SAFE: My Rights My Life
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At TCDD's August 2019 Council Meeting, SAFE provided an update about their TCDD-funded Youth Leadership Development project. SAFE’s My Rights My Life project is focused on supporting youth to develop advocacy skills and have safe and healthy relationships.
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SAFE: My Rights My Life
- 1. 1 © 2019 SAFE DISABILITY SERVICES PROGRAM www.safeaustin.org
- 2. 1996-PRESENT © 2019 THE SAFE ALLIANCE 2
- 3. Young Leaders for Safe and Inclusive Communities Project Team 3 © 2019 SAFE DISABILITY SERVICES PROGRAM Michelle (Shell) Schwartz Project Director Dianne King Technical Writer Megan Westmore Project Educator and Coordinator Heidi Lersch Project Educator and Trainer
- 4. MEANINGFUL RELATIONSHIPS (2011 – 2015) © 2015 THE SAFE ALLIANCE 4
- 5. Insights and Next Steps
- 6. We responded to the RFP…. …to create a Youth Leadership Growth Program that supports transition aged students (18-22) with developmental disabilities to share information, develop skills, and establish personal plans to become advocates and leaders. 6 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 7. Critical areas of need…. 1. Very real threats of abuse, exploitation, and isolation in the community. 2. Education and support for young adults with developmental disabilities on advocating for themselves 3. Identify and support development of new generations of disability rights advocates and leaders. 7 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 8. Young Leaders for SAFE & Inclusive Communities © 2019 THE SAFE ALLIANCE 8 Unit 1: The Self (Self-Advocacy) Unit 2: Relationships (Healthy Relationships) Unit 3: Environment (Leadership for Change)
- 9. © 2018 SAFE DISABILITY SERVICES PROGRAM 9
- 10. Who are we working with? Students aged 18-22 year olds (young adults) with intellectual and/or developmental disabilities who are receiving special education transition services. 10 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 11. © 2018 SAFE DISABILITY SERVICES PROGRAM 11
- 12. How are we engaging & informing parents? Parent launch meetings Monthly Newsletters! Tips for reinforcing lessons Offer to meet with parents 12 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 13. Materials we have developed Presentations for school staff and parents Monthly newsletters for parents 24 Session Curriculum Capitol-Day take away flier 13 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 14. Creating content for all students o Pictures, visuals o Physical objects and art o Games and role playing o Culturally relevant content o Repetition 14 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 15. Accessible and engaging activities © 2019 SAFE DISABILITY SERVICES PROGRAM French Fry Consent Game The “Relationship Game” Cool/Not Cool Game Relationship Hearts Game © 2019 THE SAFE ALLIANCE 15
- 16. Accessible and engaging activities © 2019 SAFE DISABILITY SERVICES PROGRAM Relationship Toolbox Boundaries Guide 1. Trust your feelings You are the expert on you! 2. Say your boundary Use your voice, signs, or body You can say “NO!!” You can use an “I” statement 3. Get safe Leave the situation Talk to someone you trust Call SAFE at 512.267.7233 © 2019 THE SAFE ALLIANCE 16
- 17. Understandable safer sexuality education © 2019 SAFE DISABILITY SERVICES PROGRAM
- 18. Barriers encountered o Lack of parent and family involvement o Language barriers o Parents/guardians opted students out of individual sessions o Education code does not provide clear guidelines on sex education with 18+ transition students. o Limited ability to incorporate content throughout school week 18 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 19. What has gone exceptionally well? Response from teachers, schools, students? Seventy-six (76) transition students completed the classes. Positive response from school personnel in district workgroups Positive response from students Satisfaction survey: 93% responded favorably Students demonstrated key concepts 19 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 20. Safety, advocacy, and leadership Capitol Field Trip Mock Hearing Legislature office visits © 2019 SAFE DISABILITY SERVICES PROGRAM © 2019 THE SAFE ALLIANCE 20
- 21. Lesson’s learned Where do we go from here? 21 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 22. Expand our reach to all students Communication boards, topic boards, and pre- teaching vocabulary and concepts. May provide instruction and/or curriculum materials in Spanish. Expand safer sexuality content Create limited series of My Rights My Life videos on key concepts 22 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 23. Longer-termed goals: Wraparound education 23 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 24. © 2019 SAFE DISABILITY SERVICES PROGRAM SELF- ADVOCACY Identify opportunities to make choices/ Identify ways to express choices Identify choices in relationships/demonstrate ways to express choices in relationships/ Identify ways to express identity Identify choices in sexual and gender expression/ Identify ways to advocate for one’s right to relationships and sexual experiences Identify ways to advocate for one’s relationships and goals PERSONAL SAFETY Identify private behavior- dressing and using restroom/ Identify how to seek help if uncomfortable when someone touches them Identify ways to communicate how one is being treated/ Identify private behavior- masturbation and hygiene/ Identify options for seeking help/ Compare safe and unsafe behavior online Identify private behavior- consensual sexual activity/ Identify options for seeking help if sexually harassed or assaulted/ Explain how to increase safety online and when using social media Explain how to increase online safety/ Explain safe options when uncomfortable, upset, or in danger ANATOMY AND SAFER SEXUALITY Use correct names for body parts including male and female anatomy Explain how puberty changes male and female bodies and emotions/ Describe male and female reproductive systems and their functions/ Define sexual Orientation/gender expression Define sexual intercourse/ Explain reproduction/ Identify contraception options/ Define STIs/ Identify STI protection options and steps/ Identify how to get tested for STIs Explain how to increase sexual health/ Explain pregnancy, abortion, and adoption/ identify skills needed to parent HEALTHY RELATIONSHIPS Explore different family structures/ Identify ways to express feelings to others Identify different types of relationships/ Describe qualities of healthy relationships/ Identify how to get to know someone/ Identify effective communication skills Demonstrate effective ways to communicate personal boundaries/ Identify red flags in relationships/ Identify options for leaving unhealthy relationships Identify relationship goals/ Continue to build communication skills/ Explain red flags in relationships BODILY AUTONOMY AND CONSENT Explain a person’s body and parts are theirs/ Identify ways to say Yes or No to touch/ Identify ways to ask before touching others Explain that all people must ask before touching others/ Demonstrate respectful responses when others say No to touch/ Define sexual harassment Explain 3 parts of consent Identify when someone can or cannot consent to sexual activity/ Define sexual assault/ Explain a person’s right to choose contraception/protection Demonstrate consent in relationships and respect for all people and boundaries LEADERSHIP Demonstrate ways to show respect to others Demonstrate ways to show respect to others/ Identify ways to respond if others need help Communicate respect for people of all genders and sexual orientations/ Engage in opportunities to teach and help others Identify ways to make positive change in the community/ Participate and take a leadership role in community life AGES 5-9 AGES 10-13 AGES 14-17 AGES 18-22+ MY RIGHTS MY LIFE Aligned with National Sexuality Education Standards 1 2 3 © 2019 THE SAFE ALLIANCE 24
- 25. Wrap-Around Education Parents Guardians Family School personnel/classroom teachers Residential staff/direct care providers College experience students and staff 25 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 26. When will curriculum be available? Projected completion is 2021-22 26 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 27. Questions? 27 © 2019 SAFE DISABILITY SERVICES PROGRAM
- 28. Thank you! 28 © 2019 SAFE DISABILITY SERVICES PROGRAM Michelle (Shell) Schwartz, Project Director SAFE Disability Services Director - mschwartz@safeaustin.org Question? Call: 512-356-1627 Megan Westmore, Project Educator and Coordinator SAFE Disability Services Manager - mwestmore@safeaustin.org Heidi Lersch, Project Educator and Trainer SAFE Disability Educator and Training Coordinator - hlersch@afeaustin.org
- 29. disabilityservices@safeaustin.org 24-hour SAFEline Call: 512.267.SAFE (7233) Text: 737.888.SAFE (7233) Chat: www.safeaustin.org/chat For Deaf/HH/Deaf-Blind community, use relay/VRS 29 © 2019 SAFE DISABILITY SERVICES PROGRAM
Editor's Notes
- SHELL – Introduce self and Heidi Safe has an array of services and supports for people who have experienced domestic violence, sexual assault, care provider abuse, and their family members. Please visit our website for more details – but as a quick snapshot, we offer the following services: Onsite 24-hour hotline/text/chat Emergency family shelter and childen’s shelter and servicers Supportive housing/transitional housing Legal advocacy, counseling for stabilization / safety planning Sexual assault services including medical treatment & forensic evidence collection following sexual assault.
- SHELL The Disability Services Program provides prevention or risk-reduction and outreach services.
- Consider us a resource!
- SHELL A long-standing Advisory Council member with disabilities shared that the most difficult thing she and her peers experienced (as a child and in adulthood) is loneliness and developing and maintaining safe, non-exploitive relationships with people who were genuinely interested in being a friend or maintaining a relationship. In 2011 – Texas Council for Developmental Disabilities funded a demonstration project we called “Meaningful Relationships.” This allowed us to learn more about the needs, the barriers, and offer some solutions for how we could support people with developmental disabilities in having safer and meaningful relationships with people in the community (outside of the service delivery system).
- SHELL Through this project we worked with over 100 adults with developmental disabilities living in group homes or in day habilitation programs- and explored things they were interested in doing in the community - and tried to make that happen. Some volunteered at the animal shelter, thrift stores, some went horseback riding for the first time, other joined quilting/sewing clubs– took line dancing lessons, went to the broken spoke for first time, (just a few examples) We also provided training, coaching, and mentoring for safer social / recreational relationships with other people in the community. [relationship satisfaction) One result of this project, was the realization that we needed to take this education and support to transition-aged youth while they at this huge cross-road of leaving the safety net of public school educational services and moving into the community.
