Culturally Specific Primary Prevention of Sexual Violence with Youth

(1)

Hosted by:

Oregon Sexual Assault Task Force www.oregonsatf.org

“This webinar was supported by Cooperative Agreement # 1VF1CE002246-01 from The Centers for Disease Control and Prevention. Its contents are solely the responsibility of the presenters and do not

necessarily represent the official views of the Centers for Disease Control and Prevention.” Culturally Specific

Primary Prevention of Sexual Violence

with Latin@ Youth

Created by:

Ro Jane Prideaux

(2)

(3)

(4)

1. Participants will be able to describe the PAS

curriculum and explain how and why it was created. 2. Participants will be able to describe the main aspects

and benefits of bilingual/bicultural education and popular education.

3. Participants will gain a deeper understanding of barriers specific to Latin@ communities.

4. Participants will gain insight on strengthening partnerships between mainstream and culturally specific organizations.

(5)

(6)

(7)

My main focus is:

a) Primary Prevention of Sexual Violence b) Domestic Violence/ Sexual Assault

Survivor Advocacy

c) Youth Leadership/ Academic Support/ Mentoring/ Coaching

d) Public Health Programming/ Admin e) Other

(8)

I am:

a) Latin@

(9)

• Trusted agency has longstanding support of community

• Catholic Social Teaching informs our work

• Culturally specific umbrella agency helps provide: smooth partnerships, access & referral to other services, program stability, employee retention,

training, support, consolidation of resources

Catholic Charities El Programa Hispano UNICA PAS

(10)

(11)

Prevention

Look for the source of the problem and dedicate time and resources here to keep it from continuing

Need to work TOGETHER to eliminate the problem.

Intervention

Treat the problem, respond to the crisis

(12)

Structures/Policies/Systems

Local, state, federal laws to regulate/support healthy

actions

Institutions

Rules, regulations,policies and informal structures

Community Social networks, norms,

standards

Relationship Family, peers, social

networks, associations Individual Knowledge, attitudes, beliefs

Education

(13)

Societal Factors Community Factors Relationship Factors Individual Risk Factors

Risk Factors for Sexual Assault Perpetration (CDC)

13 Societal---

+Societal norms that support male superiority and sexual entitlement

-High tolerance levels of crime and other forms of violence

-Poverty

Community---

+Lack of institutional support from police and judicial system

-Weak community sanctions against sexual violence perpetrators

Relationship---

+Association with sexually aggressive and delinquent peers

-Emotionally unsupportive familial environment

Individual---

+Hyper-masculinity

(14)

14 -High tolerance of violence -Poverty -Weak community -Emotionally unsupportive famililal environment -Impulsive

(15)

Societal

+Societal norms that support

male superiority and sexual entitlement

Community

+Lack of institutional support

from police and judicial system

Relationship

+Association with sexually aggressive and delinquent peers

Individual

+Hyper-masculinity

(16)

Most Latin@ youth are:

a) bilingual b) bicultural

c) undocumented d) Mexican

(17)

In Multnomah County Live in family households

w/children 18 or under: Latin@s: 42.6% Whites: 23.3% Under 18: Latin@s: 37% Whites: 17.1% Latin@s Under 35: 70.6% Under 25: 44.9% Median age: Latin@s: 25.6 Whites: 38.4

(18)

Most Latin@ youth prefer to speak in:

a) Spanish b) English c) Spanglish

(19)

George Lopez “Spanglish”

“Los shoes amarillos, si, estaban todos SOLD OUT”

(20)

“¡Español, mijo! Mas sabe el diablo por viejo que por diablo.”

The Scientific Method “Using observations,

we can make an educated guess to develop a hypothesis.”

(21)

“Hey, check this out chula, viste lo que puso Matt en tu muro de FACEBOOK?? OMG!” “I am Mexicana,

mas que nada, American, of course, Latina, Indígena, and PROUD of it!”

(22)

Acuerdos

Respeto Confidentiality No judgement Cell phones- apagarlos

(23)

“Respeto” por / “Respecto a” Spanish “Respect” for / to English Acuerdos Respeto Confidentiality No judgement Cell phones- apagarlos

(24)

Source: Latino Report - Coalition of Communities of Color www.coalitioncommunitiescolor.org/research/research.html Non-Latin@ 89.1% Latin@ 10.9% 80,138 People Multnomah County Total Population: 735,211 in Multnomah County 11% 89%

Non-U.S. born Latin@s

Have become citizens Not citizens 40% 60% Latin@s Immigrant U.S. born 28% 72% Language spoken at home Only English

Language other than English

(25)

PAS

(“Sexual Violence Prevention”) A new bilingual, culturally specific

primary prevention curriculum.

