Lessons Learned From A Critical Feminist Disability Studies Dissertation

Anti-sexual violence and disability systems are coming together to improve service delivery for survivors. This session will introduce a feminist mixed methods dissertation evaluating a sexual violence prevention curriculum. The majority of the session will be a philosophical discussion about tensions between normative sexuality research/evaluation, and Disability positive perspectives

A Feminist Mixed Methods Evaluation of the Curriculum "Illinois Imagines"”

Sexual violence against women is endemic in the United States. Feminists have theorized the prevalence of sexual violence as the consequence of “rape culture”, where myriad forms of violence against women are products of paternalistic, patriarchal systems. Similarly, disability studies has identified ableist protectionism as an individualized reaction to sexual violence, demanding the transformation of structural oppression that perpetuates vulnerability. There is a tension in the feminist anti-violence movement between doing the systemic work of social and institutional transformation of “rape culture”, and addressing immediate needs of individual “survivors”. Although both fronts are critical, this research focused on the needs of individual women with disabilities, as one small part of transforming rape culture. While feminist analysis has incorporated some issues for women with physical disabilities, work resisting rape culture with women with intellectual disabilities (ID) has been less explored. Feminist disability theory and activism have identified strategies for resisting paternalist, patriarchal, ableist, and protectionist rape culture. Among these strategies are comprehensive general sexuality and anti-sexual violence education, and the fostering of gender and disability empowerment such as through consciousness raising and sexual self-advocacy. This work was conceptualized as feminist and disability studies research, where women with ID were supported in resisting rape culture paternalism and protectionism through developing skills for preventing and coping with sexual violence. This research was a feminist mixed methods evaluation of an anti-sexual violence curriculum for women with disabilities called the, “Illinois Imagines Project: Improving Services to Women with Disabilities who have been Victims of Sexual Violence”, a curriculum created by a federal grant from the Office on Violence Against Women (OVAW). The OVAW grant was intended to build state capacity in responding to sexual violence against women with disabilities, by increasing collaboration between disability service agencies (DSA) and rape crisis centers (RCC) around the state. Illinois Imagines was a product in response to requests by rape crisis educators involved in this capacity building process. It is a series of manuals to train: disability service agencies in becoming “trauma responsive” to sexual violence; rape crisis centers in becoming “disability responsive” to survivors with disabilities; and women with disabilities in coping with and preventing sexual violence. This research evaluated the manual for women with disabilities only. Two rape crisis educators taught all lessons in a 15 week class at a Chicago disability services agency (DSA); ten women with mild to moderate intellectual disabilities participated in the classes. All class participants completed a pre test before the class began, measuring general knowledge about sexual violence and healthy/unhealthy relationships. Observations took place at all class lessons, guided by an observation protocol. Observation field notes were coded iteratively as well as post class, in order to answer the following overarching research questions: 1) How do the Illinois Imagines classes exemplify feminist and disability studies frameworks regarding sexual citizenship? 2) How effective are the Illinois Imagines classes in conveying knowledge about coping with and preventing sexual violence? 3) What are the perceptions and experiences of stakeholders regarding the Illinois Imagines classes? Participants completed quantitative post tests the week all lessons were completed. Semi-structured qualitative interviews were conducted one month after the last lesson, with class participants, both educators, and two disability service agency support staff, using interview guides tailored to answering the research questions. Most of the Illinois Imagines class participants increased their post test scores with marginal significance on the general assessment, and significantly on knowledge of private body parts scores. The women reported overall satisfaction with the class, and articulated use of class knowledge in their lives, albeit with limitations. The rape crisis educators also expressed satisfaction with the class, as well as increased skills in modifying anti-sexual violence content and delivery for participants with intellectual disabilities. The support staff at the participating disability service agency reported the usefulness of having access to a new resource for clients coping with sexual violence. As a result of this research, the disability service agency and one of the rape crisis centers have since begun a collaboration to train agency staff. Class participants, both educators, and both support staff all expressed a need for general sexuality education in conjunction with anti-sexual violence interventions

Feminist Discourses of Sexual Citizenship: Creating Spaces for Women with Intellectual Disabilities

