Sexual Assault Advocacy

Introduction
Sexual assault is any behavior or contact of a sexual nature that is unwanted or makes
a person uncomfortable. Sexual assault occurs any time a person is forced, coerced,
and/or manipulated into any unwanted sexual activity.

People of all ages, all economic classes, all races and all levels of education are
victimized. Sexual violence is a deliberate action used to make another person feel
helpless, humiliated and degraded, and in turn, make the perpetrator feel powerful.

How to Use This Curriculum Presenter’s Guide

This Curriculum Presenter’s Guide is for presenters only and is not to be distributed at
training events. Before conducting any presentation, you should be familiar with the
material in the guide. The curriculum provides you a structure for your presentation as
well as supportive information.

The optional PowerPoint tracks the Presenter’s Guide and small slides are printed on
the Presenter’s Guide to allow you to follow the PowerPoint if you choose to use it.
There is a PowerPoint handout that can be distributed at the presentation.

The curriculum has interactive components designed to educate, engage, and

encourage participants to explore the complexities of this issue. It is recommended that
you become familiar with the material and try to engage the participants in discussion as
much as possible.

Length of Presentation
This presentation contains many interactive activities. To provide the training, you
should plan for a minimum 3 hour training period. A 6 hour training period is ideal to
adequately cover all topics in this curriculum guide.

Presentation Tools and Support

Visual aids can help participants retain information. The curriculum includes:
 A Presenter’s Guide to inform trainers on the issues related to sexual assault
advocacy
 A PowerPoint presentation
 A PowerPoint handout
 Compassion Fatigue Handout
 Recommended Reading Handout

This training was developed to provide sexual assault advocates with the basic skills
necessary to provide competent, effective crisis intervention services to sexual assault
victims. A portion of this training focuses on the dynamics of sexual assault and would
be appropriate for general community training.
Presentation Reports and Feedback
Suggestions for improvements to the curriculum are welcome! Email comments to
Jennifer Landhuis at jenniferl@idvsa.org or call 208-384-0419 or 1-888-293-6118.

Learning Objectives
As a result of this education module, participants will be better able to:
 Identify the prevalence of sexual assault
 Discuss rape culture and its effects on survivors and society
 Create and discuss a sexual assault continuum
 Discuss the physical effects of sexual assault
 Identify possible behavioral changes that survivors may experience following a
sexual assault
 Discuss the psychological effects of sexual assault
 Determine an advocate’s role and responsibilities in working with sexual assault
survivors

Optional Tools
 PowerPoint Presentation
 Handouts

Equipment and Materials

 PowerPoint
 Computer
 LCD Projector
 Flipchart and Markers

This project was supported by Grant No. 2007-MU-AX-0073 awarded by the Office on Violence Against
Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations
expressed in this publication, program, or exhibition are those of the author(s) and do not necessarily
reflect the views of the Department of Justice, Office on Violence Against Women.
Introduction
Introduce yourself

Set Rules for participation

 Respect each other’s point of view, even if it is different from your own.
 When speaking of incidents involving clients, speak in a confidential, non-
identifying manner.

Remind participants that there are likely sexual assault survivors in the room and to be
respectful of these individuals. Acknowledge that this subject can be especially difficult
for some individuals and that if they need to leave the room to collect their thoughts or
take a break, they are encouraged to do so. The National Sexual Assault Hotline
number is on the first slide of the accompanying PowerPoint.
What is Sexual Assault?
Group Exercise: This exercise is from the “What I Know About Sexual Assault”
WCSAP (Washington Coalition of Sexual Assault
Programs) “Advocate Core Trainer Guide” by
Janet Anderson July, 2005.

Label a flipchart with the statement “What I Know

about Sexual Assault…”. As participants enter
the room, have them fill out a sticky note
answering this statement and place it on the
sticky note. This acknowledges the fact that participants bring knowledge to the table.
Over the course of the training, have the participants remove the post-its that they have
discovered are true. This helps the trainer have a good idea of what still needs to be
covered by what post-its are left at the end of the training.

Sexual Assault Is:

Group Exercise #2: “Sexual Assault Is…” Have
participants brainstorm responses t o this and write
them on a flipchart. After brainstorming all the
ideas, ask participants if there are any answers
that stick out to them and why? Do they disagree
with the answer? Is the answer very powerful to
them for some reason?

Sexual assault is any behavior or contact of a

sexual nature that makes a person uncomfortable. Defining Sexual Assault
Sexual assault occurs any time a person is forced,  Any behavior or contact of a sexual nature that that
is unwanted and makes a person uncomfortable
coerced, and/or manipulated into any unwanted
 Occurs any time a person is forced, coerced,
sexual activity. and/or manipulated into any unwanted sexual
activity
Terms rape and sexual assault are used
Often times, the terms “rape” and “sexual assault” 

interchangeably
are used interchangeably. “Rape” usually denotes  Rape usually denotes penetration, sexual assault all
other behaviors
an act of penetration: oral, anal, vaginal or digital.
“Sexual assault” is the term often used to describe
actions other than penetration such as unwanted fondling, sexual harassment, etc.
People of all ages, all economic classes, all races  People of all ages, all economic classes, all races
and all levels of education are victimized
and all levels of education are victimized. Sexual
 Sexual violence is a deliberate action used to make
violence is a deliberate action used to make another another person feel helpless, humiliated and
degraded, and in turn, make the perpetrator feel
person feel helpless, humiliated and/or degraded, powerful.
and in turn, make the perpetrator feel powerful.  Sexual violence is an act of control and domination.

Sexual violence is an act of control and domination

by the perpetrator.

The Idaho Coalition Against Sexual and Domestic Violence has developed several
curricula addressing the issue of sexual assault, including a Male Survivors and an
LGBT curriculum. This curriculum will use “she” for victims. ICASDV recognizes that
anyone can be affected by sexual violence.

The terms “victim” and “survivor” will be used

interchangeably throughout this curriculum. “She” or “He”
Generally, the term “victim” is used to refer to the  Female pronouns will be used to refer to the victim,
early stages of impact and the word “survivor” is as the majority of victims are female*
 ICASDV acknowledges that anyone can be a victim of
used to refer to later stages of recovery. It is sexual assault and does not mean to diminish the
important to note that advocates should never impact sexual assault has on male victims
 ICASDV offers training on Male Survivors, LGBT
address an individual as a victim or survivor, but victims
instead should use an individual’s name. It is the
individual’s decision if she should decide to refer to
herself as a “victim” or “survivor”. Advocates should
exercise caution in avoiding labels.

