How healthy is your relationship? Take the quiz

Reading Time: 5 minutes Is your partner’s behavior normal or a big red flag that they might be controlling or abusive? Take our quiz to see if you’re in a healthy relationship.

Want to help protect against sexual assault? Make respect the norm

Reading Time: 7 minutes Here’s what can you do to foster a more positive and respectful campus culture.

Your guide to birth control: How to find the best option that works for you

Reading Time: 9 minutes Learn about the usage, cost, and effectiveness of different types of birth control.

Supporting the whole person: Strategies to help sexual assault survivors of all identities

Reading Time: 10 minutes Certain sexual assault survivors may experience marginalization based on their race, ethnicity, nationality, religion, class, sexual orientation, or gender. Keep these strategies in mind as you support your friend through this difficult time.

How you can help prevent sexual assault of people with disabilities

Reading Time: 10 minutes Studies of sexual assault consistently show a higher rate of victimization of people with disabilities compared to nondisabled people. The good news? You can get involved.

Strategies for supporting men who’ve experienced sexual violence

Reading Time: 10 minutes

Rate this article and enter to win

Most of us have supported friends through difficult times, such as a break-up, academic pressure, or family issues. But how do we step up and provide support when friends and loved ones experience sexual assault and other forms of sexual violence? Especially when the person who experienced the assault is male?

Social pressure and stereotypes about gender can make it particularly challenging for men who’ve been assaulted to talk about their experiences. If one of your male friends or loved ones is assaulted, it’s important that you know you’re in a position to help.

Many of the challenges men face reflect social pressure: ideas that sexual assault makes them less masculine, that women can’t assault men, or that “real men” don’t talk about or get help for painful experiences. “Some men fear that they’ll be seen as less of a man,” says Dr. Jim Hopper, a researcher, therapist, and instructor at Harvard Medical School. “If they’re heterosexual, they may fear people will doubt their sexuality. And if they’re gay or bisexual, they may blame the assault on their sexuality in a way that further stigmatizes their being gay or bisexual.”

Addressing stereotypes

A common belief is that sexual violence only affects women. In fact, many men have unwanted sexual experiences, as both children and adults. One in six men in the US is sexually assaulted before age 18, according to studies from the 1980s to the early 2000s. In 2015, seven percent of men reported being sexually assaulted while attending college, according to a study by the Washington Post and the Kaiser Family Foundation. Regardless of the targeted man’s sexual orientation, both men and women perpetrate these assaults, according to the Centers for Disease Control and Prevention (CDC) (2013).

“Sex, gender identity, and race can all influence how an experience like this affects someone, but it’s very important you have no presumption about what it feels like to your friend—so listen,” says Dr. Melanie Boyd, assistant dean of student affairs and lecturer in women’s, gender, and sexuality studies at Yale University in Connecticut.

Guy and girl looking uncomfortable

Talking to your friend about what happened

Everyone is different. People’s varying personalities and circumstances affect how they respond to an unwanted sexual experience and what we can do to help. For example, some people want lots of hugs, while some prefer verbal support. The most important thing is to relate to your friend in a way that can help him feel empowered and connected. As a friend, you’re in a great position to do this.

When a friend discloses an experience of violence, it’s normal to feel a wide range of emotions, such as shock, confusion, sadness, or anger. In the moment, keep the conversation focused on your friend’s emotions, not your own.

“Many people who experience sexual violence also experience some degree of self-blame,” says Dr. Boyd. “Partially, that’s just what people do when something bad happens: We go over the events in our head, hunting for things we could have done differently. It’s a way of regaining a sense of control. In the case of sexual violence, though, survivors also have to contend with victim-blaming patterns that run through our culture. So it’s important that friends help them push back against that. Be careful not to say or ask anything that might suggest blame—and affirm for your friend that he did the best he could in a difficult, complicated situation.”

Here are four ways you can be there for your friend

1. Be careful not to “other” him

As challenging an experience as a sexual assault may be, it’s not as though your friend has become an entirely different person. The “othering” of people who’ve been assaulted—treating them differently—can be just as dangerous as ignoring or minimizing unwanted sexual experiences, according to researchers Nicola Gavey and Johanna Schmidt (Violence Against Women, 2011). Avoid thinking of the assault as something that cuts your friend off from the rest of the world; in fact, it’s up to you to be supportive and counteract that.

  • Because of stereotypes about gender and sexual violence, male survivors may feel particularly othered: They might worry that people won’t take their experiences seriously, or that they’ll be viewed as weak. “It took me almost two years to come to terms with it, and I still feel like the few that I told sort of wrote it off because I’m a male,” said Chris*, a second-year undergraduate at the University of Kansas. To avoid othering, you can demonstrate that you take your friend’s experience seriously by using phrases like “that wasn’t okay” or “that sounds really messed up.”
  • While it’s important to give your friend opportunities to talk about his experience of violence (if he chooses to), remember to maintain the other parts of your friendship too. It may be a relief to your friend to spend some time on normal activities that he enjoys. You can try statements like, “I’m happy to talk more about this if you want, but it’s also fine if you want to take a break from processing and go for a run together.”

Friend consoling sad guy

2. Truly listen and ask questions

Make sure to listen and focus on your friend’s feelings. “Pay attention to their specific issues,” says Dr. Boyd.

  • Avoid pushing your own ideas. “Allow them to talk without being interrupted, and especially don’t put any more pressure on them (e.g., telling them that you think they need the police or a therapist),” says Tom*, a third-year undergraduate at Ripon College in Wisconsin. “Ask what you can do to help.”
  • Don’t try to investigate the situation. It’s not important for you to find out exactly what happened or to delve into the details beyond what your friend wants to share.
  • Avoid questions that might feel blaming (e.g., “Were you drunk?” or “Did you say no?”). “Being reminded that I wasn’t the one at fault felt reassuring,” said Taylor*, a second-year undergraduate at Wake Technical Community College in North Carolina.
  • Don’t speculate about what you would have done in the situation (e.g., “If someone tried to do that to me, I’d fight them off”) or project emotions onto your friend (e.g., “You must feel like a whole different person”). Let your friend lead the conversation, and respect what he’s feeling.

Try statements likeâ€Ķ

It means a lot that you trusted me with that. What can I do to help? Do you think you’d like to talk to a crisis center or a counselor on campus? It wasn’t your fault. What would be an empowering/fun/relaxing thing to do? I’m here for you.

3. Be thoughtful about your language

Avoid pronouns that assume the gender of the perpetrator or that make other assumptions about the experience. “I think one of the most important issues is breaking down the stereotype that only women are abused,” said Lena*, a second-year undergraduate at Tarrant County College in Texas.

