Throughout this semester, I've been collecting videos and articles as potential things to write about in this blog. For my last blog, I wanted to share all of the videos and articles I didn't get to. This shows that there has been more conversation with sexual assault and rape, but also how our society views it.
Why the Trump tape started a national conversation about sexual assault
A Doctor Who Treats Rape Survivors Seen As Nobel Peace Prize Contender
These bar employees can help stop sexual assault before it starts
Consent for kids
“Head Stuck in a Cycle I Look Off and I Stare” A personal letter from Gaga
She joked she was going to start stealing from drunk dudes to make a powerful point
'Dead or Alive' VR is basically sexual assault, the game
Alcohol does not rape people. People rape people.
Kellyanne Conway: If women, men had equal strength, 'rape would not exist'
Thursday, December 8, 2016
Rape Prevention Resource #2
Our rape resource project is an integration of sexual assault/rape discussion in the already implemented sexual education in the public schools. In our initial research, we found that the curriculum used in the school already discusses sexual assault and rape. However, we were unable to gain access to the curriculum.
So, I called up the high school (the age group we are focused on) and scheduled a meeting with the health teacher to speak about the FLASH curriculum. FLASH is the Family Life and Sexual Health curriculum that is utilized at Pullman High School.
And I had a really great conversation with the health teacher. I found that the curriculum is pretty comprehensive as it stands and that the lessons that deal with sexual assault (coercion and consent & healthy relationships) were pretty comprehensive. However, we did notice that there were a few aspects that could be adjusted to make the resource more direct when in discussing sexual assault.
First, the integration of using the word rape. (The scripted curriculum currently doesn't utilize the word 'rape)'. Especially since a sexual assault can be different than a rape. As it currently stands, the teacher can't use the word 'rape' unless the student brings it up. And while the teacher told me that students naturally bring up the word, the integration of this word in the curriculum would make it explicit.
The second thing would be integration of current cases, including the use of target testimony (whether in video or in person). This would create a reality of this problem in our society. Too often students, in their 'invincibility', don't realize that rape occurs and that it is a problem. Adhering to the current use of scenarios, the cases would be framed as a scenario in which the student would contemplate how the situation ended or what the target should do. After sharing their perspective, the students would be informed about the real nature of the event and told the outcome.
Finally, a transition from the 'no means no' campaign to a 'yes means yes' campaign. Currently, the curriculum focuses on 'no means no', but framing consent as a 'yes means yes' would be more impactful. This would include instruction on teaching students to voice their boundaries. For, it is important that students know that their sexual decisions are their own and not anyone else. While this last aspect would be controversial for many parents, it is still fundamental that students know that they need to voice their consent with a 'yes' for clear understanding.
So, I called up the high school (the age group we are focused on) and scheduled a meeting with the health teacher to speak about the FLASH curriculum. FLASH is the Family Life and Sexual Health curriculum that is utilized at Pullman High School.
And I had a really great conversation with the health teacher. I found that the curriculum is pretty comprehensive as it stands and that the lessons that deal with sexual assault (coercion and consent & healthy relationships) were pretty comprehensive. However, we did notice that there were a few aspects that could be adjusted to make the resource more direct when in discussing sexual assault.
First, the integration of using the word rape. (The scripted curriculum currently doesn't utilize the word 'rape)'. Especially since a sexual assault can be different than a rape. As it currently stands, the teacher can't use the word 'rape' unless the student brings it up. And while the teacher told me that students naturally bring up the word, the integration of this word in the curriculum would make it explicit.
The second thing would be integration of current cases, including the use of target testimony (whether in video or in person). This would create a reality of this problem in our society. Too often students, in their 'invincibility', don't realize that rape occurs and that it is a problem. Adhering to the current use of scenarios, the cases would be framed as a scenario in which the student would contemplate how the situation ended or what the target should do. After sharing their perspective, the students would be informed about the real nature of the event and told the outcome.