“Victim” or “Survivor”
“Victim” or “Survivor” are often used
interchangeably. Typically, “victim” refers to the
early impact and “survivor” for later periods of
recovery.
Both terms will be used throughout this training
We don’t address anyone as a victim/survivor, no
labels
An individual’s decision
Sexual Assault Statistics
Statistics on sexual assault vary. Many survivors of sexual assault never tell anyone
about the assault.

You may choose to discuss how sexual assault is a very unreported crime and the
impact that has on statistics.

Studies estimate that every two minutes, somewhere in America, someone is sexually
assaulted. An estimated one in six American women are victims of sexual assault and
one in 33 men. 1

Approximately 2/3 of rapes are committed by someone known to the victim. 2

73% of sexual assaults were perpetrated by a non-stranger3

 38% of rapists are a friend or acquaintance

 28% are an intimate partner
 7% are a relative

20% to 25% of women in college reported experiencing an attempted or a completed

rape in college.4

1
(RAINN)
2
(U.S. Department of Justice, 2005)
3
(Justice, 2005)
4
(BS Fisher, 2000)
Myths and Facts about Sexual Assault
Many of society’s attitudes about rape are based Myths
on myths rather than facts. Myths regarding
 Brainstorm Activity
sexual assault are believed by both men and
women. “These myths are connected to the
history of patriarchy, racism and sexism and are
often intertwined. Myths about rape serve to
direct attention away from masculine violence and
are similar to myths about other forms of
oppression, such as racism, in that they
encourage us to believe that is the natural order
of things: that those who are raped either deserved their fate or enjoyed their fate, that
certain types of people get raped”. 5

Myths focus the attention on victims and shift blame away from the perpetrators.
Perpetrators believe, and convince society to believe, certain myths. This enables
perpetrators to “get away with” rape.

As advocates who are subjected to these myths throughout our lifetime, it is important
to learn the facts about sexual assault. This allows us to be sensitive to the needs and
feelings of rape survivors. Advocates and survivors have internalized these myths and it
is often difficult to recognize the extent to which we hold these myths to be true. 6

An example of this would be that a victim’s trauma is increased by her constant need to
understand “why” the assault occurred. If a survivor believes that rape only happens to
“certain types of women” then she will have difficulty understanding that her actions did
not “cause” the assault.

The following is a partial list of myths regarding sexual assault and the facts that dispute
these myths: 7

Myth: Most rapes are committed by strangers.

Fact: Approximately two-thirds of rapes were Facts About Sexual Assault
committed by someone known to the victim.  Approximately two-thirds of rapes were committed
38% of rapists are a friend or acquaintance, by someone known to the victim. 38% of rapists are
a friend or acquaintance, 28% are an intimate
28% are an intimate partner and 7% are a partner, and 7% are a relative.
relative. 8

 (US Dept of Justice, 2005)

5
(Anderson, 2005)
6
(Anderson, 2005)
7
(Crime, 2007)
8
(Justice, 2005)
Myth: The majority of sexual assaults occur in adulthood
Fact: 80% of sexual assaults occur prior to age 18. Of the remaining 20%, half took
place between the ages of 18 and 21.

Myth: All rape victims have the same reaction to being assaulted. Victims who aren’t
hysterical or crying may be “crying rape”
Fact: Individual reaction to trauma varies.

Myth: “Nice girls” don’t get raped

Fact: Sexual assault can happen to anyone.

Myth: Rape cannot happen in same gender relationships.

Fact: Rape can occur in same-gender relationships as well as in heterosexual
relationships.

Myth: If a woman drinks with a man, goes home with him, or wears skimpy clothing it is
her fault she got raped.
Fact: It is never a victim’s fault. No one asks or deserves to be raped. Rape is a violent
attack and a crime in which the perpetrator controls the victim.
A “Rape culture”
“Rape culture is a term used to describe a culture in which rape and other sexual
violence are common and in which prevalent attitudes, norms, practices and media
condone, normalize, excuse or encourage sexualized violence.

Within the paradigm, acts of sexism are commonly employed to validate and rationalize
normative misogynistic practices; for instance, sexist jokes may be told to foster
disrespect for women and an accompanying disregard for their well-being, which
ultimately make their rape and abuse seem acceptable”. 9

Messages from the media shape our views and opinions about sexual assault. Media
often condones sexual violence or promotes attitudes that make up a “rape culture”.

A rape culture reveals itself in all aspects of our society.

Group Exercise: Brainstorm examples of “rape Media & Pop Culture

culture” including TV shows, music lyrics, social
 Messages from the internet, TV, books, magazines,
networking sites, advertisements, internet, video social networking sites, music lyrics, and other forms
games etc. A variation of this exercise is to bring of entertainment DO shape our views and opinions
 List examples of media that condone sexual
along popular magazines and have participants violence or promote attitudes that make up a “rape
make a collage as a group of the advertisements, culture”

articles, etc that promote a “rape culture”.

9
(Wikipedia)
Sexual Assault Continuum
Sexual violence falls along a continuum which
includes unwanted touch, invasions of space, Sexual Assault Continuum
attitudes and beliefs and behaviors. Some of
these are prosecutable and others are not.  Sexual assault is not an isolated
occurrence – it occurs within a continuum
Even noncriminal forms of sexual assault
of events.
(verbal abuse) have an impact on survivors
 The common denominator within the
and advocates should be careful not to ascribe continuum is lack of respect and regard
their own beliefs of impact based on the type of for the individual
assault. The common denominator within the
continuum is a lack of respect and regard for
the individual by the perpetrator.