  • Make clear that you’re not making presumptions about your friend’s experience based on his identity. In particular, avoid assumptions about your friend’s sexual orientation or gender identity. “Drop in phrases or words that don’t put them on the spot but that signal your openness to hearing a more complex narrative, about, for example, ‘people of all genders,’” says Dr. Boyd. “Pay attention to what’s going on for the person in front of you.”
  • It’s not your role to define the experience for your friend. Some people don’t use the word “rape” or “assault” to describe what may seem to you to be sexual violence, or relate to the terms “victim” or “survivor.” “You want them to feel like you’re connecting with their experience, not trying to impose your views or language on them,” says Dr. Hopper.

4. Give him choices

“As a friend, you want to relate to them in a way that gives them power, including by giving them choices and respecting whatever choices they make on whatever timeline,” says Dr. Hopper.

  • Your friend might be interested in working with the police, pursuing disciplinary action, or working with other university resources. It’s up to him to decide. While it’s not your job to steer him to the police or school administrators, providing information about his options can be a great way to help. Figure out what resources your school has, such as hotlines, therapists, heath care providers, disciplinary processes, chaplains, or survivor advocates. “Since I was assaulted, I have learned that it wasn’t my fault and that therapy does help,” said Josh*, a second-year undergraduate at the College of the Desert in California.
  • Talk with your friend about what makes him feel empowered and safe. Everyone’s different, so whether your friend feels like watching TV, working out, or flirting with someone at a party, you should ask and see how you can help. Sometimes people want to spend time on their own, sometimes people want to be social. It’s not your job to judge, but to be supportive. 

Two friends talking, sad guy

Look after yourself

“Supporting someone through the healing process can be stressful, hard, and exhausting. That’s why it’s important for supports to take of themselves,” says Bella Alarcon, a bilingual clinician at the Boston Area Rape Crisis Center who facilitates a support group for partners, friends, and family of people who’ve experienced sexual violence. Paying attention to your own needs isn’t selfish. “If you’re exhausted and overwhelmed, you’re not going to be able to support the survivor,” says Alarcon.

Be mindful of your own needs, and make sure that you’re getting support.

  • “It’s okay to set limits and boundaries. If you need a break, it’s okay,” says Alarcon. If you’re finding a conversation with your friend overwhelming, say so. Try language like, “I really want to be here for you, but I’m finding it hard to handle this conversation. I want to be able to support you as well as I can, and I think I can do that better if I take a break for a few minutes.”
  • Reach out to university resources for support. Consider speaking to a trusted mentor, a dean, a survivor advocate, or a health professional about how you’re doing. Respect your friend’s privacy by not sharing their story with peers or classmates.
  • “Be kind to yourself and take care of yourself: Take a bath, go to the gym, have a cup of tea, go out with friends, have fun, have a good cry, take a deep breath, or get your own counseling,” says Alarcon.

*Names changed

Strategies developed by the Communication and Consent Educator program at Yale University.

[school_resource sh101resources=’no’ category=’mobileapp,titleix, counselingservices, suicideprevention, titleix’] Get help or find out more [survey_plugin] Article sources

Bella Alarcon, bilingual clinician, Boston Area Rape Crisis Center, Massachusetts.

Melanie Boyd, PhD, assistant dean in student affairs; lecturer in women’s, gender, and sexuality studies, Yale University, Connecticut.

Jim Hopper, PhD, independent consultant and clinical instructor in psychology, Department of Psychiatry, Harvard Medical School, Massachusetts.

1in6. (n.d.). Sorting it out for himself. Retrieved from https://1in6.org/family-and-friends/sorting-it-out-for-himself/

Abelson, M. J. (2014). Dangerous privilege: Trans men, masculinities, and changing perceptions of safety. Sociological Forum, 29(3), 549–570. https://doi.org/10.1111/socf.12103

Anderson, N., & Clement, S. (2015, June 12). Poll shows that 20 percent of women are sexually assaulted in college. Washington Post. Retrieved from https://www.washingtonpost.com/sf/local/2015/06/12/1-in-5-women-say-they-were-violated/

Anderson, S. S., Hendrix, S., Anderson, N., & Brown, E. (2015, June 12). Male survivors of sex assaults often fear they won’t be taken seriously. Washington Post. Retrieved from https://www.washingtonpost.com/local/education/male-victims-often-fear-they-wont-be-taken-seriously/2015/06/12/e780794a-f8fe-11e4-9030-b4732caefe81_story.html

Beres, M. A. (2014). Rethinking the concept of consent for anti-sexual violence activism and education. Feminism & Psychology, 24(3), 373–389.

Beres, M. A., Herold, E., & Maitland, S. B. (2004). Sexual consent behaviors in same-sex relationships. Archives of Sexual Behavior, 33(5), 475–486.

Brenner, A. (2013). Transforming campus culture to prevent rape: The possibility and promise of restorative justice as a response to campus sexual violence. Harvard Journal of Law and Gender. Retrieved from https://harvardjlg.com/2013/10/transforming-campus-culture-to-prevent-rape-the-possibility-and-promise-of-restorative-justice-as-a-response-to-campus-sexual-violence/

Carmody, M. (2003). Sexual ethics and violence prevention. Social & Legal Studies, 12(2), 199–216. https://doi.org/10.1177/0964663903012002003

Catalano, S. (2013). Intimate partner violence: Attributes of victimization, 1993–2011. Bureau of Justice Statistics (BJS). Retrieved from https://www.bjs.gov/index.cfm?ty=pbdetail&iid=4801

Colorado State University. (n.d.). A Guide for supporting survivors of sexual assault. Retreived from https://wgac.colostate.edu/supporting-survivors

Crome, S. (2006). Male survivors of sexual assault and rape. Australian Institute of Family Studies. Retrieved from https://aifs.gov.au/publications/male-survivors-sexual-assault-and-rape

Crome, S. A., & McCabe, M. P. (2001). Adult rape scripting within a victimological perspective. Aggression and Violent Behavior, 6(4), 395–413.

Davies, M., Gilston, J., & Rogers, P. (2012). Examining the relationship between male rape myth acceptance, female rape myth acceptance, victim blame, homophobia, gender roles, and ambivalent sexism. Journal of Interpersonal Violence, 27(14), 2807–2823.

Davies, M., & Rogers, P. (2006). Perceptions of male victims in depicted sexual assaults: A review of the literature. Aggression and Violent Behavior, 11(4), 367–377.

