It takes all of us: Creating a Campus Community Free of Sexual Violence

A mandatory online sexual violence education program for the entire McGill community (Version: for Staff. Language: English). The official version of the course, and information about the program, can be found here. I created this site since I found the official version of the course material very cumbersome to navigate, and because it is only accessible when logged in with a McGill ID.



Link: the "resources" PDF linked from the presentation



Slide 1 - Introduction

Welcome to: “It Takes All of Us: Creating a Campus Community Free of Sexual Violence”

 

This learning program strives to increase awareness of sexual violence in order to help shift campus culture to one of respect and consent, and to create a community free of sexual violence.



Slide 2 - Audio Test

This course contains audio throughout.


Select the sound icon below and adjust your volume to a comfortable level.


You can also follow along with the narration using the transcript feature found at the top right of the player.



Slide 3 - President’s Introduction Video

Thank you for taking part in McGill’s Sexual Violence Awareness and Prevention training. Ensuring that our campuses are safe, respectful and inclusive is fundamental for our university, and this includes striving to create an environment free from sexual violence. Reaching this goal requires that each of us commit to it as part of being a member of this community. This training is required learning for each one of us, including myself. It is part of our commitment to addressing this important issue. This is a community issue, requiring a community response, whether by reevaluating our own behaviour, or by knowing the best way to help someone in need, we all have a role to play in preventing sexual violence. In this training, you will learn about the meaning, prevalence, and impact of sexual violence, as well as the importance of consent, and how to intervene safely to prevent sexual violence. You will also learn how to help survivors who disclose their experiences. This subject can be difficult, so go at your own pace. Do what you need to take care of yourself. Know that the Office of Sexual Violence Response, Support and Education (550 Sherbrooke Ouest - Suite 585) is here to support you, as well as many other services that you will learn about in this training. Thank you again for your time, and for helping us ensure that our university is a safe place for all.



Slide 4 - Navigation Instructions

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Select this button at any time if you are feeling overwhelmed by the material.



Slide 5 - Introduction

This training is an important part of creating a culture of consent and respect at our campus and throughout broader communities.


There are four modules in this training. With the help of character driven scenarios you will learn about sexual violence and who is impacted, how consent means more than "yes means yes", how to intervene if you see something inappropriate happening, and what to do if someone tells you they have been sexually assaulted.


It is important to stay informed about these issues because they arise in everyday life.


1 in 4 women and 1 in 6 men experience sexual violence at some point during their lifetime.

 

And there’s a higher risk during the first 8 weeks of the semester.

 

Having this kind of knowledge is a base line for healthy relationships.


These issues can be difficult topics.


You can press the ‘feeling overwhelmed” button if you need to skip to the next section.


Don’t forget to consult the resources if you need more support.


There are links to more information throughout this training.  



Slide 6 - How Much Do You Know?

Can you recognize sexual violence?


Can it be verbal?


Can it occur between people in a relationship?

 

Can you recognize when someone is giving consent?


Should you pay attention to non-verbal indications?


How can intoxication complicate consent?

 

Are you able to intervene if you witnessed sexual harassment?


Can you recognize a situation that could escalate to sexual violence?


Would you voice your disapproval to a friend who cat-called someone in the street?

 

Are you able to respond if a student told you they had experienced sexual assault?


Are you aware of the reasons why it can be difficult to disclose an experience of sexual violence?


Would you be able to offer support in a comforting, non-judgmental way?



Slide 7 - End of Introduction



Slide 8 - Module 01 - Sexual Violence

Sexual Violence is more prevalent than you may realize and can take many forms, affecting diverse individuals and communities.



Slide 9 - What is Sexual Violence?

What is sexual violence?


Consider this:


A university student walks down the street and a group of young men yells sexually explicit phrases at her out of their car’s windows.


Is this sexual violence?

 

A young man works as a part-time barista at an on-campus café, and his male manager gropes him even after he has turned down the other’s sexual advances.


