. Thinking through this outline generates a collaborative process between you and your professor as you move into the Signature Assignment. Your professor can help you visualize the direction of your, and then provide feedback.

An outline is a framework for  and is an effective way to begin planning the main topics and subtopics that will be included in an assignment. An outline contains only the most important information in brief statements. Please check into writing resources or your professor if you struggle with creating an outline.

Complete the Spotlight on Skills located in Week 10’s introduction, if you need assistance with the tools used to complete your assignment.

The first step is to decide on a classical model that you would like to learn more about.

• Strategic
• Structural
• Symbolic Experiential
• Human Validation Process
• Emotion Focused Therapy
• Bowen Intergenerational
• Contextual
• Psychoanalytic Family Therapy
• Cognitive-Behavioral Family Therapy

Then, explore the assignment expectations for next week. Create an outline that highlights the points that you intend to bring to your next week. Additionally, include a listing of references (including the two or more supplemental references that you will use).

Length: 2-4

References: Include a minimum of 5 scholarly resources.

ontext:  There are many conversations we have with our personal relations that may elicit emotionally charged feelings like frustration, disappointment, discouragement, anger, etc.  First take time to review social emotional skills linked below.  Sometimes when we have external stressors putting pressure on us, we may have less energy to devote to the stress in our relationships.  One tool, called the HARD conversation model, HALTING conversation, ATTENDING to our nervous system response, REPAIRING, and DEBRIEFING can be used to re-engage to problem solve.  Pick a situation in which you were able to notice increased anxiety or tension and used this model to calm the nervous system so you were able to re-engage relationship strategies.  Apply practical steps to each of the stages in this model.  How does this model impact awareness of the relationship and problem solving?  3 pages APA please.

LINK HERE Pos Psych SEM

Dropbox: Please submit a 3 page summary with references

 

 

Readings and Research

Textbook Read Chapter 10 in Intimate Relationships by Miller, R.S. Additional Readings Please read the following articles, available by entering the title of the article using Library Guides link to library above Baker, L. & McNulty, J.K. (2010). Shyness and marriage: Does shyness shape even established relationships? Personality and Social Psychology Bulletin 36(5) 665–676. Cacioppo, J.T., Fowler, J.H., & Christakis, N.A. (2009). Alone in the crowd: The structure and spread of loneliness in a large social network. Journal of Personality and Social Psychology, 97(6), 977–991.

Additional Resources

· Overcoming Loneliness

· Are You Shy?

· How Shy Are You? Interactive online self-test

· Dr Murthy

· Across lifespan

· young adults and virus

APPLIED FINAL PROJECT

In your applied final project for this course, you will analyze a case study, select a diagnosis, create a treatment plan, and support your decisions with evidence from the course readings or outside scholarly resources.

STEP 1: Review the Case Report

 

Psychological Case Study

Name: Ms. Smith Dates of Interview: 03/18/19; 03/25/19

Date of Birth: 03/21/1987 Age: 32 years

Gender: Female Education: Highschool Graduate

Background information:

Ms. Smith is a 32-year-old biracial, female, who has completed high school and is currently employed as a waitress. Ms. Smith was taken to the hospital on 3/18/2019 by local police, who found her screaming, pacing, and weeping inconsolably outside of a local apartment building on 5th Street. Apartment residents called police to the scene, concerned by the disturbance Ms. Smith was creating.

Captain Logan, with Fire and Rescue, arrived second on the scene and treated Ms. Smith for multiple cuts on her arms. Exhausted by apparent despair, Ms. Smith conveyed she moved to town one month earlier from Memphis, TN, looking for a new start. She met her boyfriend, Frank, six days after starting her new job, and they have gone out six times. According to Ms. Smith, “Frank is my destiny, he has to love me as much as I love him!” Officers at the scene learn that Frank, hours earlier, told Ms. Smith he never wanted to see her again and that Ms. Smith has a restraining order against her in San Diego, CA.