Dube, S. R., Anda, R. F., Whitfield, C. L., Brown, D. W., et al. (2005). Long-term consequences of childhood sexual abuse by gender of victim. American Journal of Preventive Medicine, 28(5), 430–438. https://doi.org/10.1016/j.amepre.2005.01.015

Gavey, N., & Schmidt, J. (2011). “Trauma of rape” discourse: A double-edged template for everyday understandings of the impact of rape? Violence Against Women, 17(4), 433–456.

Gavey, N., Schmidt, J., Braun, V., Fenaughty, J., et al. (2009). Unsafe, unwanted: Sexual coercion as a barrier to safer sex among men who have sex with men. Journal of Health Psychology, 14(7), 1021–1026.

Graham, R. (2006). Male rape and the careful construction of the male victim. Social & Legal Studies, 15(2), 187–208.

Grand Rapids Community College. (n.d). Step-by-step. Retrieved from
https://www.grcc.edu/studentaffairs/sexualmisconduct/stepbystep

Harrell, M. C., Castaneda, L. W., Adelson, M., Gaillot, S., et al. (2009). A compendium of sexual assault research. RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR617.pdf

Hopper, J. W. (2015, June 23). Why many rape victims don’t fight or yell. Washington Post. Retrieved from https://www.washingtonpost.com/news/grade-point/wp/2015/06/23/why-many-rape-victims-dont-fight-or-yell/

Kozlowska, K., Walker, P., McLean, L., & Carrive, P. (2015). Fear and the defense cascade: Clinical implications and management. Harvard Review of Psychiatry, 23(4), 263–287.

Maine Coalition Against Sexual Violence. (n.d.). Sexual violence against LGBTQQI populations. Retrieved from https://www.mecasa.org/index.php/special-projects/lgbtqqi

Masters, N. T. (2010). “My strength is not for hurting”: Men’s anti-rape websites and their construction of masculinity and male sexuality. Sexualities, 13(1), 33–46.

Monk-Turner, E., & Light, D. (2010). Male sexual assault and rape: Who seeks counseling? Sexual Abuse: A Journal of Research and Treatment, 22(3), 255–265.

Paulk, L. (2014, April 30). Sexual assault in the LGBT community. National Center for Lesbian Rights. Retrieved from https://www.nclrights.org/sexual-assault-in-the-lgbt-community/

RAND Office of Media Relations. (n.d.). Complete results from major survey of US military sexual assault, harassment released. Retrieved from https://www.rand.org/news/press/2015/05/01.html

Rothman, E. F., Exner, D., & Baughman, A. L. (2011). The prevalence of sexual assault against people who identify as gay, lesbian, or bisexual in the United States: A systematic review. Trauma, Violence & Abuse, 12(2), 55–66.

Sleath, E., & Bull, R. (2010). Male rape victim and perpetrator blaming. Journal of Interpersonal Violence, 25(6), 969–988.

Stanko, E. A., & Hobdell, K. (1993). Assault on men: Masculinity and male victimization. British Journal of Criminology, 33(3), 400–415.

Strauss, V. (2014, August 29). Does “restorative justice” in campus sexual assault cases make sense? Washington Post. Retrieved from https://www.washingtonpost.com/blogs/answer-sheet/wp/2014/08/29/does-restorative-justice-in-campus-sexual-assault-cases-make-sense/

Walters, M. L., Chen, J., & Breiding, M. J. (2013). The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 findings on victimization by sexual orientation. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/violenceprevention/pdf/nisvs_sofindings.pdf

Weiss, K. G. (2010). Male sexual victimization examining men’s experiences of rape and sexual assault. Men and Masculinities, 12(3), 275–298.

Willis, D. G. (2009). Male-on-male rape of an adult man: A case review and implications for interventions. Journal of the American Psychiatric Nurses Association, 14(6), 454–461.

Bystander intervention goes professional: 4 tips for stepping in on the job

Reading Time: 8 minutes

Here’s something most of us know, and the research backs up: Small actions make a big difference, especially when it comes to preventing sexual harassment and assault. If we see something that doesn’t feel right, we can act. This is bystander intervention: stepping in to reinforce our community values and prevent harm when we see something that looks like disrespect or pressure. Many of us already do this, like when we disrupt a conversation that seems uncomfortable or speak up when people make hurtful comments.

Often, when we think about sexual misconduct and bystander intervention, we’re thinking about intervening in social situations, such as on the dance floor, at a party, or in a relationship. But what happens when you see this happening at your internship, on the job, or at your workplace?

While we might know that it’s equally important to take action in the workplace, we might not exactly know how to do it, especially if we’re dealing with uneven power dynamics—like a boss who’s making crude comments to an employee or an established colleague taking advantage of a new intern. The good news? The basics, which you already know, work here too.

“The skills and strategies that work in social contexts can often be applied to other settings, including professional contexts such as a summer internship or other job,” says Laura Santacrose, assistant director of the Skorton Center for Health Initiatives at Cornell University in New York, who developed Cornell’s “Intervene” project, a bystander intervention initiative for students. The knowledge and confidence that we’ve gained from intervening in other contexts make a difference. Knowing we have the skills to step in makes us more likely to do so, according to a 2014 study of college students in the Journal of Interpersonal Violence.

Besides reinforcing your own personal values, you’re also setting the bar high for the rest of the organization. And that’s important. “Employers hope to create an environment that is welcoming and inclusive for all employees. A safe and inclusive environment fosters teamwork among colleagues, greater workplace satisfaction, and higher levels of innovation and creativity on the job. Employees who are able to facilitate such an environment are highly valued by both their employers and by their clients,” says Jeanine Dames, director of the Office of Career Strategy at Yale University in Connecticut.

Happy professional girl

So how do you do it?

Before you start, consider risk

Whenever we intervene, it’s critical to consider the potential risks involved and to make a safe plan. The power dynamics between supervisors and employees may make it difficult to intervene directly, so consider subtle or indirect actions. “There may be additional supports in a professional setting that will make an intervention easier [than in a social situation], including support from a human resources department,” says Santacrose.

Start here: Stepping in on the job

1. Pay attention to what’s happening

  • Overhear a sexist comment about the new hire’s cleavage? See a colleague’s uncomfortable face when he interacts with his overly handsy boss? Pay attention to the patterns.
  • Ask yourself: How might this situation impact the individuals involved? The department or team? The broader community of the organization or company?

2. Decide: Should someone step in? And who should that someone be?

  • Trust your instincts. It’s OK to decide to do something even if you aren’t sure there’s a problem.
  • Remember that “doing something” might be shooting a quick email to human resources (HR) or chatting briefly with your coworkers to see if they’re noticing it too. Ask your fellow employees or supervisors what they’re seeing or how they might deal with the situation. HR representatives may be particularly helpful. It’s their job to make sure that the workplace is safe and respectful, so they want to know when something seems off.

