|
||||||||
 |
For many people, rape and sexual assault are synonymous, with rape being common vernacular and sexual assault the formal, criminal offense designation. The Criminal Code describes various forms of relationships within which sexual contact is or may be a criminal offence (e.g., person in authority position; dependency relationship); the array of actions (e.g., use of a weapon; making threats; causing bodily harm) that constitute sexual assault; and the penalties for committing these sexual offences (Beiner & McDonald, 2001; Mathews, 1995). Sexual assault specifically refers to non-consensual sexual touching or intercourse achieved through physical force, threat, intimidation and/or coercion. Sexual assault can take many forms. Flashing, voyeurism, or forced sexual touching, fondling, oral sex, vaginal or anal penetration all constitute behaviour that is defined as sexual assault (Mathews, 1995). We do not know the full extent of sexual assault in Canada. According to Statistics Canada (2000), almost 24,000 sexual assaults were reported to the police in 1999. However, like many forms of violence, this number represents but a small fraction of the actual incidents occurring on a daily basis in the lives of many women and girls. Sexual assault is an act of violence. It is about power and control: sex is used as a weapon to control and degrade the other person. We often think of sexual assault happening to women, but it can happen to anyone including children; wives, daughters, mothers and grandmothers; as well as boys and men. Classmates, co-workers, a neighbour or stranger, but often a friend or family member perpetrates sexual assault. What We Know About School-based Sexual Assault Prevention While the definition of sexual assault includes child sexual abuse, sexual harassment, dating violence as well as assault by a stranger, prevention programming in this area has most often been directed at sexual assault as a discrete entity. The audiences have traditionally been college and university students. However, all of the programs that we identified were for middle and high school students. Some are now recognizing that sexual assault prevention should include students starting in Grade 5 or 6. This recognizes that we not only need to start prevention efforts early, but also that young people this age can be victims and/or perpetrators. Sexual assault prevention is sometimes incorporated into dating violence and/or sexual harassment programs or can be dealt with as a separate programming topic. Program Objectives: Schewe (2002) suggests that increasing awareness of sexual assault is a necessary objective, but not sufficient for prevention programs. Personal safety skills (usually self-defense) aimed at reducing the risk of being sexually assaulted by avoiding high-risk situations are most often directed at girls and young women. Program Content: While our knowledge of how to prevent sexual assault is still in its infancy, especially with school-aged children and youth, a number of elements have been identified as consistent within promising prevention programs. These include (National Rape and Sexual Assault Prevention Project, 2000; Schewe, 2002):
Sexual assault prevention programs have been designed for young women-only, young men-only, and mixed-group audiences. The program content for young women usually focuses on the ways perpetrators tend to behave; addressing peer pressure, bystander issues, and victim-blaming attitudes; and enhancing assertiveness and self-defense skills (National Rape and Sexual Assault Prevention Project, 2000). The all-female group opportunities to more freely discuss feelings and experiences. In young men-only groups, sexual assault curricula generally addresses issues of: 1) peer and societal pressures that promote abusive behaviours, including attitudes that tacitly and/or overtly condone sexual assault; 2) sexual assault myths and stereotypes; 3) men and boys as victims; and 4) how to respond to girls and boys who have been victimized (National Rape and Sexual Assault Prevention Project, 2000). Presentation Methods: Three elements should be considered in the development and implementation of all sexual assault programming. First, like all prevention programs, using a variety of presentation methods is encouraged, including videos available from local and national sources (e.g., National Film Board, police service, YWCA). Second, students need to be actively involved in the prevention programming. The National Rape and Sexual Assault Prevention Project (2000) encourages interactive activities such as role-playing and problem-solving exercises that guide behavioural responses; opportunities for students to create characters and write scripts, which reflect their reality in their community involving sexual assault; and presentations by survivors and by sex offender treatment providers. Third, provide students with multiple sessions, thereby increasing likelihood of more lasting effects. Teacher Training: Teachers should have the opportunity to examine their own attitudes towards sexual assault and confront the myths and stereotypes they may hold. Parent Involvement: Some educators are apprehensive about informing parents about activities and programs about sexual assault. However, as in all other prevention program areas, the more parents know about your program, the more supportive they may be (National Rape and Sexual Assault Prevention Project, 2000). Letters and parent meetings can be used to inform them about what sexual assault is and its causes, explain the program and enlist their help. Do They Work? Communication skills are often used as the skill-development component of sexual assault prevention programs; however, currently there is no evidence that this is effective in preventing sexual assault (Schewe, 2002). Beiner, M.L. & McDonald, S. (2001). Frequently asked questions about sexual assault. Toronto, ON: METRAC. Available online at http://www.metrac.org/new/faq_sex.htm#owd. Mathews, F. (1995). Making the decision to care: guys and sexual assault. Ottawa, ON: National Clearinghouse on Family Violence, Healthy Communities Division, Centre for Healthy Human Development, Health Canada. Available online at: http://www.hc-sc.gc.ca/hppb/familyviolence/childsa.htm. National Rape and Sexual Assault Prevention Project (2000). Drawing the line: a guide to developing effective sexual assault prevention programs for middle school students. Washington, DC: The American College of Obstetricians and Gynecologists. Available online at: http://www.acog.org/from_home/publications/drawingtheline/. Schewe, P.A. (2002). Guidelines for developing rape prevention and risk reduction interventions: Lessons from evaluation research. In P. Schewe (Ed.), Preventing violence in relationships: interventions across the life span. Washington, DC: American Psychological Association. Statistics Canada (2000). Crime Statistics 1999. The Daily, July 18, 2000. Ottawa, ON: Ministry of Industry. |
|||||||
This site last updated: 23 September, 2002 Home RESOLVE Alberta
|
||||||||
Sexual
Assault of Youth