Referral Question:

Ms. Smith has been referred to Dr. Liam for psychological evaluation due to immediate concerns for risk of self-harm.

Current Symptoms:

Currently, Ms. Smith, reports that her head sometimes feels numb and that her thoughts are confused. She is experiencing incredibly strong feelings of fear, seeing herself as being abandoned and alone in a strange new town. She self identifies as a passionate woman capable of foolish things that she is sometimes sorry for, to include unprotected sex with multiple partners before meeting Frank.

When interviewed by police the day Ms. Smith was escorted from his apartment complex, Frank reported that Ms. Smith’s behaviors toward him rapidly became impulsive and demanding after their first date. At first Ms. Smith was charming and thoughtful. She would surprise him with small, simple gifts (e.g., movie tickets). She then started to send affectionate text messages every half hour. The nature of the text messages quickly shifted from casual and flirty to strong expressions of passion and love sent every 10 minutes. When Frank did not respond to these messages, in frequency or kind, Ms. Smith would suddenly ignore him or lash out.

When asked about this behavior, Ms. Smith reported she regretted her negative actions towards Frank immediately after she did them, experiencing regret or panic after lashing out. Having been in many relationships before, that according to her, ‘did not work out,’ Ms. Smith could not stand the idea of Frank, her perfect love, seeing her as unkind.

Now that Frank has broken up with Ms. Smith, she feels empty, powerless, and worthless. She attributes this sorrow as the reasons behind her sudden mood swings. Her thoughts and emotions stray between extreme agitation and a compulsion to act out to apathy and a desire to withdraw.

Relevant History:

Developmental/Medical/Social:

Ms. Smith’s mother, Helen Taylor, and father, Jake Smith, were both heroin addicts. Her mother claims she did not use drugs while pregnant with Ms. Smith, attributing the life-style change to having completed rehabilitation two months prior to becoming pregnant. During the pregnancy, Ms. Taylor did not seek prenatal care due to a fear of doctors and a lack of financial security. At delivery, Ms. Smith reports she thinks she was a normal, healthy infant.

Ms. Smith reports that her mother, Ms. Taylor, was not interested in being a mother and abandoned her to the care of Mr. Smith when she was 8-months old, upon his release from jail, following incarceration for stealing a wedding band to wed Ms. Taylor.

Growing up, Ms. Smith had two older half-brothers, and one younger half-sister. Her mother had multiple relationships prior to meeting Mr. Smith and is the mother of Ms. Smith’s brothers. Ms. Smith’s half-sister is the child of her father and stepmother. Ms. Smith lived with her father and stepmother until she was 18 years-of-age. The years between 2 and 8 she describes as the most influential. She struggled with confusion as to why her mother did not want her and why her stepmother ignored her. She also suffered malnutrition due to lacking food in the home.

Between the ages of 7 and 17, Ms. Smith continued to lack food and emotional security. She also withdrew into bouts of self-loathing and wishing for a permanent out for her mental, emotional, and physical suffering. Her father’s moods were unpredictable, and her stepmother hit her frequently. Ms. Smith reports that no longer what she did (skipped school, brought home straight A’s), her stepmother expressed upset towards her. Owning one pair of jeans, four shirts and one pair of shoes by the time she turned 18, Ms. Smith was sensitive to the judgement of others. In middle school and high school, she was overly self-focused and overreacted if she sensed a hint of judgement or rejection from others. This reactance often led to sudden moments of violence (fights, throwing objects, verbal assaults) against those Ms. Smith felt wronged by. During this period, Ms. Smith also took up the use of alcohol to counter regrets for her negativity towards others, and the wallowing emotional pit of nothingness she sometimes found herself in.

Ms. Smith did disclose a family history of mental health challenges and anger management issues, though most she attributes to illegal substance use difficulties. Ms. Smith says she has worked with multiple therapists over the years but has not had luck finding one who understands her enough to bring about change. Reportedly, Ms. Smith was not athletic as a child or teen, but was good at art, music, and writing. She participated in band until her stepmother made it impossible for her to make it to band practice on time, making her miss the morning school bus.

