Citation

Potter SJ, Edwards KM, Banyard VL, Stapleton J, Demers JM, Moynihan MM. J. Am. Coll. Health 2016; 64(6): 438-447.

Affiliation

Prevention Innovations Research Center, University of New Hampshire , 202 Huddleston Hall, 73 Main Street, Durham , NH , 03824.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/07448481.2016.1178122

PMID

27088240

Abstract

OBJECTIVE: We examined 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 seven campuses. PARTICIPANTS: 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 to students receiving no intervention.

CONCLUSION: Colleges and universities must use engaging methods to disseminate campus sexual misconduct policies to students.

Language: en