Continuum Exercise: Each survivor will be

impacted in different ways to different types of Sexual Assault Continuum
assaults. Using the scenarios provided in the
Handout “Sexual Assault Continuum
Scenarios”, print out card with the scenarios
and ask the group to “rank” these situations
based on the level of impact. As the exercise
is done, point out how participants vary in their
response to the scenarios. This exercise
reinforces the idea that as advocates, we
cannot assign the level of impact to a situation, Each form of violence is linked to the others by their root causes (oppression) as well as by
that impact is determined by the victim. After the effects on individuals and communities

the exercise, display the slide that shows the Continuum as a spiral. Explain the spiral is
a better portrayal of the continuum because a line often symbolizes the notion of rank
and the spiral illustrates that impact varies according to the individual.
The Physical Impact of Sexual Assault
Physical impact
Victims are physically impacted by the sexual
 Non-genital physical injury
assault in many ways. Not-genital physical  Genital trauma
injury, genital trauma, sexual transmitted  Sexually transmitted infections
infections, pregnancy, general health risk,  Pregnancy
psychological symptoms perceived as physical,  General Health Risk
 Psychological symptoms perceived as physical
sexual dysfunction and substance are just a few
 Sexual dysfunction
of the more common physical effects of a sexual  Substance abuse
assault.

Nongenital Physical Injury

Society assumes that rape victims experience

physical injury during an assault. The literature Non-genital physical injury
indicates that physical injury resulting from
 More common in stranger rapes
sexual assault is relatively rare, and even minor  Older victims
injury occurs in only about one-third of reported  Male victims
rapes. Injury is more common in stranger rapes.
Older victims (age 50+) may be more likely to
sustain injury than younger victims (63% to
32%). Another study indicates that male victims
are injured more than female victims (40% to
26%). 10

Genital Trauma

Few rape victims sustain significant genital

trauma as a result of the sexual assault. With Genital Trauma
naked-eye visualization, genital trauma is seen  With naked eye, 10-30% of cases
in only 10-30% of cases. With colposcopic  With colposcopic exam, up to 87% of cases
examination, genital trauma has been identified
in up to 87% of cases.

It is essential, when working with victims of

sexual assault to explain that a lack of visible
genital trauma is in no way an indication of lack
of resistance by the victim to the assault.

10
(Crime, 2007)
Sexually Transmitted Infections

One study found that 36% of rape victims

coming to the emergency department stated that Sexually Transmitted Infections
their primary reason for coming was concern
 CDC Estimates risk of:
about the possibility of having contracted a  Gonorrhea 6-12%
sexually transmitted infection. 11 The actual risk  Chlamydia 4-17%
 Syphilis .5 to 3%
of STI for sexual assault victims is relatively low.
 HIV less than 1%
The U.S. Centers for Disease Control and
Prevention (CDC) estimates that the risk of rape
victims contracting gonorrhea is 6 to 12 percent,
Chlamydia 4 to 17 percent, syphilis 0.5 to 3
percent, and HIV less than 1 percent.

For victims who don’t inquire about HIV in the emergency department, studies have
shown that, within 2 weeks, this typically becomes a concern of the victim’s or her or his
sexual partner. Information about the risk, testing, prevention and safe-sex options
should always be provided to victims through the medical professional. This allows a
victim to make decisions based on fact, not fear.12

A rape is considered high-risk for HIV exposure if it involves rectal/anal contact, vaginal
contact with tearing or open sores disrupting the integrity of the vaginal mucosa.

It is extremely important to be familiar with the HIV testing procedure. The time it takes
for a person who has been infected with HIV to seroconvert (test positive) for HIV
antibodies is commonly called the "Window Period". Recent studies show that a test
taken at least 12 weeks (3 months) after the last possible exposure to the virus provides
highly accurate results.13 It is essential to educate victims that an HIV test performed
immediately after the rape will only tell them if they already have HIV. The test needs to
be performed after the 12 week “Window Period” to determine if HIV was contracted as
a result of the assault.

The combination of an ELISA/Western Blot HIV Antibody Test is the accepted testing
method for HIV infection. This combination test is looking for the antibodies that develop
to fight the HIV virus. There are two ways to conduct this test. Either through a blood
draw or through the "Orasure " method (a sample of oral mucus obtained with a
specially treated cotton pad that is placed between the cheek and lower gum for two
minutes). Both forms, by blood draw or orally, have the same accuracy with their
results. Another type of test often available is called "Oraquick," sometimes known as
11
(Ledray, 1991)
12
(Ledray, Sexual Assault Nurse Examiner (SANE) Development and Operation Guide, 1999)
13
(San Francisco Aids Foundation)
the "rapid test." This HIV antibody test offers results that are highly accurate and the
results can be determined within 20 minutes. Be certain you know where HIV testing is
done within your community so that you can provide accurate referrals to sexual assault
victims.

Pregnancy

The actual risk for pregnancy with a rape is the same as for any one-time sexual
encounter, an estimated 2 to 4 percent. Most medical facilities offer emergency
contraception to women at risk of becoming pregnant, provided they are seen within 72
hours of the rape and have a negative pregnancy test in the emergency department.

General Health Risk

General Health Risk
Sexual assault not only affects victims’ health directly
and immediately but also can have a significant and  Sexual assault has significant and chronic impact on
victim’s general health for years to come
chronic impact on their general health for years to  Stress suppresses the immune system
come. Stress appears to suppress the immune  May lead to behaviors such as substance abuse or
eating disorders
system and increase susceptibility to disease. Stress  Increased sexual activity with multiple partners may
may also result in injurious behaviors such as result in increased exposure to disease
substance abuse or eating disorders. Emotional
reactions to the assault can also be interpreted as
physical disease symptoms. 14

Psychological Symptoms Perceived as Physical

Psychological Symptoms Perceived as
Rape victims may seek physical rather than mental Physical
health care following a sexual assault because it is  Victims seek physical rather than mental health care

following assault because it is less stigmatizing

less stigmatizing. One study found that 73% of st
 73% seek medical services during 1 year after
victims sought out medical services during the first assault, only 19% seek mental health services
 Low levels of social support associated with higher
year after the assault while only 19% pursued mental
15 use of medical services
health services of any kind. It is well known that
stress can cause physical ailments and victims may
feel more comfortable acknowledging and seeking
help for a physical ailment than a psychological
symptom. That is not to say that these physical symptoms are not very real and victims
should be provided resources for both mental health and medical providers.

14
(Crime, 2007)
15
(Crime, 2007)
Sexual Dysfunction
Sexual Dysfunction
Sexual dysfunction is a common, and often
chronic, problem following a sexual assault.  Loss of sexual desire
Reactions include:  Inability to become aroused
 Slow arousal
 Pelvic pain
 loss of sexual desire  Lack of sexual enjoyment
 inability to become sexually aroused  Inability to achieve orgasm

 slow arousal
 pelvic pain associated with sexual activity
 lack of sexual enjoyment
 inability to achieve orgasm
 fear or avoidance of sex
 intrusive thoughts of the assault
 vaginismus (a muscular reaction that causes the vagina to contract)

Many victims of sexual assault may become sexually active again immediately following
the assault but still may not enjoy sex years later.

