Strategies for Sexual Assault Response NAFSA Region II Conference October 2008 Park City, Utah

Introduction  Who has dealt with this issue in education abroad?  Sexual Assault Facts Definitions: rape, acquaintance rape, drug-facilitated assault, sexual harassment, etc. Continuum

Statistics  1 out of every 6 American women have been the victims of an attempted or completed rape in their lifetime (14.8% completed rape; 2.8% attempted rape)  About 3% of American men — or 1 in 33 — have experienced an attempted or completed rape in their lifetime. In 2003, 1 in every ten rape victims were male  In the United States, approximately 1,900 women are sexually assaulted every day 73% of sexual assault survivors know their attackers 38% of rapists are a friend or acquaintance 28% are an intimate 7% are a relative It is estimated that under 10% of sexual assaults are actually reported to police Source: U.S. Department of Justice National Crime Victimization Study

Effects of sexual assault  Most people will never tell anyone; if they do, it's most likely a friend  Barriers to reporting: don’t want family/other people to know, fear of it being made public, thinking nothing can be done, fear of police, thinking it’s their fault, etc.  Typical reactions: crying, anger, shock, disassociation, nothing. Everyone reacts differently  Victims of sexual assault are: 3 times more likely to suffer from depression 6 times more likely to suffer from post-traumatic stress disorder 13 times more likely to abuse alcohol 26 times more likely to abuse drugs 4 times more likely to contemplate suicide Source:

How & when might we hear?  How? Phone From parents From other students From the student From on-site program staff From news story  When? Immediately Later during the term After the student has completed the term abroad

Working with Victims -the interpersonal skills  Tips if hearing directly from the victim What to do, what not to do First concern should be their well-being  Vocabulary “Victim” vs. “survivor” Avoiding “why” questions Use words they are using Feedback & impact

Working with Victims -the interpersonal skills, cont.  Empathic listening skills Check in with yourself Intonation Take notes Follow their lead Support (esp. on decision to report to law enforcement or not)  Learns ways to not “blame the victim” Wide-spread beliefs, including women Case study: Female student in Paris Supportive phrasing (“tell me how” not “why”) Always believe the victim Avoid blame, even if it’s your gut reaction – it will not create trust & it impedes healing Examine at your orientation materials Remember, the perpetrator is always responsible for his/her crime

Working with Victims -the interpersonal skills, cont. Empathy statements  “That must have been really scary” Paraphrasing back Minimal encouragers (uh-huh...) Normalizing  “I think you’re responding in a completely normal way.” Silence is okay  “It’s okay, take your time.” Match tone & pacing “What might be helpful for you right now?” “I’m really glad you called.”

Working with Victims -the interpersonal skills, cont.  Working with secondary victims Focus on them Vicarious trauma Encourage them to allow primary victim to regain control of decisions Case study: Students in SE Asia If parents, may want to fly there to "help" - but this is only a good idea IF the student wants them there Challenges: victim-blaming, education, men’s only “allowable” emotion, etc.

Resources ready  Referral to local crisis center or therapist who can practice in English  Resources for male and female students Case study: Male student in Madrid, Spain Men are even less likely to report, but can be victims too  RAINN Online Hotline

RAINN: Rape, Abuse, & Incest National Network  Free, confidential, secure online hotline (24/7)  Provides crisis support, questions about recovering, info about medical issues, referrals to resources (19+ international)  For victims, friends, family  Works just like instant messaging 

Reporting  Know how law enforcement works at the program site  Know when you & your staff are mandatory reporters Faculty-led programs? Students under 18? Victim & perpetrator both from U.S.?  Case study: Students in Quito, Ecuador Anytime you hear?  Victim’s Compensation Must cooperate fully Sometimes victim’s insurance must be used first Medical, dental, therapy, etc.

Being Proactive  Creating an open culture at program site Have someone students feel comfortable confiding in  Written procedures for what to do/who to contact Act immediately If on-site, inform U.S. institutional contact as soon as possible  Create & foster relationships with relevant offices (e.g. victim’s advocates, hotlines, on-campus)  Train on-campus and on-site staff Including your faculty directors

Orient Your Faculty/Resident Directors  Don’t assume your faculty directors know how to deal with sexual assault/harassment  Provide orientation on how to recognize and deal with this issue  Communication and sensitivity are key

What Faculty/Resident Directors Need to Know  Home institution/Education Abroad office policies and procedures  Identify local attorney for consultation (the U.S. Embassy may be able to provide a list) about host country laws and procedures  Identify local medical doctor for consultation

Some Issues  Men are victims of sexual assault as well as women but may be less likely to seek help  If faculty/resident director is of the opposite sex of victim, the victim may be hesitant to talk to the director  Sexual assault of one student can affect the rest of the student group – do not neglect their mental health

Questions?  The presentation & a resource guide will be available on the NAFSA Region II website after the conference  Contact: Liza Hensleigh, Ann Halpin,