Pointed to above, Ms. Smith’s relationships with others have, and continue to be brief, beginning with idealization of a person and then a rapid period of denigration and demands of that person.

Educational/Occupational:

Ms. Smith explained that she was an early reader and began to read while attending a Jump Start Program. Ms. Smith stated that, during the first grade, she “loved” her teacher Mr. V., but he never paid attention to her. Ms. Smith reported that she performed quite well academically from the second through the fifth grade. This period marks a time before a move across country to a new town. In sixth grade, Ms. Smith changed schools. The middle school and high school years marked a period where her teachers knew her homelife was poor and they worked to get her into advanced classes. Currently, Ms. Smith is working as a waitress, but aspires to enter the music industry as a song writer. She has always been talented with the written word, according to her. This career focus will be her fourth “remaking of herself” in the past 18 months.

Alcohol Substance Abuse:

Ms. Smith denied use of any illegal drugs or any prescription drugs, but does overindulge in alcohol.

Conduct and Legal:

Reportedly, Ms. Smith has a restraining order against her in the state of California. The order is to maintain over 100 feet from a past romantic interest. Ms. Smith acknowledge she was disappointed her affection was perceived as overly demanding and blames the failure of the relationship on the fact the person was married.

Observations:

Ms. Smith is a 32-year-old, biracial female of average height and petite frame. She appeared her stated age, arrived at the evaluation agitated and dressed in clothes that may have been slept in. She was polite and cooperative at one moment and then sarcastic or argumentative the next during the evaluation. Ms. Smith is left-handed. When challenged she would response with explosive anger, then retrack with an apology and body language that expressed guilt or remorse. Attention and concentration were slightly impaired. Ms. Smith’s thought processes were connected, while logic applied to decision making was not always coherent. Ms. Smith’s eye contact during the evaluation was dependent on her mood.

Regarding her motor functioning, there are no apparent abnormalities. No evidence of impaired vision or hearing was present during this evaluation. Ms. Smith did not demonstrate any difficulties with speech and appeared to demonstrate the ability to both understand and express the English language without notable exceptions. The content of her thought was occasionally tangential, moving off topic to the discussion of Frank, or to make personal inquiries directed at getting to know Dr. Liam. Her preoccupation with being abandoned does not appear to reflect paranoid thinking. Her affect shifts rapid, contingent on topic of the discussion. She did not report hallucinations or delusions. Ms. Smith’s gait and pace reflected shifts in mood throughout the session. She did express suicidal but not homicidal ideation.

STEP 2: Draft a Case Conceptualization

 

Apply cumulative knowledge from this course and others (i.e., abnormal psychology) to diagnosis Ms. Smith, support your diagnosis with evidence from the case and recommend further assessment and treatment options. Your paper should consist of the following sections:

Title Page

Part I: Reason for Referral

1. What was the reason for the referral?

1. What sources of data do you have and need?

Part II: Background Summary

1. Family/Social, (supports) Include ethnic/racial/cultural

1. Medical/ developmental

1. Educational/occupational (hobbies)

1. Behavioral observations

Part III: Assessment Data

1. Assessment:

1. In addition to a good diagnostic interview, what assessment tools would you recommend using to aid in giving an accurate diagnosis and developing a treatment plan?

Part IV: Tentative Diagnosis

1. Select a diagnosis using the DSM-5

· DSM codes (add resources) http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1610168&site=eds-live&scope=site&ebv=EK&ppid=Page-__-1

2. Defend which diagnosis/diagnoses are possible using specific examples from the case.

 

Part V: Treatment Recommendations

1. Consider which treatment would be the ethical choice (community, group, referral to a forensic psychologist, psychiatrist, physician or for a neuropsychology evaluation).

