CH-14 Sexual Coercion and Resiliency – Human Sexuality: Self, Society, and Culture : Book Guide

Chapter 14: Sexual Coercion and Resiliency Discussion Topics Discussion 14.1: Perpetrators of Rape Malamuth (1986) has argued that sexual aggression is the result of motivation in combination with opportunity and the disinhibition of aggression. Groth developed a typology of rapists and discerned three types all striving for dominance, power and control: Anger rapist: characterized by an impulsive hostility, physical brutality, and the need to retaliate for “perceived wrongs.” Power rapist: characterized by preceding rape fantasies, increasing aggression, and a “compensation for deep-seated insecurities and feelings of inadequacy.” Sadistic rapist: characterized by a calculated, ritualistic, destruction of the victim; “aggression itself is eroticized”. In each of these control, humiliation and control, not sexual gratification, is the end. Research also suggests that some rapists become aroused from force, where the use of force heightens the experience for the perpetrator. Arousal from force is also correlated with attitudes toward women, rape myth acceptance, and callous attitudes toward women. Traditional sex role stereotyping—Sexual aggression is most likely to occur in cultures whose attitudes and roles are supportive of male dominance. Further research suggests that traditional females are less likely to show empathy for other women who are raped taking a “she asked for it” stance. Traditional sex role typing can lead to an adversarial “us against them” attitude, with males being seen as dominant and women as submissive. Some evidence exists that adherence to traditional sex roles may lead to miscommunication between men and women. For example a traditional female may believe that she has to say “no” even when she means “yes”. This may serve to confirm this belief of adversity. Acceptance of rape myths—Research suggests that traditional males are more likely to subscribe to “rape myths”. This holds ideas that if women are dressed provocatively or come back to your apartment at 3:00am they know what is going to happen. 40% of undergrad females have said no when they meant yes. Thus displaying “token resistance”. By playing into those adversarial roles, traditional women may be encouraging male beliefs in rape myths (Burt, 1999). Research also suggests that sexually aggressive men with traditional role beliefs report that when females violate traditional roles (e.g., being promiscuous, or dressed too provocatively) they interpret the girl won’t mind or is deserving of sexual aggression. Traditional males also report a sense of entitlement. They report that after initiating, paying, and driving, on a date they feel led on and entitled to sex. Acceptance of violence towards women—Perhaps most importantly, if a male feels it is appropriate or justifiable to use force and violence against a woman he is more likely to do so. Research suggests that acceptance of rape myths, belief in traditional sex roles, and violence against women all allow for the sexual aggressor to report (1) a greater allowance for coercion and rape (2) less sympathy and empathy for victims (3) an increased probability of committing the acts themselves Malamuth’s (1981) finding that one out of every three men report that assured of no repercussions, they would rape a female show that possibly the deterrent of consequences inhibit most men from acting on their desires. Also, social norms and individual attitudes serve to deter potential sexual aggressors from actually raping, however it doesn’t seem to inhibit 25% of college men from engaging in sexual coercion. http://www.taasa.org/library/pdfs/TAASALibrary124.pdf has a great overview of rape myth acceptance in college students. The Updated Illinois Rape Myth Acceptance Scale can be found in PDF form at: http://www.hhs.gov/ash/oah/oah-initiatives/paf/508-assets/conf-2011-herman-irma.pdf Rape Myth Scale: The Rape Myth Scale (RMS) is a 19-item scale, which was developed to examine various aspects of the rape myth, construct, including: false charges, victim-desire, victim precipitation, and trivialization of rape. This scale has short items and simple wording that makes it appropriate for use with middle school students.
In: Lonsway, K.A. & Fitzgerald, L.F. (1995). Attitudinal antecedents of rape myth acceptance: A theoretical and empirical reexamination. Journal of Personality & Social Psychology, 68, 704-711. Discussion 14.2: Am I a Victim of a Date Rape Drug? If you think you have been given a date rape drug, ask yourself the following questions: Are you sore or bruised in the genital area, in the anal area, on the inner or outer thighs or both, or on the wrists and forearms? Do you see any bruising or scratching that might occur during a struggle? Do you see used condoms near you or in garbage containers or traces of semen or vaginal fluids on clothes, body, or furniture? Have people told you that you seemed very intoxicated the night before? Are you aware that you did not drink much alcohol the night before but feel hung over? Aside from indications of sexual activity, other clues about ingesting date rape drugs include a feeling of having had hallucinations or very “real” dreams; fleeting memories of feeling or acting intoxicated despite having taken no drugs or drinking no alcohol; and having no clear memory of events during an 8- to 24-hour period with no known reason for the memory lapse. If your answers to these questions indicate that you were raped after being given a date rape drug, see the information provided in the chapter in “Healthy Sexuality: Steps to Take if You Are Raped.” Remember: If you had sex but cannot remember giving consent, you have been raped under the law, whether or not you were drugged. The answer to the question would involve assessing whether the individual has physical or behavioral signs consistent with having been given a date rape drug. Here's a summary of the key points: 1. Physical Signs: Look for soreness or bruising in the genital area, anal area, inner or outer thighs, wrists, and forearms, which could indicate a struggle. 2. Evidence of Sexual Activity: Check for used condoms near you, traces of semen or vaginal fluids on clothes, body, or furniture. 3. Intoxication Signs: Consider if people have mentioned that you seemed very intoxicated the night before, despite not drinking much alcohol. 4. Hangover Symptoms: Note if you feel hungover despite not consuming much alcohol the night before. 5. Memory Clues: Pay attention to feelings of having had hallucinations or very real dreams, fleeting memories of feeling intoxicated, and no clear memory of events during an 8- to 24-hour period. If your answers to these questions suggest that you were raped after being given a date rape drug, it's important to seek support and follow the steps outlined in the chapter on "Healthy Sexuality: Steps to Take if You Are Raped." Remember, if you had sex but cannot remember giving consent, it is considered rape under the law, whether or not you were drugged. Discussion 14.3: Sexual Abuse and Prevention on College Campuses The U.S. Department of Justice estimates that between one-fifth and one quarter of all college women are the victims of completed or attempted rape while in college (Fisher, Cullen, & Turner, 2000). In fact, some estimate that a rape occurs every 20 hours on American college and university campuses, and many of them probably go unreported. How does it happen? It is an all too common phenomenon on college campuses: A girl goes to a fraternity party and is handed an alcoholic beverage. Over the course of the evening, she consumes more alcohol. As free-flowing alcohol silences her inhibitions, she decides to head into a room with a guy. They engage in physically intimate activity and the next morning she wakes up with a fuzzy recollection of the previous night’s activities and begins to feel the blunt force of fear and regret as she tries to recall what happened. When asked whether this constitutes as rape, the majority of college students say no because despite her level of intoxication, she consented (Sanday, 2007). The reality is that in most states, a person who is under the influence of drugs or alcohol is not legally capable of consenting to sex. In 2007, anthropologist Peggy Reeves Sanday published an important study called Fraternity Gang Rape: Sex, Brotherhood, and Privilege on Campus (2007). This research built upon a prior study by Sanday (1981) that showed how important male power was to explaining sexual coercion. In her 2007 study, Sanday found some disturbing trends that support the idea that rape-prone attitudes exist in the United States. She researched both acquaintance rape and gang rape on college campuses, first to understand the hidden sexual culture that exists, and second to expose it to fuel positive social change on college campuses. Sanday examined the history of rape and sexual bullying at some fraternities across the United States. She found that the composition of fraternities, including sexually suggestive hazing rituals that initiate males into their ranks, perpetuate attitudes and rituals that seemingly bond them together. But they do so at the expense of sexualizing women and, to some extent, younger or more vulnerable males, including gay males, as sexual targets. Their rituals of initiation have underlying themes of sexism, which continue to manifest even after initiation rituals have been completed (Sanday, 2007). Many fraternity brothers admit that the goal of their parties is to get women drunk enough to compromise their inhibitions (Sanday, 2007). They rationalize or justify their sexual urges as a sort of natural male sex drive that is more animal than cultural in its nature. A woman who allows herself to go to these parties or gets drunk or high is said to be “asking for it.” When a woman is particularly vulnerable and drunk, acquaintance rape may turn into gang rape (Sanday, 2007, p. 2). Sanday’s work prompted many college campuses to forge new rape-prevention education programs in which students are taught that sexual behavior and safe sex practices are to be negotiated between consenting sexual partners (Sanday, 2007). “Safe spaces” on campus are now critical to helping teach and pass on respectful attitudes regarding consent and sexual initiation. Accordingly, some colleges now have clear-cut policies that define the issue of “consent” for students. Antioch College’s sexual offense policy, for example, includes these guidelines: The person(s) who initiate(s) the sexual activity is responsible for asking for consent. Each new level of sexual activity requires consent. Consent is required regardless of the parties’ relationship, prior sexual history, or current activity (e.g., grinding on the dance floor is not consent for further sexual activity). Silence is not consent. Body movements and nonverbal responses such as moans are not consent. In another hopeful sign, many fraternities in the United States are trying to create a rape-free environment. The anti-rape discourse is associated with a new sexual revolution that promotes respect and equality and is as much about women’s desires as men’s. It is important to recognize that there are many males on campus who totally repudiate these kinds of actions, but may not until recently felt empowered to speak out against their male peers’ sexual aggression. These are positive signs of a new culture of respect, tolerance, and prevention, but it is important not to be complacent and continue to promote sexual literacy on these matters. Discussion 14.4: Steps to Take If You Are Raped Immediately seek a safe place to ensure that no further assault can occur. Notify the police immediately. Reporting the crime right away can help you regain a sense of personal power and control. You can insist on an officer of the appropriate gender to help you complete the police report. Immediately contact a trusted individual who can stay with you to provide emotional and physical support. Try to preserve all physical evidence of the assault. Do not shower, bathe, douche, eat, drink, wash your hands, or brush your teeth until after you have had a medical examination. Save all of the clothing you were wearing at the time of the assault. Place each item of clothing in a separate paper bag. Do not use plastic bags. Do not clean or disturb anything in the area where the assault occurred. Seek medical care as soon as possible. Go to a hospital emergency room or a specialized forensic clinic that provides treatment for sexual assault victims. Even if you think that you do not have any physical injuries, you should have a medical examination to talk with a health care provider about the risk of exposure to STIs and the possibility of pregnancy. Having a medical exam is also a way to preserve physical evidence of the rape. If you suspect that you have been given a rape drug, ask the hospital or clinic to take a urine or blood sample. Write down as much as you can remember about the circumstances of the assault, including a description of the assailant. Ask questions whenever you have concerns. There are rape centers and also police rape specialists who may be of help. After a sexual assault, you have a lot of choices and decisions to make about getting medical care, making a police report, and telling other people. You may have concerns about the impact of the assault and the reactions of friends and family members. You can get information by calling a rape crisis center, a rape hotline, or other victim assistance agencies. Longer term, seek the help of a trained rape counselor or another professional who can provide counsel. Counseling can provide genuine support for how to cope with the emotional and physical impacts of the assault. You can find a counselor by contacting a local rape crisis center, a rape hotline, a counseling service, or other victim assistance agencies. Remember that being raped is not your fault. Source: National Sexual Violence Resource Center, 2010. The steps to take if you are raped, as outlined in the book, include: 1. Seek Safety: Immediately find a safe place where further assault cannot occur. 2. Contact Police: Notify the police immediately. Reporting the crime promptly can help you regain a sense of personal power and control. 3. Request Gender-Specific Assistance: You can insist on an officer of the appropriate gender to help you complete the police report. 4. Seek Support: Contact a trusted individual who can stay with you to provide emotional and physical support. 5. Preserve Evidence: Try to preserve all physical evidence of the assault. Do not shower, bathe, douche, eat, drink, wash your hands, or brush your teeth until after you have had a medical examination. Save all clothing worn at the time of the assault in separate paper bags. Do not use plastic bags and do not clean or disturb anything in the area where the assault occurred. 6. Seek Medical Care: Go to a hospital emergency room or a specialized forensic clinic that provides treatment for sexual assault victims. Even if you think you have no physical injuries, you should have a medical examination to discuss the risk of exposure to sexually transmitted infections (STIs) and the possibility of pregnancy. A medical exam also preserves physical evidence of the rape. 7. Test for Rape Drugs: If you suspect you have been given a date rape drug, ask the hospital or clinic to take a urine or blood sample. 8. Document the Assault: Write down as much as you can remember about the circumstances of the assault, including a description of the assailant. 9. Seek Information and Assistance: Ask questions whenever you have concerns. There are rape centers and police rape specialists who may be able to help. You have choices and decisions to make about medical care, making a police report, and telling others. You may also have concerns about the impact of the assault and the reactions of friends and family. You can get information by calling a rape crisis center, a rape hotline, or other victim assistance agencies. 10. Seek Counseling: Longer term, seek the help of a trained rape counselor or another professional who can provide counsel on coping with the emotional and physical impacts of the assault. You can find a counselor by contacting a local rape crisis center, a rape hotline, a counseling service, or other victim assistance agencies. 11. Know It's Not Your Fault: Remember that being raped is not your fault. These steps are crucial in ensuring your safety, obtaining necessary medical care, and seeking support after experiencing a sexual assault. Discussion 14.5: “Date” Rape: The Alcohol Connection Date rape is a highly relevant topic for a classroom discussion. You can begin with a discussion of the nature of date rape in general and move on to the relationship between alcohol and date rape. The term “date rape” could give people the wrong impression. Date rape is not a lesser degree of rape, which is defined in the law as the sexual intercourse with a woman against her will (the legal definition confers victim status only on a female). Date rape is “rape,” a very serious offense with prison terms anywhere from twenty years to life in prison. The term “date rape” merely is used to refer to rape between a victim and a perpetrator who were seeing each other consensually (if only for one fateful night). A man convicted of rape with an acquaintance is not going to have an asterisk in his criminal record explaining it was a date gone bad. The record will simply say “rape,” a crime that ranks with murder in terms of seriousness. This is a frightening prospect, considering that according to a recent study, two-thirds of college freshmen report having been date-raped or having experienced an attempted date rape at least once. This response matches that of college men, two-thirds of whom admit to fondling women against their will, with half admitting to having forced sexual activity on an unwilling partner. Lucky for the men that few date rapes are reported, otherwise there could be a lot of college students serving long prison terms. The most common feature of date rape is the tendency for both parties to have been drinking heavily and to blame each other for what occurred. In one survey, 742 undergraduates were asked to assign blame for rapes in which both offender and victim were intoxicated to varying degrees. In general, women blamed the victim more than the offender for date rape. When each member of the pair was described as equally intoxicated, the victim was perceived to be more blameworthy; only when the victim was more intoxicated than her assailant did he receive the bulk of the blame. Alcohol is linked to several behaviors involved in date rape—aggression, release of inhibitions, and risk-taking behaviors. While aggression may come from the perpetrator, both men and women experience the lessening of inhibitions that lead to risk-taking behaviors. Impaired cognition as the result of drinking means that neither victim nor perpetrator is thinking clearly about the ramifications of their actions. On college campuses, certain bars and party venues present higher risks for date rape. The problem has become so common that both men and women at some schools are offered special educational programs about the dangers of date rape and how to avoid it. Ask your students what they think leads to date rape. If your institution has an educational program on date rape, you might want to obtain any materials and/or invite a speaker to discuss the topic. Nearly 200,000 rapes are reported each year in the United States. A recent study of college women who had been raped revealed that only 11.5 percent of them reported the rape to authorities and of those for which the rape involved drugs and/or alcohol, only 2.7 percent of the rapes were reported (Wolitzky-Taylor & others 2011). In a recent survey of 2,000 college women, 62 percent reported having experienced sexual harassment while attending college (American Association of University Women, 2006). Most of the college women said that the sexual harassment involved noncontact forms such as crude jokes, remarks, and gestures. However, almost one-third said that the sexual harassment was physical in nature. Discussion 14.6: Are Child Sexual Abuse Prevention Programs Appropriate for Children? All U.S. states have laws against child sexual abuse (CSA). Unfortunately for many child victims of sexual abuse, these laws are not enough to deter potential perpetrators, who are sometimes clever and cunning. For this reason, many professionals and advocacy groups support prevention programs for young children. This may seem like a logical idea, but in recent years controversies surfaced about both the aim and the content of these programs (Hines & Malley-Morrison, 2005). Prevention programs all have similar goals: educating children about what sexual abuse is; broadening awareness of possible perpetrators to include people they know; teaching children that they have the right to control access to their body; and describing touches that are “ok” and “not ok.” Other issues addressed include teaching young children that some secrets should not be kept; assuring children that they are never at fault for sexual abuse; and learning to say no and run to a trusted adult. In theory, these all seem like great goals, but the controversy stems from the fact that many of them are modeled after sexual assault programs aimed at educating grown women about sexual assault and protecting themselves against assault. The controversy is this: Are children developmentally mature enough to understand the curriculum of these programs and to become responsible for their own bodily protection? Yes: Child sexual abuse prevention programs have had a positive influence on the prevention of child sexual abuse (Plummer, 1993; Seto, 2008). Participation also opens up a sexual literacy process that can flourish later in teen years. As a result of these programs, millions of people, including children, have become better educated about the extent and nature of child sexual abuse and children are now more willing to disclose if they have been sexually abused (Plummer, 1993). No: Given that many of these programs were adapted from adult programs, much of the material is not suitable for children, particularly young children before puberty, who are at most risk for sexual abuse (Repucci & Haugaard, 1993). Even if older children are mature enough to understand the intricacies of sexual abuse, they should not be responsible for protecting themselves. If children become victims of sexual abuse even after they have completed a prevention program, they may react with a greater degree of self-blame following an abusive experience, because they were supposed to have protected themselves (Hines & Malley-Morrison, 2005). People on both sides of this controversy do agree that parents should be included in these programs as the primary protectors of their children (Plummer, 1993; Repucci & Haugaard, 1993). Unfortunately, parents do not often attend these programs, and so they remain unaware of the risks and outcomes of child sexual abuse. What’s Your Perspective? 1. How do you feel about child sexual abuse prevention programs for children? I feel that child sexual abuse prevention programs for children are crucial and have the potential to be highly effective in educating children about sexual abuse and empowering them to protect themselves. These programs can play a vital role in raising awareness among children about what constitutes sexual abuse, teaching them about personal boundaries, and empowering them to speak up if they are ever in a situation that makes them uncomfortable. While it's true that some of these programs have faced criticism for being modeled after adult programs, I believe that with careful adaptation, they can be tailored to be developmentally appropriate and effective for children of different ages. It's important to provide children with the knowledge and skills to protect themselves, while also emphasizing that the responsibility for preventing sexual abuse lies with adults. Additionally, involving parents in these programs is crucial, as they play a key role in protecting their children from sexual abuse. By educating parents about the risks and signs of sexual abuse, these programs can help create a protective environment for children both at home and in their communities. Overall, I believe that child sexual abuse prevention programs are an important tool in safeguarding children and preventing future cases of sexual abuse. 2. Do you feel that these programs put too much emphasis and responsibility on young children to protect themselves? Yes: • Prevention programs have had a positive influence on preventing child sexual abuse and have helped educate children about abuse. • Participation in these programs can lead to increased sexual literacy later in life. No: • Some of the material in these programs, adapted from adult programs, may not be suitable for young children. • It may not be appropriate to place the responsibility of protection solely on children, as they should not be held accountable for their own safety in this context. • If a child is abused after completing such a program, they may feel more self-blame for not being able to protect themselves. Overall, it seems that while prevention programs have benefits, there are concerns about the appropriateness of the material for young children and the extent to which children should be responsible for their own protection. Both sides agree that parents should play a primary role in protecting their children from sexual abuse, but there is a need for increased parental involvement in these programs. 