Substance Abuse
Substance Abuse
In one national study, both alcohol and drug use
 In one national sample, both alcohol and drug use
significantly increased after a sexual assault, even significantly increased after a sexual assault, even
for victims with no prior history of drug or alcohol
for women with no prior history of drug or alcohol use or abuse
use or abuse. This study also found that women
who already were using drugs and alcohol to cope
at the first measurement point were more likely to
have a history of prior sexual abuse. 16

Many victims use the numbing effects of alcohol

and drugs to cope with the trauma of the assault. For sexual assault victims with
substance abuse issues, the issue of the assault as well as the issue of substance
abuse need to be addressed. Substance abuse treatment alone is not a solution if the
“reason” for drinking (the assault issues) are not being addressed as well.

16
(D. Kilpatrick, 1997)
Behavioral Changes
Behavioral Changes
Victims of sexual assault often note a
remarkable change in behavioral patterns  Diet
 Activity/Energy level
following the assault. Changes in energy levels,
 Sex (promiscuity vs. abstinence)
anxiety levels, sleep patterns and eating patterns  Touch
are all common reactions to a sexual assault.
Victims may also become sexually abstinent or
promiscuous following the assault.

It is important that advocates reassure victims

that a wide range of emotional and behavioral
reactions is to be expected, while taking care to provide appropriate referrals and
resources should these reactions reach harmful extremes.

The time period after a sexual assault can often feel like a roller coaster for victims.
They may state that they feel completely fine one day only to be extremely
overwhelmed the next. Recovery from rape is rarely a linear road.
Psychological Impact of Sexual Assault Psychological Impact
 Anxiety
Researchers agree that rape victims experience  Fear
more psychological distress than do victims of other  Depression
 Suicidal ideation
crimes. Compared with nonvictim control groups,
 Self-blame and shame
rape victims consistently report more symptoms of  Post-Traumatic Stress Disorder
anxiety, fear, depression and post-traumatic stress  Hypervigilence
Flashbacks
disorder (PTSD). 17 

Anxiety

In one study, 82% of rape victims met the DSM criteria for generalized anxiety disorder,
compared with 32% of nonvictims. Rape victims are consistently found to be more
anxious than nonvictims during the first year
Anxiety
following a rape. 18
 Victims consistently found to be more anxious than
Advocates may be able to provide resources to help nonvictims during the first year after a rape
counter a victim’s anxiety. A protection order,  In one study, 82% of victims met DSM criteria for
generalized anxiety disorder compared with 32%
change of locks, placement in shelter, or alarm of nonvictims
system may help to strengthen a victim’s sense of
personal safety. A referral to a physician or mental
health provider may help a victim deal with anxiety
as well.

Fear

During an assault, the most common fear is death. Fear commonly continues after the
assault specifically related to factors associated
with the assault. Because fear is subjective, it is Fear
generally evaluated using self-report measures. Up  Death is most common fear during assault

to 83% of victims report some type of fear following  Up to 83% of victims report some type of fear

following an assault
a sexual assault. One study found that the
 Subjective distress of fear or injury or death
subjective distress of fear of injury or death during during rape was more significant than the
rape was more significant than the actual violence actual violence in predicting severe post-rape
19 fear and anxiety
in predicting severe post-rape fear and anxiety.

17
(Frazier, 1997)
18
(Crime, 2007)
19
(S. GIrelli, 1986)
Depression
Depression
Depression is one of the most commonly  Most commonly mentioned long-term response to
mentioned long-term responses to rape. 20 rape
 Weight loss or gain
Symptoms of depression may include:  Sleep disturbance
 Feelings of worthlessness

 Diminished interest in pleasurable activities

 Weight loss or gain  Inability to concentrate

 Sleep disturbances  Depressed mood

 Suicidal thoughts
 Feelings of worthlessness
 Diminished interest in pleasurable activities
 Inability to concentrate
 Depressed mood
 Suicidal thoughts

Suicidal Ideation

Up to 20 percent of rape victims may attempt Suicidal Ideation

suicide and many more rape victims, 33 to 50
 According to one study, up to 20% of victims may
percent, report that they considered suicide at attempt suicide and 33-50% report that they
some point after the rape. During the immediate considered suicide at some point after the rape
 During the immediate post-rape period, victims are
post-rape period, rape victims are nine times more 9 times more likely than non-victims to attempt
likely than non-victims of sexual assault to attempt suicide

suicide. 21

Post-Traumatic Stress Disorder

One-third to one-half of victims who have experienced a sexual assault meet the criteria
for PTSD at some point in their lives. The basic elements of a PTSD diagnosis are:

 Exposure to a traumatic event

 Reexperiencing the trauma (flashbacks or intrusive memories)
 Symptoms of avoidance and numbing
(attempts to avoid thoughts or situations that PTSD
remind the survivor of the traumatic event,
 One-third to one-half of victims who experienced a
inability to recall certain aspects of the rape meet the criteria for PTSD at some point in their
traumatic event, or feeling disconnected life
 Basic elements of PTSD:
from others  Exposure to traumatic event
 Reexperiencing the trauma
 Symptoms of avoidance and numbing
 Symptoms of increased arousal (exaggerated startle, easily
irritated, constant fear of danger)

20
(Crime, 2007)
21
(Crime, 2007)
  Symptoms of increased arousal (exaggerated startle response, feeling easily
irritated, constant fear of danger, or physiological response when exposed to
similar events)

Advocacy

Group Exercise: Divide the participants into

groups. Using the flipcharts, have each group Advocacy
form a line at the chart. On the flipchart, have  BrainRush Exercise
the participants describe advocacy in their own
words using whatever comes to mind first.
Encourage participants to write down their
immediate thoughts. This type of exercise is
called BrainRush vs. Brainstorming where more
time is taken to develop ideas. Rotate through
the line for a set amount of time making certain
each participant is given several turns at
writing. (This exercise usually can be done in 5-10 minutes depending on the size of
each group).

Advocacy is an essential component in any program working to end sexual violence.

There are several types of advocacy including: individual advocacy, systems advocacy,
criminal and civil legal advocacy and medical advocacy.