Finally, a transition from the 'no means no' campaign to a 'yes means yes' campaign. Currently, the curriculum focuses on 'no means no', but framing consent as a 'yes means yes' would be more impactful. This would include instruction on teaching students to voice their boundaries. For, it is important that students know that their sexual decisions are their own and not anyone else. While this last aspect would be controversial for many parents, it is still fundamental that students know that they need to voice their consent with a 'yes' for clear understanding.
Thursday, December 1, 2016
What about the rapist?
I recently read an article on the BBC as part of their 100 women of 2016. They cover women that are influential and inspirational women around the world. This particular article is focused on a female psychologist, Erin Sweeny, that works with rehabilitating rapists. In discussing her work, Sweeny shares that she believes that the commonality between all of her clients behavior is often related to neglect or abuse growing up. She recognizes the role that media plays in the objectification of women as well as a struggle with intimacy. Furthermore, she separates the individual from their behavior and tries to look for something redeemable about the person. In addition, she believes that if treatment is performed with the correct principles, this can lead to change in the sex offender's life.
This article provides a unique perspective on a rape act. First, in comparison to our class discussions, we did not have any conversation surrounding the health care that rapists receive (possibly related to a sentence that was given). While this care is important in preventing future rapes and/or assaults yet doesn't guarantee that it won't happen again, I think it is important to also think about the well-being of the psychologist that is treating the individual. In the article, Sweeny discussed how it was difficult at times to separate even herself from what the rapists were telling her. She would be infuriated with the details they told her. And this, once again, speaks to what we discussed in class--how a single act of rape can effect more than just the target, target's family, perpetrator, etc. The act extends beyond and to others.
The other perspective this addresses is how rapists are viewed. That is, Sweeny still views the rapist as a person that is separate from the act that they committed. I must admit, I myself find that hard to do. Especially when considering the violent nature of rape. But perhaps that is the approach she must take in order to protect herself emotionally while trying to encourage the rapist that they are more than the act to help with rehabilitation. It must be noted, I'm far from being a psychologist and am unaware of the approach that should be taken with rapists. These are just speculations at best. But it still should be evaluated for what it appears. And I just have a hard time making that separation.
I guess what I am struggling with reconciling is the idea that if someone makes a mistake--no matter what it is--will someone be able to forgive me and see that I can overcome the mistake that I made. I don't want to trivialize a rape as a mistake. This isn't the point at all. But it is still an important idea. How can a family member forgive a murderer that took away someone? How can a psychologist find a redeeming aspect of a rapist?
Perhaps this is a question that can only be answered by the person extending the forgiveness.
This article provides a unique perspective on a rape act. First, in comparison to our class discussions, we did not have any conversation surrounding the health care that rapists receive (possibly related to a sentence that was given). While this care is important in preventing future rapes and/or assaults yet doesn't guarantee that it won't happen again, I think it is important to also think about the well-being of the psychologist that is treating the individual. In the article, Sweeny discussed how it was difficult at times to separate even herself from what the rapists were telling her. She would be infuriated with the details they told her. And this, once again, speaks to what we discussed in class--how a single act of rape can effect more than just the target, target's family, perpetrator, etc. The act extends beyond and to others.
The other perspective this addresses is how rapists are viewed. That is, Sweeny still views the rapist as a person that is separate from the act that they committed. I must admit, I myself find that hard to do. Especially when considering the violent nature of rape. But perhaps that is the approach she must take in order to protect herself emotionally while trying to encourage the rapist that they are more than the act to help with rehabilitation. It must be noted, I'm far from being a psychologist and am unaware of the approach that should be taken with rapists. These are just speculations at best. But it still should be evaluated for what it appears. And I just have a hard time making that separation.
I guess what I am struggling with reconciling is the idea that if someone makes a mistake--no matter what it is--will someone be able to forgive me and see that I can overcome the mistake that I made. I don't want to trivialize a rape as a mistake. This isn't the point at all. But it is still an important idea. How can a family member forgive a murderer that took away someone? How can a psychologist find a redeeming aspect of a rapist?
Perhaps this is a question that can only be answered by the person extending the forgiveness.
Wednesday, November 30, 2016
Rape Prevention Resource Project
I will be working with Haley on the prevention resource project. We decided to create a supplement resource that would be integrated into public schools current sex education that they implement with their students. The initial idea is an age-appropriate class as part of the sex education program that discusses rape and sexual assault. Therefore, the resource would be targeted toward 5th, 8th, and 11th grade students. The medium would be multimodal, including videos, discussion, and in-class assignments. The resource will address societal norms, ways of reporting, target versus perpetrator dynamics, and resources for help.
For elementary, topics could include: inappropriate touching, 'no means no', talking with a parent, guardian, or teacher, speaking up if you see something, and was to report.
For junior high, topics could include: 'no means no', speaking up if you see something, opening conversation , recognizing situations, reporting, and small group discussions
For high school, topics could include: 'no means no', alcohol/drug awareness, actual statistics of high school and college, reporting, rape kit process, speaking up, justice system (perhaps using the Missoula book by Jon Krakauer).
Outside of what has been discussed and researched throughout the semester, my children have gone through sex education and will be able to provide information on how the program is conducted, including any reference to rape and sexual assault. Also, they would be a resource in vetting how effective our suggested resources would work in the school setting.
An edited claim at this time is: In order to educate and create conversation on the destructive and sensitive subject of rape and sexual assault, an integration of these topics need to be injected into current sex education courses at the 5th, 8th, and 11th grade or corresponding level. Possible warrants are: sex education is already occurring so it would be easy to add to the standing curriculum; rape and sexual assault can occur in any age group and therefore awareness should be made at multiple levels; and by starting at a younger age, the hope is that students will be more apt to fight against and, hopefully, prevent rape and sexual assault.
Initial road blocks in creating this resource is time frame. Given that we are to present this by next week, I suggested to Haley that we briefly mention the themes that tie all of the levels together (i.e. 'no means no', etc.), but delve into one grade level--most likely high school since it closely relates to the audience that we studied this semester (college age). In this way, we would be able to adequately develop a portion of the resource well without sacrificing excellence in completing the project.
For elementary, topics could include: inappropriate touching, 'no means no', talking with a parent, guardian, or teacher, speaking up if you see something, and was to report.
For junior high, topics could include: 'no means no', speaking up if you see something, opening conversation , recognizing situations, reporting, and small group discussions
For high school, topics could include: 'no means no', alcohol/drug awareness, actual statistics of high school and college, reporting, rape kit process, speaking up, justice system (perhaps using the Missoula book by Jon Krakauer).
Outside of what has been discussed and researched throughout the semester, my children have gone through sex education and will be able to provide information on how the program is conducted, including any reference to rape and sexual assault. Also, they would be a resource in vetting how effective our suggested resources would work in the school setting.
An edited claim at this time is: In order to educate and create conversation on the destructive and sensitive subject of rape and sexual assault, an integration of these topics need to be injected into current sex education courses at the 5th, 8th, and 11th grade or corresponding level. Possible warrants are: sex education is already occurring so it would be easy to add to the standing curriculum; rape and sexual assault can occur in any age group and therefore awareness should be made at multiple levels; and by starting at a younger age, the hope is that students will be more apt to fight against and, hopefully, prevent rape and sexual assault.
Initial road blocks in creating this resource is time frame. Given that we are to present this by next week, I suggested to Haley that we briefly mention the themes that tie all of the levels together (i.e. 'no means no', etc.), but delve into one grade level--most likely high school since it closely relates to the audience that we studied this semester (college age). In this way, we would be able to adequately develop a portion of the resource well without sacrificing excellence in completing the project.
Monday, November 28, 2016
Labels
As we've seen from the multiple readings this semester, it seems that one of the first questions (or assumptions) that others have about a woman reporting a rape is centered around a question of whether she has a boyfriend--whether she is sexually active. (And it is beyond me why this would be a factor when reporting a rape or sexual assault.) Moreover, what are women labeled as if they are sexually active.
And this got me thinking about labels that are attached to women. Specifically, the label of 'ho' (whore).
Not only does this label have considerable implications for a woman, but if a woman is sleeping with multiple men, the term becomes even more dehumanizing. That is, society has a negative perspective of women that have sexual relations that are typical of men. Yet, the social ramifications are worse for women. Consider why a police officer would ask a woman if she has a boyfriend when reporting a rape. Would a male be asked the same question if he reported that he was sexually assaulted or raped? Or how does society view a woman that is sexually active versus a male?
This, in turn, made me think of Mary Wollstonecraft's argument in her book, The Vindication of Women's Rights. In chapter eight, she makes a stark observation of the way that men are viewed when they sleep with women other than their wives. In contrast, women that sleep with other men that aren't their husband are viewed poorly. In fact, they're not suppose to sleep with other men because they are to maintain the appearance of chastity and virtue.
Fast forward to today, and this perspective is still prevalent.
Women aren't suppose to be sexual beings. And when she is, she is labeled in a derogatory and dehumanizing manner; a practice that is continued today. Even more, she is socially reprimanded and shunned when she is engaged in sexual behavior. Think of the way that a woman is treated when reporting a rape (refer back to question in the beginning). There seems to be an inquiry into if she is with someone and could be sexually active with her partner. Again, I ask, what does this have to do with reporting a rape?
And perhaps one reason that feeds into why a woman wouldn't report a rape is connected with being labeled (besides target, victim, etc) as a 'ho'. Thus, further suppressing how women express themselves sexually. Wonder where the power resides in that...
Thursday, November 10, 2016
One last book
This post is on the final book that was shared as part of our lead up to writing an academic book review on our respective books.
Perfectly Broken by Amber Mauldin, published in 2014
Reflecting on the books that we've discussed in class, there are noticeable gaps between the events and the publication of the books. This could be related to inability to focus solely on writing a book, but this could also be because the targets needed this time in order to process what had happened to them. We had a discussion on what other experiences that take a similar time line to process. Some of those experiences brought up were death of a loved one, war, and any type of abuse.
We also spoke about the difference between an acquaintance vs. stranger rape. With an acquaintance rape, the target put more guilt on themselves. Perhaps because they feel responsibility that since they knew their rapist they should have seen the rape occurring to them. In contrast, with a stranger rape, the target labels themselves as broken or damaged goods. There is also a sense of general social betrayal. There was trust with Alice walking through the park at night (what could happen to her?). There was trust with Amber (a stranger wouldn't hurt her by giving her a ride to a destination).
This led to questions such as "How do we characterize targets of rape?" "How can they be re-characterized?" Do we change the assumptions about the target such as, "what did she do to elicit the rape?" What are our social stigmas, including our social stigmas with sex? Like Jackson said, if we can't talk about sex, we can't talk about sexual assault. These questions may not be answerable, but require that we consider this perspectives.
Perfectly Broken by Amber Mauldin, published in 2014
- Book focuses on dealing with rape, not the rape itself
- The rape act was in the background
- Rape was a stranger rape
- She asked for directions
- Perpetrator told her he would give her a ride
- He got her into the car
- He put her in a headlock, said he had a gun
- He raped her and then left her stranded
- She described rape as thing that led up to a trial, coping, aftermath
- She falls back on faith as a recovery method
- Her writing is general, sterilized
- Seemed isolated from own experience
- An exchange student in Spain helped give her space to begin realizations
- Rapist was arrested, 101 year sentence (He raped multiple women)
- He was sentenced to 66 years just with her case (26 years for abduction, 40 years for rape)
- Strong religious focus
- Didn't want to be seen as damaged, but referred to self that way
- Focus on telling younger brother - disperses narrator
- October 8, 1998 - day of the rape
- Seeks help from house where she was stranded
- Officers make her tell her story 4 times
- Described rapist as "vicious Black man"
- Described officer as "kind Black man"
- Long process of giving evidence
- Had boyfriend at the time, they broke up
- ID's rapist from photo
- Lacked people she could talk to, until Spain
Reflecting on the books that we've discussed in class, there are noticeable gaps between the events and the publication of the books. This could be related to inability to focus solely on writing a book, but this could also be because the targets needed this time in order to process what had happened to them. We had a discussion on what other experiences that take a similar time line to process. Some of those experiences brought up were death of a loved one, war, and any type of abuse.
