NAYA S.T.E.P. to Respect 1 Services, Training, Education & Policy Presented by: Nykke Straws, Youth Empowerment Advocate Brighton Kimbell, STEP to Respect ECA Analyst This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice.

Develop and Implement 5 Areas 2 Education Prevention Strategies Develop effective education & prevention strategies for the youth Policies Develop coherent trauma informed policies and procedures for school response Effective Training Provide training for all school staff, including administrators, teachers, support staff Community Response Team Collaborate with organizations and key stakeholders to support students who have experienced DV/SA, stalking, and teen dating violence. Services Provide survivor support services Reduce Teen Dating Violence, Stalking, Domestic Violence & Sexual Assault This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice.

Native American Women experience the highest rate of domestic violence in the US. 3 What is the risk of dating violence? 1 in 3 adolescent girls in the U.S. is a survivor of dating violence. - It can happen in ANY relationship, even LGBTQ This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice.

What is the risk of dating violence? Continued…  According to a study released in 2009 by the National Institute of Justice, dating violence incidents reached 5.6 percent in the past year.  Teens ages experience the 2 nd highest rate of rape (sexual assault).  Teens ages experience the highest rate of stalking.  Adolescents ages 14 to 17 were by far the most likely to be sexually victimized (sexual assault & sexual harassment).  Nearly one in six adolescents was sexually victimized in the past year. The most common forms of sexual victimization included flashing or exposure by a peer (sexual harassment) and sexual assault. 4 This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice.

What Are We Doing To Address It in Our School? 5 This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice. Strengths & Needs Assessment ECA Staff, NAYA Staff, Students, Parents, Elders Qualitative and Quantitative research Survey Interview Focus Group Youth Groups Gender specific Youth Empowerment Groups STEP to Respect Leaders Policy 12 trauma informed policies must be drafted and implemented into the NAYA ECA Identify Working Sub Committee to focus on Policy Develop policies that are readable by all staff, students, caregivers, and community partners Curriculum Research what’s available Cultural specific Prevention, Intervention, Awareness

Culture Community Family/Peers Work/School Social History Economics Spiritual Practices or Teachings Dreams, Symbols, & Stories Protecting Factors Negative Forces Gifts & Intuition Grace ContextMind SpiritBody Thinking Process Knowledge/Judgment Memories Emotions Self Esteem Chemistry Genetics Health Status Sleep/Rest State Substance Use/Abuse Experiences Nutrition This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice. Native Trauma Informed Practice: World Relational View Model 5

Safety Connecting with Resources Service Healthy Relationships Balance Knowledge/Skills in Traditional Cultural Practices Spiritual Understanding & Practices Connections to Native Ancestry ContextMind SpiritBody Focus & Determination Coping Capacities-Emotional Health Personal Qualities Education Personal Capacities Employment Cultural Knowledge Identity Finances Fitness Health Care Healthy Lifestyle Housing This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice. Native Trauma Informed Practice: World Relational View Model 6

8 Trauma Informed Policies This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice. Legal system How school responds to subpoenas or police investigations How schools enforce civil protection orders on campus When (beyond a mandated report) schools report crimes Accommodations Process for requesting/denying Types of accommodations available P/G involvement in process Grievance Procedure Compliance with Title IX Process for initiating Protections for students who initiate P/G Involvement in process Confidentiality Specific Needs of Survivors VAWA compliance Release of information Recordkeeping requirements Mandated Reporting Contemplates dating violence, sexual assault, and stalking Explains student and parent/guardian involvement Parent/Guardian Notification When P/G will be notified about student survivor’s situation What will be disclosed to P/G Supporting student’s safety in P/G disclosure Working with Organizations How school refers students Roles of external-organization staff when they work in schools

Trauma Informed Policies cont. Definitions Dating Violence Sexual assault Stalking Domestic Violence Staffing working with Survivors School resource officer role and responsibilities Title IX Coordinator role and responsibilities Roles and responsibilities of other staff at school who work with survivors This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice. Disciplinary Procedure Prohibition of dating violence, sexual assault, and stalking Support for student survivors in the process Early intervention response that holds abusive students accountable Notice of Policy Education of all staff, students, parents/guardians about policy related to dating violence, sexual Assault and stalking Training Commitment to educating staff and students on Dating violence, sexual assault, and stalking Schools focus on prevention education Schedule of trainings 9

Potential partners of Community Advisory 10 School Administrators District Personnel Title IX Coordinator Health Teachers Parents Elders Youth DV/SA Advocates Coaches School Based Health Staff Health Advisory Council Portland Police/SRO Oregon Coalition Against DV/SA This project is supported by Grant No GW-AX-K004 awarded by the Office on Violence against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect the views of the Department of Justice.

Everyday Interventions: 11 Identify who are the champions of your school Don’t create more work for yourselves, but look at how you can integrate addressing these issues into something you are already doing Identify if you have Prevention Clubs/Programs and work with them - Youth Empowerment Group (YEG) for Young Women and one for Young Men - STEP to Respect Leaders Know what your staff and student body know and don’t know Reach out to DV/SA agencies for support Be culturally responsive

Break the Cycle: – Have a great safe school mode policy and overall guide for teachers on addressing Teen Dating Violence Love is Respect: Love is Not Abuse: Futures Without Violence: Resources 12

Nykke Straws Youth Empowerment Advocate ext.256 Brighton Kimbell VISTA STEP to Respect ECA Anylast ext.220 Contact Information NAYA Family Center 5135 NE Columbia Blvd. Portland, OR