Personal Safety And Awareness Workbook
Table of Contents
- Introduction
- Brief Content Review
- The Continuum of Risk
- Risk Factors
- "A Slice of Life" Coping with Unwanted Attention
- Understanding Sexual Harassment
- Understanding Sexual Harassment: Case Study I
- Understanding Sexual Harassment: Case Study II
- Strategies for Avoiding Physical/Sexual Assault
- Reporting Assaults
- Personal Safety--A Definition
- Assessing Danger
- The Realities of Living and Working in This Culture: Its Effect on the Student
- Where Do You Go for Support?
- Reducing Risk: An Action Plan
- Appendix
(Student Safety Support System --The Student Safety Council, January 1999)
Through feedback from study abroad offices and safety workshops, many innovative and effective student safety practices have been identified. However, the application of these practices remains non-uniform. It is proposed here that in order for the institution to make good on its commitment to student safety as its highest priority, the institution must develop and apply standards for a Student Safety Support System.
The Program Director has ultimate responsibility for establishing and maintaining a Student Safety Support System in the study abroad office. The reality is that this responsibility must be shared with every staff member and every student. Through planning, delegation of responsibility, training, and resource allocation, the Program Director facilitates the effective implementation of this system.
Most recent feedback from offices indicates that the following are essential components of a Student Safety Support System:
- Commit to a total team approach to student safety. Staff, students, trainers, local authorities, and host communities all have a part to play. It is neither desirable nor sufficient to delegate sole responsibility to a student study abroad committee.
- Develop a positive working relationship with the Regional Security Officer and consult on issues of institution selection, emergency planning, reporting of crimes, office and staff offices security, and assaults against students.
- Compose documents that reflect the true nature of safety issues at office and describe office's support strategies for addressing those issues.
- Formulate and document institution selection criteria and procedures that establish minimum standards for communication, transportation, housing, proximity to other student's, and access to support services. As a statement of policy and the institution's commitment to student safety, every institution shall be approved by a staff member prior to the student's placement.
- Provide appropriate integrated safety training (as outlined in the annual Safety Training Status Reports) throughout the student's stay.
- Establish and maintain procedures for reporting crimes and assaults against students. The study abroad administrator should be regularly apprised of all crimes committed against students and staff. Each month all staff should review incident reports in order to assess locations, frequencies, patterns, and trends.
- Establish and maintain procedures to respond to safety incidents at office: sexual and physical assault, robbery, burglary, etc. Each office should regularly review safety incident reports and formulate specific response strategies.
- Establish and maintain emergency contact procedures for all students. Institution Locator Forms need to be systematically updated and tested.
- Revise, update, and test Emergency Action Plan at least annually. Submit copies to US Embassy and Region. Student rosters and contact information need to be revised as changes occur.
Background
As "strangers in a strange land," students often find that they are treated differently from the citizens of the country in which they are studying. Usually, students may be the recipients of remarkable hospitality, but often find themselves the objects of local curiosity in ways that may annoy or upset them. Occasionally, however, this attention may take a more serious form turning harassment into actual assault.
Students are exposed to a lot of information during their study abroad program and not all of it registers. In addition, by this point in their study, students will probably have coped with unwanted attention and safety issues in varying forms. Therefore, they will tend to pay more attention to the training, both because they will realize its importance and because they will have a more realistic frame of reference in which to place the information.
As the trainer, you can use the experiences of the students in the following exercises and discussions. You should, therefore, be flexible and, if appropriate, substitute the students' own experiences for the case studies presented here. Since any experience of harassment or assault is so powerful to a student, you may find that the group will want to discuss incidents in detail at any point in the training. You will then have to decide how much of the training material to set aside so that you can remain focused on the experiences of the students. There is no answer to this dilemma in training. However, you may consider that much of the objective data, information, and discussion provided in these pages can be very useful to students, so you may not want the training to become only a discussion of specific personal incidents.
When staff conducted similar training recently, they found that it was very helpful to include international guests -- male and female -- in the trainings. Their knowledge and experience proved invaluable. Of course, these international guests do not have to be members of the staff. Friends of students, members of host families, and others also bring important insights and perspectives. Therefore, we recommend that, at a minimum, 15 to 20 percent of the participants be international guests.
Organization
As you are aware, unwanted attention can take many forms---from stares to touching. The first exercise, "The Risk Continuum," will help you determine the types and seriousness of most of the unwanted attention that the students have experienced. With that information, you can then decide which exercises are most relevant to the group and concentrate on those.
The other opening exercises address common forms of unwanted attention/harassment and the situations and circumstances which expose students to risk. The module then moves to the specific experiences of students from least serious (unwanted attention) to most serious (assault). The final part of the module focuses on the characteristics of personal safety/awareness training and strategies for assessing danger and avoiding it.
Resources
- A Slice of Life: Coping with Unwanted Attention, a video and trainer's guide, produced by Office of Special Services, 1995
- The Gift of Fear: Survival Signals That Protect Us from Violenceby Gavin DeBecker, Little Brown and Company, 1997.
- Guidelines for Personal Safety Training: Student Safety Best Practices, 1996 (found in Appendix).
- Personal Safety Training Manualproduced by the Office of Medical Services, 1995.
- Physical Assaults and Rape, a video and discussion guide, produced by the Office of Medical Services, 1990.
- Risk Managementproduced by the Office of Special Services, 1996.
- The Health and Safety of the Studentproduced by the Office of Medical Services, 1998.
Unwanted attention can take many forms and affect you in as many ways. It may be merely annoying, such as the village children waiting at your door each morning and peeking through a window. It may be upsetting, such as not being able to walk to the market without men making insulting remarks and following you. Or it may be actually dangerous, a prelude to physical assault.
At this point in your study abroad, you will probably have experienced unwanted attention falling somewhere along the continuum below. With this in mind, please take a few minutes now to mark on the continuum the types of experiences you have had since being abroad.
| Unwanted Attention |
Harrassment | Assault |
| ______________________________________ | ||
The Continuum of Risk -- Notes to the Trainer
Key Learning Points
- Certain incidents or types of incidents may be more common than others.
