WEBVTT 1 00:00:00.000 --> 00:00:10.200 Jess Jung: Go ahead and get started, my name is Jesse young i'm associate professor of theater at India few but also a faculty fellow in the office of the provost, which is why I have. 2 00:00:10.469 --> 00:00:17.760 Jess Jung: the pleasure of welcoming you to the MDS you faculty research series on engaged citizenship and inclusion. 3 00:00:18.359 --> 00:00:27.390 Jess Jung: This series showcases the scholarly research of india's you faculty who have published on matters of social responsibility, quality and inclusion. 4 00:00:27.990 --> 00:00:36.480 Jess Jung: today's talk the health effects of the knee to movement by gender, public health implications of the social movement features Andrea Houston. 5 00:00:36.930 --> 00:00:51.570 Jess Jung: Mary Larson keirstead Nelson and megan telkom i'll hand it over to them in a moment, but first I should welcome Al Bernardo to speak on the library resources that support this research series as well. 6 00:00:52.770 --> 00:01:07.440 Al Bernardo: Yes, thank you, so the libraries are happy to be partnering with engage citizenship and inclusion research series and we've provided some additional contextual information and resources to accompany today's presentation, which I will right now. 7 00:01:08.490 --> 00:01:24.030 Al Bernardo: post in the chat that also includes a link to the previous presentations, which includes the video, in most cases, if you happen to miss one of those as well as the page with more information about the library's commitment to equity diversity and inclusion thanks. 8 00:01:26.070 --> 00:01:36.630 Jess Jung: yeah the work that the library has done on this is so wonderful, so please do you click on that link with that I will hand it over to our presenters today thanks so much for being here. 9 00:01:37.350 --> 00:01:38.610 Mary Larson, (she/her) PhD, MPH, RD, CHES: All right, thank you. 10 00:01:38.850 --> 00:01:47.550 Mary Larson, (she/her) PhD, MPH, RD, CHES: Good afternoon, everyone and first I just like to start off by thanking the office of the provost and jess young for hosting. 11 00:01:48.030 --> 00:01:58.380 Mary Larson, (she/her) PhD, MPH, RD, CHES: The nds you faculty research series on engaged citizenship and inclusion and also to you, the participants for attending our virtual session today. 12 00:01:59.100 --> 00:02:04.410 Mary Larson, (she/her) PhD, MPH, RD, CHES: i'm Mary Larson and i'm joined again by my colleagues, Andrea uses those little. 13 00:02:05.220 --> 00:02:19.770 Mary Larson, (she/her) PhD, MPH, RD, CHES: Kirsten Nelson and megan Talca and we are excited to present our our work and our paper health effects of the hashtag knee to movement by gender, public health implications of a social movement next slide please. 14 00:02:22.380 --> 00:02:34.110 Mary Larson, (she/her) PhD, MPH, RD, CHES: In terms of an outline today we're just going to cover a definition of sexual harassment, a brief background related to the prevalence of sexual harassment and health correlates. 15 00:02:37.230 --> 00:02:53.370 Mary Larson, (she/her) PhD, MPH, RD, CHES: And our methodology and results from our study and then nds use specific strategies and implications of public movements social movements such as hashtag me too, and then some recommendations. 16 00:02:54.990 --> 00:02:55.440 Mary Larson, (she/her) PhD, MPH, RD, CHES: it's like. 17 00:02:58.170 --> 00:03:12.900 Mary Larson, (she/her) PhD, MPH, RD, CHES: On October 17 October 15 2017 actress alyssa milano pictured on the right tweeted if you've been sexually harassed or assaulted right me too as a reply to this tweet. 18 00:03:13.770 --> 00:03:37.230 Mary Larson, (she/her) PhD, MPH, RD, CHES: By the end of the day, the phrase me to have been used more than 200,000 times and by the next day it was tweeted more than 500,000 times and the hashtag hashtag me to was used by more than 4.7 million people in 12 million posts during the first 24 hours on Facebook. 19 00:03:38.520 --> 00:03:39.210 Mary Larson, (she/her) PhD, MPH, RD, CHES: However. 20 00:03:40.260 --> 00:03:57.030 Mary Larson, (she/her) PhD, MPH, RD, CHES: me to actually began more than a decade earlier in around 2006 by Toronto Burke, who is pictured on the left who coined me to as a way to extend support to survivors of sexual violence. 21 00:03:58.290 --> 00:03:59.130 Mary Larson, (she/her) PhD, MPH, RD, CHES: Next slide please. 22 00:04:01.020 --> 00:04:17.400 Mary Larson, (she/her) PhD, MPH, RD, CHES: And what happened was this me to tweet really reignited the spirits of people who took to the streets against General gender related harassment and violence next slide. 23 00:04:18.780 --> 00:04:29.160 Mary Larson, (she/her) PhD, MPH, RD, CHES: And a short time later we have time magazine's person of the year was released as the silence breakers, the voices that launched a movement. 24 00:04:29.700 --> 00:04:41.430 Mary Larson, (she/her) PhD, MPH, RD, CHES: And all of these events, really ignited our interest and curiosity and what the experiences were on our own campus and how these experiences affected various health indicators. 25 00:04:42.780 --> 00:04:43.650 Mary Larson, (she/her) PhD, MPH, RD, CHES: Next slide please. 26 00:04:45.540 --> 00:04:54.420 Mary Larson, (she/her) PhD, MPH, RD, CHES: So as a way of definition what is sexual harassment, and this is from our own nds you policy 162. 27 00:04:55.200 --> 00:05:12.180 Mary Larson, (she/her) PhD, MPH, RD, CHES: Any unwelcome sexual advances request for sexual favors or other on wanted conduct of a sexual nature, whether verbal written graphic physical or otherwise, and now i'm going to hand it off to my colleague Mr Nelson. 