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Learn strategies for preparing different learners to interact with law enforcement professionals in a safe and informed manner. Understand the importance of social skills training, communication, and assertiveness skills to promote self-protection and positive relationships. Gain insights into behavioral safeguards in school settings and ways to recognize exploitative situations. Discover the significance of trusted adults and proactive behavior intervention plans for students. Enhance understanding of boundaries, intimacy, and effective communication for risk reduction and safety. Partner with schools and parents to reinforce concepts and promote communication with students. The program aims to empower individuals to establish boundaries, recognize threats, and seek help from trusted sources in challenging situations.
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1. FRIENDS of DIFFERENT LEARNERSPreparing Your Different Learner for Interaction With Law Enforcement ProfessionalsSusan H. Rogers, LMSWThursday, April 15, 2010
2. BEHAVIORAL SAFEGUARDS in SCHOOL
Health and Sexuality Training For Students in School
a. Currently in the middle schools, high
schools and post-secondary program
b. Focus is on healthy relationships,
risk reduction and decrease of
vulnerability
3. Parent Component
a. Communication
b. Trust
c. Understanding
Positive Support Behavior Intervention Plan (Part of CPI/Crisis Prevention Institute, Inc., Nonviolent Crisis Intervention Training Program)
4. Social Skills Training
a. Teaching communication skills
b. Friendship and other relationship components
c. Reducing isolation
d. Conflict resolution
e. Increase level of comfort being with
people
5. STATISTICS Information from SESA - Special Education Service Agency:
At least 20% of females and 5 to 10% of males are sexually abused every year in the United States.
Among adults who are developmentally disabled, 83% of females, and 32% of males are victims of sexual assault.
People with disabilities are 70% more likely to be victims of abuse.
Only 3% of sexual abuse crimes are reported, involving people with developmental disabilities.
6. Additional Statistics Women with disabilities are assaulted, raped and abused more than two times greater than non-disabled women (Sobsey, Cusitar, DisAbled Women’s Network)
In a study of 100 psychiatric inpatients, it was found that 81% had been physically or sexually assaulted during their lifetime (Jacobson and Richardson)
Why are the statistics so high for under reporting?
7. The Michigan Child Welfare Law Journal
Official Publication of the State Bar of Michigan Children’s Law Section
Volume XII, Issue II Winter 2009 State Bar of Michigan Children’s Law Section
Sex Offender Registration is Not the Answer for Juvenile Sex Offenders with or without Disabilities
by Lynn B. D’Orio, Susan Rogers, LMSW, Dr. Roger Kernsmith Ph.D., and Dr. Poco Kernsmith, MSW, Ph.D.
8. Students Need to Learn: Assertiveness Skills
Refusal Skills
Self-Protection
Self-Advocacy
9. Ways to Express Affection
The Difference Between Private and Public
Opportunities for positive social experiences
10. LEARNING: Boundaries
Intimacy
Social Rules of Touch
Acceptable Means of Touch
Age Appropriate Modeling
11.
COMMUNICATION
Effective communication = risk reduction
AND…
SAFETY
12. The Circle of Relationships Developed as part of the Circles curriculum, James Stanfield Company
Purple Private Circle - I am important, and I decide who will touch me.
Blue Hug Circle - It is a mutual decision to kiss and be close. If I do not want to, I must say “STOP.”
Green Faraway Circle - I may want to give you a “Faraway” hug. You are not in my Blue Hug Circle.
13. Yellow Handshake Circle - I do not feel as close to people in this circle.
Orange Wave Circle - I wave to people who are too faraway for a hug. People in this circle are typically community helpers.
Red Stranger Circle - I am not close at all to people in this circle. They may remain strangers or I may get to know them.
I do not share personal information with people in the yellow, orange or red circle.
14. An objective of this program is to: Recognize potentially exploitative situations and relationships Understand more about establishing limits and boundaries
Learn about appropriate mutuality
Take action for self-protection when necessary
Learn how to remove oneself from threatening situations
Tell a trusted or safe person
15. Parent Component Parent and School Partnership
Information on the lessons taught are communicated to parents on a regular basis.
School and home will work in partnership with each other to reinforce the concepts and promote communication for students.
16. Trusted Adult / Safe Person A trusted adult is a person that a child/teen or adult may go to for help/assistance. This person is identified as someone who can be trusted to provide safety, or find safety for the child/teen.
Make sure the person with a disability has a trusted adult in their life and knows how to access that person.
17. Positive Support Behavior Intervention Plan (Taken from the Birmingham Schools CPI training and information)
Functional Behavior Analysis
A – Antecedents
B – Behavior
C – Consequence
Proactive Strategies:
Environmental Supports
Behaviors to Increase/Skills To Teach
18. Reactive Strategies
Student Behavior Staff Response
Anxiety: a noticeable Supportive: an empathic, non-
increase or change in judgmental approach used to
behavior. calm the student.
Defensive: the beginning Directive: staff takes control of
verbal stages of a loss of situation by redirecting and
rationality. giving choices.
19. Acting Out Person: total Non-violent Physical Crisis
loss of control, which results Intervention: safe, non-
in physical acting out. harmful restraint used to
control the student until he/
she can control him/herself.
Tension Reduction: a decrease Therapeutic Rapport: re-
in physical and emotional energy. establishing
communication and giving
the student the tools he/
she needs to return to his/
her schedule.
20. COPING MODEL (taken directly from the CPI training manual)
Control - Regaining emotional and physical control.
Orient - Establish the basic facts.
Patterns - Identify patterns of staff responses and client behaviors.
21. Investigate - Look for alternatives to inappropriate behaviors.
Negotiate - Agree to changes that will improve future interactions.
Give - support and return responsibility to the student.
22.
A behavior plan that works, teaches the student to appropriately get their needs met. It gives students alternatives to behaviors ( N. Kocsis and R. Kingery).
23. Everyone communicates
Not everyone communicates verbally.
Finding the way(s) to communicate with a child will reduce the risk of harm and abuse, and will increase safety.
24.
Law enforcement officers and first responders are extremely important in helping a child with a disability remain safe and prevent victimization of that child.