RepowerU is a prevention program that comes embedded in a mobile app, which students can also use to report sexual misconduct. The RepowerU Program aims to combat incorrect perceptions of sexual assault and assault survivors and clearly define consent.
|Program Name||Level of Evidence||Format||Target Audience||Special Features|
||Embedded in a mobile app|
By the end of the trainings, students will:
Institutions choose from a selection of video modules, ranging from 3-10 minutes in length.
A survey of attitudes toward sexual assault is administered before and after training, to assess attitude change. Each module is followed by simple comprehension questions, to ensure engagement and understanding. RepowerU requires every school to make a video of their own to: introduce their Title IX coordinator, explains the students' Title IX rights, and explain how to get help and how to report. Additionally, students are asked to review and sign a form that outlines their school's specific misconduct policies and affirm that they are committed to intervene as a bystander.
Program efficacy studies have found the use of narratives, or storytelling, particularly poignant in helping individuals adopt new perspectives on sex-related issues (Moyer-Gusé, E., & Nabi, R. L., 2010; Bowman et. al. 2018). People identify with characters within the stories, adopting their perspectives as well as their beliefs and goals (Bowman et. al. 2018). Therefore, the RepowerU program includes two dramatizations: one to demonstrate intervening before an assault occurs, and one to illustrate helping a friend who seeks aid.
Evidence suggests that feeling a personal connection with and empathy for victims (or potential victims) is among the greatest factors against rape myth acceptance, victim-blaming, unwillingness to intervene, and perpetration of sexual crime (Yen, 2008, Breitenbecher, 2000, Deitz, Blackwell, Daley, & Bentley, 1982). Successful programs often include videos of sexual assault survivors discussing the impact of their trauma (Heppner, Good et al., 1995; Heppner, Humphrey, Hillenbrand-Gunn, & DeBord, 1995), and a female survivor recounting the effects of rape she experienced (Lenihan, Rawlins, Eberly, Buckley, & Masters, 1992). RepowerU includes interviews with sexual assault survivors, geared toward personalizing their experience and allowing them to describe how their peers could have affected their situation, both before and after.
This program is still in it’s pilot phase. Evaluation data will be collected throughout the pilot phase.
The RepowerU prevention program is offered within a suite of tools that can aid campuses in integrating several key components of its strategies for addressing violence: an online bystander intervention module, a web-based reporting platform, a Title IX case management tool, an app for disseminating information about campus services, and a confirmation of students’ receipt of the school’s policies. If you are considering working with RepowerU, we suggest liaising with other campus professionals whose jobs intersect with these strategies.
Institutions can contract with RepowerU for use of the trainings alone, or with our entire software suite, including a mobile platform for students to learn their resources and make incident reports, and a portal for administrators to manage cases and reports. Pricing is assessed by number of students, with special circumstances taken into account.
Bowman, N.D., Knite, J., Schlue, L., & Cohen, E.L. (2018). What if it happened to me? Socially conscious music videos can address campus assault: narrative engagement and rape myth acceptance. Psychology of Popular Media Culture. Advance online publication. http://dx.doi.org/10.1037/ppm0000189
Breitenbecher, K. H. (2000). Sexual assault on college campuses: Is an ounce of prevention enough? doi://doi.org/10.1016/S0962-1849(05)80036-8
Deitz S.R., Blackwell K., Daley P., Bentley B. (1982). Measurement of empathy toward rape victims and rapists. Journal of Personality and Social Psychology, 43 (1982), pp. 372-384.
Heppner M.J., Good G.E., Hillenbrand-Gunn T.L., Hawkins A.K., Hacquard L.L., Nichols R.K., DeBord K.A., Brock K.J. (1995). Examining sex differences in altering attitudes about rape: A test of the Elaboration Likelihood Model. Journal of Counseling and Development, 73 (1995), pp. 640-64.
Heppner M.J., Humphrey C.F., Hillenbrand-Gunn T.L., DeBord K.A. (1995). The differential effects of rape prevention programming on attitudes, behavior, and knowledge. Journal of Counseling Psychology, 42 (1995), pp. 508-518.
Lenihan, G. O. (1992). Gender differences in rape supportive attitudes before and after a date rape education intervention. Journal of College Student Development, 33(4), 331-38.
Moyer-Gusé, E., & Nabi, R. L. (2010). Explaining the effects of narrative in an entertainment television program: Overcoming resistance to persuasion. Human Communication Research, 36, 26– 52. http://dx.doi.org/10.1111/j.1468-2958.2009 .01367.x
Yen, I. (2008). Of Vice and Men: A New Approach to Eradicating Sex Trafficking by Reducing Male Demand through Educational Programs and Abolitionist Legislation. The Journal of Criminal Law and Criminology (1973-), 98(2), 676-678. Retrieved from http://www.jstor.org/stable/40042872