Abuse, Bullying and Violence

Transcription

1 Self- Care for the Interpreting profession Abuse, Bullying and Violence prevention for Paraprofessionals Jessalyn Akerman Frank, M. Edu, ACC Tarra Grammenos, M.S., SC:L, NIC Advanced Today s Agenda: Discuss and Define the terms Abuse, Bullying and Violence. Discuss Survivor/Victims ( Your students) considerations for reaching out for Support, Help and Safety. What is Interpreter s Safety Planning? Real life K-12 Interpreter scenarios and group discussions. Abuse, Bullying and Violence Define and discuss the meaning of Abuse, Bullying and Violence. Power and Control Wheel Terminology- How do I sign this? Credit to Deaf Hope, California Rape Survivor Victim Sexual Abuse Sexual Assault Trigger Compassion Empathy Sex Trafficking Violence Domestic Violence H/She DV me Advocate Financial exploitation Intimidation Manipulation Physical, emotional, psychological, verbal 1

2 Shelter Court house Police Station Crisis Center K-12 Interpreter potential locations: Counselors office Doctors appointment Child protection services Social worker Defining Abuse, Violence and Bullying School local safe place Hospital Emergency room At the child s home Knowledge is power; knowing terminology for the Interpreters job. Physical abuse: Verbal Abuse: Physical abuse can be defined as any intentional act causing injury or trauma to another person by way of bodily contact. Hitting Kicking EXAMPLES: Throwing across the room Slamming fingers in the door with intent Slapping Pulling hair Negative defining statements told to victim/survivors or about the victim/survivor, or by withholding any response, thereby defining the target as non-existent. You are fat. EXAMPLES: You are ugly, that is why you have no friends. Your mother didn t love you that is why you live with me. How stupid can you be? Are you really that dumb. If kids pick on you, that is your fault. Making fun of your speech, English skills or signing skills. Telling you that Deaf family members are better Taking advantage of Deaf hierarchy Punishing you because you did not hear the person Accuse you of Selective hearing. Emotional abuse: Tell you to go to your room during dinner because we are all hearing. Tell you that you are a burden because you are Deaf and or Hard of hearing. Putting you down because you are not hearing like your other family members or putting you down because you are hearing and not deaf enough Telling you that you have no friends and that abuser is the only friend you have Minimizing, Denying and Blaming: Denying abuse saying that it is OK in the Deaf culture to touch you roughly or talk to you roughly Throwing objects as an acceptable way of getting your attention. Telling private things with you standing there ( Justifying it with in the deaf culture you tell everything) 2

3 Using Hearing privilege: Intimidation: does not tell you when someone is talking to you. Speaks for you. leaving you out of social situations Not allowing you to have access to Deaf culture, deaf events, deaf community or social events. Using ASL to make you afraid with gestures, facial expressions, exaggerated signs and then denying it by saying it is Deaf culture to justify the behavior (Example: You are fat in ASL with a deep strong facial expression and stating that is acceptable in Deaf community) Signing or speaking very close to your face when angry Using intimidation with body language in ASL Leaves you out of conversation at the dinner table- tells you to go because you do not understand anyways. telling you that no hearing person will believe a deaf or hard of hearing person Overuse of stomping and pounding on the table or door to get your attention Yelling so loud because you Can t hear and since you are hard of hearing this is acceptable Getting angry because you are looking away and NOT watching. Isolation: Sexual abuse Terminology: Taking your SSI checks ( not saving it for you or using it on you) Controlling who you talk to, not allowing you to have friends Telling you that no one believes you. Telling you that you are his/her only friend. Rape Penetration Vagina Penis Unwanted touching Sexual abuse Molestation Incest Sex trafficking Moving away from family members, or people who you are able to communicate with. For adults: telling you that there are no shelters that will accept you as a deaf person or taking advantage of your lack of accessible services. Nudity and exposure Forced touching Forces you to sleep with him/her Sexual abuse: Sexual Abuse : Children All sexual touching between an adult and a child is sexual abuse. Child sexual abuse is a form of child abuse that includes sexual activity with a minor. A child cannot consent to any form of sexual activity, period. EXAMPLES: Photograph a child in sexual poses Watching a child undress or go to the bathroom. Adults touching a child to teach them to become an Adult. Adults Exposing their body parts to a child. Exhibitionism, or exposing oneself to a minor Fondling Intercourse Masturbation in the presence of a minor or forcing the minor to masturbate Obscene phone calls, text messages, or digital interaction Producing, owning, or sharing pornographic images or movies of children Obscene phone calls, text messages, or digital interaction Sex of any kind with a minor, including vaginal, oral, or anal Sex trafficking Any other sexual conduct that is harmful to a child's mental, emotional, or physical welfare Showing pornography to child. 3

4 10/7/17 Child Abuse Minnesota State law defines child abuse as an intentional injury (either mental or physical) including deprivation, sexual abuse, neglect, abandonment, unreasonable disciplinary methods, or solicitation of children for sex. Teen Dating Violence the type of intimate partner violence that occurs between two young people who are, or who were once in, an intimate relationship. Physical signs of injury Checking your cell phone Extreme jealousy or insecurity Explosive temper Isolation from family and friends Telling you what to do What does your State Law define as Child abuse? Family Violence: Family violence is when someone uses abusive behavior to control and/or harm a member of their family, or someone with whom they have an intimate relationship. Family violence includes many different forms of physical and emotional abuse, as well as neglect carried out by family members or intimate partners. Cyberbullying: Cyberbullying is the use of technology to harass, threaten, embarrass, or target another person. By definition, it occurs among young people. Bullying: Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Cyberbullying: When an adult is involved, it may meet the definition of cyber-harassment or cyberstalking, a crime that can have legal consequences and involve jail time. Some states have passed Bullying laws which are enforced and punishable with legal consequences regardless of age. 4

5 10/7/17 Cyberbullying vs. Traditional Bullying Verbal Bullying: Bullying: Physical Bullying: Minnesota Bullying Laws Minnesota Bullying Laws cover Cyberbullying and off campus Bullying. Minnesota's New Bullying Law and the Ability of Educators to Respond to Off-Campus Bullying. On April 9th Minnesota Governor Mark Dayton signed into law the Safe and Supportive Minnesota Schools Act which, among other things, updates the state's anti-bullying legislation. Battering Tactics Interpreters aware of different tactics. 5

6 Battering tactics: Battering tactics: exploi1ng the smallness of the Deaf community o Minority groups within the Deaf community become smaller exploi1ng that she will not be believed by a police officer, hospital or court even if she does report. exploi1ng her lack of access to help or preven1ng from repor1ng any trouble stealing her adap1ve equipment, pager, videophone or computer so that she cannot call for help Use of children- not allowed to sign in the home, or use spoken language to speak to one family member who may be deaf Not allowed to be proud of who he/she is as a deaf/hard of hearing person, puts you down. Using prestige as a leader or position to discredit your story Use of Coercion/threats: taking away your money Ruining your chances as a deaf/ hard of hearing child by spreading false information about the child. Using power as a hearing person to keep you always with him/her Using power in the deaf community to keep you with him/her Multiculturalism: Interpreter considerations for the job What Interpreters should be aware of when working with Survivors or Victims of Abuse, Bullying or Violence. Triple barrier: deafness, language, culture Communica1on level Low educa1on level and knowledge of legal rights, including disability laws Lack of experience with human services and working with interpreters Family Servant vs. enabling Iden1fy as deaf first before their race, ethnicity, culture Not follow cultural norms and are rejected from family groups Deaf characteristics: Parent/children may reflect deaf characteristics: excitement in the voice when responding facial expressions to define tone banging on the table/floor to get attention confusion in the switch of communication mode(s) in a not familiar environment resort to the comfort of language when scared or confused parenting is more visual than it is auditory Reaching out for Safety and Support Interpreter s Considerations for the job. 6

7 Considerations for reaching out for Help or Safety: Do I know my Interpreter? Does the Interpreter know me well, Know my family well? Can I trust my information will not be shared? Does h/she know my abuser, rapist or family. What if h/she does not believe me? Who is my friend? Who wants to help me? How do I explain what happened? Considerations for reaching out for Support and Safety: Knowledge of who to talk to Knowledge of is this right or wrong Words to explain what is happening or what is needed Trust/belief that someone will understand what is needed Fear- Will anyone believe me Trust in helping professions Hope that his/her abuser is wrong, that someone will move to meet the need Considerations for reaching out for help or safety: Learned Helplessness Learned the need to please Deaf grapevine/community Considerations for reaching out for help or safety: Lack of accessible/culturally competent services Inability to or fearful of communication with law enforcement, medical professionals Limited Access to information ( Who do they tell) Fear of exposure will lead to closing of Deaf schools- lose the strongholds of Deaf culture Lack of Support System Isolation in rape crisis centers or other programs such as relocation programs No follow-up for adult survivors of childhood abuse Exploiting that she will not be believed by a police officer, hospital or court if she reports. Tradition of secrecy within culture/protection of perpetrators who are members of the community. Interpreters should know: Every exchange is an opportunity to gain momentum in the healing process Often the Helping profession, the advocate, the interpreter that is trusted holds the experience of the survivor. To always be careful of the POWER that you hold Every Exchange: You are holding the experience of the survivor. The conveyance of this holding experience is essential. Being held creates an experience of safety, trust and connectedness. How you handle this directly impacts the survivor who told his/ her story. 7

8 How does trauma show: Know and Understand: Event that occurred that results in trauma for one individual may not result in trauma for another. Response to trauma differs. Memories may be fragmented, non sequential and filled with gaps Stay present is essential. You are alive and safe, for right now, not yet When in stage of trauma, a survivor s affect may not reflect the level of emotions she/he is experiencing. Survivor may be easily frustrated, annoyed, discouraged, withdrawn or number of emotions This is normal and to be expected State of trauma may not always reflect the level of emotions she/he is experiencing Means: for an interpreter? Survivor may be easily frustrated, annoyed, discouraged, withdrawn or number of emotions This is normal and to be expected Victims, Survivors and Interpreters Know and Understand: The Survivor is the Expert Safety Planning is not a placenta Interpreter s Safety planning What is this? Do you have one? Safety planning is an ongoing process for the survivor Debriefing Interpreter s Safety Plan: Ridding yourself of build up Buddy system Maintain good mental, physical and emotional health Reducing personal stress Giving one self time to process enforcing or asking for a policy in place to support you a plan in place to deal with trauma or abuse Understanding how to report abuse or concerns Ability to feel safe in your work understanding limits Be able to identify personal red flags What does your safety plan look like? Find a neighbor: Discuss: Do you have a safety plan? If yes, what does it look like? If no, what things can you use from today to create one? What is your safety plan? 8

9 Group Discussion: Case Scenarios What would you do? Discuss the Case Scenario with your group. Decide what you would do but be sure to include: (see right slide) Report back Personal Interpreter Safety Work ethnics/cpc Holding the experience Red flags, questions or concerns about the assignment Case Scenario- Child Sexual Abuse Things to discuss: Your student has been going to the library and picking out books about unwanted touching. Your student tells you the next week in an outburst which appeared kind of cheerful that his mom touches him on his penis every night and tells him it will help him become a man. We are all mandated reporters. Do you report it? Do you encourage the child to report it? Does your team have a plan in place? What is the step to step process of handling situations like this? How do you handle the child s information sharing? What words do you use? How do you show that he/she has your support? How do you provide ongoing support? Things to consider: Due to being deaf or hard of hearing not able to access information the same as hearing kids. Touching is wrong. Siblings who share things. Incidental learning Information through peers. Taken advantage of by hearing people due to knowing the child is d/hh. D/HH children want to be accepted as hearing children. As the only d/hh child with no language access. If child has some hearing, and parents expect the child to Hear. Told to be quiet about things (unwanted touching, incest, forced sex). Case Scenarios and Discussions Real life situations 9

10 Case Scenario- Bullying Your student has been good friends with one kid for a long time. You noticed they are no longer friends. Discuss the Case Scenario with your group. Group Discussion: Personal Interpreter Safety Your student talks to you about comments his old friend makes. You also hear some of the ugly comments. Now kids will walk by and say you are so poor, your family has nothing, you are so ugly, no wonder why you no longer have friends. This happens during lunch, in the classroom and in the bathroom. Decide what you would do but be sure to include: Report back Work ethnics/cpc Holding the experience Red flags, questions or concerns about the assignment Things to discuss: More things to discuss: Do you report it? Do you encourage the student to report it? What program does your school have in place to provide support to kids being bullied? How do you handle the information sharing as an interpreter. * The student tells you that no one takes him seriously. If he reports it, it will just get worse and he just wants to get through the day. What is your role in preventing it and putting a stop to it? Does your student have access to the same information? (Ex. Bullying rules, understanding the posters, who to go to?) Support system? How do you manage information that your child cannot hear but you do? When do you use discretion? Do you use discretion? Ethnics and CPC? How does it apply? Do you TRANSLATE everything regardless? Or do you hold the power in which some information is shared? Case Scenario: Family Violence You are the school Interpreter for a Deaf child who family moved to America with her family ( your area) 4 years ago. No language prior to entering your district. You work with a CDI often in class due to language challenges. The family has a RO on their father. The child mentioned (last week) that her father came home with Toys. The child comes to school today tired, with bruises on her cheek and is withdrawn. When asked what happen, she said I was a bad girl What do you do? Now, the Police arrived, what do you do? Discuss the Case Scenario with your group. Decide what you would do but be sure to include: ( Slide on the right) Report back Group Discussion: Personal Interpreter Safety Work ethnics/cpc Holding the experience Red flags, questions or concerns about the assignment 10

11 More things to discuss: Who is your first reporting contact? What is your school s policy? Do you interpret with the police? Yes/No, Explain. What if? Child ask you not to tell anyone. Police ask you to interpret, the principal ask you to interpret? Questions? Jessalyn Akerman Frank Jessalyn@jessalynfrank.com Text: Tarra Grammenos TarraGrammenos@yahoo.com Cell: