A Response from CampusClarity to the Campus Reform Article
Posted by On Tuesday, January 12, 2016

In response to the numerous questions CampusClarity received today regarding an article published in Campus Reform, we’ve published a detailed Q&A document that addresses the questions, comments, and concerns.

CampusClarity, a division of LawRoom, provides training to over 500 colleges and universities across the country. Think About It is our online training course based on extensive research and expert participation that educates students about sexual violence and substance abuse prevention. Presently, the course has been taken by over 1 million undergraduate and graduate students. Think About It helps schools meet their compliance requirements under Title IX and the Campus Save Act.

As part of Think About It, schools have the option of including surveys that ask students about their behaviors, attitudes, and beliefs regarding sex and substance use. Schools can use data from these questions to tailor campus programming to the unique needs of their student body.

While the course may be mandatory in some schools, the questions are not. Every question includes a “no comment” answer option that students can select if they do not wish to respond to the question. Individual students are not connected to their answers — the data are de-identified.

The following addresses many of the questions we received in response to the January 12th article.

Are USC students required to detail sexual history before registering for classes?

No. USC, like many other campuses, chose to require students to complete Think About It in order to register for classes, but students were not required to answer the survey questions, including those related to sexual history.

Schools have the option of including short surveys that are interspersed throughout the course. In these surveys, students are asked about their behaviors, attitudes, and beliefs regarding sexual activity and substance use. But students can choose not to answer these questions.

Are the questions mandatory?

No. Every question has a “no comment” option if students do not wish to answer.

Why are the questions asked?

By showing students’ attitudes, beliefs, and behaviors around intimacy and substance use, the data from these questions allow schools to better tailor their prevention programming to the unique needs of their student population.

Are students’ identities connected to their answers?

No. Answer data is de-identified and aggregated. No one can see how an individual student responded to the survey questions. School administrators can only see how students have answered in the aggregate. We take privacy very seriously.

You can read more about the personal questions and privacy in our white paper on the topic:

Is the training mandatory?

The Campus Save Act mandates that schools offer training to their students on sexual violence prevention. Additionally, in its Title IX FAQ, the Department of Education’s Office for Civil Rights recommends schools offer “age-appropriate training to its students regarding Title IX and sexual violence” (J-4). We provide different versions of the course for graduate students, adult learners, and undergraduates.

In short, schools must offer the training but do not have to mandate the training. Many schools, however, do require students to complete it because of the importance of these issues to the health and well-being of their students.

Why do schools offer the training?

Schools offer training in order to help empower students to make safe and healthy choices around intimacy and substance use. The training also helps schools comply with Federal regulations, specifically Title IX and the Campus Save Act.

How is consent defined in the course?

State-specific legal definitions of consent to sexual activity and criminal sexual assault are included in the courses, so a student can read summaries of the relevant state laws, as well as the statutes themselves on a range of laws related to sexual violence.

In California, for instance, the page on consent includes both the criminal law definition and the affirmative consent standard most California colleges and universities are required by law to use in campus disciplinary proceedings involving sexual assault.

Including both of these definitions in the training helps students understand the difference between the affirmative consent standard in campus policies and criminal law definitions of consent to sexual activity that apply in a court of law. The training programs present both definitions to explain these different standards and put them in the proper context.

Providing legal definitions also helps schools comply with the Campus Save Act, which requires schools to inform their students of the definitions of stalking, dating violence, domestic violence, and sexual assault in the applicable jurisdiction. We maintain summaries of the relevant state statutes defining these terms for all 50 states and the District of Columbia, and the applicable statutes are included in each school’s courses.

Schools also include their campus sexual misconduct policies in the course, which students must read and acknowledge before completing the course.

In addition, the course provides general guidelines to help students get and give consent. You can watch a video on consent from Think About It on Youtube here:

What if the discussion of consent is inconsistent with the schools’ policy?

Schools can customize the content of the course in order to fit their policy and campus culture.

All schools include their policy in the course, which students must read and acknowledge.

Does the course talk about how alcohol affects someone’s ability to give consent?

Yes it does.

This topic is important to discuss as is suggested both by research and guidance on Federal regulations.

For example, the Department of Education’s Office for Civil Rights recommends in the Title IX FAQ  that training for students include information “on consent and the role drugs or alcohol can play in the ability to consent” (J-3).