We also spoke about the difference between an acquaintance vs. stranger rape. With an acquaintance rape, the target put more guilt on themselves. Perhaps because they feel responsibility that since they knew their rapist they should have seen the rape occurring to them. In contrast, with a stranger rape, the target labels themselves as broken or damaged goods. There is also a sense of general social betrayal. There was trust with Alice walking through the park at night (what could happen to her?). There was trust with Amber (a stranger wouldn't hurt her by giving her a ride to a destination).
This led to questions such as "How do we characterize targets of rape?" "How can they be re-characterized?" Do we change the assumptions about the target such as, "what did she do to elicit the rape?" What are our social stigmas, including our social stigmas with sex? Like Jackson said, if we can't talk about sex, we can't talk about sexual assault. These questions may not be answerable, but require that we consider this perspectives.
More books with possible connections
On Tuesday, more shared their books that they will be writing on for the upcoming book review paper. The following is what was shared.
One hour in Paris by Karyn Freedman, published in 2014
Working towards how I'm writing my paper, though, I beginning to notice aspects that are intertwining throughout these stories. The difficulty for loved ones understanding or being involved, the difficulty in recovery, the long period of time that passes before the writing/publishing of the book, the myriad experiences from acquaintance to stranger, and more. These books have been challenging the tropes that we as a society have come to accept--and I find this to be the most powerful aspect.
One hour in Paris by Karyn Freedman, published in 2014
- An American girl in Paris and on vacation
- Raped occurred in 1990
- The perpetrator was the target's boyfriend's mentor's lover
- He plied her with alcohol
- Raped her at knifepoint, multiple times
- Role of the police: immediate response, reporting, police search, rape kit
- police search/hold boyfriend and mentor overnight
- The rapist was arrested 3-4 months later
- Convicted, sentence of 8 years
- The book focuses on her account and rape statistics
- Focus on PTSD, patriarchy
- Some of her feeling include how culture makes women feel unsafe
- She got a grant to write the book
- Relationship began in 1981 (target was in 9th grade)
- Relationship became sexual in 1983 (target was in 11th grade)
- Relationship was cut-off by target in 2005
- Long term abuse
- During her adolescent life, she reflects that she sought attention from older men
- Her father was absent in her own life
- Recognized a grooming process
- The teacher/rapist was an award-winner
- The targets were kids who feel invisible (self-worth)
- People thought the relationship was weird, but didn't act
- mom and friends didn't say anything
- When engaged in sexual 'relationship'. she was in a role of pleaser
- Relationship continues into college
- Two other girls come forward, their testimony was helped by her own
- Long recovery period
- Her case was past the statute of limitations
- Feels the school counselor was also to blame
- She voiced concerns in his behavior and was told 'teachers have affairs'
- She never felt safe with him sexually
- He kept her intimidated
- He used alcohol to enable sex
- She felt alone, even in her family
- She gave stats: 4.5 million (1in 10) will experience sexual misconduct by school employee (K-12)
Working towards how I'm writing my paper, though, I beginning to notice aspects that are intertwining throughout these stories. The difficulty for loved ones understanding or being involved, the difficulty in recovery, the long period of time that passes before the writing/publishing of the book, the myriad experiences from acquaintance to stranger, and more. These books have been challenging the tropes that we as a society have come to accept--and I find this to be the most powerful aspect.
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