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Tag: titleix

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Title IX

The Imperative Role of The “Working With Children and Youth Academy” in Educating Today’s Educators

This image is a teacher learning to work with kids who have experienced trauma in our online portal.
This image is a teacher learning to work with kids who have experienced trauma in our online portal.

Domestic violence is a widespread issue affecting millions of households across the world, casting a dark shadow on children’s lives. The ripple effects reach educational institutions, leaving teachers and educators to handle more than just academics. Addressing this critical concern, Harris County Domestic Violence Coordinating Council has launched the “Working With Children and Youth Academy” to equip educators with the skills and knowledge they need to help their students navigate these difficult experiences.

The Growing Crisis

Approximately ten million children each year witness domestic violence in their homes. As staggering as these numbers are, they only scratch the surface. Domestic violence does not just disrupt the lives of adults; it inflicts long-term emotional and psychological scars on children. In many cases, the children affected are attending school, often showing signs of secondary trauma that educators may not immediately recognize or understand.

Educating the Educators

The academy is designed specifically for educators teaching from elementary through high school levels. As the front-line guardians of children’s emotional and intellectual growth, teachers need to be equipped to handle not just academics but also the social and emotional facets of their students’ lives. This is why the academy provides a holistic approach to teacher training.

Core Topics Covered
The curriculum of the academy covers a variety of essential topics:
• Dynamics of Domestic Violence: Understanding the multifaceted aspects of domestic violence is crucial for early intervention and effective response.
• Introduction to Trauma: This topic provides foundational knowledge about trauma, helping educators identify symptoms and adapt their teaching strategies.
• Adverse Childhood Experiences (ACE): Focusing on the long-term impacts of domestic violence on children, the course unpacks how ACE can affect academic performance and behavior.
• Creating a Trauma-Informed Classroom: Educators are given tools to create an environment that is sensitive to the needs of children experiencing trauma, thereby facilitating better learning outcomes.

A Collaborative Effort
The Harris County Domestic Violence Coordinating Council collaborates with subject matter experts in domestic violence, thereby ensuring that the academy’s courses are up-to-date, factual, and deeply insightful.

Education has always been considered a sanctuary for children, a place where they can grow, learn, and become the best versions of themselves. However, for children who are victims of domestic violence, school can also be a battlefield of emotions and hidden scars. The “Working With Children and Youth Academy” offers a glimmer of hope, arming educators with the resources they need to turn the classroom into a haven where every child has an opportunity to thrive.

To learn more about this COURSE and ENROLL, CLICK HERE!
Categories
Title IX

Understanding and Combating the Increased Risk of Sexual Assault on College Campuses

As thousands of excited students step onto college campuses for the first time each fall, they are met with a myriad of experiences—new friendships, challenging academics, and a taste of independence. However, they also face an alarming and heightened risk for sexual assault during a period known as the “Red Zone.” This term refers to the first few weeks of the academic year when sexual assault incidents are statistically higher. In this blog post, we’ll delve into why the Red Zone exists, what factors contribute to it, and what can be done to protect students.

What is the “Red Zone”?
The “Red Zone” is generally considered to be the period from the beginning of the academic year through homecoming. It’s a timeframe during which new students, particularly freshmen, are more susceptible to sexual assault and other forms of sexual violence. The concept has gained traction over the years, leading to increased awareness and preventative measures on campuses across the country.

Contributing Factors

  • Lack of Familiarity
    For many students, especially freshmen, the college environment is entirely new. The unfamiliarity with campus geography, social norms, and resources can make new students more vulnerable.
  • New Social Dynamics
    College introduces a host of new social experiences and pressures. From parties to dorm life, these new dynamics can sometimes create situations where the lines of consent are not clearly understood.
  • Alcohol and Party Culture
    The beginning of the academic year is often marked by a surge in social activities and parties. Unfortunately, these gatherings can sometimes involve excessive alcohol consumption, which contributes to poor decision-making and can lead to situations where sexual assault occurs.
  • Predatory Behavior
    There are individuals who exploit the vulnerability of new students, capitalizing on their lack of experience and awareness. These predators may be fellow students, older students, or even non-students who find their way onto campus.