3. Make a plan

  • There are usually multiple ways to intervene. Play to your strengths. Not sure what those are? Take our bystander quiz here to learn more about your stepping-in style. Remember that interventions don’t have to be dramatic to be effective.
  • Pay attention to power dynamics. If you are worried about the consequences of intervening, consider confidentially reporting the problem to HR.

4. Make your move: Intervene and follow up

  • After you’ve intervened, follow up with the person being targeted or your colleagues.
  • Think about what the organization could do to make positive outcomes more likely in the future. What structural changes would help? Can you review company policies and suggest updates? Are there employee training options that can help set community standards? Make suggestions and be willing to help put them into place if it’s an option.

How would you respond?

Now that you know the basics, or at least can refer back to them, let’s get into some examples. Use the following scenarios to think about possible intervention strategies. What strategies would you choose?

Scenario 1: Inappropriate jokes

Imagine that you share an office space with several other summer interns. One of the interns, Taylor, often makes sexual jokes and suggestive comments. You and the other interns find the jokes annoying, but one of the interns, Sam, looks upset and starts to avoid the space.

  • Taylor is distracting everyone from work.
  • Sam might worry that others think Taylor’s jokes are OK.
  • Sam’s job performance could suffer.
  • Other interns’ job performance could suffer.
  • Taylor might continue this behavior in other workplaces, which could continue to hurt people—and damage Taylor’s job prospects.

  • Don’t laugh at the jokes. An awkward silence can speak volumes.
  • Privately check in with Taylor. “You probably mean well, but those jokes make you seem unprofessional.”
  • Privately check in with Sam. “You seemed a little bit uncomfortable with Taylor’s jokes. Are you OK?”
  • Talk to a supervisor. Suggest that supervisors discuss appropriate workplace conduct with new interns now and in the future.
  • Consider structural changes that can prevent this problem from happening again. Proactively start positive, professional conversations in the shared workspace. This sets a good example and minimizes chances for inappropriate conversations to begin.
  • Student story: “I politely interrupted the situation by asking a work-related question to cause a distraction and interruption. Then I privately talked to my co-worker at a later time.”
    —Rebecca B., fourth-year undergraduate, Rochester Community and Technical College, Minnesota

Scenario 2: Unfair treatment

Imagine that you have a part-time campus job in a lab. The professor in charge of the lab chooses a graduate student, Riley, to lead a project. A few weeks ago, Riley asked one of your coworkers, Casey, out on a date. Casey said no. Since then, Riley seems to be treating Casey differently from the other lab members. Riley often dismisses Casey’s comments in meetings and assigns all the menial jobs to Casey.

  • The professor might think that Casey is not a good employee.
  • The rest of the lab members are missing out on Casey’s contributions.
  • Other lab members might feel like they must always agree with Riley or face retaliation.
  • Riley is behaving unprofessionally, which could hurt Riley’s future job prospects.

  • Validate Casey’s contributions. If Riley dismisses one of Casey’s comments, say, “I actually thought that was a really good point.” Similarly, volunteer to do the menial jobs yourself.
  • Check in with Casey. Tell Casey that you’ve noticed the problem and are available to help. Providing emotional support after an incident of harassment is the most common kind of workplace bystander intervention, according to a 2016 study in the International Journal of Human Resources Management.
  • Express your concerns with the professor supervising the lab.
  • Consider reaching out to an official such as a Title IX coordinator or HR representative.
  • Propose structural changes to ensure everyone’s voices are heard and menial jobs are fairly distributed. For example, you could suggest that everyone takes turns performing the less-desirable tasks using a chart that’s visible in the lab.
  • Student story: “I told my manager right away. The manager handled it from there.”
    —Kassandra J., first-year graduate student, Texas Woman’s University

Scenario 3: Callouts on appearance

Imagine that you have a part-time job. Your supervisor makes small talk with employees as you arrive in the morning. Topics range from sports to the weather, but on several occasions, your supervisor has made comments about the appearance of one employee, Kai, such as, “You look gorgeous today!” and “That shirt looks great on you!” Your supervisor does not comment on other employees’ appearances.

  • This behavior creates a workplace that emphasizes people’s appearance, perhaps implying that their looks matter more than their ideas.
  • Kai may feel uncomfortable at work and worry about what the manager expects.
  • Other employees might worry that they will be treated differently based on appearance too.

  • Check in with Kai and express concern about the comments.
  • Subtly steer conversations back to appropriate topics.
  • Speak to another employee and ask for advice.
  • Talk to an HR representative. They may be able to take action without revealing your identity.

See? Your bystander skills just went pro. When you break it down like this, intervening becomes a little easier, which means your workplace can be just as supportive of a community as your campus is. So remember: Your bystander skills can work in any context, at any time.

Want more bystander info? Check out Cornell University’s bystander initiative, “Intervene.” This interactive training, useful for students of all kinds, offers concrete strategies for intervening in a wide range of social, academic, and professional settings.

Strategies developed by the Communication and Consent Educator program at Yale University.

[school_resource sh101resources=’no’ category=’mobileapp,healthservices, wellnesspromotion, counselingservices, titleix’] Get help or find out more

[survey_plugin]

Article sources

Jeanine Dames, JD, director of office of career strategy, Yale University, Connecticut.

Laura Santacrose, MPH, assistant director, Skorton Center for Health Initiatives, Cornell University, New York.

Banyard, V. L. (2011). Who will help prevent sexual violence: Creating an ecological model of bystander intervention. Psychology of Violence, 1(3), 216–229.

Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32(1), 61–79.

Bennett, S., Banyard, V. L., & Garnhart, L. (2014). To act or not to act, that is the question? Barriers and facilitators of bystander intervention. Journal of Interpersonal Violence, 29(3), 476–496.

Bowes-Sperry, L., & O’Leary-Kelly, A. M. (2005). To act or not to act: The dilemma faced by sexual harassment observers. Academy of Management Review, 30(2), 288–306.

Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465–480.

Garcia, S. M., Weaver, K., Moskowitz, G. B., & Darley, J. M. (2002). Crowded minds: The implicit bystander effect. Journal of Personality and Social Psychology, 83(4), 843–853.

McDonald, P., Charlesworth, S., & Graham, T. (2016). Action or inaction: Bystander intervention in workplace sexual harassment. International Journal of Human Resource Management, 27(5), 548–566.

McMahon, S., & Banyard, V. L. (2012). When can I help? A conceptual framework for the prevention of sexual violence through bystander intervention. Trauma, Violence, & Abuse, 13(1), 3–14.

Rayner, C., & Bowes-Sperry, L. (2008, June). Mobilizing bystanders to intervene in workplace bullying. In The 6th International Conference on Workplace Bullying.

