Sharing experiences from Greece: Matina Papagiannopoulou (Panteion)

1. EXPERIENCE FROM GREECE
“The sound of voices and silences:
unveiling sexual violence in universities”
http://usvreact.eu #USVreact

2. INTRODUCTORY COMMENTS

3. • Sexual violence incidents are not reported and the majority of
people feel fear of being blamed.
• Sexual violence and its impact are largely ignored.
• There are no university-specific frameworks.
• The inclusion of guidelines as part of university regulations has not
yet been implemented.
• There are no Counseling services available in Greek universities,
specialized in handling cases of sexual violence and/or sexual
harassment.
Institutionallimitations

5. • Resistance among academic and
administrative staff.
• Reluctance to attend a seminar
on sexual violence.
• Fear that doing a seminar on USV
means that the problem is worse
at their institution than
elsewhere.
Initial reactions / … before the training
controversial topic
• too feminist
• not necessary
• non-existent
It doesn’t concern us

6. We tried to disrupt the link
between:
• signifier [sexual violence] and
signified [stereotypical
representations, sexual
violence mythology]
• sexual violence incidences
[signifier] and the resistance,
reluctance and fear [signified].

7. OUR TRAINING MODEL

8. Main goals
• to sensitise the members of the university community to the
topic of sexual violence and/or harassment, and to some ways
of resisting and combating sexual violence;
• to promote and maintain safe living, learning, and work
environments where they can feel welcome and safe.
Group synthesis
• Mixed groups [role and gender]
• Teaching and administrative staff, students
• Each group: 12-14 participants, two 4-hour sessions, scheduled
two weeks apart, different trainers
• Voluntary participation
Our training model(1)

9. Content
• A theoretical part:
Definitions and aspects of sexual violence / research findings
[gendered power relations and inequalities, gender stereotypes,
gender norms, sexism, sexual objectification etc.].
• An informational part:
Greek legislation concerning sexual harassment and violence at
the workplace.
• An experiential part:
Trainees shared their own experiences or knowledge on sexual
and gender violence and their reactions (real or possible) to
such experiences.
Our training model(2)

10. Training outline (session 1 / 4 hours)
I. Introduction
Let’s get to know each other (in pairs) / Personal perceptions of gender stereotypes and
discrimination (in pairs)
II. Training contract / ground rules
e.g. confidentiality, respect others, collaboration, agree to disagree, no disturbances [cell phone,
side conversations] etc.
III. Gender equality
General concepts and definitions (lecture and small group work)
Historical outline, key persons, dates, approaches and statements (including use of comic strips)
IV. Violence against women (lecture and small group work)
General comments, types and forms of violence, policies
V. Sexual harassment/violence: “breaking the silence” (lecture and small group work)
Definitions, examples, policies
Gender and sexual harassment / Perpetrators and victims / Impact of sexual harassment
Empirical data
National policies and services on sexual violence

15. Training outline (session 2 / 4 hours)
I. Introduction
Thoughts or reflections since session 1 (2 weeks ago)
(including new expectations of the session)
II. Training contract and expectations
How we will work together in this session. Important group rules
III. Basic characteristics and the extent of women’s exposure to sexual violence
•The extent of the problem in Greece, Information based on the 2014 FRA Report
IV. Interactive exercises
Myths and reality (exercise 4.1.7. GEAR against IPV)
Persons and things (exercise 3.4 GEAR against IPV)
Intervention strategies (exercise 4.2.1. GEAR against IPV)
How can I help in cases of disclosure: Do’s and don’ts and Services (GSGE Manual)
V. Closing remarks

16. Activity 1
Comic strip by Ali Kirkham

17. 1. You are staying until it’s done
2. You said I could have it once

18. 3. We'd do things people generally like at times when they do not like it
4. We'd give people things they want someday before
that day arrives

19. 5. We'd act entitled to favors from our partners
6. We'd tell people they owed us participation in activities
just because we expected to do them

20. 7. We'd force people into situations because of how they looked

21. • Do you think that this comic strip is helpful in
understanding sexual violence and issues of consent?
• Does it challenge victim blaming, sexual violence
mythology, and gender biases?
• Is there something that impressed you or you didn’t like?
• What strengths did you hear?
Group discussion

22. Activity 1a
Tea consent
https://www.youtube.com/watch?v=fGoWL
WS4-kU

23. Activity 2
Do’s and Don'ts

24. Do’s
• remain calm, approachable and receptive
• listen carefully, without interrupting and acknowledge that the person
making the complaint may be feeling distressed, angry or frightened
• be aware of your own biases and preconceived ideas about
discrimination and sexual violence
• acknowledge you understand how difficult this may be
• make it clear that you are taking what is said seriously
• reassure them that they have done the right thing in telling you
• let them know that you'll do everything you can to help them
• inform them of available assistance, support, counseling etc.
• make a written record of exactly what has been said

25. Don’ts
• show shock or other strong reaction
• blame the person complaining; they should not feel guilty for
complaining about sexual violence
• make promises you can’t keep
• ask leading or probing questions
• repeatedly question or ask them to repeat the disclosure
• breach confidentiality / discuss the disclosure with people who do
not need to know
• make any assumptions about the validity of the complaint
• delay action – try to resolve the complaint quickly but carefully
• involve too many people; try to minimise the possibility of damaging
rumours or gossip

26. • Do you think “breaking the silence” put the
survivors in a status responsibility higher than
the rest of us?
• What are in your opinion the most useful do’s
and don'ts, if there are no university
regulations on sexual violence?
• What is our role as university members to
inspire, model or encourage a better way?
Group discussion

27. REACTIONS / … during and after the training

28. • The most motivated participants
were female students / they
suggested setting up further
initiatives.
• The majority of the participants
(male and female) asked for
more training seminars.
• All students have to be trained
on the topic of sexual violence.
Reactions/ … during and after the training
“extremely happy”
“a step in the right
direction”
“these were things that
we hadn’t heard before”

29. • They said that information is really
important.
• Female participants (staff and students)
disclosed personal experiences of
sexual harassment, in the university
context.
• Many of them said that they
understand that sexual violence can
impact any member of the university
community, regardless of their
position.
• Some female participants appreciated
how the training addressed the
differences between healthy and
unhealthy relationships.
Reactions/ … during and after the training
“completely unaware
of sexual violence
issues”
• “victim-blaming”
• “dressed in a
provocative way”

30. • Male participants frequently
resisted definitions of sexual
harassment and violence, claiming
that.
• Female participants had a stricter
position regarding behaviours and
interactions that should be
considered sexual violence.
• It was difficult for participants to
recognise more subtle forms of
sexual violence.
• Both female, and mostly male
participants, had difficulty
identifying sexualised behaviours.
Reactions/ … during and after the training
• some behaviours
are just ‘flirting’
• feminists want to
ban sexuality from
social interactions
“simply flirting”,
“flattering”
“paying attention”

31. • One of the concerns cited by students was that a one-time
training is never enough.
• A lot of female participants said that it is frustrating that there
are no regulations and supporting services in their university.
• Many of them confirmed that the seminar was very well
structured and practically oriented.
Reactions/ … during and after the training

32. Thank you!!!