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This Statewide Comprehensive Training provides professionals with in-depth information about working in the field of domestic violence. The training emphasizes victim safety, victim empowerment, abuser accountability, and a comprehensive system’s response to intimate partner violence. MNADV emphasizes partnering with local domestic violence programs and utilizes local experts to present throughout the training. MNADV developed this training for professionals from a variety of different fields who encounter domestic violence in their work.


lucane lafortune

March 11, 2021


  1. MNADV’s 5-Day Comprehensive Intimate Partner Violence Training Day 3: Reproductive

    Coercion, States of Changes, Advocacy, & Ethical Consideration
  2. Meet the Team Angel Campbell Darrell Holly K-Tony Korol Evans

    Lucane LaFortune Jenn Pollitt Hill Melanie Shapiro Training & LAP Administrator Statewide Trainer Deputy Director Interim Executive Policy Director Technical Assistant Director
  3. Housekeeping • Certificates and CEUs • Cancellations • Attendance •

    Accessing Materials • All attendees will be MUTED except during breakout sessions. • Use the chat box to ask questions or engage in dialogue • Evaluations
  4. Review/Debrief of Day 2 Trauma Continued BREAK Stages of Change

    Stages of Change Activity and Sharing BREAK Foundations of Advocacy LUNCH Ethical Considerations Safety Planning BREAK Safety Planning Risk & Lethality BREAK Self-care Evaluations
  5. Our Workshop Agreements • Active listening • Be open •

    Be present: silence that internal chatter • Push through growing edge • Respectfully challenge each other • Continue to have these conversations • Remember why we’re all here
  6. Day 2 Review and Debrief • What were your overall

    thoughts on the day? • What did you learn? • What surprised you? • What do you want to learn more about? • How will you do your work differently?
  7. TRAUMA How Trauma Can Affect Adults Adverse Childhood Experiences (ACEs)

  8. Always remember: Traumatic reactions are NORMAL responses to ABNORMAL situations.

  9. A Wide Range of Possible Responses to Stress 9 Not

    all stress results in distress Not everyone who has become traumatized will experience a decline in mental health Not everyone who experiences a decline in mental health will be impacted over the long term Not everyone who is exposed to traumatic events will become traumatized Not all distress results in trauma
  10. And yet… Normal trauma reactions are often pathologized by: •

    Abusive partners • Friends and family • Justice system • Service providers • Etc. Whether a trauma reaction is a disorder is less important in the context of our work than the fact that it is present and affects the survivors we work with. 10
  11. Knowing About Trauma Helps Survivors • Normalizes and makes sense

    of responses • Offers alternative coping strategies • Acknowledges importance and challenges of connection • Prepares for trauma responses • Ensures choice; optimizes control NCDVTMH, 2012
  12. Knowing about Trauma Helps Advocates • Understand survivors’ responses in

    context • Respond in more helpful and empathic ways • Offer more effective interventions • Understand our own responses, their potential impact & need for organizational support
  13. Always Remember: Traumatic reactions are NORMAL responses to ABNORMAL situations.

    13 Therefore, we need to: • redefine “normal” and • remember that they are not acting this way intentionally, but rather as a reaction to what has happened to them.
  14. Examples of Trauma-Informed Models ➢ Addiction and Trauma Recovery Integration

    Model (ATRIUM) ➢ Essence of Being Real ➢ Risking Connection ➢ Sanctuary Model ➢ Seeking Safety ➢ Trauma, Addictions, Mental Health, and Recovery (TAMAR) Model ➢ Trauma Affect Regulation: Guide for Education and Therapy (TARGET) ➢ Trauma Recovery and Empowerment Model (TREM and M-TREM)
  15. Menti.com Myth or Fact 1. We Use 10% of our

    Brains 2. Brain Cells Die Permanently also known as “you can’t teach an old dog new tricks” 3. Men and women have different types of brain and neuro- developmental patterns. Also known as “Men are from Mars and women are from Venus.”
  16. •We are often working with co-occurring and past trauma in

    addition to domestic violence •Has expanded our understanding of trauma and resilience •Self-understanding is a key step for healing Why Talk About Adverse Childhood Experiences(ACEs) research? * “It’s not about what’s wrong with me, it’s about understanding what happened to me” Key observation from the original ACEs Study Linda Chamberlain PhD, MPH
  17. Clip: Experiences Build Brain Architecture

  18. Impact of Experience on Brain Development • Brain development requires

    stimulation • Experience stimulates certain brain pathways • Those consistently stimulated are strengthened and those that aren’t fade • Genes and experience work together but play different roles • Genes provide the basic wiring plan • Experience fine-tunes brain architecture Civitas and Wurman, 2002; Center on the Developing Child at Harvard
  19. Clip: Neuroplasticity

  20. None
  21. The Adverse Childhood Experiences (ACEs) Study • Began as a

    public health study initiated in 1995, by the Centers for Disease Control & Prevention and Kaiser Permanente. • Uncovered the link between adverse childhood experiences and health outcomes and well-being in later life. • The study found that some of the worst health and social problems that may exist over a lifetime are largely a consequence of those detrimental childhood experiences. • ACEs are so common that approximately two-thirds of adults have at least one ACE. • Additionally, if a person has one ACE, there is an almost 90 percent chance that they will also have two or more.
  22. Clip: Dr. Nadine Burke Harris 22 https://www.youtube.com/watch?v=95ovIJ3dsNk

  23. Based on Robert Wood Johnson Info-graphic at http://www.rwjf.org/en/about-rwjf/newsroom/newsroom-content/2013/05/Infographic-The-Truth-About-ACEs.html What Are

    Adverse Childhood Experiences? Positive answer to any questions for each type of ACE counts as one to create the ACE Score
  24. • 95% probability that a child growing up with domestic

    violence will be exposed to at least one other adverse childhood experience (ACE) • More than one-third (36%) of children exposed to domestic violence have 4 or more other ACEs 24 Intersection Between Domestic Violence and Adverse Childhood Experiences (ACEs) Dube et al, 2002; Linda Chamberlain PhD, MPH
  25. • In a nationally representative sample, ACEs were predictive of

    physical dating violence, accounting for more than one half of dating violence victimization (53%) and perpetration (56%) Dating Violence and Adverse Childhood Experiences (ACEs) Artwork by Victoria Robustello Miller et al, 2011; Linda Chamberlain PhD, MPH
  26. Break 26

  27. Stages of Change

  28. Stages of Change • Transtheoretical Model of Change (1986) •

    Adapted in 2003, to better support someone who is experiencing abuse and considering implementing a change in their lives such as leaving the abusive relationship, or changing the dynamics of the relationship Remember: Change is a non-linear process
  29. Pre-Contemplation • Unaware that there is a problem • Excuses

    abusive partner’s behavior • Blame is strictly on victim/self • Isolation is common • No plans to change Thought process What we may hear “This is just how relationships are” “They didn’t mean to hurt me. They just love me so much” “This wouldn’t happen if I were a better partner” “Things are fine. Everyone has relationship issues” 29
  30. How to Respond • Validate the person’s experience and listen

    respectfully to their story • Provide education and awareness • Discuss power and control dynamics • Explore potential concerns and risks • Acknowledge possible feelings of pressure
  31. Contemplation • Realizes there is a problem, but doesn’t know

    what to do. No commitment yet. • Start trying to gain back some control • Begin to see abusive partner as responsible • Begin to seek out support and reduce isolation “I think there’s something wrong with my relationship.” “I don’t think my relationship is healthy.” “Things aren’t getting any better. Instead, things are getting worse.” “I don’t like how my partner treats me.” Thought process What we may hear
  32. How to Respond • Provide education and awareness • What

    domestic violence is • Resources and support available • Reflect observations of abusive partner’s behavior • Link the behaviors to power and control • Encourage further self-exploration • Introduce and explore safety planning • Reiterate that you are there for support but that the decision to leave or not is up to them
  33. Preparation • Things can be different • Abuse is abuser’s

