Perceptions of a Rape Prevention Program by Fraternity Men and Male Student Athletes: Powerful Effects and Implications for Changing Behavior

Foubert, John D.; Cowell, Edwin A.

doi:10.2202/0027-6014.1411

Cited by 27 publications

(47 citation statements)

References 8 publications

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“…There was also remarkable consistency in the patterns of responses for members of the various racial groups falling into different themes. Furthermore, reactions of men of color in the present study reacting to The Men's Program closely parallel the results studying the reactions of mostly Caucasian men's reactions in prior studies (Foubert and Cowell 2004;.…”

Section: Limitations and Implicationssupporting

confidence: 84%

“…Given the potential for a strong emotional impact on audience members, particularly survivors of sexual assault, several disclaimers are given to participants and appropriate resources are offered. Over time, the program has been modified in accordance with feedback obtained through quantitative and qualitative evaluation studies of mostly Caucasian students (Foubert 2000;Foubert and Cowell 2004;Foubert and Newberry 2006;Foubert and Perry 2007).…”

mentioning

confidence: 99%

“…For example, a focus group study with a follow-up survey of fraternity men and student athletes has shown evidence of lasting attitude and behavior change resulting from this program (Foubert and Cowell 2004;Foubert and Perry 2007). Participants who gave feedback in these focus groups and on a follow-up survey attributed their changed attitudes and changed bystander behavior to their program participation.…”

mentioning

confidence: 99%

“…Most reported both attitude and behavior change. Focus group participants also suggested that adding material to what was then the program to address the impact of alcohol on intimate situations (Foubert and Cowell 2004).…”

mentioning

confidence: 99%

“…More recently, Foubert and Cowell (2004) conducted focus groups with fraternity members and male student athletes immediately after they first saw The Men's Program. They found that participants reported increased empathy toward rape survivors, which participants attributed to seeing the aforementioned videotape.…”

mentioning

confidence: 99%

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Reactions of Men of Color to a Commonly Used Rape Prevention Program: Attitude and Predicted Behavior Changes

Foubert

Cremedy

2007

Sex Roles

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African American, Latino, and Asian first-year college men (36) saw The Men's Program, an all-male rape prevention workshop, and wrote answers to four openended questions to determine how men from non-white groups react to a commonly used rape prevention program. Using a multi-stage inductive analysis, participant responses fell into five main themes including reinforced current beliefs and/or no changes, increased awareness of rape and its effects on survivors, increased understanding of consent, plans to intervene if a rape might occur, and plans to change behavior in their own intimate situations. Participants mentioned specific ways in which they planned to change personal behavior, and ways in which they planned to intervene if they saw potentially dangerous situations.

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Section: Limitations and Implicationssupporting

confidence: 84%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Reactions of Men of Color to a Commonly Used Rape Prevention Program: Attitude and Predicted Behavior Changes

Foubert

Cremedy

2007

Sex Roles

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Reducing cyberbullying: A theory of reasoned action‐based video prevention program for college students

Doane

Kelley

Pearson

2015

Aggressive Behavior

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Few studies have evaluated the effectiveness of cyberbullying prevention/intervention programs. The goals of the present study were to develop a Theory of Reasoned Action (TRA)-based video program to increase cyberbullying knowledge (1) and empathy toward cyberbullying victims (2), reduce favorable attitudes toward cyberbullying (3), decrease positive injunctive (4) and descriptive norms about cyberbullying (5), and reduce cyberbullying intentions (6) and cyberbullying behavior (7). One hundred sixty-seven college students were randomly assigned to an online video cyberbullying prevention program or an assessment-only control group. Immediately following the program, attitudes and injunctive norms for all four types of cyberbullying behavior (i.e., unwanted contact, malice, deception, and public humiliation), descriptive norms for malice and public humiliation, empathy toward victims of malice and deception, and cyberbullying knowledge significantly improved in the experimental group. At one-month follow-up, malice and public humiliation behavior, favorable attitudes toward unwanted contact, deception, and public humiliation, and injunctive norms for public humiliation were significantly lower in the experimental than the control group. Cyberbullying knowledge was significantly higher in the experimental than the control group. These findings demonstrate a brief cyberbullying video is capable of improving, at one-month follow-up, cyberbullying knowledge, cyberbullying perpetration behavior, and TRA constructs known to predict cyberbullying perpetration. Considering the low cost and ease with which a video-based prevention/intervention program can be delivered, this type of approach should be considered to reduce cyberbullying.

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Reimagining the Study of Campus Sexual Assault

Harris

Cobian

Karunaratne

2019

Higher Education: Handbook of Theory and Research

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Perceptions of a Rape Prevention Program by Fraternity Men and Male Student Athletes: Powerful Effects and Implications for Changing Behavior

Abstract: O

Cited by 27 publications

References 8 publications

Reactions of Men of Color to a Commonly Used Rape Prevention Program: Attitude and Predicted Behavior Changes

Reactions of Men of Color to a Commonly Used Rape Prevention Program: Attitude and Predicted Behavior Changes

Reducing cyberbullying: A theory of reasoned action‐based video prevention program for college students

Reimagining the Study of Campus Sexual Assault

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