Green Dots for Faculty and Staff

Everyday Proactive Green Dots

■  Email signature line

• Leave your mark. Green Dot!
• No one has to do everything, but everyone has to do something. What’s your Green Dot?
• Supporter of #NWGreenDot

■  Post a Green Dot on your office door or workspace so students know you support prevention and their efforts as bystanders.

• Follow Northwest Green Dot and the Wellness Center on social media
  
     

■  On social media, share prevention messages, bystander stories or options for Green Dot intervention (with a Green Dot hashtag)

• Direct, Distract, Delegate. There are always options! #WhatsYourGreenDot
• Violence doesn’t have to be part of the college experience #NWGreenDot
• I work toward making this campus safer #ForeverGreenDot
• Sexual violence, stalking and dating violence? No more. #LiveTheGreenDot

■  Share on violence prevention, being an active bystander, or leaving the legacy of a safer world:

• Kid President Pep Talk
• Beyonce, I Was Here
• Bystander Story, New Zea­land

■  Role Model

• Role model respect, compassion toward survivors, approachability and looking out for others.
• Encourage students to attend Green Dot activities and events. Be there with them to show your support and participation.
• Wear a Green Dot button or pin. Be willing to explain Green Dot and your personal commitment to violence prevention to anyone who asks.

■  Collaborate

• Use your relationships with other staff and faculty to create a safer campus. Partner and discuss ways to support students as bystanders, support survivors and improve safety across campus.
• Work with groups and staff members across campus to ensure all students subgroups are reached and encouraged to participate.

■  Incorporate Green Dot, active bystander behaviors, violence prevention messaging and survivor resources into student welcome/orientation materials and talks.

Green Dots for Working with Student Organizations

■  Encourage student groups to host Green Dot overview talks and bystander trainings

■  Incorporate prevention messaging into student organization meetings.

■  Support student efforts to host Green Dot activities or events such as:

• Green Dot athletic games (wearing green dots on uniforms, etc.)
• Green Dot social events
• Violence prevention speaking engagements
• Help student organizations develop Green Dots specifically for their populations (fraternities, sororities, drama club, peer educators, faith-based, LGBTQ+, etc.)
• Build relationships and empower student leaders to take a positive stance on violence prevention efforts

Green Dots for One-on-One Student Interaction

■  Build relationships

• Build positive, trusting relationships with students. Create a safe and approachable space for students and peers to come talk to you.

■  Talk with students about Green Dot and being an active bystander

• The choices you make matter.
• You’re not a bad person because you don’t always get involved.
• There are a lot of options. You don’t have to do something directly. It’s best to pick the option that is best for you, depending on the situation.
• What makes it hard for you to intervene?
• What are ways of intervening that feel realistic to you?

■  Share your own experience

Create an opportunity to share your own experience as a bystander and how it makes you feel, then and now. You may have a situation when you were at risk and someone did or didn’t help. You may have been in a situation when you saw something and did or didn’t help. Sharing your own experience will help students and peers process their own experiences and become more active bystanders.

Reactive Green Dots

■  Know your campus and local service providers

• University Police: 660.562.1254
• Northwest Survivor Advocate (Rose Viau): 660.562.1085
• Wellness Services: 660.562.1348
• Title IX: 660.562.1013
• Children and Family Center (24-hour hotline): 866.382.7867

■  Educate yourself about signs of potential partner violence, sexual assault, and stalking.

• Remember you may interact with a student who is exhibiting high-risk behavior or a student who is the target of that behavior.

■  Trust your gut. If you think something is not right with a student or colleague:

• Take the time to inquire and express your concern
• If you are uncomfortable doing so, delegate to a trusted colleague or friend of the student
• Provide resources to all students (to avoid calling out a specific student)

■  Talking points for intervening with a student or colleague who is a survivor:

• It’s not your fault
• You’re not alone
• Here is someone you can call and talk to (refer to campus/local resources)
• Do you feel safe?
• What do you need?

■  Talking points for intervening with a student or colleague who is showing aggressive or high-risk behavior:

• Aggression and violent behaviors are not acceptable and will not be tolerated here
• Everyone deserves to be treated with respect
• I care about what is going on with you and am concerned about your choices
• If there is something going on that is bothering you, you can talk to me or a campus/local resource
• Know campus policies regarding violence and follow reporting procedures

Easy Ways Faculty Can Incorporate Green Dot in Classes

Include a brief statement on your course syllabus reflecting your commitment to a safe campus and listing campus resourc­es (including yourself) if someone needs a safe person to seek help.