Similarly, one of the primary conclusions of the Campus Sexual Assault Study completed in 2007 for the National Institute of Justice was to “[c]ombine sexual assault prevention education with alcohol and drug education programming” (xviii).

As indicated in the video linked to above, an individual who is incapacitated cannot give consent. This reflects most schools’ policies, many states’ laws, and the Department of Education’s Office for Civil Rights definition of sexual violence in their Title IX FAQ: ” Sexual violence, as that term is used in this document and prior OCR guidance, refers to physical sexual acts perpetrated against a person’s will or where a person is incapable of giving consent (e.g., due to the student’s age or use of drugs or alcohol, or because an intellectual or other disability prevents the student from having the capacity to give consent)” (emphasis added A-1).

(For more information see our blog post on the topic here.)

Does the course say if a man and woman are both drunk and have sex then the man is always to blame?

No it does not. And it is disturbing that someone could draw this conclusion from the course.

In the article, a student who took the course said the following: “In one scenario both the man and the woman were drunk but the video still blames the male for the assault. I found that a little confusing,”

It is deeply concerning that the student found this portion of the course confusing.

Here is a summary of the scenario the student is most likely referencing.

A man and a woman have been drinking together. Later they start kissing. The woman decides to stop and pushes the man away. She tells the man that she wants to go home because she is feeling sick from the alcohol she drank. The man convinces her to stay, she passes out, and the man then has sex with her while she is unconscious. This is rape. The woman is incapacitated from alcohol and is unconscious when the man has sex with her.

The reason the man is to blame is because he rapes her while she is unconscious. It does not matter that he has also been drinking. As mentioned in the course “being drunk doesn’t release anyone from legal or student conduct responsibility.”


We believe preventing sexual violence is an important and complex issue, and welcome feedback and suggestions.

To learn about the program used at USC and over 500 colleges and universities across the country click here and here.

If you have any questions please contact us at

If you are a member of the press, please contact us at


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Alcohol Abuse or Alcohol & Abuse: The Complicated Relationship Between Alcohol and Sexual Assault on College Campuses
Posted by On Tuesday, December 8, 2015

Recent surveys and studies have shone light on the sexual assault epidemic on college campuses. They have reinforced the high number of college students who will experience sexual assault as well as the campus culture that often perpetuates an unsafe and unsupportive environment for potential victims and survivors. On December first, Dr. Thomas Plante published an article on Huffington Post titled, Sexual Assaults on College Campuses: Focus on Alcohol. This is just one of many pieces that argues that to combat sexual assault, colleges must combat alcohol use and abuse by their students. It is true that alcohol use is a very real problem on campuses. As Dr. Plante points out, around 20% of college students admit to binge drinking. Many students die from alcohol poisoning or alcohol related events every year, and “too many college students feel compelled to drink in excess while in college.”

As Sarah Hepola, author and former Salon editor, says, “College presidents have long considered alcohol to be one of the biggest problems they face on campus—the cause of traffic accidents, injuries, even death, not to mention a sampler plate of jackassery.” Hepola goes on to say, “Alcohol is also involved in a great number of campus sexual assault cases…However, alcohol is also a primary reason people dismissed the gravity of campus sexual assault for so long. “A bunch of drunk kids getting their kicks” was the carpet under which a great deal of real human pain was swept.”

While Dr. Plante’s claims that alcohol abuse is an issue on college campuses that needs to be addressed is extremely valid, and has validity in that it often has a strong association with sexual assaults, it should not be at the core of sexual assault prevention efforts. Cultural norms and beliefs stemming from sexism create an environment that perpetuates sexual assault. Focusing exclusively on alcohol can distort the message that perpetrators are responsible for their actions and inadvertently perpetuate misperceptions about the nature of sexual violence. Suggesting that alcohol is at the core of the sexual assault epidemic risks excusing the actions of someone under the influence of alcohol as simply bad behavior. It ignores the idea that a drunk perpetrator is still a perpetrator and a non-consenting drunk person is still non-consenting. Addressing the underlying rape culture is the only way to truly combat sexual assault.

One of the many problems associated with drinking is that it lowers people’s inhibitions. Many say that people are more likely to say and act like “their real selves” when under the influence of alcohol. A sober person can remind themselves that sexual assault is illegal and causes harm, but there is still something happening in their minds that allows sexual assault to even be an option. Drinking may bring these feelings to the surface and allow them to culminate in a way that they would not in a sober mind, but a broader rape culture is at fault for them existing in the first place.

Dr. Antonia Abbey’s research titled Alcohol-Related Sexual Assault: A Common Problem among College Students stresses the point by saying, “The fact that alcohol consumption and sexual assault frequently co-occur does not demonstrate that alcohol causes sexual assault.” Abbey goes further to say that, “The causal direction could be the opposite; men may consciously or unconsciously drink alcohol prior to committing sexual assault to have an excuse for their behavior.” While alcohol is often a factor in campus sexual assault, there is no research showing that there is a causational relationship between the two. Abbey continues to demonstrate this by pointing out that there may be personality traits that exist in individuals who both drink heavily and commit sexual assault, such as, “impulsivity, or peer group norms.”

Alcohol is certainly a part of that environment, but it does not have a causational relationship. Focusing on alcohol is like putting a bandage on a wound. It can have an impact on the aftercare of a gash, but it has nothing to do with the gash being created in the first place. Figuring out how to eliminate the things that cause the wound is not an easy feat. However, this must be the focus of sexual assault prevention. Everything else is just a bandage – a reaction to harm, which is helpful, but not a solution on its own.

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Accessible e-Learning: Developing WCAG2.0 Compliant Courses
Posted by On Thursday, October 29, 2015

Education about sexual violence, alcohol and other drugs, and healthy relationships is an important part of creating safe and healthy college campuses. Some schools have chosen to develop in-person training for this education, whereas others have chosen to use e-courses like CampusClarity’s Think About It. No matter what the method of delivery, it is important that all students, regardless of ability, have access to this vital information.

Accessibility for prevention programs is not specifically addressed by VAWA or the Campus SaVE Act. However, the Department of Education’s Office of Civil Rights enforces accessibility compliance with the Americans with Disabilities Act for public and private colleges and universities.

Accessibility standards are evolving to keep pace with emerging technologies. The Web Content Accessibility Guidelines (WCAG) 2.0, developed through the World Wide Web Consortium (W3C), are currently the favored standard. All of CampusClarity’s online student trainings meet WCAG 2.0 Level AA specifications.

What does this mean?

The main principles of WCAG 2.0 are Perceivable, Operable, Understandable, and Robust. There are specific guidelines that exist within each of these principles to ensure that accessibility is more than just about the text on screen but also about the experience of the user.

There are three levels of conformance. Level AA is the intermediate level of specifications, which deals with the biggest and most common barriers for disabled users. Level AA is the standard the government is using as a benchmark for accessibility.

What does CampusClarity actually do to ensure accessibility?

Here are some examples of ways that we are maintaining our Level AA compliance with the WCAG 2.0;

  • Always provide text alternatives for non-text content (1.1.1)
  • Provide captions for videos and animations (1.2.2, 1.2.4)
  • Present content in a logical order to enable index ordered tabbing through the course (1.3.1)
  • Maintain contrast ratio minimums to ensure sufficient contrast (1.4.3)
  • Provide a “skip to content” links throughout the courses (2.4.1)
  • Offers different ways to navigate between pages (2.4.5)
  • Always provide clear headers for tabular data,  and descriptive labels for all content (2.4.6)

Our courses are all built using an in-house tool that enforces compliance of accessibility standards as part of course design.  For CampusClarity, accessibility is not an afterthought but is core to our whole system of course development. Accessibility is an ongoing concern and implementation of best standards and practices is a continuing process. If there is ever a concern with accessibility in one of our courses, we would love to hear from you!

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SAVE THE DATE! CampusClarity Annual Summit 2016
Posted by On Tuesday, August 11, 2015

Save the Date! CampusClarity Annual Summit

CampusClarity is excited to announce that we’ll be hosting our first ever Annual Summit in 2016, and you’re invited!

Save the date for the CampusClarity Annual Summit in Indianapolis on Friday, March 11th 2016, the day before the NASPA Annual conference events begin.  The Summit will unite campus administrators passionate about addressing some of the most pressing concerns with campuses today. Topics to be covered will include Campus Climate Surveys, Alcohol & Drug Abuse, Sexual Assault, Bystander Intervention, Hazing, and Think About It: Case Studies.

Share knowledge, gain insight, and network with over 200 industry experts and student affairs leaders, and many of our 500+ campus partners who are already using Think About It to meet Title IX and Campus SaVE Act compliance.

Full agenda, presenter info, and registration details to follow.

If there are specific topics you’d like for us to cover, or if you or your institution would like to present, please reach out to our CampusClarity Community Manager, Ashley Schwedt, at

Hope to see you in Indianapolis!

CampusClarity Team
@CampusClarity | #CampusClarity16

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Webinar: Involving Parents in Sexual Assault Prevention
Posted by On Wednesday, July 22, 2015

We hosted a fantastic webinar today with University of San Francisco’s Dr. Barbara Thomas, Director of Counseling and Psychological Services and Dr. Peter Novak, Vice Provost of Student Life.  Dr. Thomas and Dr. Novak shared insights around engaging parents in sexual assault prevention and alcohol/drug use risk reduction. You can view the whole webinar below.

University of San Francisco aims to engage parents in prevention work from when they first consider USF as an option for their child’s education. This includes talking about sexual assault and on campus education efforts, including Think About It, at admissions events. Dr. Novak and Dr. Thomas also encouraged schools to use their Annual Security Report as a resource at admissions events and when informing parents of the school’s programming. From their experience, common questions that parents want to know include “Is your school under investigation for Title IX violations?”, “What are your prevention programs and are they required?”, and “How many reports of sexual assault do you receive every year?”.  These questions are playing a role in how students and their families make decisions about college, and so it is important to be proactive by having effective programming and transparent communication around sexual assault and alcohol/drug use on their campus.

Resources referenced during the webinar include;

We hope to continue the conversation about and share resources on involving parents in prevention efforts.

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4 Resources to Start Your Campaign Around Sexual Assault Awareness Month
Posted by On Wednesday, April 1, 2015

As many of our readers are no doubt aware, today marks the beginning of Sexual Assault Awareness Month (SAAM). While SAAM is always relevant to those concerned about the safety and well-being of college students, the focus of this year’s campaign is s especially relevant to institutes of higher education: the prevention of sexual violence on college campuses. We know our readers will be looking for creative and engaging ways to participate. Here are some ideas and resources to get you started.

Plan an Event

The National Sexual Violence Resource Center releases planning guides to help advocates and allies develop an effective Sexual Assault Awareness Month campaign. These valuable guides provide specific event ideas and strategies for promoting awareness and engaging your community’s support and participation. Another great resource is this list of specific events on their blog.

Wear Jeans

Denim Day is Wednesday, April 29th this year. Denim Day started as a protest against a ruling by the Italian Supreme Court that overturned a rape conviction because the victim’s jeans were “too tight” for the attacker to remove without the victim’s help. Denim Day was conceived as a protest against all such misconceptions about sexual violence. You can show your support by organizing a full-fledged campaign around Denim Day on your campus or simply wearing jeans on April 29th this year.

Watch a Movie

The Hunting Ground, a new documentary on campus rape, has been raising awareness and provoking important conversations on college and university campuses across the country. Go to a screening to educate yourself or get more people involved by arranging a field trip. Make sure to organize a follow up discussion and make support resources easily available to students and staff who may be triggered by the movie.

Host a Workshop

Our own website offers numerous resources and ideas for workshops and awareness campaigns that you can use to create programming around Sexual Assault Awareness Month. Download free posters, workshops, and other materials here and adapt them to your own campus’s needs.

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Generation Straight Edge
Posted by On Tuesday, March 3, 2015

Last week, ten Wesleyan students and two non-students were hospitalized after allegedly taking a bad batch of the drug “Molly” (pure MDMA, the psychoactive ingredient in Ecstasy). A few days later, police arrested four Wesleyan students in connection with the incident. Sadly, this incident is not the first at Wesleyan. In September, Health Services sent out a warning to students and parents when several students who took the drug ended up in the hospital.

In his response to the recent events, the University’s president wrote, “Our community has been reminded these last few days of our fragility but also of our resiliency – of our fears but also of our care for one another.”

Yet, it’s also important to recognize that these kinds of stories can exaggerate the prevalence of drug use on college campuses, and while we should educate and inform students about the dangers of drugs, we shouldn’t do so in a way that reinforces stereotypes about colleges as hedonistic bacchanals.

