The Rape Prevention and Education (RPE) Theory Model of Community Change: Connecting Individual and Social Change

Cox, Pamela; Lang, Karen; Townsend, Stephanie; Campbell, Rebecca

doi:10.1080/10522158.2010.492494

Cited by 20 publications

(12 citation statements)

References 24 publications

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“…Theories of health behavior change (including the Theory of Planned Behavior and Health Belief Model) have been the most often cited as foundations for violence prevention and a key lesson they offer is that we must be conscious of working to change several different attitudes at the same time (Abraham and Sheeran 2005;Ajzen 1991; Banyard 2014 for a review; Cox et al 2010;Gidycz et al 2001;Madden et al 1992). We need to do a much better job of examining the different components of bystander action related attitudes together in research, to understand how they relate to one another but also to understand the extent to which some may be more powerful or important correlates of action.…”

Section: Addressing More Than One Attitude At a Timementioning

confidence: 99%

Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence

Banyard

2015

SpringerBriefs in Criminology

134

124

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Section: Addressing More Than One Attitude At a Timementioning

confidence: 99%

Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence

Banyard

2015

SpringerBriefs in Criminology

134

124

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“…The field may be helped by research that helps to integrate these models, specifying what variables in particular are most useful for leveraging the attitude and behavior change we are seeking. Cox, Lang, Townsend, and Campbell (2010) present a model of this integration that is focused on rape prevention. Rauhouse and colleagues (Peer Solutions, 2013) provide an integration of risk and protective factors as applied to youth violence prevention.…”

Section: Integrating Theoretical Modelsmentioning

confidence: 99%

Improving College Campus–Based Prevention of Violence Against Women

Banyard

2014

Trauma, Violence, & Abuse

101

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Growing awareness of the scope of violence against women (VAW) on college campuses has led to innovations in intervention and prevention These efforts have often followed best practices in prevention, have targeted different campus populations, and used varied tools. Prevention evaluation on campuses is increasing. This review briefly summarizes what we have learned about preventing VAW on campus from evaluation research and then describes a roadmap for where research needs to go. To date, most work focuses almost exclusively on sexual violence, concentrates on single programs on one campus, focuses on attitude outcomes, and most research explores main effects of program utility. More complex prevention and research models are needed including the use of multipronged prevention approaches and researching their synergistic effects; investigation of more specific program effects to better unpack what essential elements of different prevention tools are driving changes; and more complex analyses of outcomes including exploration of moderating variables. This research agenda has implications for new programs, policies, and research designs including the importance of partnerships between practitioners and researchers to actualize these goals.

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“…VAWA recognizes that community awareness, appropriate training, and equipment and infrastructure all contribute to a community’s readiness and ability to prevent and reduce violence. 3 Because VAWA-funded programs offer support to build capacity as the foundation for community readiness, we identified this component as the starting point of our model, a perspective consistent with other violence prevention efforts, such as the rape prevention and education model developed by the Centers for Disease Control and Prevention (Niolon, Kearns, Dills, Rambo, Irving, Armstead, Gilbert, 2017; see also Cox, Lang, Townsend, & Campbell, 2010).…”

Section: Resultsmentioning

confidence: 99%

Victim Empowerment, Safety, and Perpetrator Accountability Through Collaboration: A Crisis to Transformation Conceptual Model

White

Sienkiewicz

2018

Violence Against Women

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This article describes the development of the Victim Empowerment, Safety, and Perpetrator Accountability through Collaboration (VESPAC) model based on a grounded theory analysis of congressionally mandated and permissible purpose areas for grants authorized by the Violence Against Women Act. These areas are reflective of ongoing and emerging needs of victims and agencies serving victims and are rooted in the expertise, insight, and concerns of those who work most closely with victims and perpetrators on a regular basis. Analysis resulted in five overarching and interconnected themes: Community Readiness, Victim Services, Justice Responses, Coordinated Community Responses, and Cultural Relevance. The final model emphasizes the centrality of coordinated community responses to ensure that the remaining components of the model work in tandem across time to achieve victim safety and perpetrator accountability in a culturally appropriate way. The model also may help agencies, coalitions, and communities think "big" and consider more strategically about where their strengths best fit in the vast scope of victim needs necessary to meet safety goals and where they might benefit most from the expertise of partners.

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The Rape Prevention and Education (RPE) Theory Model of Community Change: Connecting Individual and Social Change

Cited by 20 publications

References 24 publications

Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence

Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence

Improving College Campus–Based Prevention of Violence Against Women

Victim Empowerment, Safety, and Perpetrator Accountability Through Collaboration: A Crisis to Transformation Conceptual Model

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