sapc - Re: SAPC Digest, Vol 60, Issue 1 (Out of the Office)

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Re: SAPC Digest, Vol 60, Issue 1 (Out of the Office)

From: "Heather Sturm" <>
To: <>
Subject: Re: SAPC Digest, Vol 60, Issue 1 (Out of the Office)
Date: Thu, 31 Jul 2003 10:01:53 -0600
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List-id: Discussion List for sexual assault educators and counselors on campus. <sapc.list.mail.Virginia.EDU>

I will be out of the office from Wednesday, July 30 until Monday, August
11. I will respond to your email when I return.

Thank you,
Heather
>From
>
> Thu Jul 31 12:24:37 2003
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Date: Thu, 31 Jul 2003 11:10:10 -0500
From: "Mary A. Wyandt, PhD, CHES"
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Regarding sexual assault programming and first year experience programs, I=
=20
have recently conducted research in this area. Results of this research are=
=20
being prepared for journal submission and will hopefully be available in=20
the near future. In general, peer education served as an effective means=20
for changing attitudes and increasing knowledge among freshmen when=20
conducted in first year experience courses.
Mary A. Wyandt, PhD, CHES
Director, STAR Central
University of Arkansas Health Center

At 12:01 PM 7/31/2003 -0400, you wrote:
>Send SAPC mailing list submissions to
>
>
>
>To subscribe or unsubscribe via the World Wide Web, visit
> https://list.mail.Virginia.EDU/mailman/listinfo/sapc
>or, via email, send a message with subject or body 'help' to
>
>
>
>You can reach the person managing the list at
>
>
>
>When replying, please edit your Subject line so it is more specific
>than "Re: Contents of SAPC digest..."
>
>
>Today's Topics:
>
> 1. Sexual Assault Education and First Year Experience programs
> 2. New Resource Available (Cathy Nardo)
>
>
>----------------------------------------------------------------------
>
>Date: Wed, 30 Jul 2003 15:46:09 -0400
>From:
>
>To:
>
>Subject: Sexual Assault Education and First Year Experience programs
>Message-ID:=20
><=
u>
>Content-Type: multipart/alternative;
> boundary=3D"=3D_alternative 006C92D085256D73_=3D"
>MIME-Version: 1.0
>Precedence: list
>Message: 1
>
>This is a multipart message in MIME format.
>--=3D_alternative 006C92D085256D73_=3D
>Content-Type: text/plain; charset=3D"us-ascii"
>
>Our Center is in preliminary conversations our Residential Programs staff
>to pilot a module on sexual assault education for use in our First Year
>Experience Program. To this point Residential Programs has relied on a
>session during (jam-packed) Orientation and "floor meetings" led by peer
>educators on first-year floors in our traditional residence halls as their
>primary means of educating students about this issue. We believe those
>programs are needed and should remain (in some form), but we're
>collaborating to develop another venue for delivering this important
>message. As a result of some recent discussions, we're beginning to look
>at sexual assault education as a "program" stretched out during the first
>semester, rather than as isolated activities - we would continue to start
>with a session at Orientation, followed by peer-led discussions (primarily
>around UD's sexual misconduct policy and the potential ramifications of
>violating it), then move into a more "sophisticated" discussion later in
>the semester, perhaps through our First Year Experience course. The
>thought here is that students' understanding of this issue and its
>relevance to them / their friends / roommates, etc. will have "matured"
>after having been exposed to the issue through these earlier pieces of the
>program and having lived in our student residential community for a couple
>of months and seen what really goes on.
>
>Our preliminary thinking about how this First Year Experience "module" on
>sexual assault might be structured has focused on some type of "homework"
>(i.e. outside the classroom activity), followed by an in-class discussion,
>perhaps co-facilitated by a faculty member and a member of the Residential
>Programs staff. Which brings me to why I post this inquiry on WRAC-L.
>
>Our (i.e. UD's) struggles with sexual assault education are surely not
>unique. Other institutions (and perhaps W/C staff) have struggled with
>this also, and I'm sure some have come up with effective ways of educating
>students about this issue. I'm particularly interested in hearing from
>colleagues at institutions where:
>
> 1. an interdisciplinary approach to sexual assault education
>(i.e. such as our proposal to use faculty / Residential Programs staff as
> co-facilitators) has been used in a classroom=20
> setting. How have you structured that and what has been the reaction /=
result?
> 2. you have successfully used some "out-of-class" activity
>(i.e. individual on-line or CD-rom based program, mock hearings, speakers,
> readings) as a preparatory tool for a subsequent
>in-class, in-depth discussion about sexual assault. What have you used=20
>and how successful were those
>tools?
>
>If you are familiar with sexual assault education programs that
>incorporate either or both of these activities, please contact me directly
>at the phone number or e-mail address below. If you are not the point of
>contact for this at your institution, please share with me the name, phone
>number and e-mail address of the person who is so that I may follow up
>with them directly. Thank you.
>
>Lisa Rismiller
>Director, Women's Center
>University of Dayton
>#201 Alumni Hall
>Dayton, OH 45469-0322
>Phone 937-229-5390 (main)
> 937-229-5592 (direct)
>Fax 937-229-5334
>
>--=3D_alternative 006C92D085256D73_=3D
>Content-Type: text/html; charset=3D"us-ascii"
>
>
> Our Center is in preliminary=20
>conversations our Residential Programs staff to pilot a module on sexual=20
>assault education for use in our First Year Experience Program.  To=20
>this point Residential Programs has relied on a session during=20
>(jam-packed) Orientation and "floor meetings" led by peer=20
>educators on first-year floors in our traditional residence halls as their=
=20
>primary means of educating students about this issue.  We believe=20
>those programs are needed and should remain (in some form), but we're=20
>collaborating to develop another venue for delivering this important=20
>message.  As a result of some recent discussions, we're beginning to=
=20
>look at sexual assault education as a "program" stretched out=20
>during the first semester, rather than as isolated activities - we would=20
>continue to start with a session at Orientation, followed by peer-led=20
>discussions (primarily around UD's sexual misconduct policy and the potenti
> al ramifications of violating it), then move into a more=20
> "sophisticated" discussion later in the semester, perhaps=20
> through our First Year Experience course.  The thought here is that=
=20
> students' understanding of this issue and its relevance to them / their=20
> friends / roommates, etc. will have "matured" after having been=
=20
> exposed to the issue through these earlier pieces of the program and=20
> having lived in our student residential community for a couple of months=
=20
> and seen what really goes on.  
> 
> Our preliminary thinking about how=
this=20
>First Year Experience "module" on sexual assault might be=20
>structured has focused on some type of "homework" (i.e. outside=
=20
>the classroom activity), followed by an in-class discussion, perhaps=20
>co-facilitated by a faculty member and a member of the Residential=20
>Programs staff.  Which brings me to why I post this inquiry on=20
>WRAC-L.  
> 
> Our (i.e. UD's) struggles with=
sexual=20
>assault education are surely not unique.  Other institutions (and=20
>perhaps W/C staff) have struggled with this also, and I'm sure some have=20
>come up with effective ways of educating students about this issue.=20
> I'm particularly interested in hearing from colleagues at=20
>institutions where:
> 
>         1.=
 =20
>     an interdisciplinary approach to sexual assault=20
>education (i.e. such as our proposal to use faculty / Residential Programs=
=20
>staff as                  =20
>              co-facilitators) has been=
=20
>used in a classroom setting.  How have you structured that and=20
>what has been the reaction / result?
>         2.=
 =20
>     you have successfully used some=20
>"out-of-class" activity (i.e. individual on-line or CD-rom based=
=20
>program, mock hearings, speakers,          =20
>              readings) as a=20
>preparatory tool for a subsequent in-class, in-depth discussion about=20
>sexual assault.  What have you used and how      =20
>                  successful=
=20
>were those tools?  
> 
> If you are familiar with sexual=
assault=20
>education programs that incorporate either or both of these activities,=20
>please contact me directly at the phone number or e-mail address below.=20
> If you are not the point of contact for this at your institution,=20
>please share with me the name, phone number and e-mail address of the=20
>person who is so that I may follow up with them directly.  Thank=20
>you.
> 
> Lisa Rismiller 
>Director, Women's Center 
>University of Dayton 
>#201 Alumni Hall 
>Dayton, OH  45469-0322 
>Phone 937-229-5390 (main) 
>            937-229-5592 (direct) 
>Fax 937-229-5334 
>
>--=3D_alternative 006C92D085256D73_=3D--
>------------------------------
>
>Date: Thu, 31 Jul 2003 10:59:53 -0400
>From: "Cathy Nardo"
><>
>To:
><>
>Subject: New Resource Available
>Message-ID:
><D07CA424B626D41195A100D0B74D6E895831D4@INET_SERV>
>Content-Type: multipart/alternative;
> boundary=3D"----=3D_NextPart_000_0010_01C35753.42FEC200"
>MIME-Version: 1.0
>Precedence: list
>Reply-To:
>
>Message: 2
>
>This is a multi-part message in MIME format.
>
>------=3D_NextPart_000_0010_01C35753.42FEC200
>Content-Type: text/plain;
> charset=3D"iso-8859-1"
>Content-Transfer-Encoding: 8bit
>
>
>**************************************************
>***********************************
>
>Title: Prostitution, Trafficking, and Traumatic
>Stress
>
>Editor: Melissa Farley
>The book's available for sale at:
>
> HYPERLINK "http://www.haworthpress.com";
>\nhttp://www.haworthpress.com
>
>20% discounts for the book if ordered now. Pass
>this on, please.
>
>Contents:
>
>*Preface: Prostitution, Trafficking & Traumatic
>Stress (Melissa Farley)
>*Introduction: Hidden in Plain Sight: Clinical
>Observations on Prostitution (Judith L. Herman)
>UNDERSTANDING PROSTITUTION AND TRAFFICKING AS
>ORGANIZED INTERPERSONAL VIOLENCE
>*Sister Oppressions: A Comparison of Wife
>Battering and Prostitution (Christine L. Stark
>and Carol Hodgson)
>*Prostitution and Trafficking in Nine Countries:
>Update on Violence and Posttraumatic Stress
>Disorder (Melissa Farley, Ann Cotton, Jacqueline
>Lynne, Sybille Zumbeck, Frida Spiwak, Maria E.
>Reyes, Dinorah Alvarez, and Ufuk Sezgin)
>*Prostitution and Trauma in the Law of Rape
>(Michelle J. Anderson)
>*Gay Male Pornography's "Actors": When "Fantasy"
>Isn't (Christopher N. Kendall and Rus Ervin Funk)
>*Prostitution Online (Donna M. Hughes)
>*Commercial Sexual Exploitation of Women and
>Children in Cambodia (Wendy Freed)
>*Prostitution and Trafficking of Women and
>Children from Mexico to the United States (Marisa
>Bava, Laura Zarate, and Melissa Farley)
>*Prostitution and Trafficking: An Intimate
>Relationship (Dorchen A. Leidholdt)
>HEALING FROM PROSTITUTION AND TRAFFICKING
>*Emotional Experiences of Performing Prostitution
>(Lisa A. Kramer)
>*Dissociation Among Women in Prostitution (Colin
>A. Ross, Melissa Farley, and Harvey L. Schwartz)
>*Providing Services to African American
>Prostituted Women (Vednita Carter)
>*The Importance of Supportive Relationships Among
>Women Leaving Prostitution (Ulla-Carin Hedin and
>Sven Axel M=E5nsson)
>*PEERS: Prostitutes' Empowerment, Education and
>Resource Society (Jannit Rabinovitch)
>*Been There, Done That: A Peer Leadership Model
>for Women Leaving Prostitution (Norma Hotaling,
>Autumn Burris, B. Julie Johnson, Yoshi M. Bird,
>and Kirsten A. Melbye)
>*Living in Longing: Prostitution, Trauma Recovery,
>and Public Assistance Margaret A. Baldwin)
>
>About The Book:
>
>Prostitution, Trafficking, and Traumatic Stress
>offers the reader an analysis of prostitution and
>trafficking as organized interpersonal violence.
>Even in academia, law, and public health,
>prostitution is often misunderstood as "sex work."
>The book's 32 contributors offer clinical
>examples, analysis, and original research that
>counteract common myths about the harmlessness of
>prostitution.
>Prostitution, Trafficking, and Traumatic Stress
>extensively documents the violence that runs like
>a constant thread throughout all types of
>prostitution, including escort, brothel,
>trafficking, strip club, and street prostitution.
>Prostitutes are always subjected to verbal sexual
>harassment and often have a lengthy history of
>trauma, including childhood sexual abuse and
>emotional neglect, economic discrimination, rape,
>and racism.
>
>International in scope, the book contains
>cutting-edge contributions from clinical experts
>in traumatic stress, from attorneys and advocates
>who work with trafficked women and children and
>prostituted women. A number of chapters address
>the complexity of treating the psychological
>symptoms resulting from prostitution. Others
>address the survivor's need for social supports,
>substance abuse treatment, peer support and
>culturally relevant services.