In fact, Ecstasy use among college students has declined since its peak in the early 2000′s. In 2013, according to Monitoring the Future,  5% of 19-20 and 5.9% of 21-22 year olds reported using the drug in the past year. In 2001, those numbers were 11.0% and 10.8 %, respectively.

The numbers are perhaps higher than parents or administrators would like (and they have risen slightly in recent years), but they are much lower than what many people think. Unfortunately, part of the problem is the gap between what we think is happening on college campuses and what is actually going on.

Take for instance the American College Health Association’s (ACHA) National College Health Assessment, another survey of student behaviors. The ACHA found that 92.6% of students said they had never used Ecstasy and only 1.2% reported using the drug in the last 30 days. But here’s the catch: when the ACHA asked students about how often they thought the typical student at their school used Ecstasy, students thought close to 60% had tried the drug and a brain-frying 35% had used it in the last 30 days.

In other words, there is a huge disconnect between what students think is happening on their campuses and what actually is happening. The danger of this disconnect, according to some researchers, is that these misperceptions can negatively affect students’ choices. Some students might take the drug because they feel pressure to conform to the perceived norm. Meanwhile, students who take the drug may feel less pressure to change, since they think they’re doing what everyone else is.

Indeed, though college binge drinking and drug abuse are the subject of national headlines, evidence suggests today’s college and high school students are in many ways more responsible in comparison to their predecessors when it comes to drugs and alcohol. Olga Khazan, a writer for Atlantic, even  dubbed the post-millennials “Generation Straight-Edge.” Two recent surveys on adolescents and college students confirm this view. The American Freshman: National Norms (Fall 2014) found “substantial self-reported drops in alcohol and tobacco use.” And Monitoring the Future reported that cigarette and alcohol use are at their lowest levels in the history of their survey. Indeed, Monitoring the Future found broad drops in drug use among secondary school students in 2014, a promising trend. And these drops come even as today’s students think many drugs are less risky than students have thought in the past.

So, given the publicity around the recent hospitalizations, now might be a good time to inform students about the very serious dangers of Ecstasy — indeed, one Wesleyan student was still hospitalized as of last Friday — but also of the fact that most students choose not to use it.

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No Shades of Grey When It Comes to Consent
Posted by On Wednesday, February 18, 2015

50_shades_of_blue-01-0150 Shades of Grey,the film adaptation of the first novel in author E.L. James’s best-selling trilogy, was released last weekend to what was widely expected to be a record-breaking box office gross. The movie grossed an estimated $81.7 million dollars through Sunday, making it the second biggest February debut ever, according to the LA Times. While the book series alone has already proven itself to be something of a cultural phenomenon, the release of the film and proportional increase in publicity for the story told therein present an opportunity to start discussions about healthy relationships and consent on your campus.

In fact the film has already sparked controversy over the way it presents issues of consent. On the one hand, much of the plot revolves around a written contract consenting to certain BDSM sex acts the titular Christian Grey wants protagonist Anastasia Steele to sign. That explicit written consent could be taken as an example of the sort of clear, enthusiastic consent students must strive for before engaging in sex. On the other hand, the book often portrays Ana as being less-than-enthusiastic about some of the BDSM sex she has with Christian. The tension between those two plot points (nicely explored in this article from The Atlantic) could be a good jumping off point for a discussion about what’s needed to obtain true consent at each stage of intimacy.

Similarly the relationship between the two romantic leads, which has been described as abusive by critics of the films and books, could be a good introduction to a discussion about the elements of a healthy relationship and the warning signs of an abusive one. Or (SPOILER) the revelation of the abuse Christian Grey suffered as a minor could be an introduction to a conversation regarding the depiction of male victim/survivors in popular culture and the often-overlooked existence of sexual violence perpetrated against men. Even if students haven’t seen or read 50 Shades (full disclosure: this author has not), the story and the sex and relationship it depicts could be a topical entry point to important discussions about communication and mutual respect.

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Online Prevention Programs Must Be Accessible
Posted by On Wednesday, February 4, 2015

One compliance issue that deserves more attention is the accessibility of educational programs and activities — including sexual violence prevention programs — to students and employees with disabilities, including visual impairments. Not only is accessibility the subject of multiple higher education lawsuits, it is also the subject of federal agencies’ compliance reviews.