Is this sexual violence?

After not reciprocating interest in hooking-up during a conversation on a dating app, a user starts bombarding the other person with sexually explicit messages and pictures.


Is this sexual violence?

A university student posts an explicit photo of a classmate online without their permission.


Is this sexual violence? 



Slide 10 - What is Sexual Violence?

The answer to all of these scenarios is yes.


Sexual violence can take a variety of forms, sometimes subtle and sometimes overt, but it affects people of all genders and sexual orientations.



Slide 11 - Defining Sexual Violence

Sexual violence is any violence, physical or psychological, carried out through sexual means or by targeting sexuality.


It’s an umbrella term that includes both sexual assault and sexual harassment.

 

The difference between the two is that sexual assault involves unwanted and non-consensual contact of a sexual nature (for example, being kissed or grabbed without their consent).


Sexual harassment is without physical contact, meaning it’s unwanted behavior that targets someone’s sexuality.


It’s things like sending sexual photos to someone without their consent, or yelling sexualized remarks at someone on the street.


It can be an ongoing situation or a one off.

 

Both are defined by the fact that they are situations that are unwanted by the person who experiences it and often leaves them feeling violated.


Neither are things that are asked for by how someone acts, flirts, or dresses.



Slide 12 - Reported Sexual Violence

Sexual violence is more prevalent than you may realize.


According to the Canadian 2014 General Social Survey, only 1 in every 20 sexual assaults is reported to the police.



Slide 13 - Sexual Violence Statistics

The following statistics on sexual violence only show a small percentage of the real numbers, and are only a few examples:

 

44% of lesbians and 61% of bisexual women experience rape, physical violence, or stalking by an intimate partner, compared to 35% of heterosexual women.

 

26% of gay men and 37% of bisexual men experience rape, physical violence, or stalking by an intimate partner, compared to 29% of heterosexual men.

 

1 in 2 transgender people will experience sexual assault within their lifetime.

 

99% of accused perpetrators are male.



Slide 14 - Female Survivors

The following statistics on sexual violence only show a small percentage of the real numbers, and are only a few examples:

 

44% of lesbians and 61% of bisexual women experience rape, physical violence, or stalking by an intimate partner, compared to 35% of heterosexual women.

 

26% of gay men and 37% of bisexual men experience rape, physical violence, or stalking by an intimate partner, compared to 29% of heterosexual men.

 

1 in 2 transgender people will experience sexual assault within their lifetime.

 

99% of accused perpetrators are male.



Slide 15 - Male Survivors

It is important to understand that sexual violence affects communities and individuals differently based on positionality within society.

 

1 in 4 women experience sexual violence in their lifetime.

 

Due to the intersection of sexism and racism, women of colour experience sexual assault at least 3x times more often.


The women that experience high rates of sexual violence are immigrants, visible minorities, sex workers, trans women, women with mental health conditions, women with disabilities, and First Nations, Inuit and Metis women.

 

Transgender women of colour experience high rates of sexual violence because of the prevalence of both racism and transphobia.

 

83% of women with disabilities are sexually assaulted in their lives.

 

57% First Nations, Inuit, and Metis women experience sexual abuse within their lifetime.



Slide 16 - Learning Check

Though it may not be widely discussed, men also experience sexual violence.


At least 1 in 6 men have experienced sexual violence.

 

It is challenging for men to come forward because there are a lack of resources equipped to provide services to male survivors, in addition to the misassumption that men cannot be sexually assaulted.



Slide 17 - Module 1 Review

Many people aren’t aware of why, and where, sexual violence occurs.


Consider these two scenarios:


Person A is walking home from class late at night.


Person B is at home watching a movie with their date.


Who is statistically more at risk of sexual assault, Person A or Person B?


Select from the options below.

Yes, that's right.

Person B is more at risk

“Stranger danger” is a myth

 

Blaming the survivor makes it harder for them to come forward.



