대학생의 성폭력 예방을 위한 GlobalConsent 구현 전략 (SCALE)

실험적: 재학생

무작위 배정 그룹 중 하나에 속한 학생들은 프로그램, 프로세스, 전달 일정, 데이터 수집 절차 및 동의에 대한 이메일 소개를 통해 GlobalConsent의 적극적인 소비자가 됩니다.

행동: 학생을 위한 저강도 구현 전략(LIS)

LIS 그룹의 학생들은 12주 동안 미리 정해진 빈도로 이메일/SMS 완료 알림을 통해 미국 대학에서 온라인 프로그램을 제공하는 데 자주 사용되는 GlobalConsent의 기본 구현 전략을 받게 됩니다.

다른 이름들:

• LIS-학생

행동: High-intensity implementation strategies (HIS)-Students

Students in the HIS group will receive educational outreach in a pre-implementation orientation to GlobalConsent, covering similar topics and three monthly one-hour learning sessions during implementation in which technical questions about program access or progression can be addressed; more intensive intervention to enhance adherence with more frequent email/Short Message Service (SMS), completion reminders; and demand generation encouraging program completion.

다른 이름들:

• HIS-학생

실험적: 학부

교수진은 대학 무작위 배정 실행 전략 그룹을 기반으로 한 교육 자료에 접근할 수 있습니다.

다른: 교수진을 위한 고강도 구현 전략(HIS)

• 웹 기반 교육 자료에 대한 수동적 접근
• 성폭력을 정의하기 위한 일반 교수진이 있는 타운홀(3); 젊은 사람들의 비율; 생애주기에 걸친 급성/만성 영향; 일차 예방 증거 기반 개입(EBI)

다른 이름들:

• HIS-교수진

다른: 교수진을 위한 저강도 구현 전략(LIS)

웹 기반 교육 자료에 대한 수동적 접근

다른 이름들:

• LIS-교수진

실험적: 리더

리더들은 실행 전략 그룹을 기반으로 현장별(대학) 초청 및 자료를 받게 됩니다.

다른: 리더를 위한 고강도 실행 전략(HIS)

• 사이트별 참여 초대
• 웹 기반 교육 자료에 대한 수동적 접근
• 성폭력을 정의하기 위한 구현 전 웨비나 1개 베트남 젊은이들의 비율; 생애주기에 걸친 급성/만성 영향; 1차 예방 EBI; 프로젝트 설명 및 협업 요약 교육 자료에 대한 수동적 접근을 위한 GlobalConsent 웹사이트 공유
• 구현 진행 상황에 대한 업데이트가 포함된 숙련된 내부 촉진자가 대학 리더에게 월간 이메일을 보냅니다.
• 익명화된 조사 결과를 공유하기 위한 구현 후 웨비나 1개(IS 그룹별) 지속 방안 논의(기존 대학 상담센터 성폭력 신고 처리 방법 안내 포함)

다른 이름들:

• HIS-리더

다른: 리더를 위한 저강도 실행 전략(LIS)

• 사이트별 참여 초대
• 웹 기반 교육 자료에 대한 수동적 접근
• 성폭력을 정의하기 위한 구현 전 웨비나 1개 베트남 젊은이들의 비율; 생애주기에 걸친 급성/만성 영향; 1차 예방 EBI; 프로젝트 설명 및 협업 요약 교육 자료에 대한 수동적 접근을 위한 GlobalConsent 웹사이트 공유

다른 이름들:

• LIS-리더

실험적: 구현팀 구성원

구현 팀 구성원은 대학별 구현 전략 그룹에 따라 웹 기반 자료 및 교육에 수동적으로 액세스할 수 있습니다.

다른: 구현팀 구성원을 위한 고강도 구현 전략(HIS)

• 웹 기반 교육 자료에 대한 수동적 접근
• GlobalConsent의 캠퍼스 전체 구현에 대한 직접 기술 교육 GlobalConsent 프로그램에 대한 토론 및 시연 표준화된 구현 매뉴얼
• 내부 이해관계자(리더, 구현 팀, 교직원, 학생)와 함께 GlobalConsent를 옹호하기 위한 직접 리더십 교육 리더십 스타일; 팀 관리; 권위 없는 영향력; 갈등 관리; 감성 지능; 협상; 변화를 주도하다
• 격주로(6회) 1시간 분량의 품질 개선 팀 웹 세미나를 통해 재교육을 제공합니다. 구현 진행 상황을 평가합니다. 수정 사항을 평가합니다. 피어 네트워크 구축; 논의를 위해 구현 진행 상황에 대한 익명 데이터를 제공합니다.

