Conveying campus sexual misconduct policy information to college and university students: Results from a 7-campus study.
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| Title: | Conveying campus sexual misconduct policy information to college and university students: Results from a 7-campus study. |
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| Authors: | Potter, S. J. (AUTHOR), Edwards, K. M. (AUTHOR), Banyard, V. L. (AUTHOR), Stapleton, J. G. (AUTHOR), Demers, J. M. (AUTHOR), Moynihan, M. M. (AUTHOR) |
| Source: | Journal of American College Health. Sep2016, Vol. 64 Issue 6, p438-447. 10p. 1 Illustration, 1 Diagram. |
| Subjects: | Sex crime prevention, Analysis of covariance, Student cheating, College students, Discussion, Help-seeking behavior, Information resources management, Intellect, Medical cooperation, Multivariate analysis, Probability theory, Questionnaires, Reading, Regression analysis, Research, Statistical sampling, Scale analysis (Psychology), School environment, School administration, Statistics, Student attitudes, T-test (Statistics), Universities & colleges, Video recording, Data analysis, Randomized controlled trials, Pre-tests & post-tests, Descriptive statistics, Inferential statistics |
| Geographic Terms: | United States |
| Abstract: | Objective: To examine the efficacy of different methods (ie, in-class policy reading; in-class policy reading and discussion; no reading or discussion) to deliver campus sexual misconduct policy information to students on 7 campuses. Participants: A total of 1,195 participants at 7 colleges and universities participated in the study from August to October 2014. Participants were randomly assigned at the class level and completed pretest and posttest surveys assessing knowledge of campus policy and resources and confidence to seek help for sexual assault. Results: Students exposed to a larger dosage of material (in-class policy reading plus discussion) showed greater positive changes in attitudes and knowledge than students who did not receive information or were only read the policy. However, on some indices, students who were only read the policy showed positive outcomes compared with students receiving no intervention. Conclusion: Colleges and universities must use engaging methods to disseminate campus sexual misconduct policies to students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objective: To examine the efficacy of different methods (ie, in-class policy reading; in-class policy reading and discussion; no reading or discussion) to deliver campus sexual misconduct policy information to students on 7 campuses. Participants: A total of 1,195 participants at 7 colleges and universities participated in the study from August to October 2014. Participants were randomly assigned at the class level and completed pretest and posttest surveys assessing knowledge of campus policy and resources and confidence to seek help for sexual assault. Results: Students exposed to a larger dosage of material (in-class policy reading plus discussion) showed greater positive changes in attitudes and knowledge than students who did not receive information or were only read the policy. However, on some indices, students who were only read the policy showed positive outcomes compared with students receiving no intervention. Conclusion: Colleges and universities must use engaging methods to disseminate campus sexual misconduct policies to students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2016.1178122 |