>
>Prostitution, Trafficking, and Traumatic Stress
>examines:
>
>* The connections between prostitution,
>incest, sexual harassment, rape, and battering
>* Clinical symptoms common among those in
>prostitution, including dissociation,
>posttraumatic stress disorder, depression, and
>substance abuse
>* Peer support programs for women escaping
>prostitution
>* Culturally relevant services for women
>escaping prostitution
>* The connection between prostitution and
>trafficking, including trafficking from Mexico to
>the United States, and prostitution of adolescents
>in Cambodian brothels
>* Online prostitution
>* How gay male pornography harms gay men
>* Accessing public assistance funds for
>survivors of prostitution
>
>
>Cathy Nardo
>Information Specialist
>National Sexual Violence Resource Center
>123 N. Enola Dr.
>Enola, PA 17025
>
>Toll Free 877-739-3895 extension 103
>www.nsvrc.org
>
>
>
>
>
>
>
>---
>Outgoing mail is certified Virus Free.
>Checked by AVG anti-virus system
>(http://www.grisoft.com).
>Version: 6.0.504 / Virus Database: 302 - Release
>Date: 7/24/03
>
>
>------=3D_NextPart_000_0010_01C35753.42FEC200
>Content-Type: text/html;
> charset=3D"iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
>
>**********************************************=3D=20
>***************************************
>
>Title:=3D20 Prostitution, Trafficking, and Traumatic Stress
>
>Editor: Melissa=3D20 Farley
>The book's available for sale at:
>
> <3d.htm>http://www.haworthpress.com
>
>20% discounts for the book if =3D ordered=3D20 now. Pass this on, please.
>
>Contents:
>
>*Preface: =3D Prostitution, Trafficking & Traumatic Stress (Melissa=3D20=
Farley)
>*Introduction: Hidden in Plain Sight: Clinical =3D Observations on=3D20=20
>Prostitution (Judith L. Herman)
>UNDERSTANDING PROSTITUTION =3D AND=3D20 TRAFFICKING AS ORGANIZED=
INTERPERSONAL=20
>VIOLENCE
>*Sister =3D Oppressions: A=3D20 Comparison of Wife Battering and=20
>Prostitution =3D (Christine L.=3D20 Stark and Carol Hodgson)
>*Prostitution and Trafficking in Nine =3D Countries:=3D20 Update on=
Violence=20
>and Posttraumatic Stress Disorder (Melissa =3D Farley, Ann=3D20 Cotton,=20
>Jacqueline Lynne, Sybille Zumbeck, Frida Spiwak, Maria E.=3D20 Reyes,=20
>Dinorah Alvarez, and Ufuk Sezgin)
>*Prostitution and =3D Trauma=3D20 in the Law of Rape (Michelle J.=
Anderson)
>*Gay Male =3D Pornography's=3D20 "Actors": When "Fantasy" Isn't=
(Christopher=20
>N. Kendall and Rus =3D Ervin=3D20 Funk)
>*Prostitution Online (Donna M. Hughes)
>*Commercial =3D Sexual=3D20 Exploitation of Women and Children in Cambodia=
=20
>(Wendy=3D20 Freed)
>*Prostitution and Trafficking of Women and Children from =3D Mexico=3D20 to=
=20
>the United States (Marisa Bava, Laura Zarate, and Melissa=3D20 Farley)
>*Prostitution and Trafficking: An Intimate =3D Relationship (Dorchen=3D20=
A.=20
>Leidholdt)
>HEALING FROM PROSTITUTION AND TRAFFICKING
>*Emotional =3D Experiences of Performing Prostitution (Lisa A.=3D20 Kramer)
>*Dissociation Among Women in Prostitution (Colin =3D A. Ross,=3D20 Melissa=
=20
>Farley, and Harvey L. Schwartz)
>*Providing Services to =3D African=3D20 American Prostituted Women =
(Vednita=20
>Carter)
>*The =3D Importance of=3D20 Supportive Relationships Among Women Leaving =
=3D=20
>Prostitution (Ulla-Carin Hedin=3D20 and Sven Axel M=3DE5nsson)
>*PEERS: Prostitutes' Empowerment, =3D Education and=3D20 Resource Society=
=20
>(Jannit Rabinovitch)
>*Been There, Done That: A =3D Peer=3D20 Leadership Model for Women Leaving=
=20
>Prostitution (Norma Hotaling, =3D Autumn=3D20 Burris, B. Julie Johnson,=
Yoshi=20
>M. Bird, and Kirsten A. =3D Melbye)
>*Living in=3D20 Longing: Prostitution, Trauma Recovery, and Public=20
>Assistance Margaret =3D A.=3D20 Baldwin)
>
>About The Book:
>
>Prostitution, Trafficking, =3D and=3D20 Traumatic Stress offers the reader=
an=20
>analysis of prostitution and =3D trafficking=3D20 as organized=
interpersonal=20
>violence. Even in academia, law, and public =3D health,=3D20 prostitution=
is=20
>often misunderstood as "sex work." The book's 32 =3D contributors=3D20=
offer=20
>clinical examples, analysis, and original research that counteract =3D=20
>common=3D20 myths about the harmlessness of prostitution.
>Prostitution,=3D20 Trafficking, and Traumatic Stress extensively documents=
=20
>the violence =3D that runs=3D20 like a constant thread throughout all types=
of=20
>prostitution, including =3D escort,=3D20 brothel, trafficking, strip club,=
and=20
>street prostitution. Prostitutes =3D are=3D20 always subjected to verbal=20
>sexual harassment and often have a lengthy =3D history of=3D20 trauma,=20
>including childhood sexual abuse and emotional neglect, economic =3D=20
>discrimination, rape, and racism.
>
>International in scope, =3D the book=3D20 contains cutting-edge=
contributions=20
>from clinical experts in traumatic =3D stress,=3D20 from attorneys and=20
>advocates who work with trafficked women and children =3D and=3D20=
prostituted=20
>women. A number of chapters address the complexity of =3D treating the=3D20=
=20
>psychological symptoms resulting from prostitution. Others address the=3D20=
=20
>survivor's need for social supports, substance abuse treatment, peer =3D=20
>support and=3D20 culturally relevant services.
>
>Prostitution, Trafficking, =3D and=3D20 Traumatic Stress examines:
>
>* The =3D connections=3D20 between prostitution, incest, sexual=20
>harassment, rape, and=3D20 battering
>* Clinical symptoms common =3D among=3D20 those in prostitution,=
including=20
>dissociation, posttraumatic stress =3D disorder,=3D20 depression, and=20
>substance abuse
>* Peer =3D support=3D20 programs for women escaping =3D prostitution
>* =3D20 Culturally relevant services for women escaping=3D20=
prostitution
>* The connection between=3D20 prostitution and trafficking, including=
=20
>trafficking from Mexico to the =3D United=3D20 States, and prostitution of=
=20
>adolescents in Cambodian=3D20 brothels
>* Online=3D20 prostitution
>* How gay male pornography harms =3D gay=3D20 men
>* Accessing public assistance funds =3D for=3D20 survivors of=
prostitution
>
>Cathy Nardo
>Information Specialist
>National Sexual Violence Resource Center
>123 N. Enola Dr.
>Enola, PA 17025
>
>Toll Free 877-739-3895 extension 103
>www.nsvrc.org
>
>
>
>
>
>
> 
>
>--- 
>Outgoing mail is certified Virus Free. 
>Checked by AVG anti-virus system (http://www.grisoft.com). 
>Version: 6.0.504 / Virus Database: 302 - Release Date: 7/24/03 
> 
>
>------=3D_NextPart_000_0010_01C35753.42FEC200--
>
>------------------------------
>
>_______________________________________________
>SAPC mailing list
>
>https://list.mail.Virginia.EDU/mailman/listinfo/sapc
>
>
>End of SAPC Digest, Vol 60, Issue 1
>***********************************

