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An Innovative Outreach Program: Personal Safety and Self-Defense Training/Group Counseling for Women with a History of Trauma. Lisa Weinberg, Ph.D., Montclair State University Karen Chasen, JD, Prepare Inc./IMPACT. History of Trauma. Childhood sexual abuse Physical abuse Assault Rape - PowerPoint PPT Presentation
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An Innovative Outreach Program:
Personal Safety and Self-Defense Training/Group Counseling for
Women with a History of Trauma
Lisa Weinberg, Ph.D., Montclair State University
Karen Chasen, JD, Prepare Inc./IMPACT
Childhood sexual abusePhysical abuseAssaultRapeRelationship violence
History of Trauma
Research on female students with a history of trauma
Statistics of students on campus with a history of trauma
Research on the effectiveness of self- defense training for this population
Rationale for Outreach Program
Women with a history of trauma: Are more likely than other women to be victims of
some type of assault or abuse Frequently blame themselves for their victimization Often don’t have the confidence to assert
themselves or physically defend themselves or believe they have the right to advocate for themselves
Are less likely to attend a more traditional self-defense course taught by male police officers since they may not feel it is a safe place to deal with the emotional issues inherent in this type of training
Research on Female Students with a History of Trauma
Decreased self-efficacyDecreased self-esteemPoor body imageShame/self-blame about trauma historyPTSD symptomsDifficulty with assertivenessDecreased academic success
Research on Issues Related to Students with a History of Trauma
Approximately 16 % of students seen for an intake evaluation at CAPS reported a history that includes an unwanted sexual experience
Approximately 33% of these students reported a history of harassing, controlling and/or abusive behavior from another person
Statistics of Students with a History of Trauma
Increase in personal safety skills Increase in feelings of self-efficacy Improvement in perceptions of one’s body Decreased psychological distress Increased assertiveness in relationships Feelings of empowerment Decreased shame and self-blame Improvement in self-confidence Decreased PTSD symptoms Decreased feelings of vulnerability, fear & anxiety
Research on Effectiveness of Self-Defense Training for this Population
Recruitment and screening of participants
Structure of the programContent of the programResearch component
Development and Implementation of the Program
All-campus emails and flyersCollaborated with University Health
Center, Women’s Center, Women and Gender Studies Program, University Police Department, Dean of Students
Psychoeducation about program for all CAPS staff
CAPS website, other MSU websites
Recruitment
30-45 minute group screening 45-60 minute clinical intake
Criteria for inclusion:• 18+ year old female MSU student• History of trauma• Psychologically stable (not in crisis)• In individual therapy or agreed to work with an
individual therapist at CAPS or in the community
Screening for Participants
Group #1: 90 minute group session to help students prepare for the self-defense class (discuss confidentiality, possible retriggering, supports, coping mechanisms, crisis resources)Groups #2-7: 3 hour personal safety/self-defense class followed by a 1-hour group counseling component Group #8: 90 minute group session to process their experiences and impact of the program
Structure of the Program
Setting the contextThreat assessmentThreat managementVerbal strategies and scriptsPhysical resistance strategies
Content of the Program
Where self-defense training fits into the spectrum of violence preventionGendered violence and rape cultureFacts and myth bustingPeople are assaulted differently: how college-aged women are targetedResistance is always a choice – NOT a requirement
Setting the Context
Environment: Reading situations Behavior: Reading people’s actions and words Context: Does behavior/situation match the
environment and/or the relationship Instincts: • Tuning into gut instincts• Avoiding denial, rationalization,
minimization, excuse-making or justification• Addressing bias and stereotyping as non-
useful ways to judge people and situations
Threat Assessment
Awareness and avoidance strategiesResponding with your own body language
and non-verbal cues• Organizing your body• Managing stress reactions with breath
and grounding strategies• Feeling present in your body and aware of
your body position, facial expression, eye contact• Tone, volume and inflection in your voice
Threat Management
3 boundary-setting optionsNegotiationDe-escalationLyingBondingAccessing help of allies, bystanders and others
Verbal Strategies
High and low levels of threatPeople you know and people you don’t knowConsent and navigating levels of intimacyAbusive and unwelcome behavior (by
intimates, friends, family, work colleagues)
Scripts
Potential situations: Where you see the problem coming (persuasion
predator) Where you don’t see the problems coming (power
predator)Context: People you know People you don’t knowLocation: Public spaces Private spaces
Variables in Using Physical Resistance
Ability to be deployed when adrenalized
Learned in a short period of timeNot reliant on brute strength or a high level of precision to be effective
Physical Resistance Strategies: Selection Criteria
Strikes with palm to throat/under chin, to groin
Strikes to eyes with handStrikes with elbow to head and solar plexusStrikes with knees (lower thigh) to groin
and headStrikes with heel and headUsing hips, leverage, and strikes to deal
with being pinned
Physical Resistance Strategies: Techniques
Intersection of rigid gender roles and vulnerability to both being a target and being a perpetrator
Pervasiveness of “blame the victim” language Correlation between being under the influence
and sexual violence (perpetrator and target Noting the differences in ability to access self-
defense based on race, class, ability and immigration status
Understanding the barriers to reporting and accessing help
Rape Culture: The Cultural Context for Gendered Violence
VoluntaryIRB approvalParticipants signed consent formsResearch measures administered through pre and post testing (three times)• At the beginning of group #1• After group #8• 5 months after program completion
Research Component of the Program
Background QuestionnairePost-Traumatic Stress Disorder (PTSD) ChecklistInterpersonal Self-Efficacy ScaleSelf-Defense Self-Efficacy Scale
Research Measures
Roles of the self-defense trainers and the therapist
Debriefing after each session by the facilitators Challenges faced by the participants and the facilitatorsBenefits for the participants
Experience of Providing this Program on a College Campus
Teach personal safety and self-defense skills through demonstrations, drills and role-plays
Create scenarios that range from verbal harassment to realistic assault situations
Teach students new responses to threatening situations and how to manage adrenalized reactions
Create a safe environment Provide psychoeducation on interpersonal
violence, risks of victimization & predatory patterns
Roles of the Self-Defense Trainers
Demonstrate techniques – act as a role model for the students and provide opportunities for observational learning
Provide support to all the students by being present and an active participant in the class
Provide as-needed support to individual students through grounding, reassurance and assistance with re-engagement in the class
Roles of the Therapist: In the Self-Defense Class
Provide psychoeducation on trauma reactions
Create a safe and supportive environmentHelp students to identify triggers in class and
develop a plan to work through triggers that may be activated in class
Encourage students to develop a support system in the class and to utilize their support system outside (therapist, family, friends etc.)
