Empowerment Self-Defense Training for the Prevention of Victimization of Transgender Women

预防跨性别女性受害的赋权自卫训练

• 批准号: 10056620
• 负责人: Danielle Shea Berke
• 金额: $ 19.7万
• 依托单位: HUNTER COLLEGE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-25 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10056620
• 关键词: Address; Anxiety; Area; Assertiveness; Behavioral Mechanisms; Cessation of life; Collaborations; Collection; Communication; Communities; Consultations; Data; Development; Educational Curriculum; Evaluation; Exclusion; Exposure to; Feedback; Focus Groups; Forcible intercourse; Foundations; Gender; Gender Identity; HIV risk; Heterosexuals; High Risk Woman; Hour; Individual; Interpersonal Violence; Intervention; Intervention Studies; Interview; Knowledge; Lesbian Gay Bisexual Transgender; Link; Literature; Manuals; Measures; Mental Depression; Mental Health; Minority; Modeling; New York; Outcome; Participant; Pathway interactions; Population; Prevention; Prevention Research; Prevention approach; Prevention program; Preventive Intervention; Procedures; Process; Program Acceptability; Provider; Questionnaires; Randomized Clinical Trials; Randomized Controlled Trials; Research; Research Personnel; Resistance; Risk; Risk Behaviors; Safety; Science; Self Efficacy; Sexual and Gender Minorities; Shame; Stigmatization; Stress; Substance abuse problem; Suicide; Surveys; Symptoms; Target Populations; Testing; Theoretical model; Training; Training Programs; United States; Victimization; Violence; Vulnerable Populations; Woman; assault; base; behavior change; cisgender; college; community center; empowerment; evidence base; experience; follow-up; gender minority; health disparity; individualized medicine; member; physical conditioning; post intervention; prevent; productivity loss; programs; protective behavior; psychological stressor; recruit; relationship violence; service gap; service providers; sexual victimization; sexual violence; skills; social stigma; social stressor; stressor; theories; therapy design; transgender; transgender women; transphobia; treatment response; university student; violence prevention

Transgender women (TW) are at the highest risk for exposure to interpersonal violence even compared to other sexual and gender minority individuals. Empowerment Self-Defense (ESD) training, a specific violence prevention approach that teaches participants strategies for actively resisting assault, holds tremendous promise for reducing risk of violent victimization. Indeed, research consistently shows that assertive and physical forms of resistance are effective in deterring rape. Moreover, in randomized controlled trials, ESD violence prevention training has been shown to reduce rates of victimization among college students by nearly half at 1-year follow-up. Unfortunately, diverse TW are rarely included in ESD violence prevention research and programming. This exclusion is problematic not only because TW comprise the highest need population for targeted violence prevention, but also because theoretical models of gender identity stigma hold that social and psychological stressors specific to gender-minority identity increase risk for interpersonal violence along multiple unique pathways. Standard ESD violence prevention programs do not incorporate content, materials, or strategies tailored to the specific pathways by which TW are impacted by interpersonal violence. This R21 fills this substantial gap in prevention science by developing and piloting an ESD violence prevention training specifically tailored to TW. The proposed project is a collaboration between researchers at Hunter College and the Lesbian, Gay, Bisexual, and Transgender Community Center of New York (The Center), to adapt an ESD personal safety and violence prevention program for TW. The first draft of the tailored curriculum will be developed in consultation with a community board comprised of TW and locally engaged service providers, organized around central themes generated from qualitative interviews with key community stakeholders and relevant theory (i.e., the Gender Minority Stress Model). The tailored ESD violence prevention curriculum will be further refined and pilot tested through delivery to 3 groups of up to 16 TW each in a 20-hour training program. Evaluation of the feasibility and acceptability of the intervention and study procedures will be informed by data gathered from program participants and facilitators. We will also conduct an exploratory assessment of the preliminary efficacy of the tailored intervention using a battery of validated questionnaires assessing use of resistance strategies, gender minority stress pathways, and exposure to victimization experiences prior to, 3- months, and 6-months post-completion of the training. This research will establish whether evidence-based ESD violence prevention principles can be adapted to address the unique needs of TW. The project is an important step in developing comprehensive and effective approaches to the prevention of interpersonal violence associated with a key vulnerable population.

跨性别女性(TW)接触人际暴力的风险最高，即使与 其他性少数人和性别少数人。授权自卫(ESD)培训，一种特定的暴力 向参与者传授积极抵抗攻击的策略的预防方法具有巨大的影响力 承诺减少暴力侵害的风险。事实上，研究一直表明，自信和 身体形式的抵抗在威慑强奸方面是有效的。此外，在随机对照试验中，ESD 预防暴力培训已被证明可将大学生的受害比率降低近 一半在一年的随访期。不幸的是，不同的TW很少被包括在ESD暴力预防研究中 和编程。这种排除是有问题的，不仅是因为TW包含了最需要的人口 对于有针对性的暴力预防，还因为性别认同污名的理论模型持有社会 少数性别认同特有的心理压力会增加人际暴力的风险 多条独特的路径。标准的ESD暴力预防计划不包含内容、材料、 或针对TW受到人际暴力影响的具体途径而量身定做的战略。这款R21 通过开发和试点ESD暴力预防培训，填补了预防科学方面的这一重大空白 专为TW量身定做。 拟议的项目是亨特学院的研究人员与女同性恋者、同性恋、 纽约双性恋和变性人社区中心(该中心)，以适应ESD个人安全 以及TW的暴力预防计划。定制课程的初稿将于#年开发。 组织与社区委员会的协商，该委员会由TW和当地雇佣的服务提供商组成 围绕与关键社区利益相关者和相关人员的定性访谈产生的中心主题 理论(即，性别少数群体压力模型)。量身定制的可持续发展教育暴力预防课程将进一步 在20小时的培训计划中，通过向3组每组高达16 TW的人员提供改进和试点测试。 对干预和研究程序的可行性和可接受性的评估将通过数据提供信息 从计划参与者和促进者那里收集。我们还将对 使用一组有效的问卷评估使用以下方法的量身定制干预的初步效果 在此之前，抵抗策略、性别少数群体应激途径和受伤害经历 6个月，培训结束后6个月。这项研究将确立基于证据的 可调整可持续发展教育暴力预防原则，以满足TW的独特需求。这个项目是一个 制定全面和有效的预防人际关系的方法的重要步骤 与关键弱势群体有关的暴力。