[climatic opening music]
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- Wow, there's so much information here
about the resources available
to deal with sexual misconduct.
- Can I see?
Wait, I know these guys.
- Hey, Tarek!
- Hi, Tarek! How're you doing?
[swooshing sound]
- Maya, Charlie, what are you guys doing here?
- We tend to conveniently show up
when Yale students have questions.
- So, you guys know each other?
- Yeah, we go way back.
So, I'm guessing you guys are here to tell me
all about Yale's policies and resources.
- Of course! Let's go.
- Have fun!
- So, I know sexual misconduct is a really broad term.
What are Yale's definitions?
- That's right. Before we go over any of the resources,
we have to go over the definitions.
- And Yale's full definitions and policies
are in this booklet and online,
if you want more detailed information.
- Right. But basically, it's conduct of a sexual nature
that is not consensual.
It has the purpose or effect of threatening,
intimidating, or coercing someone.
- The most common form of sexual misconduct
is sexual harassment.
This includes any unwelcome sexual advances
or other behaviors that create a hostile professional
or academic environment.
- Okay, and what about things that are posted online?
- That's a good point.
This behavior could be in-person or digital.
But usually it's an ongoing pattern.
But if it's severe enough, it's a one-time thing.
- Right. And so then, what is Yale's definition
for sexual assault.
- Before I go over Yale's definition of assault,
I'd have to go over consent.
We have a very high standard of affirmative consent here.
Consent is a positive, unambiguous, and voluntary agreement
to engage in a specific sexual activity
throughout a sexual encounter.
Consent cannot be inferred with the absence of a "no".
A clear "yes", verbal or otherwise, is necessary.
- So then, sexual assault is any sexual contact
without consent.
This includes rape, but also any sexual touching or groping.
Without affirmative consent, it's assault.
- That makes sense. And what about when someone is drunk?
- That's a good question.
Engaging in sexual activity with someone that you know,
or reasonably should know to be, incapacitated
is sexual misconduct.
Hey, Sam!
- Hey, guys!
- Sam is a communication and consent educator.
- That's right. The CCE's are a group of undergraduates
working to build a positive sexual climate
throughout campus.
The first year workshop is one of the many ways we do that.
- Tarek was just asking about consent and incapacitation.
- Yeah well, usually consent is straightforward.
By definition, it's very easy.
If there's ambiguity, it's not consent.
But sometimes, even outward signs of agreement
aren't enough.
Someone who's incapacitated is incapable of giving consent.
- Okay. So, is being incapacitated and being drunk
just the same thing?
- Well, incapacitation is more than simple drunkenness.
It's when someone is not capable
of making the kind of considered decision
necessary for sexual activity.
This could be because someone's extremely intoxicated,
but it could also be because of a drug
or medication-induced condition.
Or because somebody's asleep, for example.
- If there's any possibility that someone is incapacitated,
it's best to just play it safe.
This just isn't the time for sexual activity.
- Thanks, Sam!
- No problem.
- So, are those all of Yale's definitions?
- There's a couple more you should know.
Let's sit down for a second.
Another definition you should be familiar with
is Intimate Partner Violence.
Intimate Partner Violence is when a current
or former partner uses or threatens to use
physical or sexual violence.
It may also take the form of a pattern of behavior
that seeks to establish power and control
by causing fear of physical or sexual violence.
- And another definition is Stalking.
It's repeated or obsessive unwanted attention
that is likely to cause fear, alarm
or a substantial emotional distress.
- Yale also has
a teacher-student consensual relations policy,
which prohibits all sexual relations
between teachers and undergraduates.
Members of the Faculty, coaches, and others
in similar roles may never engage
in a sexual relationship with an undergraduate.
- This goes for graduate students, as well.
They're going in and out of teaching roles.
They cannot be involved with any students
that they're currently teaching or supervising.
- Got it.
- It's super important to know that these definitions
are the bare minimum for community standards.
As Yale students, we expect much more from each other.
Relationships built on respect, recognition, and caring.
- That's why it's important to understand
that when our community standards are violated,
there are resources to turn to.
- What kind of resources does Yale have to offer?
- There are a lot! There are many people to support you
here at Yale if you should ever need it.
All these resources are confidential,
and you can talk to someone anonymously if you want.
- Like Ksenia Sidorenko.
She's one of the Title IX coordinators.
Let me introduce you to her.
- Okay!
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- So, what is Title IX exactly?
- Well, the Title IX office oversees Yale's efforts
to address sexual misconduct.
Students can reach out to a Title IX coordinator
for many reasons:
they're concerned about their own experiences,
something that they've witnessed,
or something that they've heard about.
Hey, Ksenia!
- This is Tarek.
We're helping him understand Yale's resources around
sexual misconduct.
- So, what do you do when students come to you for help?
- My first step is always to offer support
and make sure the student is safe.
After that, it really depends on what they want to do.
I explain options, connect them to other resources,
and often set up accommodations.
- Okay, and what's an accommodation?
- Accommodations are the things we can do
to help students navigate the obstacles
that might impact their academic experience.
For example, I can look into possible changes
to classroom schedules or academic deadlines.
I can set up alternative housing arrangements
or arrange a no-contact agreement.
- Title IX coordinators do investigate further
into the reports that they hear,
but only to the degree possible
and consistent with the student's wishes.
- Okay, I get it.
- That's right. Almost always, the student is the one
who gets to decide what happens next.
And if a student wants to file a formal complaint,
I can help with that, too.
- Thanks, Ksenia!
- My pleasure!
And if you have any more questions, just let me know.
- It's also important to know that regardless of whether
students work with Title IX to arrange for
informal accommodations and remedies,
they always have the option of filing a report with the UWC.
- What's the UWC?
- The UWC, or University-wide Committee
on Sexual Misconduct,
is Yale's disciplinary board for cases on sexual misconduct.
Oh hey, Aley!
This is Aley Menon.
She is the Secretary of the UWC.
- Hi, Aley.
- Hi.
- I guess the question I have is:
how do students actually use the UWC?
- So, the UWC is available to all students,
and someone can come in when they're considering
a formal disciplinary process
and the possibility of a penalty.
So, we would explain the process to them
and to any parties that are involved.
And then, even for students who are considering
bringing a formal complaint but aren't sure
whether they want to,
they can also come in and talk with us.
We'll explore all their options with them.
Do you have any questions?
- No, but if I do, is there a way
that I can contact the office?
- Absolutely.
So, in the brochure that you have
is all of my contact information.
So, don't hesitate to reach out if you have any questions.
- Perfect! Thanks, Aley.
- Oh, you're welcome! Bye!
- You know, it's great that Yale has
a formal complaint process.
But what happens when an incident of sexual misconduct
actually breaks the law?
- Well, working with the UWC does not prevent students
from working with the police.
Students can pursue both options.
The Yale Police Department has full powers
of law enforcement, investigation, and arrest.
Just like any other police department.
- Speaking of the police, I want you to meet
Sergeant Marnie Robbins Hoffman.
She's a Sensitive Crimes Coordinator
at the Yale Police Department.
- [Tarek] I'd love to!
[upbeat music]
- Hi, I'm Sergeant Hoffman. Nice to meet you.
- Tarek. Nice to meet you.
- We're showing Tarek around and explaining to him
the support services that Yale provides.
Could you explain to him your role at the YPD?
- Certainly!
So, I'm a sergeant with the Yale Police Department.
As a Sensitive Crimes Coordinator, I work with victims
of a sensitive nature.
So, victims of stalking, sexual assault,
intimate partner violence, harassment.
I talk about the criminal justice process,
and I talk about all the options they have.
I also do safety planning to include talking about
orders of protection and the Live Safe app.
- That's great!
And what about if somebody wants to come to the police,
but they're unsure or the situation makes them nervous?
- Perfectly understandable.
I don't wear a uniform. I usually wear a suit,
so hopefully that puts the student a little more at ease.
We can meet here at the Police Department,
but I'm also available to go where
somebody feels more comfortable,
such as their Dean's office or the SHARE office.
And if you have any other questions, please let me know!
- Will do! Thank you.
- Thank you.
- Okay so, we've got the Yale Police Department,
Title IX, and the UWC.
- Yeah, and sometimes people just prefer to talk
to someone that they already know.
Someone like a FROCO, a CCE, a Dean, a Coach,
a Head of College.
These people can offer support, explain the resources,
and plan out the next step.
- Many of these people, faculty, administrators,
and even some students in leadership roles
will also share this information
with the Title IX Coordinator.
- That gives the Title IX Coordinator an opportunity
to reach out to the students that need services and support.
- Now, last and certainly not least, there's SHARE.
- I've heard of them.
- SHARE is staffed by professional counselors
and will offer information, advocacy, and support
for members of the Yale community
who have experienced sexual misconduct.
- They're open during their business hours
for walk-ins and appointments, or by phone 24/7.
Let's go checkout the office!
- Sounds good!
[upbeat music]
- Hi, Charlie. Hi, Maya.
- Hey! This is Tarek.
- Hi, nice to meet you.
- Nice to meet you, too.
- Anna Seidner is one of the counselors at SHARE.
- Oh, okay. So, how do you help students when they come in?
- So, students can come in for a wide range of concerns
related to sexual misconduct.
It could be something that happened before they were at Yale
or during their time here.
Nothing is too big or too small
to bring to the SHARE counselors.
And we can help the student to process their experience,
come up with ways to cope with day-to-day challenges
they might be facing,
or set up on-going counseling
depending on what feels right to them.
- SHARE helps coordinate medical treatment,
they go over the options of reporting a situation,
and they basically help anyone that's experienced
any form of a sexual misconduct.
- Yeah, absolutely! And we're also available
if the person would like us to talk to a friend,
a suitemate, or a family member.
- SHARE can also help people access
the other campus resources we talked about today.
This is why we often say SHARE is a great place to start.
Thank you so much, Anna.
- Thank you! Come by anytime.
[cheerful music]
- Okay. So, Tarek.
We went over all of the sexual misconduct resources
that Yale provides.
And you'll definitely hear about all of these resources
at orientation, because it's an important part
of Yale's efforts to create a climate of respect and safety.
- All of us play an important role
in creating the kind sexual culture we want here at Yale.
One where people feel respected,
and where students are always provided support
should they need it.
- I couldn't agree more.
Thanks, guys, again for everything!
I'm definitely going to hold on to this book.
It's really helpful.
Maya? Charlie? Where did you guys go?
- [Maya] Tarek! Over here!
Remember, if you even need us, you know where to find us.
- Take care, Tarek.
- Thanks, guys. See you soon.
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