Dr. Gail Stern initially created Beat the Blame Game (BTBG) as an internal Catharsis Productions training program for new presenters of “Sex Signals.” It was designed to enable those presenters to more effectively identify victim blaming arguments that emerged during the facilitated portion of the program, and enable the presenters to refute those arguments clearly, yet not combatively. While it has evolved throughout the years, BTBG is still used to train all new Catharsis educators. This program has since been adapted to train military leaders on how to identify and confront victim blaming attitudes within their command; increase prevention educators’ capacity to improve their practice; educate police detectives about the impact of victim blaming on effective sexual assault investigations; and, provide prosecutors with the means to challenge victim blaming arguments and beliefs in the court room.

This program’s theory of change is primarily driven by research into the relationship between bystander attitudes, including rape myth acceptance, and willingness to intervene (Bennet et al, 2013; Armstrong et al, 2014; Katz et al, 2017; Labhart et al 2017). In addition, the social-ecological model employed in the design of all of our interpersonal violence prevention programs is a public health model for reducing community violence (Dahlberg et al 2002, Fielding, Teutsch, Breslow 2010). Addressing the issue of sexual violence from four levels of social influence, the individual, interpersonal, group/community and systems/societal levels is essential for creating sustainable cultural change (Dahlberg et al 2002, Fielding, Teutsch, Breslow 2010). As a result, all of our programs can work as stand-alone programs, but are most effective when bundled together to ensure a university message alignment of research-supported primary prevention best practices. They are designed to be both additive and mutually reinforcing.

This program incorporates theory and research from multiple disciplines. This theoretical framework is divided into:

• Content o Content related to the role of bias as mediator for bystander intervention is driven by the research of Bennet et al, 2013; Armstrong et al, 2014; Katz et al, 2017; and, Labhart et al 2017, among others. o Content related to the nature of sexual violence and perpetrators is driven by the research of serial non-stranger rapists conducted by Lisak (2002); and McWhorter (2009); research on the role of justification, victim blaming, and sexist attitudes on perpetration conducted by Wegner, Abbey, et al., (2015); Gavey, (2005); and Kline, (2015). o Content related to role of coercion and consent is driven by the research of Conroy, et al., (2014), Young, et al., (2016); Degue and DeLillo (2004). o Content related to the role of schema and script theory is driven by the research of Littleton, (2006), Abbey, 2002; Frith & Kitzinger, 2001; Kowalski, 1993; Muehlenhard et al., 1996

• Approach o Our pedagogical approach is based in part on best practices research conducted by Lonsway, (1996; 2009) and Schewe, 2002; bystander intervention research conducted by Berkowitz and Banyard (2007); and moral domain theory research conducted by Turiel, (1983; 2008) and Nucci (1997; 2001). o Our strategic use of humor is based on the research of Chesebro and McCroskey, (1998); Doskoch, (1996); Eisner, (1998); Farelly and Lynch, (1987); and Kher, Molstad, and Donahue, (1999); Madsen, (1993); Martin, (2007); Meyer, (2000); Nussbaum, (1992); and, O’Quin and Aronoff, (1981).

As this program has evolved, we have consistently engaged with informed stakeholders, in particular, survivors, advocates, counselors, and members of marginalized communities, to ensure language is appropriate and supportive to survivors. We are also sensitive to the feedback we receive from university clients, and review it on an annual basis when considering changes to the content.

• “Safe and positive” options for bystander intervention an individual may take to “prevent harm or intervene” in risky situations. o Recognition of signs of abusive behavior and how to avoid potential attacks.

• The school’s definition of consent applicable to sexual conduct, including examples

• How the school analyzes whether conduct was unwelcome under Title IX o How the school analyzes whether unwelcome sexual conduct creates a hostile environment

• Reporting options, including formal reporting and confidential disclosure options and any timeframes set by the school for reporting o Effects of trauma, including neurobiological changes

• The role alcohol and drugs often play in sexual violence incidents, including the deliberate use of alcohol and/or other drugs to perpetrate sexual violence o Strategies and skills for bystanders to intervene to prevent possible sexual violence

• How to report sexual violence to campus or local law enforcement and the ability to pursue law enforcement proceedings simultaneously with a Title IX grievance

No, not as of this writing.

No, not as of this writing.