Most advocates are individual advocates, systems advocates, criminal and civil legal
advocates and medical advocates.

Group Exercise: Using the groups you used for Advocates Do, Advocates Don’t:
the above exercise, provide participants with
 Brainstorming Exercise
flipcharts labeled Advocates Do: and Advocates
Don’t:. Have the group brainstorm ideas for each
list and share their lists with the larger group.
Participants may struggle with the Advocates
Don’t list. An example you can give them to spur
their thoughts is: Advocates don’t break
confidentiality.
 Advocates Should
Examples of an Advocate’s role include:  Support the survivor
 Serve as a liaison between survivor and systems
 Support the survivor  Be graciously assertive
 Facilitate survivor’s decision-making
 Serve as a liaison between survivor and  Inform survivor of their rights
 Prepare survivors by providing necessary
systems information
 Inform of other services available
 Be graciously assertive

 Facilitate survivor’s decision-making

 Inform survivor of their rights

 Prepare survivors by providing necessary Advocates Should:

information
 Listen and believe survivors
 Inform of other services available  Assist survivors in regaining control over their life
 Present options
Keep confidentiality
 Listen and believe survivors 

 Respect and understand cultural differences

 Assist survivors in regaining control over

their life

 Present options

 Keep confidentiality

 Respect and understand cultural differences

This list is not exhaustive. Participants will usually generate a much more extensive list
during the Brainstorming Group Exercise.

Examples of roles an advocate should not take include:

 Investigate Advocates Shouldn’t

 Be a survivor’s best friend or mother  Investigate
 Be a survivor’s best friend or mother
 Judge  Judge
 Blame
 Blame  Provide therapy
 Take survivors home, give money, rides (outside of
your agency policy)
 Provide therapy
 Take survivors home, give money, rides
(outside of your agency policy) Advocates Shouldn’t:
 Are not the ultimate solution and source for  Be the ultimate solution and source for
every situation every situation
 Do things or go places with victim without

 Do things or go places with victim without being requested

being requested  Rescue

 Rescue
Rescuing
It is essential that sexual assault victim advocates Rescuing
understand the difference between advocating
and rescuing. Too many well-intentioned  The victim is persuaded to do something they don’t

advocates have trouble defining this boundary. really want to do

 The advocate does things or goes places with the
Rescuing happens when the victim is persuaded victim without being requested, simply assuming
to do something they don’t really want to do, that the victim cannot take care of themselves.
when an advocate does things or goes places  The victim is not allowed to ask for what they want
for themselves
with the victim without being requested, when an
advocate assumes that the victim cannot take *WCSAP
care of herself and when a victim is not allowed to
ask for what they want. Rescuing occurs when the victim stops putting any effort into
solving the situation as soon as the advocate is
reached. In effect, any situation in which one Rescuing, cont.
person asks another for help and then proceeds to
 The victim stops putting any effort into
do less than 50% of the work constitutes
solving the situation as soon as the advocate
rescuing22. It takes a concerted effort on the part is reached. In effect, any situation in which
of the advocate to avoid being a rescuer. The one person asks another for help and then
survivor will feel powerless and will often have proceeds to do less than 50% of the work
difficulty with decision-making. However, constitutes rescue.
advocates should believe in the survivor’s power
to advocate for herself, to take control and power *WCSAP
23
over her own life.

The alternative to rescuing is to empower the

survivor. Advocates can inform clients about
options and clarify the realities the victim will face
but cannot chose which decision the victim will  “The feeling of being a powerless victim is
make.24 hellish and is only made worse by people
who agree with one’s powerlessness by
rescuing” survivor

 Don’t rescue, EMPOWER

22
(Anderson, 2005)
23
(Anderson, 2005)
24
(Anderson, 2005)
Group Exercise: Empowerment BrainRush. Using the Empowerment
model described above for the Advocacy BrainRush,
 Is the foundation of healing
have groups use flipcharts to BrainRush ideas about
 BrainRush exercise
empowerment.

Advocacy agencies that use an empowerment model,

are interested in providing aid and resources that
victims are entitled to but do not have.
Confidentiality
Confidentiality
In order for survivors to be empowered, they
 In order for survivors to be empowered, they must
must first be assured that their experiences and first be assured that their stories and feelings are
feelings are confidential. The most important confidential.
 ICASDV offers an entire confidentiality training
work ethic advocates must observe is the
principle of confidentiality. Ultimately it is an
advocate’s responsibility to protect the
information that a survivor chooses to share and
to make certain that if the information is disclosed
to others that the disclosure is survivor driven.

Confidentiality maintains the victim’s trust and lays a foundation for healing from the
physical and psychological trauma of a rape. Confidentiality provides a safe, intimate
space for a survivor to tell her story without being judged and without fear of reprisal.

The Idaho Coalition Against Sexual & Domestic Violence provides a training entitled
“Confidentiality”. This training is available to all advocacy organizations. You are highly
encouraged to be familiar with the Confidentiality training materials prior to giving this
workshop.
Crisis Intervention
Crisis Intervention
Components of crisis intervention include:
 Deal quickly with an immediate problem: emotional
 Dealing quickly with an immediate first-aid
problem: emotional first-aid  Supporting survivor however she needs support
 Normalizing reactions to trauma
 Supporting survivor however she  Prioritizing and addressing victim’s concerns
needs support  Supporting significant others
 Providing crisis education, referrals and follow-up
 Normalizing reactions to trauma contact

 Prioritizing and addressing victim’s

concerns

 Supporting significant others

 Providing crisis education, referrals

Crisis Intervention
and follow-up contact
 When in crisis, a victim’s capacity to help themselves
When in crisis, a victim’s capacity to help
is impaired. Crisis intervention involves helping
themselves is impaired. Crisis intervention survivors access their personal strengths and
involves helping survivors access their resources.
personal strengths and resources. Usually  Crisis does not equal emergency. Crisis is the inner

a person in crisis does not need immediate state of a person who is reacting to stress when
their normal coping mechanisms are not working.
external action as much as they need an Emergency is situation that requires immediate
empathetic listener who helps develop new external action on the part of someone to prevent
coping strategies injury or death.