(26)

PAS

(“Sexual Violence Prevention”)

Main agencies and organizations we drew ideas from:

****SARC (Sexual Assault Resource Center) in Beaverton ****Community Capacitation Center of Multnomah County

Teatro Milagro (Miracle Theater), Portland area Latino Arts and Culture Organization

OYE (Opciones y Educacion, “Options and Education”) a local coalition that includes employees from Multnomah County and Teatro Milagro among others

TEEN (Teen Education and Empowerment Network) local coalition of prevention workers ArteSana (Art Heals) a national Latina-led nonprofit committed to ending sexual violence

Examples of Popular Education in Multnomah County:

Promotores de salud en las iglesias (parish health promoters) of Catholic Charities UNICA support groups and classes

Teatro Milagro plays and community events OYE outreach and workshops

(27)

PAS

(“Sexual Violence Prevention”)

PAZ

EXAMPLES OF COMMON COMBINED FUNCTIONS:

Domestic Violence Sexual Assault Intervention

Shelter Direct Services Support Groups

Academic Support Health Classes Child Abuse Prevention Family Health Parenting Classes Church Groups

(28)

El consentimiento

Consent

Los papeles de género y su expresión

Gender roles and expression

La opresión, el poder y el control

Oppression, power and control

Reconocer las actitudes sanas, enfermizas y abusivas en las relaciones

Recognizing healthy, unhealthy and abusive behavior in relationships

Apoyar y no culpar a la víctima

Support, don’t blame the victim

La influencia de los Medios y su impacto

Media influence and impact

Intervención de “bystander” (testigo)

Bystander (witness) intervention

Las drogas de la violación (“date rape”)

Date rape drugs

La ley, nuestros derechos, y las consecuencias de la violación

The law, our rights, and the consequences of rape

Ocasionar cambios en la comunidad

(29)

(30)

Consent

▼

▲

ꜜ

Curriculum Subjects 30 doesn’t cry leader strong work cook obey mother pure & sexy

“mandilón” “pussy” “mujer” “woman” “maricón” “pansy” “joto” “gay” “puta” “slut” “lesbiana” “lesbian” “marimacha” *“tom boy”* “mala mujer” “bad woman”

♂

♀

(31)

Consent

▼

▲

ꜜ

Curriculum Subjects 31 doesn’t cry leader strong work cook obey mother pure & sexy

“mandilón” “pussy” “mujer” “woman” “maricón” “pansy” “joto” “gay” “puta” “slut” “lesbiana” “lesbian” “marimacha” *“tom boy”* “mala mujer” “bad woman”

♂

(32)

Consent

▼

▲

ꜜ

Curriculum Subjects 32 doesn’t cry leader strong work cook obey mother pure & sexy

“mandilón” “pussy” “mujer” “woman” “maricón” “pansy” “joto” “gay” “puta” “slut” “lesbiana” “lesbian”

“marimacha” *“tom boy”*

“mala mujer” “bad woman”

♂

(33)

Consent

Curriculum Subjects doesn’t cry leader strong work cook obey mother pure & sexy

(34)

Consent

Curriculum Subjects doesn’t cry leader strong work cook obey mother Latinos Latinas

(35)

Curriculum Subjects

“Behavior: Paying for everything.”

HEALTHY

ABUSIVE UNHEALTHY

“Behavior: Texting 30 times a day.”

“Behavior: Being honest.” “Behavior: Punching the wall.”

(36)

“Behavior: Dancing with other

HEALTHY

(37)

La influencia de los Medios y su impacto

Media influence and impact

Las drogas de la violación (“date rape”)

Date rape drugs

La ley, nuestros derechos, y las consecuencias de la violación

The law, our rights, and the consequences of rape

(38)

?

(39)

Floyd Light Middle School Latin@s

Video Project: Sexual Assault Prevention & Bystander Intervention

(40)

(41)

(42)

(43)

(44)

(45)

Public education should include culturally specific curricula and classes.

a) Agree

b) Somewhat agree c) Somewhat disagree d) Disagree

(46)

Culturally specific refers to:

1. The perspective and the content of the material used, particularly with relevant examples and values.

(47)

(changing name “John” to “Juan” does not make a story culturally specific) 2. The way material is presented with a specific

community, accounting for their needs and

(48)

(changing name “John” to “Juan” does not make a story culturally specific)

2. The way material is presented with a specific community, accounting for their needs and

preferences. (literacy levels, childcare, food, music, location, time, etc.) 3. The person(s) presenting the materials identifies with

or has deep knowledge of that community.