Prevention and Awareness

  • Educational Programs
    Many schools now offer orientation sessions that include discussions on consent, bystander intervention, and the risks associated with the Red Zone. These programs aim to equip students with the information and tools they need to protect themselves and others.
    Increased Security Measures
    During the Red Zone, some campuses bolster security efforts, including increased patrols and enhanced surveillance. These measures aim to deter potential predators and offer better protection for students.
  • Resources and Support
    Educational institutions often provide resources such as hotlines, counseling services, and online information to help students navigate the risks associated with the Red Zone and to offer support to survivors of sexual assault.

    While the Red Zone is a period of heightened risk, it’s crucial to remember that sexual assault can happen at any time during the academic year. Therefore, awareness and preventative measures should be ongoing efforts. It’s a collective responsibility—administrators, faculty, students, and the community at large must work together to create a safer campus for everyone.

    By understanding the factors that contribute to the Red Zone, we can better arm ourselves and others with the knowledge and resources needed to combat this troubling issue. Let’s take the steps needed to transform the Red Zone from a period of risk to one of awareness, education, and empowerment. 
Categories
Op-eds Title IX

The 4 D’s of Bystander Intervention

Once we understand the importance of being an active bystander, the next step is to learn about specific techniques to utilize when intervening. At Rice, we use a method called the “4 D’s”. This method includes the intervention options of: direct, delegate, distract, and delay. Let’s do a quick review of these options.

Using a direct approach is probably what most people think is required in order to be an active bystander. This is a useful technique where we confront the person exhibiting harmful behaviors or the person who we are concerned about. This could include telling a person to stop using slurs and yelling at another person or telling your friend that they have had a lot to drink and that you are taking them home, instead of the guy they just met.

Because not everyone is comfortable with being direct, and it is not always safe, an active bystander can also utilize delegating. This option includes utilizing other people in the community, so you don’t feel alone and can assess the situation together. The people we involve could be a peer, someone who knows the potential perpetrator or victim, or someone with authority or power to intervene.

Distracting is the third option that we teach about. Ultimately, we may not feel it necessary to make every event a “teachable moment”, and we just want to stop the potential violence. So we could talk to one or both of the people involved in the tense situation, maybe about a movie we just saw, we could spill a drink, or pretend like we know one of the people and engage in a chat with them that disconnects them from the other person.

Delay is the last technique and we often do not understand how impactful this option can be. This can be used when we are not able to intervene in the moment, and are concerned about the people involved. We could text or call them and ask them if they are okay. Giving space for someone to talk about experiencing harm even after the incident still counts as intervening and allows you to check on their safety, provide them with emotional support, and possibly provide resources that could help.

It is so important to remember that in any concerning situation that would benefit from an active bystander, that there are many ways to intervene. Speaking up and stopping the violence is the goal, and there are often various routes to get there, and you will make a difference.

About the Author

Cathryn Councill Headshot

Cathryn Councill is a Licensed Clinical Social Worker and works at Rice University. She is the Director of The SAFE Office, where they focus on education and student support around issues related to interpersonal violence. She also facilitates the LGBTQ+ Ally Training on campus and acts as the staff advisor for the undergraduate peer support/education program as well. She has extensive experience working in the field of domestic and sexual violence, including as case manager, therapist, educator, and group facilitator. She has also provided support to persons living with HIV, those experiencing drug and alcohol addiction, and to the LGBTQ+ community.
Cathryn’s favorite things include being in or near water, all animals and pets, unconditional empathy, rainbows, chai lattes, and her lovely wife.

