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In this chapter, I examine contexts in which harmful sexual behavior occurs. I identify current perceptions about harmful sexual behavior, including ways researchers engage in research about harmful sexual behavior, and carceral approaches to addressing harmful sexual behavior. I then examine oppression as the root of violence, highlighting the relationship between dominance, oppression, violence, and trauma. I conclude the chapter by suggesting strategies to engage people who engage in harmful behavior in accountability and healing.

In this chapter, I define primary prevention as stopping violence before it happens. First, I describe the differences between learning and training to set a context for this chapter. I then examine the evolution of sexual violence education programs on college campuses, dividing programs into five major categories. Finally, I conclude the chapter describing the research about people who engage in harmful behavior advocate for more prevention strategies focused directly on people who may or have caused harm.

In this chapter, I reintroduce the power-conscious framework and the awareness–response–prevention trifecta undergirding this book. I summarize the previous chapters, including critiques of best practices related to addressing sexual violence among college students. I then highlight specific strategies for engaging in more effective awareness, response, and prevention of sexual violence among college students.

In this chapter, I provide a brief history of campus sexual violence awareness-raising on college campuses, followed by an analysis of a few current awareness-raising strategies. I examine social media, poster campaigns, and awareness months, as well as prevalence, consequences, and resources related to the awareness ring of the prevention, response, and awareness trifecta. I problematize best practices and advocate for campuses to spend fewer resources on awareness and more resources on prevention.

In this chapter, I describe the influence of carceral practices on campus sexual misconduct adjudication processes. I illustrate the connections between the criminal punishment systems and campus adjudication processes, with a specific focus on racism oppression. I describe the difference between accountability and punishment, illustrating that criminal punishment systems and sexual misconduct adjudication processes do not allow for accountability, nor healing for any parties involved. A heavy focus on compliance results in administrators prioritizing risk management over prevention of sexual violence.

In this chapter, I share the power-conscious framework as a tool for examining sexual violence among college students. The framework consists of three assumptions: power is omnipresent, power and identity are inextricably linked, and history matters. The framework includes six action-oriented tenets: (a) engage in critical consciousness and self-awareness; (b) consider history and context when examining issues of oppression; (c) change behaviors based on reflection and awareness; (d) name and interrogate the role of power in individual and systemic practices; (e) divest from privilege; and (f) work in solidarity to address oppression. I also share definitions of words used frequently throughout the book.