28 00:05:15.330 --> 00:05:20.670 Kjersten Nelson: rate so, of course, the experience of sexual harassment is a difficult thing to measure. 29 00:05:21.240 --> 00:05:28.500 Kjersten Nelson: But all accounts have it as a pretty prevalent experience so different studies, this is particularly for undergraduate women. 30 00:05:28.950 --> 00:05:43.860 Kjersten Nelson: Put the number at 50 to 90% report experiencing sexual harassment, while in school and the source of this harassment is pretty well distributed so it's perfect it's reported as perpetrated from peers faculty and staff. 31 00:05:44.670 --> 00:05:45.720 Kjersten Nelson: Next slide please. 32 00:05:47.310 --> 00:05:57.480 Kjersten Nelson: and, more generally, the experience of sexual harassment is widespread after undergraduate experiences right so again, of course, this is difficult to measure. 33 00:05:58.230 --> 00:06:19.440 Kjersten Nelson: But in one study 77% of women report experiencing verbal sexual harassment 51% reported experiencing unwelcome sexual touching and then 19 to 38% in more Meta analysis 19 to 38% of women reported experiencing sexual harassment, specifically at work. 34 00:06:20.490 --> 00:06:21.600 Kjersten Nelson: And next slide. 35 00:06:23.460 --> 00:06:27.540 Kjersten Nelson: So what we're trying to do here is pull together that experience with. 36 00:06:28.380 --> 00:06:37.710 Kjersten Nelson: health effects right, so we also know from the previous literature already that there are health effects both physical and mental of experiencing the sexual harassment. 37 00:06:38.130 --> 00:06:55.140 Kjersten Nelson: From feelings of anxiety depression, shame and ptsd right two more days of poor physical health academic disruptions and some other examples listed here, and with that i'm going to turn it over to Andrea for our particular methodology. 38 00:06:58.620 --> 00:07:04.500 Andrea Huseth: Thank you so as Mary said, as a result of the hashtag me to movement. 39 00:07:05.820 --> 00:07:15.120 Andrea Huseth: and political environment at the time we were really interested in the effects of this movement, how is it impacting. 40 00:07:16.290 --> 00:07:26.340 Andrea Huseth: People in general, women, men differently, perhaps we weren't sure so in the spring of 2018 Mary Kirsten and myself conducted a survey. 41 00:07:26.820 --> 00:07:38.700 Andrea Huseth: faculty staff and students here at Su and, specifically, we wanted to know their experiences with sexual harassment, so if they had experienced it personally. 42 00:07:39.000 --> 00:07:55.650 Andrea Huseth: If they knew someone who had experienced that or have they seen it occur, we also wanted to know about changes in their health, since they first heard of the hashtag need to movement, so if we go back four and a half years. 43 00:07:56.790 --> 00:08:05.130 Andrea Huseth: it's been a while, since we did the survey, but when we did the survey this really was kind of in the throes of the hashtag me to. 44 00:08:05.520 --> 00:08:13.170 Andrea Huseth: resurgence when we really were hearing this on the news people were talking about it on the street tweeting. 45 00:08:13.800 --> 00:08:19.530 Andrea Huseth: You know, as on Facebook, it was it was everywhere, and so we wanted to know was this impacting. 46 00:08:20.100 --> 00:08:32.340 Andrea Huseth: The health of faculty staff and students at India Su so if they had experience more days or fewer days or maybe no change in the number of days that they'd experienced. 47 00:08:32.970 --> 00:08:50.430 Andrea Huseth: Specific mental and physical health issues, I should mention that gender was measured with an open ended question so we we just simply provided them with an open ended response and they were to provide you know how it, how did they identify for their gender. 48 00:08:54.960 --> 00:09:15.600 Andrea Huseth: So we received quite a few responses ultimately 1427 responses, but we excluded 432 due to partial or inappropriate responses, as well as we excluded 64 that had not heard of the hashtag me to movement and 22 who had identified as other than male or female. 49 00:09:16.620 --> 00:09:23.340 Andrea Huseth: And so, overall, we received 884 responses for our analysis. 50 00:09:24.510 --> 00:09:27.900 Andrea Huseth: And just a background on the demographics of those respondents. 51 00:09:29.340 --> 00:09:37.320 Andrea Huseth: More majority were 18 to 24 which makes sense because we had quite a few students respond, who are undergraduates here at me Su. 52 00:09:38.940 --> 00:09:45.480 Andrea Huseth: majority were identified as white and so, unfortunately, we would have liked to have seen. 53 00:09:47.040 --> 00:09:49.590 Andrea Huseth: A greater number of underrepresented. 54 00:09:50.700 --> 00:09:57.210 Andrea Huseth: Individuals respond, but this is in DC and I think it's representative of the student body. 55 00:10:01.620 --> 00:10:24.420 Andrea Huseth: We also had about two thirds of the respondents being students one fifth were staff and about 16% were faculty a majority were single and again because of the majority of the respondents being students for education about half had high school education or had some college experience. 56 00:10:25.740 --> 00:10:33.210 Andrea Huseth: i'm most work full or part time and about half had an income of less than 25,000. 57 00:10:36.030 --> 00:10:44.970 Andrea Huseth: And we had 190 1% identify as being heterosexual with approximately 10% identifying as a sexual minority. 58 00:10:47.400 --> 00:10:49.680 Andrea Huseth: And I will turn it back to them. 59 00:10:53.130 --> 00:10:55.530 Kjersten Nelson: Okay, so i'm going to lay out some of our. 60 00:10:55.710 --> 00:11:05.070 Kjersten Nelson: initial findings i'm going to move through these pretty quickly, but we can always come back to them at the end in the Q amp a if there's stuff you want to look at more carefully um. 61 00:11:05.580 --> 00:11:13.890 Kjersten Nelson: So the thing to note here we've got some central indicators here that we asked about whether or not people have experienced these things. 