Perspectives of rape-prevention educators on the role of consent in sexual violence prevention (Record no. 8460)

MARC details
000 -LEADER
fixed length control field 02405nab a22003137a 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250625151650.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 231211s2020 -nz |xu||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency AFVC
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Beres, Melanie A.
9 (RLIN) 8090
245 ## - TITLE STATEMENT
Title Perspectives of rape-prevention educators on the role of consent in sexual violence prevention
Statement of responsibility, etc Melanie Ann Beres
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher, distributor, etc Taylor & Francis,
Date of publication, distribution, etc 2020
500 ## - GENERAL NOTE
General note Sex Education, 2020, 20(2): 227-238
520 ## - SUMMARY, ETC.
Summary, etc Sexual consent education is increasingly used as an educational tool for sexual violence prevention. Yet very little research exists on the effectiveness of consent education to reduce rates of sexual violence. Prior to understanding the effectiveness of any prevention programme, it is essential to understand the mechanisms through which the approach will prevent incidents of sexual violence. For instance, some programmes address perpetrating behaviour while others focus on increasing bystander behaviour. The mechanisms behind consent education may appear on the surface to be very clear. If everyone knows how to ask for and communicate consent, and everyone then does so, there would be no sexual violence. However, if this were the case, then consent education would only prevent sexual violence that was caused by people who were naïve to the communication of consent. To develop a better understanding of the mechanisms through which consent education could work, I interviewed educators involved in designing and delivering consent programming. Their perceptions of the potential for consent education to create change are complex. Educators simultaneously see transformative potential in consent education while maintaining scepticism about the possibility of consent education to change perpetrating behaviour. (Author's abstract). Record #8460
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element ATTITUDES
9 (RLIN) 70
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element CONSENT
9 (RLIN) 4690
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element EDUCATION
9 (RLIN) 218
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element YOUNG PEOPLE
9 (RLIN) 660
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
9 (RLIN) 458
Topical term or geographic name as entry element PREVENTION
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element RAPE
9 (RLIN) 488
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element SEXUAL VIOLENCE
9 (RLIN) 531
651 ## - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name INTERNATIONAL
9 (RLIN) 3624
651 #4 - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name CANADA
9 (RLIN) 2602
651 #4 - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name NEW ZEALAND
9 (RLIN) 2588
651 #4 - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME
Geographic name UNITED STATES
9 (RLIN) 2646
773 0# - HOST ITEM ENTRY
Title Sex Education, 2020, 20(2): 227-238
830 ## - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title Sex Education
9 (RLIN) 9640
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://doi.org/10.1080/14681811.2019.1621744">https://doi.org/10.1080/14681811.2019.1621744</a>
Link text DOI: 10.1080/14681811.2019.1621744
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Journal article
Classification part news125

No items available.