These summaries were written by SVPEP staff and are based on original papers published within the last 4 years. The information available on this web site is provided as a public service and does not necessarily reflect the opinion of the U.S. Centers of Disease Control and Prevention, the Arizona Department of Health Services, or the University of Arizona. To conduct an individual search or locate older articles use the Search Summary Database which includes over 600 articles related to sexual violence.

Daigle, L. E., Fisher, B., & Cullen, F. T. (2008). The violent and sexual victimization of college women: Is repeat victimization a problem? Journal of Interpersonal Violence, online. [Posted April 2008]

Key Points: College women who have experienced interpersonal violence are at elevated risk for revictimization during the six months following the first incident.

Summary: The study analyzed data from two national surveys on victimization of women enrolled in colleges and universities: the National College Women Violent Victimization (NCWVV; n=4,432) and the National College Women Sexual Victimization (NCWSV; n=4,446). Respondents were asked if they had experienced violent or sexual victimization during the school year, and when the incident occurred. This allowed researchers to determine the sequence in which repeat victimizations occurred.

Almost half of the victims experienced about three-quarters of all victimizations. Victims were at an elevated risk of re-experiencing violence within a few months following the first incident. Repeat incidents usually were the same kind of violence as the initial incident. Of non-sexual violent attacks, only simple assault carried a risk of repeated violence, and was the only type of violence more likely to be perpetrated by a stranger. The only victim behavior associated with single victimization was the use of forceful physical resistance.

Because most victims who report their attack do so to friends (rather than parents or authorities), researchers recommend including information on risks of repeat victimization in college sexual assault prevention education programs.

Limitations: The study was not able to determine if repeat victims were attacked by the same perpetrators during subsequent incidents; this information would be useful in planning prevention education.

Topics: Avoidance/resistance; college; risk

Gidycz, C., Rich, C., Orchowski, L., King, C., & Miller, A. (2006). The evaluation of a sexual assault self-defense and risk-reduction program for college women: A prospective study. Psychology of Women Quarterly, 30, 173-186. [Posted October 2006]

Key Points: College women who participated in a sexual assault risk-reduction program were more likely to practice protective behaviors than women who did not participate. Neither program participation nor practicing protective behaviors made a difference in rates of sexual victimization over a 6-month follow-up period.

Summary: Researchers examined changes in protective behaviors, sexual communication, and self-efficacy among college women participating in a sexual assault avoidance program (n=234) compared with a control group (n=266). The seven-hour skills-building program included lecture, video, group discussion, role play, and physical self-defense techniques. Three months later, a 1-½ hour “booster” session was given. Only self-protective behaviors increased over time more among program participants compared with the control group. About the same number of women in both groups reported experiencing moderate or severe victimization during the follow-up period. Among those who were victimized, program participants were more likely to blame the perpetrator. Researchers found that the only factor associated with being victimized during the follow-up period was a history of adolescent victimization.

Limits of the study include the small sample size. Program participants may have identified a broader range of experiences as sexual victimization than non-participants.

Topics: Avoidance/resistance; college; evaluation

Hollander, J. A. (2004). “I can take care of myself”: The impact of self-defense training on women’s lives. Violence Against Women, 10, 205-235.

The author examines how feminist self-defense classes positively impact women's lives not only by providing them with skills for reducing their risk of sexual assault, but also by enhancing their general sense of self confidence as well as their interactions with others. While there is a shortage of empirical evidence that self-defense classes actually do reduce a participant's risk of being sexually assaulted, circumstantial evidence indicates that such classes ought to be effective in reducing women’s fear and in improving their responses to violence. The current study was based on the results of surveys given to 36 women (mean age of 21 years) who had enrolled in two feminist self-defense classes taught over a 10-week period at a state university. The participants completed a survey before and after the self-defense class. As was hypothesized, the students felt more confident in their ability to prevent and avoid dangerous situations. Furthermore, they described additional improvements in their everyday lives; namely, the participants reported an improvement in their ability to interact with strangers, acquaintances, friends, employers, teachers, and intimates, as well as improvements in their feelings about their own bodies, their perceived self confidence, and their beliefs about men, women, and gender issues. The author suggests that the feminist self-defense classes transform women's lives regarding the fear of sexual assault, as well as transform their perception of their value in the world and their concept of gender. Hollander proposes that the lessons learned by participants concerning their everyday lives will indirectly reduce their likelihood of victimization by increasing their ability to prevent or respond to violence while positively impacting their overall sense of self and their place in the world as women.

Topics: Avoidance/resistance; prevention

Hollander, J. A. (2005). Challenging despair: Teaching about women’s resistance to violence. Violence Against Women, 11, 776-791.

This paper provides an interesting perspective on how to teach women about resistance to violence by focusing not merely on women’s victimization but rather, by emphasizing the role of resistance – whether verbal, physical, cognitive, or emotional. Hollander presents a discussion of specific readings as well as a discussion of the use of guest speakers and particular course assignments designed to integrate the theme of resistance into a course about violence against women. The purpose of this approach is to teach women about violence by focusing on resistance, thereby reducing fear, vulnerability, and despair that otherwise serve only to disempower women.

Topics: Avoidance/resistance; curriculum; prevention

Sochting, I., Fairbrother, N., & Koch, W. J. (2004). Sexual assault of women: Prevention efforts and risk factors. Violence Against Women, 10, 73-93.

This review article summarizes the research on the effectiveness of different types of rape prevention programs, including attitude change and self-defense programs. A review of the body of literature on risk factors for sexual assault is also presented. Strategies for improving rape prevention programs are highlighted and include identifying targets for behavioral change based on risk factors and training women in rape resistance strategies. Results suggested that attitude change was a less effective prevention approach.

Topics: Avoidance/resistance; college; evaluation; prevention; risk; vulnerability

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updated 09/17/08