What enthusiastic consent actually looks like—and why you should hold out for it

Reading Time: 8 minutes When it comes to sexual encounters, we should strive not just for consent but enthusiastic consent. Learn the difference and why it’s worth holding out.

How you can change the sexual culture on your campus—and why that matters

Reading Time: 6 minutes

Rate this article and enter to win

We all want campuses without sexual violence, but it can be hard to know where to start. In-the-moment strategies like bystander intervention are powerful tools to make our communities safer, but how can we proactively build cultures in which everyone feels safe and respected?

Sexual violence doesn’t come out of nowhere: It emerges from everyday patterns of disrespect and pressure. In any culture that normalizes low-level disrespect, it’s harder to spot coercion and force. What’s low-level disrespect? It’s when your female classmate is objectified because of the length of her skirt. Or that time your roommate hooked up with someone he wasn’t really into because “that’s what guys are supposed to do.” It’s every time someone makes a rape joke—and every time someone laughs. It contributes to a culture of disrespect, and a culture of disrespect provides camouflage for violence. It functions as “the cultural scaffolding” of sexual assault, wrote Dr. Nicola Gavey, professor of psychology at the University of Auckland, in New Zealand, in her book Just Sex? The Cultural Scaffolding of Rape (Routledge, 2005).

In contrast, when we expect respect and mutuality, it’s much easier to spot behaviors that don’t fit that norm. By challenging casual disrespect when we see it—and setting up conversations so that disrespect doesn’t happen in the first place—we can build communities where everyone expects to be treated well.

This means that even small actions can have a big impact in building a safe, supportive campus culture. By ensuring that all of our conversations about romance, sex, and social life are respectful, we can help to dismantle “the cultural scaffolding” of assault. And that starts with you—your friends and your conversations. Here’s how to make sure those convos are building the community you want.

Ask better questions

Two girls walking and talking

Too often, our casual conversations set the expectation that everyone is doing the same things when it comes to romance and sex. If your crew gets together for brunch on Sunday, is everyone expected to share stories about hookups the night before? Conversations like this create “ambient pressure”: a feeling that you must act a certain way in order to fit in. Ambient pressure is a problem in its own right, and also makes interpersonal pressure easier by suggesting that people’s desires aren’t important.

If your friends regularly have conversations like this, you can help shift them in a more positive direction. Start by asking better questions.

Two-column, four-row chart displaying alternative options for discussing evening plans with friends. Left column includes four questions students might ask in casual conversations with friends labeled “instead of this.” Right column includes four different ways to ask those questions that make less assumptions labeled “try this.” Row 1: Instead of “Did you hook up?” Try “How was your night?” Row 2: Instead of “How far did you get?” Try “Did you enjoy hanging out with her?” Row 3: Instead of “Are you going out tonight?” Try “What are your plans later?” Row 4: Instead of “Is he hot?” Try “What do you like about him?”

These questions reduce ambient pressure by removing some of the assumptions about what people are doing and how they’re talking about it. Bonus points for making your conversations more interesting and less rom com.   

Tell different stories

Try sharing stories of times when things went well in unexpected or nontraditional ways, like when you met someone at a party and ended the night talking Shakespeare sonnets and downing pizza instead of hooking up. There are a number of dangerous myths about campus sexual culture, such as the false belief that everyone wants to be having more sex than they’re currently having, that no one wants to get into anything serious because everyone is looking for hookups, that “casual” sexual encounters can’t be intimate, and so on.

Sharing diverse experiences and stories is a powerful way of disrupting these myths and offering more positive alternatives. If you had a great Saturday night binge-watching House of Cards with your roommate, then say so!

Positive change involves people inspiring each other—and that starts with telling different stories. In a study, college students who reported drinking heavily received info on how much their peers were actually drinking, and spoiler alert, it was less than they thought. Six weeks later, the heavy drinkers were consuming less alcohol and drinking less often, according to The Journal of Consulting and Clinical Psychology (2000). This is an example of how social norms work: Expectations about how we should act actually affect how we do act. Once we realize that others are doing things differently, we adjust ourselves accordingly. This can work in your favor when it comes to convos about hookups: By demonstrating that there are many positive, respectful ways to be social, you can challenge social norms that give rise to pressure.

Figure out what matters to you—and live it

Several hands raised up together

In order to build a culture that reflects your values, you first need to figure out what those are. “Communities feel more connected and supportive when the people in them have a clear idea of what they want their culture to be like and are actively working toward that ideal,” wrote Chip Heath of Stanford University and Dan Heath of Duke University in Switch: How to Change Things When Change Is Hard (Broadway Business, 2010), which examines individual, organizational, and social transformations.

Ask your communities (i.e., the clubs you’re in, the groups you belong to, and the friends you spend your time with) what they see as their shared goals. This doesn’t have to be scary or even formal; having an awesome group of people to lean on is a legit goal. When we’re all focused on a positive value—like genuine friendship, interdependence, or mutual trust—it’s easier to ensure that everyone is treated well. “Identifying shared community values is a critical step in building safe, supportive communities in which everyone can thrive,” says Dr. Melanie Boyd, assistant dean of student affairs and lecturer in women’s, gender, and sexuality studies at Yale University in Connecticut.

Think about what you want from your interactions

It also helps to think about what you want from any given interaction, whether it’s meeting up with a couple of friends at your place or hosting a party. When we’re actively thinking about what we want out of our social events, we can ensure that they reflect and support what matters to us.

  • Why are you hosting this event or going to this hangout? What do you want from it?
  • What are you hoping to get out of it? What are you hoping others will get out of it? Do you want to meet new friends, to relax with a small group, or to try something new?
  • What vibe do you want? Intimate, classy, chill, or something else?
  • Now that the big stuff is sorted, how will you make sure your goals are met? Think about everything from the theme to the space, music, food and drinks, invites, etc.
  • What options are there? What choices do you or others have about what to wear, drink, and do?

By mindfully planning and attending events that reflect our values, we can create and support spaces without ambient pressure, and where interpersonal pressure stands out. Well-planned events with lots of options also mean more fun for the people coming and less stress for the people planning. That’s a win.

The power of small change

It all comes down to this—a culture in which respect is the norm is our most effective protection against sexual assault. And respect starts small. By making subtle changes to our everyday conversations and in our everyday interactions, we can work together to build a community where everyone can thrive. So let’s do that.