3. How do you think these programs can be improved to help children protect themselves without giving them explicit sexual knowledge? To improve child sexual abuse prevention programs without giving children explicit sexual knowledge, several strategies can be considered: 1. Focus on body autonomy: Emphasize the importance of children having control over their own bodies and teaching them to recognize and assert their boundaries. This can be done without delving into explicit sexual content. 2. Teach children to recognize unsafe situations: Instead of explicitly discussing sexual acts, teach children to recognize behaviors that are inappropriate or make them feel uncomfortable. For example, teach them that it's okay to say no to any touch that makes them feel uncomfortable, without going into specific details about sexual acts. 3. Encourage open communication: Create a safe space for children to ask questions and express concerns. This can help them feel more comfortable discussing uncomfortable topics and seeking help if needed. 4. Educate about trusted adults: Teach children about who they can turn to for help if they feel unsafe or uncomfortable. This can include parents, teachers, and other trusted adults in their lives. 5. Use age-appropriate language and concepts: Tailor the content of prevention programs to the age and maturity level of the children. Avoid using language or concepts that are too advanced for their understanding. 6. Involve parents and caregivers: Educate parents and caregivers about how to talk to their children about body safety and how to recognize signs of abuse. Encourage parents to attend prevention programs with their children to reinforce the messages at home. 7. Promote a supportive environment: Create a supportive environment where children feel comfortable speaking up if they have concerns or if they have experienced abuse. This can help reduce feelings of shame or self-blame. By focusing on these strategies, prevention programs can help children protect themselves without exposing them to explicit sexual knowledge. Discussion 14.7: Some Common Myths about Internet Predators Myth: Internet predators go after any child. Fact: Usually their targets are adolescent girls or adolescent boys of uncertain sexual orientation. Especially vulnerable are youths who have histories of sexual abuse, have questions about their sexual orientation, and display patterns of offline and online risk-taking generally. Myth: Internet predators represent a new dimension of child sexual abuse. Fact: While the medium is relatively new, most Internet-linked offenses are essentially statutory rape, which means sex that was not forced but was with teens that by law were too young to agree to a sexual relationship. Myth: Youths are seduced into meeting with predators not knowing what they are getting into and not wanting sex. Fact: Most victims agree to meet online offenders face-to-face and go to the meeting expecting to engage in sex; three-quarters of them have sex more than once with partners they met on the Internet. Myth: Internet predators meet their victims by posing online as other teens. Fact: Researchers found that only 5% of predators did that. Myth: Online interactions with strangers are risky. Fact: Many teens interact online all the time with people they don’t know. What’s risky, according to the study, is giving out names, phone numbers, and pictures to strangers and talking online with them about sex. This study suggests that the Internet, like many other areas of life, poses some risks to people, and to children and teens in particular. Yet these risks may be no greater than in any other context in which people do not use good judgment, such as allowing someone who is irresponsible to supervise their children. Teaching young people to be cautious online is vital for their safety and sexual well-being. Discussion 14.8: Protecting Yourself when Confronting Sexual Harassment Filing a sexual harassment complaint can have unwanted consequences. To help protect yourself, here are some things to discuss, some things to think about, and some things to do before you file a sexual harassment complaint: Document what happens. Keep a detailed diary including dates, times, and places of unwanted sexual behavior. Keep a record of anyone who witnessed the harassment. Let the harasser know as explicitly as possible that you are not interested in this type of attention. If you do this in writing, keep a copy of your letter. Save any notes or pictures from the harasser—don’t throw them away in anger. Investigate the policy and grievance procedure of your workplace or school for sexual harassment cases. Know the overall record of sexual harassment complaints where you work or are in school before you act. Talk with others to generate support for yourself before you take action. Talk with others who have been harassed who can act with you. Collective action and joint complaints strengthen everyone’s position. Ask for help in working out a complaint. Try to use organizations that already exist, such as a union, an employee organization, or an advocacy organization. The answer to the question about protecting yourself when confronting sexual harassment involves several key actions: 1. Document Incidents: Keep a detailed diary of unwanted sexual behavior, including dates, times, and places. Record the names of anyone who witnessed the harassment. 2. Communicate Clearly: Let the harasser know explicitly that you are not interested in this type of attention. If you communicate in writing, keep a copy of your letter. 3. Preserve Evidence: Save any notes or pictures from the harasser; do not throw them away in anger. 4. Know Policies: Investigate the policy and grievance procedure of your workplace or school for sexual harassment cases. Understand the overall record of sexual harassment complaints in your environment before taking action. 5. Seek Support: Talk with others to generate support for yourself before taking action. Consider talking to others who have been harassed to collectively strengthen everyone's position. 6. Collective Action: Consider collective action and joint complaints with others who have been harassed, as this can strengthen everyone's position. 