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Creating Response Protocols to Intervene in Violence Against Women Campus Webinar Series Tuesday, July Creating Response Protocols to Intervene in Violence Against Women Campus Webinar Series Tuesday, July 27, 2010

Campus Program Staff 2 • • • Dan Esparza, Campus Program Manager dan@calcasa. org Campus Program Staff 2 • • • Dan Esparza, Campus Program Manager [email protected] org Althea Hart, Training & Resource Coordinator [email protected] org Livia Rojas, Training & Resource Coordinator [email protected] org

July Agenda 3 I. CALCASA Announcements II. Technical Instructions III. Presentation by Dr. Peter July Agenda 3 I. CALCASA Announcements II. Technical Instructions III. Presentation by Dr. Peter J. Meagher IV. Q&A

Announcements 4 • • • Next Campus Webinar: presenters Rachel Griffin & Shira Tarrant Announcements 4 • • • Next Campus Webinar: presenters Rachel Griffin & Shira Tarrant Tuesday, August 27 th, 2010 @ 11. 00 a. m. PST Webinar materials on CALCASA. org/campus Next Training & Technical Assistance Institute (TTI)

How to use the Technology 5 Raise Hand Q&A Text Chat Power. Point Slides How to use the Technology 5 Raise Hand Q&A Text Chat Power. Point Slides

Chatting on i. Linc 6 How has your campus created a coordinated response policy, Chatting on i. Linc 6 How has your campus created a coordinated response policy, if at all? Use chat to answer

7 Creating Effective Response Protocols to Intervene in Violence Against Women Peter J. Meagher, 7 Creating Effective Response Protocols to Intervene in Violence Against Women Peter J. Meagher, Ph. D Associate Dean of Students Reed College Portland, OR 7

Overview 8 } Review Crisis Management Cycle } Explore strategies to build allies } Overview 8 } Review Crisis Management Cycle } Explore strategies to build allies } Understand impediments to reporting } Examine components of response protocols

Key Principles 9 } Process is comprehensive } Mandatory response } Balances needs of Key Principles 9 } Process is comprehensive } Mandatory response } Balances needs of survivor and community } Informed by federal, state, local laws } Addresses key barriers

Crisis Management Cycle 10 10 Zdziarski II, E. L. , Dunkel, N. W. , Crisis Management Cycle 10 10 Zdziarski II, E. L. , Dunkel, N. W. , Rollo, J. M. , & Associates (2007). Campus crisis management: A comprehensive guide to planning, prevention, response, and recovery. San Francisco: Jossey-Bass.

Crisis Management Cycle II 11 11 1. Planning 2. Prevention 3. Response 4. Recovery Crisis Management Cycle II 11 11 1. Planning 2. Prevention 3. Response 4. Recovery 5. Learning Zdziarski II, E. L. , Dunkel, N. W. , Rollo, J. M. , & Associates (2007). Campus crisis management: A comprehensive guide to planning, prevention, response, and recovery. San Francisco: Jossey-Bass.

Planning Phase 12 12 } Essential to establish buy-in across campus through building Community Planning Phase 12 12 } Essential to establish buy-in across campus through building Community Coordinated Response Team (CCRT) } Process is informed by barriers to reporting } Create a model policy } Develop culturally competent response protocols and practices } Train key campus constituents (residence life, judicial/conduct, health & counseling, security/community safety)

Planning Phase - Building Allies 13 13 } Get support from “the top” } Planning Phase - Building Allies 13 13 } Get support from “the top” } Capitalize on opportunities } Leverage the grant (MOU, requirements etc. ) } Reach out and cultivate key relationships (e. g. , athletics) } Invite to Technical Training Institutes } Involve in the creation of the grant proposal

Planning Phase Reviewing Impediments to Reporting 14 14 } Unclear who to go to Planning Phase Reviewing Impediments to Reporting 14 14 } Unclear who to go to or what will happen } Alcohol and drug policy may inhibit victim/witnesses from coming forward } Perpetrator (or friend/family/coach of perpetrator) intimidates/influences victim to discontinue process } Requirement to report to police may inhibit reporting

Making it Safe to Report 15 15 } Faculty, staff and students know ◦ Making it Safe to Report 15 15 } Faculty, staff and students know ◦ who they report to (institution will act) ◦ who they can talk with confidentially Key staff receive training on: ü Sexual assault, dating violence, stalking ü How to support a survivor ü Available options }

Response Protocols - General 16 16 } Vary by department and role of responder Response Protocols - General 16 16 } Vary by department and role of responder } Common elements: ◦ Copy of the Victim’s Bill of Rights ◦ Assistance with accessing medical care ◦ Information and assistance on available options – counseling, conduct office, police, housing ◦ Information on preserving evidence ◦ Review safety and logistical concerns } Assure responders have appropriate training and expertise } Create resource packet } Develop checklist for the responder

Response Protocols - Residence Life 17 17 } Distinguish between the different roles (RA’s, Response Protocols - Residence Life 17 17 } Distinguish between the different roles (RA’s, RD’s etc. ) } Train on issues with confidentiality } Help to identify warning signs (“I had a bad night”) } Bring the community partners into training } Explain emergency housing options

Response Protocols Campus Security/Law Enforcement 18 18 } } } Consider specially trained responders Response Protocols Campus Security/Law Enforcement 18 18 } } } Consider specially trained responders Develop ties with local law enforcement and victimservice organizations Create literature that is easy to carry and distribute (card with resources) Teach strategies that minimize re-victimization Offer refresher trainings on issues such as investigative techniques and forensic evidence gathering

Response Protocols Health & Counseling 19 19 } Have protocols in place to assure Response Protocols Health & Counseling 19 19 } Have protocols in place to assure immediate access to medical and crisis counseling services } Create response teams to go with survivor to the hospital } Develop routine questions on health surveys } Assure clinicians have adequate training on responding to trauma

20 20 Response Protocols Judicial/Conduct Programs } Explain options and student’s rights } Assign 20 20 Response Protocols Judicial/Conduct Programs } Explain options and student’s rights } Assign support person for both accuser and accused } Minimize the number of times the survivor tells their story } Offer options to participate in hearing without having to be in the same room as the alleged perpetrator } Use no-contact agreements } Review safety and logistical concerns

Recovery Phase 21 21 • Helping students close to the survivor • Caring for Recovery Phase 21 21 • Helping students close to the survivor • Caring for caregivers - counselors, RA’s, RD’s

Learning: Post-incident Debriefing 22 22 } Appoint a lead person to schedule meeting } Learning: Post-incident Debriefing 22 22 } Appoint a lead person to schedule meeting } Assemble team of individuals who were involved } Ask tough questions } Be open to hearing what did and did not work } Incorporate “lessons learned” into response process

Questions 23 23 Use text chat to pose questions Questions 23 23 Use text chat to pose questions

Webinar evaluation 27 24 7 9 Complete the webinar evaluation! The link to the Webinar evaluation 27 24 7 9 Complete the webinar evaluation! The link to the webinar evaluation was emailed to participants.

Acknowledgements 25 7 9 Peter J. Meagher Webinar participants U. S. Department of Justice, Acknowledgements 25 7 9 Peter J. Meagher Webinar participants U. S. Department of Justice, Office on Violence Against Women