El ArtE dE SobrEvivir

Transcripción

MHP Salud
El Arte de Sobrevivir
Support
Group Facilitator’s Guide
MHP
Salud
El Arte de Sobrevivir
Support Group
Facilitator’s Guide
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MHP Salud
El Arte de Sobrevivir Support Group Facilitator’s Guide
I understand that all content found in MHP Salud materials, including websites, printed materials,
photos, graphics or electronic content, unless otherwise cited, credited or referenced, were created by
MHP Salud and are the organization’s intellectual property. As such, they are not to be used without
the permission of MHP Salud and, if permission is granted, is to becited appropriately with name and/
or logo as designated by the permission granted by MHP Salud in addition to any other condition listed
in permission.
RECOGNITION:
MHP Salud would like to sincerely thank
our partners that have collaborated and
continue to collaborate with our organization
in order to support our objective to provide
culturally-appropriate
outreach
and
health
education,
sustainable
community
development to underserved communities.
We thank the Office on Violence Against
Women of the United States Department
of Justice who has provided us the financial
resources to continue this important work.
We would also like to thank Mujeres Unidas,
Family Crisis Center (FCC), ARISE, Arte Sana,
and many others who have contributed their
support and encouragement to our efforts.
This project was supported by Grant No. 2011-UW-AX-0008 awarded by the Office on
Violence Against Women, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are
those of the author(s) and do not necessarily reflect the views of the Department
of Justice, Office on Violence Against Women.
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TABLE
OF CONTENTS
Overview: The Arte de Sobrevivir Support Group.................. 4
Session 1: Who Am I......................................................... 8
Session 2: Dynamics of Family Violence............................. 16
Session 3: Healthy Relationships....................................... 22
Session 4: Safety within Intimate Partner Relationships ..... 26
Session 5: Emotional Wellbeing......................................... 29
Session 6: Stress............................................................. 36
Session 7: Self-Care......................................................... 43
Session 8: Looking Forward.............................................. 50
Appendix:
A. Session Handouts................................................ 55
B. Materials List....................................................... 73
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Overview:
The Arte de Sobrevivir
Support Group
Purpose of the Support Group
The Arte de Sobrevivir support group aims to promote healing
among women who are primary or secondary survivors of sexual
assault, domestic violence, dating violence and/or stalking. This
guide builds on the existing strengths of Latina women and utilizes
culturally informed tools and approaches. Participants are not only
provided with information and form supportive networks with other
women in their community, but they also engage in arts and craft
projects, which can open space for discussion and healing.
How to Use this Guide
This guide contains information and suggestions that will be
useful to Promotores(as) de Salud, Community Health Workers, or
directors of programs that provide support and education around
sexual assault, domestic violence, dating violence and/or stalking.
Although the participants for the Arte de Sobrevivir Support
Group are Latina women who are primarily Spanishspeaking (some materials referenced in the guide may
only be available in Spanish), the activities, materials and
handouts in this guide may be adapted, changed and/or
tailored to the needs of a specific group or community.
Each support group session includes session objectives, materials,
handouts, activities (with its goals, materials, and instructions), and
journal prompts. Additionally, the following may be found in the
sessions:
Content found in the yellow boxes is supplemental, didactic
information that the Facilitator can share with participants.
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Content found after the question mark symbol indicates discussion
questions
Content found after the star symbol indicates notes for the
Facilitator
Content found after the sun symbol indicates discussion questions
on cultural considerations.
It is suggested the Facilitator review all the sessions before
beginning a support group, as well as review each session
beforehand, so that she may be able to collect the necessary
materials, handouts and invite any appropriate guest speakers
for the sessions. Referenced handouts from each session and a
materials list can be found at the end of the guide in the Appendix.
Group Session Format
The support group consists of a total of eight sessions, each
lasting approximately two hours. It is recommended that the
support group meet once a week, covering one session per week.
Each session focuses on a different topic and ends with an arts
and craft activity. The support group can range in size, but the
suggested group size is 10 to 15 people.
A Facilitator guides each session and encourages participants to
share their experiences and points of view through questions,
comments, and observations that relate to each topic. The
principle role of the Facilitator is not to “teach” necessarily, but
rather to guide various conversations to support the survivors
as they analyze their thoughts and feelings. This requires the
facilitator to be mindful of the themes of cultural identity, gender
roles, perceptions of family support, cultural values, leaving the
relationship and community that may direct the conversations
and activities.
It is important to plan the support group sessions at a convenient
time and in a safe and comfortable location that participants can
access relatively easily. Churches and community centers typically
support sessions of this format and may offer space for meetings.
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Recruitment of Participants
Having an active presence and strong network in the community
of interest is key to the identification of potential participants, the
creation of interest in the support group and encouragement to
participate. One of the benefits of having a Promotor(a) de Salud
or Community Health Worker facilitate the support group is that
she is a trusted member of the community being served, knows
the strengths and challenges of the community and can provide
culturally and linguistically appropriate services.
Some suggested places to recruit participants include at community
centers, churches, school districts and Head Start centers. Contact
with participants of the target audience or with people who may
know women who could benefit from the support group can be
made here.
Confidentiality
A key characteristic of the support group is that it provides participants
with a space where they can share their thoughts without fear or
judgment. Therefore, confidentiality is extremely important in the
support group. Additionally, having the support group establish its
own rules is important to promote ownership of the group, as well
as reinforce trust and confidentiality.
The Facilitator cannot share any information that is discussed during
the group sessions. The only exception to this is if a participant
expresses a serious desire to harm herself or another person.
Any participant information collected during the course of the
support group, such as attendance sheets should contain as little
personably identifiable information as possible and be kept in a
secure, protected, and locked location, and/or adhering to agency
policy on addressing survivor safety and autonomy.
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Session 1
Who am i?
Session Objectives
1. Discuss MHP Salud services.
2. Provide information about the Arte de Sobrevivir support group
structure.
3. Promote and share practices for personal growth.
4. Utilize arts and crafts as a means for healing.
MHP Salud Introduction
MHP Salud has worked for over 30 years to help farmworker,
border and other isolated communities live healthy lives. We train
Community Health Workers and/or Promotores(as) de Salud, to
provide health education and referrals to care, making them even
stronger leaders in their communities.
MHP Salud is unique in that it trains Promotores(as) and
Community Health Workers at a national level through its Training
and Technical Assistance programs, but also maintains direct
service work through local, community-based programs.
Promotores(as) do not replace doctors and nurses. With
resources, training and support, they improve health by linking
their neighbors with health and social services, by educating their
peers about disease and injury prevention, by working to make
services more accessible, and by mobilizing their communities to
create positive change.
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Materials
�Poster Board (2)
�Marker
�Pen
�Paper
�Glue
�Scissors
�Magazines
�Crafting Items (e.g., craft letters, buttons, wax strips, etc.)
� Ice breaker that explains confidentiality
Handouts
•
Recordando lo Bueno de la Vida
1
Activity 1: Introduction
Time: 10 minutes
Goal: Explain who MHP Salud is and introduce services provided
within the community. Introduce and understand the role of the
facilitator as well as their own role, the goal of the support
group, and the general format of the sessions.
Handouts: None
Instructions:
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1. Give participants a brief description of the purpose of the
program: To provide a community-based support network
and information for primary or secondary survivors of domestic
violence, sexual assault, and/or stalking.
2. Explain to participants that in order to help them to get to
know each other, each one will introduce herself in front of the
group and say her name, where she is from, and a fact about
herself.
3. Share a bit about yourself in order to encourage participants
to share information as well.
4. Explain the following information about the roles of each
individual in the group:
a. Inform participants the group meets for eight (8)
sessions, each lasting approximately two hours.
b. The role of the facilitator is not to provide all of the
answers.
c. The role of the facilitator is to build trust amongst the
women so that they can share their concerns without
fear of rejection.
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d. Participants have the right to express themselves
without fear of criticism from others. This is because
everyone, in some way or another, has had similar
experiences.
e. The support groups benefit greatly from the trusting
and supportive network the participants build with each
other.
f. The sessions are designed to utilize the shared
knowledge and experience of the participants. The
participants are not to be viewed as passive students
but rather active members of the group, each with their
own strengths and knowledge.
g. The final session will be a celebration in which each
participant will receive a Certificate of Completion for
her participation in the support group.
Activity 2: Group Agreements
Time: 15 minutes
Goal: To develop some basic group agreements that allow open
and sincere conversation which allow all to feel more comfortable.
Materials: Poster Board, Marker
Handouts: None
Instructions:
1. Ask the participants for suggestions about what types of rules
they would like to implement as group agreements.
2. Write the suggested agreements on the poster.
3. The facilitator can suggest the following agreements if not
mentioned by the participants:
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•Treat each person in the group with respect.
•Respect the confidentiality of all the participants.
•Be active listeners when another participant is speaking.
•
Do not judge or criticize the other participants’ comments.
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3
Activity 3: Confidentiality
Time: 10 minutes
Goal: Engage participants in discussion on defining and
maintaining confidentiality.
Materials: Ice breaker that explains confidentiality.
Handouts: None
Instructions:
1. Emphasize the following to the participants:
• In the group, many things will be discussed that are confidential and important for all of the participants. Whenever
possible, reiterate the importance of maintaining confidentiality of each participant to the group.
• This is a safe space where people are comfortable speaking
about personal themes.
• Confidentiality will not be maintained in the following situations:
o Situations in which someone has expressed serious
plans to hurt him/herself or harm someone else.
o When a participant has talked about an abuse that
could be harmful toward a child or a vulnerable adult.
2. Engage participants in a conversation on confidentiality.
4
Activity 4: Self-Reflection Collage
Time: 25 minutes
Goal: To explore the how the participants self-identify.
Materials: Paper, Glue, Scissors, Magazines
Handouts: None
Instructions:
1. Have participants use the materials to make a collage that
answers the question: Who am I?
2. After everyone has completed making their collage, have
the participants explain to the group what they put in their
collage and why.
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3.
•
•
•
5
Discussion Questions:
Why did you choose what you chose to put in your collage?
Are there participants that have common perspectives as you?
How difficult or easy has it been to create a visual idea of who
you are?
Activity 5: Self-Esteem 101
Time: 20 minutes
Goal: To discuss the concept of self-esteem and reflect on their
own self-esteem.
Materials: Poster Board, Marker
Handouts: None
Instructions:
1.Discussion Questions • What comes up for you when you hear the words “selfesteem”? Note: The facilitator will write on a flipchart
what participants share.
• What are some things you do to take care of yourself?
Note: Write the participants’ responses to the above
question on the poster. See the box below for a list of
possible answers to write on the poster if the participants
do not mention them themselves:
Things You Can Do for Your Self-Esteem
1. Take care of yourself
2. Think positively
3. Get to know yourself, think
about your strengths
4. Be mindful of your posture
5. Set small, realistic goals
and try to complete them
6. Concentrate on solutions
to problems, not just the
problems themselves
7. Smile
8. Volunteer
9. Practice generosity
10. Be grateful for what you do
have
11.Do some type of physical
activity
12.Do something that you have
been procrastinating on
13.Pace yourself
Source: Adapted from Carrión Vermiglio, A. (2009). 22 actividades que mejorarán
tu autoestima. Retrieved June 20, 2014, from http://lgtbmagazine.com/2009/09/22actividades-que-mejoraran-tu-autoestima/
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6
Activity 6: Strengthening Your Self-Esteem Time: 10 minutes
Goal: To recognize and vocalize our qualities/strengths to help
strengthen our self-esteem.
Materials: None
Handouts: None
Instructions:
1. Have each participant say at least two positive things that
they like about themselves.
2. Remind participants:
This is a strength-based process that is dynamic and requires
long-term engagement towards a healthy life informed by their
unique experiences, skills and knowledge.
Be aware that self-sacrifice is a cultural concept that is prominently
socialized among Latinos, and “self-esteem” may be viewed as
being selfish, which is one of the tactics an abusive partner may
use to maintain control.
3. Discussion Questions
• What makes a good Latina?
• What were some of the messages you received as a girl from
your mother/father/family that may have influenced who you
are as an adult? Example: “You need to find a husband to
support you.”
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Activity 7: Reflection
Time: 10 minutes
Goal: To discuss methods that help improve self-esteem.
Materials: None
Handouts: Recordando lo Bueno de la Vida
Instructions:
1. Pass out, read, and discuss the handout Recordando lo Bueno
de la Vida.
2.Discussion Questions
• What was the main message behind this reading?
• What can we learn from it?
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8
Activity 8: Handicraft: Journal Decoration Time: 20 minutes
Goal: To decorate a journal in which the participants will be
writing throughout the program.
Materials: Crafting Items (e.g. craft letters, stickers, patterned
paper, buttons, wax strips, etc.)
Handouts: None
Instructions:
1. Pass out the notebooks and other necessary materials for the
journal decoration.
2. Explain that there will be a journal prompt at the end of each
session. At the beginning of each session, participants may
volunteer to read a part from their previous week’s journal
prompt.
3. Emphasize the following about the journals:
• They are PRIVATE. If they do not want to share with anyone
else, they do not have to.
• They can write WHATEVER they want, there are no rules.
The weekly prompts are just ideas of what they can write,
but they can choose to write whatever they want. The
participants can write the prompt down in their journals each
week if they want, so that they do not forget it.
• If they are nervous about someone finding what they have
written, they can write an entry, rip it out, tear it up, and
throw it away. Remind them that the act of writing their
feelings can be therapeutic.
• If they would like to share their journal entry with the group,
they should bring their journal with them to the next session.
• If a participant is uncomfortable with writing for any reason,
s/he can use the journal for other purposes, such as drawing
or scrapbooking.
Ask the participants to bring a shoe box to the next session.
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JOURNAL PROMPT
SESSION 1
What are your thoughts after
Session 1?
What do you hope to gain
from participating in the Arte
de Sobrevivir support group?
Is there anything that needs
to be addressed?
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Session 2
Dynamics of
Family
Violence
Session Objectives
1. To learn about family violence and its different forms.
2. To make a memento box.
Materials
�Notebook Paper
�Crafting Items (e.g., glue, synthetic flowers, ribbon,
wrapping paper, lace, etc.)
Handouts
•
Tú Vales Mucho
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1
Time: 15 minutes
Goal: To welcome participants to Session 2 and discuss journal
entries from Session 1.
Materials: None
Handouts: None
Instructions:
1. Welcome everyone, especially the new participants.
2. Take attendance.
3. Review the importance of maintaining confidentiality to any
new participants.
4. Ask if there are any volunteers who would like to read their
journal entry.
5. Present topic: Dynamics of Family Violence.
2
Activity 2: What We Have in Common
Time: 15 minutes
Goal: To recognize the shared characteristics the participants
have with one another.
Materials: Notebook Paper
Handouts: None
Instructions:
1. Break into groups of 3-5 people.
2. Have each group write 10 things they have in common on a piece
of paper. Note: This cannot include physical characteristics or
clothing, such as “We all have two feet” or “We are all wearing
sandals.”