Feminism is essentially a movement of social justice for all women. However, women with disabilities in general, and women with intellectual disabilities (ID) in particular, are often invisible in feminist discourses. Traditionally, women and many other minority groups, including women with disabilities, have been excluded from citizenship and sexual citizenship. This thesis examines the invisibility of women with ID in third wave feminist textual citizenship and sexual citizenship discourses, and explores ways of creating spaces for women with ID within such discourses. This research uses a critical discourse analysis methodology to examine key arguments made by third wave western feminist theorists around citizenship, sexual citizenship and “rape culture”. Specifically, this thesis explores themes such as: the deconstruction of the public/private divide; the challenging of the independence/dependence and equality/difference binaries; the privileging of wage work over care work; and feminist alternatives to traditional notions of universal citizenship. Additionally, themes of “rape culture” in third wave feminist anthologies are examined, including: sexual violence; the commodity model of sex; sex negativity; victim blaming; sexual consent capacity; and problematizing an emphasis on sexual vulnerability. While largely invisible in the works examined, this thesis attempts to situate women with ID as citizens and sexual citizens within third wave feminist discourse. This research proposes the support of women with ID as citizens and sexual citizens via individualized, comprehensive, and life long sexuality education that incorporates feminist awareness of gendered oppression and an emphasis on sexual self-advocacy

Growing up Anchorage 2015: Anchorage Youth and Young Adult Behavioral Health and Wellness Assessment

This report presents results of a community assessment to evaluate behavioral health indicators and related demographic, social, economic, and environmental factors pertaining to youth and young adults aged 9–24 in Anchorage, Alaska, focusing on three major areas: substance use, mental health, and suicide. The Anchorage Collaborative Coalitions (ACC), made up of four organizations (Healthy Voices, Healthy Choices; Anchorage Youth Development Coalition; Spirit of Youth; and Alaska Injury Prevention Center), contracted with the University of Alaska Anchorage Center for Human Development (CHD) to do a community assessment on substance use, mental health and suicide. The population for this assessment was youth and young adults in the Municipality of Anchorage. The assessment was completed in two phases. Phase I was a review of existing data from national, state, and local sources (referred to as “secondary data” in the complete report). Phase II focused on the collection and analysis of new data from surveys and focus groups (referred to as “primary data” in the complete report). One goal of the assessment was to engage coalition and community members in the process. Coalition and community partners assisted throughout the process by helping define the gaps in existing data, helping define the areas of interest, and helping identify the focus of new data collection. They attended trainings on data collection and analysis, participated in community discussions about the findings, and participated in focus group data collection and analysis. Alaska’s youth and young adults are impacted by substance use, mental health, and suicide in significant ways. These behavioral health concerns are often interconnected and can have severe consequences. Substance use can lead to problems with school, the law and to youth taking risks that can lead to serious injury or death. Substance use in adolescence can put youth at higher risk for major life impairments and chronic conditions, including severe mental illness. Poor mental health in youth and young adults can lead to poorer physical health in adulthood, higher rates of chronic illnesses, and earlier death. Mental health and substance use disorders are likely the third leading cause of suicide deaths. In 2012, the Centers for Disease Control ranked Alaska as the second highest state in the nation for per capita suicide deaths. Family members and friends of people who die by suicide experience feelings of guilt, anger, abandonment, and shock. Also, these friends and family members are often at a higher risk for committing suicide in the future.The Anchorage Collaborative CoalitionsExecutive Summary / Introduction / Assessment Methodology / Key Findings / Synthesis & Recommendations / Literature Cited / Secondary Data Sources Cited / Appendix A: Data Review & Prioritization Tool / Appendix B: Survey & Focus Group Instruments

Statewide Strategic Planning: Promoting Postsecondary Education Options for Individuals with Intellectual Disabilities

Inclusive postsecondary education (PSE) for individuals with intellectual disabilities (ID) has gained momentum nationally. While once a dream for youth with ID, many individuals are now attending college/university and receiving essential supports to enable their participation in the academic, social, residential, and recreational aspects of college life. Postsecondary opportunities vary by state, with activities ranging from strategic planning to pilot projects to established programs. In an effort to support the continued growth in postsecondary options across the country, Think College funded Statewide Strategic Planning grants to 18 University Centers for Excellence in Developmental Disabilities (UCEDDs) in 18 states from 2010 to 2012. These $15,000 grants were funded by the Administration on Intellectual and Developmental Disabilities, U.S. Department of Health and Human Services. This brief provides guidance for others interested in embarking on a strategic planning process to increase PSE options. It synthesizes the experiences of the UCEDDs in Kansas, Illinois, Utah, Wisconsin, and Wyoming, all of which received Think College Statewide Strategic Planning grants in 2011. These five centers identified effective, replicable strategic planning activities that can help others develop or expand inclusive postsecondary initiatives. In each state, the statewide strategic planning process created a sense of urgency and expectation of success by fostering movement out of organizational and individual comfort zones and into new ways of thinking. Looking at ways to increase postsecondary education options for students with intellectual disabilities became a conversation about possibilities and new frameworks for success for youth with ID