[school_resource sh101resources=’no’ category=’mobileapp,counselingservices, healthservices, wellnesspromotion, titleix, suicideprevention, residentlife, campusministry, studentservices, studentlife, studentlife, titleix’] Get help or find out more

Switch: How to Change Things When Change Is Hard: Chip Heath & Dan Heath
Broadway Business, 2010

Sexual empowerment webinars & info: Amy Jo Goddard

What You Really Really Want: The Smart Girl’s Shame-Free Guide to Sex and Safety: Jaclyn Friedman
Seal Press, 2011

Step Up! intervention program: University of Arizona

Communication and Consent Educators program: Yale University

Find local services and other resources: NotAlone.gov

[survey_plugin] Article sources

Melanie Boyd, PhD, assistant dean of student affairs; lecturer in women’s, gender, and sexuality studies, Yale University, Connecticut.

Armstrong, E. A., Hamilton, L., & England, P. (2010). Is hooking up bad for young women? Contexts, 9(3), 22–27.

Borsari, B., & Carey, K. B. (2000). Effects of a brief motivational intervention with college student drinkers. Journal of Consulting and Clinical Psychology, 68(4), 728–733.

Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465–480.

Gavey, N. (2005). Just Sex? The Cultural Scaffolding of Rape. London and New York: Routledge.

Gavey, N., & Senn, C. Y. (2014). Sexuality and sexual violence. In D. L. Tolman & L. M. Diamond (Eds.) APA Handbook on Sexuality and Psychology: Vol. 1. Person-Based Approaches (pp. 339–382). Washington, DC: APA Press.

Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. New York: Broadway Books.

Strang, E., & Peterson, Z. D. (2013). The relationships among perceived peer acceptance of sexual aggression, punishment certainty, and sexually aggressive behavior. Journal of Interpersonal Violence, 28(18), 3369–3385.

Wade, L., & Heldman, C. (2012). Hooking up and opting out. In L. Carpenter & J. DeLamater (Eds.) Sex for Life: From Virginity to Viagra, How Sexuality Changes Throughout Our Lives, (pp. 129–145). New York: NYU Press.

Wetherill, R. R., Neal, D. J., & Fromme, K. (2010). Parents, peers, and sexual values influence sexual behavior during the transition to college. Archives of Sexual Behavior, 39(3), 682–694.

Being stalked? 8 ways to help a friend

Reading Time: 2 minutes

Rate this article and enter to win
What are we talking about when we talk about stalking? The word has become a reference to nosing around each other’s Facebook timelines—or to unhealthy but not persistent choices, like that one miserable weekend when you drove past your ex’s place three times. We’re not here to talk about those. We’re talking about patterns of behaviors that cause substantial emotional distress to another person and may seriously compromise their sense of safety. Sometimes, these behaviors escalate to attempted sexual assault or other kinds of violence.

Stalking is more common on campuses than off, studies show. It is widely underreported and can affect anyone. “Most stalking is by men of women, but men can be stalked too,” says Detective Mark Kurkowski of the St. Louis Metropolitan Police Department’s Domestic Abuse Response Team, Missouri. Students who are transgender, genderqueer, or gender nonconforming may be especially vulnerable, a 2015 survey suggests (AAU Climate Survey on Sexual Assault and Sexual Misconduct).

Although stalking is a crime in all 50 states, it is often missed or minimized—even by people whose lives are disrupted by it. See Students’ stories; Stalking it over (next page).

Would you recognize stalking?

Most definitions of stalking come from the Violence Against Women Act and its 2013 reauthorization. “Stalking’ means engaging in a course of conduct directed at a specific person that would cause a reasonable person to (A) fear for his or her safety or the safety of others, or (B) suffer substantial emotional distress.”

Two things are important about this, experts say:

  1. Stalking is a “course” of conduct; a pattern of unwanted behaviors. It may include persistent texts and calls, online harassment, physically or digitally tracking or following the targeted person, and more.
  2. This legal standard judges the effects of stalking—a person’s fear for their safety or substantial emotional distress. People sometimes get caught up on the question of what constitutes “substantial emotional distress,” says Jennifer Landhuis, director of social change at the Idaho Coalition Against Sexual and Domestic Violence. “Does substantial emotional distress mean they have to go to counseling? No, it could be changing how they go to classes, feeling like they have to look over their shoulder—that kind of stuff.”

What stalking may look like

This list of stalking behaviors comes from the Stalking Resource Center, a collaboration between the National Center for Victims of Crime and the US Department of Justice Office on Violence Against Women. Stalking does not necessarily involve all of these behaviors.

  • Follow you and show up wherever you are
  • Send unwanted gifts, letters, cards, or emails
  • Damage your home, car, or other property
  • Monitor your phone calls or computer use
  • Use technology to track you
  • Drive by or hang out at your home, school, or work
  • Threaten to hurt you, your family, friends, or pets
  • Find out about you via public records, online searches, contacting your friends or family, and other methods
  • Posting information about you or spreading rumors about you online or in public
  • Other actions that control, track, or frighten you
Why stalking can be difficult to spot

We may not recognize stalking or be reluctant to label it.
Here are some of the reasons:

  • Stalking may criminalize otherwise noncriminal behaviors
    It may be difficult to understand why someone is frightened by the gifts they are receiving.
  • Stalking involves actions that may have a specific but not apparent meaning
    The implicit threat in some actions may be understood only by the offender and victim. Those actions could include going into the targeted person’s home or room in their absence and moving things around.
  • Some stalking-type feelings and behaviors are normal
    “Normal brain development continues till you’re 25, so some of that behavior that happens in pursuit of a dating relationship is typical,” says Jennifer Landhuis, the director of social change at the Idaho Coalition Against Sexual and Domestic Violence. “That can get confusing when you’re asking whether you’re following someone, whether you’re texting them too much. How do we decide when it passes the line and goes into stalking? That depends on the person who’s experiencing it. Is that behavior scary?”
  • Stalking often intersects with other abuses
    When stalking intersects with intimate partner abuse or sexual violence, it is more easily missed, says Detective Mark Kurkowski of the St. Louis Metropolitan Police Department’s Domestic Abuse Response Team, Missouri.
Who's being stalked and by whom
  • People aged 18–24 experience the highest rates of being stalked (Bureau of Justice, 2009).

  • In a 2015 study of sexual misconduct on campuses, the undergraduates most likely to have been stalked while in college were transgender, gender nonconforming, and genderqueer (12 percent) (AAU Climate Survey on Sexual Assault and Sexual Misconduct). Four percent of students overall, and seven percent of female undergraduates, reported that they had been stalked in college.

  • In another study of college students, one in four women (25 percent) and one in ten men (11 percent) had been stalked at some point in their lives (Violence and Victims, 2000).

  • Most victims know their stalker: In the 2015 college survey, 40 percent said their stalker was a friend or acquaintance, and 24 percent said it was someone they had dated or a former sexual partner.