    fault • Makes plans for increasing support network • Acquires additional knowledge and resources “I think I need to talk to somebody.” “I don’t think I want to be in this relationship anymore.” “Maybe I should stay with my parents for a few days.” “Maybe I should get a protective order.” Thought process What we may hear
  34. How to Respond • Encourage making and following through on

    action steps • Break down plans into smaller, more manageable steps • Safety plan and discuss potential consequences of action steps • Identify gaps in resources • Offer options, support, and referrals
  35. Action • Things will be different • Survivor knows they

    cannot control their abuser’s actions and need to focus on their own life • Commitment to change • Action plan steps are completed • Attempt to strengthen support networks “I called the helpline.” “I went to my counseling appointment.” “I went to the shelter.” “I packed a bag for when I am able to leave.” “I bought the train tickets to go to my brother’s.” Thought process What we may hear
  36. How to Respond • Emphasize progress made • Use trauma-informed,

    empowerment-based language • Suggestions of options (not opinions or advice!) • Additional, continuous, and individualized safety planning • Provide support and additional resources
  37. Maintenance • Things are different • Abusive relationship is over

    • Working through grief and loss • Support network is in place, available, and consistently used as needed • Awareness of “red flags” for future relationships “I’ve become aware of what to look for when I start dating again.” “I’ve continued attending the support group.” “I know its ok to call my friends whenever I need to talk through things again.” “I feel like I have people that understand what I’m going through.” Thought process What we may hear
  38. How to Respond • Continual safety planning as needed •

    Support through grief and loss • Resources for additional support when needed • Reminders of success and progress • Acknowledge potential barriers and the possibility of relapse
  39. Relapse • Partner has changed • Things will be better

    • No support • Not enough resources • Returning will just be temporary • Fear “They’ve changed and promise to do better.” “I can’t do this on my own.” “What happens when this stipend ends? I’ll be worse off.” “I have a job now, so if I go back I can save up to leave for good.” “They won’t stop. At least if I go back, I’ll know what they are up to.” Thought process What we may hear
  40. How to Respond • Validate their experience • Accept their

    choice to return • Encourage re-evaluation of self and barriers • Explore alternative solutions • Safety plan for their return and for the possibility of leaving again in the future • Acknowledge the process
  41. Tips and Guiding Principles • Consider trauma. • Believe them.

    • Respect their choices. • Empathize with their emotional strain, stress and disappointment. • Acknowledge the difficulty of the situation. • React to what they tell you with compassion. • Be prepared for any reaction. • Take it slow. Break things down into smaller steps. • Keep the conversation open.
  42. A Change is Gonna Come-Sam Cooke

  43. Break into groups to discuss and create a list of

    obstacles survivors might face when they are in the Contemplation Stage.
  44. Autobiography in Five Short Chapters by Portia Nelson

  45. Break 45

  46. Foundations of Advocacy

  47. What is Polyvictimization? Polyvictimization refers to having experienced multiple victimizations

    such as sexual abuse, physical abuse, bullying, and exposure to family violence (OJJDP). Remember: The definition emphasizes experiencing different kinds of victimization, rather than multiple episodes of the same kind of victimization (OJJDP).
  48. • Childhood sexual, physical, emotional abuse neglect, abandonment • Sexual

    violence, assault, coercion, trafficking, stalking • Domestic Violence • Other violent crime • Injury, illness, death, loss, grief • Institutional abuse, neglect • Secondary Trauma • Dislocation, homelessness • War, terrorism, combat Potential Sources of Trauma
  49. • Chronic stressors like racism, poverty, sexism • Natural disasters

    • Community and school violence, bullying • Hate crimes • Abuse through religion • Collective historical and generational targeted violence • Healthcare interactions, medical procedures • Any misuse of power by one person/group over another Potential Sources of Trauma…
  50. Institutional Oppression • Employment discrimination • Experiencing ridicule and mistreatment

    • Family rejection • Fear of losing services/receiving substandard care • Unequal access to safe restroom facilities • Lack of/unequal access to legal protections Potential Sources of Trauma… • Fear of coming out/being outed: -Around sexual orientation -Gender identity -HIV status, -Substance use -Immigration status, or other factors
  51. The Link Between Polyvictimization and Domestic Violence • Nearly 5

    million children in the U.S. are exposed to domestic violence in the home, each year. • Roughly 13.6 million children will be exposed to DV over their lifetimes. • 1 in 3 children who report witnessing DV also report being physically abused. • Almost half of children who witness DV will attempt to intervene in some way.
  52. The Link Between Polyvictimization and Domestic Violence • Witnessing domestic

    violence during the preschool years was related to behavioral problems by age 16, for both sexes. • A national survey of youth found that more than half of dating violence victims and statutory rape/sexual misconduct victims had witnessed DV in the home.
  53. Clip: Recovery Conversations Tonier Cain

  54. Power Dynamics between Victims and Advocates Remember: Although we go

    into domestic violence work with best intentions, we still operate from a place of privilege and power when working with survivors. The power dynamics that comes with being deemed an authority is something to pay attention to. You cannot exert power and expect to empower.
  55. Empowerment Advocacy What is Advocacy? • Goals of Advocacy •

    Empowerment Model • Role of Victim Advocates
  56. Three Components of Empowerment Counseling • Supportive Counseling • Advocacy

    • Educational Counseling
  57. Styles of Advocacy Not Empowering to Victims • Rescuer •

    Aggressive advocacy • “Smile and be nice” advocacy • Passive, surrendering advocacy • Do-gooder, bleeding heart advocacy
  58. Keep this in Mind When Talking with a Victim •

    Consider trauma. • Believe them. • Respect their choices. • Empathize with their emotional strain, stress and disappointment. • Acknowledge the difficulty of the situation. • React to what s/he tells you with compassion. • Be prepared for anything from a short, unrevealing answer to the flood gates opening. • Take it slow and break it down into manageable steps. • Try again if s/he’s reluctant to or won’t confide in you.
  59. Motivational Interviewing is “goal-directed, client-centered counseling style for eliciting behavioral

    change by helping clients to explore and resolve ambivalence.” AND is “designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion.”
  60. Core Skills of Motivational Interviewing • Open-ended questions • Affirmations

    • Reflections • Summary
  61. 4 Core Principles of Motivational Interviewing 1. Empress empathy 2.

    Roll with resistance 3. Develop discrepancy 4. Support self-efficacy
  62. Express Empathy • Listen actively with the goal of understanding

    • Skillful reflective listening is fundamental. • Acceptance facilitates change. • Ambivalence is normal.
  63. Clip: Brené Brown on Empathy

  64. Roll with Resistance • Listen • Avoid arguing • Reflect/reframe

    • Forward and backward movement • Ambivalence is normal • New perspectives are invited • Survivor is the expert • Resistance is a signal
  65. Develop Discrepancy • Motivation for change occurs when people perceive

    a discrepancy between where they are and where they want to be want to be. • Values and beliefs are key factors • The survivor makes the arguments for change
  66. Support Self-Efficacy • A survivors' belief in the possibility of

    change is an important motivator. • The survivor, not the advocate, is responsible for choosing and carrying out change. • Look for opportunities for empowerment; what are they able to do for themselves? • Help survivor develop values if they cannot identify their own values.
  67. MI as a Tool for Trauma-Informed Care • Helps us

    to support survivors in evaluating their safety, choices and resources • Allows us to be advocates with survivors instead of advocates for survivors • Keeps us from making assumptions about what the survivor needs • Allows us to help them build motivation and skills to make the best choices for themselves
  68. Oppressed groups are frequently placed in the situation of being

    listened to only if we frame our ideas in the language that is familiar to and comfortable for a dominant group. This requirement often changes the meaning of our ideas and works to elevate the ideas of dominant groups. “ ” -Patricia Hill Collins
  69. Consequences of Oppression • People do not get the care

