Creating Response Protocols to Intervene in Violence Against

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 Althea Hart, Training & Resource Coordinator althea@calcasa. org Livia Rojas, Training & Resource Coordinator livia@calcasa. org

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 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

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, Ph. D Associate Dean of Students Reed College Portland, OR 7

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 survivor and community } Informed by federal, state, local laws } Addresses key barriers

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 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 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” } 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 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 ◦ 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 } 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, 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 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 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 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 caregivers - counselors, RA’s, RD’s

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

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, Office on Violence Against Women