Slide 18 - End of Module 1

We have reached the end of module 1.


In summary, we reviewed how sexual violence is an umbrella term that includes a variety of acts and behaviors.


People of all genders and sexual orientations experience sexual violence, with very high rates of sexual violence experienced by already marginalized women.

Another key takeaway is that 1 in 4 women and 1 in 6 men experience sexual violence in their lifetime, and there’s a higher risk during the first 8 weeks of the semester.


We also reviewed common myths about sexual violence, like how sexual violence often occurs in a home or place of residence by someone known to the survivor.



Slide 19 - Module 2: Consent and Relationships of Power



Slide 20 - Introduction

There are multiple factors that can complicate consent, making it more complex than "yes means yes".


Asking for consent is part of a healthy relationship.



Slide 21 - What is Consent

Understanding what consent is and why it is important is not only important for students to understand, but for all of us.


It is essential that staff and faculty members abide by McGill’s Policy against Sexual Violence, which includes a Code of Conduct on Romantic & Sexual Relationships between Teaching Staff and Students, and understand how a position of power in relation to a student changes the nature of consent.



Slide 22 - Power Dynamics

Consent is the voluntary affirmation that someone is in agreement with what is happening and wants to be participating, and it is never implied.


In addition to these points, consent is also:


Continuous: Asking for consent every step of the way is a way to communicate with your partner and ensure an enjoyable experience.


Active: The person initiating an act (i.e going to kiss someone, etc...) is continuously checking in for consent and not assuming the other person is okay with something.


On that note, it is absolutely okay for someone to change their mind and withdraw consent at anytime.


Mutual: Everyone wants what is happening to be happening and no one feels pressured or coerced.


Consent is all about respecting someone else’s desires and needs.


Clear: There should be no ambiguity when it comes to consent.


If it is ambiguous, there is a good chance it’s not consensual.

 

It’s important to note that there are situations in which consent gets more complicated.


An intoxicated person may not be able to give consent.

Consent also becomes more complicated when there is a power dynamic because the ability to freely consent is questionable.


Can a coach and an athlete have a relationship if the coach has power over the athlete’s career?


Can a professor and their student have a relationship if the professor can influence the student’s grades?


The student and the athlete might feel pressured to do things they do not want to because of these power dynamics, which is why power dynamics change the nature of consent.



Slide 23 - Guidelines

McGill’s Policy against Sexual Violence prohibits sexual and romantic relationships between teaching staff and students under their influence or authority.


In addition, should a member of the Teaching Staff have a romantic or sexual relationship with a student in their own Faculty, that relationship must be immediately disclosed to the staff member’s Chair or Dean according to the Regulation on Conflict of Interest.


The Regulation on the Conflict of Interest also governs relationships with a power differential in the employment context.


Note: It is important that you are aware of McGill’s Policy Against Sexual Violence (https://mcgill.ca/secretariat/files/secretariat/policy_against_sexual_violence.pdf), Policy on Harassment and Discrimination Prohibited by Law (https://www.mcgill.ca/secretariat/files/secretariat/policy_on_harassment_and_discrimination.pdf), and Regulation on Conflict of Interest (https://www.mcgill.ca/secretariat/files/secretariat/conflict-of-interest-regulation-on_0.pdf).



Select the words below for more information.

“Teaching staff” includes every person delivering any component of an academic program, including, but not limited to: undergraduate and graduate courses, supervision of graduate students, supervision of post-doctoral researchers, and services delivered by University librarians and archivists.


“Teaching Staff” in this context also includes coaches of University athletic teams.

“Student” includes every person enrolled in any component of an academic program at McGill University, including but not limited to: undergraduate and graduate courses, graduate thesis preparation, post-doctoral research, and other training programs.



Slide 24 - Guidelines (continued)

Here are a few, but certainly not all, items to note:


Romantic or sexual relationships are not permitted between teaching staff and students under their authority.


