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Reading Time: 7 minutes Hereâs what can you do to foster a more positive and respectful campus culture.
Reading Time: 8 minutes Try these self-care strategies after experiencing sexual assault or harassment.
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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.
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.
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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, itâs important that you know youâre in a position to help.
Many of the challenges men face reflect social pressure: ideas that sexual assault makes them less masculine, that women canât assault men, or that âreal menâ donât talk about or get help for painful experiences. âSome men fear that they’ll be seen as less of a man,â says Dr. Jim Hopper, a researcher, therapist, and instructor at Harvard Medical School. âIf theyâre heterosexual, they may fear people will doubt their sexuality. And if theyâre gay or bisexual, they may blame the assault on their sexuality in a way that further stigmatizes their being gay or bisexual.â
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 manâs sexual orientation, both men and women perpetrate these assaults, according to the Centers for Disease Control and Prevention (CDC) (2013).
âSex, gender identity, and race can all influence how an experience like this affects someone, but itâs very important you have no presumption about what it feels like to your friendâso listen,â says Dr. Melanie Boyd, assistant dean of student affairs and lecturer in womenâs, gender, and sexuality studies at Yale University in Connecticut.
Everyone is different. Peopleâs 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, youâre in a great position to do this.
When a friend discloses an experience of violence, itâs normal to feel a wide range of emotions, such as shock, confusion, sadness, or anger. In the moment, keep the conversation focused on your friendâs emotions, not your own.
âMany people who experience sexual violence also experience some degree of self-blame,â says Dr. Boyd. âPartially, thatâs just what people do when something bad happens: We go over the events in our head, hunting for things we could have done differently. Itâs 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 itâs important that friends help them push back against that. Be careful not to say or ask anything that might suggest blameâand affirm for your friend that he did the best he could in a difficult, complicated situation.â
As challenging an experience as a sexual assault may be, itâs not as though your friend has become an entirely different person. The âotheringâ of people who’ve been assaultedâtreating them differentlyâcan 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, itâs up to you to be supportive and counteract that.
Make sure to listen and focus on your friendâs feelings. âPay attention to their specific issues,â says Dr. Boyd.
Avoid pronouns that assume the gender of the perpetrator or that make other assumptions about the experience. âI think one of the most important issues is breaking down the stereotype that only women are abused,â said Lena*, a second-year undergraduate at Tarrant County College in Texas.
âAs 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,â says Dr. Hopper.
âSupporting someone through the healing process can be stressful, hard, and exhausting. That’s why it’s important for supports to take of themselves,â 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 isnât selfish. âIf you’re exhausted and overwhelmed, you’re not going to be able to support the survivor,â says Alarcon.
Be mindful of your own needs, and make sure that youâre getting support.
*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 moreHow to support a male friend: 1in6
Helpline and many other resources: RAINN
Resources for survivors: Living Well
Help for survivors: National Sexual Assault Hotline and Online Hotline
LGBTQ hotline and meet-up groups: Trevor Project
Information and resources for LGBTQ survivors of violence: Anti-Violence Project
Men share their stories of dealing with sexual violence: The Bristlecone Project
Bella Alarcon, bilingual clinician, Boston Area Rape Crisis Center, Massachusetts.
Melanie Boyd, PhD, assistant dean in student affairs; lecturer in womenâs, 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), 549â570. 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 wonât 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), 373â389.
Beres, M. A., Herold, E., & Maitland, S. B. (2004). Sexual consent behaviors in same-sex relationships. Archives of Sexual Behavior, 33(5), 475â486.
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), 199â216. https://doi.org/10.1177/0964663903012002003
Catalano, S. (2013). Intimate partner violence: Attributes of victimization, 1993â2011. 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), 395â413.
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), 2807â2823.
Davies, M., & Rogers, P. (2006). Perceptions of male victims in depicted sexual assaults: A review of the literature. Aggression and Violent Behavior, 11(4), 367â377.
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), 430â438. https://doi.org/10.1016/j.amepre.2005.01.015
Gavey, N., & Schmidt, J. (2011). âTrauma of rapeâ discourse: A double-edged template for everyday understandings of the impact of rape? Violence Against Women, 17(4), 433â456.
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), 1021â1026.
Graham, R. (2006). Male rape and the careful construction of the male victim. Social & Legal Studies, 15(2), 187â208.
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 donât 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), 263â287.
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). âMy strength is not for hurtingâ: Menâs anti-rape websites and their construction of masculinity and male sexuality. Sexualities, 13(1), 33â46.
Monk-Turner, E., & Light, D. (2010). Male sexual assault and rape: Who seeks counseling? Sexual Abuse: A Journal of Research and Treatment, 22(3), 255â265.
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), 55â66.
Sleath, E., & Bull, R. (2010). Male rape victim and perpetrator blaming. Journal of Interpersonal Violence, 25(6), 969â988.
Stanko, E. A., & Hobdell, K. (1993). Assault on men: Masculinity and male victimization. British Journal of Criminology, 33(3), 400â415.
Strauss, V. (2014, August 29). Does ârestorative justiceâ 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 menâs experiences of rape and sexual assault. Men and Masculinities, 12(3), 275â298.
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), 454â461.
Hereâs 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 doesnât 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, weâre 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 itâs equally important to take action in the workplace, we might not exactly know how to do it, especially if weâre dealing with uneven power dynamicsâlike a boss whoâs 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.
âThe 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,â says Laura Santacrose, assistant director of the Skorton Center for Health Initiatives at Cornell University in New York, who developed Cornellâs âInterveneâ project, a bystander intervention initiative for students. The knowledge and confidence that weâve 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, youâre also setting the bar high for the rest of the organization. And thatâs important. âEmployers 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,â says Jeanine Dames, director of the Office of Career Strategy at Yale University in Connecticut.