Crisis does not equal emergency. Crisis is the inner state of a person who is reacting to
stress when their normal coping
mechanisms are not working. Emergency is
Crisis Intervention
situation that requires immediate external
action on the part of someone to prevent  Possible to be in crisis and an emergency:
injury or death. It is possible to be in crisis suicidal
and an emergency, for example when a  Usually a person in crisis does not need
victim is suicidal. immediate external action as much as they
need an empathetic listener who helps develop
new coping strategies
Common crisis situations include: Crisis Issues
 Deciding whether to report to police  Deciding whether to report to police
 Concerns about use of drugs/alcohol
 Concerns about use of drugs/alcohol  Deciding if victim is ready to label forced sex
“rape”
 Deciding if victim is ready to label  Fears for victim’s immediate safety
forced sex “rape”  Deciding who to tell and how to tell them
 Confidentiality issues
 Fears for victim’s immediate safety  Deciding where to go for medical attention

 Deciding who to tell and how to tell

them

 Confidentiality issues Crisis Issues (cont.)

 Deciding where to go for medical  Suicidal thoughts

 Fear of STI
attention  Fear of pregnancy
 Shame, self-blame and embarrassment
 Suicidal thoughts

 Fear of STI

 Fear of pregnancy

 Shame,self-blame and embarrassment

Some of these issues are applicable to both adult survivors of sexual assault and
victims of a “recent” sexual assault. It is important to note, that crisis intervention is
different when working with adult survivors of child sexual assault. Adult survivors may
contact a crisis line when dealing with a particular crisis regarding the assault they
experienced as a child. While the immediate response (suicidal thoughts, shame, self-
blame, etc) may be similar to crisis intervention with other victims, it is essential that this
immediately crisis advocacy does not turn into a counseling relationship. An adult
survivor’s needs are best met by establishing a relationship with a therapist or
counselor.

Some issues that an advocate may explore with a survivor during the crisis intervention
stage include:
Explore with victims
 Has the victim told anyone?
 Have they told anyone?
 What do significant others, social support  What do significant others, social support system
think of the assault?
system think of the assault?  What impact has the rape had on family balance?
Work? Friends? Social network
 What has survivor done thus far to help themselves?
 What would survivor like to do but hasn’t yet?
 What is survivor not willing to do?
 What impact has the rape had on family
balance? Work? Friends? Social network?
 How has she dealt with past problematic situations?
 What has the survivor done thus far to help What are her coping mechanisms?
themselves?  What changes has she made since the assault and
how does she feel about them?
 What would the survivor like to do but hasn’t  Is survivor pursuing counseling and how does she
feel about it?
yet?  Develop her support system, you can’t be the only
supportive person
 What is the survivor not willing to do?

 How has the survivor dealt with past

problematic situations? What are her coping mechanisms?

 What changes has the survivor made since the assault and how does she feel
about them?

 Is the survivor pursuing counseling and how does she feel about it?

 Develop her support system; you can’t be the only supportive person
The Advocacy Relationship Supportive Relationship
 Acceptance
A strong advocacy relationship consists of support,  Empathy
acceptance, and empathy. A supportive advocacy  Reflection
relationship consists of the following skills:  Clarification
 Paraphrase
Reframing
 Reflection 

 Positive Support

 Clarification

 Paraphrase

 Reframing
Empathy:
 Positive Support
 Letting her know you want to understand the
situation from her point of view
Support can be conveyed by:  Restating the feelings she is expressing in your own
words
 Reassuring her that the rape was not her fault

 Reassuring her that whatever she did was “right”

because she survived

 Being sure she has safe place to stay

 Providing her with information and resources to Support

take care of practical problems and immediate  Reassuring her that the rape was not her fault
needs  Reassuring her that whatever she did was “right”
because she survived
 Being sure she has safe place to stay
It is essential that advocates also convey acceptance to
 Providing her with information and resources to
victims. Acceptance can be conveyed in a variety of take care of practical problems and immediate
manners: nonverbally through body language, verbally needs

through allowing and encouraging a victim to express

her feelings and through actions such as listening
attentively and proceeding at a victim’s pace.

Acceptance Conveyed:
 Nonverbally
 Body language
 Verbally
 Restating,
using victim’s language, allowing and
encouraging her to express her feelings
 Actions
 Listening attentively, proceeding at her pace
One essential piece of crisis intervention is
education. Important education components
Education
include:  Destigmatizing rape
 Normalizing the victim’s response
 Destigmatizing rape
 Recognizing avoidance
 Normalizing the victim’s response

 Recognizing avoidance

 Providing referrals

It is important to note that referring is a sign of

your strengths not weaknesses. Referrals should be made when:

 A victim is actively suicidal

 Unable to function in her social or

Referrals
occupational roles  Referring is a sign of your strength not weakness
 If actively suicidal
 Exhibiting persistent phobias
 Unable to function in her social or occupational roles
 Exhibiting persistent phobias
 Actively abusing one or more substances
 Actively abusing one or more substances
 Interested in resolving long-term issues  Interested in resolving long-term issues

 Has issues outside your area of

expertise such as civil legal issues
regarding education, housing,
employment etc
Crisis Intervention Theory Crisis Intervention Theory

The guiding principle behind this theory is that Re-empower Re-connect

Stabilize •Establish relationship to
because trauma causes disempowerment and •Establish safety lessen isolation
•Manage Emotions •Genuineness & acceptance
disconnection, crisis intervention must re- •More directive, active
Validate
empower and reconnect. Re-empowerment can •Shows concern for well-being
•Communicates empathy,
support
be accomplished through stabilization and •Provides helpful information
•Validates as a person
validation. •Values strength and courage
•Restores sense of power and
self-worth

The stabilization of emotions can be

accomplished through establishing safety and helping survivors manage their emotions.
Stabilization strategies focus on finding immediate social support and additional coping
resources.

See Handout: Strategies for Stabilization

Validation occurs when an advocate shows concern for a survivor’s well-being,

communicates empathy for their experience and its effects, offers meaningful emotional
support and provides helpful information. Validation of a survivor’s value and rights as a
person, of a survivors feelings about the sexual assault and of a survivors ability to
recover helps restore a sense of power and self-worth. 25

In addition to validation and stabilization, the goal is to establish a relationship with the
survivor that lessens a survivor’s feeling of alienation. This includes establishing a
relationship between the advocate and survivor as well as the survivor establishing
connections to other people within her life.

