Being a SAT Facilitator

Your main tasks will be to a) facilitate group discussions at the SAT in March and b) be as prepared as possible for this task by engaging fully in our facilitator training process. Regarding the training, we invite you to read through the resources provided to you on this website and through the MyCourses page created for the SAT. Two to three specific readings will be assigned per training. We estimate that readings will take about 2 hours per week. We ask that you attend all nine of the facilitator training meetings, with the acknowledgment that unexpected events may arise and you may need to miss an occasional meeting.  In order for the facilitator training to be successful, almost all of the facilitators must attend and be fully engaged in all of the training sessions held during the Wednesday “free” hour: (2:30 to 3:45) on these dates.:   

September 8


September 22


October 13

October 27


November 10


December 1

January 26


February 9


February 23

 

 

After the SAT on March 6,, there will be two additional meetings for facilitators. Both will be held in the Sturges Aud during the Wed free hour. Specifically, we'll hold a debriefing meeting on March 23 and an open meeting to plan for post-SAT action on April 6.

 

 

 

Jan 26 Training Meeting

 

The Jan 26 training topic is “Responses to campus sexual assault: National practices, problems, recommendations and local implications.”  We will be discussing national and local practices and formulating questions about our local practices to submit to guest panelists at the following training on Feb 9.

 Required Readings for Jan 26

ACHA Guidelines (April, 2007). Position statement on preventing sexual violence on college and university campuses. (2 pages)

Karjane, Heather M., Fisher, Bonnie S., & Cullen, Francis T. (2005). Sexual assault on campus: What colleges and universities are doing about it. Research for Practice Report Commissioned by the National Institutes for Justice.  (pp. 1-18)

Baldizan, L., Falkson, L. B., & Grant, M. B. (2009). Navigating a complaint of sexual assault through a campus disciplinary process. (pp. 1-20). In D. H. Barry and P. H. Cell (Eds.) Campus sexual assault response teams: Program development and operational management.

Center for Public Integrity Articles  (all three are very short!)

Lombardi, Kristen & Jones, Kristen (2009). Campus sexual assault statistics don’t add up. http://www.publicintegrity.org/investigations/campus_assault/articles/entry/1841/

Lombardi, Kristen (2009). Barriers curb reporting on campus sexual assault. http://www.publicintegrity.org/investigations/campus_assault/articles/entry/1822/

             Lombardi, Kristen (2010). A lack of consequences for sexual assault.  http://www.publicintegrity.org/investigations/campus_assault/

 

Dec 1 Training Meeting

 

The final SAT training session of the fall 2010 semester will be held on December 1. We will resume trainings in January (on Jan 26, we will discuss national and local campus practices, on Feb 9 we will have a panel discussion to learn more about our campus and recommendations from experts, including a SANE nurse and a rape crisis advocate), and on Feb 23 we will discuss planning the group discussions for the Teach In event.

 

Our topic for Dec 1 will be Shifting the focus: Social norms and risk/safety in college communities.There are two required readings and one internet link with audio clip of an October 2010 incident at Yale. For each of these, consider how this information relates to social norms and perceived and actual risk/safety at Geneseo.

1. Boswell, A. A., & Spade, J. Z. (1996). Fraternities and collegiate rape culture: Why are some fraternities more dangerous places for women? Gender and Society, 10, 133-147.

 

2. Burn, S. M. (2009). A situational model of sexual assault prevention through bystander intervention.  Sex Roles, 60, 779-792.

 

3.(please copy and paste this weblink):  http://www.thefrisky.com/post/246-yale-frat-pledges-march-through-campus-chanting-no-means-yes/

 

Recommended: Haze (a documentary) accessible at

The film depicts campus social norms that create risk for preventable threats to individual physical safety, including alcohol poisoning, physical injury, sexual assault, and death.

 

November 10 Training Meeting

The Nov 10 training topic is alcohol and partying. There are two required readings and one website (with ♪ ♫ music! ♫ ♪) for you to review (available below and also as pdf files under "Contents" on the SAT MyCourses page; see Readings and Resources for access).

Reading 1: Armstrong, Elizabeth A.,Hamilton, Laura, & Sweeney, Brian (2006).Sexual assault on campus: A multilevel, integrative approach to party rape. Social Problems, 53, 483-496.

Questions to consider: What are the multiple levels of understanding party rape? What are the implications of this conceptualization for promoting campus safety?

Reading 2:Van der Kloet, Erika (2010). Sexual victimization during the first two months at SUNY Geneseo: Sex differences in rates and risk. Report written for Spring 2010 Advanced Research Methods in Psychology: Sexual Aggression. 

