Psychological Consequences Associated With Positive and Negative Responses to Disclosure of Sexual Assault Among College Women

Orchowski, Lindsay M.; Gidycz, Christine A.

doi:10.1177/1077801215584068

Cited by 99 publications

(88 citation statements)

References 69 publications

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“…One study found only 70% of colleges had information on whom to contact after a sexual assault is reported (Sabina & Ho, 2014). In addition, even when there is a response, some students have a negative experience after reporting an assault which can cause a secondary victimization and negatively impact the recovery process (Orchowski, & Gidycz 2015). These system issues create a culture where students don't want to report a sexual assault.…”

Section: Sourcesmentioning

confidence: 99%

Online Dating and the Risk of Sexual Assault to College Students

Scannell¹

2019

BHAC

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Background: Advances in technology have created different platforms, such as online dating, where college students can meet other people. One serious risk factor of using online dating is the risk of sexual assault. Many sexual predators will use online dating as a method to connect with potential victims who are often vulnerable and trusting.Aim: This paper discusses the risk of sexual assault among college students who use online dating sites. Faculty can be pivotal in educating students on the dangers of online dating and sexual assault. In addition, faculty members are in a position to recognize signs students may be exhibiting after a sexual assault, offer advice, and provide linkage to necessary services.Results: Risk factors of sexual assault are explored in depth, including predatory tactics and the vulnerability specific to college students. Provided are key safety tips for online dating as well as recommendations regarding resources and reporting to law enforcement.Conclusions: Online dating is popular among college students. Educating students in safety factors will enable them to consider the potential dangers and risk of sexual assault. In addition, higher education institutions must consider the needs of students and provide links to resources, support systems and reporting mechanisms.

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Section: Sourcesmentioning

confidence: 99%

Online Dating and the Risk of Sexual Assault to College Students

Scannell¹

2019

BHAC

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“…Help-providers' responses to disclosures can affect survivors' well-being after an assault. Survivors who receive positive, supportive reactions following a disclosure report better mental health (e.g., Campbell, 2008;Orchowski, Untied, & Gidycz, 2013;Ullman, 1999), while negative, unsupportive reactions exacerbate survivors' psychological distress (e.g., Orchowski & Gidycz, 2015;Orchowski et al, 2013;Ullman, & Relyea, 2016). Policies that require employees to report a student's identifying information to the university after a sexual assault disclosure even if the student does not want to report may be experienced negatively by employees and students (Holland et al, 2018).…”

Section: Ra Roles Under Federal and Institutional Policymentioning

confidence: 99%

Examining Responsible Employees’ Perceptions of Sexual Assault Reporting Requirements Under Federal and Institutional Policy

Holland¹

2019

Anal Soc Iss & Public Policy

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Sexual assault is a pervasive problem on college campuses. Federal laws have shaped policies addressing sexual assault in higher education. Title IX guidance requires universities to designate "Responsible Employees," who are required to report all sexual assaults they learn about to the university (even if the survivor does not want to report). Resident assistants (RAs) are an important source of support for students and increasingly designated as Responsible Employees. University mandatory reporting policies have significant implications for reporters' and survivors' lives, but there is a lack of research on how Responsible Employees perceive this role. The current study examined Responsible Employee RA perceptions of mandatory reporting, the relationship between RAs' experience of college sexual assault and perceptions of mandatory reporting, and whether trust in university response to sexual assault mediates this relationship. Data from 305 Responsible Employee RAs were analyzed. RAs' perceptions of their reporting role were varied. For instance, RAs believed that mandatory reporting complicates their other responsibilities. College sexual assault survivors had less trust in university response to sexual assault, which, in turn, predicted more negative perceptions of

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“…Academic psychiatrists should assist in developing campuswide training programs aimed at educating campus leaders, such as college officials, administrators, professors, counselors, and resident advisors, in how to appropriately and effectively respond to incidents of sexual violence in ways that support survivors [25]. Given the low rates by which students report sexual assault to official campus agencies [5] and the higher likelihood that they will discuss the incident with a peer [25], supervised peer counseling services should be established to provide safe spaces where students can discuss their experience in confidence and learn about further resources available to them on campus.…”

Section: Additional Training For Campus Leadersmentioning

confidence: 99%

“…Given the low rates by which students report sexual assault to official campus agencies [5] and the higher likelihood that they will discuss the incident with a peer [25], supervised peer counseling services should be established to provide safe spaces where students can discuss their experience in confidence and learn about further resources available to them on campus. Moreover, medical and mental health professionals working on college campuses should be informed about the situational factors that may contribute to risk and should be trained to sensitively, validly, and routinely screen for a history of sexual assault.…”

Section: Additional Training For Campus Leadersmentioning

confidence: 99%

Academic Psychiatry’s Role in Addressing Campus Sexual Assault

et al. 2016

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In 2011, the US President, Vice President, and Secretary of Education spotlighted the serious and pervasive issue of sexual assault in institutions of higher learning, offering comprehensive guidance to colleges and universities regarding student rights and needs. In 2014, the White House Task Force to Protect Students from Sexual Assault was established and the "It's On Us" public health campaign was launched, aiming to inspire and engage all members of college campus communities in preventing sexual assault and victimization. At the outset of the campaign, President Obama stated that sexual assault was an "affront to our basic humanity" [1]:It insults our most basic values as individuals and families, and as a nation. We are a nation that values liberty and equality and justice. And we're a people who believe every child deserves an education … free from fear of intimidation or violence. And we owe it to our children to live up to those values.The campaign partnered with student, faculty, and university organizations; the media; the Department of Justice; the Department of Health and Human Services; and other stakeholders. Through this campaign, efforts were undertaken to reach kindergarteners to high school seniors, first-year university students to college educators, and all levels of leaders in higher education.Later in 2014, the Massachusetts Institute of Technology (MIT) [2] reported the results of its Community Attitudes on Sexual Assault survey (35 % response rate, N = 3844 participants), endorsing strong, prosocial, respectful, and protective attitudes regarding consensual sexual relations and sexual safety. Nevertheless, 17 % of undergraduate women and 5 % of undergraduate men in this study reported an experience of unwanted sexual behavior during their college careers. When asked about more specific or "labeled" unwanted sexual behaviors, 5 % of the undergraduate women reported being raped, 14 % reported being stalked or followed or receiving repeated unwanted messages that made them feel uncomfortable, and 15 % reported that they had been sexually harassed. The most common perpetrators of these unwanted behaviors and acts of sexual violence were fellow students. These experiences were less commonly reported by undergraduate men and by graduate students in the study. Most survivors of these experiences had talked with someone, such as a friend, family member, or doctor, about what had happened, but only a very small proportion (fewer than 5 %) formally reported their experience to an institutional or other official. The MIT report emphasized the important positive role of bystanders in shifting social norms, for example, by speaking up against sexist remarks or unwanted behavior, checking in with others about whether they need assistance, and looking out for others by walking them home safely [3]. DeGue [4] has also highlighted the possible benefits of bystander efforts in preventing sexual assault.

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Psychological Consequences Associated With Positive and Negative Responses to Disclosure of Sexual Assault Among College Women

Cited by 99 publications

References 69 publications

Online Dating and the Risk of Sexual Assault to College Students

Online Dating and the Risk of Sexual Assault to College Students

Examining Responsible Employees’ Perceptions of Sexual Assault Reporting Requirements Under Federal and Institutional Policy

Academic Psychiatry’s Role in Addressing Campus Sexual Assault

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