2. Provide one or two Evidence Based Treatment recommendation for the diagnosis given.  Be sure to cite the source that helped you to determine the best Evidence Based Treatment for this diagnosis.

 

Part VI: Considerations

Clearly present your analysis of developmental, sociocultural, and ethical considerations that contribute to the diagnosis and treatment recommendations made.

1. Developmental Considerations

1. Sociocultural Considerations

1. Ethical Considerations

Part VII: Conclusion

1. Conclude with a summary of your findings.

Part VIII: References

Your paper should be 6-8 pages in length. Use APA style headings and subheadings, double-spacing, an appropriate serif or sans serif font (e.g., Times Roman12-point; Arial 11-point; Calibri 11-point), one-inch margins (left, right, top, and bottom), page numbering, and logical flow from topic to topic. Write with clarity, paying attention to spelling, grammar, and syntax.

 

PLEASE NOTE:

While a typical Case Conceptualization would not contain a reference section, we are asking you to include one here to demonstrate good practice in attributing and citing the ideas of others correctly. Please also include in text citations as appropriate.

Consult the UMGC Citing and Writing Guide, for proper form of APA Style in-text citations and references.

 

Please reference the rubric accompanying this assignment for scoring details.

Trigger Warning! This training discusses topics relating to sexual harassment and sexual assault that may be difficult or triggering for someone who has experienced these behaviors. If you need to take a break, it is okay! If you would like to be connected to campus resources, please contact titleix@gcu.edu.

What Is Title IX?

While it is often thought of as a law that applies to athletic programs, Title IX has a much broader reach than athletics and impacts all of the students, faculty, and staff of Grand Canyon University.

Title IX of the Education Amendments of 1972 is a federal law that prohibits sex and gender-based discrimination in education programs and activities that receive federal funds. This includes gender-based harassment, and also includes sexual misconduct and sexual violence as forms of sex discrimination. Title IX applies equally to males and females in all educational programs and activities at GCU, including athletics, extracurricular activities and other programs and events. In addition to Title IX, GCU also complies with the Violence Against Women Act (VAWA), which amended the Clery Act to give additional rights to campus victims of sexual assault, domestic violence, dating violence, and stalking.

GCU will respond to alleged incidents of sexual and gender-based misconduct that occurred on campus, that were part of an official university program or activity (regardless of location), or where the reporting party and responding party are students, faculty, staff, administration, or a third-party vendor of the university (regardless of location).

Right now, some of you may be thinking, “I am an online only student. Does this requirement apply to me?” Our policies protect all students, regardless of their location. Therefore, it is important for online students to learn about our Title IX program, because prohibited conduct does not require physical touching. Various forms of misconduct, such as sexual harassment and stalking, can occur in the online environment. You may also find the information to be helpful to you outside of the online classroom.

GCU’s commitment to complying with these regulations helps to ensure our school is a safe and responsible learning and working environment. So, it is important that all students, faculty, and staff are aware of GCU’s policy regarding sexual harassment and sexual misconduct. The Title IX and Non-Discrimination Policy spells out the obligations that GCU has to provide for the prompt and equitable resolution of sexual or gender-based harassment or sexual violence complaints. The policy also provides:

An assurance that GCU will take steps to prevent the recurrence of any harassment and address any discriminatory effects

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The various ways that a complaint can be filed

The methods GCU will utilize to conduct a full investigation of the complaint

The rights of both the Complainant and Respondent

Interim measures and campus resources

Sanctions for each type of violation

Policy Violation Definitions

Now let’s talk about the types of behaviors covered by the policy, starting with sexual harassment. Sexual Harassment is a specific form of discriminatory harassment and an unlawful discriminatory practice. Acts of sexual harassment may be committed by any person upon any other person, regardless of the sex of those involved. Sexual Harassment, as an umbrella category, includes the offenses of sexual harassment, sexual assault, domestic violence, dating violence, and stalking. In all forms, the behavior must be sufficiently severe, pervasive, and objectively offensive that it unreasonably denies or interferes with someone’s ability to participate in or benefit from GCU’s educational programs, activities, or employment. The following are the various forms of sexual harassment:

