The document provides an agenda and materials for a workshop on preventing and responding to sexual violence. The workshop covers various topics throughout the day, including recognizing and reporting sexual abuse, the hidden problem of human trafficking, responding to case studies, and the impact of social networks on harassment. Participants will learn about identifying and responding to sexual abuse, explore how to prevent sexual violence, and discuss strategies for responding to abuse and harassment situations.
A resource for the Muslim Community to address both crisis and everyday PR.
Other resources:
http://www.cair.com/
https://www.youtube.com/watch?v=GwEo6g7L9WU&feature=youtu.be
Sexual abuse threatens children's well-being, education, and career goals. It refers to unwanted sexual contact or activity and can include kissing, touching, rape or attempting rape of someone unable or unwilling to consent. Victims often experience low self-esteem, depression, guilt, sleep issues, lack of trust, and difficulty with intimacy. International statistics show hundreds of thousands of reported sexual abuse cases annually. Local statistics in Trinidad and Tobago ranged from 17.7% to 25.5% reported cases between 2004-2009. Proposed strategies to address this issue include creating educational clubs for youth, producing short films and presentations, and distributing informational fliers.
Me being a rape victim myself I feel that I can help those who haven't received that help. Please if you need someone to vent to I'm always here! v.lapoint@outlook.com
Jim is accused by his ex-girlfriend's mother, Sara, of sexually molesting his 4-year-old daughter Katie. Sara says Katie told her that "my daddy do that" when touching herself. Jim denies the allegations. On the Dr. Phil show, Jim takes a lie detector test and Sara and Latia, Jim's ex-girlfriend, confront him on stage. Latia admits she has no proof but believes her daughter, though she has never seen Jim harm Katie. The discussion becomes heated as Jim maintains his innocence.
Children and women, college bound and overall as a gender are the most vulnerable members of our societies to sexual abuse. Here are some important guidelines that we should inculcate in our children to help protect them.
Gender and oppression: A Detailed DisussionHathib KK
Gender and Oppression.what is oppression? what is gender base d oppression? what is sexual harassment? different kinds of sexual harassment. Is gazing at a woman sexual harassment? Sexual harassment at work place. Different causes behind sexual harassment. Precautions to prevent sexual harassment.
Sexual Harassment, Gender Discrimination and SexismYash Kaushik
This document discusses profanity and excessive foul language. It defines profanity as offensive or disrespectful words. Some people swear for emotional reasons like feeling better or bonding, while others cannot help it. However, swearing has negative effects like giving a bad impression, endangering relationships, and offending others. The overuse of foul language is degrading social relationships and society. To stop swearing, one should gradually decrease usage, avoid excessive company, and understand it can hurt others.
The document summarizes a study that examined informal and formal support structures for young people who experienced child abuse. 53 young women and 7 young men between ages 18-24 who reported extensive victimization were interviewed. On average, it took 7.8 years to disclose experiences of child sexual abuse. Most initial disclosures were to informal sources like family and friends. Barriers to disclosure included lack of knowledge that the abuse was wrong and lack of trusted adults. Missed opportunities for intervention were identified at the individual, family, community, and system levels. Key recommendations included providing youth appropriate information about relationships early on, communicating with youth directly and sensitively, and ensuring professionals notice signs of struggle and ask youth directly about their experiences.
A resource for the Muslim Community to address both crisis and everyday PR.
Other resources:
http://www.cair.com/
https://www.youtube.com/watch?v=GwEo6g7L9WU&feature=youtu.be
Sexual abuse threatens children's well-being, education, and career goals. It refers to unwanted sexual contact or activity and can include kissing, touching, rape or attempting rape of someone unable or unwilling to consent. Victims often experience low self-esteem, depression, guilt, sleep issues, lack of trust, and difficulty with intimacy. International statistics show hundreds of thousands of reported sexual abuse cases annually. Local statistics in Trinidad and Tobago ranged from 17.7% to 25.5% reported cases between 2004-2009. Proposed strategies to address this issue include creating educational clubs for youth, producing short films and presentations, and distributing informational fliers.
Me being a rape victim myself I feel that I can help those who haven't received that help. Please if you need someone to vent to I'm always here! v.lapoint@outlook.com
Jim is accused by his ex-girlfriend's mother, Sara, of sexually molesting his 4-year-old daughter Katie. Sara says Katie told her that "my daddy do that" when touching herself. Jim denies the allegations. On the Dr. Phil show, Jim takes a lie detector test and Sara and Latia, Jim's ex-girlfriend, confront him on stage. Latia admits she has no proof but believes her daughter, though she has never seen Jim harm Katie. The discussion becomes heated as Jim maintains his innocence.
Children and women, college bound and overall as a gender are the most vulnerable members of our societies to sexual abuse. Here are some important guidelines that we should inculcate in our children to help protect them.
Gender and oppression: A Detailed DisussionHathib KK
Gender and Oppression.what is oppression? what is gender base d oppression? what is sexual harassment? different kinds of sexual harassment. Is gazing at a woman sexual harassment? Sexual harassment at work place. Different causes behind sexual harassment. Precautions to prevent sexual harassment.
Sexual Harassment, Gender Discrimination and SexismYash Kaushik
This document discusses profanity and excessive foul language. It defines profanity as offensive or disrespectful words. Some people swear for emotional reasons like feeling better or bonding, while others cannot help it. However, swearing has negative effects like giving a bad impression, endangering relationships, and offending others. The overuse of foul language is degrading social relationships and society. To stop swearing, one should gradually decrease usage, avoid excessive company, and understand it can hurt others.
The document summarizes a study that examined informal and formal support structures for young people who experienced child abuse. 53 young women and 7 young men between ages 18-24 who reported extensive victimization were interviewed. On average, it took 7.8 years to disclose experiences of child sexual abuse. Most initial disclosures were to informal sources like family and friends. Barriers to disclosure included lack of knowledge that the abuse was wrong and lack of trusted adults. Missed opportunities for intervention were identified at the individual, family, community, and system levels. Key recommendations included providing youth appropriate information about relationships early on, communicating with youth directly and sensitively, and ensuring professionals notice signs of struggle and ask youth directly about their experiences.
This document provides information and tips on preventing different types of violence and abuse, including personal assault, rape, sexual abuse, and harassment. It recommends securing one's home, being aware of one's surroundings when in public, knowing self-defense techniques, setting clear limits with dates, and reporting abuse to authorities. Protective measures involve situational awareness, avoiding risky behaviors, having emergency plans, and seeking help for abusive situations.
how do we view sex? (cellphone at pag-ibig)Marian Fausto
This document contains a presentation on sexuality and relationships for secondary school teachers. It discusses modern cultural views of sex, the difference between love and infatuation, healthy relationships, and abstaining from premarital sex. Reasons are given for why youth engage in premarital sex, and the emotional, health and spiritual consequences of doing so. Messages of purity, modesty, respect for one's body and waiting for marriage are promoted. Help is offered to those struggling.
Guelph Sexuality Conference: LGBTQ Family Planning 101 for Service ProvidersAndy Inkster
This workshop is intended to provide an opportunity for service providers to develop and deepen their knowledge of the legal, social, and practical aspects of LGBTQ family planning, and become aware of information and resources available to prospective parents. Multiple pathways to parenthood for LGBTQ prospective parents including adoption, sperm, egg, and embryo donation, co-parenting, and surrogacy will be examined. The goal of the workshop is to help service providers gain knowledge to use to assist LGBTQ clients in visioning, accessing information and resources in anticipation that our clients are now considering parenthood or may consider parenthood in the future.
Originally presented: Guelph Sexuality Conference, June 19, 2014 Guelph, ON, Canada
Andy Inkster, MA is the Health Promoter for the LGBTQ Parenting Network, Sherbourne Health Centre. In his work, Andy creates resources and develops educational and community-building opportunities for LGBTQ parents and prospective parents. He is one of the co-facilitators of Queer & Trans Family Planning(s), a family planning course developed in partnership between The 519 Church Street Community Centre and the LGBTQ Parenting Network. A queer and trans parent himself, Andy has been involved in queer and trans family planning work since 2005 as a member of the Trans Fathers 2B working group.
Juvenile sexual offender and their victims 2014Mdunnam
This document discusses child abuse and sexual abuse, including the effects on victims, statistics, offender characteristics and behaviors. Some key points:
- An estimated 60 million Americans are survivors of childhood sexual abuse, which can cause long-term emotional and psychological damage.
- Approximately 80,000 cases of child sexual abuse are reported annually in the US.
- Child sexual abusers exhibit a range of behaviors, from non-contact crimes to penetration. Many offenders are juveniles themselves.
- Effects on victims can include fear, depression, poor self-esteem and substance abuse. Disclosure of abuse is often delayed due to victims feeling ashamed or afraid.
This document summarizes a university's policies on sexual harassment, discrimination, and sexual misconduct. It outlines that Title IX prohibits sex-based discrimination in education, and the university prohibits sexual violence, harassment, and other behaviors. Key aspects of the student code of conduct are described, including how to define and report affirmative consent, sexual harassment, stalking, domestic violence, and dating violence. Procedures for reporting bias-related crimes are also mentioned.
This document summarizes a university's sexual harassment and discrimination policies. It outlines that Title IX prohibits sex discrimination in education and the university prohibits sexual violence, harassment, assault and stalking. It defines consent and provides examples of sexual harassment, misconduct and assault. Reporting procedures and consequences for violations are described, including sanctions up to suspension or expulsion.
Here are some common reasons why women may stay in abusive intimate relationships:
- Fear of retaliation or escalation of violence if she leaves
- Economic dependence on the abuser
- Low self-esteem from the abuse and belief she deserves the treatment
- Hope or belief that the abuser will change his behavior
- Pressure from family or community to stay in the relationship
- Love and emotional attachment for the abuser, despite the abuse
- Cultural or religious beliefs that discourage divorce or separation
- Threats or actions by the abuser to harm children or other family members
- Isolation from social support systems by the abuser
- Lack of safe housing or shelter options if she leaves
This presentation provides information to parents on bullying prevention. It defines bullying and different types. It outlines signs that a child may be bullying others or being bullied. The presentation teaches parents how to "bullyproof" their child by being positive role models, getting involved in their child's life, and teaching good social skills. It provides guidance on what to do if a parent suspects their child is bullying others or being bullied, including working with the school and seeking outside help. Resources for help with bullying situations are also listed.
The document outlines materials for a 3-day training on case management for multi-disciplinary teams handling child sexual abuse cases in the Philippines. It includes objectives to enhance knowledge of child sexual abuse dynamics and roles of MDT members, as well as skills in handling disclosures and interviewing victims. The training covers topics like the definition and characteristics of child sexual abuse, grooming techniques used by offenders, and Finkelhor's four preconditions for abuse. Case studies and discussions are also included to help participants understand issues around consent, secrecy, exploitation and societal norms that tolerate abuse.
Let’s play: An Introduction to Working Therapeutically with ChildrenIndaba Counselling
This document provides an introduction to working therapeutically with children. It discusses the importance of understanding children's development and needs before becoming a child counselor. It also outlines some key aspects of play therapy with children such as using toys, sand trays and stories to help children express themselves non-verbally and process their experiences through play. The document emphasizes following the child's lead in therapy and allowing them to freely express their feelings in a safe environment.
6 Sexual Assult Prevention - Risk Management - 6SOCUTD
The document provides information from a presentation on sexual assault prevention for student organizations. It defines sexual assault, misconduct, and harassment. It discusses relevant Texas law and UT Dallas policy. It aims to dispel common myths about sexual assault and discuss issues of consent. The presentation covers the effects of sexual assault on victims, offenders, and student organizations. It provides strategies for organizations to reduce risk and support survivors, along with on-campus resources.
The document discusses coming out as an ongoing process for LGBTQ individuals of accepting themselves and sharing that identity with others. It can be challenging to come out due to societal heteronormativity and potential rejection. While coming out may induce difficult emotions like panic, it can also be liberating. The document provides guidance on supporting both those coming out and their friends/family, such as through PFLAG resources that normalize a range of reactions and promote self-acceptance.
The document provides definitions for many common terms used in the LGBTQ community, such as what the acronym LGBT stands for, definitions of terms like lesbian, gay, bisexual, transgender, genderfluid, queer, and ally. It explains that gender identity and sexual orientation are separate concepts and discusses coming out of the closet. It recommends additional resources for learning more terminology and information about the LGBTQ community.
This document discusses frequently asked questions about sexual orientation and gender identity. It addresses whether being LGBTQ is a choice, what causes it, how common it is, and what youth need from parents if they are questioning. The key points are:
- Sexual orientation and gender identity are innate and not a choice. While the exact causes are unknown, experts agree it is not due to poor parenting or trauma.
- Homosexuality and being transgender are normal variations that have always existed in humanity. Discrimination against LGBTQ people is wrong.
- Rates of LGBTQ identities range from 3-10% depending on social acceptance. Being transgender is rarer at about 0.3% of the population.
-
This document provides an introduction to understanding and preventing sexual misconduct at Wake Forest University. It defines various forms of sexual misconduct including sexual harassment, sexual assault, stalking, dating violence and domestic violence. It outlines behaviors that constitute unlawful sexual misconduct. It discusses consent and the responsibilities of faculty/staff for reporting sexual misconduct. The document provides information on bystander intervention, reporting options and resources for support.
This document discusses various forms of violence and abuse against women including physical, sexual, verbal/emotional, and societal oppression. It explores the causes and tactics of abuse, how it disproportionately impacts women of color and marginalized groups, and the long-term psychological and social impacts. It provides information on actions women can take to protect themselves, get medical and legal help, and strategies for ending violence against women.
This research paper examines domestic violence. It defines domestic violence as abuse or bad behavior used to gain power and control, often targeting women, children, and intimate partners. The paper explores the history of domestic violence laws and various forms of abuse - physical, sexual, emotional, and financial. Interviews were conducted and data was collected to analyze statistics on domestic violence. The findings show women ages 18 to 60 are most affected, with 95% of abusers being men. Expectations are that solutions could help build healthier family structures and decrease health issues in society by ensuring physical and psychological well-being.
This document discusses LGBTQ rights and inequalities. It notes that around 3% of the population identifies as gay or lesbian, yet they face discrimination and a lack of basic human rights. Examples are provided of victimization of LGBTQ individuals through physical attacks and hate crimes. The document calls for solutions like awareness, education, and advocacy to promote acceptance and equal rights. The conclusion emphasizes that all humans deserve basic rights regardless of sexual orientation or gender identity.
This document provides information and tips on preventing different types of violence and abuse, including personal assault, rape, sexual abuse, and harassment. It recommends securing one's home, being aware of one's surroundings when in public, knowing self-defense techniques, setting clear limits with dates, and reporting abuse to authorities. Protective measures involve situational awareness, avoiding risky behaviors, having emergency plans, and seeking help for abusive situations.
how do we view sex? (cellphone at pag-ibig)Marian Fausto
This document contains a presentation on sexuality and relationships for secondary school teachers. It discusses modern cultural views of sex, the difference between love and infatuation, healthy relationships, and abstaining from premarital sex. Reasons are given for why youth engage in premarital sex, and the emotional, health and spiritual consequences of doing so. Messages of purity, modesty, respect for one's body and waiting for marriage are promoted. Help is offered to those struggling.
Guelph Sexuality Conference: LGBTQ Family Planning 101 for Service ProvidersAndy Inkster
This workshop is intended to provide an opportunity for service providers to develop and deepen their knowledge of the legal, social, and practical aspects of LGBTQ family planning, and become aware of information and resources available to prospective parents. Multiple pathways to parenthood for LGBTQ prospective parents including adoption, sperm, egg, and embryo donation, co-parenting, and surrogacy will be examined. The goal of the workshop is to help service providers gain knowledge to use to assist LGBTQ clients in visioning, accessing information and resources in anticipation that our clients are now considering parenthood or may consider parenthood in the future.
Originally presented: Guelph Sexuality Conference, June 19, 2014 Guelph, ON, Canada
Andy Inkster, MA is the Health Promoter for the LGBTQ Parenting Network, Sherbourne Health Centre. In his work, Andy creates resources and develops educational and community-building opportunities for LGBTQ parents and prospective parents. He is one of the co-facilitators of Queer & Trans Family Planning(s), a family planning course developed in partnership between The 519 Church Street Community Centre and the LGBTQ Parenting Network. A queer and trans parent himself, Andy has been involved in queer and trans family planning work since 2005 as a member of the Trans Fathers 2B working group.
Juvenile sexual offender and their victims 2014Mdunnam
This document discusses child abuse and sexual abuse, including the effects on victims, statistics, offender characteristics and behaviors. Some key points:
- An estimated 60 million Americans are survivors of childhood sexual abuse, which can cause long-term emotional and psychological damage.
- Approximately 80,000 cases of child sexual abuse are reported annually in the US.
- Child sexual abusers exhibit a range of behaviors, from non-contact crimes to penetration. Many offenders are juveniles themselves.
- Effects on victims can include fear, depression, poor self-esteem and substance abuse. Disclosure of abuse is often delayed due to victims feeling ashamed or afraid.
This document summarizes a university's policies on sexual harassment, discrimination, and sexual misconduct. It outlines that Title IX prohibits sex-based discrimination in education, and the university prohibits sexual violence, harassment, and other behaviors. Key aspects of the student code of conduct are described, including how to define and report affirmative consent, sexual harassment, stalking, domestic violence, and dating violence. Procedures for reporting bias-related crimes are also mentioned.
This document summarizes a university's sexual harassment and discrimination policies. It outlines that Title IX prohibits sex discrimination in education and the university prohibits sexual violence, harassment, assault and stalking. It defines consent and provides examples of sexual harassment, misconduct and assault. Reporting procedures and consequences for violations are described, including sanctions up to suspension or expulsion.
Here are some common reasons why women may stay in abusive intimate relationships:
- Fear of retaliation or escalation of violence if she leaves
- Economic dependence on the abuser
- Low self-esteem from the abuse and belief she deserves the treatment
- Hope or belief that the abuser will change his behavior
- Pressure from family or community to stay in the relationship
- Love and emotional attachment for the abuser, despite the abuse
- Cultural or religious beliefs that discourage divorce or separation
- Threats or actions by the abuser to harm children or other family members
- Isolation from social support systems by the abuser
- Lack of safe housing or shelter options if she leaves
This presentation provides information to parents on bullying prevention. It defines bullying and different types. It outlines signs that a child may be bullying others or being bullied. The presentation teaches parents how to "bullyproof" their child by being positive role models, getting involved in their child's life, and teaching good social skills. It provides guidance on what to do if a parent suspects their child is bullying others or being bullied, including working with the school and seeking outside help. Resources for help with bullying situations are also listed.
The document outlines materials for a 3-day training on case management for multi-disciplinary teams handling child sexual abuse cases in the Philippines. It includes objectives to enhance knowledge of child sexual abuse dynamics and roles of MDT members, as well as skills in handling disclosures and interviewing victims. The training covers topics like the definition and characteristics of child sexual abuse, grooming techniques used by offenders, and Finkelhor's four preconditions for abuse. Case studies and discussions are also included to help participants understand issues around consent, secrecy, exploitation and societal norms that tolerate abuse.
Let’s play: An Introduction to Working Therapeutically with ChildrenIndaba Counselling
This document provides an introduction to working therapeutically with children. It discusses the importance of understanding children's development and needs before becoming a child counselor. It also outlines some key aspects of play therapy with children such as using toys, sand trays and stories to help children express themselves non-verbally and process their experiences through play. The document emphasizes following the child's lead in therapy and allowing them to freely express their feelings in a safe environment.
6 Sexual Assult Prevention - Risk Management - 6SOCUTD
The document provides information from a presentation on sexual assault prevention for student organizations. It defines sexual assault, misconduct, and harassment. It discusses relevant Texas law and UT Dallas policy. It aims to dispel common myths about sexual assault and discuss issues of consent. The presentation covers the effects of sexual assault on victims, offenders, and student organizations. It provides strategies for organizations to reduce risk and support survivors, along with on-campus resources.
The document discusses coming out as an ongoing process for LGBTQ individuals of accepting themselves and sharing that identity with others. It can be challenging to come out due to societal heteronormativity and potential rejection. While coming out may induce difficult emotions like panic, it can also be liberating. The document provides guidance on supporting both those coming out and their friends/family, such as through PFLAG resources that normalize a range of reactions and promote self-acceptance.
The document provides definitions for many common terms used in the LGBTQ community, such as what the acronym LGBT stands for, definitions of terms like lesbian, gay, bisexual, transgender, genderfluid, queer, and ally. It explains that gender identity and sexual orientation are separate concepts and discusses coming out of the closet. It recommends additional resources for learning more terminology and information about the LGBTQ community.
This document discusses frequently asked questions about sexual orientation and gender identity. It addresses whether being LGBTQ is a choice, what causes it, how common it is, and what youth need from parents if they are questioning. The key points are:
- Sexual orientation and gender identity are innate and not a choice. While the exact causes are unknown, experts agree it is not due to poor parenting or trauma.
- Homosexuality and being transgender are normal variations that have always existed in humanity. Discrimination against LGBTQ people is wrong.
- Rates of LGBTQ identities range from 3-10% depending on social acceptance. Being transgender is rarer at about 0.3% of the population.
-
This document provides an introduction to understanding and preventing sexual misconduct at Wake Forest University. It defines various forms of sexual misconduct including sexual harassment, sexual assault, stalking, dating violence and domestic violence. It outlines behaviors that constitute unlawful sexual misconduct. It discusses consent and the responsibilities of faculty/staff for reporting sexual misconduct. The document provides information on bystander intervention, reporting options and resources for support.
This document discusses various forms of violence and abuse against women including physical, sexual, verbal/emotional, and societal oppression. It explores the causes and tactics of abuse, how it disproportionately impacts women of color and marginalized groups, and the long-term psychological and social impacts. It provides information on actions women can take to protect themselves, get medical and legal help, and strategies for ending violence against women.
This research paper examines domestic violence. It defines domestic violence as abuse or bad behavior used to gain power and control, often targeting women, children, and intimate partners. The paper explores the history of domestic violence laws and various forms of abuse - physical, sexual, emotional, and financial. Interviews were conducted and data was collected to analyze statistics on domestic violence. The findings show women ages 18 to 60 are most affected, with 95% of abusers being men. Expectations are that solutions could help build healthier family structures and decrease health issues in society by ensuring physical and psychological well-being.
This document discusses LGBTQ rights and inequalities. It notes that around 3% of the population identifies as gay or lesbian, yet they face discrimination and a lack of basic human rights. Examples are provided of victimization of LGBTQ individuals through physical attacks and hate crimes. The document calls for solutions like awareness, education, and advocacy to promote acceptance and equal rights. The conclusion emphasizes that all humans deserve basic rights regardless of sexual orientation or gender identity.
I assigned my 5th grade health classes a bullying prevention project. I created the PowerPoint template and the students researched the information. The students worked collaboratively on this assignment. The final presentation was uploaded to the school website to educate parents and other elementary students.
This document provides information about a training program on gender sensitivity in the asylum process run by IARS, an international think tank. The training focuses on the impact of gender-based violence on refugee and asylum-seeking women. It aims to increase gender sensitivity when dealing with such women. The document defines key terms, outlines principles of good practice, and lists services that can provide support to women who have experienced gender-based violence.
This document summarizes key points about child sexual abuse, including that it is characterized by deception, force or coercion and involves engaging a child in sexual activities before they are developmentally prepared to consent. It notes that incest is a form of familial abuse, and that abuse often occurs over several years starting around age 9 and perpetrated mainly by heterosexual males known to the child. The document also outlines long-term psychological and social effects of abuse on victims.
This document summarizes key points about child sexual abuse, including that it is characterized by deception, force or coercion and involves engaging a child in sexual activities before they are developmentally prepared to consent. It notes that incest is a form of familial abuse, and that abuse often occurs over several years starting around age 9 and perpetrated mainly by heterosexual males known to the child. The document also outlines long-term psychological and social effects of abuse on victims.
Child abuse is estimated to affect one in four homes. Due to cultural
stigmas, many do not get reported, yet the effect of child sex abuse to
victims and survivors is so devastating, they kept it to themselves and
many times they bring to their grave without being healed or being
whole in their lifetime. This presentation intends to answer key
questions related to child sex abuse, and its consequence prevention
and treatment. It also intends to take a look at the child sex abuser and
the occasional presence of co-dependents, who make perpetrators
bolder in their acts.
Here are some common reasons why women may stay in abusive intimate relationships:
- Fear of retaliation or escalation of violence if she leaves
- Economic dependence on the abuser
- Low self-esteem from the abuse and belief that she deserves the treatment
- Hope that the abuser will change or that the abuse will stop
- Love and emotional attachment for the abuser
- Pressure from family or community to stay in the relationship
- Threats and intimidation by the abuser to isolate her from support systems
- Belief that the abuse is her fault or she can fix the abuser
- Cultural or religious beliefs that discourage divorce or separation
These slides cover topics on Rape and its effects, its treatment, laws, types, and some case studies. It also discusses about Consent and Molestation, Sexual Assault.
Here are some common reasons why women may stay in abusive intimate relationships:
- Fear of retaliation or escalation of violence if she leaves
- Economic dependence on the abuser
- Low self-esteem from the abuse and belief that she deserves the treatment
- Hope that the abuser will change or that the abuse will stop
- Love and emotional attachment for the abuser
- Pressure from family or community to stay in the relationship
- Threats and intimidation by the abuser to isolate her from support systems
- Belief that the abuse is her fault or she can fix the abuser
- Cultural or religious beliefs that discourage divorce or separation
The REACH Center provides free and confidential services to survivors of crime, abuse, and violence through three offices in the Hudson Valley region of New York. Services include counseling, advocacy, referrals, crisis intervention, and education. The document defines different types of relationship abuse such as economic, sexual, verbal, and physical abuse. It also describes the typical cycle of violence in an abusive relationship and some signs that a relationship may be troubled. Tips are provided for ending relationships gracefully.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often not addressed enough when providing sexuality education, even though it is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula, and workshops with clients more sex-positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based Community Outreach Coordinator for Planned Parenthood of Wisconsin. A graduate of Marquette University, she began working with PPWI through the AmeriCorps program Public Allies, where she helped to create and manage a teen health promoter program that placed trained teen educators in two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently, Margo provides programming and direct education in the Green Bay and Fox Valley regions. Most recently, she was a contributing author to the Center for Sex Education’s Sex Ed in the Digital Age, a two-volume set that includes structured lesson plans designed to equip educators and parents with skills that are necessary for meeting the challenges of the digital age.
Molly Lancelot is thrilled to be back working for Planned Parenthood of Wisconsin (PPWI) in the role of Community Education Manger. She previously filled the roles of Community-based Educator and School-based Programs Coordinator with PPWI from 2004-2008. In those roles, she grew her knowledge base and formed lasting community relationships as an advocate and educator around the topic of sexuality education and reproductive health. During her previous tenure with PPWI, she served on the community committee to revise the K-12 Human Growth and Development curriculum of Milwaukee Public Schools. For 2008-2015, Molly worked at Children’s Hospital of Wisconsin’s Department of Community Health as a Program Development Specialist creating online health curricula for teachers to use in classrooms, from kindergarten through 8th grades. Additionally, Molly has volunteered as an advocate for survivors of sexual assault for 15 years. She has been an active volunteer with the Sexual Assault Treatment Center (SATC) program at the Milwaukee Aurora Sanai Hospital since 2004.
This document discusses child protection and the prevention of child abuse and neglect. It outlines that children have a right to protection from harm according to the UN Convention on the Rights of the Child. It also discusses different types of child abuse and neglect like physical, sexual, and emotional abuse as well as neglect. The document also covers bullying, the different types of bullying, why children bully others, and what bystanders should do if they witness bullying occurring.
Online training an advocates role in s.a. crisis interventionHi-Line's Help
1) The document provides guidance for advocates on assisting victims of sexual assault from various populations including children, the elderly, those with disabilities, and the LGBTQ community.
2) It emphasizes believing victims, listening without judgment, ensuring their safety and medical care, and allowing them to make their own decisions while providing support.
3) Advocates are advised to educate themselves, avoid assumptions, use inclusive language, and refer to other organizations if unable to properly assist due to lack of experience with a particular group.
This presentation provides an overview of the problem of commercial sexual exploitation of children (CSEC), including what we know about CSEC victims and how children come to be exploited. Attendees will learn how to recognize and respond to CSEC victims, and what communities can do to protect children from exploitation.
This file is for educational purposes only and is not meant for reproduction.
Family Life Education - Legal and Ethical IssuesAdam Thompson
This document provides an agenda and overview for a workshop on legal and ethical issues related to sexuality and HIV education. The workshop goals are to help participants identify and analyze legal and ethical issues regarding sexual behaviors, understand the need for clear policies on HIV education, increase comfort discussing these topics, and improve skills in effectively addressing related legal and ethical issues. The agenda includes sessions on the differences between ethics and morals, quizzes and discussions on relevant laws, spotlighting issues like human trafficking, considering adult and adolescent behaviors and decision-making, and a case study. Participants are introduced to the facilitators and given guidelines for respectful discussion.
The document discusses child abuse prevention with a focus on sexual abuse. It defines the different types of child abuse including emotional, physical, and sexual abuse as well as child neglect. It aims to educate participants on protecting children from sexual abuse and how to properly report abuse cases. It addresses several myths about child abuse and abusers, noting that abuse can occur across all types of families and the abuser is often someone close to the family. The rights of children are outlined from the UN Convention on the Rights of the Child including the rights to survival, development, participation, and protection. Forms of child sexual abuse and "slang" terms are defined.
In recent years, allegations of sexual abuse and harassment have increased in all activities involving young participants. Unfortunately, all organizations are vulnerable to abuse, and it can and does occur in even the most seemingly positive settings. In fact, the opportunity to work with youth may attract potential abusers to leak in highly reputable organizations. Rotary International takes youth protection very seriously. In this workshop we will discuss the definitions, signs, and prevention of abuse and harassment. Facilitator: Serdar Kelahmet
The document discusses bystander intervention for domestic abuse. It defines domestic abuse and honor-based violence, including types like female genital mutilation and forced marriage. There are 4 stages necessary for intervention: notice the event, interpret it as a problem, feel responsible to act, and have the skills to act. Signs of abuse can be subtle, like controlling behavior, or overt physical violence. Victims may feel stigma, shame, or fear bringing further abuse. Leaving an abusive relationship can be very difficult for practical, emotional, and safety reasons. Bystanders should intervene safely if they suspect domestic abuse and never pressure victims on decisions.
Similar to Family Life Education - Sexual Violence (20)
Massachusetts Consumer Leadership Forum Keynote AddressAdam Thompson
The document discusses different methods for community involvement in advocacy efforts such as agitation, activism, and advocacy, providing definitions and examples of each. It also examines structures for patient involvement, qualifications and expectations for consumer advisory boards and quality improvement activities, and key terms related to HIV data like incidence, prevalence, and rates.
Special Needs for HIV+ Incarcerated PopulationsAdam Thompson
This presentation was developed for use at the Virginia Department of Corrections Academy for Staff Development. The purpose is to support clinicians and health care providers in correctional settings who provide care to Persons Living with HIV.
People Living with HIV are experts in our own care!Adam Thompson
This presentation was a collaboration between GNP+ and the National Quality Center; myself, Georgina Caswell, Kenly Sikwese, and Amelia Khalil presented this at the International AIDS Conference in Washington DC in the summer of 2012 (to RAVE reviews!).
Patient Activation for Quality: Identifying Champions and Developing ExpertsAdam Thompson
A presentation aimed at supporting organizations in identifying patients for involvement in quality management activities and identification of needed capacities for meaningful involvement.
This document discusses strategies for incorporating patient experience into quality improvement efforts. It outlines different structures like advisory boards and quality teams that can involve patients. Tools for collecting patient feedback are also presented, such as surveys, focus groups, and town halls. The document advises planning patient involvement by considering needed skills and qualifications for different structures. It also stresses using multiple tools to better understand patient experience. The goal is to thoughtfully engage patients to improve HIV care systems and delivery.
The document provides an agenda and materials for a workshop on promoting responsible fatherhood and parenting for teen parents.
The agenda includes sessions on father figures, the needs of teen parents, identifying resources, priority setting, and promoting responsible fatherhood. Workshop goals are to explore attitudes toward young parents, identify knowledge and skills barriers, and encourage improved and effective parenthood.
Several activities are outlined to help participants reflect on father figures in their own lives, discuss the educational and behavioral needs of teen parents, identify supportive services for teen parents, and set priorities for teen parents. A video on cultural forces influencing fatherhood and responsible parenting is also included.
This document outlines an agenda and materials for a workshop on preventing HIV infection. The agenda includes sessions on updating knowledge about HIV/AIDS, modeling effective prevention teaching through exercises, and reflecting on attitudes. One exercise models transmission through a handshake activity where participants spread paper "diseases". The goals are to increase comfort and knowledge about HIV prevention, examine beliefs, and demonstrate skills for instructing others.
Family Life Education - Parental InvolvementAdam Thompson
This document outlines an agenda and goals for a workshop aimed at strengthening parental involvement in family life education (FLE). The workshop includes activities to explore attitudes towards parental partnerships, identify common parental concerns, and increase comfort communicating with parents. Participants will discuss challenges to parental involvement and strategies to address concerns. The goals are to foster respect for parents' roles, identify issues parents face, and help participants engage parents in FLE.
Family Life Education - Effective Teaching StrategiesAdam Thompson
The document outlines an agenda for a workshop on effective teaching strategies for sexuality and HIV education. The workshop covers various topics throughout the day, including communication styles, responding to questions, budgeting skills, decision-making models, classroom climate, and incorporating perspective. It also discusses establishing an effective curriculum. The overall goal is to help educators increase their ability to teach sensitive topics and establish a safe learning environment.
The document outlines an agenda for a workshop on preventing sexually transmitted diseases. The workshop goals are to increase knowledge of STDs beyond AIDS, explore attitudes towards adolescent risk-taking and adult responses, and introduce strategies for teaching about STDs in the classroom. The agenda includes sessions on responsibilities regarding STDs, STD facts and feelings through group activities, and a modeling activity called "STD Basketball". The document provides discussion questions to reflect on the sessions.
Family Life Education - Working with Diverse PopulationsAdam Thompson
This document outlines an agenda and goals for a workshop on working with diverse populations. The agenda covers introductions, activities to explore dimensions of diversity and privilege, role plays to increase awareness of different identities and experiences, and strategies for being inclusive. The workshop aims to help participants understand diversity, reflect on their own identities and biases, and improve their ability to teach about sexuality and health to diverse groups in an inclusive way.
Family Life Education - Human SexualityAdam Thompson
This document outlines an agenda and goals for a workshop on understanding human sexuality today. The agenda includes sessions on messaging, implementing sexuality education guidelines, a sexual health model, sexually healthy adolescents, and comprehensive sexuality education. The goals are to increase knowledge and comfort discussing sexuality issues, and identify appropriate classroom content on sexuality for middle and high school students.
The workshop agenda covered recognizing and managing risky behaviors among adolescents. Topics included the influence of alcohol and drug use on HIV and STD risks, effective prevention programs, abstinence, negotiation skills, and community challenges. The goal was to increase knowledge of adolescent risk behaviors and identify strategies for teaching refusal skills to reduce sexual risks.
This presentation was developed for the Virginia Department of Education and aimed to build the capacity of primary and secondary school educators to understand risk behavior and behavior change in youth.
The document outlines an agenda for a session on introducing the Q-PAC model for patient activation and involvement in quality management. The agenda includes introductions, an overview of patient activation, building patient capacity, patient-centered data reporting, and a panel discussion. The objectives are to introduce patient activation as a method for improving consumer involvement, provide a model for consumer involvement, and discuss a framework for patient data in quality management.
STIGMA: Sex, Drugs, and Everything ElseAdam Thompson
This presentation was delivered at the Richmond MHC Stigma conference and was used to demonstrate how images and cultural attitudes create stigma in our community related to sex and drugs.
This presentation was used for the Ryan White Part B Quality Management Committee to support more effective recruitment of patients for quality management activities
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Agenda
8:00 WELCOME
8:30 Limitations
9:00 Recognize and Report
9:45 The Hidden Problem
10:00 BREAK
10:15 Rape Tag
11:00 The Social Network
11:45 Reflection and Evaluation
12:00 ADJOURN
4. Workshop Goals
• Increase their knowledge of sexual
violence
• Explore the impact of sexual violence
• Increase skills for responding to sexual
violence
• Identify responses to and messaging for
the prevention of sexual violence
5. Workshop Objectives
• Describe the scope of sexual violence
including physical and behavioral
indicators, suspected case criteria, and
reporting procedures
• Describe the process for reporting
suspected sexual violence
• Identify the stages of grooming
• Identify strategies to respond to and
prevent sexual violence
7. Working Agreement
• Maintain confidentiality • Avoid making assumptions
• Respect each other’s point of about other members of the
view; recognize that we all group
have some biases • Share responsibility for what
• Speak for yourself—use ―I‖ gets learned today
language; take some risks to be • Ask any questions--there are no
honest dumb questions
• Be nonjudgmental; no put- • Share the time; participate as
downs; be constructive while much as possible
giving each other feedback • ELMO (Enough, lets move on)
• Listen with an open mind • Use discretion with self-
• Recognize that some conflict disclosure
can be helpful and that we • Have fun
should not always avoid it • The Vegas Rule (What happens
• Pass if you feel uncomfortable in Vegas . . .)
9. Limitations Activity
• Divide into small groups
• Each group should choose a
facilitator, recorder and reporter
• In your small group brainstorm:
– What things in our student’s lives do we have no
control over (e.g. what a student does while at
home, on the bus, at a park, with friends, etc.)
• Record your brainstorming and be prepared
to share with the large group
11. Types of Sexual Abuse
• Incest
• Rape
• Intercourse
• Oral-Genital Contact
• Fondling
• Sexual Propositions or Enticement
• Indecent Exposure
• Child Pornography
• Child Prostitution
12. A combination or pattern
of indicators should alert
you to the possibility of
sexual abuse in both
male and female children.
13. Child Indicators
Physical Behavioral
• Has difficulty walking or sitting • Demonstrates an extreme fear
• Has torn, stained, or bloody of males (or females)
underclothing • Bizarre or unusual sexual
• Has pain or itching in genital behavior or knowledge
area • Has a sudden drop in school
• Has bruises or bleeding in performance
genital and/or anal areas • Seems threatened or afraid of
• Has an STD (especially pre- physical contact
teens) • Exhibits delinquent behavior
• Becomes pregnant at a young • May attempt suicide or other
age self-injury behavior
14. Questionable
Abuse and Neglect Situations
• Corporal Punishment
• Distinguishing Abuse from Accident
– Location of Injury(s)
– Number and Frequency of Injury(s)
– Size and Shape of Injury(s)
– Feasibility of Injury(s)
• Unsupervised or ―Latchkey‖ Children
• Failure to Obtain Medical Care
15. Details of Case
• Name, Address, and Telephone Number of the Child
and Parent(s) or guardian(s)
• Child’s birthdate or age, sex and race
• Names and ages of other persons who live with the
child and that relationship
• Name, Address, and Telephone of Suspected Abuse
• Nature and Extent of the Abuse
• Language or Developmental Needs of the Family
• Disability status of the child
• Any other pertinent information
• Your Name, Address, and Phone Number
16. Reporting Concerns
• Belief that nothing will be done?
• Will my name be revealed as the reporter?
• Can Parents see the child abuse or neglect
records?
• What if I do not report?
– Liability
– Penalty
• What if I am not sure?
• What if it occurred in the past?
• Should I tell the parents I made a report?
17. Responding to a Suspected Victim
Do
– Find a private place to talk
– Put the child at ease by sitting near him/her, not
behind a desk.
– Ask permission before touching the child.
– Reassure the child that he/she is not in trouble.
– Keep your own feelings under control.
– Use open-ended questions
– Use the child’s vocabulary.
– Let the child know what you will do
– Support the child
18. Responding to a Suspected Victim
Do NOT
– Press for details beyond what the child is
willing to share.
– Ask ―why questions‖. Promise not to tell
anyone
– Ask leading or suggestive questions.
– Make angry or critical comments about the
alleged perpetrator. Disclose information
indiscriminately
– Make the child feel different or singled out.
19. 6 Stages of Grooming
Grooming is the process by which an offender draws
a victim into a sexual relationship and maintains that
relationship in secrecy.
1. Targeting the Victim
2. Gaining the Victim’s Trust
3. Filling a Need
4. Isolating the Child
5. Sexualizing the Relationship
6. Maintaining Control
20. Critical Messages –Female Victims
• You are not to blame.
• Healing is helped by talking and learning about
sexuality in an open and honest way.
• The female sexual and reproductive system can be
a positive part of life as it can provide pleasure and
create life.
• Girls have the right to say ―no‖ or ―yes‖ to sexual
contact and have their choice respected.
• It's OK to be confused about dating or whether to
have a sexual relationship.
• It's OK to ask a friend, a sister or brother, and
older teen or a trusted adult if you have questions.
21. Critical Messages – Male Victims
• Sexual abuse happens to boys too.
• You are not to blame.
• Healing is helped by talking and learning about sexuality
in an open and honest way.
• A person’s sexual orientation is not affected by sexual
abuse.
• Boys can be forced or pressured into sex by females.
• Boys usually cannot control when they get erections.
• Most boys who are sexually abused do not become
offenders.
23. Human Trafficking
• What is Human Trafficking?
• What is the difference between Trafficking
and Smuggling?
• What are the types of Human Trafficking?
• What are the signs of a victim of Child
Trafficking?
• What are resources for more information
on Human Trafficking?
24. Human Trafficking
• Form of modern-day slavery; widespread
throughout the United States
• Largely a hidden social problem; not just
forced sex work
• 18,000 and 20,000 victims trafficked into
the United States annually
• Both Domestic and International aspects
25. Trafficking versus Smuggling
Human Trafficking Human Smuggling
• Victims are • Individuals consent to being
forced, defrauded, or coerced smuggled.
into trafficking. Even if victims
initially offer consent, that • Smuggling is a crime
consent is rendered meaningless committed against a country
by the actions of the traffickers and its borders.
to exploit them for
labor, services, or commercial • Smuggling involves the illegal
sex. transport of an individual
• Human trafficking is a crime across a national border.
committed against an individual. Smuggling is always
• Trafficking need not entail the transnational.
physical movement of a person.
26. Types of Human Trafficking
Sex Trafficking Labor Trafficking
• the • the
recruitment, harboring, trans recruitment, harboring, trans
portation, provision, or portation, provision, or
obtaining of a person for the obtaining of a person for
purpose of a commercial sex labor or services, through the
act, in which the commercial use of force, fraud, or
sex act is induced by coercion for the purpose of
force, fraud, or coercion. or subjection to involuntary
in which the person induced servitude, peonage, debt
to perform such act has not bondage, or slavery.
attained 18 years of age.
27. Potential Signs of a Victim
• Has unexplained absences from school for a period of time
• Demonstrates and inability to attend school on a regular basis
• Chronically runs away from home
• Makes references to frequent travel to other cities
• Exhibits bruises or other physical trauma, withdrawn
behavior, depression, or fear
• Lack control over her or his schedule or identification
documents
• Is hungry-malnourished or inappropriately dressed (based on
weather conditions and surroundings)
• Shows signs of drug addiction
28. Demographic Characteristics
• Victims of labor trafficking • The race and ethnicity of
rarely identified themselves victims of labor and sex
as victims trafficking are
• Victims of labor trafficking diverse, although Asian and
are as likely to be male as Hispanic represent the
they are to be female, but highest number for each type
victims of sex trafficking of trafficking.
are predominantly female • Victim’s race and ethnicity
• Victims of labor and sex depend upon the task or
trafficking tend to be position within an
younger than perpetrators organization.
of each, with most victims • Both labor and sex
under the age of 30. trafficking victims tend to be
from other countries and/or
from another country via
another state.
29. More Information
• ―Finding Victims of Human Trafficking‖ by Phyllis J. Newton;
Timothy M. Mulcahy; Susan E. Martin; available for download or
viewing from the Virginia Department of Criminal Justice Services
at:
– http://www.dcjs.virginia.gov/victims/humantrafficking/documents/N
ORC_Finding_Victims_Of_HT.pdf
• US Department of Education, Office of Safe and Healthy Students
Website on Human Trafficking with more community information
and awareness toolkits
– http://www2.ed.gov/about/offices/list/oese/oshs/factsheet.html
• The Polaris Project; The National Human Trafficking Resource
Center
– http://www.polarisproject.org/what-we-do/national-human-trafficking-
hotline/the-nhtrc/overview
31. Facts on the Ground
Read Handout ―Facts on the Ground‖
– How would you react to the situation?
– How should a School Division/Personnel
respond?
– What would your immediate steps be?
32. In the spotlight
Read ―Rape Tag: Huffington Post Article‖
– How do you think the school will respond to
the media exposure on this topic?
– What information will be used to evaluate the
school response?
33. Evaluating the Response
Read Handout ―Rape Tag: School Response‖
– What do you think of the school’s response?
– What sticks out to you when you read the
response?
– What about the format and design of the
response?
– Imagine being a parent, how would you receive
this letter if you knew nothing of the situation?
– How could the response to the entire situation
been improved?
35. The Social Network
• Divide into three groups.
• Each group will be assigned one of three methods
students could use to harass one another:
– In Person
– Cellular
– Virtual
• Choose a facilitator, recorder, and reporter and
complete the appropriate handout for your assigned
group.
• Use the Small Group Discussion Guide for your group
work
• Be prepared to present your findings to the large group
36. Empathy and Compassion
Why might
children and young
adults not report
sexual harassment?