Questions to consider: Which first year students seem to be at greatest risk for (hetero)sexual assault during the transition to Geneseo?  Why? What are some reasons that hooking up and binge drinking might affect risk for some students?

Website: Top Five Date Rape Anthems: http://www.washingtoncitypaper.com/blogs/sexist/2009/05/18/top-five-date-rape-anthems/  (please copy and then paste this link)

Other recommended reading available on MyCourses, especially: McGregor, Joan (2005). Factors undermining consent: Incapacitation (pp. 146-155). Is it rape? On acquaintance rape and taking women’s consent seriously. Ashgate.

 

 

Oct 27 Training Meeting

For the Oct 27 training, please read the following three required chapters (available below and also as pdf files under "Contents" on the SAT MyCourses page; see Readings and Resources for access).

 

1. Gavey, Nicola (2005). Heterosexuality under the microscope. (pp. 102-135). Just sex: The cultural scaffolding of rape. Routledge.

Questions to consider: According to Gavey, what are the primary ways that people think about men’s and women’s motivations for engaging in (hetero)sex?  From where do these ideas originate?  How do these ideas affect conceptions of sexual assault? 

2. Gavey, Nicola (2005). Turning the tables: Women raping men?  (pp. 193-213).  Just sex: The cultural scaffolding of rape. Routledge.

Questions to consider: How do ideas about hetero(sex) affect how people tend to think about male victims of female assault? How does the analysis of the “White Castle” film clip illustrate these influences? What are the multiple problems associated with conceptualizing sexual assault solely as perpetrated by men against women?

3. Funk, Rus Ervin (2006). Queer men and sexual assault: What being raped says about being a man (pp. 131-146). In C. Kendall and W Martino (Eds), Gendered outcasts and sexual outlaws: Sexual oppression and gender hierarchies in queer men’s lives. Harlington Park Press.

Questions to consider: According to Funk, what does being raped say about “being a man”? What types of sexual assaults are experienced by men perpetrated by other men?

 

Also recommended: Other MyCourses readings, especially  Serano, Julia. (2008). Why nice guys finish last. (pp. 227-240). In J. Friedman & J. Valenti (Eds.), Yes means yes: Visions of female sexual power and a world without rape. Seal Press.  (Note: The Serano article is on the long side. Suggested sections:  227-230 (end at second paragraph), 231 (last pp)-233 (end at 2nd pp), 1st pp on 236, 237 (last pp)-240)

Oct 13 Training Meeting

For the Oct 13 training, please read the following three brief articles (available below and also as pdf files under "Contents" on the SAT MyCourses page; see Readings and Resources for access) and be prepared to discuss them and answers to the questions provided

 

            Peterson, Latoya (2008). The not-rape epidemic. (pp. 209-220). In J. Friedman & J. Valenti (Eds.), Yes means yes: Visions of female sexual power and a world without rape. Seal Press.

1.                             Questions to consider: : Peterson describes a “not-rape” experience with someone she calls Puffy. Would you consider that experience to be a form of sexual assault? Why or why not?

Kahn, Arnie S. (2004). What college women do and do not perceive as rape. Psychology of Women Quarterly, 28, 9-15.

Questions to consider: According to Kahn, what is a hidden rape victim?  What are the problems with that term? What factors are associated with identifying nonconsensual activity as “rape”?  Which seem to “count” as rape to you? Which do not?

Girshick, Lori B. (2002). Does she call it rape? (pp. 105-118). Women to women sexual violence. Northeastern University Press.

                      Questions to consider:  According to Girshick, how do women who have been sexually assaulted by other women define their experiences? How did some of these definitions shift over time?

 

 *******************************************************************************************************************

Sep 8 Training Meeting

 

For the Sep 8 training, please read the following two brief articles (available below and also as pdf files under "Contents" on the SAT MyCourses page; see Readings and Resources for access) and be prepared to discuss them at our first meeting. In addition, please take part in the pre-test

Loewe, B. (2007). How we enter: Men, gender and sexual assault. (pp. 98-102). In  S. Tarrant (Ed), Men speak out: Views on gender, sex, and power. Routledge.  

            Valenti, Jessica (2010). Public punishments. (pp. 145-165). The purity myth: How America’s obsession with virginity is hurting young women.  Seal Press.

Also recommended if you have the time:  other readings in this first section on the MyCourses content page, especially Anderson, Irina, & Doherty, Kathy (2008). Rape supportive culture and the rape victim. (pp. 1-24). Accounting for rape: Psychology, feminism, and discourse analysis in the study of sexual violence. Routledge. (defines rape myths, discusses rape supportive culture, secondary victimization, includes information about male rape and police response, opens with provocative vignettes illustrating the common tendency to focus on the behavior of victims, rather than perpetrators)