Prevention Strategies

Prevention strategies are

  • Approaches intended to prevent sexual violence.
  • Include multiple activities that together are intended to make change at a specific level of the social ecology.

The two most common local level prevention strategies being implemented by our program members are Bystander Intervention strategies and Gender Equity Strategies.

Bystander Intervention Strategies

The bystander approach offers opportunities to build communities and a society that does not allow sexual violence. It gives everyone in the community a specific role in preventing the community’s problem of sexual violence. Banyard et al, 2004.

Green Dot

Founded by Dorothy Edwards at the University of Kentucky, Green Dot is a bystander intervention strategy that provides tools for individuals to recognize and act (without endangering themselves) in high risk situations to prevent violence. A Green Dot is any behavior, choice, word or attitude that promotes safety for everyone and communicates utter intolerance for violence. To learn more click here


Developed in 1991 at Rutgers University, SCREAM (Students Challenging Reality and Educating Against Myths) is a peer educational, interactive theater program that educates groups and addresses issues of interpersonal violence including sexual assault. To learn more click here

Gender Equity Strategies

Communities that are likely to blame victims and that have rigid gender roles place females at greater risk of being victimized. In addition a number of studies show hat exposure to unfiltered, uncensored media messages, sexualized media messages in all forms and a lack of media literacy (the ability to filter/judge messages) supports community norms about sexual violence.

Media Literacy

Media Literacy as defined by many experts is the ability to critically consume and create media. The goal of media literacy skills is to teach people to identify and critique negative sexualized mass media and understand its impact.

In the summer of 2010, NJCASA contracted with Media Literacy Project, New Mexico to create a custom media literacy curriculum specific to sexual violence. The custom curriculum includes 30- 40 contemporary media examples in the form of movie clips, music videos, TV show clips, magazine ads, and internet sites and aims to achieve the following learning objectives:

  • Analyze and evaluate messages about gender, race, body image, and sexuality in order to understand the texts and subtexts in media messages
  • Understand how race and gender stereotypes in media contribute to structural racism and sexism
  • Comprehend how power relations influence concepts of race, gender and sexuality
    Assess their skills and knowledge to determine readiness of peer teacher/facilitator /instructor role in promoting racial and gender equity.