3. Come back together as a group, and have the participants
share what they found.
• How is this activity applicable to last week’s session about selfesteem?
• How can recognizing what we share in common with each
other help us?
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3
Activity 3: What is domestic violence?
Time: 20 minutes
Goal: To gain a deeper understanding of what domestic violence
is.
Materials: None
Handouts: None
Instructions:
1. Use the following questions and definitions as a way to guide
group dialogue.
• How do you define family violence?
• What are the different forms of family violence?
• What are some examples of the following types of violence:
oPhysical
oSexual
oEmotional
oEconomic
oPsychological
3. Use the following as a source of formal definitions of
domestic violence and its various form:
Domestic Violence: A Pattern of abusive behavior in any relationship
that is used by one partner to gain or maintain power and control over
another intimate partner.
Physical Abuse: Hitting, slapping, shoving, grabbing, pinching, biting,
hair pulling, etc. are types of physical abuse. This type of abuse also
includes denying a partner medical care or forcing alcohol and/or drug use
upon him or her.
Sexual Abuse: Coercing or attempting to coerce any sexual contact
or behavior without consent. Sexual abuse includes, but is certainly
not limited to, marital rape, attacks on sexual parts of the body, forcing
sex after physical violence has occurred, or treating one in a sexually
demeaning manner.
Emotional Abuse: Undermining an individual’s sense of self-worth and/
or self-esteem is abusive. This may include, but is not limited to constant
criticism, diminishing one’s abilities, name-calling, or damaging one’s
relationship with his or her children.
Economic Abuse: Is defined as making or attempting to make an
individual financially dependent by maintaining total control over financial
resources, withholding one’s access to money, or forbidding one’s
attendance at school or employment.
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Psychological Abuse: Elements of psychological abuse include - but are
not limited to - causing fear by intimidation; threatening physical harm to
self, partner, children, or partner’s family or friends; destruction of pets
and property; and forcing isolation from family, friends, or school and/or
work.
Source: United States Department of Justice Office on Violence Against Women (OVW).
(March 2013). What is Domestic Violence? Retrieved June 20, 2014, from http://www.
libraries.psu.edu/psul/researchguides/citationstyles/APA_citation.html#WebSites
4
Activity 4: Discussion: Different Types of Abuse Time: 10 minutes
Goal: To discuss and reflect on some of the statistics about
domestic violence.
Materials: None
Handouts: None
Instructions:
1.
Read the following statistics:
• One in every four women will experience domestic violence
in her lifetime.
• Females are often victimized by someone they knew.
• Most cases of domestic violence are never reported to the
police.
• About 20-25% of Latinas will experience Intimate Partner
Violence (IPV) during her lifetime- See more at:
http://www.nationallatinonetwork.org/learn-more/facts-andstatistics#sthash.WhqsmKZK.dpuf
Source: National Coalition Against Domestic Violence (NCADV). (n.d.). Domestic Violence
Facts. Washington, DC: NCADV Public Policy Office. Retrieved June 20, 2014, from http://
www.ncadv.org/files/DomesticViolenceFactSheet(National).pdf
2.
•
•
3.
Discussion Questions
What are your reactions to these statistics?
Are you surprised?
Explain to the participants:
One thing that is important to remember: YOU ARE NOT
ALONE
National statistics about the experience of IPV among women in
the United States and throughout represent estimates that may
vary by different methods of data collection. The various strategies
used by researchers to collect data (e.g., phone vs. in-person
surveys), the specific questions asked (e.g., number of acts of
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physical violence vs. the context of the violence), and the social/
community conditions where the study is conducted (e.g., new
immigration laws) all impact the results of the study. For Latin@s,
the language in which the study is conducted (including the use
of variations in the Spanish language) can also affect the results.
Below we present some of the most recent prevalence information
published on Latin@ populations. It is important to remember,
however, that these findings must be considered within the
context of the issues outlined above and may be limited in their
representations. - See more at: http://www.nationallatinonetwork.
org/learn-more/facts-and-statistics#sthash.sXYiUV3e.dpuf
5
Activity 5: True or False?
Time: 20 minutes
Goal: To review some concepts related to domestic violence.
Materials: None
Handouts: None
Instructions:
1. Read the following statements to the group, and decide if they
are true or false. The correct answer is written at the end of the
sentence.
• Domestic violence can happen to anyone regardless of race,
age, gender, religion, or sexual orientation. (True)
• Domestic violence happens to very few women. (False)
• Domestic violence affects only those who are abused. (False)
• Domestic violence refers only to physical abuse. (False)
Family is a core component and Latinas tend to have a strong
identification in connection with their family and a family orientation
that pervades all aspects of their lives.
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Time: 10 minutes
Goal: To discuss a reading designed to motivate and instill a
sense of positive self-esteem.
Materials: None
Handouts: Tú Vales Mucho
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Instructions:
1. Pass out, read, and discuss the handout Tú Vales Mucho.
• What are your reactions to this poem?
• How can we relate this poem to what we have talked about
today, so far?
7
Activity 7: Momento Box
Time: 30 minutes
Goal: To make a memento or gift box from a shoe box.
Materials: Crafting Items (e.g., glue, synthetic flowers,
ribbon, wrapping paper, lace, etc.)
Handouts: None
Instructions:
1. Pass out the materials.
2. Show participants how to make and decorate the shoe boxes.
3. Explain to participants that they can use the boxes to keep
mementos or to use as a gift box.
JOURNAL PROMPT
SESSION 2
Reflect on the information
about family violence we
reviewed today, and write
anything about the topic you
wish.
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Session 3
Healthy
relationships
Session Objectives
1. To discuss the qualities of healthy relationships.
2. To understand the Immigrant Survivors Wheel and the Maze
of Coercion.
3. To create a collage depicting the differences between healthy
and unhealthy relationships.
Materials
�Magazines
�Scissors
�Card Stock
�Glue
�Markers
Handouts
• Immigrant Power and Control Wheel
• Maze of Coersive Control
• Remember My Name
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1
Time: 15 minutes
Goal: To welcome participants to Session 3 and discuss
journal entries from Session 2.
Handouts: None
Instructions:
new participants.
journal entry.
4. Present the topic: Healthy Relationships.
2
Activity 2: What makes a healthy relationship? Time: 15 minutes
Goal: To discuss how the participants describe a healthy
relationship.
Materials: None
Handouts: None
Instructions:
1. Ask the participants to think of ONE word that describes a
healthy relationship.
2. Have each participant say their word, and why they chose it.
3.Discussion Question
• What were the similarities or differences among the words?
3
Activity 3: Discussion
Time: 20 minutes
Goal: To understand the cycle of power and control and how
it differs from patterns of equality and respect in healthy
relationships.
Materials: None
Handouts: Immigrant Power and Control Wheel and Maze of
Coersize Control
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Instructions:
1. Pass out the handout Immigrant Power and Control.
2. Review the examples of abuse and control using the information
from the handout.
3. Pass out the handout Maze of Coersize Control.
4. Use the handouts to guide the discussion about what sincere
and respectful collaboration means in a relationship.
4
Time: 20 minutes
Goal: To discuss and reflect on a poem about a victim of domestic
violence.
Materials: None
Handout: Remember My Name
Instructions:
1. Pass out, read, and discuss the handout Remember My Name.
5
Activity 5: Relationship Collage
Time: 50 minutes
Goal: To create a collage to compare and contrast what makes
up a good relationship and a bad relationship.
Materials: Magazines, Scissors, Card Stock, Glue, Markers
Handouts: None
Instructions:
1. Pass out materials.
2. On each side of the card stock, each participant will write
“Healthy Relationships” or “Unhealthy Relationships.”
3. Using magazines, each participant will select images, words,
or visual ideas that belong to or could represent each of the
two types of relationships.
4. The participants will cut out the images into various shapes.
Using the glue, each participant will create a collage to show
both ideas on the poster.
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5. Once everyone has finished his or her collage, the group can
begin talking about the topic amongst them.
6. Encourage the group members to share their points of view
and why they chose each image for their collage.
JOURNAL PROMPT
SESSION 3
What are some things you
could do to ensure you have
“healthy relationships” in your
life? How did this session
make you reflect on your own
relationships?
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Session 4
Safety within
Intimate Partner
Relationships
Session Objectives
1. To learn about the concepts of personal safety and help
seeking.
2. To engage participants in discussion on specific dynamics of
violence within intimate partner relationships, such as stalking
and sexual assault.
3. To identify barriers that prevent people from seeking help and
escaping an abusive relationship.
4. To use drawing as a way to discuss safety.
Materials
None
Handouts
• Personal Safety Plan Worksheet
• Domestic Violence Personal Safety Plan*
*The handouts provided are from Texas-based agencies on Texas Association Against
Sexual Assault (TAASA). They may be substituted with handouts and/or brochures from
local agencies in your area.
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1
Time: 15 minutes
Handouts: None
Instructions:
new participants.
3. Ask if there are any volunteers who would like to share their
journal entry.
4. Present the topic: Safety within Initmate Partner Relationships.
2
Activity 2: Defining the Issues
Time: 20 minutes
Goal: To learn about, and discuss, the issues of sexual
voilence and stalking.
Materials: None
Handouts: None
Instructions:
1.
•
•
2.
How do you define sexual assault?
How do you define stalking?
Provide the following definitions:
Sexual violence: Any type of unwanted sexual contact, ranging
from sexist attitudes and actions to rape and murder. Sexual
violence can include words and actions of a sexual nature against
a person’s will. A person may use force, threats, manipulation, or
coercion to commit sexual violence.
Stalking: A course of conduct directed at a specific person that
would cause a reasonable person to feel fear. Stalking is serious,
often violent, and can escalate over time.
Some things stalkers do:
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•
•
•
•
•
•
•
•
•
•
Follow you and show up wherever you are.
Send unwanted gifts, letters, cards, or e-mails.
Damage your home, car, or other property.
Monitor your phone calls or computer use.
Use technology, like hidden cameras or global positioning
systems (GPS), to track where you go.
Drive by or hang out at your home, school, or work.
Threaten to hurt you, your family, friends, or pets.
Find out about you by using public records or online search
services, hiring investigators, going through your garbage, or
contacting friends, family, neighbors, or co-workers.
Posting information or spreading rumors about you on the
Internet, in a public place, or by word of mouth.
Other actions that control, track, or frighten you.
Source: National Stalking Resource Center. http://www.victimsofcrime.org/our-programs/
stalking-resource-center/stalking-information#what userfiles/file/Consensus.pdf
3. Have the participants discuss definitions.
4. Read and discuss the following statistic:
It is estimated that between 20 and 30% of women in the United
States have been physically and/or sexually abused by an intimate
partner at some point in their lives.
Source: Family Violence Prevention Fund. (2004, February). National Consensus Guidelines
on Identifying and Responding to Domestic Violence Victimization in Health Care Settings.
Retrieved June 20, 2014, from http://www.futureswithoutviolence.org/userfiles/file/
Consensus.pdf
5. Emphasize an important point that was touched on in an
earlier session: YOU ARE NOT ALONE.
Remember, the issue of sex and sexuality can be taboo, and sexual
violence in a monogamous relationship may not be perceived
as such. Sexual assault is also a common reality for immigrant
women trying to gain access to the United States. The following
are some issues to consider when engaging the participants in
this discussion:
• Latina girls reported that they were likely to stop attending
school activities and sports to avoid sexual harassment
(American Association of University Women, 2001).
• Married Latinas were less likely than other women to
immediately define their experiences of forced sex by their
spouses as “rape” and terminate their relationships; some
viewed sex as a marital obligation (Bergen, 1996).
28
MHP Salud
• For the increasing numbers of women who make the journey
across the Mexico-U.S. border, rape has become so prevalent
that many women take birth control pills or get shots before
setting out to ensure that they won’t get pregnant (Watson,
2006).
Source:
Existe
Ayuda
Fact
Sheet:
http://www.ovc.gov/pubs/existeayuda/tools/pdf/
factsheet_eng.pdf
3
Activity 3: Creating a Personal Safety Plan Time: 60 minutes
Goal 1: To further discuss sexual assault and stalking and
prevention strategies.
Goal 2: To discuss personal safety tips and introduce the concept
of having a personal safety plan.
Materials: None
Handouts: Personal Safety Plan Worksheet
Instructions:
1. Divide the participants into three small groups.
2. Each participant will receive the handouts: Personal Safety
Plan Worksheet.
3. Have the participants read aloud and discuss the handouts in
their group for 15 minutes.
4. Have the groups come back together into one large group.
5. Have a member from each group discuss to the whole group
the main takeaway messages of the topic from each brochure.
6. Tell the participants: You have a right to be safe!
7. Explain the following to the participants:
Avoiding any type of violence is often harder when the perpetrator
is someone that you know and love. Creating a personal safety
plan can be a helpful tool.
8. Pass out, read aloud, and discuss handouts Domestic
Violence Personal Safety Plan.
9. Tell the participants that they can use the Personal Safety
Plan Worksheet if they are currently experiencing violence at
home.
29
MHP Salud
It is recommended that the Facilitator gather information on local
resources for domestic violence, sexual assault, personal safety
and stalking to distribute to the participants. Be sure to have
enough copies to pass out to each participant at the end of the
activity or the end of the session.
National Sexual Assault Hotline: 1.800.656.HOPE
Latina survivors’ help-seeking behaviors are closely tied to their
level of acculturation and other cultural factors.
• More recent immigrant Latinas are usually unaware of the laws,
options, and possibilities regarding their experience of abuse.
• Latina survivors who have been in the United States for a
longer period of time or were born in this country have had the
opportunity to learn about resources and are more likely to use
them. However, where they seek help varies from other ethnic/
racial groups. Latina survivors are more likely to depend on
family members and friends, rather than health care workers,
clergy, and police.
See more at: http://www.nationallatinonetwork.org/learn-more/
facts-and-statistics#sthash.sXYiUV3e.dpuf
Ask participants to bring in personal photos for the next handicraft.
JOURNAL PROMPT
SESSION 4
We have discussed some very
difficult topics so far, including
sexual violence and stalking.
What are some of your feelings
and reactions from what we
have talked about? What have
you learned? Do you feel you
have grown from the sessions?
30
MHP Salud
Session 5
Emotional
Wellbeing
Session Objectives
1. To understand the importance of emotional wellbeing in our
lives.
2. To recognize the impact of unhealthy expression of
emotions.
3. To learn how to communicate feelings in a healthy way.
4. To create a photo-accordion to display personal pictures.
Materials
�Poster
�Marker
�Personal Photographs
�Crafting Items (e.g. card stock, glitter, pens, ribbon,
markers, scissors, glue)
�Card Stock
Handouts
• Expresándote con Firmeza y Ternura
• Anger Management Skills
31
31
MHP Salud
1
Time: 15 minutes
Handouts: None
Instructions:
new participants.
journal entry.
4. Present the topic: Emotional Wellbeing.
2
Activity 2: What is Emotional Wellbeing?
Time: 10 minutes
Goal: Engage participants in discussion of the expression of
emotions, the role unhealthy emotions play in their lives and the
importance of communicating feelings.
