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Training, Education, & Prevention

Commitment to Training, Education, and Prevention

The District is committed to educating our students, employees, and community members about proactive steps they can take to mitigate the detrimental impacts of rape, sexual assault, and sexual misconduct. We offer sexual violence awareness and prevention programming year-round, as well as training for employees and students. For information on events like Clothesline Project, Consent Fair, Denim Day, Take Back the Night, and on-campus training opportunities, please check the Office of Equity, Inclusion, and Compliance Events (OEIC) page, or contact the Title IX Coordinator for your site.

Training

Title IX Training

The District offers Title IX training to all employees through the District Office of Human Resources, in conjunction with the District Office of Equity, Inclusion, and Compliance. Additionally, the campus Title IX Coordinators may provide training upon request. If you have a group of faculty, staff, or students who would like to request a training, please feel free to contact one of the District or Campus Title IX Coordinators or Sacha Moore, District Coordinator of Equity, Inclusion, and Compliance, at smoore@gwc.cccd.edu or (714) 892-7711 ext. 51119. We will be happy to coordinate training with you.

SafeZone Training

Additionally, the Colleges offer SafeZone training for both students and employees. In this training, participants expand their cultural competence and discover strategies for promoting and facilitating LGBTQ-inclusive environments. The training is intended for all interested parties. Whether you identify as heterosexual, LGBTQIA+, transgender, cisgender, ally, or aspiring ally, if you want to know more about creating accepting, safe spaces wherever you go, you are welcome here!

Each of the Colleges has certified SafeZone trainers on staff, including each of the campus Title IX Coordinators. Please be on the lookout for scheduled trainings on campus and through OEIC.

SAIL (Supporting Actively Inclusive Leaders) Training

Starting Spring 2018, the Office of Equity, Inclusion, and Compliance (OEIC) is also offering SAIL (Supporting Actively Inclusive Leaders) Training. This program provides insight into how participants can create an inclusive campus community where faculty, staff, and students take proactive steps to address the needs of people from historically marginalized and disenfranchised identity groups and provide comprehensive support to ensure that all community members are successful in their academic and professional pursuits. Additionally, SAIL empowers all of us to be active bystanders in our community in an effort to dismantle institutional and social systems of oppression and eliminate bias, prejudice, and discrimination from our campuses. SAIL believes that even the smallest action can make a tremendous impact in the lives of our students and colleagues. Join us, and set SAIL!

SAIL Training is application-based, and CCCD employees are eligible for consideration when they have completed SafeZone Training or SafeZone Train-the-Trainer within the past three years.

For additional information on SAIL Training, please contact Sacha Moore, District Coordinator of Equity, Inclusion, and Compliance, at smoore@gwc.cccd.edu.

Education and Prevention

Affirmative Consent

If you find yourself in the position of being the initiator of sexual behavior, you owe sexual respect to your potential partner. These suggestions may help you to reduce your risk of committing a non-consensual sex act and for being accused of sexual misconduct.

Tips for Affirmative Consent

  • Clearly communicate your intentions to your sexual partner, and give them a chance to clearly relate their intentions to you. GET ON-GOING CONSENT from your partner. It's the law (Senate Bill 967).
  • Understand and respect personal boundaries.
  • DON'T MAKE ASSUMPTIONS about consent, about someone's sexual availability, about whether they are attracted to you, about how far you can go, or about whether they are physically and/or mentally able to consent. If there are any questions or ambiguity, then you DO NOT have consent.
  • Mixed messages from your partner are a clear indication that you should stop, defuse any sexual tension, and communicate better. You may be misreading them. They may not have figured out how far they want to go with you yet. You must respect the timeline for sexual behaviors with which they are comfortable.
  • Don't take advantage of someone's drunkenness or drugged state, even if they did it to themselves.
  • Realize that your potential partner could be intimidated by you, or fearful. You may have a power advantage simply because of your gender or size. Don't abuse that power.
  • Understand that consent to some form of sexual behavior does not automatically imply consent to any other forms of sexual behavior.
  • Silence and passivity cannot be interpreted as an indication of consent. Read your potential partner carefully, paying attention to verbal and non-verbal communication and body language.

Bystander Intervention Tips and Techniques
The District highly encourages bystander intervention as it relates to any kind of potential violence such as sexual misconduct, bullying, or any other forms of gender-based discrimination. The following are resources on how to intervene when a potential problem arises with a friend who my need assistance:

Apps

If you believe you are in a compromising position, you may find these apps useful:

Bystander Intervention Techniques: "The Four Ds"

Please remember that your safety is of the utmost importance. When a situation threatens physical harm to you or another party, ask someone for help or contact the police.

  1. Direct: Step in and address the situation directly. This might look like saying, "That's not cool. Please stop," or "Hey, leave them alone." This technique tends to work better when the person whom you are trying to stop is someone who knows and trusts you. It does not work well when drugs or alcohol are being used because someone's ability to have a conversation with you about what is going on may be impaired, and they are more likely to become defensive.
  2. Distract: Distract either person in the situation to intervene. This might look like saying, "Hey, aren't you in my Spanish class?" or "Who wants to go get pizza?" This technique is especially useful when drugs or alcohol are being used because people under the influence are more easily distracted than those who are sober.
  3. Delegate: Find others who can help you to intervene in the situation. This might look like asking a friend to distract one person in the situation while you distract the other ("splitting" or "defensive split"), asking someone to go sit with them and talk, or going and starting a dance party right in the middle of their conversation. If you did not know either person in the situation, you could also ask around to see if someone else does, and check in with them. See if they can go talk to their friend, text their friend to check in, or intervene.
  4. Delay: For many reasons, you may not be able to do something right in the moment. For example, if you are feeling unsafe or if you are unsure whether or not someone in the situation is feeling unsafe, you may just want to check in with the person. In this case, you can combine a distraction technique by asking the person to use the bathroom with you or go get a drink with you to separate them from the person with whom they are talking. You might ask them, "Are you okay?" or, "How can I help you get out of this situation?" This could also include texting the person, either in the situation or after you see them leave, and asking, "Are you okay?" or "Do you need help?"

Videos

The following short videos may help you, a family member, a friend, a student, or a colleague better understand topics relating to sexual misconduct:

Consent

Sexual Assault Awareness

Stalking

Coast Community College District Nondiscrimination Policy

The Coast Community College District is committed to equal opportunity in educational programs, employment, and all access to institutional programs and activities.

The District does not discriminate unlawfully in providing educational or employment opportunities to any person on the basis of race or ethnicity, gender, gender identity, gender expression, religion, age, national origin, sexual orientation, marital status, medical condition, pregnancy, physical or mental disability, military or veteran status, or genetic information or because he/she is perceived to have one or more of the foregoing characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics.