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: 10271280
• 负责人: Danielle Shea Berke
• 金额: $ 22.65万
• 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/10271280
• 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; 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; acceptability and feasibility; assault; base; behavior change; cis-female; college; community center; empowerment; evidence base; experience; follow-up; gender minority; health disparity; individualized medicine; member; physical conditioning; post intervention; prevent; preventive intervention; 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.

即使与跨性别女性（TW）相比，跨性别女性（TW）遭受人际暴力的风险也最高 其他性和性别少数人。授权自卫（ESD）培训，一个特定的暴力 预防方法，教导参与者积极抵抗攻击的策略， 减少暴力受害风险的承诺。事实上，研究一致表明，自信和 身体上的抵抗可以有效地阻止强奸。此外，在随机对照试验中，ESD 暴力预防培训已被证明可以减少近大学生的受害率 1年随访时为一半。不幸的是，可持续发展教育暴力预防研究很少包括不同的TW 和编程。这种排除是有问题的，不仅因为TW包括最需要的人口， 有针对性的暴力预防，但也因为性别认同污名化的理论模型认为，社会 性别少数群体特有的心理压力增加了人际暴力的风险，沿着 多种独特的途径。标准的ESD暴力预防计划不包括内容，材料， 或针对TW受人际暴力影响的具体途径而制定的战略。R21 通过开发和试点可持续发展教育暴力预防培训， 专为TW量身定制。 拟议中的项目是亨特学院的研究人员与女同性恋、男同性恋、 纽约双性恋和变性人社区中心（中心），以适应ESD人身安全 以及TW的暴力预防计划。定制课程的初稿将于 组织与由TW和当地参与的服务提供商组成的社区委员会进行磋商 围绕与主要社区利益相关者和相关人员进行定性访谈产生的中心主题， 理论（即，少数性别压力模型（Gender Minority Stress Model）。针对性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（每组最多16 TW）提供改进和试点测试。 干预和研究程序的可行性和可接受性评价将通过数据提供信息 从项目参与者和主持人那里收集的信息。我们亦会就 使用一组经验证的问卷评估定制干预的初步疗效， 抵抗策略，性别少数压力途径，以及在3- 个月，以及完成培训后的6个月。这项研究将确定是否基于证据 可持续发展教育的暴力预防原则可加以调整，以满足TW的独特需求。南水北调工程是 在制定全面有效的办法预防人际关系方面迈出的重要一步 与关键弱势群体相关的暴力。