다른 이름들:

• HIS 구현 팀 구성원

다른: 저강도 구현 전략(LIS) 구현 팀 구성원

• 웹 기반 교육 자료에 대한 수동적 접근
• GlobalConsent의 캠퍼스 전체 구현에 대한 직접 기술 교육 GlobalConsent 프로그램에 대한 토론 및 시연 표준화된 구현 매뉴얼

다른 이름들:

• LIS 구현팀 구성원

Students' Reported Prosocial Bystander Behavior

Students will be asked if they had engaged in any of seven prosocial bystander behaviors in the past 3 months (or since the last time completing the questionnaire). Items are scored as 0 = never performed, 1 = performed once, 2 = performed more than once. The numbers of participants who report engaging in at least one of seven prosocial bystander behaviors at least once are presented here.

Students' reported Sexually Violent Behavior

The Sexual Experiences Survey (SES) is an assessment tool used to measure the prevalence of sexual aggression. It is designed to measure the frequency and severity of sexual aggression acts committed by an individual. The SES is a self-report questionnaire developed by researchers at the University of Michigan. The Sexual Experiences Survey - Short Form Victimization is a multi-item measure to assess unwanted sexual victimization. Surveys will be provided every six months for up to 30 months.

장애 평가 및 일정

학생만 해당: 장애 평가는 정신 장애, 신경 장애, 중독 장애를 포함한 모든 질병에 적용되는 건강 및 장애에 대한 일반적인 평가 도구인 세계보건기구 장애 평가 일정 2.0(WHODAS 2.0)을 사용하여 평가됩니다. 임상 및 일반 인구 환경. 6개 영역에서 장애 및 기능 수준을 측정하는 도구입니다. 답변은 각 질문을 0(없음)부터 4(극단적이거나 할 수 없음)까지의 등급으로 평가합니다.

채점 방법에는 단순 점수, 복합 점수, 평균 점수의 세 가지가 있습니다. 단순 점수는 각 질문에 대한 평점의 합입니다. 복합 점수는 평점의 합계에 가중치를 곱한 값입니다. 평균 점수는 각 도메인에 대한 평점의 평균입니다.

진단 및 통계 매뉴얼(DSM)-5 교차 절단 증상 조치

학생 전용: DSM-5 자체 평가 레벨 1 교차 증상 측정-성인은 다양한 정신과 진단에서 중요한 정신 건강 영역을 평가하기 위해 설계된 도구입니다. 우울증, 불안, 신체 증상 등 13개 정신 영역을 평가하는 23개 질문으로 구성되어 있습니다. 측정값의 각 항목은 5점 척도(0=전혀 없음, 1=약간 또는 드물게 하루나 이틀 미만, 2=가벼움 또는 며칠, 3=보통 또는 절반 이상)으로 평가됩니다. 일; 4=심각하거나 거의 매일). 도메인 내 항목에 대한 가벼운(예: 2) 등급 이상은 해당 도메인에 대한 보다 자세한 평가가 필요한지 여부를 결정하기 위한 추가 조사 및 후속 조치를 안내할 수 있습니다. 특정 영역에서 지속적으로 높은 점수는 개인에게 추가 평가, 치료 및 후속 조치가 필요할 수 있는 중요하고 문제가 있는 증상을 나타낼 수 있습니다.

알코올 장애 지식/인식에 대한 알코올의 영향

학생 전용 :이 양식은 의사 결정, 행동 및 성폭력에 중점을 둔 5 가지 알코올 관련 질문에 대해 응답자의 동의 또는 불일치를 요구합니다. "완전히 동의하지 않는"것에서 "완전히 동의"에 이르기까지 5 점 리 커트를 사용하여 계약 또는 불일치를 평가합니다.

Perceptions of Sexual Violence form at their respective university

Perceptions of sexual violence will be assessed by respondents' rating their level of agreement with 3 statements regarding the frequency and impact of sexual violence at their university using a 5-point Likert scale ranging from "Totally disagree" to "Totally agree."