    they want/need • People may not feel comfortable sharing their full history • Providers may misinterpret vagueness and gaps; (e.g. labeling people as substance abusers, “uncooperative,” “non-compliant”) • Stereotypes may lead a provider to miss family related issues • Providers may not offer appropriate safety planning • People may not feel that the communication with their provider is adequate and may thus not follow provider suggestions
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  71. Case Scenario: Maria and Victoria Maria is a 32 year

    old, Mexican woman and mother of three young boys. She married her husband at age 18, and they moved to Silver Spring, MD soon after. As soon as they arrived in MD, her husband became abusive. Maria works full-time as a waitress, carpools the kids to their charter school every day, and goes to church with the kids every Sunday. Maria’s husband often tells her that if she doesn’t listen to him, that he will leave and take the children to live with his brother back in Mexico. After an especially violent incident last week, Maria left the home with just her children and a few of their things and entered emergency shelter. Victoria is Maria’s case manager. She is bi-lingual in Spanish and English, is a light- skinned Cuban-American woman, and has worked in the domestic violence field for almost ten years. She prides herself in being able to relate to her Latina clients but just can’t seem to connect with Maria. She feels like Maria must be hiding something because every time they meet for case management, Maria refuses to sign any consent forms or talk much about her husband. Really, the only time that she wants to talk is when she needs bus tokens or something for the kids. Victoria is quickly becoming annoyed that Maria won’t accept all of the help that she needs.
  72. LUNCH!!!!! 72

  73. Ethical Considerations In domestic violence, our ethics are a safety

    issue for survivors.
  74. Ethical Guidelines for Advocacy • Civil and legal rights •

    Respect • Provide services to victims without regard to gender, age, disability, income, race, religion, ethnic origin, English proficiency, immigration status, or sexual orientation. • Provide services based on individual needs. • Provide services without regard to survivor’s past problems/history. • Work on behalf of the survivor’s desires, without regard to personal convictions. • Protect privacy and confidentiality. • Obtain specific, time-limited releases of information
  75. Survivor’s Right to Report Outside of mandated reporting, reporting without

    survivor’s informed consent: • May put survivor in more danger • May lead to survivor being reluctant to disclose abuse in the future • Takes away the survivor’s agency to make personal decisions • Violates survivor’s privacy • Violates confidentiality laws like HIPAA and VAWA (if applicable)
  76. Professional Boundaries • Power dynamic between service providers and survivors

    • Healthy vs. unhealthy professional boundaries Boundaries are not barriers
  77. Clip: We Are the Victims We Serve: Supporting Advocates who

    are Survivors of Sexual Violence Resource Sharing Project, 2016
  78. Group Activity: Ethical Scenarios • Break into groups of 3-4

    people • Identify one person to write out group answers and one person to report back to the large group • Read through the scenario provided • Answer the questions on the sheet provided as a group • Come back together as a large group to discuss each scenario
  79. Safety Planning

  80. Clip: Why We Stayed

  81. A Safety Plan is an individualized set of strategies that

    survivors develop to reduce risks to themselves and their loved ones. Remember… Leaving does not reduce threat of violence Staying does not mean acceptance of or participation in the violence in the home Safety planning does not guarantee the survivor’s safety
  82. Written Safety Plans: A Cautionary Tale

  83. Assess the survivor’s past and current safety plans • Provide

    information • Dispel any myths • Develop plan that includes: • Emotional safety and • Protection strategies and/or • Staying strategies and/or • Leaving strategies Continue to validate and reassure the survivor! 83
  84. Considerations to address during safety planning • What does the

    survivor do when the abusive partner gets violent? • What won’t they try again? • What is their main worry right now? • Who do they see as helpful? • What part of their culture is a resource for them? • Does getting involved with the justice or legal system feel like a safe option? • What else is important for you to know about their partner, the abuse, or other relationships in their life? Davies and Lyon, 1998 and 2013
  85. Basic Safety Planning Considerations • In an emergency, where can

    they go for a few days? • Does they know how to contact their local comprehensive DV program’s hotline? • Would calling the police be helpful? • Would a protective or peace order be helpful? • Is it possible to set up a signal with someone they trust? • Transportation plan • Technology privacy settings • Extra set of clothes and documents stored somewhere
  86. Strengthening Survivor’s Safety Plans Survivor’s Resources • Knowledge, skills, training

    • Life experience • Family, friends, neighbors • Home, $$, financial assets • Job, employer • Religious institution, faith • Current safety plan • Partner (?) Common Services • DV programs • Legal remedies • Housing programs • Job training, employment • Government benefits • Health, mental health & substance use programs • Programs for immigrants, children, persons w/disabilities
  87. Safety Planning scenarios • Break up into groups • Read

    scenario as a group • Safety plan as a group • Write answers to provided questions onto sheet • Select one volunteer to report back to full group • Review as full group
  88. Questions to Consider 1. What is their main worry right

    now? (survivor-centered advocacy) 2. What are the risks to the survivor? (Partner-generated and life- generated risks) 3. What has the survivor already done to try to stay safe? (previous safety plan) 4. What won’t they try again? (previous safety plan) 5. Who do they see as helpful? (survivor provides resources) 6. What else is important for you to know about their partner, the abuse, or other relationships in their life? What questions do you want to ask this survivor? (Motivational interviewing) 7. What resources/options would you offer for this survivor? (resources/advocacy)
  89. Break

  90. Risk & Lethality

  91. Factors to Consider • Has used or threatened the victim

    with a weapon • Has threatened to kill victim and/or children • Has possession of or access to a firearm • Has previously or previously attempted to strangle the victim • Employs stalking behaviors to closely monitor the daily activities of the victim • Is consistently and violently jealous • Abusive partner’s unemployment status • Abusive partner has threatened suicide • Knows that the victim’s children are not biologically theirs • The victim has attempted to separate or leave the relationship • Uses sexual violence as a means of control • Is violent towards or kills family pets
  92. Risk & Lethality • The most dangerous abusive partners are

    those who: • Engage in actual pursuit of the victim • Possess or are interested in weapons • Commit other crimes such as vandalism or arson • Are prone to emotional outbursts and rage • Have a history of violating protection orders, substance abuse, mental illness and/or violence, especially toward the victim • Have made threats of suicide or murder-suicide • The most dangerous times for a victim are when: • The victim has separated from the abusive partner • The abusive partner has been arrested or served with a protection order • The abusive partner has a major negative life event, such as the loss of a job or being evicted • The behaviors increase in frequency or escalate in severity
  93. Risk & Lethality… • The most dangerous abusive partners are

    those who: • Engage in actual pursuit of the victim • Possess or are interested in weapons • Commit other crimes such as vandalism or arson • Are prone to emotional outbursts and rage • Have a history of violating protection orders, substance abuse, mental illness and/or violence, especially toward the victim • Have made threats of suicide or murder-suicide
  94. Rape + Domestic Violence • Homicide • Woman forced to

    have sex when not wanted was the 5th most predictive item on risk assessment table.5 • A physically-abused woman also experiencing forced sex was more than 7x more likely than other abused women to be killed. 5 • Suicide • Those who experienced sexual assault were 5.3 times more likely to report threatening or attempting suicide compared with women who experienced physical abuse only.7 5 Campbell, et al., 2003 6 Adams 2007 7 McFarlane et al 2005 6
  95. Stalking + Domestic Violence Intimate Partner Stalkers: • More separation

    attempts than victims of intimate partner violence alone1 • More likely to assault third parties than non-intimate stalkers2 • More likely to physically approach victim3 • More insulting, interfering and threatening3 • More likely to use weapons3 • Behaviors more likely to escalate quickly3 • More likely to re-offend3 1 Logan et al, Stalking victimization on the context of intimate partner violence (2007) 2 Sheridan and Davies Criminal Behavior and Mental Health, (2001) 3 The RECON Typology of Stalking, Mohandie et al (2006) = Increased risk for victims
  96. Stalking + Domestic Violence • Stalking by an intimate partner

