Discussion List for campus-based and allied personnel working to end gender-based violence on campus.

["Mary Todd" <>]

It is time to say "I was raped"--- 
That has been avoided for too long!
I agree with Mike D's message below 100%. 
Many students believe that they have the power to DECIDE when something is 
rape; 
Most male students who rape "decide" it is not. the problem persists in every 
study/survey.
Teach men the valid legal consent issues, tap into their sense of integrity, 
honor, or true male strength;
Empower women by clarifying that if they feel traumatized it is because 
healthy competent women do feel traumatized after rape,
and yes, there needs to be Q/A  or feedback or debreifing afterwards.

Mary Todd, Asst. Dir./Victim's Advocate
Kansas State University Women's Center
206 Holton Hall
Manhattan, KS  66506
(785) 532.6444
http://www.k-state.edu/womenscenter/






  ----- Original Message ----- 
  From: 

 
  To: 

 
  Sent: Tuesday, August 22, 2006 11:02 AM
  Subject: SAPC Digest, Vol 584, Issue 1


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  Today's Topics:

     1. Script question (Eric Garrison)
     2. Re: Script question (S. Daniel Carter)
     3. RE: Script question (Mike Domitrz)


  ----------------------------------------------------------------------

  Message: 1
  Date: Tue, 22 Aug 2006 09:25:23 -0500
  From: "Eric Garrison" 
<>
  Subject: Script question
  To: 

  Message-ID: 
<>
  Content-Type: text/plain; charset="iso-8859-1"

  Dear Colleagues,

  I have written a script that is based on the old He Said/She Said scripts 
of 20 or so years ago, but now with androgynous characters and no pronouns. 

  The last line spoken is by the survivor: "I can't believe it - I was raped."

  Some members of the university using the script want to change that 
statement to a question, "Was I raped?" thinking that powerful messages are 
too strong for the parents of first-year students(and this is a very 
liberal/progressive/openminded university, so I was surprised.)

  The final verdict is: keep the statement for the student presentation, but 
change it to a question for the parental presentation.

  Any thoughts, sagacious colleagues?

  Eric 



  +++++
  Eric M. Garrison, MAEd, MSc (London)
  Diplomate of the London School of Hygiene and Tropical Medicine
  International Consultant and Speaker in Human Sexuality & the Public Health

  web: www.ericgarrison.info
  email: 

  Telephone: 804.640.5964




  ------------------------------

  Message: 2
  Date: Tue, 22 Aug 2006 10:54:01 -0400
  From: "S. Daniel Carter" 
<>
  Subject: Re: Script question
  To: Eric Garrison 
<>,
  
<>
  Message-ID: 
<>
  Content-Type: text/plain; charset="US-ASCII"

  on 8/22/06 10:25 AM, Eric Garrison at 

 wrote:

  > Any thoughts, sagacious colleagues?

  I guess my question would be is the point to try and get them to think
  critically about the issues presented, and thus help them reach the
  conclusion themselves or to leave them room to continue their preconceived
  ways of thinking? If it is done in a way to promote the former rather than
  the latter there may be value to it.

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




  ------------------------------

  Message: 3
  Date: Tue, 22 Aug 2006 10:04:26 -0500
  From: "Mike Domitrz" 
<>
  Subject: RE: Script question
  To: "'S. Daniel Carter'" 
<>,
 "'Eric
  Garrison'" 
<>,
 
<>
  Message-ID: 
<>
  Content-Type: text/plain; charset="us-ascii"

  What happens after the performance?  Is the audience provided with the
  support resources on campus?  Do they discuss survivors talking with an
  advocate and the supportive environment your campus provides survivors?  If
  a script opens up the issue and does not provide solutions, it can lead to
  more confusion than actual awareness (and fear among parents).  

  As for the parents reactions, start the program by saying, "While these next
  4 years at XXX are going to bring you many great memories, college can be
  dangerous  -- such as students engaging in risky and/or illegal behaviors.
  Plus, one student's poor choices can greatly effect the lives of many other
  students.  Therefore, we want to help protect you and prepare you to have
  the best opportunity for success here at XXX.  To do so, lets take a look at
  one of those moments . . ." (then start the script).

  As to the last line of the script, it really depends on the script and what
  happened previously in the story.  If you are describing a rape scene in the
  "He Said. She Said" script (which is typically an actual sexual assault) and
  you end it with "Was I raped?" with no further discussion with the audience
  of what took place, you take a HUGE risk of many students answering the
  question themselves by saying, "No, she wasn't raped."  Then, when the
  students see (or experience) a similar situation actually happen on campus,
  they will not consider it rape.  If that is the potential result, the
  program defeats its entire purpose.  If you are describing a rape in the "He
  Said. She Said" scene, ending it with "I can't believe I was raped.  I don't
  know what to do" better enables you to provide the audience with all the
  resources for the survivor AND to continue a discussion.

  Hope this helps.

  Sincerely,
  Mike Domitrz
  ****************************************************
  Author, Speaker, and Executive Director of The Date Safe Project.  
  Creator of "Can I Kiss You?" program on consent & sexual assault.  
  www.canikissyou.com
  www.datesafeproject.org
  www.voicesofcourage.com
  www.mayikissyou.com
  ** www.doyouask.org ** -- Discover the powerful and thought-provoking "Do
  You Ask?" Poster Series.

   

  -----Original Message-----
  From: 

  
[mailto:]
 On Behalf Of S. Daniel Carter
  Sent: Tuesday, August 22, 2006 9:54 AM
  To: Eric Garrison; 

  Subject: Re: Script question

  on 8/22/06 10:25 AM, Eric Garrison at 

 wrote:

  > Any thoughts, sagacious colleagues?

  I guess my question would be is the point to try and get them to think
  critically about the issues presented, and thus help them reach the
  conclusion themselves or to leave them room to continue their preconceived
  ways of thinking? If it is done in a way to promote the former rather than
  the latter there may be value to it.

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


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