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Implementation Team Scale for staff and supervisors

Leadership in implementation teams is assessed using two scales, one for implementation team supervisors, and one for implementation team staff. Each scale has 13 items and uses a 5-point Likert ranging from "Totally disagree" to "Totally agree" to assess respondent's agreement on statements about their team supervisor (for staff) or themselves (for supervisors).

Cultural Exchange Inventory

For implementation team members only: The Cultural Exchange Inventory assesses the teamwork landscape of GlobalConsent implementation teams using 7 items. Respondents give their level of agreement, using a 5-point Likert scale ranging from "Totally disagree" to "Totally agree," on statements such as "The implementation team is working well together to implement GlobalConsent" and "My colleagues are devoting a lot of time and energy to maintain the collaboration of the implementation team.

College Date Rape Attitudes & Behaviors Scale

For implementation team members only: The College Date Rape Attitude Survey (CDRAS), a measure intended to assess attitudes related to the risk of committing rape in adolescents and young adults, the CDRAS measures four rape-related attitudes: Entitlement, Blame Shifting, Traditional Roles, and Overwhelming Sexual Arousal. The CDRAS contains 20 items measuring attitudes toward date rape. All items require responses on a 5-point Likert scale. The responses for the attitude scale are strongly agree, agree, neutral, disagree, and strongly disagree. Scoring is reversed for appropriate items; so that high scores (5) always correspond to the most desirable (rape-related) responses.

Acceptability, Feasibility, and Appropriateness of Programming to Prevent Sexually Violent Behavior among Students

This scale assesses respondents' attitudes towards sexual violence prevention programming by asking them to rate their level of agreement with 10 statements, such as "Implementing sexual violence prevention programming with students at our university is something I support," "...addresses a relevant problem among our students," "…would be easy for students to participate in." These statements will be rated using a 5-point Likert scale ranging from "Totally disagree" to "Totally agree."

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Acceptability, Feasibility, and Appropriateness of GlobalConsent

This scale assesses respondents' attitudes towards the GlobalConsent program specifically by asking them to rate their level of agreement or disagreement with 10 statements, such as "Implementing GlobalConsent with students at our university is something I support," "...addresses a relevant problem among our students," "…would be easy for students to participate in." these statements will be rated using a 5-point Likert ranging from "Totally disagree" to "Totally agree."

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months.
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Sexual Violence Legality and Harm (Information about Sexual Activity)

Knowledge of the law is assessed with 12 items where respondents indicate if they think the situations described are illegal (scored as 1), legal, but harmful (2), or legal and not harmful (3), with example items including "Forcing a person to have oral sex" and "Pressuring someone to have sex." Items will be re-coded such that responses indicating an accurate estimate or overestimate of the illegality and harms of sexual violence were coded as "1" and items indicating an underestimation of the illegality and harms of sexual violence were coded as "0".

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months.
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Active Consent (Information about Sexual Consent)

This form adapted the Sexual Consent Scale to ask respondents to rate their level of agreement with 12 statements about sexual consent using a 5-point Likert scale ranging from "totally disagree" to "totally agree". It includes statements such as "If a person consents to sex, one can continue sexual contact even if the person changes their mind," and "Obtaining consent for sex is just as necessary in a long-term relationship as in a new relationship."

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Rejection of Rape Myths (Attitudes about Sexual Situations)

This form is a combination of the Illinois Rape Myth Acceptance Scale and the College Date Rape Attitudes & Behaviors Scale. This assesses attitudes towards sexual assault and rape by asking respondents to rate their level of agreement or disagreement with 15 statements using a 5-point Likert scale ranging from "totally disagree" to "totally agree". Statements include "If a woman dresses in a sexy dress, she is asking for sex," and "When guys rape, it is usually because of their strong desire for sex."

