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Presentations

For Victim Advocates

Latinas and Sexual Violence Facilitator’s Guide

This facilitator’s guide accompanies "Latinas and Sexual Violence," a two-part presentation. It is not an all-inclusive presentation but rather an introduction that may be adapted and expanded to meet each facilitator’s needs. The guide covers—

Presentation Topics

Part 1 covers—

  • Population overview.
  • Diversity issues.
  • Terminology.
  • Immigrants.
  • Challenges faced by victim service agencies.
  • Latinas and sexual violence.
  • Cultural considerations.
  • Gender expectations.
  • Virginity.
  • Blame.
  • Trust.
  • Shame.
  • Language.
  • Access to victim services.
  • Interpreters.
  • Translations.
  • Developing original materials in Spanish.

Part 2 covers—

  • Immigrant victimization, vulnerability, and rights.
  • Visas.
  • Needs of immigrant victims.
  • Community partnerships.
  • Promotoras (community health workers).
  • Educational tools and activities.

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Preparation

Know Your Audience

Be mindful of the rich diversity of Latina/o groups and the differing acculturation levels that may exist and respect the dialects that may be spoken within your agency service area. Make sure you tailor the presentation to your local audience.

Consider Presentation Duration

The duration of each presentation may be from 1.5 to 2 hours per session, depending on the level of interactive discussion or activities that may be incorporated and the additional supplemental aids that may be used.

Prepare Your Materials

  • Read this facilitator’s guide and review each PowerPoint slide of the presentation, including slide notes.
  • Gather the necessary local information.
  • Decide whether to share the PowerPoint slides via an LCD projector or via an overhead projector. If the latter, make sure to print the slides onto transparency sheets well before the presentation.

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Discussion Points

Many slides have discussion points and questions that you can use to customize the presentation to meet your audience’s needs. They are included in the Notes section of the slides. The more questions you incorporate, the more time you will need to allot for each session.

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References

The following resources are referenced in the "Latinas and Sexual Violence" PowerPoint presentation. Feel free to hand this list of references out to presentation attendees.

Alianza Latina en Contra la Agresión Sexual or ALAS (Latina Alliance Against Sexual Aggression), 2004, Eliminating Survivor Service Access Barriers for Latina/o Survivors of Sexual and Intimate Partner Violence, ALAS.

American Association of University Women, 2000, Hostile Hallways: Bullying, Teasing, and Sexual Harassment in Schools, Washington, DC: American Association of University Women.

Aron, A., 1992, "Testimonio: A Bridge Between Psychotherapy and Sociotherapy," in E. Cole, O. Espin, and E.D. Rothblum (Eds.), Refugee Women and Their Mental Health: Shattered Societies, Shattered Lives, Binghamton, NY: The Haworth Press, Inc., pp. 173–189.

Bates, R.A., 1996, "Popular Theatre: A Useful Process for Adult Educators," Adult Education Quarterly 46(4): 224–236. (EJ 530 250).

Bergen, R.K., 1996, Wife Rape: Understanding the Response of Survivors and Service Providers, Thousand Oaks, CA: Sage Publications.

Bureau of Justice Statistics, 2004, National Crime Victimization Survey, Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics.

Fontes, L.A., 2007, "Sin Vergüenza: Addressing Shame with Latino Victims of Child Sexual Abuse and Their Families," Journal of Child Sexual Abuse 16(1).

Freire, P., 1971, Pedagogy of the Oppressed, London, England: Continuum Publishing Company.

Health Resources and Services Administration, 2007, Community Health Workers National Workforce Study, Washington, DC: U.S. Department of Health and Human Services, Health Resources and Services Administration.

JakeAdams Editorial Services and Research Consultancy, 2010, Hispanic Market Overview–2010, Miami Beach, FL: JakeAdams Editorial Services and Research Consultancy.

Kerka, S., 1997, Popular Education: Adult Education for Social Change, ERIC Digest No. 185, Columbus, OH: Clearinghouse on Adult, Career, and Vocational Education.

Liptak, A., 2009, "Sotomayor Draws Retort From a Fellow Justice," The New York Times.

Lopez-Treviño, M.E., 1995, "The Needs and Problems Confronting Mexican American and Latin Women Farmworkers: A Socioeconomic and Human’s Right Issue" (unpublished and on file with author). Cited by Ontiveros, M., 2003, "Lessons from the Fields: Female Farmworkers and the Law," Maine Law Review 55: 157, 168.

Lujan, J., 2009, "Got Hispanic Clients? Get a Promotora," The Internet Journal of Allied Health Sciences and Practice 7(3).

Minnesota Advocates for Human Rights, 2004, The Government Response to Domestic Violence Against Refugee and Immigrant Women in the Minneapolis/St.Paul Metropolitan Area: A Human Rights Report, Minneapolis, MN: Minnesota Advocates for Human Rights.

Murdaugh, C., Hunt, S., Sowell, R., and Santana, I., 2004, "Domestic Violence in Hispanics in the Southeastern United States: A Survey and Needs Analysis," Journal of Family Violence 19(2).

Nadeau, D., 1996, "Embodying Feminist Popular Education under Global Restructuring," in S. Waters and L. Manicom (Eds.), Gender and Popular Education: Methods for Empowerment, London, England: Zed Books, pp. 40–60.

New America Media, 2009, A National Study on the Penetration of Ethnic Media in America, San Francisco, CA: New American Media.

Pew Hispanic Center, 2009, Between Two Worlds: How Young Latinos Come of Age in America, Washington, DC: Pew Hispanic Center.

Proulx, J., 1993, "Adult Education and Democracy," Convergence 26(1): 34–42. (EJ 462 024).

Southern Poverty Law Center, 2009, Latina Women Endure Sexual Violence, Discrimination, Montgomery, AL: Southern Poverty Law Center.

U.S. Census Bureau, 2010, Facts for Features: Hispanic Heritage Month 2010: Sept. 15–Oct. 15, Washington, DC: U.S. Census Bureau.

U.S. Census Bureau, 2008, An Older and More Diverse Nation by Midcentury, Washington, DC: U.S. Census Bureau.

U.S. Department of Health and Human Services, 2007, Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons, Washington DC: U.S. Department of Health and Human Services.

University of Arizona and Annie E. Casey Foundation, 1998, The National Community Health Advisor Study: Weaving the Future, Tucson, AZ: University of Arizona Press.

Vellos, D., 1997, "Immigrant Latina Domestic Workers and Sexual Harassment," American University Journal of Gender and the Law 5(Spring): 407–432, 409, 413, 419–428.

Watson, J., 2006, Women Risk Rape, Death in U.S. Journey. New York, NY: Associated Press.

Watson, W.S., nd, Translating Extension Publications into Spanish: Practical Hints for Extension Professionals, Extensión en Español.

Zárate, L., 2004, An Argument Against Non-Human Translations of Sexual Assault Information, Dripping Springs, TX: Arte Sana.

Zárate, L., 2003, The Power of the Promotoras, Dripping Springs, TX: Arte Sana.

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