62 00:11:14.430 --> 00:11:23.220 Kjersten Nelson: And we've broken them out by again those who identified as men or males and those who identified as women are females. 63 00:11:23.730 --> 00:11:34.680 Kjersten Nelson: And, and the thing to note here is that, on balance, across all these indicators individuals who identify as women or female, are about three times more likely to report. 64 00:11:35.160 --> 00:11:44.760 Kjersten Nelson: Experience with these indicators, including at the bottom they're experienced all three of the above that it's three times more likely that those who identified as women. 65 00:11:45.330 --> 00:11:55.410 Kjersten Nelson: had experienced all through three of those, and these are all statistically significant differences by gender next slide please. 66 00:11:58.230 --> 00:12:05.430 Kjersten Nelson: And then This just shows it out broken out even further, not just by gender, but also by the role on campus. 67 00:12:06.240 --> 00:12:12.060 Kjersten Nelson: And again just to note that these gender differences persist across the different university roles. 68 00:12:12.390 --> 00:12:24.780 Kjersten Nelson: And so, almost all of these are statistically significantly different by gender, there are a couple of months staff that aren't but the gaps are pretty big and that probably has to do with a smaller staff sample size. 69 00:12:25.410 --> 00:12:36.030 Kjersten Nelson: So again, and also with experienced all three of the above, that those who identify as women or female, are far more likely to report experiencing all three of those. 70 00:12:37.350 --> 00:12:38.670 Kjersten Nelson: Next slide please. 71 00:12:40.710 --> 00:12:52.380 Kjersten Nelson: And then, this is a newer analysis this wasn't in the paper that was published but we're also finding statistically significant differences in these indicators that we asked about. 72 00:12:52.890 --> 00:13:01.470 Kjersten Nelson: Between those who identify as heterosexual versus sexual minorities right so those who identify as sexual minorities. 73 00:13:02.340 --> 00:13:13.320 Kjersten Nelson: more likely to say that they've been sexually harassed someone they know has been and that they've witnessed sexual harassment and again that they've experienced all three of the above. 74 00:13:14.610 --> 00:13:17.610 Kjersten Nelson: i'm okay i'm going to throw it back to Andrea. 75 00:13:21.300 --> 00:13:42.030 Andrea Huseth: We also asked so those that knew someone who is sexually harassed or if they had witnessed sexual harassment if they'd ever intervene on behalf of someone else and, as you can see here females are more likely to have intervened on behalf of someone else then than their male counterparts. 76 00:13:45.180 --> 00:13:57.210 Andrea Huseth: And so we also wanted to know of those that decided to intervene, why did they decide to intervene on behalf of someone else, and we, this was an open ended question. 77 00:13:57.750 --> 00:14:07.860 Andrea Huseth: And we received a wide variety of responses, but these were the most common responses that we received So why did you interview, and I was angry. 78 00:14:08.610 --> 00:14:14.460 Andrea Huseth: So it was very much a passionate response at that moment, this was this wasn't right, I was angry. 79 00:14:15.030 --> 00:14:22.200 Andrea Huseth: Or, I was, I was in that position at one time, so they themselves had been the victim of some type of a sexual harassment. 80 00:14:23.070 --> 00:14:38.010 Andrea Huseth: So they knew how it felt and they knew that the individual was powerless or the or they perceived that individual to be powerless they wanted to protect that individual they affect very protective of this person who is experiencing this. 81 00:14:39.060 --> 00:14:46.710 Andrea Huseth: it's not okay so again they're angry, this is something that is not Okay, they wanted to intervene, it was the right thing to do. 82 00:14:47.970 --> 00:15:04.080 Andrea Huseth: They knew that this individual needed help, and they were concerned for this individual safety, so it wasn't simply this individual was being verbally assaulted and harassed, they were concerned for that individual safety and that it might potentially escalate beyond that. 83 00:15:06.510 --> 00:15:17.970 Andrea Huseth: We also asked those individuals who did not intervene so they decided not to interview again why, why did they decide to not intervene in this particular situation. 84 00:15:18.900 --> 00:15:33.240 Andrea Huseth: A lot of individuals said they were afraid of the impact that it might have on themselves so potentially having this individual turn towards them and direct their attention to them, or they might be the victim of of whatever was occurring. 85 00:15:34.290 --> 00:15:47.670 Andrea Huseth: They didn't want to escalate the situation so whatever was happening in terms of the harassment, they didn't want it to go beyond that harassment, they didn't want it to go extend to potentially violent situation. 86 00:15:49.230 --> 00:15:54.120 Andrea Huseth: A lot of individuals said they weren't confident enough that they didn't really know what to do. 87 00:15:55.260 --> 00:16:07.440 Andrea Huseth: They didn't know if the behavior was unwanted so while they identified or perceived the behavior to be harassing behavior they weren't sure if the behavior was unwanted by those they perceived to be the victim. 88 00:16:09.420 --> 00:16:13.140 Andrea Huseth: Often, someone else had intervened before they themselves could intervene. 