- Many students have experienced similar incidents.
- Students can learn strategies from each other.
This can serve as a good introductory exercise since it helps to determine the most prevalent types of unwanted attention experienced by students, thereby allowing you, the trainer, to choose those exercises from this module that would be most helpful and relevant to the group as a whole. It is likely that many of the students will have experienced more than one type of unwanted attention.
When explaining the exercise, encourage them to mark as many events as they have experienced to ensure a more accurate picture of what takes place. So that the participants may see a pattern, if there is one, we suggest that you place a large Risk Continuum on the wall. One way is to draw the continuum across several pages of flip chart paper hung horizontally across the wall. Ask each student to think about an incident and to summarize the incident either on a Post-it note or a small piece of paper. Then have each student mark the Continuum at the point the experience falls, either by placing the Post-it note at that point or by marking that point with a marker or a colored stick-on dot.
After the incidents have been posted on the continuum, ask if any of the students are willing to describe what took place. (Some possibilities are listed below.) You may find that perceptions differ; what one student views as sexual harassment, another may view as just taunting remarks. Also, ask the students if they notice any patterns in the incidents; what do the majority of incidents involve--being touched on the street or being pick-pocketed? The resulting pattern may reveal differences in students' experiences:
- males vs. females
- rural vs. urban areas
- younger vs. older, etc.
Possible Incidents:
- Being stared at
- Unannounced visitors
- Being followed by children
- Being followed by adults
- Taunting on the street/Verbal assault
- Being touched by people on the street
- Sexual harassment
- Robbery
- Physical Assault
- Sexual Assault
Experience indicates and data suggest that there are certain factors (time abroad, location, time of day and week, student characteristics and behaviors) that place a student at higher risk. As a student, you can control some of these factors. You may have discussed some of them in your orientation session. Now that you have been abroad for a while, let's review those factors and some strategies you can take to reduce your risk and improve your personal safety.
Exercise
Experience has shown us that, in general, assaults on students are more common at certain points during the student's service.
During what three periods of a study abroad program do you think assaults on students are most common?
- ______________________________________
- ______________________________________
- ______________________________________
Why do you think students are more vulnerable to assault during these three periods?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Exercise
According to "The Health and Safety of the Student 1998," both sexual and physical assaults occurred at certain times of day and on certain days of the week. In the questions below, we are referring to major sexual and physical assaults, rather than minor ones. Major sexual assault is defined as "rape, attempted rape, forced oral intercourse, and sexual assault in which significant force was used by the assailant." Major physical assault is defined as "aggravated assaults and those classified as simple assaults which resulted in hospitalization for less than two days, injuries that require radiographic films...or suturing or when the student had to use significant force to disengage the assailant."
| Highest Risk of Physical Assault |
| Hours: between 8 p.m. and 1 a.m. |
| Days: Fridays, Saturdays, Sundays. Weekends, especially Saturday and Sunday |
| Highest Risk of Sexual Assault |
| Hours:between 8 p.m. and 2 a.m. |
| Days: Fridays, Saturdays, Sundays. Weekends, especially Saturday and Sunday |
Can you think of any reasons why the risks would be highest during the times and days listed above?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Below is a list of factors that experience has shown put students at risk.
- Time abroad
- Time of day/week
- Being alone
- Location (e.g., while traveling)
- Use of alcohol (by student and/or assailant)
- Unlocked doors and windows
Referring to the incidents you described on the Continuum of Risk which of these factors do you feel contributed to the incident(s), if any?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Can you identify any other factors?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Risk Factors -- Notes to the Trainer
Key Learning Points
- There are certain factors and circumstances that experience has shown puts students' safety at a greater risk.
- Students can control some of these factors.
- While the student cannot control some of these circumstances (e.g., time abroad), she/he can be aware of them and practice vigilance.
Exercise
During what three periods of a study abroad program do you think assaults on students are most common?
- Getting settled and orientated
- Increasing independent travel away from institution
- Nearing completion of the program
Why do you think students are more vulnerable to assault during these three periods?
Below are the views of the Coordinator for Student Safety and Overseas Security on why assaults on students are most common at these three periods. The participants will probably have their own views, which, of course, should be respected and valued especially since these are not definitive causes.
- Getting settled and orientated because the students are new at their institutions, have limited language skills and cross-cultural experience.
- Increasing independent travel away from institution because they may be overly confident and may be traveling without program supervision.
- Nearing completion of the program because they may be less vigilant and are known by others to be leaving.
Exercise
| Highest Risk of Physical Assault |
| Hours: between 8 p.m. and 1 a.m. |
| Days: Fridays, Saturdays, Sundays. Weekends, especially Saturday and Sunday |
| Highest Risk of Sexual Assault |
| Hours:between 8 p.m. and 2 a.m. |
| Days: Fridays, Saturdays, Sundays. Weekends, especially Saturday and Sunday |
Can you think of any reasons why the risks would be highest during the times and days listed above?
The answer to this question involves a "what" and a "where". That is, what students are likely to be doing during these times and where they are likely to be doing it. For example, on weekend nights, students may be at a party, a nightclub, or a bar and might be drinking; possible perpetrators may be drunk and, therefore, dangerous; and students may travel more. The answers to this question lead naturally to the following question about common risk factors. For example, spending a Saturday night in a nightclub not only brings in the factor of day and time, but also use of alcohol (both by the student and a potential perpetrator) and possibly the factor of being alone.
Below is a list of factors that experience has shown put students at risk:
- Time abroad
- Time of day/week
- Being alone
- Location (e.g., while traveling)
- Use of alcohol (by student and/or assailant)
- Unlocked doors and windows
Referring to the incidents you described on the Continuum of Risk which of these factors do you feel contributed to the incident(s)?
Make it clear to students that discussing risk factors and individual choices does not imply blame of the victim. The objective is to identify those risk factors the individual can affect so that in the future students can make informed judgments.
For this question, encourage the students to be as specific as possible. For example, if a student says that an assault occurred "downtown," ask exactly where (club, cafe, friend's house) in the downtown area.
During the discussions engendered by these exercises, the question of student characteristics and circumstances and their relation to student vulnerability may be raised. If you think it will contribute to the training, you may want to have the students complete the exercise on page 23 of the OMS Pre-Service Training Module entitled "Personal Safety." Although the students may have done this exercise, they may find it helpful as a review.
Unwanted Attention -- Key learning Points
- Unwanted attention can take many forms and affect students of both sexes and all ages.
- There are many strategies a student can use to cope with unwanted attention.
- Sometimes, a student may have to be "creative" to successfully cope with unwanted attention.
What are some strategies students can use to cope with unwanted attention/harassment?
- Developing a "thick hide"
- Venting anger by talking to other students
- Being vocal to nationals and community about reaction
- Teaching nationals about the importance of helmets
- Exercising regularly to reduce stress
- Wearing conservative clothes
- Being assertive
- Living with a family
- Reporting incident to local authorities and staff
- Using humor
- Realizing that the unwanted attention is part of life abroad
- Understanding the country's culture
- Ignoring the unwanted attention
- Embarrassing the person giving the unwanted attention
- Not showing a reaction
- Using international rather than U.S. judgment
- "Beating them at their own game" (greeting them first)
- Learning the language well
- Using common sense
- Removing yourself from the situation
- Becoming a part of the community by being introduced to people by host family
Can you see any limitations or drawbacks to any of these strategies?
When discussing this question, the students may want to give examples of limitations or drawbacks to some of the strategies they have personally used.
Harassment
Exercise
To help understand sexual harassment, mean and women should read the following statements and circle "Yes" if you consider it sexual harassment or circle "No" if you do not.
- A co-worker makes appreciative comments to you about your appearance and dress.
In the U.S.? Yes No In another country? Yes No - When meeting a co-worker for the first time, she/he prolongs the handshake by holding onto your hand in a lingering way.
In the U.S.? Yes No In another country? Yes No - When you have a conversation with this co-worker, she/he frequently touches you on the arm or shoulder when making a point.
In the U.S.? Yes No In another country? Yes No - Someone in your community frequently asks you questions about your personal and social life (e.g., are you married, do you have a boyfriend/girlfriend?)
In the U.S.? Yes No In another country? Yes No - A co-worker brings you small, personal gifts at least once a week. So far, these gifts have included food or flowers.
In the U.S.? Yes No In another country? Yes No - When you walk in town, young men smile at you and comment that you are beautiful. Sometimes, they tell you they love you and want to marry you.
In the U.S.? Yes No In another country? Yes No - A co-worker insists on escorting you to your house after work.
In the U.S.? Yes No In another country? Yes No - In a social situation, people in the group (both men and women) begin to tell stories and jokes of a sexual nature.
In the U.S.? Yes No In another country? Yes No - After a project is successfully completed, your co-worker (with whom you have worked closely) approaches you for a congratulatory hug.
In the U.S.? Yes No In another country? Yes No - There is a person at your work with whom you do not work directly, who winks and smiles at you whenever you meet in passing.
In the U.S.? Yes No In another country? Yes No
Understanding Sexual Harassment -- Notes to the Trainer
Key Learning Points
- In legal terms, what is viewed as sexual harassment in the United States may not be considered sexual harassment in other countries.
- In cultural terms, what is viewed as sexual harassment in the United States may not be considered sexual harassment in other countries.
Exercise
So that their responses are based on first impressions, encourage the participants to respond to the statements quickly. This will also leave more time for a in-depth discussion of their answers. Issues that may arise during this discussion include:
U.S. legal system. In the U.S., sexual harassment is a form of discrimination prohibited by Title VII of the Civil Rights Act of 1964, as amended. In the Peace Corps Sexual Harassment Policy (March 1995), it is defined as unwelcome and unwanted sexual advances, requests for sexual favors, and either verbal or physical conduct of a sexual nature when:
- Submission to such conduct is made either explicitly or implicitly.
- Submission to or rejection of such conduct by an individual is used as the basis for employment decisions (promotions, work assignments, etc.) or decisions regarding status.
- The conduct unreasonably interferes with an individual's work performance or creates an intimidating, hostile, or offensive work or study environment.
Intention vs. impact and the relationship between U.S. and another country's culture. What is the intention of the harasser? What is the impact on the harassed? In the U.S., if the person feels harassed, has harassment taken place? Is this true abroad?
Ambivalence. Was it or was it not sexual harassment? How did the student feel about the incident (a compliment about his/her looks, for example)? Has the student observed how local national women react to the same type of incident? Are there any differences between their reactions and those of a student?
Other factors which influence how harassment and sexual harassment are perceived include:
- Intensity
- Personal tolerance
- Respect
- Frequency
- Personal history
These issues will be further addressed in the following case studies.
Harrassment
Leona is a student who has been studying abroad successfully for the past 11 months. Mr. Binda, the overseas administrator, was very helpful in finding Leona a place to live when she arrived at her institution. He has also provided a lot of technical support and has encouraged her to expand her primary assignment to include several secondary projects which interest her.
While Leona has appreciated all of the technical assistance that Mr. Binda has provided, she does not enjoy being alone in his company. He frequently compliments her on her clothing, telling her that what she wears pleases him very much. At times, she feels as though he takes her on field trips and to regional meetings only to show her off to his peers. Other counterparts with whom she has to work have started making lewd jokes whenever she and Mr. Binda are in the same room. These counterparts believe that she and Mr. Binda are having an affair.
Leona does not allow Mr. Binda into her house, and she tries to keep their conversations on a professional level. Lately, however, Mr. Binda has been asking her personal questions, such as "Do you have a boyfriend yet?" On their return from a field trip, Mr. Binda offered to drive Leona home. They did not arrive at her house until after dark. As Leona was walking to her door, Mr. Binda got out of the truck and stated that he wanted to come in and discuss the field trip. Leona told him that they could discuss the trip at work the next day and closed the door in his face.
The next day, Mr. Binda refused to talk to her. When he did not speak to her for over a week, Leona called her program director for advice. The program director told her he would be in her area in three days and that they could discuss the situation then. During the visit, the director talked to the counterpart first and then to Leona. Leona hears them both laughing during their meeting. The director advises Leona that she is over-reacting to a simple example of male attention. He reminds her that during the training, the cross-cultural advisor had warned the young women that they might experience unwanted attention but that they should ignore it. The director stated that it was never the intention of Mr. Binda to harass Leona. Leona tells the director that, while the intent may have been innocent, the impact was not.
Small Group Discussion
Did Leona experience sexual harassment in U.S. terms? In the other country's terms?
If yes, when did it begin?
How would you characterize the support provided by the program director?
How has Leona's relationship to her director been affected?
How could this situation be improved now that the incident has occurred?
What could Leona have done to prevent this incident from occurring?
Harrassment
Alicia works and lives in a small rural community about a nine-hour bus ride from the capital. After some initial adjustment difficulties to life, she finally feels like she has become a member of her community, enjoying productive relationships and a pleasant social life. Thursday morning she receives a message from the Program Director that an All-Student Conference has been scheduled in La Paz for the upcoming weekend. Alicia makes the necessary arrangements with her work and her neighbors and gets ready to travel all day Friday.
Alicia doesn't like traveling alone, but is somewhat relieved when she is among the first on the bus and has her choice of seats. There are already a few women sitting with noisy children near the front, so she decides to go toward the back of the bus where it's more quiet.
The bus fills quickly and a sullen-looking man sits beside her in the aisle seat. A few hours into the trip, Alicia feels him leaning against her. This bothers her, so she presses closer to the window. He doesn't seem to notice her "hint" and is soon resting against her with his head almost on her shoulder. She firmly pushes against him, but he now appears to have fallen asleep. She doesn't want to cause a scene, so she quietly asks him to move over. Again, he does not respond and in a few minutes he slips his hand onto her knee though still appearing to be asleep.
As he tightens his "sleeping" grip, she asks him in a louder voice to please sit up. He does not respond and now begins to rub her leg. At this point, Alicia raises her voice so others on the bus can easily hear, and she tells him to get his hand off her leg, move away from her and sit straight in his own seat. This has the desired effect and he withdraws, although there is a smirk on his face and people in neighboring seats begin to snicker. She rides the rest of the way to the capital feeling angry and humiliated.
She is relieved to get off the bus and into the bustling crowd at the large public transport complex. As she waits for a local bus to the hotel, a smiling young man approaches her from the side, and as she looks toward him, she feels some movement between her feet. She looks down just in time to grab a strap of her back pack as another guy, holding the other strap, is turning to run with it. She asks him in the local language to let go and tightens her grip on the strap. Her local language is excellent and she knows he understands, but he is pulling so hard that she feels as if her shoulder will be pulled from its socket. She releases the back pack and watches the thief disappear into the crowd with it. Nobody around her has even noticed what has happened.
By the time Alicia gets to her hotel (she had cash in her pocket), her shoulder is aching and she's feeling pretty depressed. She gets lots of support from her friends. Before returning to her institution, she goes to the Program Director about her sore shoulder, but does not mention the incident. She doesn't want to feel she can't take care of herself. She wasn't really hurt and, after all, that's life in the big city.
Small Group Discussion
Do you think Alicia was fully aware of what was going on around her and was vigilant in assessing any risks?
If yes, how?
If no, what could she have done to become more aware of her surroundings and their risks?
With hindsight, what could she have done differently on the bus? In town?
Should Alicia have mentioned the incident? Why? Why not?
Understanding Sexual Harrassment: Case Study II -- Notes to the Trainer
Key Learning Points
- Students can take certain precautions to avoid incidents of the kind that Alicia experienced.
- Being aware of what is going on around oneself can reduce the probability of certain incidents occurring.
- It is important to report incidents of this type to the proper person.
Like the previous exercise, this one can also be done as a role play. Again, have the students break into small groups and discuss the questions. Then, have a spokesperson for each group report the views of that group. Allow the participants to debate the responses, a debate that may include differences of opinion.
If the students begin discussing Alicia's lack of awareness, vigilance or avoidance, you may choose to proceed to the exercise entitled "Personal Safety: A Definition" on page 38 in this module.
Exercise
By this point in your study abroad experience, you have probably developed strategies and techniques to increase your personal safety. Under the categories below, list one or two of the strategies you have used to improve your safety as a study abroad student.
When at Institution
Strategy #1:
______________________________________
Strategy #2:
______________________________________
When Outside in the Evening or at Night
Strategy #1:
______________________________________
Strategy #2:
______________________________________
When in Urban Areas
Strategy #1:
______________________________________
Strategy #2:
______________________________________
When Traveling away from Your Institution
Strategy #1:
______________________________________
Strategy #2:
______________________________________
Strategies for Avoiding Physical/Sexual Assault -- Notes to the Trainer
Key Learning Points
Although students cannot avoid certain situations that involve risk, they can take steps in advance to minimize the likelihood of being exposed to that risk.
At this point in their overseas experience, most students will be "savvy" enough to offer several safety strategies and provide some valuable insights into local risks and positive examples of ways to avoid them. Some likely strategies are listed below. Encourage the students to describe their strategies in detail; e.g., if one suggests getting to know neighbors, ask him or her how they met, who they are, and how they can help in an emergency.
It would be helpful if you listed the suggestions on a flip chart and, if time permits, compile them later as a handout for the students.