Help students to process their reactions in class
Roles of the Therapist: In Group Counseling
45 minute phone conference between self-defense instructor and therapist after each session to do the following:Process what happened in classTherapist reports to instructor about group
counseling Plan for the content of the next sessionDiscuss the level of support needed overall and
for individualsPlan to intervene as needed with various
participants
Debriefing After Each Session
To come to class despite anxiety – not using avoidance as a coping mechanism
Staying present while facing painful memories and dealing with stressful situations (instead of dissociation or flashbacks)
Managing shame and distress at having strong emotional reactions to class material in the early part of the class
Accessing voice under stress, titrating tone, volume, inflection
Feeling that you have the right to protect yourself Managing co-morbid problems (e.g. physical health,
financial, dysfunctional families, contact with aggressors, academic issues, unhealthy eating and sleep issues)
Challenges Faced by the Participants
Making sure participants were ready for the group and had support from an individual therapist
Creating a safe environment Encouraging the participants to stay with it even
when they wanted to give up Coping with participants who dissociated in class
and had flashbacks Learning each person’s unique learning style and
how they best like to be coached and supported Being aware of more subtle dynamics between
participants and between each participant and team member
Challenges Faced by the Facilitators
Reduction of PTSD Symptoms: Experience fewer nightmares and flashbacks Feel safer in the world Become connected to others in a healthy way Not feel ashamed of the past, not blame
themselves, not feel damaged Have better functioning overall – fewer missed
classes or work days
Benefits for the Participants
Increase in Their Own Agency: Recognize and deal with inappropriate behaviors Feel more self-confident and empowered to stand
up for themselves Know they have the right to protect themselves Know how to use their voices and set boundaries Able to use direct verbal communication Develop effective coping mechanisms
Benefits for the Participants
Improvement in Social Functioning and General Well-Being: Feel less isolated, alone and misunderstood Become more comfortable dating again Cope better with loss Appreciate their role in their healing process Develop a deeper appreciation for the dynamics of
what happened to them and what role society and culture played in that
Experience a transfer of skills to all aspects of life – able to take on new challenges
Benefits for the Participants
The pre and post data from the surveys were analyzed and the results were the following:
Significant decrease in PTSD symptoms based on the results of the PCL Checklist.
Significant increase in interpersonal self-efficacy based on the results of the Interpersonal Self-Efficacy Scale.
Significant increase in self-defense self-efficacy based on the results of the Self-Defense Self-Efficacy Scale.
Results of the Research Surveys
“The best part of this group was not only the physical self-defense and verbal lessons, but the amazing women in the group. It really was eye-opening to see how I am not alone. Even though I knew I wasn’t alone, the fact that other women who went through the same or similar situations were standing next to me, supporting me and each other, really made the difference. Many women of the group have trust issues, myself included, but I felt that we finally found a place where no judgment existed – a trust that was immediately built because of our past. I know the knowledge I’ve obtained and bonds created will last for a lifetime.”
Quote From One Woman
To provide an example of the self-defense skills taught in this class
Role Play
Brecklin, L.R. (2004). Self-defense/assertiveness training, women’s victimization history, and psychological characteristics. Violence Against Women, 10, 479-497.
Cermele, J.A. (2004). Teaching resistance to teach resistance: The use of self-defense in teaching undergraduates about gender violence. Feminist Teacher, 10 (1), 1-15.
Fraser, K.L. & Russell, G.M. (2000). The role of the group in acquiring self-defense skills: Results of a qualitative study. Small Group Research, 31, 397-423.
Hollander, J. (2004). “I can take care of myself”: The impact of self-defense training on women’s lives. Violence Against Women, 10, 205-235.
Rosenblum, G.D. & Taska, L.S. (2014). Self-defense training as a clinical intervention for survivors of trauma. Violence Against Women, 20(3), 293-308.
References
Special Issue: Self-Defense Against Sexual Assault. Volume 20, Number 3, March 2014
Violence Against Women: An International and
Interdisciplinary Journal
Thanks to a Community Action Grant from American Association for University Women (AAUW) I was able to bring this program to MSU.
Thanks to Katrina Maurer, MSU graduate student in the M.A. Counseling Program for her assistance with data entry and data analysis.
Special Thanks
For more information about this outreach program or for a copy of this presentation, please contact Lisa Weinberg at Montclair State University:
For more information about the personal safety/self-defense program, please contact Karen Chasen:
www.facebook.com/PrepareInc
Contact Information