The Department of Education’s Office for Civil Rights enforces Title II of the Americans with Disabilities Act, which covers public colleges and universities (except schools of medicine, dentistry, nursing, and other health-related schools). OCR also enforces Section 504 of the Rehabilitation Act, which covers public and private colleges and universities that receive federal financial assistance.

In its May 26, 2011 “Frequently Asked Questions About the June 29, 2010 Dear Colleague Letter,” the OCR addressed accessibility issues in emerging technology:

6. Does the DCL apply beyond electronic book readers to other forms of emerging technology?

A: Yes. The core principles underlying the DCL — equal opportunity, equal treatment, and the obligation to make modifications to avoid disability-based discrimination — are part of the general nondiscrimination requirements of Section 504 and the ADA. Therefore, all school programs or activities — whether in a “brick and mortar,” online, or other “virtual” context — must be operated in a manner that complies with Federal disability discrimination laws.

Since issuing this guidance, OCR Resolution Agreements have required colleges and universities to meet accessibility standards so persons with qualified disabilities can participate fully in educational programs and activities.

In 2013, OCR reached settlement agreements with South Carolina Technical College System and The Pennsylvania State University. In March of 2014, OCR entered into a Resolution Agreement with the University of Montana to resolve a complaint that the university discriminated against students with disabilities by using inaccessible electronic and information technology (EIT). The UM agreed to:

  • Adopt policies and procedures to demonstrate its commitment to implement EIT accessibility across all disciplines
  • Train faculty and staff on UM’s accessibility policies and procedures
  • Establish grievance procedures for addressing complaints about accessibility barriers
  • Institute procurement procedures to acquire accessible EITs whenever technically feasible
  • Conduct student surveys and accessibility audits to ensure accessibility needs are being met

In December 2014, the OCR entered into agreements to address accessibility issues with Youngstown State University (OCR letter and agreement) and the University of Cincinnati (OCR letter and agreement). In both the Youngstown and UC agreements, OCR defined “accessible” as follows:

“Accessible” means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use. A person with a disability must be able to obtain the information as fully, equally, and independently as a person without a disability.

The Youngstown and UC agreements require an EIT Accessibility Policy:

[T]o ensure information provided through the University’s website(s), online learning (or “e-learning”) environment, and course management systems (e.g. Blackboard) (collectively, “electronic and information technologies” or “EIT”), are accessible to students, prospective students, employees, guests, and visitors with disabilities, particularly those with visual, hearing, or manual impairments or who otherwise require the use of assistive technology to access information provided through its EIT . . ..

Under these agreements, once the EIT policies are adopted OCR will conduct regular audits to make sure the universities and third parties continue to meet the agreed-upon standards.

Accessibility for prevention programs is not specifically addressed by the final regulations implementing the Violence Against Women Reauthorization Act of 2013, including the Campus Elimination of Sexual Violence Act (Campus SaVE Act). However, while the Department’s comments are primarily focused on content they do address how the required information will be delivered, stating:

[T]he Department does not have the authority to mandate or prohibit the specific content of mode of delivery for these [prevention] programs or to endorse certain methods of delivery (such as computer based programs) as long as the program’s content meets the definition of “programs to prevent dating violence, domestic violence, sexual assault, and stalking.”

Accessibility standards are evolving to keep pace with emerging technologies, and the Web Content Accessibility Guidelines (WCAG) 2.0, developed through the World Wide Web Consortium (W3C), are currently the favored standard.

So, in addition to checking a prevention program’s content, make sure it also meets the “accessible” standard.

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Interview with Dr. Barbara Thomas on Maintaining Healthy Relationships
Posted by On Thursday, January 8, 2015

Watch Dr. Barbara Thomas, Senior Director of Counseling and Psychological Services at the University of San Francisco, talk about the nature of productive and healthy relationships and the key to maintaining them.

In the video, Dr. Thomas explains how relationships change over time and how this change enables couples to reach “a co-creative stage, where you and I together, we’re more than what we are individually.” In a dynamic relationship, Thomas stresses, it’s important to stay honest with your partner and be open to new ideas that will allow the relationship to grow.

Thomas provides excellent advice to anyone in a relationship, but administrators and student health professionals may be particularly interested in using this video in student workshops to teach these lifelong skills for building healthy relationships.


Email us your ideas about how you’ve used or are planning on using the video, and we’ll post them on the blog to share with other readers.

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