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months.
• Faculty: Baseline, 32 months, and 44 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Perceptions of Campus Attitudes

This form assesses the perceptions of respondents in their university's faculty and leaders' potential response to sexual violence on their university campus. Questions ask about behaviors of abuse, sexual assault, and stalking, and their level of agreement or disagreement with whether faculty and leaders would believe a student reporting experiencing these behaviors, respect a student who reported experiencing these behaviors, or admire a student intervening in these behaviors. Agreement is assessed using a 5-point Likert scale ranging from "totally disagree" to "totally agree"

Surveys will be provided to all groups at different time points as follows:

• Students: Baseline (month 10), every 6 months up to 30 months
• Faculty: Baseline, 34 months, and 49 months
• Leaders: Baseline and 41 months
• Implementation Team: Baseline, month 25, month 29, and month 32

Empathy for Rape Victims

Students only: Empathy for rape victims will be assessed with a modified version of the Rape Empathy Scale (RES). This assessment includes 10 items where participants were asked to choose between two statements, one of which reflected greater empathy towards rapists ("I understand the helplessness a rapist might feel during a rape since he cannot control his actions") and one of which reflected greater empathy towards victims ("I understand the helplessness a victim might feel during a rape"). Responses are scored as 1 (more empathy for victim) or 0 (more empathy for perpetrator) and total scores range from 0 to 10 where higher scores indicate more empathy towards rape victims.

Sexual Communication Attitudes

Students only: This is a 7-item scale measuring agreement or disagreement with statements focusing on sexual communication. Agreement and disagreement is assessed using a 5-point Likert ranging from "totally disagree" to "totally agree."

Bystander Self-Efficacy

Students only: Bystander Self-Efficacy will be measured using the Bystander Efficacy Scale, which was developed for a project that evaluated the effectiveness of a sexual violence prevention program based on preventing antecedents to sexual violence by increasing prosocial bystander behavior. On this measure, participants are asked to indicate their confidence, on a 3-point scale, in performing each of 10 bystander behaviors (e.g., "Speak up to a guy who is making excuses for using physical force in a sexual relationship."). Scores are created by subtracting the mean of the 10 items from 100 to create a scale of perceived ineffectiveness; thus, higher scores indicate lesser effectiveness.

Bystander Intention to Intervene (Readiness to Intervene)

Students only: Readiness to Intervene will be measured using three intent-to-help subscales.

• Intent to Help Friend Scale: Sexual Abuse
• Intent to Help Friend Scale: Intimate Partner Violence Intent to help is an attitude that is related to bystander action. Participants will be asked how likely they are to take different bystander actions.

The second Intent to Help subscale focuses on participants' intent to help strangers in both sexual abuse and intimate partner abuse situations.

Responses range from 1 (not at all likely) to 5 (extremely likely). The average is calculated from the answers across the items to score this measure.

Severity Measure for Depression

Students only: Depression will be measured using the Patient Health Questionnaire 9 (PHQ-9): The PHQ-9 is a multipurpose instrument for screening, diagnosing, monitoring, and measuring the severity of depression. The PHQ-9 is completed by the participant in minutes and is rapidly scored by a clinician. The PHQ-9 can also be administered repeatedly, which can reflect the improvement or the worsening of depression in response to treatment. PHQ-9 scores of 5, 10, 15, and 20 represent mild, moderate, moderately severe, and severe depression.

Generalized Anxiety Disorder

Students will complete the Generalized Anxiety Disorder 7-item (GAD-7), which is a quick and easy tool to help identify patients with anxiety and monitor treatment response. The GAD-7 has been validated as a diagnostic tool and a severity assessment scale. The scale consists of 7 items. The total score can range from 0 to 21, and it indicates the severity of anxiety as follows:

0 to 4: Minimal anxiety 5 to 9: Mild anxiety 10 to 14: Moderate anxiety 15 to 21: Severe anxiety

Students' Proactive Bystander Behavior Scale

This scale asks respondents to indicate whether and how often they completed proactive bystander behavior actions in the last 6 months (the time between each survey wave). Behaviors include "I have encouraged others to learn more and get involved in preventing sexual or dating violence," and "I have told guys not to talk about women in sexually degrading ways," and response options for each statement are (0) No, I have not done this in the last 6 months, (1) Yes, once in the last 6 months, and (2) Yes, more than once in the last 6 months.

Students' Reactive Bystander Action Scale

This scale asks respondents whether and how often they completed reactive bystander behavior actions in the last 6 months (the time between each survey wave). Actions include "I have expressed concern or offered help to a woman who said she had an unwanted sexual experience but didn't call it 'rape'," "I have reported formally to an authority a guy who used physical force against a women," and "I have intervened with a guy's action because I wanted to stop an act of sexual violence." Responses options for each statement are (0) I experienced this situation in the last 6 months and did NOT act, (1) Yes, once in the last 6 months, (2) Yes, more than once in the last 6 months, and (9) I did NOT experience any situation like this in the last 6 months.