There exists a duty to disclose to a supervisor (your Chair, your Dean) where a relationship emerges between teaching staff and any student in the same Faculty.


Romantic or sexual relationships in the context of other relationships characterized by a power differential (e.g., staff and their managers) are governed by the Regulation on Conflict of Interest.


Reminder that persons in authority – especially teaching staff – are held to the highest standard of professionalism and integrity and are to respect boundaries with students.


Advances toward a student – even one that is not under a teaching staff member’s authority or influence that are unwanted could constitute sexual harassment and lead to disciplinary consequences.



Slide 25

Consider the following.


A professor/course lecturer opts to attend graduate students’ parties and events where they are often the last to leave, drink heavily, and often physically touch on the arms, shoulders and sometimes hug the students in attendance.


A supervisor flirts with his assistant and alludes to how the 3-month probation is coming up.


A professor offers to meet a student at a fancy restaurant to discuss mentoring them.


Do any of them have a power dynamic?


Select all that apply

Each of those situations has a power dynamic that can influence the other person into doing things they do not consent to.



Slide 26

As a staff or faculty member, you hold a significant amount of power over your students and their academic path at McGill.


You also have the ability to influence the behaviour of others.


It is essential to keep in mind always the University’s expectations of integrity and professionalism in your interactions with students.


Even where sexual relationships between adults appear consensual, the presence of power dynamics between the parties may limit one’s ability to give or receive clear ongoing, affirmative consent to that relationship.


Select the words below for more information.

Legitimate – This comes from the belief that a person has the formal right to make demands, and to expect others to be compliant and obedient.

Reward – This results from one person's ability to compensate another for compliance.

Expert – This is based on a person's high levels of skill and knowledge.

Referent – This is the result of a person's perceived attractiveness, worthiness and right to others' respect.

Coercive – This comes from the belief that a person can punish others for noncompliance.

Informational – This results from a person's ability to control the information that others need to accomplish something.

[Ed note: These appear to me to be French and Raven’s five bases of social power (1959), along with Raven’s 1965 addition of a sixth. Out of context they are a bit hard to understand.]



Slide 27 - Define Power Dynamics

The types of power you hold as a staff or faculty member are also impacted by systemic forms of power held in categories such as race, gender, sexual orientation, ability, class, age, and education.


It is important to remember that the impacts of these dynamics are far reaching and exist because of the way many identities are systemically discriminated against and given less validity.


You need to be aware of any biases or prejudices that arise in your interactions due to these power dynamics.



Slide 28 - Learning and Working Environment

Part of your role as staff or faculty members is to help create a healthy learning and working environment.


Creating this healthy environment for students means having ethical relationships that are conscious of power dynamics, as well as understanding the behaviours that may result in an unhealthy environment.


Here are some examples of behaviours that can result in an unhealthy learning and working environment, and that create an uncomfortable environment for students:


Seeing students outside of working hours, especially off campus.


Engaging socially and personally with students through social media.


Inviting students to personal engagements, especially when a gendered dynamic is present.


Offering mentorship to students based on a romantic interest.


Commenting on students’ appearances.


Making sexual comments or jokes.


Making advances.


Flirting.



Slide 29 - Scenario #1

Joe is about the same age as his professor, and he has started being flirtatious during class.


He has also begun showing up to his professor’s office hours to talk about his research project.


The professor wants to invite Joe to a networking event because it would be a good opportunity considering Joe’s research interests.


However, the professor isn’t sure how to proceed because he isn’t sure how Joe would interpret the invitation and if it would be appropriate. How can the professor address this issue?



Slide 30 - Learning Check

Should the professor, A) Invite Joe to the networking event and be clear about his objective while setting professional boundaries.


Or, C) not invite Joe to the event because he might get the wrong idea.

Answer C) is correct.

In this type of situation, it is important to reinforce professional boundaries while also trying to ensure that Joe receives appropriate opportunities for career development. The key to managing this situation is to set clear boundaries that are consistently enforced, through verbal and/or non-verbal communication.

An ideal resolution would be to invite Joe to attend the networking event, while being clear about your objective for inviting him.



Slide 31 - Module 2 review

We have reached the end of module 2.


In summary, we reviewed that consent is continuous, active, mutual, and always clear.


We also reviewed parts of McGill’s Policy against Sexual Violence, which prohibits sexual or romantic relationships between teaching staff and students over whom they have authority or influence.


In addition, romantic or sexual relationships between teaching staff and students in the same Faculty must be disclosed immediately to avoid any abuse of authority.


The Policy also prohibits sexual violence in any form, including sexual assault and sexual harassment.


Then, we reviewed how power dynamics complicate consent due to the authority figure having the power to alter the future career or academic path of the other person.


After that, we discussed how it is part of the role of faculty and staff to help create a healthy learning environment for the students and we gave examples of behaviours that can create an uncomfortable atmosphere.

Note: There are disciplinary consequences if these policies are not adhered to. Romantic or sexual relationships in the context of other relationships characterized by a power differential (e.g.,staff and their managers) continue to be governed by the Regulation on Conflict of Interest.



Slide 32 - End of Module 2



Slide 33 - Module 3 - Bystander Intervention

Recognizing that a situation of sexual violence is escalating can be scary.


Knowing how to intervene safely is vital for you and for everyone involved.



Slide 34 - Bystander Intervention

Imagine a scenario where a man is yelling sexual comments at a woman walking down the street.


There are several witnesses nearby.


These six people are considered bystanders.


Bystanders are people who are present when an event takes place, but are not directly involved.


The first two bystanders don’t react because they assume that someone will intervene.


This is called the bystander effect.


Unfortunately, the more people that witness a situation, the less likely anyone will intervene.


Statically, people will intervene 80% of the time if alone, but only 20% when not.


Two bystanders tell the man to stop yelling.


This is called bystander intervention.


Bystander intervention is when a person sees a situation and voices an opinion about someone else’s language and/or behaviour that is inappropriate, hurtful, abusive, or dangerous.



Slide 35 - Intervention: Step 1

The first step to intervening is to recognize that the situation is one where sexual violence is occurring.


It is also important to be aware that situations like this have the potential to escalate.


Behaviour exists on a continuum with healthy, mutually respectful and safe behaviours on one end and sexually abusive and violent behaviours on the other.


It’s important to intervene along one of the points on the continuum before the situation escalates.

 

Look out for the following:


Behaving in a way that feels inappropriate, coercive, or harassing.


Making offensive jokes or comments.


Displaying possessiveness, extreme jealousy, and/or aggression.


Saying or doing something that just doesn’t feel right.


A situation requires action if it is dangerous, appears to be escalating, or if the behaviour does not seem like it is going to stop on its own.



Slide 36 - Intervention: Step 2

Step 2:


If you can, it’s important to check in with the person being targeted to make sure they are comfortable with an intervention and that a bystander taking action will not put the targeted person in more danger.



Slide 37 - Intervention: Step 3

Step 3: Choose an intervention strategy.


Every situation is going to be different, and there isn’t one way to intervene.


However, there are 3D’s that can help give you ideas of what is possible: distract, direct, and delegate.


Distract: Create a distraction or redirect the focus of either party to ensure they can get out of the situation.

 

If it’s appropriate, use humour or an excuse to divert the attention of the perpetrator.


This creates an opportunity for the target of the behaviour to exit the situation.


Direct: Confront the harmful behaviour directly, so the target of the behaviour is empowered to leave the situation or the perpetrator can make the choice to stop.

 

This can include stepping in to separate the individuals and using assertive language.

 

Direct intervention can also take the form of asking the targeted person, “Are you okay?” Or “Do you need help?”


Challenging inappropriate jokes and language by stating your discomfort or disapproval is also a great way to intervene.


Delegate: Ask others to get involved to help take charge of the situation, for example, friends, a supervisor, security, or the police.



Slide 38 - Scenario 2

Tim and his colleague Shaun are about to leave for lunch when Shaun receives an email from his student, Anna.


She is requesting to meet Shaun during his office hours to discuss her essay.


Shaun confides how he finds Anna attractive, and is thinking about inviting her out for drinks.


He thinks this is the perfect opportunity considering she wants to see him.


Tim is uncomfortable with the situation.


He voices that it would be inappropriate and unprofessional to engage in a romantic or sexual relationship with Anna because of Shaun’s position of authority in relation to her.


Tim explains how she might accept things she does not want to do because she is afraid of the possible consequences.


Tim reminds Shaun that, at McGill, a professor may not have a romantic or sexual relationship with a student they are teaching or supervising, or otherwise have influence or authority.


Tim advises Shaun to read McGill’s Policy Against Sexual Violence.



Slide 39 - Learning check

Question 1 of 2:


Which of the three D’s did Tim use to intervene?


Distract, Direct or Delegate


Answer: Tim used direct to intervene with his colleague Shaun by explaining the power dynamics that can affect teacher-student relationships and the duties that teaching staff have under the Policy.


Question 2 of 2:


Consider this:


You are locking your office late at night when you hear a loud bang.


You investigate the noise, and realize it is coming from one of your colleague’s office.


The door and blinds are shut, and you hear a woman protesting inside.


No one is around to help, and you feel unsafe.


Should you try to intervene?

 

What should you do?

 

Stay out of it. My safety is important too.


Get help from staff, police, or campus security to intervene for me.

Answer: If a situation has escalated, it’s still important to intervene, but without putting yourself in harm’s way.

 

You can delegate to someone better suited to intervening, who has the tools to stop the situation.



Slide 40 - Module 3 review

We have reached the end of module 3.


In summary, we reviewed the definition of bystander, bystander intervention, and the bystander effect, along with behaviours that can lead to sexual assault.

 

This information helps us better understand how to intervene before a situation escalates.

 

This module also offered ideas of how to intervene in a situation using the 3 D’s, distract, direct, and delegate, and it reminded us to always intervene safely.



Slide 41 - End of Module 3



Slide 42 - Supporting Survivors

Survivors of sexual violence can struggle with disclosing their experiences.


It is important to respond to a survivor’s disclosure in a supportive way.



Slide 43 - Impacts on Survivors

Take a moment to think about the scenarios that have been presented, the characters you have met, and the topics discussed so far.


How would the professor feel if they had invited Joe to the conference without telling him that his advances are inappropriate?


How might someone experiencing street harassment feel if no one intervened to stop it?


How would Anna have felt if her professor Shaun had invited her out for drinks and then made sexual advances towards her?



Slide 44 - Learning Check

Considering internal and external factors, how can the scenarios we discussed affect a person?


Type your answers in the text box. 



Slide 45 - Impact on Survivor

Did your answers consider the long-term impacts on their relationships, work, and school?


How about their self-esteem, emotions, and mental health?


Everyone responds differently and there is no one-way or correct way to respond to experiencing sexual violence.



Slide 46 - Impact on Survivors

Experiencing sexual violence can be a traumatic and violating experience.


Healing from it is not a linear process, and each person is going to have a unique reaction because no one survivor is the same.

 

Many survivors struggle with feelings of shame, fear, anger, guilt, feeling alone, and feeling misunderstood.


Survivors may experience nightmares, flashbacks, difficulty concentrating and sleeping, anxiety, depression, and post-traumatic stress disorder.

 

After a traumatic event, some people may overuse substances, develop eating disorders, do self-harm, and contemplate or even attempt suicide.


There can also be physical impacts, such as unwanted pregnancy, sexually transmitted infections, and physical injuries.