Quid Pro Quo:

An employee of the University conditions the provision of an aid, benefit, or service of the University on an individual’s participation in unwelcome sexual conduct; and/or

 

Sexual Harassment:

Unwelcome conduct, determined by a reasonable person, to be so severe, and pervasive, and, objectively offensive, that it effectively denies a person equal access to the University’s education program or activity. Unwelcomeness is subjective and determined by the Complainant (except when the Complainant is below the age of consent). Severity, pervasiveness, and objective offensiveness are evaluated based on the totality of the circumstances from the perspective of a reasonable person in the same or similar circumstances.

 

Sexual assault, defined as:

Sex Offenses, Forcible

Forcible Rape

Forcible Sodomy

Sexual Assault with an Object

Forcible Fondling

Sex Offenses, Nonforcible:

 

Dating Violence, defined as: Violence, on the basis of sex, committed by a person, who is

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in or has been in a social relationship of a romantic or intimate nature with the Complainant. For the purposes of this definition, dating violence includes, but is not limited to, sexual or physical abuse or the threat of such abuse. Dating violence does not include acts covered under the definition of domestic violence.

 

Domestic Violence, defined as: Violence, on the basis of sex, committed by a current or former spouse or intimate partner of the Complainant, by a person with whom the Complainant shares a child in common, or by a person who is cohabitating with, or has cohabitated with, the Complainant as a spouse or intimate partner, or by a person similarly situated to a spouse of the Complainant under the domestic or family violence laws of Arizona, or by any other person against an adult or youth Complainant who is protected from that person’s acts under the domestic or family violence laws of Arizona.

 

Stalking, defined as: Engaging in a course of conduct, on the basis of sex, directed at a specific person, that would cause a reasonable person to fear for the person’s safety, or the safety of others; or suffer substantial emotional distress.

 

Consensual Relationships

Consensual sexual conduct between GCU employees and students or prospective students is strictly prohibited due to the unequal power inherent in their interactions. Certain exceptions to this prohibition may apply to unique situations, including employees and students who are spouses and employees and students who may have already been involved in a sexual relationship prior to the time they were hired or became a student.

 

The University reserves the right to impose any level of sanction, ranging from a reprimand up to and including suspension or expulsion/termination, for any offense under this policy.

 

Other Civil Rights Offenses

In addition to the forms of sexual harassment described above, which fall within the coverage of Title IX, the University additionally prohibits the following offenses as forms of discrimination outside of Title IX when the act is based upon the Complainant’s actual or perceived membership in a protected class. Conduct that does not otherwise constitute Title IX sexual harassment under this policy will be addressed using the Informal Resolution Process or the Discriminatory Harassment Administrative Resolution Process.

 

Sexual Exploitation, defined as: taking nonconsensual or abusive sexual advantage of

another for their own benefit or for the benefit of anyone other than the person being exploited, and that does not otherwise constitute sexual harassment under this policy.

Threatening or causing physical harm, extreme verbal, emotional, or psychological abuse, or other conduct that threatens or endangers the health or safety of any person.

Intimidation, defined as implied threats or acts that cause an unreasonable fear of harm in

Another.

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Hazing, defined as acts likely to cause physical or psychological harm or social ostracism to

any person within the University’s community, when related to the admission, initiation, joining, or any other group-affiliation activity.

Bullying, defined as: Repeated and/or severe, aggressive behavior, likely to intimidate or intentionally hurt, control, or diminish another person physically and/or mentally.

Discrimination, defined as actions that deprive, limit, or deny other members of the community of educational or employment access, benefits, or opportunities, including disparate treatment.

 

*For full policy definitions, please see the Title IX and Non-Discrimination Policy .

