Dedicating to ending sexual violence on campus
PROGRAMS & TOOLS
PREVENTION
PROGRAMMING MATRIX
Can I Kiss You?
Mike Domitrz presents the one-person show sharing how-to skills for: asking first (verbal consent), being a friend (bystander intervention), and opening a door (properly supporting survivors and helping more survivors come forward). The presentation takes an interactive and inclusive approach.
| Program Name | Level of Evidence | Format | Target Audience | Special Features |
|---|---|---|---|---|
|
Can I Kiss You?
|
Promising Direction |
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Additional programming and training offered |
Learning Objectives
The aim of the program is to:
- reduce the incidence of sexual assault;
- improve support systems for survivors on campus; and
- increase the number of bystanders who will intervene
- instill a comprehensive understanding of consent and asking first in sexual interactions.
Methods
The presentation relies on the use of call and response, role playing, and storytelling to communicate important messages and themes.
Dosage
The base program is one 60 to 75-minute presentation.
Logistics
There is no minimum or maximum number of attendees for the “Can I Kiss you?” presentation. The Center for Respect offers a variety of services to complement the main presentation. These options include: training for peer educators and residence life staff; a Q & A session for faculty and staff; a panel discussion for the campus community; and many other options, customizable to your campus.
Population Served
undergraduate students, high school students, military
Theoretical Basis For Approach
The program's emphasis on verbal consent is based on research that demonstrates that college students are likely to rely on non-verbal cues for sexual activity (Humphreys, 2007). The program emphasizes respect for others because of evidence of the ways that social hierarchy contributes to rape culture (QREM, 2016). Detailed information about the theoretical basis for the program content and pedagogical approach can be found in the QREM evaluation study (2016).
Program Effectiveness
Program authors commissioned an evaluation study to examine the program’s impact on three populations: high school students, college students, and military personnel. The study used a non-experimental design that demonstrated small but statistically significant changes among college students in all key areas of focus: clear communication, respect for partners and groups, cultural perceptions and identification, learning boundaries, and listening. Among college students, the largest increase was in respect for partners and groups (QREM, 2016). The full text of the evaluation study is available from Date Safe upon request
PARTICIPATING COLLEGES AND UNIVERSITIES
PARTICIPATING COLLEGES AND UNIVERSITIES
Since 2003, the Center for Respect has visited over 300 campuses, including:
- University of Notre Dame
- Baylor University
- Bucknell University
- University of Wisconsin - Stevens Point
- Berry College
- Catholic University of America
- University of Alabama
- Penn State University
- Rhodes College
- Western University
CONSIDERATIONS FOR ADMINIsTRATORS
Students and administrators say this presentation is engaging and funny. Many students connect with Mike speaking about how his sister's assault sparked his passion to work in the field. Keep in mind that inviting a single presenter to campus — especially someone who is not a survivor or a student — might mean that not all students will connect with the presentation. Consider how you could pair this presentation with other programming, to ensure a multiplicity of voices are heard that reflect the diversity of people affected by sexual violence.
HOW TO ACCESS THIS PROGRAM
Campuses can reach out to Center for Respect Inc by phone at 800-329-9390 or visit their website and complete the 'contact us' information. Their professional fee is all-inclusive.
Sources
Humphreys, T. (2007). Perceptions of sexual consent: The impact of relationship history and gender. Journal of Sex Research, 44(4), 307-315. doi: 10.1080/00224490701586706
McDrury, J., & Alterio, M. (2002). Learning through storytelling in higher education: Using reflection & experience to improve learning. London and Sterling, VA: Kogan Page. Retrieved from:https://www.cs.kent.ac.uk/people/staff/saf/share/representations-of-practice/four-stage-storytelling.pdf
Quantitative Research Evaluation & Measurement [QREM] (2016, October 31). Date Safe: 2016 Evidence-Based Evaluation. (n.p.)