Three times per semester, simply ask your classes “What green dots have you done or seen lately?” Research tells us that this simple task provides significant reinforcement of green dot behaviors.

■  Brainstorming Topics

You can assign topics from the list or offer it as a brainstorming tool for students:

• The role of the bystanders in violence prevention
• Bystander dynamics, what keeps people from acting in high-risk situations
• The impact of high profile incidents of sexual assault on college campuses
• The mental/physical health outcomes of partner or sexual violence perpetration or victimization
• The portrayal of violence in the media, specifically partner violence, sexual assault and stalking
• The history and application of the Violence Against Women Act (VAWA).The ways that gender socialization perpetuates partner violence, sexual assault and/or stalking
• Social media and sexual assault shaming
• The economic impact of interpersonal violence
• Rates and impact of male victimization experiences (which includes, but is not limited to child abuse)
• The cycle of violence associated with partner/interpersonal violence
• Outcomes in case law of famous domestic violence and rape trials
• Objectives and impact of federal Office of Violence Against Women (OVW)
• The history of Title IX
• Major social justice or cultural movements and their application to reducing violence today. How does culture change happen?
• Social norms that contribute to the sustainability of interpersonal violence
• Problems with rape and domestic violence legislation
• The impact of interpersonal violence from a global perspective
• Interpersonal violence in the LGBTQ community
• Popular rape myths and an analysis of why they are so difficult to dispel
• Medical injuries sustained by victims of domestic violence
• Use of the socio-ecological model in comprehensive violence prevention
• Marketing and branding applied to behavior and social norms change
• Sexual aggression associated with sexual assault perpetration and repeat offenders
• Effective social marketing for violence prevention
• Developing effective messaging for violence prevention efforts on college campuses
• Environmental management associated with the prevention of sexual assault on college campuses

■  Offer Extra Credit

Offering extra credit to students is always a very motivating factor. Below are some activities or events that could be used as extra credit assignments.

• Talk about it. Have 10 conversations with friends or classmates about violence prevention or interpersonal violence in general and keep a log of the themes.
• Google it. Look up bystander intervention and violence prevention. Find 10 sources (articles, YouTube videos, websites, etc.) that you can learn from and report back.
• Broadcast it. Create a video “news story” of prevention efforts on this campus. Seek out perspectives from students, faculty, staff and administrators.
• Tweet it. Create a hashtag for violence prevention efforts on campus and see how many retweets, favorites, hashtags repeats you can get. Report how effectively you were able to spread the message. You can do this with Facebook or other social media sites.
• Market it. Design a mock social marketing campaign to mobilize the campus community around violence prevention. Write a plan, create a brand and distribution system.
• Attend it. Participate in a community or campus event focused on Green Dot, violence prevention or victim support (Take Back the Night rally, Clothesline Project, etc.).
• Discover it. Interview a local or campus victim service provider, advocate or counselor about their work and their opinions on prevention of violence.
• Organize it. Start a project or organize and event or gathering to further Green Dot and other prevention efforts on campus. Mobilize your community!
• Volunteer for it. Volunteer at the campus advocacy services, local rape crisis center or domestic violence shelter.
• Write about it. Write an article or letter to the editor for the local or campus newspaper about the importance of violence prevention.

■  PowerPoint Slides

Insert slides at the beginning of your PowerPoint presentations that include information about Green Dot, bystander intervention tips or proactive ideas. Display a slide or have rotating slides up before class or as class ends. There is a downloadable file with premade slides containing an overview of Green Dot, inspirational quotes, realistic ways to do green dots and bystander stories. Feel free to use as you see fit.

Sample of Content from Green Dot Overview Slides

• Red dot behaviors to look out for (Red Dots):
  • Someone is feeding drinks to another person who has clearly had enough
  • Someone’s partner is trying to control their every move
  • Someone seems to be scared or annoyed by another person who won’t take no for an answer
• Acknowledge your obstacles:
  • Being shy
  • Being an introvert
  • Not liking confrontation
  • Not wanting to be embarrassed
  • Fearing for your personal safety
  • Not wanting to make a scene
• Identify realistic solutions for you (Green Dots)
  • Calling a friend to help
  • Telling someone “that’s not cool” or to “back-off”
  • Spilling your drink to create a distraction
  • Getting her friend to tell her to stop
  • Getting your RA to talk to them
  • Checking in with a friend who looks uncomfortable