 

Force, Coercion, Consent, and Incapacitation

In order to fully understand the policy violations described, it is equally important to understand the role that force, incapacitation, and consent can play in nonconsensual sexual incidents. The following definitions and understandings apply in review of policy violations under this policy:

 

Force: Force is the use of physical violence and/or physical imposition to gain sexual access. Force also includes threats, intimidation (implied threats), and coercion that is intended to overcome resistance or produce consent.

Sexual activity that is forced is, by definition, nonconsensual, but nonconsensual sexual activity is not necessarily forced. Silence or the absence of resistance alone is not consent. Consent is not demonstrated by the absence of resistance. While resistance is not required or necessary, it is a clear demonstration of nonconsent.

Coercion is unreasonable pressure for sexual activity. Coercive conduct differs from seductive conduct based on factors such as the type and/or extent of the pressure used to obtain consent. When someone makes clear that they do not want to engage in certain sexual activity, that they want to stop, or that they do not want to go past a certain point of sexual interaction, continued pressure beyond that point can be coercive.

 

Consent: Knowing, voluntary, clear permission, either by affirmative words or actions, to engage in sexual activity.

Silence does not necessarily constitute consent.

Valid consent requires clear words or actions that the other individual consented to that specific sexual conduct. Reasonable reciprocation can be implied.

Clear communication from the outset is strongly encouraged. If consent is not clearly provided prior to engaging in the activity, consent may be ratified by word or action at some point during the interaction or thereafter.

Since individuals may experience the same interaction in different ways, it is the responsibility of each party to determine that the other has consented before engaging in the activity.

Consent can also be withdrawn once given, as long as the withdrawal is reasonably and clearly communicated. If consent is withdrawn, that sexual activity should cease.

Consent to some sexual contact (such as kissing or fondling) cannot imply consent for other sexual activity (such as intercourse). A current or previous intimate relationship does not

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sufficiently constitute consent.

 

Proof of consent or nonconsent is not a burden placed on either party involved in an incident. Instead, the burden remains on the University to determine whether its policy has been violated. The existence of consent is based on the totality of the circumstances evaluated from the perspective of a reasonable person in the same or similar circumstances, including the context in which the alleged incident occurred and any similar, previous patterns that may be evidenced.

 

Incapacitation: A state where someone cannot make rational, reasonable decisions because they lack the capacity to give knowing/informed consent (e.g., to understand the “who, what, when, where, why, or how” of their sexual interaction). Incapacitation is determined through consideration of all relevant indicators of an individual’s state and is not synonymous with intoxication, impairment, blackout, and/or being drunk.

A person cannot consent if they are unable to understand what is happening or is disoriented, helpless, asleep, or unconscious, for any reason, including by alcohol or other drugs.

This policy also covers a person whose incapacity results from a temporary or permanent physical or mental health condition, involuntary physical restraint, and/or the consumption of incapacitating drugs.

 

The Respondent is in violation of this policy if they knew, or should have known, the Complainant to be physically or mentally incapacitated. “Should have known” is an objective, reasonable person standard which assumes that a reasonable person is both sober and exercising sound judgment. The Respondent’s use of alcohol or other drugs will never function as a defense for any behavior that violates this policy.

 

Filing a Complaint

There are multiple options for reporting sexual harassment or sexual misconduct. All reports of sexual misconduct are submitted to the university’s Title IX Coordinator, regardless of how they are initially reported. Trained investigators will work with the Complainant on options for support, resources, and resolution of complaints. If you experience sexual harassment or sexual misconduct, you have the right to choose one or more of the following options:

Criminal complaint: You can file a criminal complaint by contacting the Phoenix Police Department or GCU’s Department of Public Safety. If you contact Public Safety, they can talk with you about reporting to the police or obtaining an order of protection, and they can also assist you in filing a report with the police. It is important to note that GCU is required to conduct their own Title IX investigation, regardless of a criminal complaint being filed with the police or not.

