Utilizing Peer Education Theater for the Primary Prevention of Sexual Violence on College Campuses

Autor/inn/en	McMahon, Sarah; Postmus, Judy L.; Warrener, Corinne; Koenick, Ruth Anne
Titel	Utilizing Peer Education Theater for the Primary Prevention of Sexual Violence on College Campuses
Quelle	In: Journal of College Student Development, 55 (2014) 1, S.78-85 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2014.0001
Schlagwörter	Prevention; Drama; Crime Prevention; Sexual Abuse; Colleges; College Students; Peer Teaching; Teaching Methods; Rape; Program Effectiveness; Attitude Change; Misconceptions; Gender Differences; Racial Differences; Ethnicity; Athletes; Fraternities; Sororities + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Schauspiel; Sexueller Missbrauch; College; Hochschule; Fachhochschule; Collegestudent; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Sexuelle Gewalt; Vergewaltigung; Attitudinal change; Einstellungsänderung; Missverständnis; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Athlet; Frauengruppe
Abstract	To address the widespread problem of sexual assault, many colleges and universities are providing primary prevention education programs. Although a number of such programs exist and appear in the literature (for review see Vladutiu, Martin, & Macy, 2011), the role of peer education theater offers a unique approach. Peer education has been demonstrated as effective for delivering health messages, is cost-effective, is well-received by students, and engages students in a potentially powerful way (White, Park, Israel, & Cordero, 2009). The purpose of this paper is to present a theoretically based approach to a campus sexual violence prevention program using peer education theater. Provided are the results of an exploratory study that evaluates the impact of the program on students' rape myths and bystander attitudes, and that determines whether the program produces positive outcomes by key variables such as gender, ethnicity, athlete status, and fraternity/sorority status. The article concludes with implications for student affairs professionals and educators. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10