- This is why we responded to the Youth Leadership Development RFP. We are creating a youth leadership growth program to support transition aged students (18-22) with developmental disabilities – to meet 3 critical areas of need (see next slide).
- SHELL Respond to risks of abuse, exploitation, and isolation of people with developmental disabilities. Educate and increase support for young adults with developmental disabilities to gain skills in advocating for themselves when they are at a crossroad – as they leave the safety net of public education. Identify, mentor, and support development of new generations of human, civic, social, and disability leaders and advocates.
- Our ecological model is focused on 3 areas -
- Transition students receive services and support in areas of employment, independent living, budgeting, cooking, social skills, community safety, self-determination, and others depending on the goals and needs of the student.
- HEIDI- bring copy of one monthly newsletter- back/front in color- 50 copies Launch meeting at beginning of the school year Schedule other meetings as needed
- 54 Students participated in the Capitol Day event. Students participated in a mock hearing – where they advocated on something that was important and of interest to them Students also visited Senator Kirk Watson’s office and Representative Donna Howard’s offices.
- students are most likely to learn when they are having fun! Culturally relevant and current info, like emojis and social media Repetition is beneficial for all students, including those with disabilities.
- French Fry Consent Game: Students act out scenarios of people asking for/taking French fries from a person who just got a large McDonald’s French fry. After each scenario the students work together to decide if there was consent. For example, there is one student who just got a large French fry, another student asks for French fries and the student holding the French fries does not respond- the other student takes the French fries anyway. The class then discusses if that was or was not consent. The students really enjoyed this activity because it is so interactive and fun- who doesn’t love French fries? Cool/Not Cool Game: This is a game to get the students thinking about boundaries. Two categories are put up on the board- Cool and Not Cool. Each student receives a scenario card. The students read their scenario card and then decide if it is something that crosses their boundary. If the scenario crosses a boundary for them they tape the card in the Not Cool category. For example, a student may get a card that says: Your friend slapped your butt and when you get upset they say that it was just a joke. Relationship Hearts Game: This is a game where students identify healthy relationship qualities/behavior and unhealthy relationship qualities/behavior. Each student receive a relationship heart with a quality/behavior on it. The student decides if it is healthy or unhealthy and the tape in on the board in the appropriate category. After the students have identified all the unhealthy behaviors the class works together to decide which ones are deal breakers because they are signs of abuse. The facilitators use this activity to introduce the 3 types of relationship abuse. The Relationship Game: Based on the Dating Game, In the relationship game one student is the contestant and 2 other students act out the responses of potential friends, roommates, and support staff. Students listen to the responses and use the relationship toolbox to decide if the potential friend, roommate or support staff would make a good friend, roommate, support staff. For example the contestant would ask the two potential friends what they should do when they hang out. Potential friend one would say we should go bowling because I want to go bowling. Potential friend two would say we should talk about what we both like doing and come up with an idea together. The class would then discuss who would make the better friend and that in a healthy relationship one person does not make the decisions, both people should make decisions together.
- Consent Check in Is this OK How are you feeling Are you cool with this Test of Consent
- SHELL Student schedules also made it complicated—sometimes they were working (awesome), but then missed several sessions. Particularly strong response to sex and anatomy sessions.
- HEIDI Satisfaction survey: Were you satisfied with this event? At the end of the year, 75% said yes, 18% said somewhat, 7% said no
- HEIDI 54 students were at the capitol. They visited Senator Kirk Watson’s office and Representative Donna Howard’s offices.
- SHELL Or – What’s next?
- HEIDI Communication boards support students who cannot access written text and/or who use picture symbols in communication. Topic boards support students who use visual reminders and prompts to increase focus and participation. Pre-teach vocab and concepts to support students who need additional repetition and processing time to internalize content. Translation needs for English language learners Working with districts and grant funder to provide instruction and curriculum materials in Spanish. Gaps in sexuality education: Students with IDD either excluded from sex education or provided inaccessible sex education. Need to create limited series of My Rights My Life videos on key concepts Develop with and star self-advocates Will support teacher facilitation of curriculum Relevant and accessible outside school setting—can be viewed by individuals, parents, support staff, etc.
- SHELL
- Shell Starting early for better outcomes National Sexuality Education Standards provide guidelines for comprehensive, age-appropriate curriculum for K-12. Starting sex education in primary school lowers unintended pregnancies, unsafe abortions, maternal deaths, and STIs, according to study from Georgetown University (Melker, 2015). Comprehensive sex education in middle and high school is a protective factor against sexual assault in college, according to a Columbia University-funded study (Santelli, etc.al., 2018).