Materials: None
Handouts: None
Instructions:
•How do you define emotional wellbeing?
•
Do emotions and feeling play a big role in your lives?
•How could you improve your emotional wellbeing?
2.Present the following definition of emotional wellbeing:
A positive sense of wellbeing which enables an individual to be
able to function in society and meet the demands of everyday
life; people in good mental health have the ability to recover
effectively from illness, change or misfortune.
Source: Emotional Wellbeing. Retrieved December 12, 2014, from http://www.belongto.
org/resource.aspx?contentid=4574
3
Activity 3: Expressing Feelings and Emotions Time: 20 minutes
Goal: To discuss the concept of expressing feelings and both
positive and negative ways to express emotions.
Materials: Poster, Marker
Handouts: Anger Management Skills
32
MHP Salud
Instructions:
1. On a poster, draw a line down the middle. On the top left write
Positive, on the top left, write Negative.
2. Have the participants brainstorm both positive and negative
ways to express feelings and emotions. Write their answers on
the poster.
3. Pass out the handout, Anger Management Skills, as an
additional resource for the participants.
4
Activity 4: Deep Breathing
Time: 10 minutes
Goal: To practice a structured deep breathing activity to
develop a skill that can be utilized to manage anger and stress.
Materials: None
Handouts: None
Instructions:
1. Have the participants sit with their backs straight.
2. Ask all participants to sit still and refrain from talking or making
noise.
3. Exhale completely through your mouth.
4. Close your mouth and inhale quietly through your nose to the
count of four (facilitator will count in a low voice to four).
5. Hold your breath for a count of seven (facilitator will count in
a low voice to seven).
6. Exhale completely through your mouth, making a whoosh
sound to the count of eight (facilitator will count in a low voice
to eight). This is one breath.
7. Repeat this cycle three more times.
• How did the deep breathing exercise make you feel?
• How do you think this exercise is related to today’s session?
5
Time: 15 minutes
Goal: To read and reflect on the handout Expresándote con
Firmeza y Ternura.
Materials: None
Handouts: Expresándote con Firmeza y Ternura.
33
MHP Salud
Instructions:
1. Pass out, read and discuss the handout Expresándote con
Firmeza y Ternura.
6
Activity 6: Photo Accordian
Time: 30 minutes
Goal: To create a photo accordion for displaying personal
photographs.
Materials: Personal Photographs, Crafting Items (e.g. card
stock, glitter, pens, ribbon, markers, scissors, glue)
Handouts: None
Instructions:
1. Take one sheet of card stock, fold it in half and cut it.
2. Fold the half in half again.
3. Tape the two parts together to make the accordion.
4. Attach photos with glue and decorate as desired.
5. Use the photo below as a reference:
34
MHP Salud
JOURNAL PROMPT
SESSION 5
Think about what makes you
angry or what has made you
angry in the past. Reflect upon
how you usually manage your
emotions.
35
MHP Salud
Session 6
STRESS
Session Objectives
1. To understand the causes of stress.
2. To learn how to recognize stress and its consequences more
easily.
3. To learn about stress management.
4. To create a stress ball that can be used during stressful
moments.
Materials
�Balloons
�Flour
�Piece of Construction Paper (or Funnel)
�Tape
�Scissors
�Markers
Handouts
• 50 Things You Should Know About Stress
• Manejando las Situaciones
36
36
MHP Salud
1
Time: 15 minutes
Handouts: None
Instructions:
new participants.
journal entry.
4. Present the topic: Stress.
2
Activity 2: Define what is stress to you
Time: 20 minutes
Goal: To discuss the participants’ major stressors.
Materials: None
Handouts: None
Instructions:
1. Engage participants to define what is stress as a group.
2. Facilitate discussion on identifying stressors and how this might
impact their lives.
3. Have each participant think of something in their life that
causes them a lot of stress.
• Was there a common theme among what stressors people
have, or were they very different?
• How is stress reflected in your family? Relationship?
3
Goal: To discuss the concept of stress.
Materials: None
Handouts: None
Instructions:
37
Time: 20 minutes
MHP Salud
• How do you define stress? What causes stress?
2. Provide a current definition:
Stress is an emotion caused by tension or pressure. It is a normal
part of everyday life. Some stress is good, and it can help people
get things done. It can make life exciting. Too much stress is
unhealthy, and can make a person feel tired, anxious, and angry.
It is important to know how to relieve stress.
Remember that it is possible to manage stress. However, we need
to know how it begins, and how it reveals itself.
Adapted from: Centers for Disease Control and Prevention. (2014).
Coping with Stress.
Retrieved June 20, 2014, from http://www.cdc.gov/violenceprevention/pub/coping_with_
stress_tips.html
3. During the discussion, explain to participants what the three
principle characteristics of stress are (physical, emotional/
psychological and behavioral) and some behaviors of each
one.
4. Use the following discussion question and informational
boxes as a guide for a discussion about stress.
5. Discussion Question
• Have you ever felt any of the following with high frequency or
with great intensity? They can all be caused by stress.
Some Manifestations of Stress
Physical Level
• Pressure in your chest
• Tingling or butterflies in your stomach
• Sweating in the palms of your hands
• Fluttering of your heart
• Difficulty swallowing or breathing
Emotional/Psychological Level
• Concern, nervousness, anxiety, fear or anguish
• Desire to cry and/or sensation of having a knot in your throat
• Constant or uncontrollable irritability, fear, or anger
• Desire to scream, hit something, or insult someone
• Fear or panic that ends up being so intense that it leaves a
person “paralyzed”
Behavioral Level
•Nervous tics
•Sexual problems
38
MHP Salud
•Excessive eating or not eating
•More frequent drinking or smoking
•Excessive sleeping or suffering from insomnia
Often we deny stress, but only if we recognize the problem and
begin to think about how we can solve it can we fix the stress.
• There are different types of stressors, or things that cause
us stress. Can you think of examples of the different types of
stress?
Environmental Stressors
• Poor housing conditions
• Pollution and noise
• Conflict in the community
• Violence
• Moving to a new place
Family-related Stressors
• Family separations
• Marital conflicts
• Illness of death of a family
member
• Parenting and child care challenges
Workplace Stressors
• Conflict
• Challenging workload
• Difficult schedule
• Issues with supervisor
Physical Stressors
• Illnesses
• Physical injuries (e.g. back
pain)
• Headaches
• Can you name some of the health concerns related to stress?
•
•
•
•
•
•
•
•
Anxiety
Tiredness
Exhaustion / lack of energy
Back pain
Depression
Headache
High blood pressure
Flu
•
•
•
•
•
•
•
Stomach inflammation
Diarrhea
Ulcers
Migraines
Muscular tears
Heart attack
Cancer
Note that these symptoms / illnesses can be caused by other things
as well.
• What are some things that we can do to reduce or avoid stress?
39
MHP Salud
• Strengthen your body with food, relaxation, and adequate
exercise to confront your problem and have a better attitude
to overcome your problem.
• Choose an activity that you love and do it as often as you can.
• Consult with your doctor to determine if you have any physical
problems. This way, you can eliminate possible medical issues.
The following are healthy ways that the CDC recommends we
cope with stress:
• Take care of yourself
• Get plenty of sleep
• Eat healthy, well-balanced • Give yourself a break if you
meals
feel stressed
• Exercise
• Talk to others for support
• Avoid drug and alcohol consumption
Source: Centers for Disease Control and Prevention. (2014). Coping with Stress. Retrieved June 20, 2014, from http://www.cdc.gov/violenceprevention/pub/coping_with_
stress_tips.html
4
Goal: To discuss ways to manage stress.
