Pennsylvania’s University Center for Excellence in Developmental Disabilities Education, Research and Service Institute on Disabilities, Temple University BEHAVIORS IN TRANSITION: Real Life Consequences 2009 Pennsylvania Community on Transition Conference State College, PA July 22, 2009 Presenter Beverly L. Frantz, EdD Institute on Disabilities, Temple University Pandora’s Emotional Box Shock/Surprise Denial Can I/We How Do I/We Too Much Anger Discomfort Challenge Fear/Fright Institute on Disabilities, Temple University Sex and Sexuality: What’s the Difference? “Sex is something you do, sexuality is something you are.” Anna Freud Institute on Disabilities, Temple University Sexuality • Is a continuous experience • Is an integrated experience • Is shaped by family, culture, religion, education, personal experience, the media Institute on Disabilities, Temple University Maslow’s HIERARCHY of NEEDS Self-actualization Esteem Social/Love/Belonging Safety Survival Institute on Disabilities, Temple University Sex on TV Talk about sex or sexual behavior can occur 8 to 10 times per HOUR of prime-time TV. (Kaiser Family Foundation,1996) Since the 1997-1998 TV season the amount of sexual content has nearly doubled, but little has changed in responsible content. (Kaiser Family Foundation, 1996) Movies and situation comedies contain the most sexual content of all programming on TV. (Kunkel et al.,2005) Institute on Disabilities, Temple University Sex on TV The most frequently occurring messages depict sexual relations as a competition in which men comment on women’s physical appearance and masculinity is equated with being sexual. (Strasburger, 2006) What is shown on American TV is largely unrealistic, suggestive sexual innuendo or unhealthy sexual behavior. (Ward, 1995) Institute on Disabilities, Temple University Touch: Our First Language Before we can see an image, smell an odor, taste a flavor, or hear a sound, we experience others and ourselves through touch – it’s our only reciprocal sense (Hunter & Struve, 1998). Institute on Disabilities, Temple University Touch, Ethnicity, Culture • The meaning of touch can only be understood in its cultural context (Halbrook & Duplechin, 1994). • People from different cultures were observed in casual conversation and the number of times they touched in one hour were counted (Jourard, 1996 ) • Puerto Rico – 180 times • United States – 2 times Paris – 110 times London – 0 times Institute on Disabilities, Temple University Institute on Disabilities, Temple University Types of Touch Ritualistic/socially accepted - gestures for greeting/departing Consolation - response to grief, sadness Reassuring - geared to encourage & reassure Playful – wrestling with a child, playing sports Institute on Disabilities, Temple University Institute on Disabilities, Temple University When is it a Hug or a Hold? How do you tell the difference? • Personal experience • Professional experience Are the consequences the same? Is a “label” created? Institute on Disabilities, Temple University Time, February 23, 2009 Institute on Disabilities, Temple University The Full Frontal Total body contact, heartTo-heart embrace and firm Squeeze. For parents, children And good friends Time, February 23, 2009 The Ass-Out Hug Nothing touches below the Shoulders. Reserved for the Office, bad dates and references To Vince Vaugn Time, February 23, 2009 The Hip-Hop Hug A.k.a. the man hug and the Hetero hug. Shake with right Hand and hug with left, two Slaps on back Time, February 23, 2009 From Calvin Klein to Paris Hilton and MySpace: Adolescents, Sex and the Media Jane D. Brown , PhD and Victor C. Strasburger, MD American Academy of Pediatrics 2007 Identifying and Including Sexuality Issues in: • Functional Behavior Assessments – FBA • Individual Educational Plans – IEP • Coordinating FBAs and IEPs Institute on Disabilities, Temple University Touch/Sexual Health and IEPs? • Lack of age appropriate sexual health information • Lack of appropriate sexuality language • Accepted in-school behaviors versus generally accepted societal behaviors Institute on Disabilities, Temple University IEP Sexuality Goals and Supports When a goal is written in the students’ IEP… it assumes the team is responsible for the student to achieve that goal. When it comes to sexuality goals, all team members might not be on the same page. Institute on Disabilities, Temple University Adolescent Confusion: Private or Pubic? Institute on Disabilities, Temple University Key Issues – Inappropriate touching – Masturbation/self-pleasuring – Disrobing – Inappropriate sexual language Institute on Disabilities, Temple University Institute on Disabilities, Temple University Vocabulary • We change our vocabulary (especially sexual) depending upon who we are talking to. • Parents/guardians often give names to their child’s genitals. • Can be confusing because of the many different names/meaning given to one word. Institute on Disabilities, Temple University General Awareness 1 in 4 girls and 1 in 6 boys will be sexually assaulted by the age of 18. Finkelhor, David, Hotaling, G., Lewis, I., Smith, C. “Sexual Abuse in a National Survey of Adult Men and Women Prevalence, Characteristic, and Risk Factors,” Child Abuse and Neglect, Vol. 14, pp 19-26, 1990. Institute on Disabilities, Temple University Incidence and Prevalence • People with Developmental Disabilities are 4 to 10 times more likely to be victims of crime than other people. • Sobsey, Wells, Lucardie, & Mansell, 1995 • 50% of patients who are long-term residents of hospitals and specialized rehabilitation centers are there due to crime-related injuries. Office of Victim Crime Bulletin, 1998. Institute on Disabilities, Temple University Incidence and Prevalence • 67% of perpetrators who abused individuals with severe cognitive disabilities accessed them through their work in disability services. Journal of Sexuality and Disability, 1991 • Women with disabilities reported experiencing their abuse for longer periods of time – 3.9 vs. 2.5 years respectively. Archives of Physical Medicine and Rehabilitation Special Issue, 1997 Institute on Disabilities, Temple University Research Tells Us • Offenders are often care providers • No data collection program • Very few treatment/healing support services Institute on Disabilities, Temple University Research tells us Only 3% of sexual abuse cases involving people with developmental disabilities are reported to the police compared to 23% of cases involving people without disabilities (Valenti-Hein & Swartz, 1995 ). Institute on Disabilities, Temple University Increased Vulnerability Believability of victim Less education about appropriate and inappropriate sexuality Social isolation, increased risk of manipulation Values and attitudes towards each person’s individual capacity for self-protection Institute on Disabilities, Temple University In Summary… The Connection Is Between: • Sexual Health – Boundaries, Rights, Responsibilities • Vocabulary, Sexual Verbal Expression – Understanding social contracts • Criminal Justice System – Equal Justice for • Victims, witnesses, defendants Institute on Disabilities, Temple University Take the first step…you don't have to see the whole staircase, just take the first step. Martin Luther King, Jr. VISION A society where all people are valued and respected, and where all people have the knowledge, opportunity and power to improve their lives and the lives of others. MISSION The Institute on Disabilities leads by example, creating connections and promoting networks within and among communities so that people with disabilities are recognized as integral to the fabric of community life. Contact Information Beverly L. Frantz Criminal Justice Coordinator Institute on Disabilities, Temple University USB, Suite 610 1601 N. Board Street Philadelphia, PA 19122 Direct: 215-204-5078 Main/TTY: 215-204-1356 Fax: 215-204-6336 Email: bfrantz@temple.edu http://disabilities.temple.edu Institute on Disabilities, Temple University