You can also submit an institutional complaint for review by the university by contacting one of the following areas:

The Title IX Coordinator – TitleIX@gcu.edu or (602) 639-5900

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An Assistant Deputy Title IX Coordinator

For students:

Tim Griffin, Ed.D

Dean of Students

602-639-6647

Tim.Griffin@gcu.edu

If the Responding Party participates in athletics:

Jamie Boggs

Deputy Director of Athletics

Senior Women’s Administrator

602-639-6611

Jamie.Boggs@gcu.edu

Public Safety: (602) 639-8100

Any Resident Assistant (RA) or Resident Director (RD)

Any staff or faculty member

Anonymous Complaint:

You can file a complaint anonymously using the TIPS Online Reporting Tool on the Public Safety website. If you choose to provide your contact information, the university will contact you to offer information and support. If you do not provide contact information, the University’s ability to thoroughly investigate and offer support will be very limited.

For Confidential Assistance

All GCU staff and faculty, including RAs, RDs, and Student Leaders, are considered mandatory reporters. That means they are required to report any issues or concerns that are disclosed to them and cannot promise confidentiality. If you would like to talk about an incident or discuss your options in complete confidence, you can speak with any of the staff and medical personnel in the Canyon Health and Wellness Center, or staff and licensed counselors in the Student Care Office. Anything discussed with staff, medical providers, or licensed counselors will remain completely confidential. In addition to providing medical and counseling services, they can connect you with other campus resources that may be beneficial to you.

 

For all reports, the University’s Title IX Coordinator, or designee, will immediately assess the risk of harm to the Complainant and the larger campus community, and will take the necessary steps to address any risks.

 

If a Complainant requests to remain confidential or asks that the complaint not be pursued, the Title IX Coordinator will consider the request in the context of the need to prevent additional harm to the reporting party or community members. In these cases, GCU’s ability to respond may be

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limited, and GCU may decide at any time to initiate an investigation.

 

Supportive Measures and Campus Resources

GCU will take whatever measures necessary to create a safe environment for all students. Students who experience sexual harassment or sexual misconduct can obtain assistance from GCU, regardless of whether a formal investigation takes place. Supportive measures are nondisciplinary individualized services offered as appropriate and reasonably available, to the parties to restore or preserve access to the University’s education program or activity. This includes measures designed to protect the safety of all parties or the University’s educational environment, and/or deter harassment, discrimination, and/or retaliation.

In addition to the offer of supportive measures, the Complainant will be made aware of the ability to file a formal complaint with the University either at that time or in the future. The Title IX Coordinator works with the Complainant to ensure that their wishes are taken into account with respect to the supportive measures that are planned and implemented. The University maintains the privacy of the supportive measures, to the extent practicable. Supportive measures will be applied in a manner that ensures as minimal an academic impact on the parties as possible and in a way that does not unreasonably burden either party. Although there are multiple resources and services in place to assist students, the most common assistive measures include, but are not limited to No Contact Agreements; enforcing court-issued protective orders; adjustments to academic, housing, or work arrangements; and coordination of on-campus medical and counseling services.

 

False Reports

Deliberately false and/or malicious accusations under the Title IX and Non-Discrimination Policy, as opposed to allegations which, even if erroneous, are made in good faith, are a serious offense and will be subject to appropriate disciplinary action. Additionally, witnesses and parties knowingly providing false evidence, tampering with or destroying evidence after being directed to preserve such evidence, or deliberately misleading an official conducting an investigation can be subject to discipline under the University’s Code of Conduct policy. Charging an individual with a code of conduct violation for making a materially false statement in bad faith in the course of a grievance proceeding under this policy and procedure does not constitute retaliation.

 

What can you do if you or a friend experience sexual assault?