So how do you do it?
Whenever we intervene, itâs 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. âThere 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,â says Santacrose.
Now that you know the basics, or at least can refer back to them, letâs 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.
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 Caseyâs comments in meetings and assigns all the menial jobs to Casey.
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, âYou look gorgeous today!â and âThat shirt looks great on you!â Your supervisor does not comment on other employeesâ appearances.
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 Universityâs bystander initiative, âIntervene.â 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
âInterveneâ video and resources on bystander intervention: Cornell University
Brochure on effective intervention strategies: Yale University
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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), 216â229.
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), 61â79.
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), 476â496.
Bowes-Sperry, L., & OâLeary-Kelly, A. M. (2005). To act or not to act: The dilemma faced by sexual harassment observers. Academy of Management Review, 30(2), 288â306.
Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465â480.
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), 843â853.
McDonald, P., Charlesworth, S., & Graham, T. (2016). Action or inaction: Bystander intervention in workplace sexual harassment. International Journal of Human Resource Management, 27(5), 548â566.
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), 3â14.
Rayner, C., & Bowes-Sperry, L. (2008, June). Mobilizing bystanders to intervene in workplace bullying. In The 6th International Conference on Workplace Bullying.
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.
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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 doesnât come out of nowhere: It emerges from everyday patterns of disrespect and pressure. In any culture that normalizes low-level disrespect, itâs harder to spot coercion and force. Whatâs low-level disrespect? Itâs when your female classmate is objectified because of the length of her skirt. Or that time your roommate hooked up with someone he wasnât really into because âthatâs what guys are supposed to do.â Itâs every time someone makes a rape jokeâand every time someone laughs. It contributes to a culture of disrespect, and a culture of disrespect provides camouflage for violence. It functions as âthe cultural scaffoldingâ 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, itâs much easier to spot behaviors that donât fit that norm. By challenging casual disrespect when we see itâand setting up conversations so that disrespect doesnât happen in the first placeâwe 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 âthe cultural scaffoldingâ of assault. And that starts with youâyour friends and your conversations. Hereâs how to make sure those convos are building the community you want.
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 âambient pressureâ: 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 peopleâs desires arenât important.
If your friends regularly have conversations like this, you can help shift them in a more positive direction. Start by asking better questions.
These questions reduce ambient pressure by removing some of the assumptions about what people are doing and how theyâre talking about it. Bonus points for making your conversations more interesting and less rom com. Â
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 theyâre currently having, that no one wants to get into anything serious because everyone is looking for hookups, that âcasualâ sexual encounters canât 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 otherâand 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.
In order to build a culture that reflects your values, you first need to figure out what those are. âCommunities 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,â 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 youâre in, the groups you belong to, and the friends you spend your time with) what they see as their shared goals. This doesnât have to be scary or even formal; having an awesome group of people to lean on is a legit goal. When weâre all focused on a positive valueâlike genuine friendship, interdependence, or mutual trustâitâs easier to ensure that everyone is treated well. âIdentifying shared community values is a critical step in building safe, supportive communities in which everyone can thrive,â says Dr. Melanie Boyd, assistant dean of student affairs and lecturer in womenâs, gender, and sexuality studies at Yale University in Connecticut.
It also helps to think about what you want from any given interaction, whether itâs meeting up with a couple of friends at your place or hosting a party. When weâre actively thinking about what we want out of our social events, we can ensure that they reflect and support what matters to us.
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. Thatâs a win.
It all comes down to thisâa 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 letâs do that.
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 Girlâs Shame-Free Guide to Sex and Safety:Â Jaclyn Friedman
Seal Press, 2011
Step Up! intervention program: University of Arizona
Communication and Consent Educators program: Yale University
Melanie Boyd, PhD, assistant dean of student affairs; lecturer in womenâs, gender, and sexuality studies, Yale University, Connecticut.
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Carmody, M. (2005). Ethical erotics: Reconceptualizing anti-rape education. Sexualities, 8(4), 465â480.
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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. 339â382). Washington, DC: APA Press.
Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. New York: Broadway Books.
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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. 129â145). New York: NYU Press.
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What are we talking about when we talk about stalking? The word has become a reference to nosing around each otherâs Facebook timelinesâor to unhealthy but not persistent choices, like that one miserable weekend when you drove past your exâs place three times. Weâre not here to talk about those. Weâre 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. âMost stalking is by men of women, but men can be stalked too,â says Detective Mark Kurkowski of the St. Louis Metropolitan Police Departmentâs 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 minimizedâeven by people whose lives are disrupted by it. See Studentsâ stories; Stalking it over (next page).
Most definitions of stalking come from the Violence Against Women Act and its 2013 reauthorization. âStalkingâ 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.â
Two things are important about this, experts say:
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.
We may not recognize stalking or be reluctant to label it.
Here are some of the reasons:
Don’t be that person: How to handle your obsessive thoughts
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
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:
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
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:
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.”
All the methods they’ve tried have failed.
âĶ 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.
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.
Stalking resources are less familiar to most of us than sexual assault; options are available on and off campus.
Check out these 4 ways to harness the power of your social network.
Social networks are powerful. Here’s how to harness that power:
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.
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.
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?”
Your school’s stalking policies may be included in its sexual harassment and assault policies.
Your Title IX office, public safety/security office, and/or counseling center can provide resources and support.
Comprehensive info and tools: Stalking Resource Center
Make a safety plan: Stalking Resource Center
Reduce your online exposure: SafeShepherd
Find help with technological abuse: Safety Net Project
Tools for tech safety and privacy: National Network to End Domestic Violence
Prevent and address online harassment: Speak Up & Stay Safe(r)
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.
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