
STARRSA.
See Science-based Treatment Accountability and Risk Reduction for Sexual Assault
Stereotypes, identity-related,xix–xx
“StoryCraft on Sexuality,”50
Stranger danger,xx
Students.
See also Adolescents; Children; University and college education, prevention of SRV in
harm experience of,228
options for responding to harm,65–74
sexual experiences of,225
undocumented,xxii
Substance Abuse and Mental Health Services Administration,91
Substance use, as risk factor for dating violence,29
Survivors, of campus assault,179.
See also Asian American college survivors; Black college survivors; Indigenous college survivors; Latinx college survivors; Native Hawaiian and Pacific Islander survivors; Sexual and relationship violence; Sexual violence
barriers to treatment seeking and access,107–113,
108,
109campus resources for,109–110
clinical interventions for,101–107
graduate students’ barriers to reporting and accessing resources,129–130, 137
judgmental labels of,105
language with,39
with limited financial means,110
overview,101
SRV effects on,xviii
support for people of color,207–208
survivor-centered approach to healing,229–230
on White college campuses,215
Survivors Agenda,214
Suspension, of perpetrators,154
Taylor, Breonna,209, 234
Teen Choices,31
Teen dating violence.
See Adolescent romantic aggression
TGE.
See Trans and gender-expansive individuals
Title IX (legislation),xxii, 240.
See also Institutions; Pregnancy
Biden Administration and,61, 72
compliance with,235
DOE description of,60
enforcement of,60
history of,60–65
jurisdiction of,63
policy of,xix
process of,152
protection of all genders,60–61
protections of,xxii
regulations,63–65
response to SRV,xxii
Trump Administration and,63
understanding of,127
Trans and gender-expansive (TGE) individuals,186
barriers to help seeking,208
rates of SRV in,200
restrictions of,195–196
stigma against,190–191
Transformative justice,178
Transgender, genderqueer, and nonbinary (TGQN) individuals,186
Transgender students, SRV and,192–198
accessing care,194–196
benefits of trauma-informed and non-pathologizing practices,196–198
context of carceral feminism,188–190
decolonizing mental health and systems of oppressions as tools toward healing,198–200
historical context and roots of violence,187–192
legal and contemporary context,190–192
overview,185–187
prevalence of ARA in teenage,27
stigma against,190–191
Transmisogynoir, description of,188
Trans People of Color Against Violence,189
Transsexualism,191
Trans Women of Color Collective,214
Trauma.
See also Trauma-informed campus care
American Psychiatric Association definition of,xviii
behavioral signs of trauma in the classroom,88
COVID-19 pandemic,84–85
definitions of,82
healing from,89
levels of,83,
84multiple,83
physiological responses to,85–86
processing,223–224
reactions to,87–88,
87retraumatization,88
secondary impacts of,89–90
stress responses to,86
systems-level effects of,90
Trauma-focused therapies, for PTSD,174
Trauma-informed campus care,224–225.
See also Institutions; Posttraumatic stress disorder; Trauma; Violence
framework of,90–95
key principles of,240
overview,57, 81
principles of,90–93
ways of responding to impacted student,93–95
Trauma stewardship,89
Trump Administration,63, 191
Trustworthiness and transparency principle,92
Twins,3–4, 6–7
United Tribes Technical College,232
University and college education, prevention of SRV inbystander interventions,46–47
higher education as a system,146–147
history of,39–43
interventions for graduate students,47–51
interventions for undergraduate students,45–47
in loco parentis,146
principles of effective prevention programs in practice,51,
52public health model,43–51
self-efficacy and,46
vignette,39–40
U.S. Department of Education (DOE),xxii, 60
U.S. Educational Amendments,xix, xxii
Vicarious traumatization,89
Victim Rights Law Center et al. v. Cardona,64
Victims.
See also Perpetrators
language and,39
White cisgender women,xx
Vignettesabout being open and curious,14, 15
about consent and sexuality in children,12–13
about natural moments to bring up sexuality,16
of alcohol use,145
of barriers to treatment seeking and access to survivors of SRV,110–113
of bystander,47
of courtship skills,144
of cognitive processing therapy,111–113
of culture,164–166
of higher education,148–149
of intersectionality,148–149
of intimate partner violence,24
of pregnancy discrimination of graduate students,133–136
of PTSD,111–113
of race,164–166
of self-care,95
of self-defense as prevention of SRV,39–40
of sexual misconduct,144, 145
Violence.
See also Sexual violence; Trauma-informed campus care
intimate partner,xviii
risk factors for and consequences of teen dating violence,28–30
SEM as intervention for dating violence,30–32
sexual,5
against TGE students,200–201
Virginia Sexual and Domestic Violence Action Alliance,42
Virtual Healing Circle: Mirror Memoirs for Asian Pacific Islander queer and TGE communities,214
White supremacydefinition of,169–170
“dominantly” versus “predominantly” White,206
infrastructure of,181
notion of “going it alone,”178
Witnessing process,196
Womenphysical victimization of,27–28
pregnancy discrimination of graduate students,121, 133, 133–136
queer,27–28
rates of SRV on campus,xvii
as victims,xx
Womxn,187
n2
World Professional Association for Transgender Health,191, 195
Xenophobia,84–85
Zoloft (sertraline), for treatment of PTSD,173