Slide 47 - Barriers to Disclosure

Many people who experience sexual violence are hesitant to disclose, particularly for survivors who are marginalized based on disability, ethno cultural or racial background, sexual orientation, or gender identities.


Many survivors fear that they won’t be believed, or that they will blamed and shamed.


According to the Canadian 2014 General Social Survey, only 1 in every 20 sexual assaults are reported to the police.

 

Other barriers can include fear of reprisals, worry about upsetting friends or family, feeling overwhelmed, or confused by the judicial process or other formal reporting avenues.

 

Some people have conflicted feelings about the perpetrator, particularly when the perpetrator is a partner.

 

Myths about sexual violence, survivors, and perpetrators create some of these barriers.


For example, because we often grow up understanding sexual violence as something that is perpetrated by a stranger and involving a physical attack and injuries, when someone’s experience differs from that, which is more common than not it can be confusing, and lead to questioning whether an experience “counts” as sexual violence.


This can prevent survivors from coming forward and seeking help.



Slide 48 - Scenario #3

Last month, a close colleague took some impromptu time off, and when she came back, seemed more distracted than usual.


She assured you that everything was fine.


Today, during an information session about McGill’s Policy Against Sexual Violence, she got visually upset, and needed to leave.


You check-in with her after the session, and she discloses how she was sexually assaulted on her last date.


She explains how she couldn’t handle being reminded about such a distressing experience.



Slide 49 - Learning Check

What are some supportive responses you can offer your colleague?

 

Select your answers from the list below.

"Thank you for telling me."

"I believe you."

"Do you need any resources? Would it be helpful to talk to a counselor?"

"Would it be helpful for me to come with you to the OSVRSE?"

"I'm so sorry that happened."

"It wasn't your fault."

"What can I do to help?"

"I'm here to support you."











Slide 50 - How to Respond to Disclosure

All of those answers are correct approaches.


There isn’t a perfect recipe for supporting someone who has experienced sexual violence.  

 

However, it can help to be Survivor centred, which is focusing on their needs and feelings, not your own, and especially not those of the perpetrator.

 

Allow them to make their own decisions about next steps, and give them time to process the event.

 

Believe them! Understand how hard it is to come forward when you’ve been sexually assaulted or sexually harassed, and thank them for sharing this with you.  



Slide 51 - Tips for Responding to Disclosures

How you respond to a survivor is important, but remember that no one is perfect.


Supporting people comes with practice.


If someone is disclosing to you and you feel nervous, try taking a deep breath, remember the person trusts you enough to tell you this, and focus on listening instead of talking.


When telling their story, give them the time and space they need to share.


Respect their needs, feelings, and decisions on next steps – whatever they may be.


OSVRSE is available should you want to discuss how you are feeling or debrief your response to a disclosure.



Slide 52 - Scenario #4

You’ve noticed that Jad, one of your students, has recently become withdrawn in your course, has stopped handing assignments in on time, and has missed multiple classes.


You approach Jad about this change in behaviour, and they disclose to you that another student in class will not stop sending them sexually explicit messages.


Jad cannot sleep due to the anxiety this student is causing them.



Slide 53 - Resources



Slide 54 - Resources - OSVRSE

OSVRSE is the main resource on campus for sexual violence prevention and response.


OSVRSE can provide confidential, non-judgmental and non-directional support to Jad.


OSVRSE can help Jad with safety planning, accessing academic accommodations, further psychological support and/or medical support. They can also provide Jad with reporting information and support.


If you aren’t sure what to suggest, or you would like to find out more about the resources available on and off campus regarding sexual violence and responding to disclosure, don’t hesitate to reach out to OSVRSE.


osvrse@mcgill.ca



Slide 55 - Resources - Office of the Dean of Students

Jad can also speak with the Office of the Dean of Students if he has safety concerns on campus or if he requires further support. The Office of the Dean of Students oversees student rights and responsibilities, academic integrity, academic advising, the student disciplinary process, and student recognition.



