Learning Objectives

1. Define interpersonal violence, including sexual violence, relationship violence, and stalking. 
2. Define bystander intervention. 
3. Recognize characteristics of unsafe situations. 
4. Safely and confidently intervene in situations to prevent harm from occurring.
5. Examine barriers that stop people from intervening, including their own. 
6. Identify strategies to overcome personal barriers to intervening. 

Learning Objectives for General Students Population: 

1. Define interpersonal violence. 
2. Recognize the impact that traumatic experiences may have on an individual. 
3. Practice active listening skills to respond to a peer who discloses experiencing interpersonal violence, including 'I' statements, reflections, and summarizations. 
4. Identify self-care practices to care for oneself while supporting a peer.
5. Recall general advocacy services available at CARE for students who have experienced interpersonal violence. 

Learning Objectives for Peer Leaders:

1. Neurobiology of Trauma
   1. Identify the neurobiology of trauma, including the impact that traumatic experience may have on peers who have experienced interpersonal violence. 
   2. Recognize the role of the stress response (e.g., fight, flight, freeze, and fawn) in determining how survivors of interpersonal violence may respond during or after a traumatic experience. 
   3. Recognize the physical and cognitive impacts that interpersonal violence has on individuals who have directly or indirectly experienced it. 
2. Empathetic Support
   1. Differentiate between empathetic and sympathetic responses and how each can impact a peer who has experienced interpersonal violence. 
   2. Identify responses that demonstrate empathy, including informed consent to mandatory reporting requirements. 
   3. Discuss setting and maintaining personal boundaries while supporting peers in crisis. 
3. Self-Care
   1. Define the differences between vicarious trauma, secondary trauma, compassion fatigue, and burnout. 
   2. Create a self-care plan by choosing three techniques from the workshop to reduce the impact of vicarious trauma after hearing a disclosure of interpersonal violence. 

1. Define interpersonal violence, including relationship violence, sexual violence, and stalking. 
2. Identify the campus resources available to students who have experienced interpersonal violence, including CAPS, PUSH, OIE, and PUPD. 
3. Recall CARE's prevention programs available to the campus community and how to request a workshop. 
4. Explain CARE's advocacy services available to students who have directly or indirectly experienced interpersonal violence. 
5. Describe how to refer survivors of interpersonal violence to CARE. 

Learning Objectives:

1. Define the major types of interpersonal violence, including sexual violence, relationship violence, and stalking. 
2. Analyze the behaviors a person may use to gain and maintain power and control over another person or group of people and how they escalate over time to take away an individual's sense of self. 
3. Describe the barriers that impact a person's decision to leave an unhealthy or abusive relationship. 
4. Examine the stereotypes the impact power and control dynamics within all types of interpersonal relationships (e.g., friendships, romantic relationships, etc.).

Learning Objectives:

1. Understand the fundamental concepts of healthy relationships using the Equality Wheel. 
2. Evaluate how love can be given and received in different relational contexts through Love Languages.
3. Analyze the role that different styles of boundaries play in interpersonal relationships.
4. Differentiate between green, yellow, and red light traits in relationships.