  • Stalkers who are the current or former partners of their victim are more likely to physically approach the victim, are more insulting and threatening, are more likely to use a weapon, are more likely to escalate quickly, and are more likely to reoffend (Journal of Forensic Science, 2006).
What to do if your obsessive thoughts about someone else are driving your behavior

Don’t be that person: How to handle your obsessive thoughts

Therapeutic approaches

If you have engaged in stalking behaviors, you could benefit from developing your interpersonal and social skills.

You would likely also benefit from an emotional health evaluation. Stalking can overlap with conditions such as depression, substance abuse, and personality issues, which may be alleviated or managed through treatment and support.

Next steps

  • Make an appointment with your campus counseling center or a therapist based in the community; request help finding a counselor who has expertise in obsessive thoughts and behaviors
  • Try a support group, such as Co-Dependents Anonymous
  • If you have addiction issues, ask at your counseling center about relevant resources
  • Confide in a close friend or mentor, if possible: Ask them to help you keep things in perspective, steer you away from recurring thoughts, and fill your time with other activities
  • Seek out distractions: sign up for a team, club, or extracurricular

Co-Dependents Anonymous

Therapy for obsessive thoughts and behaviors
Appropriate therapy for stalking-related issues involves you working individually with a clinician. The approach is guided by your mindset and the underlying issue (for example, whether you are struggling with rejection, social awkwardness, or delusional thinking). The therapeutic work may include:

  • A mental health assessment and treatment if indicated (for example, medication may help with false beliefs)
  • Cognitive behavioral therapy and/or motivational interviewing to build more realistic perceptions and empathic perspectives (for example, understanding how your behavior affects the other person)
  • Programming to enhance your interpersonal and social skills, such as expanding social activities

Looking back: what I did, why I did it, how I stopped

Stalking-type behaviors can show up in students who are not yet well-adjusted to the dating environment of college. Behaviors such as excessive texting may not reflect malign intent or emotional illness. Students making this mistake are in many cases open to hearing from peers, an RA, or a staff or faculty member about how their behaviors are being perceived and experienced by others.

“I followed her social media closely and thought about her a lot. It was difficult to not call her (and I often did it late at night after drinking...which I regret). Taking better care of my own mental and physical self would have helped. Counseling would probably have helped too. It was a close friend who got me through all that.”
—Male third-year undergraduate, Johns Hopkins University, Maryland

“I was feeling lovesick after a breakup. Nothing malicious, but I found myself wanting to hang out in areas where they might be, and search for them online. Therapy helped, as did finding constructive ways to distract myself.”
—Female third-year undergraduate, Sonoma State University, California

“I have intentionally loitered or taken a certain route in hopes of running into a certain person. I could have managed my feelings more constructively by doing something more productive with my time, and accepting that the person was probably bored of our conversations.”
—Female fourth-year undergraduate, University of Waterloo, Ontario

“The first few times when you fall in love, you won’t know how to deal with these feelings. These are mistakes anyone can make, especially those who have deep ingrained trust issues.”
—Male, fourth-year undergraduate, University of Waterloo, Ontario

“I wanted to be closer friends with this person, and the thought of that person being happy with other people made a little sad. I have a ‘need to be needed’ so that may have influenced the desire to give that particular person lots of gifts. I didn’t do anything else. It was a valuable learning experience in terms of interpersonal relationships and how to manage them. It also allowed me to slightly empathize with those who are currently similar to that ‘Past-Me.’”
—Female fourth-year undergraduate, University of Waterloo, Ontario

8 ways to help a friend who’s being stalked

Chances are your friend isn’t quoting the Violence Against Women Act. They may not even use the word “stalking.” Even so, it’s important to take seriously initial concerns about stalking behaviors, and to act early, says Detective Mark Kurkowski, of the St. Louis Metropolitan Police Department’s Domestic Abuse Response Team, Missouri. “Respond to stalking cases before [they involve] violent threats or [run to] years of stalking,” he says. Here’s how to do that:

1. Listen to your friend’s story and believe it

Allow them to tell their story the way they want to tell it. Do not underestimate how powerful listening is.

“Allow them to tell their story the way they want to tell it,” says Jennifer Landhuis of the Idaho Coalition Against Sexual and Domestic Violence. Do not underestimate how powerful listening is. “Sometimes the trauma will make them minimize what’s been happening, because they’re in the middle of it. That outside touchstone can make a big difference.”

2. Recognize that you are not in a position to say what they should do

All the methods they’ve tried have failed.

â€Ķ or what you think they should have done to make the stalking behavior stop. “By the time stalking victims are reaching out and telling people about what’s going on, all the methods they’ve tried have failed,” says Landhuis.

3. Consider their full context and situation

As their friend, you’ll have some idea of what other challenges they may be facing; the stalking might be one part of a difficult semester.

Your friend is your friend, not just a stalking victim. As their friend, you’ll have some idea what other challenges they may be facing; the stalking might be one part of a difficult semester. All the pressures and challenges in their life are important in how you think about helping. “Unless you try to consider everything they come to the table with, you might not be able to help,” says Landhuis.

4. Help them explore their options and access to resources

Stalking resources are less familiar to most of us than sexual assault; options are available on and off campus.

  • Although many of us are learning what resources exist for people affected by sexual assault and domestic violence, stalking resources are less well known.
  • If the victim or others is (or feels) threatened with violence, call the police. “Whenever you have a credible threat, law enforcement should be involved,” says Det. Kurkowski.
  • Check out the reporting, advocate support, and counseling options on campus. A good place to start is your campus counseling center or public safety/security office. Even if the stalking is also reported to the police, the school has responsibilities under Title IX. Look for a campus advocate, such as a residence assistant or someone in school administration, like the Title IX office. Your job as a friend may be finding which advocate on campus is best equipped to help. Advocates on campus can help in various ways:
    • Accessing accommodations, such as getting the person being stalked into a different residence hall or classes
    • Taking action through the school’s disciplinary process, and/or going to the police, with a view to interventions such as no contact orders. “Sometimes campus stalking codes are stricter than state law, and the university can hold the offender accountable in a number of ways, like suspension,” says Det. Kurkowski. “And just because you’re going to talk to someone about it doesn’t mean it’s going to get reported to law enforcement.” (Before reporting to a campus authority, ask about the school’s policies and procedures for involving local law enforcement.)

5. Activate your friend network

Check out these 4 ways to harness the power of your social network.