Mary A. Wyandt, PhD, CHES Phone: 479-575-7252
Health Educator Fax: 479-575-7438
University Health Center TTY: 479-575-4124
University of Arkansas E-mail:

600 Razorback Road www.uark.edu/depts/healinfo
Fayetteville, AR 72701 "HAVE A NICE DAY" : )

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Content-type: text/html; charset=iso-8859-1
Content-transfer-encoding: quoted-printable

<html>
Regarding sexual assault programming and first year experience programs,
I have recently conducted research in this area. Results of this research
are being prepared for journal submission and will hopefully be available
in the near future. In general, peer education served as an effective
means for changing attitudes and increasing knowledge among freshmen when
conducted in first year experience courses. 
Mary A. Wyandt, PhD, CHES 
Director, STAR Central 
University of Arkansas Health Center 
 
At 12:01 PM 7/31/2003 -0400, you wrote: 
<blockquote type=3Dcite class=3Dcite cite>Send SAPC mailing list submissions
to 
<x-tab>        </x-tab>=
l.Virginia.EDU 
 
To subscribe or unsubscribe via the World Wide Web, visit 
<x-tab>        </x-tab><a=
href=3D"https://list.mail.virginia.edu/mailman/listinfo/sapc"=
eudora=3D"autourl">https://list.mail.Virginia.EDU/mailman/listinfo/sapc</a>=
 
or, via email, send a message with subject or body 'help' to 
<x-tab>        </x-tab>sapc-request@=
list.mail.Virginia.EDU 
 
You can reach the person managing the list at 
<x-tab>        </x-tab>sapc-owner@li=
st.mail.Virginia.EDU 
 
When replying, please edit your Subject line so it is more specific 
than "Re: Contents of SAPC digest..." 
 
