Preventing Acquaintance Rape Through Education

Abstract

Emerging information that rape primarily occurs between acquaintances has not only exploded our understanding of this problem, but forced a reexamination of our notions of prevention. In recent years, the vast majority of rape prevention programs have taken the format of educational workshops, with the underlying assumption that change in rapesupportive ideologies will decrease the actual incidence of sexual aggression. This article critically reviews such rape prevention education wi:h particular focus on common techniques such as: "debunking" rape mythology, generating participant interaction, providing sexuality education and a feminist orientation, and avoiding confrontational a p proaches. Finally, theoretical and practical concerns are discussed regarding previous experiences of sexual victimization or perpetration, the conceptualization and use of outcome measures, issues of program facilitation, and processes underlying change in rape-supportive ideologies. It is concluded that future research must seriously address these many issues through thoughtful conceptualization and rigorous experimentation, so that the promise of rape prevention can be fully realized.Within the American consciousness exists a stereotypic rape. The rape is perpetrated by a psychopathic man hiding in the bushes with a knife, waiting to attack an unsuspecting young woman as she walks by. The woman fights strenuously during the rape, and after the attack she pro-Thanks go to Thom Moore, Louise Fitzgerald, Pat Morey, and the anonymous reviewers for their invaluable assistance in the preparation of this manuscript.

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

“…Belief system theory suggests that to produce lasting attitude change, interventions must be designed to maintain people' s existing self-conceptions (Grube et al, 1994). Yet, nearly all interventions reported in the literature assume male program participants to be potential rapists (Lonsway, 1996). Yet even convicted rapists rarely define their behavior as "rape" (Koss et al, 1987;Peterson & Franzese, 1987).…”

Rape Prevention With College Men

“…All male formats as opposed to mixed gender formats may limit confrontational and accusatory tones, which may decrease defensiveness (Breitenbecher, 2000, Schewe & O'Donohue, 1996. Lonsway (1996) suggested this may also allow for better attitudinal change through increased central route processing according to the elaboration likelihood model (ELM), that is, through a more careful and effortful evaluation of the messages due to an increase in perceived self-relevance (Petty & Cacioppo, 1981, 1986. Some researchers have begun evaluating program impacts on men at high risk to be sexually coercive (O'Donohue, Yeater, & Fanetti, 2003;Schewe & O'Donohue, 1996;Stephens & George, 2004).…”

Cinsel Saldırı Olgusuna Profesyonel Yaklaşımda Mezuniyet Sonrası Eğitimin Etkisi

“…Lonsway, tecavüz eğitim programlarının çoğunluğu nun, tecavüze ilişkin olumsuz tutum ve davranışlarda, olumlu yönde değişiklikler sağladığını belirtmektedir (6).…”

“…Field'da benzer çalışmasında eğitim programının polisler üzerin deki olumlu etkisini belirtmiştir (19). Feldman-Summers 30 dakika ile 2 saat arasında ki süreleri kapsayan eği tim seminerlerinin yeterince etkili olmadığı, eğitim programının 3-4 ay süreli olmasının gerektiği vurgulan maktadır (24,25). Eleştirilerden birisi de; eğitim sonrası takip dönemlerinin genellikle 2 hafta ile 3 ay arasında de ğişen kısa dönemler olmasıdır (26,27).…”