Categories
Op-eds Title IX

Using a Privilege Lens in Active Bystander Training

When I began working at Rice University 5 years ago, I learned about how important bystander intervention is within college campus communities. Preventing violence is a community issue and ultimately everyone’s responsibility. Bystander Intervention is based on the philosophy that everyone can learn to safely intervene in potentially harmful situations and speak out against violence, as well as challenge social and cultural norms that perpetuate violence.

At Rice, when we teach about this topic, we make sure that participants understand that intervening is not just about stopping a physical or sexual assault while it is occurring. The likelihood of any of us happening upon one of these incidents is much less likely than other types of incidents. We must understand that behaviors we also need to pay attention to and intervene in include language and jokes that are used to harm (possibly unintentionally) and these often precede physical violence and desensitize us.

Another important component of bystander intervention training is to include information on privilege. Upon doing research, we initially learned that everyone in the community can be an active bystander for any situation. However, such an approach can overlook the impact of the complexity of a person’s’ intersecting identities, including their race, ethnicity, sexual orientation, gender identity, nation, age, and social class. It is difficult and often a safety risk for marginalized communities to intervene in potentially violent situations, especially if the potential active bystander is part of the same group as the person/people being targeted.

We challenge active bystanders to consider their privilege in all situations, and if needed, use that privilege to intervene. Here are some examples that we ask participants to consider. Can you reject someone and not worry about being threatened with degrading language or physical violence? Often, female/feminine identified people cannot. Can you be affectionate with a partner in public without fear? Often, the LGBTQ+ community cannot. Do you ever worry about being treated as if you are out to harm someone just based on the color of your skin? Often, persons of color do. If you do not experience one of these fears, that means that you have privilege in that situation, and it may be your turn to speak up and take action.

Whether you work on a college campus or in another community setting, we all have a responsibility to learn about and share about the importance of being an active bystander. We must start from within and increase our awareness about our privileges, and then educate our family, social circles, and systems, including oppressive structures.

About the Author

Cathryn Councill Headshot

Cathryn Councill is a Licensed Clinical Social Worker and works at Rice University. She is the Director of The SAFE Office, where they focus on education and student support around issues related to interpersonal violence. She also facilitates the LGBTQ+ Ally Training on campus and acts as the staff advisor for the undergraduate peer support/education program as well. She has extensive experience working in the field of domestic and sexual violence, including as case manager, therapist, educator, and group facilitator. She has also provided support to persons living with HIV, those experiencing drug and alcohol addiction, and to the LGBTQ+ community.
Cathryn’s favorite things include being in or near water, all animals and pets, unconditional empathy, rainbows, chai lattes, and her lovely wife.

Categories
Sexual Assault Title IX

Feeling Safe in Math Class: Building and Maintaining Safe Spaces to Learn

Imagine you are at school, walking to 2nd period, when someone from your math class walks past you and pats your backside. You quickly look back at them and they smile and blow you a kiss. You may feel violated and upset. Later, you are scrolling through social media when you notice the same person sent you a DM. Instinctually, you open it and quickly realize they sent you a nude pic. You might feel grossed out and even angrier. Now you don’t want to go to school, especially to math class because you feel awkward and scared having to sit next to this person. You shouldn’t have to sit next to them in math class, or share the same spaces and thanks to Title IX, you do not have to.

This year marks the 50th anniversary of Title IX, a federal civil rights law that prohibits sex-based discrimination in any school. Part of this law protects students and school staff in K-12 schools, colleges and universities against sexual harassment, sexual assaults and unwelcomed conduct. The goal is to build and maintain a safe place in which students can learn and school staff can work free of hostility, fear and stress. Schools are tasked to provide supportive measures for affected students, such as school-based orders of protection, increase supervision and monitoring of school “hot spots”, and/or alter class schedules and locations when warranted. In effort to support all parties, counseling is to be made available to the victim/survivor, the person perpetrating the misconduct, and bystanders. The bottom line is, students and staff should feel safe and supported at school. Lack of supportive measures can lead to absenteeism, anxiety, and academic decline.