89 00:16:14.580 --> 00:16:18.120 Andrea Huseth: or potentially they knew the person that was doing the harassing. 90 00:16:19.770 --> 00:16:30.420 Andrea Huseth: didn't know what to do, sometimes it happened too fast, so it was happening, and then it was over, and before they could do anything you know in life had moved on. 91 00:16:31.860 --> 00:16:43.710 Andrea Huseth: One of the reasons and one of the rationale for not intervening which we thought was extremely interesting was that societal pressure was that it wasn't a big deal Okay, so this person is being harassed, but. 92 00:16:44.520 --> 00:16:51.210 Andrea Huseth: As far as we know, this is just a normal thing right, this is a guy or whomever who potentially is harassing. 93 00:16:51.720 --> 00:17:07.890 Andrea Huseth: This individual and hey we all do it it's a boys club, again I want to bring you back four and a half years, when we were actually contemplating about doing this survey the of the culture at the time the environment at the time was very much. 94 00:17:10.740 --> 00:17:24.690 Andrea Huseth: A boys club, so to speak, right, it was locker room talk it was you know it's no big deal so that was the environment at the time, you know lots happened since then, but this is, this is the environment that we were in when we were designing the survey. 95 00:17:28.830 --> 00:17:40.890 Andrea Huseth: And again, we also wanted to know the health indicator, so what impact did exposure to this hashtag me to movement, the constant. 96 00:17:41.670 --> 00:17:54.720 Andrea Huseth: You know, talking and experiencing and maybe reliving harassing experiences what what impact did that have on the health and well being of faculty staff and students at the Su. 97 00:17:55.500 --> 00:18:00.480 Andrea Huseth: So what we found is that women are those who identified as women or female. 98 00:18:01.110 --> 00:18:08.280 Andrea Huseth: were more likely to say that since they first heard of the hashtag me to movement that they'd had more days that they felt confidence. 99 00:18:08.940 --> 00:18:20.430 Andrea Huseth: and actually if you look it's five times as likely that they felt confident since hearing of the hashtag me to limit so it's very much an empowering experience for some individuals. 100 00:18:21.030 --> 00:18:30.150 Andrea Huseth: and, additionally, they were women were statistically more likely to say that they felt angry since hearing about hashtag me to. 101 00:18:31.410 --> 00:18:45.390 Andrea Huseth: more than twice as likely to say that they felt worried tense or anxious or that they'd have sleep issues so more than twice as likely to say that they'd had sleep issues since hurt a hearing about the hashtag me to movement. 102 00:18:48.210 --> 00:18:53.490 Andrea Huseth: So this is just start a logistic regression so after controlling for age income marital status, education and race. 103 00:18:54.600 --> 00:19:09.360 Andrea Huseth: These are the results that we have which pretty much mirror the previous slide so that five times, women are five times as likely to feel confident more likely to feel angry and anxiety and then sleep issues. 104 00:19:11.190 --> 00:19:17.520 Andrea Huseth: And again, this is not in our papers, this is unpublished data, but a manuscript that we are still planning to publish. 105 00:19:18.030 --> 00:19:21.630 Andrea Huseth: We also looked at these health indicators by sexual minority status. 106 00:19:22.050 --> 00:19:40.380 Andrea Huseth: and individuals who identified as a sexual minority were statistically more likely to say that they'd had more days since hearing about hashtag me to where they felt angry where they'd had these sleep issues where they potentially experienced physical issues like a headache. 107 00:19:42.030 --> 00:19:56.430 Andrea Huseth: they'd felt very healthy and full of energy so maybe it was very empowering for them as well, or that they had a loss of appetite so it did indeed impact their physical health mental health specific issues. 108 00:19:58.530 --> 00:20:01.560 Andrea Huseth: And I am going to turn it back to Mary. 109 00:20:03.180 --> 00:20:04.260 Mary Larson, (she/her) PhD, MPH, RD, CHES: Right, thank you, Andrea. 110 00:20:05.520 --> 00:20:22.230 Mary Larson, (she/her) PhD, MPH, RD, CHES: So we've presented some of our methods, some of our results next we're going to transition into campus wide strategies implications of social movements such as hashtag me too and recommendations for continued action. 111 00:20:23.880 --> 00:20:41.730 Mary Larson, (she/her) PhD, MPH, RD, CHES: We really believe that that we need to regularly examine our our Community culture, our policies, our programmatic efforts at some of the current nds you strategies for addressing sexual harassment include policies. 112 00:20:45.210 --> 00:21:04.920 Mary Larson, (she/her) PhD, MPH, RD, CHES: So our policies non discrimination, harassment and retaliation, and our policies, specifically on sexual harassment in addition en de Su is is fully committed to following everything that title nine has that legislation has. 113 00:21:06.120 --> 00:21:18.000 Mary Larson, (she/her) PhD, MPH, RD, CHES: stated for educational institutions, including mandatory training sessions faculty and faculty staff and administrators, are required to attend training. 114 00:21:18.720 --> 00:21:30.960 Mary Larson, (she/her) PhD, MPH, RD, CHES: on a regular basis and to update that training regularly and then there's some other opportunities on campus sponsored by the the provost office for faculty affairs and equity. 115 00:21:31.770 --> 00:21:45.450 Mary Larson, (she/her) PhD, MPH, RD, CHES: Including a couple of recent things with offering a session for project implicit so looking at implicit and explicit biases and also a book read recently. 