The Rapid Uptake of Digital Technologies at Domestic Violence and Sexual Assault Organizations During the COVID-19 Pandemic

Storer, Heather L.; Nyerges, Eva X.

doi:10.1177/10778012221094066

Cited by 8 publications

(1 citation statement)

References 23 publications

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“…Finally, a newer online resource, StopNCII.org, offers victim-survivors a tool to entirely prevent the spread of IBSA. Specifically, it generates a hash or "digital fingerprint" of the intimate image from the user's device, which participating companies use to identify and remove matches from their system if it violates their intimate image abuse policy (StopNCII.org, 2023).…”

Section: Technological Solutionsmentioning

confidence: 99%

Victim‐survivors’ proposed solutions to addressing image‐based sexual abuse in the U.S.: Legal, corporate, educational, technological, and cultural approaches

Eaton,

Krieger,

Siegel

et al. 2024

Anal Soc Iss & Public Policy

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Sexual violence is a world‐wide health problem that has begun to escalate in online and virtual spaces. One form of technology‐facilitated sexual violence that has grown in recent years is image‐based sexual abuse (IBSA), or the nonconsensual creation, distribution, and/or threat of distribution of nude or sexual images. Using a trauma‐informed and victim‐centered framework, we asked victim‐survivors for structural solutions to IBSA based on their own experiences. Using thematic analysis on 36 semi‐structured interviews with adult U.S. victim‐survivors of IBSA, we found that victim‐survivors proposed structural solutions to IBSA along five general dimensions: legal (creating/strengthening laws, enforcing laws, facilitating legal navigation), corporate (corporate responsibility/activism and solutions for employers), educational (IBSA education, outreach and advocacy, and developing communities of support), technological (more platform accountability, improved procedures for uploading images, better avenues for reporting and removing images, and enhanced platform policies), and cultural. Many solutions built on existing structures (e.g., sexual education in schools) and frameworks (e.g., creating support groups like those for people in recovery from alcohol abuse), enabling educational professionals, policy makers, victim‐support service providers, and corporations to readily implement them.

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Section: Technological Solutionsmentioning

confidence: 99%

Victim‐survivors’ proposed solutions to addressing image‐based sexual abuse in the U.S.: Legal, corporate, educational, technological, and cultural approaches

Eaton,

Krieger,

Siegel

et al. 2024

Anal Soc Iss & Public Policy

View full text Add to dashboard Cite

show abstract

“Are We Making an Impact?“: Perspectives on Providing Interpersonal Violence Prevention Education during the COVID-19 Pandemic in the U.S.

O’Connor,

Yero,

Cares

et al. 2024

J Fam Viol

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Sexual Assault and Domestic Violence Prevention Programming During the Pandemic: How Prevention Educators Navigated COVID-19

Fishwick,

Goodman-Williams,

Armenta

2024

J Fam Viol

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Purpose Domestic violence and sexual assault (DVSA) primary prevention programming is often implemented during the school year, but the delivery of such programming was radically altered during the first year of the COVID-19 pandemic when traditional in-person classrooms were often replaced by virtual learning. The immediate issue facing schools was getting academic content to students in this new environment, but there has been little research into what those priorities meant for supplementary programming like DVSA prevention education. How DVSA prevention education was affected by the switch to virtual learning remains largely unknown, but prevention educators’ experiences navigating virtual learning environments can offer insight into the implementation and delivery of virtual programming by community agencies. Method We conducted 20 interviews with DVSA prevention educators across the midwestern region of the United States. Reflexive thematic analysis was used to understand how DVSA prevention programming was impacted during the COVID-19 pandemic. Results We identified four themes through our analysis: Disconnection, New Expectations, Reduced Access, and Safety Concerns. Interviews with prevention educators highlighted the many challenges of delivering DVSA prevention programming online, as well as ways that they adapted and even made improvements in this new environment. Conclusion Many students lost access to DVSA prevention education during the COVID-19 pandemic or received a version strongly impacted by social distancing protocols. Findings indicate that students who would have received DVSA prevention programming during the 2020–2021 school year likely did not receive the full dose of intended programming. Curriculum researchers should develop programming suitable for remote delivery for future incidental and fully online learning environments.

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The Rapid Uptake of Digital Technologies at Domestic Violence and Sexual Assault Organizations During the COVID-19 Pandemic

Cited by 8 publications

References 23 publications

Victim‐survivors’ proposed solutions to addressing image‐based sexual abuse in the U.S.: Legal, corporate, educational, technological, and cultural approaches

Victim‐survivors’ proposed solutions to addressing image‐based sexual abuse in the U.S.: Legal, corporate, educational, technological, and cultural approaches

“Are We Making an Impact?“: Perspectives on Providing Interpersonal Violence Prevention Education during the COVID-19 Pandemic in the U.S.

Sexual Assault and Domestic Violence Prevention Programming During the Pandemic: How Prevention Educators Navigated COVID-19

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