Time: 25 minutes
Materials: None
Handouts: 50 Things You Should Know About Stress
Instructions:
1. Pass out, read, and discuss the handout 50 Things You Should
Know About Stress.
• What have you learned about stress that you did not previously
know?
5
Activity 5:Reflection
Time: 20 minutes
Goal: To read and reflect on the handout Manejando las
Situaciones.
Materials: None
Handouts: Manejando las Situaciones.
40
MHP Salud
1. Pass out, read, and discuss the handout Manejando las
Situaciones.
6
Activity 6: Stress Ball
Time: 30 minutes
Goal: The participants will make a stress ball to use when they
are feeling stressed.
Materials: Balloons, Flour, Piece of Construction Paper (or
Funnel), Tape, Scissors, Markers
Handouts: None
Instructions:
1. If Facilitator does not have access to funnel, use construction
paper and tape to make one.
2. Pass out two balloons to each participant.
3. Stretch out one of the balloons by inflating it and then letting
the air out of the balloon. Have the participants do so gently
so that the balloon does not fly everywhere.
4. Using a funnel, fill each balloon with flour. Do not fill the neck
of the balloon with flour.
5. Tie a knot in the neck of the balloon.
6. Cut most of the neck off of the second balloon, and use this
balloon to wrap the balloon that has been filled with flour.
This will help prevent the flour from the spilling out of the first
balloon.
7. If desired, the participants can decorate their stress balls with
markers.
8. Explain how the stress balls can be used to alleviate stress
when one is feeling extremely overwhelmed.
41
MHP Salud
JOURNAL PROMPT
SESSION 6
Make a list of what stresses
you most. For each item,
determine if there is an option
that might help minimize the
health concern associated with
the stressor.
42
MHP Salud
Session 7
Self-Care
Session Objectives
1. Engage participants to define and explain the importance of
self-care.
2. To learn ways to overcome emotional pain and to come out
stronger and with the desire to heal one’s life.
3. To make bracelets of stones or beads.
Materials
�Poster
�Marker
�Song: Color Esperanza - Diego Torres
�Stones and/or Beads
�Ruler or Measuring Tape
�Scissors or Wire Cutters
� Wire to string beads
�Glue
�Needle
Handouts
• Cada Minuto es Especial
• Lyrics: Color Esperanza
43
43
MHP Salud
1
Time: 15 minutes
Materials: None
Handouts: None
Instructions:
new participants.
journal entry.
4. Present the topic: Self-Care.
2
Activity 2: What is Self-Care? I Wish That...
Time: 15 minutes
Goal: To verbalize a desire that the participants have.
Materials: None
Handouts: None
Instructions:
1. Separate the participants into groups or maintain the group as
a whole.
2. Explain to the participants that they cannot talk amongst
themselves during the activity.
3. Ask each participant to define “self-care” and what it means
to them.
4. Ask that each participant say a brief statement beginning with
the words “I wish that…”
5. If there is time, the participants can repeat the activity.
3
Activity 3:Discussion
Time: 15 minutes
Goal: To discuss and elaborate on the topic of Self Care and
Spiritual Health.
Materials: None
Handouts: None
44
MHP Salud
Instructions:
1. As part of working with a community, and especially within the
context of domestic violence, sexual violence and trauma, it
can be difficult for anyone (whether or not they experienced
abuse) to process and deal with what they may share or listen
to during the sessions. During this session participants will
identify their concerns and develop plans for how to take care
of themselves.
• What is self-care?
o
Self care includes any intentional actions that care
for the physical, mental, emotional and spiritual
health. This could involve activities as a group
(family/friends) or engaging in activities by
themselves such as walking or keeping a journal.
• Components of self-care:
o
Physical Health: food, exercise, sleep, medical care
o
Emotional Health: counseling, keeping a journal, meditation
o
Intellectual Health: learning a new skill, having
stimulating conversations
o
Spiritual Health: engaging in a faith community,
develop a spiritual practice, etc.
The Importance of Spiritual Health:
Regardless of their particular faith or religious affiliation, alongside
the trauma of violence, many survivors of domestic violence will
be dealing with some aspect of religious beliefs and teachings
that will serve either as a resource or a roadblock to freeing
themselves from abuse.
Source: Fortune, M. & Enger, C. (2006, March). Violence Against Women and the Role of
Religion. Harrisburg, PA: VAWnet, a project of the National Resource Center on Domestic
Violence.
For someone who has experienced abuse in their life, selfcare may seem like a foreign concept, exhausting, or pointless
to consider and question how it could be of any use. It is also
helpful to remember that self-care maybe interpreted as being
selfish or self-indulgent. At first, doing self-care might not feel
“normal” to the person, and that’s okay. It’s important to reiterate
to participants to start by making small, gradual changes and
focus on being gentle with themselves.
45
MHP Salud
4
Time: 15 minutes
Goal: To discuss and elaborate on the activity, I Wish That...
Materials: None
Handouts: None
Instructions:
1. Encourage the participants to share their thoughts about the
activity: I Wish That...
• How difficult or easy was it to think about wishes to share with
others?
• Why are these wishes or desires important?
• Are there common wishes amongst the group members?
• How well did the participants listen to the desires of the rest
of the group?
• How did each participant know whether the group members
were listening or not?
• From what we learned in previous sessions, how can we modify
some of our immediate actions when it seems like others aren’t
paying attention to our dreams and wishes?
• What are some things that we can do to overcome negative
thoughts?
• What is the importance of constantly practicing to keep to
ourselves our thoughts and feelings that we have about
ourselves?
5
Time: 20 minutes
Goal: To read and reflect on the handout Cada Minuto es
Especial.
Materials: None
Handouts: Cada Minuto es Especial
Instructions:
1. Pass out, read, and discuss the handout Cada Minuto es
Especial.
46
MHP Salud
6
Activity 6: Positive Affirmations
Time: 20 minutes
Goal: To learn about the concept of positive affirmations and
how it can be helpful.
Materials: Poster, Marker
Handouts: None
Instructions:
1. Introduce the concept of positive affirmations.
Positive affirmations are positive thoughts that we can tell
ourselves to try and replace the negative thoughts that often are
very present in our consciousness. They help us think positively
and define what we want.
Guidelines for making a positive affirmation:
• Be clear about what it is that you want.
• Is the affirmation really something that will be of value to
you?
• Visualize your affirmation. Develop a clear picture in your
mind of what you want.
• Write them down, and then refer to them. It also helps to
note the date of the affirmation when you write it.
• Refer to your affirmations regularly and edit them as necessary.
Source: Dealing with Stress and Grief. (n.d.) Retrieved June 20, 2014, from http://www.
libraries.psu.edu/psul/researchguides/citationstyles/APA_citation.html#WebSites
2. Share as a group some positive affirmations on a
poster. Note that this session’s journal prompt will be an
opportunity to write your own personal positive affirmations.
The following are some examples of positive affirmations:
•
•
•
•
•
•
•
•
•
•
•
•
•
47
I chose to fill my life with peace and joy.
I choose to be focused and clear thinking.
I believe in, trust and have confidence in myself.
I learn from my mistakes.
I forgive myself for not being perfect because I know I’m
human.
I never give up.
I accept what I cannot change.
I make the best of every situation.
I stand up for my beliefs, values, and morals.
I treat others with respect and appreciate their individuality.
I make difference whenever I can.
I practice patience, understanding and compassion with others
as well as with myself.
I commit to learning new things, remain open-minded and am
the best I can be.
MHP Salud
• I live in the moment while learning from the past and preparing
for the future.
• I practice patience, understanding and compassion with others
as well as with myself.
• I commit to learning new things, remain open-minded and am
the best I can be.
• I live in the moment while learning from the past and preparing
for the future.
Source: Examples of Positive Affirmations. (n.d.). Retrieved June 20, 2014, from http://
www.essentiallifeskills.net/positiveaffirmations.html
7
Activity 7: Song
Time: 10 minutes
Goal: To listen to and discuss the lyrics of a motivational song.
Materials: Song: Color Esperanza - Diego Torres
Handouts: Lyrics: Color Esperanza
Instructions:
1. Pass out Handout: Lyrics: Color Esperanza.
2. Play song Color Esperanza - Diego Torres.
• What did you like about the song?
• What was the main message of the song?
8
Activity 8: Jewelry Making
Goal: To make an artisanal jewelry piece.
Time: 30 minutes
Materials: Stones and/or Beads, Ruler or Measuring Tape,
Scissors or Wire Cutters, Wire to string beads, Glue, Needle.
Handouts: None
Instructions:
1. Pass out materials to group.
2. Have the participants use the materials to make bracelets.
48
MHP Salud
JOURNAL PROMPT
SESSION 7
Think of a list of your own
personal positive affirmations
and write them in your journal.
Then refer to them periodically
to practice incorporating them
into your everyday thinking
patterns.
49
MHP Salud
Session 8
Looking
Forward
Session Objectives
1. To learn skills and receive advice related to professional
development.
2. To receive certificates of completion from the Arte de Sobrevivir
support group.
3. To celebrate as a group the completion of the Arte de Sobrevivir
support group.
Materials
�Items for celebration (e.g. food, balloons, etc.)
Handouts
• Certificate of Completion
50
MHP Salud
1
Time: 15 minutes
Materials: None
Handouts: None
Instructions:
new participants.
journal entry.
4. Present the topic: Looking Forward.
2
Activity 2: Building Each Other’s Self-Esteem
Time: 15 minutes
Goal: To build each other’s self-esteems by highlighting each
other’s strengths.
Materials: None
Handouts: None
Instructions:
1. Have the participants think back to the activity where they
shared something positive about themselves.
2. Explain that now every participant will be invited to share
something positive about each of the other participants.
3. Examples may include:
• Stephanie was really good at the handicrafts.
• Jessica had very insightful comments during the group
discussion.
51
MHP Salud
3
Activity 3: Goal Setting
Time: 15 minutes
Goal: The participants will learn about the concept of goal
setting
Materials: None
Handouts: None
Instructions:
• Have any of you heard of the concept of goal setting? If so,
what have you heard?
• Have any of you used the concept of goal setting?
2. Provide the following guidelines for setting a goal. You
may write these qualities on a poster for the participants to
see:
Specific: Concrete, detailed, and well defined;
What exactly do you want to do? What exactly do you want to
happen?
Measurable: Contains a number that you will be able to
measure so that you know when the goal is achieved.
How many minutes do you want to work out each week? What
is the maximum amount of Coca-Colas will you allow yourself
to drink each week?
Achievable: The goal is something is that is easy to put into
action.
Is it possible to work out four hours a day, 7 days a week? Is it
possible to work out 20 minutes a day, 4 days a week?
Realistic: The goal is something that can actually be done.
Is it possible that you will make 7 million dollars this year?
Time-Bound: The goal has a deadline to establish a timeline
When do you want to reach this goal by?
Source: Centers for Disease Control and Prevention. (November 2, 2012). Develop
SMART Objectives. Retrieved June 20, 2014, from http://www.cdc.gov/phcommunities/
resourcekit/evaluate/smart_objectives.html
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MHP Salud
3. Read the following two goals, and discuss the differences.
Decide as a group which is the best goal:
Goal 1: I want to walk 10 miles every day.
Goal 2: I want to walk at least 20 minutes a day, three days a
week, for the entire month of April.
4
Activity 4:Goal Setting, continued
Time: 15 minutes
Goal: The participants will work in small groups to develop a
specific, measurable, achievable, realistic, and time-bound goal.
Materials: None
Handouts: None
Instruction:
1. Break the participants into small groups (2-3 individuals).
2. Ask them to brainstorm as a group to develop a goal that is:
specific, measurable, achievable, realistic, and time-bound.
3. Have the small groups present the goals they develop, and
discuss these goals together as one group.
JOURNAL PROMPT
SESSION 8
Think of some goals (2-3)
that you would like to set for
yourself, and write them down.
Refer to them periodically to
track your progress.
53
MHP Salud
5
Activity 4: Presentation of Certificates
Time: 10 minutes
Goal: Present each participant with a certificate of completion.
Materials: None
Handouts: Certificate of Completion
Instructions:
1. Present each participant with a Certificate of Completion.
2. Encourage the group to applaud for each participant.
6
Activity 6: Final Thoughts
Time: 20 minutes
Goal: The participants will reflect on their experience in the
Arte de Sobrevivir support group
Materials: None
Handouts: None
Instructions:
1.
•
•
•
What did you like most about the program?
What did you learn in the program?
How do you think you will use what you learned in the program
in the future?
• What would you change about the program?
7
Activity 7: Celebration
Time: 30 minutes
Goal: The participants will celebrate their successful completion
of the Arte de Sobrevivir support group.
Materials: Items for celebration (e.g.: food, balloons, etc.).
Handouts: None
Instruction:
1. Take this time to celebrate the participants’ accomplishments.
2. The specifics of the celebration are to be determined by your
agency.
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MHP Salud
Appendix
Session Handouts
Recordando lo Bueno de la Vida (Session 1, Activity 7).............................. 56
Tú Vales Mucho (Session 2, Activity 6)........................................................ 57
The Immigrant Power and Control Wheel (Session 3, Activity 3)............... 58
Maze of Coercion Wheel (Session 3, Activity 3)........................................... 59
Remember My Name (Session 3, Activity 4)................................................ 60
Domestic Violence Personal Safety Plan (Session 4, Activity 3).................. 61
Personal Safety Plan Worksheet (Session 4, Activity 3).............................. 63
Anger Management Skills (Session 5, Activity 3)......................................... 65
Expresándote con Firmeza y Ternura (Session 5, Activity 5)........................66
50 Things You Should Know About Stress (Session 6, Activity 4)............... 67
Manejando las Situaciones (Session 6, Activity 5)....................................... 69
Cada Minuto es Especial (Session 7, Activity 5)........................................... 70
Lyrics: Color Esperanza (Session 7, Activity 7)............................................ 71
Certificate of Participation (Session 8, Activity 5)....................................... 72
Materials List............................................................................................. 73
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Session 1, Activity 7
Recordando lo Bueno de la Vida
Es más fácil dar conejos que practicarlos. Toma mucho tiempo cambiar de actitud ante
ciertas situaciones, y más aún cuando la autoestima está baja.
Cuando desees cambiar tu forma de actuar, debes hacerlo con entusiasmo, con empeño,
con insistencia y dedicación. Entonces, y sólo entonces, tendrás resultados positivos.
Para que logres tener una autoestima alta es indispensable que aprendas a reconocer
tus habilidades y debilidades. A veces cuesta mucho trabajo reflexionar sobre nosotras
mismas, cómo somos realmente y cuáles son las metas que hemos logrado. Pues bien,
comienza a pensar sobre ti misma y anota en tu diario las cosas que más admiras en ti.
¿Te has dado cuenta lo valiosa qué eres?
¿Cómo lograste sobrevivir entre dos culturas y quizás hablando dos
idiomas?