Crisis Intervention Model Steps:

 Define the Problem

 Ensure Client Safety
 Provide Support
 Examine Alternatives (Including Referrals)
 Make Plans
 Obtain a Commitment

It is important to note that the Crisis Intervention Theory simply provides a model of
steps that advocates use every day in their interaction with survivors. Don’t let the
audience get hung up on taking “certain steps” with clients. Ask participants for their
feedback on the theory.

25
(Anderson, 2005)
Common Advocacy Situations
Common Advocacy Situations
Common advocacy situations include:
 Responding to Crisis Call
responding to a crisis call, medical-
 Medical-Evidentiary Exam accompaniment
evidentiary exam accompaniment, law  Law Enforcement Statement Accompaniment
enforcement statement accompaniment and  Courtroom Accompaniment
courtroom accompaniment.

Crisis Calls

In responding to crisis calls, there are several

goals:

 Identify the survivor’s immediate Responding to Crisis Call (recent

concerns assault)
 Identify immediate concerns
 Establish safety  Establish safety
 Explain services
 Explain services  Arrange transportation
 Discuss evidence
 Arrange transportation
 Address practical issues
 Arrange a time to meet
 Discuss evidence
 Activate first responders

 Address practical issues

 Arrange a time to meet

 Activate first responders

The above goals apply to calls from survivors who were recently assaulted. For adult
survivors of child sexual assault, the first three goals also apply as well as the goal of
connecting the survivor to a counselor or other support system.

The Medical Evidentiary Exam (aka the Rape Kit or the Forensic Exam)

The second common advocacy situation is

Medical-Evidentiary Exam
accompaniment to a medical evidentiary
exam. *This is a brief overview of medical  “Usually” within 72 hours
advocacy and should not be considered  SANE program/nurse
adequate training to establish a medical  Hospital procedure
advocacy program.  Is it want the victim wants or needs?
 You must be able to tell a victim exactly what to
expect from an exam
There are several factors advocates and Victim
survivors need to consider prior to obtaining a
medical evidentiary exam. Evidentiary exams  Within evidence collection time period

 Desire to have evidence collected

are “usually” performed only within 72 hours of
 Bring clothing worn during/after the assault even if
the assault as this is the time frame that it has been washed. Bring extra set of clothing to go
evidence is still “available” to collect. Often home in, including shoes
 No showering/bathing/urinating/brushing teeth etc.
times, each local law enforcement agency has a
policy about the timeframe used to collect *Chances are a victim is not calling the hotline first. Initial
point of contact is usually hospital or LE
medical evidence. Advocates should be aware
of their local agency policy. If advocates are
referring victims for medical evidentiary exams, it is important to know when the assault
occurred and to instruct victims not to shower, bathe, urinate or douche as these
activities destroy evidence. It is rare that victims have not done any of the above, but if
they are wanting to go in for an evidentiary exam, advocates should explain that the
victim should refrain from any of these activities until after the exam is completed.

Most medical evidentiary exams are done at a hospital, although larger urban areas
may have an advocacy center where exams can be performed. Some hospitals and
many advocacy centers have SANE (Sexual Assault Nurse Examiner) nurses that
perform the sexual assault exams. SANEs are specially trained on how to collect
evidence in sexual assault cases. Advocates should be familiar with the evidentiary
exam process so they can explain to a victim what to expect from the exam so that a
victim can make an informed choice about whether she wants to have evidence
collected.

Components of the medical evidentiary exam

include: Medical-Evidentiary Exam
 Interview: medical history, gynecological history,
 Interview: medical history, gynecological assault details
history, assault details  Physical: important to know the steps so you can
prepare and educate the victim
 Physical: evidence collection  Other tests: blood sample, photograph injuries,
colposcope?, collect clothing etc.
 Drug facilitated: urine sample, test shows all drugs
 Other tests: blood sample, photograph consensually taken
injuries, colposcope?, collect clothing etc.

 Drug facilitated: urine sample, test shows

all drugs consensually taken

In most cases, the hospital or advocacy center will have contacted the local law
enforcement agency and an officer will be on scene during the exam. It is up to the
individual officer whether he/she chooses to be in the exam room during the evidence
collection. Many law enforcement agencies will have an officer interview the victim after
the evidence collection is completed. It is essential that advocates keep in mind that the
medical evidentiary exam is part of the criminal investigation. Advocates should take
particular care avoid becoming part of the Ways to avoid inserting yourself into
investigation. Advocates should not: the investigation
 Provide translation  Never provide translation
 Don’t take notes or prompt victim to say
 Take notes or prompt victim to say something “don’t you want to tell them
something “don’t you want to tell them about..”
about..”  Never sign things as a witness

 Never be alone with the forensic evidence

 Sign things as a witness and never touch it

 Be alone with the forensic evidence or

touch it

At times when a medical evidentiary exam is not performed, it is important to still

refer survivors to appropriate medical care. A Women’s Clinic, local physician,
District Health Departments, etc are all appropriate referrals when the goal is not to
collect evidence but to obtain medical care
for the survivor. A survivor may request that Medical Exams
an advocate accompany her to this type of
 At times when a medical evidentiary exam is not
exam as well.
performed, it is important to still refer survivors to
appropriate medical care
Please refer back to the beginning of this  A Women’s Clinic, local physician, local district health
training and the discussion on the physical department etc. are all appropriate referrals when
impact of sexual assault. All of the issues the goal is not to collect evidence but to obtain
medical care for the survivor
addressed there are important issues to
discuss with survivors regarding medical
exams.

Law Enforcement Statement Accompaniment

As with all advocacy situations, it is Law Enforcement Statement

important to have a solid working Accompaniment
relationship with law enforcement officers. If  Law enforcement is part of your team
a victim chooses to have an evidentiary  Investigator asks victim to go through statement in
detail
exam completed, law enforcement will
 Investigator asks questions for clarification
typically already be on the scene to begin  Recording varies by department
their interviews and investigation. Should a  Statement is transcribed
victim not have an evidentiary exam, she  Victim reviews, signs
can still choose to report the assault to law
 If you have concerns during
the statement
enforcement. If an advocate accompanies a
victim to a law enforcement statement, the  Never interfere with the statement
 Hold all comments or questions until statement is
following is a brief outline of what to expect: complete
 Talk with officer privately
 Investigator asks victim to go through  Talk with victim, allowing victim to voice feelings
statement in detail about the statement

 Investigator asks questions for clarification

 Recording varies by department

 Statement is transcribed

 Victim reviews, signs

Again, it is essential for an advocate to be familiar with the local law enforcement
agency procedures regarding sexual assault cases. This allows an advocate to be able
to accurately explain the reporting process to victims.

The Courtroom Accompaniment

Courtroom Accompaniment
Should an advocate be asked by survivor to
accompany her to court, it is again essential that  You may accompany victim to attorney
appointments as well as courtroom
the advocate be familiar with local procedures.  The goal is to familiarize victim with the process and
Advocates may accompany victims to the courtroom
appointments with prosecuting attorneys, to victim  If the case is plea bargained, work with victim to
express opinions
impact statements as well as to hearings. The goal
of court advocacy is to familiarize the survivor with
the criminal justice process and the courtroom.
A Victim’s Loved Ones
Rape is a devastating experience for both victims
and those close to them. Loved ones often Significant others
experience a wide range of emotions and reactions
 Are angry, confused, feel helpless
after someone they love is assaulted.  “Revenge”
 Risky behavior does not give someone else the right
It is important for advocates to understand that loved to rape
ones are often in crisis as well. Advocates may be  Over-protectiveness restrict a victim’s freedom
working with loved ones as well as with victims. For  Support a victim’s decisions

family members, supporting the victim is essential.

One of the most common feeling for victims is to feel
a loss of who they were and what life was like before
the assault. Those close to the victim also experience this loss. Mourning these losses
are normal and healthy responses. This feeling of loss and frustration for significant
others often times turns into feelings of rage toward the perpetrator. Wanting to “get
back” at the perpetrator only adds additional stress to a victim because a victim now
fears for her loved one’s safety. Significant others need to find alternative ways to
release anger.

Sexual assaults may occur under circumstances where the victim was involved in
activities others may disapprove of. Any decision to participate in those behaviors is
separate from the sexual assault. The bottom line is that risky behavior does not give
someone else the right to rape.26

Loved ones often go to extra lengths to protect the victim. A loved one’s concern for her
safety may be appreciated but may also be interpreted as mistrust or indirect blame for
the assault. A victim must regain her own sense of control and power over her life.

26
(Houser)
Compassion Fatigue (Vicarious or Secondary Trauma, Trauma
Stewardship)
Working as a sexual assault victim advocate Compassion Fatigue
often causes compassion fatigue due to the  Defined as psychological consequence of
nature of working with trauma on a daily basis. caregivers’ continual exposure to the traumatic
Compassion fatigue is defined as psychological experiences of victims, without sufficient relief for
themselves
consequence of caregivers’ continual exposure  Intellectual, physical, emotional, spiritual and sexual

to the traumatic experiences of victims, without energy gets depleted

sufficient relief for themselves. Compassion  Reduced sense of personal accomplishment
 Disrupts world view, your sense of who you are
fatigue occurs when Intellectual, physical,
emotional, spiritual and sexual energy gets
depleted. With compassion fatigue comes a
reduced sense of personal accomplishment and a disrupted world view.

Advocates experiencing compassion fatigue, often find it increasingly difficult to attend

to survivors with empathy, hope and compassion. Advocates often work in a culture
where it can be unacceptable to talk about
feeling exhausted, overwhelmed or not Costs of Compassion Fatigue
connecting with clients.
 Becomes increasingly difficult to attend to survivors
In order for advocates to continue to provide with empathy, hope and compassion
 Advocates work in a culture where it can be
quality services to victims, it is essential that
unacceptable to talk about feeling exhausted,
advocate agencies and advocates individually overwhelmed or not connecting with clients
prioritize self-care.  Prioritize self-care

In her book “Trauma Stewardship: An everyday

guide to caring for self while caring for others”
author Laura van Dernoot Lipsky says “trauma
stewardship refers to the entire conversation about how we come to do this work, how
we are impacted by our work, and how we subsequently make sense of and learn from
our experiences. By talking about trauma in terms of stewardship, we remember that we
are being entrusted with people’s stories and their very lives. We understand that this is
an incredible honor as well as a tremendous responsibility. We know that as good
stewards, we get to create a space for and honor others; hardship and suffering while
not assuming their pain as our own. To participate in trauma stewardship is to
continuously remember the privilege and sacredness of being called to help another
sentient being; it means maintaining our highest ethics, integrity, and responsibility
every step of the way.” 27

27
(Lipsky, 2007)
Boundaries
It is essential that advocates maintain healthy Boundaries
boundaries with the survivors they work with.
 Set limits on what you will do for victims and when
This means being willing and able to set limits on
you will be available.
what advocates do for victims and when  Being able to distinguish between appropriate and

advocates are available. Being a good advocate inappropriate client requests.

 There are times when it is perfectly legitimate to put
does not mean doing anything asked of you at your needs ahead of the victims’ needs.
any time; rather, it means being able to
distinguish between appropriate and
inappropriate client request. There are times
when it is perfectly legitimate for an advocate to
prioritize his/her own needs ahead of the victims’ needs.28

28
(Crime, 2007)
Self-Care
Advocates must prioritize self-care. The Self-Care
alternative is to continue doing advocacy at
an impaired level or leave the field. Advocates  Commit to replenishing yourself
need to be aware of how well they are eating,  The alternative is to continue doing advocacy at an
impaired level or leave the field
sleeping, exercising, socializing, enjoying life,  Meet with supervisors
spending time with family, and participating in  Be aware of how well you are eating, sleeping,
the hobbies and activities they love. exercising, socializing, enjoying life, spending time
with family, and participating in the hobbies and
activities you love.
Much as it is normal for a rape survivor to
experience symptoms of distress because of
the assault, so it is for the caregiver. It does
not mean you are doing anything wrong, or
that you are unfit for this work. It means you need to recognize the impact and take
measures to take care of yourself and reduce your distress by whatever means
you can reasonably achieve.29

Self-Care Exercise: Have participants spend the next 5 minutes creating a personalized
self-care plan that they can use during their
advocacy work. The plan might address Self-Care Exercise
self-care activities on a personal,
professional and organizational level. Also  Spend the next 5 minutes creating a personalized

have participants identify at least three self-care plan that you will use during your
advocacy work. The plan might address self-care
strategies for self-care, how often they plan activities on a personal, professional, and
to engage in that activity and when organizational level.
 Identify at least three strategies for self-care, how
specifically they will start their self-care often you plan to engage in that activity, and when
plan. specifically you plan to start.

29
(Crime, 2007)
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