Healthy & Ready to Work: A Series of Materials Supporting Youth with Special Health Care Needs S. A. F. E. Safety Awareness For Empowerment Waisman Center University of Wisconsin–Madison University Center for Excellence in Developmental Disabilities Wisconsin Healthy & Ready to Work is a project of the University Center for Excellence in Developmental Disability at the Waisman Center. Wisconsin HRTW is funded by the Division of Services for Children with Special Health Needs (DSCSHN) in the Federal Maternal and Child Health Bureau (MCHB), Health Resource and Services Administration (HRSA), U.S. Department of Health and Human Services (DHHS). Grant Number H01MC00044. The Waisman Center is dedicated to the advancement of knowledge about human development, developmental disabilities and neurodegenerative diseases. It is one of 9 national centers that encompass both a Mental Retardation/ Developmental Disabilities Research Center designated by the National Institute of Child Health and Human Development, and a University Center for Excellence in Developmental Disabilities designated by the Administration on Developmental Disabilities (UCEDD). Waisman Center University of Wisconsin–Madison 1500 Highland Avenue Marsha Mailick Seltzer, Ph.D., Director Madison, Wisconsin 53705-2289 Daniel Bier, MPA, MSSW, Associate Director, UCEDD Web Site: www.waisman.wisc.edu Healthy and Ready to Work: A Series of Materials Supporting Youth with Special Health Care Needs SS.A.F.A.F.E..E. .E. Safety Awareness For Empowerment A Training Guide for Safety at Home, at Work, and in Public Developed by Dedra Hafner Waisman Center University of Wisconsin–Madison University Center for Excellence in Developmental Disabilities June 2005 Personal Acknowledgements The development of this training guide has been a tremendous learning experience for me. I originally began teaching protective behaviors to students in elementary school, then to students in high school and then to adults. I have taught this subject many times and each time I added some new aspect to the training sessions. My training method is to clearly conceptualize the messages I want individuals to learn and then develop interesting ways to teach the material. For the first time, this training guide is being published by the Waisman Center for Developmental Disabilities. The Waisman Center recognizes the necessity for developing quality materials that address social issues related to the transition of youth with developmental disabilities into adult life. I want to thank all of the people who provided feedback and input for the training guide. First, thanks to Dan Bier, Martha Mock, Beth Swedeen and Deb Wisniewski for believing that this material was important enough to produce. Also thanks go to Stacey Lindenau, a long-time friend and instructor for reviewing the first aid material and to Steve Allison, for all of his efforts in collaborating on the self-defense material. As editor, Ray Linehan was instrumental in organizing the material in a way that allows key concepts to flow together. A special thanks goes to Cheri Sanders, Art Coordinator, for her dedication and commitment to the project and for devoting her weekends to complete the layout of the publication. The graphics and illustrations in this training guide are a key element in what makes this an effective training tool. The impact of the message would not have been the same without the visual illustrations. I want to also thank the artists and models who contributed to this publication: Linda Endlich, Madeline Grandboise, Dyann Hafner, Teri Sanders, Sarah Woodson, Cathleen Piotrowski and Tina Sanders. I want to thank my husband, Art Zimmerman for believing in my ability to write this training guide, helping with the long hours of editing, and lending a patient ear listening to me formulate my ideas. Dedra Hafner June, 2005 The Reviewers During the development phase of this training guide, the sections were pilot tested by the participants in the original “Safety in the Community” course offered in Dane and Iowa Counties as well as a second course, “Safety in the Community Class II.” These groups of participants were terrific about telling me which activities they liked and offering suggestions on what to do differently. I felt that their insight was valuable and it helped to determine the direction of the training guide. A special thanks goes out to: Nick, Samantha, Kevin, Lana, Petra, Kristin, Sean, Matt, Ron, Kasi, Jill, Ted, Dana, Katie, Dan, David and Mitch. Amy Judy, J.D. For the past thirteen years, Amy Judy has worked on policy and advocacy issues with and about individuals with disabilities and/or victims/survivors of sexual assault and domestic violence. Amy currently coordinates the Violence Against Women with Disabilities Project through Wisconsin Coalition for Advocacy, Wisconsin’s designated protection and advocacy agency for people with disabilities and their families. She holds a Bachelor of Arts degree from Beloit College and a law degree from the University of Wisconsin-Madison. Christine White, Legal Advocate for People with Developmental Disabilities Christine White is the Legal Advocate for people with developmental disabilities who are victims of crime in Dane County, Wisconsin. She assists victims in going through the criminal justice system and provides follow-up support and safety planning. She has been a social worker for adults and children with developmental disabilities for over 20 years. She teaches sexuality education and protective behaviors to children and adults with developmental disabilities and co-leads a support group for women with disabilities who are survivors of sexual assault and domestic violence. Terri Couwenhoven, M.S., AASECT Terri Couwenhoven is an American Association of Sex Educators, Counselors and Therapists (AASECT) certified sexuality educator who specializes in working with people with developmental disabilities, their families and the professionals who support them. She is also Clinic Coordinator for the Down Syndrome Clinic of Wisconsin at Children’s Hospital of Wisconsin and the mother of two daughters. Her oldest daughter, Anna, has Down syndrome. S.A.F.E. Trainers Manualual S.A.F.E. Table of Contents Table of Contents Introduction to S.A.F.E., Safety Awareness For Empowerment z Welcome .............................................................................................................. 1 z Topic Overview...................................................................................................... 1 z The Focus of Safety Training ................................................................................. 1 z Safety Requires Life-Long Learning ...................................................................... 2 z Teaching Personal Safety ...................................................................................... 2 z Teaching Safety and Sexuality ............................................................................... 3 z Sexual Predators: The Art of Deception ................................................................. 4 z Trust ...................................................................................................................... 4 z Teaching Social Rules ........................................................................................... 6 Special Considerations for Teaching Safety to Youth with Special Health Care Needs z Secure Parent or Guardian Approval for Participation ........................................... 7 z Learn Key Aspects about the Participants ............................................................. 7 z Take Action WhenYou Suspect Abuse – It’s the Law ............................................. 7 z Make Judgments about Counseling ...................................................................... 8 z Involve Family Members and Support Staff ............................................................ 9 z Encourage Heightened Sensitivity and Awareness by the Individual and Support Team ................................................................................. 9 Using this Training Guide z How Each Module is Organized: Seven Elements ................................................. 10 1. and 2. The Topic Overview and Module Objectives ......................................... 11 3. Information on How to Prepare and Present the Modules ................................ 11 4. Discussion of Current Events .......................................................................... 14 5. Review of Material from Previous Module ....................................................... 14 6. Basic and Advanced Activities ........................................................................ 15 7. Handouts and Other Aids ................................................................................ 15 z A Checklist of Effective Teaching Techniques ........................................................ 16 z To Learn More About this Topic ............................................................................. 18 z The Legal Definition of Abuse, and Reporting Abuse ............................................. 19 S.A.F.E. Trainers Manualual Module One-Feeling Safe, Unsafe and Uncertain z Topic Overview – Understanding Intuition .............................................................. 21 z Activities for Recognizing and Labeling Feelings................................................... 24 z Activity 1- Match Facial Expressions to the Feeling .......................................