116 00:21:46.290 --> 00:21:55.770 Mary Larson, (she/her) PhD, MPH, RD, CHES: For those who signed up blind spot, and then the president's Council, so the second Council that was named by the President 117 00:21:56.550 --> 00:22:18.510 Mary Larson, (she/her) PhD, MPH, RD, CHES: For Diversity, inclusion and respect, so the those are ongoing efforts that that we have on our campus in addition to that, I am going to turn this over to megan telkom to talk about some more specific strategies that that her office implements on campus megan. 118 00:22:19.560 --> 00:22:28.950 Megan Talcott: Thank you, Mary like she said, my name is megan i'm the sexual assault prevention and advocacy coordinator, so this is kind of what I work on every day. 119 00:22:29.520 --> 00:22:38.400 Megan Talcott: So one of the first strategies jumping off of what Mary was talking about is we all as employees of india's you are required to take that. 120 00:22:39.540 --> 00:22:47.430 Megan Talcott: That title nine and equal opportunity training every three years, but we know like, even if this is something you're really passionate about. 121 00:22:47.820 --> 00:22:51.270 Megan Talcott: it's kind of difficult to remember the specifics three years later. 122 00:22:51.840 --> 00:23:01.680 Megan Talcott: So, with the president's Council for campus well being we worked on creating a sexual assault response, education, training, this is supplemental for any mandated reporters. 123 00:23:02.370 --> 00:23:13.350 Megan Talcott: it's about an hour and the goal of this training was to reinforce the idea of mandated reporting and what our requirements are as mandated reporters. 124 00:23:13.680 --> 00:23:25.680 Megan Talcott: but also to talk about what is trauma informed care and what is a trauma informed response look like so when we have movements like me to, or the Stanford sexual assault. 125 00:23:26.190 --> 00:23:36.210 Megan Talcott: Or the Cabinet hearings we often see increases and survivors coming forward and seeking help, not necessarily because more violence is happening, but more likely. 126 00:23:36.540 --> 00:23:44.070 Megan Talcott: they're realizing that the violence that what they experienced was violence or that they are not alone, and they can ask for help. 127 00:23:44.640 --> 00:23:50.700 Megan Talcott: So how do we equip those mandated reporters with the skills and information. 128 00:23:51.210 --> 00:24:01.860 Megan Talcott: to handle that disclosure with the utmost respect and care for the student i'm so here you have a little breakdown of how many people took our post survey. 129 00:24:02.790 --> 00:24:18.450 Megan Talcott: So, essentially, every year we asked we around Christmas time we have a campus wide survey that you may have participated in and then anyone who takes our training has the option to complete a post survey and so next slide please. 130 00:24:20.220 --> 00:24:26.460 Megan Talcott: We have some information here about prior to the training like did you know you that you are a mandated reporter. 131 00:24:26.850 --> 00:24:39.090 Megan Talcott: And we're seeing that about 80% said yeah I knew I was mandated reporter, but that leaves you know quite a bit of people who maybe weren't sure or thought that maybe I was always a mandated reporter. 132 00:24:40.020 --> 00:24:51.690 Megan Talcott: and thankfully we're seeing after completing the training that that number is going up significantly and helping staff members, hopefully get a refresher on those requirements and on the next slide. 133 00:24:52.980 --> 00:25:03.870 Megan Talcott: You see, information on the right about like before you came to this training, did you feel confident talking to a student who was disclosing that they had experienced violence. 134 00:25:04.650 --> 00:25:20.940 Megan Talcott: And about half said yes, but that means that about half said either know or i'm not really sure, and so this training, where we really focus on those simple steps, thankfully, was able to get that number up closer to 85% saying I feel confident supporting a student who's disclosing. 135 00:25:21.990 --> 00:25:34.230 Megan Talcott: In addition to the start training on our next slide we have some information about the we take stam training, so this is required for all first year and transfer students it's an hour and a half. 136 00:25:34.620 --> 00:25:43.830 Megan Talcott: They either complete the training in person in groups of about 60 people where there's lots of facilitation and discussion or they complete it via blackboard. 137 00:25:45.570 --> 00:25:52.890 Megan Talcott: It covers things like bystander intervention warning signs of power base personal violence can send on that campus policy, including. 138 00:25:55.020 --> 00:26:00.990 Megan Talcott: That was referenced earlier timeline cleary is a lot of information really shoved into an hour and a half. 139 00:26:01.980 --> 00:26:10.530 Megan Talcott: But we do like as the students are coming in and getting settled they take a pre survey and then afterwards they take a poster and about four weeks later. 140 00:26:11.340 --> 00:26:18.750 Megan Talcott: And so you see the numbers of who completed that survey and the first year we did it we just asked like coming in, do you know. 141 00:26:19.170 --> 00:26:30.180 Megan Talcott: or like can you define sexual violence, can you define stalking and then four weeks later in the post survey, we asked the same question and the numbers weren't really changing they were kind of the same. 142 00:26:30.750 --> 00:26:39.030 Megan Talcott: And we were discussing you know the conversations were having in these trainings are not really reflective of the fact that they already knew what these. 