Slide 56 - Campus Security

Jad can call security if they feel unsafe on campus.


The Security Services Team strives to create and maintain a safe campus experience for students, staff, faculty and visitors.


https://www.mcgill.ca/campussafety/security-services



Slide 57 - Virtual Wellness Hub

Jad might benefit from speaking to Counsellors or psychologists at the Wellness Hub.


They help students with a wide range of personal issues, including but not limited to self-esteem, depression, anxiety, anger, grief, sexuality, relationships and family.


Sexual harassment can have significant impacts on mental and physical health and wellbeing.


https://www.mcgill.ca/wellness-hub/



Slide 58 - McGill Special Investigator for Sexual Violence

Jad can also make a report with the McGill Special Investigator for Sexual Violence.


They are impartial, independent from McGill, trauma-informed, and confidential.


To learn more about reporting, visit mcgill.ca/how-to-report


Or contact the Special Investigator directly at mcgill.si@omega-ombs.ca



Slide 59 - Resources (Continued)

In addition to the on campus options, there are also resources in the community.


If a sexual assault has occurred in the past 5 days, going to a designated centre as soon as possible is encouraged.


The designated centres offer services for people that have been sexually assaulted.


The services include psychosocial support, a health assessment, medical exam and/or a forensic examination.


The individual may also choose to make a police report while at the centre.


There are also community organizations that focus on helping people experiencing sexual harassment in the workplace, as well as places that are specific for men who have experienced sexual violence.


An extensive list of resources is available on the OSVRSE website, and at the OSVRSE office.


Please know that you can call the Montreal Sexual Assault Crisis line 24/7 for support or information over the phone.


If you are in immediate danger, call campus security and/or 911.

Main resources 



On Campus

Office for Sexual Violence Response,Support and Education (OSVRSE), 550 Sherbrooke W, Suite 585 (West Tower 1-11 Elevator), 514-398-3954, osvrse@mcgill.ca

Sexual Assault Centre of the McGill Students’ Society (SACOMSS), 514-398-8500, main@sacomss.org

Off Campus

If it has been 5 days or less since a sexual assault

Help over the phone

Sexual Assault Helpline: 514-933-9007 24/7

In situations of immediate danger call 911 immediately. Then inform Security Services: 514-398-3000 (Downtown), 514-398-7777 (Macdonald)



Slide 60 - Module 4 review

We have reached the end of module 4.


In this module, we reviewed some of the consequences of sexual violence on survivors, like the long-term physical and mental effects including shame, fear, guilt, post-traumatic stress disorder, contemplating or attempting suicide, unwanted pregnancy, sexually transmitted infections, and physical injuries.


We also reviewed some of the barriers survivors face when disclosing their experience, such as fear of reprisals, being blamed, of not being believed.


Then we reviewed how to have a supportive response if someone tells us they have been sexually assaulted or sexually harassed.


Remember to listen, don’t judge, and respect their needs and decisions.

 

Finally, key resources that you can provide to someone if they want to seek help after experiencing sexual violence.



Slide 61 - End of Module 4



Slide 62 - Conclusion

We’ve now explored the main topics of this learning program.


Let’s take a final moment to revisit the key points and the overall goal of the course.



Slide 63 - Summary

In summary, we have reviewed what behaviours constitute sexual violence, the prevalence and impact of sexual violence, and how to intervene in situations that could be inappropriate and/or escalate to sexual violence.


We also reviewed how to respond when someone discloses an experience of sexual violence and the resources available on and off campus that can help.



Slide 64 - Conclusion

Increasing awareness of these topics is an important part of shifting campus culture to one of respect and consent, and creating a community free of sexual violence.


If, after taking this course, you are concerned about something you have experienced, or are concerned about your behavior towards another person, please consult the resources provided.



Slide 65 - Course Completed

Checkbox - "I confirm that I have understood the content of this course"



Slide 66 - End of Course

Thank you for completing this course.