7. Seek Assistance: Ask for help in working out a complaint. Utilize organizations that already exist, such as a union, an employee organization, or an advocacy organization, for support and guidance. These steps can help individuals protect themselves and navigate the process of confronting sexual harassment. Discussion 14.9: Being an Advocate for Victims of Sexual Coercion Part of recovery through resilience involves having a supportive friend who can provide a safe space when the need arises. Such a friend can help in these ways: Listen without judging. Accept the person’s version of the facts and be supportive. Victims do not need to prove their story. Offer shelter. If it is at all possible, the friend should stay with the person, at one or the other’s residence, for the night. This is not the time for the victim to be alone. Be available. Victims may need to talk at strange hours, or may need help running errands or screening calls. Let the victim know he or she is not to blame. Be patient and understanding. Encourage the victim to act. Suggest calling a hotline, going to a hospital or health center, or calling the police. Respect the victim’s decision about whether or not to file charges. Encourage the victim to make decisions, to gain better control of his or her own life. Accept the victim’s choice of solution to the rape or abuse as final. It is more important for the victim to make decisions and have them respected by others than it is to impose one’s own views upon them. The friend should deal with personal feelings about this situation away from the victim. Although it is supportive for sexual abuse survivors to know that others are equally upset with what happened, it does them no good if they also have to deal with a friend’s feelings of rage and anger. In addition, be a champion for human rights. It is the responsibility of all community members to create a society where sexual abuses are not welcome. Think about how you can best be an advocate for healthy and positive sexuality for all people including yourself. The answer to the question about being an advocate for victims of sexual coercion involves several key actions: 1. Deal with Personal Feelings Privately: Friends should deal with their personal feelings about the situation away from the victim. While it is supportive for sexual abuse survivors to know that others are upset about what happened, it can be overwhelming for them to also have to manage a friend's feelings of rage and anger. 2. Be a Champion for Human Rights: Advocate for human rights and create a society where sexual abuses are not welcome. This includes: • Supporting policies and practices that protect individuals from sexual coercion and abuse. • Educating others about consent, boundaries, and respectful relationships. • Challenging societal norms and attitudes that perpetuate sexual coercion and abuse. 3. Advocate for Healthy and Positive Sexuality: Consider how you can promote healthy and positive sexuality for all people, including yourself. This may involve: • Supporting comprehensive sex education that includes information about consent, boundaries, and healthy relationships. • Encouraging open and honest communication about sexuality and relationships. • Promoting a culture of respect and empowerment, where individuals feel safe to express their sexuality free from coercion or abuse. By taking these actions, individuals can be advocates for victims of sexual coercion and contribute to creating a society that values and protects human rights and healthy sexuality for all. Polling Questions Polling 14.1: Rape The U.S. government reports 17.6% of women have been raped at some point in their lifetime. Table 14.1 gives some insight into the numbers of men and women who have experienced rape in the time span of a year, in addition to those who experienced it any time in their lifetime. The text defines rape as sexual penetration of the body using physical force, the threat of bodily harm, or oral penetration by a sex organ of another person, without the consent of the victim. How many of you have been raped? How many of you have been coerced into sexual activity? The answer to the question about how many individuals have been raped or coerced into sexual activity is not something that can be determined through this platform. Asking individuals about their personal experiences with rape or coercion is sensitive and requires a safe and confidential environment, such as a counseling session or support group, where individuals can share their experiences if they choose to do so. It's important to approach discussions about rape and coercion with empathy, understanding, and respect for the privacy and autonomy of survivors. Polling 14.2: “Date” Rape: The Alcohol Connection Date rape is a highly relevant topic for a classroom discussion. You can begin with a discussion of the nature of date rape in general and move on to the relationship between alcohol and date rape. The term “date rape” could give people the wrong impression. Date rape is not a lesser degree of rape, which is defined in the law as the sexual intercourse with a woman against her will (the legal definition confers victim status only on a female). Date rape is “rape,” a very serious offense with prison terms anywhere from twenty years to life in prison. The term “date rape” merely is used to refer to rape between a victim and a perpetrator who were seeing each other consensually (if only for one fateful night). A man convicted of rape with an acquaintance is not going to have an asterisk in his criminal record explaining it was a date gone bad. The record will simply say “rape,” a crime that ranks with murder in terms of seriousness. How many of you think that when alcohol or drug use is involved that sexual acts aren’t rape but something else? How many of you have had unwanted sexual contact while under the influence of drugs or alcohol? The answer to the first question, about whether individuals think that when alcohol or drug use is involved, sexual acts aren't rape but something else, can vary. Some individuals may believe that if both parties are under the influence, it may complicate the understanding of consent. However, it's important to note that consent cannot be given if a person is incapacitated due to alcohol or drugs. Rape is defined by the absence of consent, regardless of the presence of alcohol or drugs. The answer to the second question, about how many individuals have had unwanted sexual contact while under the influence of drugs or alcohol, is not something that can be determined through this platform. This question should be approached with sensitivity, as it may evoke personal and sensitive experiences from individuals. It's important to provide a safe and supportive environment for individuals to share their experiences if they choose to do so. Activities Activity 14.1: Myths about Rape Read each statement and indicate whether you think it is true or false. 