143 00:26:40.200 --> 00:26:57.390 Megan Talcott: What these terms actually meant so on the next slide you can see, we changed up our questions, a little bit and so on the blue that's our you're sitting there waiting for the program to start take this super quick survey, I can define Parviz personal balance I can define sexual assault. 144 00:26:58.650 --> 00:27:06.300 Megan Talcott: And then the four weeks later, we asked prior to the training, could you define sexual violence could unify dating violence. 145 00:27:06.780 --> 00:27:10.680 Megan Talcott: And then, after the training so that green line, can you define it. 146 00:27:11.100 --> 00:27:21.210 Megan Talcott: And what we found is especially for transfer students, they came in super confident like yeah I know what stalking is and then they're like oh yeah maybe I don't know what stalking is, but now I do. 147 00:27:21.780 --> 00:27:27.960 Megan Talcott: So hopefully this program was able to correct some of those misconceptions that are potentially even. 148 00:27:29.130 --> 00:27:37.500 Megan Talcott: Based on some of those rightness or a sexual or gender stereotypes and then on our next slide you see. 149 00:27:38.670 --> 00:27:48.030 Megan Talcott: Asking students like as we're talking about bystander intervention can you help prevent violence and after the training we're seeing those numbers go up. 150 00:27:48.600 --> 00:27:54.690 Megan Talcott: quite a bit of students saying, not only can students prevent violence, but I can help make a difference in preventing violence. 151 00:27:55.080 --> 00:28:05.070 Megan Talcott: And when we talk about primary prevention, especially with violence prevention that intrinsic motivation is really key and seeing a change in behavior and that culture change. 152 00:28:05.820 --> 00:28:16.260 Megan Talcott: Likewise, students are saying I play a role in preventing violence, I can make a difference, we got some events on campus and some groups that you'll see on the next slide. 153 00:28:17.880 --> 00:28:30.750 Megan Talcott: That kind of reflect that, so we have here our violence prevention educators, they are a group of student volunteer peer educators who put together programming activities social media outreach. 154 00:28:31.260 --> 00:28:41.760 Megan Talcott: about violence prevention, because ultimately like I am aware that I have not been in college for a while and that my experiences are probably a little different. 155 00:28:42.120 --> 00:28:51.750 Megan Talcott: than the students who are here now they don't really want to hear from me, they want to hear from their peers and they want information that is structured in a way that they're already communicating. 156 00:28:52.440 --> 00:28:58.980 Megan Talcott: So again, those are the violence prevention educators, we also have enough, which is a partnership with fraternity and sorority life. 157 00:28:59.340 --> 00:29:08.730 Megan Talcott: And they focus specifically on dating violence, sexual violence, stalking and the hazing within the fraternity and sorority Community because they have a slightly different risk factor. 158 00:29:09.510 --> 00:29:16.350 Megan Talcott: Some other programs that we have going on, we do take back the night, every year we have denim Day, which is the last Wednesday in April. 159 00:29:17.130 --> 00:29:28.980 Megan Talcott: We are currently doing a food drive for dating violence awareness month, which I will have information on in a minute sexual assault awareness and prevention month is coming up in April so we're going to have some information. 160 00:29:30.240 --> 00:29:40.500 Megan Talcott: A newer program that we're putting out on campus is it's called green.it is a bystander focused violence prevention program that has been researched by the CDC and proven to. 161 00:29:40.980 --> 00:29:49.770 Megan Talcott: Reduce sexual violence perpetration so if you're interested in learning more about that or coming to one of our staff and faculty trainings we would love to have you. 162 00:29:50.700 --> 00:30:01.920 Megan Talcott: And then, lastly, collaboration I I you know I this has got to be something that everyone in our campus is involved in changing culture can't just be one or two people. 163 00:30:02.460 --> 00:30:10.440 Megan Talcott: So really focusing on like, how can we collaborate or help you adjust what you've already got going on in your program or your department. 164 00:30:11.130 --> 00:30:17.610 Megan Talcott: To supplement what's happening or to bring that information to your students in a way that's really i'm. 165 00:30:18.330 --> 00:30:26.790 Megan Talcott: meeting them where they are so we go into the theater program every year, which is really awesome I just talked to a geology class last week about violence prevention. 166 00:30:27.510 --> 00:30:35.910 Megan Talcott: We are always super excited for anytime we can work together and collaborate because that's when we we start to see some culture change. 167 00:30:37.710 --> 00:30:40.440 Megan Talcott: And then next slide is back to marry. 168 00:30:42.120 --> 00:30:43.020 Megan Talcott: I think right. 169 00:30:43.110 --> 00:30:43.800 Kjersten Nelson: um okay. 170 00:30:43.830 --> 00:30:44.550 Megan Talcott: No it's good. 171 00:30:45.570 --> 00:30:51.120 Kjersten Nelson: And so, just to kind of draw together what some of the implications are for the findings. 172 00:30:51.480 --> 00:31:00.780 Kjersten Nelson: From the main part of the paper, and we have evidence here in terms of health consequences that social movements have personal consequences right. 173 00:31:01.200 --> 00:31:07.920 Kjersten Nelson: These consequences are conditional to the lived experiences and identities of those who are experiencing them. 174 00:31:08.430 --> 00:31:15.600 Kjersten Nelson: And, given the social media angle right these social movements tend to be interwoven with individuals daily lives. 175 00:31:16.020 --> 00:31:25.440 Kjersten Nelson: That make them more salient for people and that can be in positive and negative sort of ways right, so that these are increasing conscious confidence. 176 00:31:26.010 --> 00:31:37.230 Kjersten Nelson: But also making lead, leading to some negative health consequences as well, so just being mindful about how these movements weave into people's daily lives. 177 00:31:37.890 --> 00:31:50.430 Kjersten Nelson: And second we can take this framework that we've got here and apply it to understanding the consequences of other social movements right, so we would expect movements like black lives matter. 178 00:31:50.910 --> 00:31:58.920 Kjersten Nelson: Missing and murdered indigenous women and many, many others to have similar impacts right where people are going public with things that are. 179 00:31:59.280 --> 00:32:10.380 Kjersten Nelson: Really personal and oftentimes very painful and that these are so prevalent on social media and where they're going to connect with people with individuals who have. 180 00:32:11.400 --> 00:32:23.070 Kjersten Nelson: Experience with the substance of these movements and so, though we might expect those to have the same sort of positive and negative sort of health and physical and mental health implications. 181 00:32:24.390 --> 00:32:33.960 Kjersten Nelson: And then, finally, from my perspective, as a political scientist and i'm always interested in how these personal consequences might translate into political action. 182 00:32:34.470 --> 00:32:45.270 Kjersten Nelson: Or maybe political inaction, so we know from political science and other other fields that health and emotion affect political engagement. 183 00:32:46.020 --> 00:32:54.060 Kjersten Nelson: So when we see that people are increasing their confidence, based on these movements or increasing their anger anger is emotion that tends towards. 184 00:32:54.480 --> 00:33:05.970 Kjersten Nelson: action and so when people get angry, we tend to see them engaging more with politics we also see increasing diversity, and we know from other studies and anxiety tends to depress political activity. 185 00:33:06.690 --> 00:33:19.320 Kjersten Nelson: So an important next step with these data would be understanding how the personal consequences of these social movements contribute to or discourage individuals from political and collective action. 186 00:33:20.460 --> 00:33:23.040 Kjersten Nelson: And with that i'm going to send it back to Mary. 187 00:33:26.370 --> 00:33:27.570 Mary Larson, (she/her) PhD, MPH, RD, CHES: Thank you, so we. 188 00:33:27.870 --> 00:33:29.130 Mary Larson, (she/her) PhD, MPH, RD, CHES: we've thought about. 189 00:33:29.550 --> 00:33:46.380 Mary Larson, (she/her) PhD, MPH, RD, CHES: Some recommendations and our Paper discusses these more at length, first and foremost a policy approach is really important from a public health perspective and so maintaining a clear and comprehensive anti harassment policy. 190 00:33:47.460 --> 00:34:03.900 Mary Larson, (she/her) PhD, MPH, RD, CHES: Is is critical also addressing really thinking about and addressing the most common forms of sexual harassment which are sex and gender based custody and harassment and organized organizational culture matters and so we're really. 191 00:34:05.220 --> 00:34:12.840 Mary Larson, (she/her) PhD, MPH, RD, CHES: Promoting embracing our diversity being inclusive enabling a respectful campus Community environment. 192 00:34:14.250 --> 00:34:24.810 Mary Larson, (she/her) PhD, MPH, RD, CHES: And lastly, implementing strategies that are evidence base, we often will fall back on curricular strategies and we just need to make sure that. 193 00:34:25.260 --> 00:34:32.820 Mary Larson, (she/her) PhD, MPH, RD, CHES: Our curriculum is evidence base and and actually producing the outcomes knowledge, skills attitudes behaviors. 194 00:34:33.780 --> 00:34:40.950 Mary Larson, (she/her) PhD, MPH, RD, CHES: That we intend sometimes there's unintended consequences of educational curriculum so. 195 00:34:41.910 --> 00:34:51.330 Mary Larson, (she/her) PhD, MPH, RD, CHES: Those are the recommendations that we've that we've really thought about another thing that we wrote about in our paper was just really looking at. 196 00:34:51.810 --> 00:34:58.410 Mary Larson, (she/her) PhD, MPH, RD, CHES: How digital campaigns, like the hashtag me too, and these other social movements that your son just mentioned. 197 00:34:59.100 --> 00:35:09.660 Mary Larson, (she/her) PhD, MPH, RD, CHES: Are there examples of what when they go digital their examples of what's called public pedagogy and public pedagogy pedagogy is really defined as. 198 00:35:10.260 --> 00:35:22.950 Mary Larson, (she/her) PhD, MPH, RD, CHES: Educational efforts that occur in public spaces and that don't really have any particular institution or organizational home and, unlike public. 199 00:35:23.460 --> 00:35:33.450 Mary Larson, (she/her) PhD, MPH, RD, CHES: Educational curriculum that's provided with a within an education or an institution or organizational set setting this public pedagogy is. 200 00:35:34.170 --> 00:35:41.520 Mary Larson, (she/her) PhD, MPH, RD, CHES: an educational process that leverages personal narratives and storytelling and retelling one story. 201 00:35:41.970 --> 00:35:59.550 Mary Larson, (she/her) PhD, MPH, RD, CHES: And really thinking about the stories that are shared and when we do that it really facilitates a sense of solidarity and raises our collective consciousness, for, and it really helps us sort of pave the way for social and cultural change so. 202 00:36:00.960 --> 00:36:09.660 Mary Larson, (she/her) PhD, MPH, RD, CHES: it's important for us to even consider people using social media in in ways that are strategic and digital campaigns. 