    without physical violence can still be life- threatening. • A partner who is overly jealous AND/OR controls daily activities are evidence-based factors of lethality. • Greater likelihood of attempted/actual murder: • 2x: Following and spying: • 4x: Threatening messages on car • 9x: Threats to harm children Jackie Campbell. 2003.“Risk Factors for Femicide in Abusive Relationships: Results From a Multisite Case Control Study”
  97. Stalking turned lethal • Shana Grice, 19 - ex-boyfriend was

    stalking her • Reported the stalking to police 5 times in 6 months: • Following • Installing GPS on her car • Deflating her tires • Sending unwanted flowers • Threatening text messages • Breaking into her house to watch her sleep • Was fined for wasting police time and making a false report. • “He stalked her. That obsession with her translated into killing her. He would not allow anyone else to be with her.“
  98. Physical Abuse + Stalking • Lethality Risk: • 76% of

    femicide by intimate partner victims had AT LEAST 1 episode of stalking within year prior to murder • 85% of attempted femicide by intimate partner had AT LEAST 1 episode of stalking within year prior to attempted murder McFarlane et al. Stalking and Intimate Partner Femicide, (1999) Physical Abuse Stalking Greater indicator of potential lethality than either behavior alone
  99. Violence/Homicide In 1/3 of homicides related to DV, the homicide

    itself was the first act of physical violence. Jackie Campbell. 2003.“Risk Factors for Femicide in Abusive Relationships: Results From a Multisite Case Control Study”
  100. Escalation of Threats 3/1/21 3/6/21 3/10/21 3/12/21 3/13/21 3/14/21 9

    text messages in 1 night Threatening call Called victim’s workplace repeatedly Sent picture of dead roses to victim on Snapchat Parked across street all night Slashed tires
  101. 9 text messages in 1 night Threatening call Called victim’s

    workplace repeatedly Sent picture of dead roses to victim on Snapchat Parked across street all night Slashed tires
  102. “Just get a gun!” • Guns increase the probability of

    death in incidents of domestic violence.1 • Firearms were used to kill more than 2/3 of spouse and ex-spouse homicide victims from 1990-2005. 2 • DV assaults involving a firearm are 12x more likely to result in death than those involving other weapons or bodily force. 3 • Abused women are five times more likely to be killed by their abusive partner if the abusive partner has access to a firearm. 4 • Almost 37% of DV victims in one study reported having been threatened or harmed with a firearm. 5 • Laws that prohibit the purchase of a firearm by a person subject to a domestic violence restraining order are associated with a reduction in the number of intimate partner homicides. 6
  103. “Just get a gun!” A Montgomery, Alabama man arrested this

    weekend faces two domestic violence charges after allegedly breaking into his ex-girlfriend's home, beating her and stealing a firearm she tried to protect herself with. … The victim ran to a bedroom, attempting to get a handgun for protection, but court records state Ramos-Cornado was able to gain control of the weapon and turn it on the victim. Ramos-Cornado then allegedly "pistol- whipped" and strangled the victim until she lost consciousness. When she awoke, her gun and multiple credit cards were missing. Police arrested Ramos-Cornado this Saturday, and he was jailed on bonds totaling $60,000. He was slated to appear in court on Monday morning.
  104. SELF CARE

  105. Self-Care: Talking About Balance • Go to page 10 in

    your self- care handbooks. • Fill out the answer to the first question. • Fill out at least one answer to the second question.
  106. Self-Care: Talking About Strengths • Go to page 11 in

    your self-care workbooks. • Pick 3 personal strengths & circle them. • Pick 3 professional strengths & box them.
  107. Evaluations and Reflections • Online: Coalition Manager Link Note: •

    We read every evaluation and use the comments to improve on our trainings. • They’re a grant requirement for providing this training. Questions to think about: • What did you learn that you’re going to take with you back to your work? • Is there something you wanted to learn about that wasn’t addressed, or wanted more time spent on it? • Was there something that you didn’t find helpful?
  108. Stay Connected

  109. None