1. Any woman could prevent rape if she really wanted to. No woman can be raped against her will. 2. It is impossible to rape a man. 3. Rapists are easy to spot because they are abnormal perverts. 4. Rape is an impulsive, uncontrollable act of sexual gratification. 5. If a woman has consented to sexual relations in the past with a man, that man cannot rape her in the future. 6. A man has to show a woman who is boss right from the start. 7. Some women deserve to be raped because of their actions or dress. 8. Women say “No” when they really mean “Yes.” 9. Rape is no big deal if the woman has had sex previously. 10. It is not rape if a woman consents to sex under the influence of drugs or alcohol. 11. A husband cannot rape his wife because they are married. All of the statements are false. Understanding the common myths about rape and other forms of sexual coercion is critical to preventing such acts. Activity 14.2: Marital Rape Read the following statements and decide how much you agree or disagree with each statement according to the following scale: 1: Completely disagree; 2: Disagree; 3: Neutral; 4: Agree; 5: Completely agree 1. _____ When you get married you are supposedly in love and you shouldn’t even think of lovemaking as rape under any circumstances. 2. _____ Sexual relations are a part of marriage and both members should realize this before they make a commitment. 3. _____ If the wife did not want to have sex for many months, the husband may force her to have sex instead of seeking sexual pleasure with someone else. 4. _____ If the wife doesn’t want to have sex for a long time and has no reason for it, the husband should just have sex with her. The degree to which you agree or disagree with these statements reveals how much you believe there is such a thing as marital rape. For example, if you completely disagree with every statement and score 4, you believe marital rape is a form of sexual coercion. If you score 20, you are more inclined to believe that marital rape is not a form of sexual coercion. Source: Adapted from Finkelhor & Yllo, 1983. Activity 14.3: Victim Services This is a great time to have your university victim services office come to class and do a presentation on the school’s stance and what services are available to students. Students may be unaware as to what the campus is doing to prevent rape as well as what the university is doing in the event that a student has been raped. You can also do this as a class project, and have students find out what resources is available on campus or in your local area for victims of domestic violence or sexual aggression. If dissemination of information or a compilation of information is needed you class could take this on as a service project to the campus or local community. The answer to the activity about victim services involves two main components: 1. Inviting the University Victim Services Office: This activity suggests inviting the university victim services office to come to class and do a presentation on the school's stance on sexual assault prevention and the services available to students. This can help raise awareness among students about the resources and support available on campus for victims of sexual violence. 2. Class Project on Resources: Another option is to make it a class project for students to research and compile information about resources available on campus or in the local area for victims of domestic violence or sexual aggression. This project could involve disseminating information or creating a compilation of resources that could be used as a service project for the campus or local community. This project can help students become more informed about the resources available and contribute to raising awareness about support services for victims of sexual violence. Activity 14.4: Domestic Violence The World Health Organization has a report on the prevalence and outcomes of domestic violence for 10 countries. The report makes it clear that domestic violence and violence against women in general is widespread and has negative impacts on the women themselves as well as society. The report provides 15 recommendations. The report is quite lengthy, so you may not want to assign it for students to read, however, you might discuss the recommendations of the report in class. Garcia-Moreno, C., Jansen, H.A.F.M., Ellsberg, M., Heise, L., & Watts, C. (2005). WHO multi-country study on women’s health and domestic violence against women. Available at: http://www.who.int/gender/violence/who_multicountry_study/en/index.html The answer to the activity about domestic violence involving the World Health Organization's report on the prevalence and outcomes of domestic violence for 10 countries would depend on the specific recommendations provided in the report. Since the report is lengthy and may not be assigned for students to read, discussing the recommendations in class can be a valuable exercise. Some possible discussion points and recommendations from the report could include: 1. Prevention Programs: Implementing comprehensive prevention programs that address the root causes of domestic violence, including gender inequality and harmful gender norms. 2. Education and Awareness: Promoting education and awareness about domestic violence and its impacts, including campaigns to challenge cultural and social norms that condone violence against women. 3. Legal and Policy Frameworks: Strengthening legal and policy frameworks to protect victims of domestic violence and hold perpetrators accountable. 4. Support Services: Increasing access to support services for victims, including shelters, counseling, and legal assistance. 5. Health Sector Response: Enhancing the health sector's response to domestic violence, including training healthcare providers to recognize and respond to cases of domestic violence. 