203 00:36:11.460 --> 00:36:19.290 Mary Larson, (she/her) PhD, MPH, RD, CHES: And next slide is megan again talking about some of the upcoming events that are related on our campus. 204 00:36:20.340 --> 00:36:28.980 Megan Talcott: You can't bring me here and not expect at least a few shameless plugs so like I mentioned earlier, February is dating violence awareness month. 205 00:36:29.370 --> 00:36:34.260 Megan Talcott: um, so we are partnering with the goods for the her food pantry to host a food drive. 206 00:36:34.620 --> 00:36:44.460 Megan Talcott: And we know through some research that individuals who are food insecure are more likely to experience violence like dating violence, sexual violence, trafficking. 207 00:36:44.880 --> 00:36:53.580 Megan Talcott: Because, at the end of the day, violence prevention isn't just about teaching consent and healthy relationships it's also about access to mental health and food and safe housing. 208 00:36:54.390 --> 00:37:01.620 Megan Talcott: So one way, we are getting that message out there is collecting food for the food pantry that will benefit students on campus. 209 00:37:02.460 --> 00:37:15.450 Megan Talcott: You can check out our instagram or I sent out an email today with information on where to drop off your supplies and list of what is needed, we also have coming up a collaboration. 210 00:37:16.530 --> 00:37:28.560 Megan Talcott: kind of working with the women and gender studies department which i'm a big fan of the wgs program they are bringing chanel Miller to campus virtually metaphorically, bringing her here. 211 00:37:29.670 --> 00:37:38.100 Megan Talcott: For a conversation on her book know my name, so if you are familiar with the sanford sexual assault case or Brock Turner. 212 00:37:39.000 --> 00:37:52.740 Megan Talcott: She was Emily dough in that case, and then afterwards came out and said, like Actually, this is my real name, and this is my real story um so she'll be here march 30 from six to seven and then myself and Mel Feinstein are also. 213 00:37:53.310 --> 00:38:04.260 Megan Talcott: Co hosting a reading group with a group of about 20 students and a few faculty and then go ahead and mark your book mark your calendar. 214 00:38:04.980 --> 00:38:10.950 Megan Talcott: April sixth at 530 in the memorial Union ballroom will be having our our annual take back the night. 215 00:38:11.910 --> 00:38:17.550 Megan Talcott: This has moved it used to be in October, but you know we got we had so much going on at the beginning of the school year. 216 00:38:17.850 --> 00:38:25.050 Megan Talcott: And so we wanted to move it back a little bit and use this as a kickoff to our sexual assault awareness and prevention month, so we will have speakers. 217 00:38:25.890 --> 00:38:35.010 Megan Talcott: booths information and there's a march there's an open MIC time everyone is invited to attend and show support for survivors and ending violence. 218 00:38:37.200 --> 00:38:38.580 Megan Talcott: And then next. 219 00:38:39.750 --> 00:38:43.020 Megan Talcott: And then, lastly, we wanted to talk a little bit more about resources. 220 00:38:43.590 --> 00:38:49.200 Megan Talcott: Obviously again i'm the sexual assault prevention advocacy coordinator and housed over in student health service. 221 00:38:49.560 --> 00:38:56.010 Megan Talcott: I mean so some of the stuff I can do for students include victim advocacy and assistance with Title nine or police reporting. 222 00:38:56.820 --> 00:39:04.950 Megan Talcott: That it also includes walking a student through the title nine or student conduct process, explaining to them what's going to happen in these interviews. 223 00:39:05.460 --> 00:39:11.430 Megan Talcott: What does this report look like helping them get questions answered helping them find accommodations. 224 00:39:12.030 --> 00:39:17.220 Megan Talcott: Are supportive measures, including working with faculty i'm sure they need support in classes. 225 00:39:17.760 --> 00:39:26.700 Megan Talcott: Because we know that just because the physical violence, maybe over does not mean that the impact of that violence is gone and it can in fact linger and impact us and really. 226 00:39:27.210 --> 00:39:36.690 Megan Talcott: distinct ways, so a lot of what I do is helping students get to those resources and kind of cut through the red tape to make a really difficult time easier. 227 00:39:37.620 --> 00:39:57.630 Megan Talcott: And then I also work with referrals and some Community organizations another really great resource that we have on campus is our Vice provost for faculty and equity Dr john and bill and green and we have also in her office heather Higgins document the title nine and director. 228 00:39:58.920 --> 00:40:09.240 Megan Talcott: And yes, they are again a really great resource for those policies and that investigation, if you ever have questions or concerns they're also a really great resource to ask. 229 00:40:11.370 --> 00:40:11.610 Megan Talcott: yeah. 230 00:40:13.410 --> 00:40:21.060 Megan Talcott: And then, lastly, we have our title nine office that equity equal opportunity and timeline compliance office. 231 00:40:22.140 --> 00:40:41.130 Megan Talcott: Sexual harassment policies that policy 162 and then 150 6.1 is the the policy that would be used for complaint proceedings for now um So if you have any specific questions about those please don't hesitate to ask, or I think heather's on here so heather you might get called out. 232 00:40:42.180 --> 00:40:42.930 Megan Talcott: that's all I have.