 
Today's Topics: 
 
   1. Sexual Assault Education and First Year Experience
programs 
   2. New Resource Available (Cathy Nardo) 
 
 
---------------------------------------------------------------------- 
 
Date: Wed, 30 Jul 2003 15:46:09 -0400 
From:
 
To:
 
Subject: Sexual Assault Education and First Year Experience=20
programs 
Message-ID:
<.=
edu> 
Content-Type: multipart/alternative; 
<x-tab>        </x-tab>boundary=3D&q=
uot;=3D_alternative
006C92D085256D73_=3D" 
MIME-Version: 1.0 
Precedence: list 
Message: 1 
 
This is a multipart message in MIME format. 
--=3D_alternative 006C92D085256D73_=3D 
Content-Type: text/plain; charset=3D"us-ascii" 
 
Our Center is in preliminary conversations our Residential Programs staff
 
to pilot a module on sexual assault education for use in our First Year
 
Experience Program.  To this point Residential Programs has relied
on a 
session during (jam-packed) Orientation and "floor meetings"
led by peer 
educators on first-year floors in our traditional residence halls as
their 
primary means of educating students about this issue.  We believe
those 
programs are needed and should remain (in some form), but we're 
collaborating to develop another venue for delivering this important
 
message.  As a result of some recent discussions, we're beginning to
look 
at sexual assault education as a "program" stretched out during
the first 
semester, rather than as isolated activities - we would continue to start
 
with a session at Orientation, followed by peer-led discussions
(primarily 
around UD's sexual misconduct policy and the potential ramifications of
 
violating it), then move into a more "sophisticated" discussion
later in 
the semester, perhaps through our First Year Experience course.  The
 
thought here is that students' understanding of this issue and its 
relevance to them / their friends / roommates, etc. will have
"matured" 
after having been exposed to the issue through these earlier pieces of
the 
program and having lived in our student residential community for a
couple 
of months and seen what really goes on. 
 
Our preliminary thinking about how this First Year Experience
"module" on 
sexual assault might be structured has focused on some type of
"homework" 
(i.e. outside the classroom activity), followed by an in-class
discussion, 
perhaps co-facilitated by a faculty member and a member of the
Residential 
Programs staff.  Which brings me to why I post this inquiry on
WRAC-L. 
 
Our (i.e. UD's) struggles with sexual assault education are surely not
 
unique.  Other institutions (and perhaps W/C staff) have struggled
with 
this also, and I'm sure some have come up with effective ways of
educating 
students about this issue.  I'm particularly interested in hearing
from 
colleagues at institutions where: 
 
       
1.      an interdisciplinary approach to sexual
assault education 
(i.e. such as our proposal to use faculty / Residential Programs staff
as  
            &nbs=
p;  
co-facilitators) has been used in a classroom setting.  How have you
structured that and what has been the reaction / result? 
       
2.      you have successfully used some
"out-of-class" activity 
(i.e. individual on-line or CD-rom based program, mock hearings,
speakers, 
            &nbs=
p;          
readings) as a preparatory tool for a subsequent 
in-class, in-depth discussion about sexual assault.  What have you
used and
how            &=
nbsp;        
successful were those 
tools? 
 
If you are familiar with sexual assault education programs that 
incorporate either or both of these activities, please contact me
directly 
at the phone number or e-mail address below.  If you are not the
point of 
contact for this at your institution, please share with me the name,
phone 
number and e-mail address of the person who is so that I may follow up
 
with them directly.  Thank you. 
 
Lisa Rismiller 
Director, Women's Center 
University of Dayton 
#201 Alumni Hall 
Dayton, OH  45469-0322 
Phone 937-229-5390 (main) 
           
937-229-5592 (direct) 
Fax 937-229-5334 
 
--=3D_alternative 006C92D085256D73_=3D 
Content-Type: text/html; charset=3D"us-ascii" 
 
 
 Our Center is i=
n
preliminary conversations our Residential Programs staff to pilot a
module on sexual assault education for use in our First Year Experience
Program. &nbsp;To this point Residential Programs has relied on a
session during (jam-packed) Orientation and &quot;floor
meetings&quot; led by peer educators on first-year floors in our
traditional residence halls as their primary means of educating students
about this issue. &nbsp;We believe those programs are needed and
should remain (in some form), but we're collaborating to develop another
venue for delivering this important message. &nbsp;As a result of
some recent discussions, we're beginning to look at sexual assault
education as a &quot;program&quot; stretched out during the first
semester, rather than as isolated activities - we would continue to start
with a session at Orientation, followed by peer-led discussions
(primarily around UD's sexual misconduct policy and the potenti 
 al ramifications of violating it), then move into a more
&quot;sophisticated&quot; discussion later in the semester,
perhaps through our First Year Experience course. &nbsp;The thought
here is that students' understanding of this issue and its relevance to
them / their friends / roommates, etc. will have
&quot;matured&quot; after having been exposed to the issue
through these earlier pieces of the program and having lived in our
student residential community for a couple of months and seen what really
goes on. &nbsp; 
 
 Our preliminary
thinking about how this First Year Experience &quot;module&quot;
on sexual assault might be structured has focused on some type of
&quot;homework&quot; (i.e. outside the classroom activity),
followed by an in-class discussion, perhaps co-facilitated by a faculty
member and a member of the Residential Programs staff. &nbsp;Which
brings me to why I post this inquiry on WRAC-L.
&nbsp; 
 
 Our (i.e. UD's)
struggles with sexual assault education are surely not unique.
&nbsp;Other institutions (and perhaps W/C staff) have struggled with
this also, and I'm sure some have come up with effective ways of
educating students about this issue. &nbsp;I'm particularly
interested in hearing from colleagues at institutions
where: 
 
 &nbsp;
&nbsp; &nbsp; &nbsp; 1. &nbsp; &nbsp; &nbsp;
&nbsp;an interdisciplinary approach to sexual assault education (i.e.
such as our proposal to use faculty / Residential Programs staff as
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; co-facilitators) has been
used in a classroom setting. &nbsp;How have you structured
that and what has been the reaction /=20
result? 
 &nbsp;
&nbsp; &nbsp; &nbsp; 2. &nbsp; &nbsp; &nbsp;
&nbsp;you have successfully used some
&quot;out-of-class&quot; activity (i.e. individual on-line or
CD-rom based program, mock hearings, speakers, &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; readings) as a preparatory
tool for a subsequent in-class, in-depth discussion about sexual assault.
&nbsp;What have you used and how &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp; &nbsp; &nbsp; &nbsp; successful were those tools?
&nbsp; 
 
 If you are
familiar with sexual assault education programs that incorporate either
or both of these activities, please contact me directly at the phone
number or e-mail address below. &nbsp;If you are not the point of
contact for this at your institution, please share with me the name,
phone number and e-mail address of the person who is so that I may follow
up with them directly. &nbsp;Thank you. 
 
 Lisa
Rismiller 
Director, Women's Center 
University of Dayton 
#201 Alumni Hall 
Dayton, OH &nbsp;45469-0322 
Phone 937-229-5390 (main) 
 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;
&nbsp;937-229-5592 (direct) 
Fax 937-229-5334 
 
--=3D_alternative 006C92D085256D73_=3D-- 
------------------------------ 
 
Date: Thu, 31 Jul 2003 10:59:53 -0400 
From: "Cathy Nardo"
<> 
To:
<> 
Subject: New Resource Available 
Message-ID:=20
<D07CA424B626D41195A100D0B74D6E895831D4@INET_SERV> 
Content-Type: multipart/alternative; 
<x-tab>        </x-tab>boundary=3D&q=
uot;----=3D_NextPart_000_0010_01C35753.42FEC200" 
MIME-Version: 1.0 
Precedence: list 
Reply-To:
 
Message: 2 
 
This is a multi-part message in MIME format. 
 
------=3D_NextPart_000_0010_01C35753.42FEC200 
Content-Type: text/plain; 
<x-tab>        </x-tab>charset=3D&qu=
ot;iso-8859-1" 
Content-Transfer-Encoding: 8bit 
 
 
************************************************** 
*********************************** 
 
Title: Prostitution, Trafficking, and Traumatic 
Stress 
 
Editor: Melissa Farley 
The book's available for sale at: 
 
  HYPERLINK
"<a href=3D"http://www.haworthpress.com/"=
eudora=3D"autourl">http://www.haworthpress.com</a>" 
\n<a href=3D"http://www.haworthpress.com/"=
eudora=3D"autourl">http://www.haworthpress.com</a> 
 
20% discounts for the book if ordered now.   Pass 
this on, please. 
 
Contents: 
 
*Preface: Prostitution, Trafficking & Traumatic 
Stress  (Melissa Farley) 
*Introduction: Hidden in Plain Sight: Clinical 
Observations on Prostitution (Judith L. Herman) 
UNDERSTANDING PROSTITUTION AND TRAFFICKING AS 
ORGANIZED INTERPERSONAL VIOLENCE 
*Sister Oppressions: A Comparison of Wife 
Battering and Prostitution    (Christine L. Stark 
and Carol Hodgson) 
*Prostitution and Trafficking in Nine Countries: 
Update on Violence and Posttraumatic Stress 
Disorder  (Melissa Farley, Ann Cotton, Jacqueline 
Lynne, Sybille Zumbeck, Frida Spiwak, Maria E. 
Reyes, Dinorah Alvarez, and Ufuk Sezgin) 
*Prostitution and Trauma in the Law of Rape 
(Michelle J. Anderson) 
*Gay Male Pornography's "Actors": When=20
"Fantasy" 
Isn't (Christopher N. Kendall and Rus Ervin Funk) 
*Prostitution Online  (Donna M. Hughes) 
*Commercial Sexual Exploitation of Women and 
Children in Cambodia (Wendy Freed) 
*Prostitution and Trafficking of Women and 
Children from Mexico to the United States (Marisa 
Bava, Laura Zarate, and Melissa Farley) 
*Prostitution and Trafficking: An Intimate 
Relationship (Dorchen A. Leidholdt) 
HEALING FROM PROSTITUTION AND TRAFFICKING 
*Emotional Experiences of Performing Prostitution 
(Lisa A. Kramer) 
*Dissociation Among Women in Prostitution (Colin 
A. Ross, Melissa Farley, and Harvey L. Schwartz) 
*Providing Services to African American 
Prostituted Women  (Vednita Carter) 
*The Importance of Supportive Relationships Among 
Women Leaving Prostitution (Ulla-Carin Hedin and 
Sven Axel M=E5nsson) 
*PEERS: Prostitutes' Empowerment, Education and 
Resource Society (Jannit Rabinovitch) 
*Been There, Done That: A Peer Leadership Model 
for Women Leaving Prostitution  (Norma Hotaling, 
Autumn Burris, B. Julie Johnson, Yoshi M. Bird, 
and Kirsten A. Melbye) 
*Living in Longing: Prostitution, Trauma Recovery, 
and Public Assistance Margaret A. Baldwin) 
 
About The Book: 
 
Prostitution, Trafficking, and Traumatic Stress 
offers the reader an analysis of prostitution and 
trafficking as organized interpersonal violence. 
Even in academia, law, and public health, 
prostitution is often misunderstood as "sex work." 
The book's 32 contributors offer clinical 
examples, analysis, and original research that 
counteract common myths about the harmlessness of 
prostitution. 
Prostitution, Trafficking, and Traumatic Stress 
extensively documents the violence that runs like 
a constant thread throughout all types of 
prostitution, including escort, brothel, 
trafficking, strip club, and street prostitution. 
Prostitutes are always subjected to verbal sexual 
harassment and often have a lengthy history of 
trauma, including childhood sexual abuse and 
emotional neglect, economic discrimination, rape, 
and racism. 
 
International in scope, the book contains 
cutting-edge contributions from clinical experts 
in traumatic stress, from attorneys and advocates 
who work with trafficked women and children and 
prostituted women. A number of chapters address 
the complexity of treating the psychological 
symptoms resulting from prostitution. Others 
address the survivor's need for social supports, 
substance abuse treatment, peer support and 
culturally relevant services. 
 
Prostitution, Trafficking, and Traumatic Stress 
examines: 
 
*     The connections between prostitution, 
incest, sexual harassment, rape, and battering 
*     Clinical symptoms common among those in 
prostitution, including dissociation, 
posttraumatic stress disorder, depression, and 
substance abuse 
*     Peer support programs for women escaping 
prostitution 
*     Culturally relevant services for women 
escaping prostitution 
*     The connection between prostitution and 
trafficking, including trafficking from Mexico to 
the United States, and prostitution of adolescents 
in Cambodian brothels 
*     Online prostitution 
*     How gay male pornography harms gay men 
*     Accessing public assistance funds for 
survivors of prostitution 
 
 
Cathy Nardo 
Information Specialist 
National Sexual Violence Resource Center 
123 N. Enola Dr. 
Enola, PA 17025 
 
Toll Free 877-739-3895 extension 103 
<a href=3D"http://www.nsvrc.org/" eudora=3D"autourl";>www.nsvrc.org</a> 
 
 
 
 
 
 
 
--- 
Outgoing mail is certified Virus Free. 
Checked by AVG anti-virus system 
(<a href=3D"http://www.grisoft.com/"=
eudora=3D"autourl">http://www.grisoft.com</a>). 
Version: 6.0.504 / Virus Database: 302 - Release 
Date: 7/24/03 
 
 
------=3D_NextPart_000_0010_01C35753.42FEC200 
Content-Type: text/html; 
<x-tab>        </x-tab>charset=3D&qu=
ot;iso-8859-1" 
Content-Transfer-Encoding: quoted-printable 
 
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0
Transitional//EN"> 
 
**********************************************=3D
*************************************** 
 
Title:=3D20 Prostitution, Trafficking, and Traumatic Stress 
 
Editor: Melissa=3D20 Farley 
The book's available for sale at: 
 
 <a href=3D"3d.htm">http://www.haworthpress.com</a> 
 
20% discounts for the book if =3D ordered=3D20 now.   Pass this on=
,
please. 
 
Contents: 
 
*Preface: =3D Prostitution, Trafficking & Traumatic Stress 
(Melissa=3D20 Farley) 
*Introduction: Hidden in Plain Sight: Clinical =3D Observations on=3D20
Prostitution (Judith L. Herman) 
UNDERSTANDING PROSTITUTION =3D AND=3D20 TRAFFICKING AS ORGANIZED
INTERPERSONAL VIOLENCE 
*Sister =3D Oppressions: A=3D20 Comparison of Wife Battering and
Prostitution    =3D (Christine L.=3D20 Stark and Carol
Hodgson) 
*Prostitution and Trafficking in Nine =3D Countries:=3D20 Update on Violence
and Posttraumatic Stress Disorder  (Melissa =3D Farley, Ann=3D20 Cotton=
,
Jacqueline Lynne, Sybille Zumbeck, Frida Spiwak, Maria E.=3D20 Reyes,
Dinorah Alvarez, and Ufuk Sezgin) 
*Prostitution and =3D Trauma=3D20 in the Law of Rape  (Michelle J.
Anderson) 
*Gay Male =3D Pornography's=3D20 "Actors": When "Fantasy&quot=
;
Isn't (Christopher N. Kendall and Rus =3D Ervin=3D20 Funk) 
*Prostitution Online  (Donna M. Hughes) 
*Commercial =3D Sexual=3D20 Exploitation of Women and Children in Cambodia
(Wendy=3D20 Freed) 
*Prostitution and Trafficking of Women and Children from =3D Mexico=3D20 to
the United States (Marisa Bava, Laura Zarate, and Melissa=3D20=20
Farley) 
*Prostitution and Trafficking: An Intimate =3D Relationship (Dorchen=3D20 A.
Leidholdt) 
HEALING FROM PROSTITUTION AND TRAFFICKING 
*Emotional =3D Experiences of Performing Prostitution (Lisa A.=3D20 Kramer)
 
*Dissociation Among Women in Prostitution (Colin =3D A. Ross,=3D20 Melissa
Farley, and Harvey L. Schwartz) 
*Providing Services to =3D African=3D20 American Prostituted Women 
(Vednita Carter) 
*The =3D Importance of=3D20 Supportive Relationships Among Women Leaving =3D
Prostitution (Ulla-Carin Hedin=3D20 and Sven Axel M=3DE5nsson) 
*PEERS: Prostitutes' Empowerment, =3D Education and=3D20 Resource Society
(Jannit Rabinovitch) 
*Been There, Done That: A =3D Peer=3D20 Leadership Model for Women Leaving
Prostitution  (Norma Hotaling, =3D Autumn=3D20 Burris, B. Julie Johnson=
,
Yoshi M. Bird, and Kirsten A. =3D Melbye) 
*Living in=3D20 Longing: Prostitution, Trauma Recovery, and Public
Assistance Margaret =3D A.=3D20 Baldwin) 
 
About The Book: 
 
Prostitution, Trafficking, =3D and=3D20 Traumatic Stress offers the reader a=
n
analysis of prostitution and =3D trafficking=3D20 as organized interpersonal
violence. Even in academia, law, and public =3D health,=3D20 prostitution is
often misunderstood as "sex work." The book's 32 =3D
contributors=3D20 offer clinical examples, analysis, and original research
that counteract =3D common=3D20 myths about the harmlessness of prostitution=
.
 