6. Data Collection and Research: Improving data collection and research on domestic violence to better understand its prevalence and impacts, and to inform evidence-based interventions. Discussing these recommendations can help raise awareness about domestic violence and highlight the importance of taking action to address this issue. Activity 14.5: To Catch a Predator Google “To catch a predator”, there are several clips of the show on YouTube. This series shows Internet predators communicate and then come to a sting house to meet underage kids. They are then interviewed by Chris Hanson and arrested by the police. They also reveal sentencing at the end of the episode. The answer to this activity would involve discussing the content and impact of the show "To Catch a Predator." This series, hosted by Chris Hansen, aimed to expose online predators who attempted to meet underage children for sexual purposes. The predators were lured to a sting house by decoys posing as minors, where they were confronted by Hansen and subsequently arrested by law enforcement. Key points for discussion could include: 1. Purpose of the Show: Discuss the show's intention to raise awareness about the dangers of online predators and to deter individuals from engaging in such behavior. 2. Ethical Considerations: Consider ethical concerns regarding the methods used in the show, such as entrapment and privacy issues. 3. Impact on Society: Explore the impact of the show on public perception of online safety and its role in promoting discussions about protecting children from online predators. 4. Legal Ramifications: Discuss the legal outcomes for individuals caught in the sting operations, including sentencing and the effectiveness of such measures in preventing future offenses. 5. Criticism and Controversy: Acknowledge criticisms of the show, including concerns about its sensationalism and potential negative impact on the individuals involved. Overall, the discussion could focus on the complexities of addressing online predators and the role of media in raising awareness about this important issue. Activity 14.6: American Beauty (1999) Starring Kevin Spacey, Annette Bening, Chris Cooper, Allison Janney, Thora Birch, Mena Suvari, Wes Bentley Directed by Sam Mendes This is a complicated tale of midlife crisis intermingled with teen angst, homosexuality, and repression. On the outside, we see a perfect husband and wife, in a perfect house, in a perfect neighborhood. But inside, he is slipping into a hopeless depression and becomes infatuated with one of his daughter’s friends. His wife is obsessed with image and her job and starts an affair. Meanwhile, their daughter develops a relationship with the boy next door, who lives with a homophobic father and brain-dead mother. With a twist ending you will not see coming, this film is one of the freshest takes on American life in a long time. It sounds like you're describing the plot of a complex and dramatic film or story. Stories that delve into the complexities of human relationships and emotions can be compelling and thought-provoking. If this is a synopsis you're working on or if you're interested in exploring themes like midlife crisis, teen angst, homosexuality, and repression, you might find it helpful to develop the characters' motivations and interactions in more detail to create a rich and engaging narrative. Activity 14.7: Documentaries on Human Trafficking There are several movies and documentaries about human trafficking. Several are synopsized at: http://humantrafficking.wordpress.com/human-trafficking-movies/. I would recommend watching prior to class and perhaps warning students and providing an alternate assignment if they do not want to watch. Perhaps they can perform a brief internet search instead. Internet Resources http://tigger.uic.edu/%7Eschewepa/web-content/newpages/evaluations.html This site on interpersonal violence prevention and information involves quizzes on rape myth acceptance for males and females, handouts, and other great resources. http://www.northeastern.edu/humantrafficking/ Human Trafficking: Data Collection and Reporting site. http://www.ice.gov/predator/ The sexual predator government site. http://www.justice.gov/criminal/ceos/ The justice department’s site on definition of exploitation. http://azrapeprevention.org/evaluation_measures#RMS The sexual violence prevention and education site has references for several measures on dominance, rape myths, and college student attitudes towards rape. http://www.mhhe.com/socscience/sex/common/ibank/set-1.htm McGraw Hill Image Gallery for Human Sexuality. http://www.mhhe.com/socscience/psychology/psychonline/general.html McGraw Hill Higher Education General Resources for Students and Faculty. http://www.apa.org/ The APA website. http://www.apa.org/topics/sexuality/index.aspx APA site for research on sexuality. The Ten-Minute Test Name: __________ Answer the questions below utilizing the following terms: Coercion Related Rape-prone Dating abuse Quid pro quo Hostile Sex work Coping styles Ketamine Sex trafficking 1. In sexual _____, perpetrators force their victims to participate in sexual activity against their will once or many times over a longer period. 2. The three most common date rape drugs are Rohypnol, GHB, and _____. 3. The United States is considered a _____ society due to the normative occurrence of sexual violence as well as widely held beliefs that women’s desires are unimportant. 4. Research indicates that U.S. society is _____ toward victims, which creates a culture where it is common for victims to blame themselves for the violence they suffered and may deter victims from reporting sex crimes to the authorities. 5. Most victims of childhood sexual abuse are _____ to the perpetrator or know them in some way. 6. There are two types of sexual harassment commonly found in educational and occupational settings in the United States: _____ harassment and the creation of a hostile environment. 7. Teen _____ affects one in four teens every year, leaving victims at risk for mental health problems and further victimization later on in life. 8. _____ is sex for payment in money or goods or some kind of favor. 9. _____, the enslavement of women and children as sex workers, has been widely documented in many countries. 10. Positive _____ can help survivors of sexual abuse adjust and prevent revictimization. Answers to the Ten-Minute Test 1. Coercion 2. Ketamine 3. Rape-prone 4. Hostile 5. Related 6. Quid pro quo 7. Dating abuse 8. Sex work 9. Sex trafficking 10. Coping styles Solution Manual for Human Sexuality: Self, Society, and Culture Gilbert Herdt, Nicole Polen-Petit 9780073532165, 9780077817527