It’s Not Just the What but the How

White House Task Force to Protect Students From Sexual Assault looked to Prevention Innovations Research Center to evaluate efficacy of strategies for prevention and response to sexual violence on campus

Campus Community Readiness to Engage Measure: Its Utility for Campus Violence Prevention Initiatives—Preliminary Psychometrics

The researchers present preliminary psychometric information on a recently developed measure—the Campus Community Readiness to Engage Measure (CCREM)—which was developed as a tool for campuses to determine their readiness to address sexual assault (SA) and relationship abuse (RA). Participants were 353 community leaders and administrators at 131 colleges and universities across New England. Factor analytic results demonstrated that the CCREM had three factors for both SA and RA: denial (the campus community is unwilling to acknowledge that SA and RA are issues for the community), initiation (the campus community is beginning to create efforts to address SA and RA and some community members are involved), and sustainability (the campus has high levels of engagement from community members and longstanding efforts to address SA and RA). Whereas there was fair to moderate agreement among raters within the same community on the sustainability and initiation subscales, there was poor to fair agreement among raters within the same community on the denial subscale. Although additional measurement development research is needed, preliminary data suggest that the CCREM may be useful to campus communities in helping to initiate prevention initiatives and implement services related to SA and RA

How Do We Know If It Works? Measuring Outcomes in Bystander-Focused Abuse Prevention on Campuses

Objective: To address acknowledged limitations in the effectiveness of sexual and relationship abuse prevention strategies, practitioners have developed new tools that use a bystander framework (Lonsway et al, 2009). Evaluation of bystander-focused prevention requires measures, specific to the bystander approach, that assess changes over time in participants’ attitudes and behaviors. Few measures exist and more psychometric analyses are needed. We present analyses to begin to establish the psychometric properties of four new measures of bystander outcomes and their subscales. Method: We collected data from 948 first year college students on two campuses in the northeast United States. Items assessing attitudes and behaviors related to bystander helping responses in college campus communities for situations where there is sexual or relationship abuse risk were factor analyzed. Results: Measures of readiness to help (assessed specifically with scales representing taking action, awareness, and taking responsibility), intent to be an active bystander, self-reported bystander responses, and perceptions of peer norms in support of action all showed adequate reliability and validity. Conclusion: The study represents a next step in the development of tools that can be used by researchers and practitioners seeking both to understand bystander behavior in the context of sexual and relationship abuse and evaluating the effectiveness of prevention tools to address these problems. The measures investigated will be helpful for prevention educators and researchers evaluating the effectiveness of sexual and relationship abuse education tools that use a bystander intervention framework

Changing Attitudes About Being a Bystander to Violence: Translating an In-Person Sexual Violence Prevention Program to a New Campus

Bystander approaches to reducing sexual violence train community members in prosocial roles to interrupt situations with risk of sexual violence and be supportive community allies after an assault. This study employs a true experimental design to evaluate the effectiveness of Bringing in the Bystander™ through 1-year post-implementation with first-year students from two universities (one rural, primarily residential; one urban, heavily commuter). We found significant change in bystander attitudes for male and female student program participants compared with the control group on both campuses, although the pattern of change depended on the combination of gender and campus

Changing Attitudes About Being a Bystander to Violence: Translating an In-Person Sexual Violence Prevention Program to a New Campus

Bystander approaches to reducing sexual violence train community members in prosocial roles to interrupt situations with risk of sexual violence and be supportive community allies after an assault. This study employs a true experimental design to evaluate the effectiveness of Bringing in the Bystander™ through 1-year post-implementation with first-year students from two universities (one rural, primarily residential; one urban, heavily commuter). We found significant change in bystander attitudes for male and female student program participants compared with the control group on both campuses, although the pattern of change depended on the combination of gender and campus

Thermodynamic Behavior of a Model Covalent Material Described by the Environment-Dependent Interatomic Potential

Using molecular dynamics simulations we study the thermodynamic behavior of a single-component covalent material described by the recently proposed Environment-Dependent Interatomic Potential (EDIP). The parameterization of EDIP for silicon exhibits a range of unusual properties typically found in more complex materials, such as the existence of two structurally distinct disordered phases, a density decrease upon melting of the low-temperature amorphous phase, and negative thermal expansion coefficients for both the crystal (at high temperatures) and the amorphous phase (at all temperatures). Structural differences between the two disordered phases also lead to a first-order transition between them, which suggests the existence of a second critical point, as is believed to exist for amorphous forms of frozen water. For EDIP-Si, however, the unusual behavior is associated not only with the open nature of tetrahedral bonding but also with a competition between four-fold (covalent) and five-fold (metallic) coordination. The unusual behavior of the model and its unique ability to simulation the liquid/amorphous transition on molecular-dynamics time scales make it a suitable prototype for fundamental studies of anomalous thermodynamics in disordeered systems.Comment: 48 pages (double-spaced), 13 figure