At the Institution
- Getting to know neighbors, co-workers, local authorities
- Making home secure (e.g., locks on doors and windows, bars on windows)
- Limiting access to your home to those you trust
When Traveling
- Notifying the study abroad office of travel plans
- Dressing prudently
- Traveling during day whenever possible
- Avoiding dangerous areas
- Traveling with a "buddy"
In Urban Areas
- Using "street smarts"
- Being aware of surroundings
- Avoiding "high risk" areas
- Going out as a group
Exercise
Despite the best efforts of the individual student, he or she may still become the victim of an assault. Ask participants the following questions and record their responses on a flip chart.
Why is it important for a student, who becomes the victim of an assault to report the incident to the proper authority?
According to the 1998 Survey of Volunteers (Peace Corps), 40% to 50% of volunteers who become victims of assault do not report the incident to the proper authority.
What do you suspect are the reasons given by students for not reporting incidents of assault to the proper person?
What can staff do to encourage students who have been assaulted to report these incidents to the proper personnel?
Reporting Assaults -- Notes to the Trainer
Key Learning Points
- Despite everyone's best efforts, a student may still become the victim of an assault.
- It is important for many reasons for students to report assaults to the proper person.
- Staff need to work together to create an environment that encourages reporting.
After recording participant's responses to each question, allow sufficient time for discussion before proceeding to the next question.
Why is it important for a student, who becomes the victim of an assault to report the incident to the proper personnel or authorities?
- To get necessary support
- So staff and fellow students have a clear picture of the threat environment
- So staff and students can monitor patterns and trends
- To guide and adjust policies
- To direct resources
- To design appropriate training
What do you suspect are the reasons given by students for not reporting incidents of assaults to the proper personnel?
- Cannot do anything about it
- Don't want to be sent home
- Concerns about confidentiality
- Embarrassment
- Happens to everyone
- Nothing serious
- I can handle it myself
What can staff and students do to encourage those who have been assaulted to report these incidents to the Program Director?
- Discuss assaults and assault reporting
- Avoid blaming the victim
- Offer support first; process the incident later
- Include the student in discussions about safety
- Explain the importance of reporting to the safety of other students
- Discuss confidentiality policy and limitations with students
In the Nepal Personal Safety Handbook (1989), personal safety is defined as "Freedom from fear or worry concerning one's physical and mental well-being and awareness of situations, conditions, or events that are potentially harmful or dangerous to one's well-being."
In virtually every country, there are personal safety and security problems, ranging from minor verbal harassment to theft and robbery to serious physical and sexual assault. Back in the U.S., some of you may have had self-defense training. Here, we will be looking at the broader issue of personal safety training.
While we cannot prescribe a single model for self-defense training, we can provide guidance to offices that decide to offer self-defense as part of their personal safety training program. Clearly, the diversity of environments and circumstances among countries precludes a uniform standard in self-defense training. What might be appropriate for a particular situation in a certain culture, might prove disastrous under different circumstances or in another country.
Exercise
Characteristics of Personal Safety Training
Study Abroad experts believe that any personal safety training should include the following progression of components:
| Awareness | Vigilance | Avoidance | Escape | Defense |
| _________________________________________ | ||||
Working with the other members of your small group, try to define each of these characteristics and give examples of each.
Awareness
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Vigilance
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Avoidance
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Escape
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Defense
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Personal Safety: A Definiton - Notes to the Trainer
Key Learning Points
- The concept of personal safety is a broad one.
- Personal safety encompasses both prevention and dealing with a threat while it is occurring.
Exercise
The definitions given below are summaries of the broader definitions found in Guidelines for Personal Safety Training by the Peace Corps Volunteer Safety Council, reprinted in the Appendix.
Characteristics of Personal Safety Training
Awareness begins with a clear understanding of one's own attitudes, values, etc., and continues with insight into the host culture and environment
Examples:
Awareness of Environment
- Gathering statistics/input about your area
- Getting advice from local people, other students
- Studying maps
- Observing local behavior (what do they do?)
- Understanding language and body signals of others
- Knowing bus routes
- Being aware of people/conditions within your personal radius
Awareness of Self
- Dress
- Cultural appropriateness
- Acknowledging language limitations
- Acknowledging physical limitations
Vigilance means always be alert to dangers and risks and establishing and protecting personal boundaries.
Examples:
- Identifying risk (e.g., whether to take a certain bus, whether to speak to certain people or not)
- Preparing for risk (e.g., carrying bag a certain way, ensuring there is return transport when traveling)
- Looking for changes that increase risk (noticing empty streets, whether it is getting darker)
- Correctly interpreting the behavior of others (e.g., following vs. stalking, questioning vs. testing, harassment vs. pre-assault)
Avoidance means identifying high-risk situations and choosing to avoid them.
Examples:
- Thinking ahead about how to travel/get home
- Considering where to wait for public transport/where to sit on public transport
- Traveling with a companion
- Taking different routes home/to work, etc.
- Deciding whether or not to accept an invitation
Escape means taking immediate, forceful action in a dangerous situation; turning fear into fury
Examples:
- Running to safety
- Throwing valuables away from yourself at an angle that allows escape
- Using whistle alarm, screaming
- Refusing with assertiveness
- Negotiating
- Pleading
- Physical maneuvering
Defense encompasses the knowledge and practical application of verbal and physical defense skills. To be effective, physical defense skills need to be automatic and therefore require practice, practice, and practice.
Examples:
- Psychological (saying you have AIDS, vomiting, urinating, acting crazy)
- Verbal ("Stop!")
- Physical (self-defense, kicking, run away)
In this final section on characteristics of personal safety training and awareness, you might point out that statistics and an understanding of your area will be number one, just as it is in America, where people usually have a very good sense of what areas are safe and which are not. Most important, after the discussion or at appropriate points during it, stress that the ultimate goal is survival. If the attacker wants property, let it go. Acquiescing to sexual assault may be preferable to death or critical injury, but always attempt to fight off an attacker first.
There exist varying levels of risk in the lives of all students (and staff). One's intuition often reveals the presence of increased risk or at least the feeling that something is "not quite right." By being sensitive to that intuition, it is often possible to predict the likelihood of violence. Denial of this reality ("It can't happen to me," "I don't want to be rude, .... I understand the language and culture, so I am not at risk") keeps too many individuals from taking action that could reduce the risks of violence. One way to reduce risk is to learn to appreciate the "survival signals" that inform these intuitive feelings about a situation. Criminals often display one or more of the following signals to conceal their intent. By recognizing these signals and responding in a way that counters the criminal's intent, an individual can declare loudly and clearly: "I refuse to be your victim!"
Exercise
Read Chapter One of The Gift of Fear by Gavin De Becker. As you do so, consider the questions below to aid you in the discussion of the excerpt.
Questions to Consider
Kelly was paying attention, but didn't listen to or act on her intuition. Have you ever experienced this (i.e., not acting on your intuition)? What actually occurred?
Do you think students tend to ignore their "intuition" or hesitate to act as intuitively, proactively, and decisively abroad as they would back in the States? If so, why do you think this is the case?
The following seven survival signals were identified in this story. To help you define these signals, can you think of an example of someone using one of these signals with you (or someone you know)?
- Charm and Niceness
- Typecasting
- Forced Teaming
- Loan Sharking
- Unsolicited Promise
- Too Many Details
- Discounting the Word "NO"
Survival Signals
One way to reduce risk is to learn to appreciate survival signals, the intuition that tells us of the presence of increased risk. The environment in which students live complicates the interpretation of these signals in that many are culturally linked and may, therefore, be open to different interpretations. In addition, students, in trying to be culturally sensitive, may ignore signals that they would have paid close attention to back in the States. Nevertheless, understanding these signals and the motives behind them may help you to strike a more favorable balance between cultural sensitivity and maintaining personal boundaries.
Exercise
Charm
Do not confuse charming with "niceness." When met with a "charming'' person, think "This person is trying to charm me."
When a stranger or mild acquaintance, for example, tries to charm you, your first thought should be: "This person is trying to violate the proper boundaries of respect. I must protect myself now."
"You really understand our culture and ways."
"Are all American women as smart and pretty as you?"
Can you describe an incident in which someone tried to gain an advantage by using "charm"?
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Exercise
Charm
Typecasting
Typecasting always involves a slight insult, and usually one that is easy to refute.
"You American women are too proud. You feel you are above us."
Why do some men use this tactic with women? What is the real goal beyond this typecasting which is actually deliberately insulting?
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Exercise
Forced Teaming
Forced teaming is an effective way to establish premature trust. When a stranger or even a colleague--projects a shared purpose or experience where none exists, he/she is attempting to disarm you.
"You and I should go to your place and prepare for tomorrow's important meeting."
"If you and I stick together, you'll see a lot more of this festival and have a better time."
"I'm sure you and I can find the way back to your hotel. We will have no problem.
"Just stick with me."
Can you describe an incident in which someone used forced teaming on you?
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Exercise
Loan Sharking
The "Loan Shark" willingly offers you something but expects to collect much more in return.
"Oh, no. Let me pay for your drinks. I am a gentleman, so you should allow me to do so."
"Take this blanket and remember your good friend here in town."
Can you give an example of "loan sharking" that has happened to you or to someone you know?
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Exercise
Unsolicited Promises
Promises are used to convince the intended victim of a harmless intention.
"I'll just come in to make sure that everything in your house is fine and then I'll go. I promise."
"Come to the party and I'll make sure that no one bothers you in any way. I promise."
Can you describe an incident in which someone used unsolicited promises to try to gain advantage over you?
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Exercise
Too Many Details
When people lie, what they are saying does not sound credible to them, so they keep talking--giving too many details, just as the man did in Kelly's story. The way to deal with this technique is to constantly remain aware of the context in which the details are offered.
Can you describe an incident in which someone tried to cover up a lie by giving too many details?
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Why do you think this survival signal fools some people?
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Exercise
In the U.S. today, we have learned that "no" means "NO." But in many cultures, the word "no" can have a variety of meanings: e.g., try harder, come back later, I am not interested at the moment. Given this cultural difference, how can a student convey the fact that when she/he says "no," that is exactly what she/he means? When a student's intention is to declare "no," he/she should say it clearly. "No" is a word that must never be negotiated because the person who chooses not to hear it is trying to control you. The refusal by anyone (stranger, spouse, boyfriend, colleague) to acknowledge your "no" sends you an important survival signal.
"Couldn't you have just one drink with me over there at the bar?" "No." "Oh, c'mon."
"You want to dance with me, don't you?" "No." "You just want me to beg."
Can you describe an incident during your time abroad, in which you said "no" (and meant it), but it was not understood as "no"? Can you think of any reasons for the misunderstanding? Can you describe an incident where your "no" was understood correctly? Why do you think that was the case? Can you imagine (or recall) a situation in which it might be too late to say "No"?
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Question
Can you describe an incident during your study abroad experience in which you said "no" (and meant it), but it was not understood as "no"? Can you think of any reasons for the misunderstanding? Can you describe an incident where your "no' was understood correctly? Why do you think that was the case? Can you imagine (or recall) a situation in which it might be too late to say "No"?
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Assessing Danger -- Notes to the Trainer
Key Learning Points
- It is important to be attuned to your intuition and pay attention to it.
- Although this incident happened in a different place and context, these signals can occur in any country and context.
- There may be other survival signals in the country's culture.
Before the discussion begins, point out that Kelly's experience is a terrible one and not one that will likely happen to a student. Explain that you are using this incident because it is an excellent example of using intuition. It will facilitate the discussion to list the seven signals on a flip chart.
Because the students may feel embarrassed that they "fell" for one of these signals and therefore reluctant to recount an incident, it is important to stress that the examples they give need not have happened to them but to a friend or acquaintance.
When discussing the last set of questions regarding "no," it is important that the students understand the concept of saying "no" too late and how it relates to the culture of the country. For instance, saying no when a resident insists that a student leave a bar with him after saying yes to his offers of drinks all evening may result in an embarrassing and unpleasant situation that could have been avoided had the student said no to the drinks earlier in the evening. More seriously, if a student says yes to being alone with a country resident and yes to physicla touching, saying no when that person wants to go further may be too late.