Schools can go beyond Title IX directives, as long as they do not conflict with the existing law, by providing prevention and awareness programs that promote consent, emphasize boundaries, and endorse social norms that protect against violence. Additionally, utilize codes of conduct (and alike) to outline Title IX and district protections, rules and designations.

The law states that the sexual misconduct must affect a student’s educational opportunities, and be either severe or pervasive. Although Title IX mandates supportive measures for victims/survivors, it is important to address harassment before it becomes severe or persistent and respond to all allegations of sexual misconduct. School staff and anyone who observes or has knowledge of victimization can, and should, also report or file a complaint. In the example above, anyone in the school hallway who observed the misconduct could file a report.

Advocate for safety by taking time to learn about protections at your school and inquire about prevention and awareness programs available.

If victimized, contact your school administrator or counselor to identify the school or district’s Title IX coordinator to make a report. Remember, you are not alone, it is not your fault, and help is available.

About the Author

Michelle Sacks

Michelle Sacks is Director of Training at The Houston Area Women’s Center

Categories
Title IX

Your Right Under Title IXt: Pregnant and Parenting

Importance of not being discouraged out of education when pregnant and parenting?

Going through pregnancy and/or parenting is very hard work for anyone however it should never be the end of someone’s education and consequently their earning potential. According to the Center for Disease Control and Prevention, 2019 saw the lowest record of teen births at 16.7 per 1,000 females. While lower, disparities in teen birth rates are still two times higher in Hispanic and non-Hispanic Black teens than in non-Hispanic White teens. Only about 50% of teen mothers receive a high school diploma by the age of 22 compared to 90% of women who do not give birth during adolescence graduate high school. A high school diploma is the most fundamental stepping stone to provide for a family in our economy.

The majority of students in higher education or trade schools are in prime child bearing years and require equally the same support to reach their degree to better provide. According to The Pregnant Scholar, the average age of post doctorates reaching their first permanent position is nearing 40 years old. They report childbirth and parenting have been identified as the main reason young female scientists drop out of the academic pipeline before obtaining their first job. Their findings indicate women in sciences who marry with children are 35% less likely to enter a tenure track than men with children and 27% less likely to achieve tenure.
A Student becoming a parent can be a powerful motivator to become the best versions of themselves. When schools honor this motivation and harness it through strategic pregnant and parenting assistance, they will improve education outcomes which will benefit the community as a whole. Title IX allows us to supporting the endgame each parent deserves, the ability to graduate from their respective program to provide for their family and contribute to the economy.

Definitions/Applicable Laws
The federal laws protecting pregnancy and parenting are Title IX, American Disability Act (ADA), Civil Rights laws and possibly FMLA. Title IX implements regulations and bars discrimination on the basis of pregnancy and parental status. It creates requirements specifically to pregnant and parenting students, as well as employees. In addition, Title IX requires schools treat pregnancy and all related conditions like any other temporary disability. Next, ADA prohibits disability discrimination and requires an institution to make reasonable accommodations. While pregnancy itself is not a disability, many pregnancy-related impairments and complications may qualify. Then, local and state Civil Rights Laws apply when supporting everyone who is parenting because it prohibits discrimination on the basis of race, color, religion, sex or national origin. Lastly, students working on campus, the Pregnancy Discrimination Act (or Title VII) prohibits employment discrimination based on current, past, potential, intended pregnancy, and/or medical conditions related to pregnancy or childbirth. And the Family Medical Leave Act applies for working students to take leave.

Who is covered?
Title IX’s definition is someone who is or was pregnant which includes protections related to: pregnancy, childbirth, termination of pregnancy, false pregnancy and/or recovery of, specifically working with the individual with the medical condition. However, best practice policies regarding parenting should include all parenting, regardless of sex, be provided with the same leave or accommodation for taking a supporting role in the situation. Mother-only caretaking leave policies are prohibited because they treat students differently on the basis of sex. Policy should not differentiate between birth-mothers, birth-fathers, adoptive or other parents.

What is covered under Title IX?
Schools must:
Under Title IX a pregnant and parenting student is provided access to school and extracurricular activities. Within the classroom, this environment is free from harassing comments related to family status, negative statements, and assumptions regarding the pregnancy. Medically necessary leave related to pregnancy, birth or other related conditions are to be excused with the ability to make up exams, assignments and missed participation points regardless of missed class policy. During leave, schools need to treat the student’s leave as leave, anything due during leave is pushed back and they need the same amount of time as other students to complete the assignment. Accommodations also allow the ability to revisit schedules, meetings and group activities as needed. When the student returns, they are reinstated in the same program, at the same point of the program and same standing they left the program. If there are alternative program or school for the pregnant and parenting student those must be completely voluntary to the student to engage in. Regarding extracurricular activities, only the student and their doctor can decide if it’s appropriate for them to participate or continue to participate through pregnancy. Other example accommodations can be, seating assignments close to the door for bathroom use, closer parking spot, ability to sit instead of standing in lab, different desk type, access to a typist or note taker due to pregnancy related difficulties, access to an elevator, and extended breaks or exam time to accommodate nursing /pumping, bathroom use, or eating. The school has to provide the same special services as temporarily disabled students to pregnant and parenting students. For example, if distance/remote learning is available for disabled students then its available for pregnant and parenting students. Lastly, the student is not required to provide a note for anything unless it is required for all other disabled students. At no point does the doctor need to disclose personal medical information.

As your schooling is a valuable part of your journey and goals- ask yourself: What do you need to help complete what needs to get done?

About the Author

1566592675601

Kalli Foster is a Resource Navigator in the Safe Office at Rice University

Categories
Title IX

Reimagining Primary Prevention of Sexual Violence on College Campuses

College Students standing for change, primary prevention
College Students standing for change, primary prevention

Primary prevention is a term many are unfamiliar with unless they come from a public health background. It is also often misunderstood as risk reduction, which is implementing techniques that may reduce the likelihood that a potential victim experiences a sexual assault and sends a message that potential victims are the ones responsible for preventing an assault, not the perpetrator. For example, women and girls specifically are often encouraged to watch their drink, never walk alone at night, carry pepper spray and dress conservatively. Risk Reduction also perpetuates the myth that most sexual assaults are committed by a stranger, even though research informs us that at least 80% of sexual assault are committed by someone we know and trust. On the other hand, primary prevention is solely focused on creating a culture in which individuals would never consider sexually assaulting or harming another person. This is the heart of the mission of our movement, to end violence.

In order to prevent violence, we must consider the root cause of sexual violence, which is oppression. This means that our primary prevention programming on campuses or communities must be rooted in an anti-oppression framework that intentionally addresses racism, heterosexism, classism, sexism, and ableism. All of which we see on a daily basis in our communities. The promotion of strict gender roles, male entitlement, and victim-blaming culture also significantly contribute to the normalization of sexual violence. In order to engage in social norms change and anti-oppression work, our efforts must be community-led, meaning turning to the very folks who are disproportionally affected by this form of violence, BIPOC, and LGBTQ+ survivors of sexual violence. Presentations, workshops, and informational materials are helpful in developing a campus’s understanding of sexual violence, but they do little to change the social norms, attitudes, and behaviors that support sexual violence. Primary prevention work requires community organizing.

To begin this work, campuses can identify an internal department or partner with a community-based domestic and sexual violence organization to kick off a community-based program. The next step will be recruiting individuals within the campus who are passionate about the prevention of sexual violence and anti-oppression work. Advertise the opportunity widely on multiple different platforms and illicit feedback from student organizers already on campus on how to frame your messaging. Once you have a group of young people committed to this effort, building trust amongst one another is essential. Campuses can support this programming by providing food or monetary compensation to the participants. Organizing work is time-consuming and can be exhausting, to support retention individuals need to be compensated for their efforts. Basic informal, interactive training should be provided to all participants concerning community organizing principles, the root causes, and dynamics of sexual violence, bystander intervention, and primary prevention of sexual violence. The group will then begin to consider how they can promote protective factors on campus on reducing risk factors.

Our protective factors against sexual violence are a sense of connection, empathy, and a belief in equity for all individuals. With these protective factors in mind, the group can begin organizing events, activities, and discussions on campus that promote a sense of connection for folks. This can simply look like hosting fun and engaging events where all are welcome. Or it can look like holding listening sessions, or circle discussions concerning creating a more equitable environment on campus centering the voices of BIPOC and LGBTQ+ students.

Bystander intervention education and awareness can focus on the intervention of microaggressions and harmful comments that condone or support violence.
If reducing and eventually eliminating sexual violence from our communities is the goal, we must begin addressing the root causes of sexual violence. Let’s shift away from simply intervening in harmful behaviors and encouraging potential victims to protect themselves as much as possible, and instead consider how we are supporting efforts that shift harmful attitudes and beliefs to ones that are supportive of the respect and safety of all individuals. Let’s start with ourselves first, and commit to a lifetime of critical self-reflection and examination of our attitudes, beliefs, and behaviors that may or may not support a future of liberation.

About the Author

Jessica-Bellant-Prevention-and-Education-Director-1
Jessican Bellant is the Prevention and Education Director at the Bridge Over Troubled Waters.
Categories
Title IX

Title IX Lessons from my Sisters

Family smiling and posing together with a text block that says "My sisters were constant reminders about fairness and fair play"
Family smiling and posing together with a text block that says "My sisters were constant reminders about fairness and fair play"

As we celebrate the 50th Anniversary of the Title IX Amendments of 1972, I am reminded of lessons my sisters emphasized regarding the general idea of fairness. As a youngster, I was never aware that it took the passage of Title IX to usher in requirements that opened the doors for women not just in sports, but in higher education.

I grew up with six sisters and it never dawned on me that such legislation was necessary. My sisters were constant reminders about fairness and fair play especially when it involved household chore assignments. Looking back, my sisters’ intentions never pointed out differences based on our sex. No, it was always about fairness in the chores assigned by our parents. In particular, “If I can wash dishes and do laundry, we all should be treated fairly.” As you may imagine, I hated chores, especially cleaning dishes and washing household laundry.

Title IX remains important legislation today because Title IX reminds us about the fundamental belief that everyone should be treated fairly regardless of their sex. Our individual sex should never be a consideration when opportunities are given, work is assigned and/or performed, or when facilities and equipment are utilized. The attention must be on individuals performing the same tasks regardless of their sex.

The 50th Anniversary should keep us committed to the work that remains necessary. Even though we still encounter challenges with Title IX and the work ahead, I am encouraged about the future. When I read about the phenomenal success of women in sports, academia, and employment I hear my sisters say, “If I can wash dishes and do laundry, we should all be treated fairly.” My sisters’ statement keeps me optimistic about the future for Title IX and the expectation that my granddaughter, great-nieces and nephews will be viewed not based on their sex, but on the similarities with the work and activity, they perform.

Finally, as we celebrate the 50th Anniversary of Title IX, I would like to especially thank my sisters. Before I knew anything about Title IX, my sisters were a steady reminder about fairness not based on one’s sex, but the simple view that we all should be treated fairly, especially when it involved household chores.

About the Author

Dr Bobby Brown

Dr. Bobby Brown is the Title IX Coordinator at Texas Southern University

Our Mission:
To improve Harris County’s response to domestic violence, we lead efforts to build collaborative systems and innovative programs that increase access to services and safety.
Our Vision:
We envision a community where all persons have relationships that are safe, healthy, and free from domestic violence.
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