College- or University-Based Sexual Assault Prevention Programs: A Review of Program Outcomes, Characteristics, and Recommendations

Abstract

This article examines literature reviews of research articles and dissertations focused on the effectiveness of college- or university-based sexual violence prevention programs. Literature reviews were eligible for inclusion in this article if they examined empirical published peer-reviewed research articles or dissertation research that reported original data; focused on examining the effectiveness of programs that were developed to reduce sexual violence that occurred in college or university settings; offered recommendations for developing and implementing effective college- or university-based sexual assault prevention programs; and reviewed studies that occurred in the United States. Eight review articles met the inclusion criteria. The results suggest that the effectiveness of college- or university-based sexual violence prevention programs varies depending on the type of audience, facilitator, format, and program content. Recommendations from existing reviews of empirical research concerning these program characteristics should be considered by college or university administrators when designing and implementing their own programs on campus.

How Confident are Confidants? Assessing the Sexual Assault-Related Resource Knowledge of College Students

“…Second, some of the FYCEP teams may have returned to the issue of defining "sexual assault" and "consent" during enrichment sessions, raising the group mean. This possibility is consistent with what Vladutiu et al (2011) reported is effective in reducing rape myth acceptance. Although these students had higher confidence levels, their knowledge was not better than the average student.…”

“…First, students who discussed the content of the lecture with a group of peers and a leader with whom they would have a long-term relationship may have had deeper conversations and thus felt more confident in their understanding. This possibility is consistent with previous findings that small group discussions lead to greater reduction in rape myth acceptance (Vladutiu et al, 2011). Second, some of the FYCEP teams may have returned to the issue of defining "sexual assault" and "consent" during enrichment sessions, raising the group mean.…”

“…The efficacy of programs depends on several factors, including whether they are directed at a single sex or a mixed audience; whether professional or peer educators/facilitators are used; the program format, length, number of sessions, and delivery method (lecture or video); and whether the program focused on risk reduction, gender role socialization, sexual assault education, deterrence, rape myths, rape awareness, or self-defense (Vladutiu, Martin and Macy 2011). 4 Thus, Vladutiu et al (2011) recommended that universities develop programs with specific outcomes in mind and select strategies that work best to achieve each outcome.…”

“…4 Thus, Vladutiu et al (2011) recommended that universities develop programs with specific outcomes in mind and select strategies that work best to achieve each outcome. The best way to communicate policy information that concerns campus resources, definitions, and procedures to students has not been the focus of investigation.…”

Assessing a comprehensive approach to prevent sexual violence on campus: Implications for program improvement

“…Facilitators (Table 3) were classified based on recommendations for effectiveness of (a) programs for prevention of college sexual violence (Vladutiu, Martin, & Macy, 2011), including the type of audience, facilitator, format, and program; and (b) public health intervention programs in general, including collaboration and availability of resources (including technical assistance) (Weiss, Lillefjell, & Magnus, 2016). For quality improvement, the challenges and concerns attributed to the program were also captured (Table 3).…”