Social networks are powerful. Here’s how to harness that power:

  • When someone who’s been stalked talks to a friend, they may find someone who’s been through the same thing and knows what to do, says Det. Kurkowski.
  • If you know people who are friends with the stalker, they might be able to help. Landhuis says, “You can absolutely engage whatever peer group might have influence on the person who’s conducting the behavior.”
  • Help protect the victim’s privacy. It’s not realistic to ask your friend to get off social media, but you can be very aware of how you use your own. “What kinds of information is the victim or their friends sharing?” asks Landhuis. “Often a stalker finds out where a victim is because the victim’s friends have posted on social media that they’re going out.” To strip online posts of automatic location information, search “how to disable geotagging on [phone make/model].”
  • Actively support your friend’s safety when you’re together. If you’re heading to a bar with your friend who’s been stalked, ask your crew, “How are we going to keep an eye on them? What kinds of bystander supports are going to keep our friend feeling safe?”

6. Make a safety plan and check out safety apps

Safety plans and apps can help.

“In any stalking situation, you should be doing safety planning,” Det. Kurkowski says. Safety plans use what a victim knows about a stalker to reduce the risk of harm to themselves and those around them. For example, avoid places where the stalker tends to hang out; if the stalker shows up, have a safe exit plan ready. In addition, look for evaluated safety apps that can address your friend’s needs.

7. Document the pattern of stalking

This is essential to any disciplinary process or police report.

“Documentation is key—whether it be text messages, emails, Facebook postings, whatever. Don’t erase anything, don’t delete anything, make sure there’s a way to prove that this happened over a period of time,” says Det. Kurkowski. Take screenshots of social media posts and learn how to download a copy of Facebook messages.

8. Help others understand what stalking is

Avoid using language that minimizes how harmful and dangerous stalking can be.

Some victims minimize the behaviors that threaten their safety, or blame themselves. In that case, look at those behaviors: Is someone following them around, tracking them somehow, or not taking “no” for an answer? “Many people who don’t use the word ‘stalking’ will say, ‘That is happening to me,’” says Landhuis. “Help to educate your friend. What does stalking look like, what does it feel like, what does it sound like?”


1116_slideshow_image
[survey_plugin] Article sources

Mark Kurkowski, detective, Domestic Abuse Response Team, St. Louis Metropolitan Police Department, Missouri.

Jennifer Landhuis, director, Social Change, the Idaho Coalition Against Sexual and Domestic Violence.

Baum, K., Catalano, S., & Rand, M. (2009). Stalking victimization in the United States. Washington, DC: Bureau of Justice Statistics.

Bierregaard, B. (2000). An empirical study of stalking victimization. Violence and Victims, 15(4), 389–406.

Borchard, T. (2015). Some ideas to help stop obsessing. Psychcentral.com. Retrieved from https://psychcentral.com/blog/archives/2012/11/11/some-ideas-to-help-stop-obsessing/

Breiding, M. J. , Smith, S. G., Basile, K. C., Walters, M. L., et al. (2014). Prevalence and characteristics of sexual violence, stalking, and intimate partner violence victimization–National Intimate Partner and Sexual Violence Survey, United States, 2011. Centers for Disease Control and Prevention Morbidity and Mortality Weekly Report, 63(8), 1–18.

Clery Center. (n.d.). VAWA Amendments to Clery | Clery Center for Security on Campus. Retrieved from https://clerycenter.org/article/vawa-amendments-clery

Day, E. (2013, February 17.) The stalking cure: How to rehabilitate a stalker. The Guardian. Retrieved from https://www.theguardian.com/society/2013/feb/17/how-to-rehabilitate-a-stalker

Friedman, J., Sarkeesian, A., & Sherman, R. B. (2016). Speak Up & Stay Safe(r): – A Guide to Protecting Yourself From Online Harassment. FeministFrequency.com. Retrieved from
https://onlinesafety.feministfrequency.com/en/

Idaho Coalition Against Sexual and Domestic Violence. (n.d.). Our Gender Revolution Campaign | Engaging Voices. Retrieved from
https://www.idvsa.org/national-teen-dating-violence-awareness-prevention-month/

Knoll, J., & Resnick, P. J. (2007). Stalking intervention. Current Psychiatry, 6(5), 30–38. Retrieved from https://www.upstate.edu/psych/pdf/education/fellowships/stalking_intervention.pdf

MacKenzie, R. D., & James, D. V. (2011). Management and treatment of stalkers: Problems, options, and solutions. Behavioral Sciences and the Law. DOI: 10.1002/bsl.980.
Retrieved from https://www.fixatedthreat.com/perch/resources/mackenzie-james-2011-management-and-treatment.pdf

Meloy, J. R. (1997). The clinical risk management of stalking. American Journal of Psychotherapy, 51, 174–184.

Mohandie, K., Meloy, J. R., McGowan, M. G., & Williams, J. (2006). The RECON typology of stalking: Reliability and validity based upon a large sample of North American stalkers. Journal of Forensic Science, 51(1), 147–155.

Mullen, P., Mackenzie, R., & Ogloff, J.R, (2006). Assessing and managing the risks in the stalking situation. Journal of the American Academy of Psychiatry and the Law, 34, 439–450.

Muller, R. T. (2013, June 22). In the mind of a stalker. PsychologyToday.com. Retrieved from https://www.psychologytoday.com/blog/talking-about-trauma/201306/in-the-mind-stalker

National Center for Victims of Crime. (n.d.-a). Stalking Resource Center. Retrieved from https://www.victimsofcrime.org/our-programs/stalking-resource-center

National Center for Victims of Crime. (n.d.-b). Tips for Victims. Retrieved from https://www.victimsofcrime.org/docs/default-source/src/tips-for-victims-2015.pdf?sfvrsn=0

National Network to End Domestic Violence. (n.d.-a). Safety Net Project. Retrieved from https://nnedv.org/projects/safetynet.html

National Network to End Domestic Violence. (n.d.-b). TechSafety.org. Retrieved from https://techsafety.org/

Stalking Resource Center. (n.d.). The model stalking policy. Victimsofcrime.org. Retrieved from
https://www.victimsofcrime.org/docs/default-source/src/the-model-stalking-policy.pdf?sfvrsn=6
           
US Congress. (2013). Federal Register | Violence Against Women Act. Retrieved from https://www.federalregister.gov/articles/2014/10/20/2014-24284/violence-against-women-act

Victim Connect. (n.d.). Stalking. Retrieved from https://victimconnect.org/crime-resources/stalking/

Walters, M. L., Chen, J., & Breiding, M. J. (2013). The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 Findings on Victimization by Sexual Orientation. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from
https://www.cdc.gov/violenceprevention/pdf/nisvs_sofindings.pdf

Zitek, B. (2002). What to do if you—or a patient—is a victim of stalking. Current Psychiatry, 1(3), 34–40.