Part of coping positively with the realities of living and working as a student begins with developing an awareness of how harassment affects you. It is important to seriously reflect on how you feel about and react to unwanted attention/harassment.
Exercise
Although there are many positive experiences involved in living and working in a different culture, there can be some negative impact--whether direct or not. Reflect on the Continuum of Risk stories you have heard and recounted during this training, keeping the following questions in mind.
What effect did they have on how you and your fellow students think?
What effect did they have on how you and your fellow students act?
The Realities of Living and Working in This Culture: Its Effect on the Student -- Notes to the Trainer
Key Learning Points
No student can remain unaffected when they experience the types of incidents discussed in this training -- no matter where on the Continuum of Risk those incidents fall.
A student may be unaware that some of her/his feelings and actions are actually the results of such incidents.
Experiencing any of the incidents we have discussed may have long-term effects on a student.
Again, in this discussion, it may be easier for the students to identify the impact of the negative incidents on a friend and how that friend is coping since it is often less threatening to speak about someone else. Other questions you may ask to facilitate the discussion include:
Were you (or your student friend) angry at the person when the incidents occurred? How did you express this anger?
Do you (or your student friend) feel you lost something (trust, ideals, etc.) as a result of the incident?
Did you (or your student friend) feel under any pressure as a result of the incident?
Did the incident cause you (or your student friend) to take higher risks than normal, for example, out of anger?
If time permits and there are country nationals in the group, it would be useful to ask them what, if any, impact similar incidents have had on them.
Exercise
In the spaces below, list those places/people where a student can seek support after experiencing an incident of the types we have discussed during this training.
| Institutional | Community |
Referring to an incident you marked on the Continuum of Risk, where did you go for support after the incident occurred?
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What type of support did you receive and was that support adequate?
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Now that you have more experience abroad and have taken this training would you still seek support from the same place/people? If not, where would you go for support?
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Where Do You Go for Support? -- Notes to the Trainer
Key Learning Points
- There are many support resources for students.
- Some resources offer more helpful support than others.
- Depending on the incident, a student may need to use more than one of these resources.
Some of the places/people the students might list are given below. They may need you to give an example or two of each type to "get them started."
| Institutional | Community |
| U.S. Program Director | Roommates |
| Country's Program Director | Neighbor |
| Local Police | Students |
| Housing Director | Family/Friends in U.S. |
| Medical Services | Friends Abroad |
| Office of Special Services | Home Stay Family |
If there is a Student/Peer Support Network abroad, this would be a good time in the training to invite its members to explain how the Student/Peer Support Network functions and what the students can expect from it.
During this training, we have discussed some strategies you can use to reduce risks to your personal safety in certain situations. We would like you now to think in detail about your own personal circumstances (e.g., your living arrangements, travel, social life) and what steps you can take to reduce those risks.
What I Can Do?
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
What the Study Abroad Office Does?
Again, thinking about your own personal circumstances, can you think of any way, in which you can help to reduce risks to your personal safety.
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
- ________________________________________
Reducing Risk: An Action Plan -- Notes to the Trainer
Key Learning Points
- Students can be proactive in reducing risks to their personal safety by formulating strategies specific to their own needs and circumstances.
- Study abroad administrators may be able to take steps to reduce risks to the personal safety of students.
Below are some possible responses to both questions.
What Can I Do
- Be aware of my surroundings (e.g., people on the street, lighting).
- Limit my alcohol intake, especially in certain situations.
- Dress appropriately.
- Be attuned to the survival signals we've discussed.
- Give significant thought before accepting an invitation to a social event that will involve movement or travel during high-risk hours.
- Travel with a companion when possible.
- Keep my living quarters locked at all times.
What the Study Abroad Office Can Do
- Provide security upgrades to existing student housing.
- Schedule training, meetings, etc., so that students can travel at the safest times.
- Disseminate information such as crime statistics about the country/area that the students can use to make informed decisions.
- Ensure that the institution assignments are as safe as possible.
- Support a safety sub-committee of the Student Advisory Committee.
- Ensure that all students are updated on emergency planning procedures.
- Be vigilant in noting trends in reported incidents and, if necessary, take action to reduce risk to the students' safety.
- Incorporate safety training into language and cross-cultural sessions
Guidelines for Personal Safety Training
Volunteer Safety Council--August 1995
Current Situation
Growing concern for student safety has resulted in an increased demand for information and training that enhances personal safety. Although personal safety training varies from office to office, the greatest emphasis is placed on preventive strategies (awareness building, identifying high-risk behavior/situations, and avoidance).
We have received a number of requests from offices for a self-defense training module, or advice on how to proceed should an office choose to offer such training. We are also aware that several offices already include a self-defense component as part of their personal safety training.
We have consulted with Program Directors and self-defense trainers (IMPACT, State Department, Joon Rhee) and reviewed numerous articles and publications on the matter. The FBI Behavioral Science Unit states, "There may be no one piece of advice which will prove valid in all, or even a majority of, sexual assault situations." Yet, there is consensus on several issues:
- The individual can help to reduce the risk of assault.
- Risk avoidance, awareness-raising, and vigilance are essential.
- Sexual assault is an issue of power and control.
- Multiple (psychological, verbal, physical) strategies work best.
Yet many difficult questions remain. Will physical resistance effectively deter an assailant? Under what conditions? What might be the unintended consequences of physical resistance? Is it possible to teach individuals enough to defend themselves against physical assaults? Do they run the risk of raising confidence beyond capability by offering self-defense training regardless of its limitations?
While we cannot prescribe a single model for self-defense training, we can provide guidance to those who decide to offer self-defense as part of their personal safety training program. Clearly, the diversity of environments and circumstances among offices precludes a uniform standard in self-defense training. What might be appropriate for a particular situation in a certain culture, might prove disastrous under different circumstances or in another country.
Characteristics of Personal Safety Training
We believe that any personal safety training should include the following progression of components:
| Awareness | Vigilance | Avoidance | Escape | Defense |
| _________________________________________ | ||||
Awareness -- Personal safety begins with awareness. Awareness begins with a clear understanding of one's own attitudes, values, self-esteem, personal strengths, and limitations. It continues with insight into the host culture and environment--local attitudes toward strangers (men and women), values, mores, and means of communication. Changing a disempowering "victim mentality" is key.
Vigilance -- One must always be alert to dangers and risks. Know what is going on in the immediate environment. It means being aware of the people nearby, of dark streets, of parked cars, of sitting on a bus or train in such a way that one can see fellow passengers. Establish personal boundaries and act to protect them. Body language and attitude are important features of enhanced vigilance.
Avoidance -- Identify high-risk situations and choose to avoid them. Taking action to reduce the risk is within the power of the individual. Understand the anatomy of an assault (victim, location, state of mind, intimidation, testing, and attack) and act to break the pattern.
Escape -- Immediate, forceful action is universally recommended. Yell, scream, spit, vomit, punch--whatever it takes. Turn fear into fury. While pleading and reasoning may divert attention or give extra time to plan an escape, research indicates they are less successful as strategies in dissuading an assailant.
Defense -- Self-defense encompasses the knowledge and practical application of verbal and physical defense skills. Yelling is an important verbal defense weapon. Appropriate physical defense skills should be simple and not require precision or feats of strength. They usually target the assailant's vulnerable body areas (eyes, kneecap, Adam's apple). This is not martial arts. To be effective, physical defense skills need to be automatic and therefore require practice, practice, and practice.
Present Position
We have traditionally held that students could increase their level of safety by modifying their behavior, increasing awareness of their surroundings, and acquiring a thorough knowledge of the people, language, and culture of their country of service. The majority believe that this is still the most effective way for students to remain safe.
We recognize, however, that despite the best efforts of students, they may still become victims of violent crime. Many students are now placed in urban or institutional settings that do not facilitate their integration into a cohesive community. As local economies deteriorate, the rates of crime increase, and students are not exempt from being targeted. Fear of being victimized has prompted students and staff to request guidelines for incorporating self-defense into personal safety training.
Representatives of DC IMPACT Self-Defense, reporting on their training of Peace Corps Volunteers in Jamaica, noted that, in addition to the defense skills learned, the program afforded the participants an opportunity to discuss safety concerns and share their experiences of harassment and aggression. They concluded that the combined effect of increased confidence through learning and reduced isolation through sharing heightened awareness and increased self-assuredness among training participants.
In his study, The Epidemiology of Assaults Against Volunteers, 1990-93 (1994), Dr. Tom Eng found that, while the risk of injury increased when an individual resisted a simple assault, those who resisted sexual assault "were several times less likely to be raped or injured compared to those who did not resist." Data from independent U.S. surveys support these findings. According to one study of 55 female assault survivors, "...resisters are more likely to experience an emotional state conducive to action and vigorous outcry. Victims, on the other hand, experience emotions which can be described as akin to physical and mental paralysis."(Selkin, 1978) Those using active resistance strategies (yelling, fleeing, physical defense) had a significantly higher success rate of avoiding rape than those using passive strategies (reasoning, pleading), with a combination of strategies proving most effective (Bart, 1985). After reviewing 24 studies of the effectiveness of various self-defense strategies, Furby and Fischhoff (1994) found that, "...there appears to be consistent evidence that the more assertive or forceful strategies tend to be effective in avoiding rape, in contrast to the less forceful ones, which seem ineffective or perhaps even somewhat harmful."
The decision to resist ultimately lies with the students and their assessment of the circumstances surrounding a potential assault. In choosing the most appropriate means to support students, it is important to fully consider the realities, limitations and consequences of various self-defense alternatives.
The laws regarding the use of force may vary from country to country. It is usually lawful to defend oneself if one is being physically attacked, or if, as a reasonable person, one believes that bodily injury is about to be inflicted. It is not self-defense, for instance, to strike out at someone who is verbally harassing but otherwise not posing a physical threat. Neither is it self-defense to attack someone after the danger has passed.
Points to Consider
The following points may help you assess the situation in your own country and formulate options for designing an appropriate personal safety training strategy.
- Involve a Student Advisory Committee (or other appropriate student group) in the needs assessment and training design. Providing a forum for students to express their concerns about personal safety is an important step to raising awareness.
- Involve staff abroad (male and female) in developing the training design. Their insight will help identify culturally appropriate behavior and coping strategies.
- The manner in which personal safety training is conducted should be cognizant of country sensitivities.
- Self-defense training may be construed as offensive, or regarded as a military exercise.
- The US Embassy Regional Security Officer (RSO) and/or Mobile Security Team (MST) may offer personal safety training. If you choose to use the RSO or MST, establish with them beforehand your agenda and concerns and how best they might address the needs of the students.
- Any self-defense training should be incorporated into a broader personal safety training strategy that stresses awareness-building and prevention. It is important to emphasize versatility and resourcefulness in thought and action.
- Self-defense training (including verbal and psychological defense strategies) should be designed to improve the chances of escape.
The cross-cultural implications of employing self-defense strategies vary from country to country. Will exercising self-defense defuse or escalate hostilities? Will the student be open to violent retaliation? What might be the impact on the student's position within the community?
- Self-defense should be used as a last resort to protect the physical safety of the individual. It is not a sport.
- Self-defense training should allow for and encourage frequent practice and periodic follow-up. The most effective skills are those that become second nature.
- Self-defense skills should be simple and effective. Can they be remembered and applied six months or one year later?
Pepper spray and mace-like products may be illegal abroad and are not supplied to students. Those who express an interest in using pepper spray should consider the risks, limitations, and consequences. They should inform themselves also on its safety and legality before transporting, obtaining, or using it.