Prostitution,=3D20 Trafficking, and Traumatic Stress extensively documents
the violence =3D that runs=3D20 like a constant thread throughout all types
of prostitution, including =3D escort,=3D20 brothel, trafficking, strip club=
,
and street prostitution. Prostitutes =3D are=3D20 always subjected to verbal
sexual harassment and often have a lengthy =3D history of=3D20 trauma,
including childhood sexual abuse and emotional neglect, economic =3D
discrimination, rape, and racism. 
 
International in scope, =3D the book=3D20 contains cutting-edge contribution=
s
from clinical experts in traumatic =3D stress,=3D20 from attorneys and
advocates who work with trafficked women and children =3D and=3D20
prostituted women. A number of chapters address the complexity of =3D
treating the=3D20 psychological symptoms resulting from prostitution.
Others address the=3D20 survivor's need for social supports, substance
abuse treatment, peer =3D support and=3D20 culturally relevant services.
 
 
Prostitution, Trafficking, =3D and=3D20 Traumatic Stress examines: 
 
*     The =3D connections=3D20 between prostitution,
incest, sexual harassment, rape, and=3D20 battering 
*     Clinical symptoms common =3D among=3D20 those in
prostitution, including dissociation, posttraumatic stress =3D disorder,=3D2=
0
depression, and substance abuse 
*     Peer =3D support=3D20 programs for women escaping =
=3D
prostitution 
*    =3D20 Culturally relevant services for women
escaping=3D20 prostitution 
*     The connection between=3D20 prostitution and
trafficking, including trafficking from Mexico to the =3D United=3D20 States=
,
and prostitution of adolescents in Cambodian=3D20 brothels 
*     Online=3D20 prostitution 
*     How gay male pornography harms =3D gay=3D20 men
 
*     Accessing public assistance funds =3D for=3D20
survivors of prostitution 
 
Cathy Nardo 
Information Specialist 
National Sexual Violence Resource Center 
123 N. Enola Dr. 
Enola, PA 17025 
 
Toll Free 877-739-3895 extension 103 
<a href=3D"http://www.nsvrc.org/" eudora=3D"autourl";>www.nsvrc.org</a> 
  
 
 
 
 
 
 
 
--- 
Outgoing mail is certified Virus Free. 
Checked by AVG anti-virus system
(<a href=3D"http://www.grisoft.com/"=
eudora=3D"autourl">http://www.grisoft.com</a>). 
Version: 6.0.504 / Virus Database: 302 - Release Date:
7/24/03 
 
 
------=3D_NextPart_000_0010_01C35753.42FEC200-- 
 
------------------------------ 
 
_______________________________________________ 
SAPC mailing list 
 
<a href=3D"https://list.mail.virginia.edu/mailman/listinfo/sapc"=
eudora=3D"autourl">https://list.mail.Virginia.EDU/mailman/listinfo/sapc</a>=
 
 
 
End of SAPC Digest, Vol 60, Issue 1 
*********************************** </blockquote>
<x-sigsep></x-sigsep>
Mary A. Wyandt, PhD,
CHES<x-tab>       </x-tab><x-tab> &n=
bsp;      </x-tab><x-tab>   &nb=
sp;    </x-tab>Phone:
<x-tab> </x-tab>479-575-7252 
Health
Educator<x-tab> </x-tab><x-tab>      &nbs=
p; </x-tab><x-tab>        </x-t=
ab><x-tab>        </x-tab>Fax:<x-tab=
>    </x-tab>479-575-7438 
University Health
Center<x-tab>        </x-tab><x-tab>=
        </x-tab><x-tab>  &=
nbsp;     </x-tab>TTY:
<x-tab>   </x-tab>479-575-4124 
University of
Arkansas<x-tab>  </x-tab><x-tab>     &nbs=
p;  </x-tab><x-tab>       &nbsp=
;</x-tab><x-tab>        </x-tab>E-ma=
il:<x-tab> </x-tab> 
600 Razorback
Road<x-tab>      </x-tab><x-tab>  &n=
bsp;     </x-tab><x-tab>    &nb=
sp;   </x-tab><x-tab>      &nbs=
p; </x-tab><a href=3D"http://www.uark.edu/depts/healinfo"=
eudora=3D"autourl">www</a>.uark.edu/depts/<a=
href=3D"http://www.uark.edu/depts/healinfo" eudora=3D"autourl";>healinfo 
</a>Fayetteville, AR
72701<x-tab>  </x-tab><x-tab>      &=
nbsp; </x-tab><x-tab>        </=
x-tab><x-tab>        </x-tab>"H=
AVE
A NICE DAY"  : ) 
</html>

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Date: Fri, 01 Aug 2003 14:10:18 -0400
From: "S. Daniel Carter"
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Subject: Victim Support In Title IX Sex Assault Hearing
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Do any of you know of any way that Title IX might guarantee a sexual assault
victim the right to have support present during a disciplinary hearing if a
psychologist has said they are not mentally capable of going through the
process alone?

We've got a client with a hearing coming up a week from today and the
hearing panel just ruled this morning that neither the accused nor the
accuser will be entitled to have anybody (parent, lawyer, etc...) present
with them. Criminal charges are pending, but it is a private school and as
far as I know they can deny the accused a lawyer even under these
circumstances (something some courts have said state schools can't due if
criminal charges are pending).

The Clery Act would require that a victim be allowed support if the accused
is, but in this case neither will be allowed support. Any insights would be
appreciated. Thanks!

********************************
S. Daniel Carter
Senior Vice President
Security On Campus, Inc.
http://www.securityoncampus.org/
e-mail:

Re: SAPC Digest, Vol 60, Issue 1 (Out of the Office), Heather Sturm, 07/31/2003

List archive

Re: SAPC Digest, Vol 60, Issue 1 (Out of the Office)