(49)

(50)

heritage racial make-up beliefs experiences family roots religion cultural practices stories values

(51)

• 1st_{, 2}nd_{, 3}rd_{generations think, talk and}

act differently

• Child-parent role reversal due to

barriers

• Different expectations for girls & boys

• Marianismo, machismo • Protective of children

• Kids’ experiences in school much

different than parents’/ parents may have fear around what kids are

(52)

• 1st_{, 2}nd_{, 3}rd_{generations think, talk and}

act differently

• Child-parent role reversal due to barriers

• Different expectations for girls & boys

• Marianismo, machismo

• Protective of children

• Kids’ experiences in school much different than parents’/ parents may have fear around what kids are

(53)

• Normalizes multicultural group

environment & diverse experiences. • Honors individual bilingual/bicultural

identity & expressions of each youth. • Encourages bilingual expression &

achievement, youth empowerment.

• Increases possibilities for discussion

(54)

(55)

Si alguien que conoces es víctima/sobreviviente del asalto sexual…

If someone you know is a victim/survivor of sexual assault…

Créele. Believe them.

Dile que no tiene la culpa. Tell them it’s not their fault. Dale un abrazo fuerte. Give them a big hug.

Haz muchas preguntas sobre los detalles del asalto. Ask them to tell you all the details of the assault.

Pregúntale si quiere ir al doctor. Ask if they want to go to the doctor.

Diles a tus padres. Tell your parents.

Diles a los padres de tu amig@. Tell their parents.

Ofrece llamar junt@s (acompañarle) al consejero o una línea de crisis.

Offer to call a counselor or crisis line with them (be there with them).

Dile, “No fue nada. No te preocupes tanto.” Tell them, “That’s not that big a deal. Don’t worry so much.”

Dile lo que tiene que hacer ahora. Tell them what to do next.

Sugiere que hable con un profesional. Suggest that they talk to a professional.

Dale tu consejo, diciendo, “Lo que debe de hacer ahora es…”

Give your best advice by saying, “Ok, what you need to do is …”

Dale tus sugerencias, diciendo, “Una cosa que podrías hacer es…”

Make suggestions by saying, “Maybe you could…”

Ofrece llamar (por tu amig@) al consejero o a una línea de crisis.

Offer to call a counselor or crisis line for them.

Tema: Apoyar y no culpar a la víctima Subject: Support, don’t blame the victim

Instrucciones: Ponlas en grupos de “cosas que deberías hacer” y “cosas que NO deberías hacer”

(56)

(57)

(58)

(59)

(60)

(61)

“A structure, such as a fence, built to bar passage;

Something immaterial that obstructs or impedes;

A boundary or limit;

Something that separates or holds apart.”

(www.thefreedictionary.com/barrier )

What does it mean to experience a barrier?

To be shut out from resources.

(62)

“Conditions of exploitation, marginalization, exclusion and powerlessness are features of oppression.”

(Latino Report - Coalition of Communities of Color)

*Low income *Employment status

*Childcare needs *Access to transportation

*Education & literacy levels *Confidentiality/ Size of community *Isolation *Racism *Language *Police profiling *Healthcare inequity *Poor immigration system

*Legal hurdles & cost *Bias in schools *Inaccessible public services *Religion *Gender norms *Body language *Cultural food needs *Cultural practices Everyday/Individual Racism & Language Barrier

Poverty & Barriers as Newcomer

Systemic Racism Cultural Differences

(63)

(64)

Systemic Racism

(65)

Systemic Racism

Cultural Differences

(66)

(67)

(68)

“A member of a [privileged] group who works to end a form of oppression which gives her or him privilege. For example, a white person who works to end racism,

(69)

A person-centered philosophy; and egalitarian value system concerned with reducing the deleterious

effects of structural inequalities upon people’s lives; a methodology focusing on both process and outcome;

and a way of structuring relationships between individuals that aims to empower users by reducing

(70)

(71)

Providing culturally specific education and/or services means working with culturally specific agencies &

(72)

1.

A

ssume that Latin@s are already organized.

2.

R

esearch Latin@ communities.

3.

C

ontact local Latin@ organizations and leaders,

(73)

• How can you support bicultural prevention efforts?

• When will the PAS curriculum

be sharable?

• How should the PAS curriculum

(74)

Gender neutral “@” symbol http://en.wikipedia.org/wiki/Gender-neutrality_in_Spanish_and_Portuguese

Catholic Social Teaching http://www.catholiccharitiesusa.org/catholic-tradition/the-principles-of-catholic-social-teaching/

Latino Report - Coalition of Communities of Color

www.coalitioncommunitiescolor.org/research/research.html

Including definitions: Tokenism, internalized oppression, ally, barrier, anti-oppressive practice, and many statistics from “Immigration myth busting” section.

Popular Education http://www.popednews.org

Paulo Freire http://www.freire.org/

Latin@ Identity

(75)

(76)

Thank you for completing the brief survey we’ll be sending in a few minutes. Your feedback will be helpful on many levels – including helping us to meet our grant requirements!

(77)

Hosted by:

Oregon Sexual Assault Task Force www.oregonsatf.org/pas-webinar

Created by: