Our Presentations
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Before requesting a presentation, we urge you to engage with our content warning, which is provided below. In advance of presentations, chapter leadership should make participants aware of content that will be discussed. CONTENT WARNING: The content and discussion in these presentations will necessarily engage with sexual assault, sexual violence, and other potentially harmful or triggering topics. Much of it will be emotionally and intellectually challenging to engage with. We do our best to make these spaces safe where we can engage empathetically and thoughtfully with difficult content. Topics include: Sexual assault, sexual violence, rape, abuse, mental illness (including but not limited to: depression, suicide, self-harm, eating disorders, PTSD, body hatred), discrimination (including but not limited to: misogyny and sexism, homophobia and heterosexism, transphobia and transmisogyny, racism, classism), pregnancy, and kidnapping. General Presentation Required for all Chapters Our general presentation gives an introduction to the prevalence of SVSH (sexual violence and sexual harassment), specifically on college campuses and within Greek Life. This module defines sexual violence, sexual harassment, and consent. It also discusses survivor support (including reporting options and resources), common myths regarding SVSH, power dynamics, and bystander intervention methods. |
Greeks Against Sexual Assault offers several options within modules regarding the intricacies of sexual violence and sexual harassment in addition to our general presentation, which is required for all participating chapters. In each of our modules, we provide a combination of direct information and opportunities for discussion and member engagement. We seek to make our presentations as informative and interactive as possible. An Overview of Our Modules We encourage you to read the following descriptions of modules and determine which may be most appropriate and relevant to your chapter. Alcohol, Drugging, and Consent - This module explains the role that drugging, alcohol, and mind-altering substances play in SVSH. It provides an explanation of drugging, information regarding common "roofie" drugs, signs of drugging, how to reduce the risk of drugging for ourselves and others, and how to intervene if drugging occurs. Bystander Intervention - This module discusses the significance of bystander intervention in response to SVSH, as well as several models to intervene, including the CARE model. The module defines active bystanding and teaches us how to identify someone in need of intervention, and what we can do to provide them assistance both as individuals and a community. Healthy Relationships - This module discusses the importance of healthy relationships, and the importance of SVSH within relationships. Within the module, we explain the attributes of healthy and unhealthy relationships, setting boundaries, how to identify and confront unhealthy behaviors, and bystander intervention in the context of relationships. Power and Privilege - This module discusses the role of power and privilege in sexual activity and relationships. The module defines privilege and power dynamics, explains different social identities (including race, socioeconomic status, gender, age, sexual orientation, etc.) and their pertinence to SVSH, pyramids of violence, and the importance of power and privilege within Greek Life. After the Fact: Survivor Support - This module discusses what occurs in the aftermath of SVSH and how we can support survivors within our communities. It describes different forms of medical attention, therapy and counseling resources, reporting options, how to respond when an individual discloses an instance of SVSH, and impacts of SVSH. It also discusses methods of healing and coping after SVSH occurs. We want to acknowledge that this module can be more triggering to survivors of SVSH as it provides in-depth information regarding medical care after an incident takes place. After the Fact: Community Accountability - This module discusses how a chapter can appropriately respond in the aftermath of an incident of SVSH related to their community. It provides insight to steps that can be taken by a chapter and community to move towards creating a healthy house culture in efforts of reconciliation, trust, and healing, as well as navigating resources and holding difficult but necessary conversations. We want to acknowledge that this module can be more triggering to bystanders and survivors of SVSH as it outlines difficult in-depth conversations after an incident takes place. |
Our Peer Educators
NINEVEH WINTON CLASS OF 2026 DELTA DELTA DELTA I wanted to be a peer educator for GASA because I believe education in these topics is the best way to prevent incidents from happening. It is very important to me to work to make our campus safer and protect our peers. |
ROHAN SINGH CLASS OF 2027 PHI KAPPA PSI The reason I joined GASA is because I felt that Greek life has a stigma backed by a history of SVSH issues. I wanted to be educated on ways to prevent and help people that experience SVSH at parties and create a safer environment in Greek life. |
PHOEBE LEMON Class of 2026 CHI OMEGA I decided to become a peer educator because sexual violence and harassment is extremely prevalent on college campuses, particularly in Greek Life. As a peer educator, I have the ability to not only raise awareness about these issues but to teach others how to prevent them as well. I am doing what I can to make our community as safe and respectful as possible! |
MIA FISHER CLASS OF 2026 TRI DELTA Hi! I’m Mia and I am a third-year double majoring in psychology and social welfare. I wanted to be a peer educator to further support my community and give everyone the tools necessary to reduce sexual violence and feel supported in these efforts. |
JESSICA SHUPE CLASS OF 2025 DELTA SIGMA I have always gravitated toward opportunities to learn and teach, especially when it involves collaborating with my peers. GASA’s Peer Educators have the important role of shedding light on relevant topics in hopes of connecting with and informing others for the betterment of our communities. The goals of the Peer Education branch align closely with my chosen pathway at Berkeley so it felt like a no-brainer to join the cause and contribute my efforts, knowledge, and energy to GASA. |
JIMÉ SEPULVEDA CLASS OF 2026 DELTA SIGMA I decided to become a peer educator because I believe advocacy is important, with sensitive topics such as sexual assault we advocate for ourselves and others best by educating and understanding the harm (physical and mental) people go through and change that through making our community more aware and capable of responding to and avoiding these situations. |