First, know that sexual assault is never your fault. After an assault has occurred, it is important to get to a safe place as soon as you are able. If you or someone else is in immediate danger, call Public Safety, (602) 639-8100, or 911. It is okay to call a supportive person, such as a friend or family member, to be with you and help you make decisions. Consider getting medical care to treat any injuries, and to check for injuries that you might not be able to see. In addition to receiving medical treatment, you may wish to have a sexual assault forensic exam to collect evidence.

After a sexual assault, important evidence may remain on your body or your clothes. Even if you

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are unsure if you want to press charges, making sure you do not shower, bathe, wash, change clothes, comb your hair, brush your teeth, and eat or drink will help you to preserve evidence of the assault before a physical exam. Evidence can usually be collected for up to 120 hours after an assault.

Electronic evidence is equally important to preserve and is will be very important if you decide to pursue a criminal or university investigation. Save or screenshot any text messages, social media posts, photos, snapchats, voicemails, emails, phone calls, and call logs.

You can seek support and counseling through the GCU Health and Wellness Center. Anything reported to the clinic staff, healthcare providers, or licensed counselors is done in complete confidence. They can provide information about the many support services available to you.

At GCU, we believe there is a shared responsibility to help one another. We are a community…a family…and we need to count on one another to intervene in situations where it looks like someone’s health and safety may be in danger.

 

Risk Reduction and Bystander Intervention Tips

How to help as a bystander:

Talk to your friends honestly and openly about sexual assault.

Don’t just be a bystander; if you see something, intervene in any way you can.

Trust your gut. If something looks like it might be a bad situation, it probably is.

Be direct. Ask someone who looks like they may need help if they’re okay.

Get someone to help you if you see something. Enlist a friend, residential advisor, teacher, or parent to help step in.

Keep an eye on someone who has had too much to drink.

If you see someone who is too intoxicated to consent, enlist their friends to help them leave safely.

Recognize the potential danger of someone who talks about planning to target another person at a party.

Be aware if someone is deliberately trying to intoxicate, isolate, or corner someone else.

Create a distraction, draw attention to the situation, or separate the people you are concerned about.

Understand that if someone does not or cannot consent to sex, it is rape.

Never blame the victim.

 

How to keep yourself safe

Be aware of your surroundings.

Try to avoid isolated areas, and don’t allow yourself to be isolated with someone you don’t know or trust.

Walk with a purpose. Even if you don’t know where you are going, act like you do.

Trust your instincts.

Make sure your cell phone is with you.

Try to stick with your friends. You can help keep each other safe.

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Don’t leave your drink unattended, and don’t accept drinks from people you don’t know or trust.

Be true to yourself. Don’t feel obligated to do anything you don’t want to do.

Lie. If you are uncomfortable or afraid, make an excuse to leave.

 

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 for being accused of sexual misconduct. It is important that you fully understand the impact that these choices can have on your ability to attend or complete school, in addition to any legal ramifications that can result in a criminal record.

Clearly communicate your intentions to your sexual partner and give them a chance to clearly relate their intentions to you.

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 so independently.

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 nonverbal communication and body language.

Practicing self-care decreases the likelihood that counselors will experience burn-out. However, how we take care of ourselves before becoming counselors might look different than after.

Please write a 3 page paper reflecting on how you would like to improve your self-care over the next couple of years. Develop a concrete plan that you can implement. Please include each of the sections below:

I. Assessment Reflection

Reflect on the results of your self-care assessment. What areas or items did you score the lowest in? Why do you think these were your lowest areas? Please see attachment for the self-care assessment I had taken and use it in the reflection

 

II. Current Self-Care

What self-care practices do you currently engage in? How do you feel after you practice these self-care practices?

 

III. Self-Care Goals

How would you like to improve your self-care? What would you like your future self-care to be like?

 

IV. Steps to Self-Care

What steps do you need to take to meet your self-care goals? Please list and discuss concrete ways to practice and improve your self-care

 

V. Summary

Please summarize what you have learned by doing this self-care assignment, including both the assessment and plan.

There is no need to provide references for this reflection paper.