¿Cómo te esfuerzas trabajando, criando a tus hijos y luchando por
tu familia?
¿Sabes cuáles son tus cualidades? ¿Sabes cuáles son tus
fortalezas?
Te aseguro que después de practicar estos ejercicios te sentirás mucho mejor. Siempre
acuérdate de cuántas cosas buenas han pasado en tu vida y de cuánto amor has
entregado a tus hijos y familia. Créeme, estos ejercicios te ayudarán a amarte y
admirarte a ti misma.
Source: U.S. Department of Health and Human Services Substance Abuse and Mental
Health Services Administration. (n.d.). Los Consejos de la Abuelita. Retrieved on June 20,
2014, from http://www.vitalibros.cl/catalogo_web/colecciones/100/150/155/consejos.
pdf
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¡Tú Vales Mucho!
No minimices tu valor comparándote con otros. Nuestras diferencias son precisamente
lo que nos hacen especiales.
No cambies tus metas para complacer otras personas. Eres la única persona que sabe
lo que es mejor para ti.
Nunca tomes en vano las cosas que para ti son importantes. Aférrate a sus sueños
porque sin los sueños la vida no tiene mucho sentido.
No permitas que tu vida se resbale por tus dedos mientras vives solamente en el pasado
o en el futuro.
Vive tu vida un día a la vez con confianza en ti mismo y esperanza para el futuro y vas
a disfrutar más la vida.
¡No te rindas! Aún tiene algo a ofrecer. Nada es inútil hasta que túdecides rendir.
No tengas miedo de tomar riesgos. A menudo logramos gran triunfos al tomar ciertos
riesgos.
La manera más rápido de sentir rechazo es aferrarse muy fuerte al objeto de nuestros
cariños.
No corras tan rápido por la vida que olvides donde has estado y a dónde vas.
La vida no es una carrera sino un viaje que debes saborear sea lo que sea para madurar
como ser humano.
Source: Gustavo Er Cura. (2005, April 27). Tu Vales Mucho [Weblog Post]. Retrieved
June 20, 2014 from http://gusjud.blogspot.com/2005_04_01_archive.html
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“REMEMBER MY NAME”
When you remember my walk upon this earth, look not into my steps with pity.
When you taste the tears of my journey, notice how they fill my foot prints
Not my spirit, for that remains with me.
My story must be told, must remain in conscious memory
So my daughters won’t cry my tears, or follow my tortured legacy.
Lovin’ is a tricky thing, if it doesn’t come from a healthy place,
If Lovin’ Doesn’t FIRST practice on self it will act like a stray bullet not caring what it hits
You may say:
Maybe I should’ve loved him a little less
Maybe I should’ve loved me a little more,
Maybe I should’ve not believed he’d never hit me again.
All those maybes will not bring me back– not right his wrong.
My life was not his to take.
As your eyes glance my name, understand once I breathed, Walked, Loved just like you.
I wish for all who glance my name, to know love turned fear – kept me there, loved twisted to
fear, kept me in a chokehold, cut off my air, blurred my vision I couldn’t see how to break free.
I shoulda told my family
I shoulda told my friends
I shoulda got that CPO
Before the police let him go
But all those shoulda’s can’t bring me back when I lied so well
To cover the shame
To hide the signs.
If my death had to show what love isn’t
If my death had to show that love shouldn’t hurt
If my death had to make sure another woman told a friend instead of holding it in.
If my death reminds you how beautiful, how worthy you really are, if my death reminds you to
honor all you are daily, then remember my name.
Shout it from the center of your soul, wake me in my grave.
Let ME know, My LIVING was not in vain.
Source: Collins, K. A. (2016, 01 09). A Woman’s Place Blog. Retrieved from A Woman’s
Place Blog: https://awomansplaceblog.wordpress.com/2010/10/23/remember-myname-by-kimberly-a-collins/
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Personal Safety Plan Worksheet
Step 1: Safety during a violent incident. I can use some or all of the following
strategies:
A.If I have/decide to leave my home, I will go to___________________.
B.I can tell (neighbors) ___________________ about the violence and request they
call the police if they hear suspicious noises coming from my house.
C.
I can teach my children how to use the telephone to contact the police.
D.I will use ______________________ as my code word so someone can call for
help.
E.I can keep my purse/car keys ready at (place)_______________, in order to leave
quickly.
F.
I will use my judgment and intuition. If the situation is very serious, I can give my
partner what he/she want to calm him/her down. I have to protect myself until I/we are
out of danger.
Step 2: Safety when preparing to leave. I can use some or all of the following
safety strategies:
A. I will keep copies of important documents, keys, clothes and money at
________________________.
B.I will open a savings account by (date)_____________, to increase my independence.
C.Other
things
I
can
do
to
increase
my
include:_________________________________________________.
independence
D. I can keep change for my phone calls on me at all times. I understand that if I use
my telephone credit card, the telephone bill will show my partner those numbers that I
called after I left.
E.I will check with ________________________ and my advocate to see who would
be able to let me stay with them or lend me some money.
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F.
If I plan to leave, I won’t tell my abuser in advance face-to-face, but I will call or
leave a note from a safe place.
Step 3: Safety in my own residence. Safety measures I can use include:
A.
I can change the locks on my doors and windows as soon as possible.
B.I can replace wooden doors with steel/metal doors.
C. I can install additional locks, window bars, poles to wedge against doors, and
electronic systems etc.
D.
I can install motion lights outside.
E. I will teach my children how to make a collect
_______________________________ if my partner takes the children.
call
to
F.
I will tell people who take care of my children that my partner is not permitted to
pick up my children.
G.I can inform (neighbor) ______________________that my partner no longer
resides with me and they should call the police if he is observed near my residence.
Step 4: Safety with a protection order. The following are steps that help the
enforcement of my protection order.
A.
Always carry a certified copy with me and keep a photocopy.
B. I will give my protection order to police departments in the community where I
work and live.
C. I can get my protection order to specify and describe all guns my partner may own
and authorize a search for removal.
Source: Family Violence Prevention Fund. (2004, February). National Consensus
Guidelines on Identifying and Responding to Domestic Violence Victimization in Health
Care Settings. Retrieved June 20, 2014, from http://www.futureswithoutviolence.org/
userfiles/file/Consensus.pdf
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recognize you’re
anger early
Anger Management Skills
If you’re yelling, it’s probably too late. Learn the warning signs
that you’re getting angry so you can change the situation quickly. Some common signs are feeling hot, raising voices, balling of
fists, shaking, and arguing.
Take a timeout
Temporarily leave the situation that is making you angry. If other
people are involved, explain to them that you need a few minutes alone to calm down. Problems usually aren’t solved when
one or more people are angry.
Deep breathing
Take a minute to just breathe. Count your breaths—four seconds
inhaling, four seconds holding your breath, and four seconds
exhaling. Really keep track of time, or you might cheat yourself!
The counting helps take your mind off the situation as well.
Exercise
Exercise serves as an emotional release. Chemicals released in
your brain during the course of exercise create a sense of relaxation and happiness.
Express your
anger
Once you’ve calmed down, express your frustration. Try to be
assertive, but not confrontational. Expressing your anger will
help you avoid the same problems in the future.
What will be the outcome of your next anger-fueled action? Will
arguing convince the other person that you’re right? Will you be
happier after the fight?
think of the
consequences
Visualization
Imagine a relaxing experience. Think of every sense. What do
you see, smell, hear, feel, and taste? Maybe you’re on a beach
with sand between your toes and waves crashing in the distance.
Spend a few minutes imaging every detail of your relaxing scene.
Source: Anger Management Skills (2012). Retrieved June 20, 2014, from http://www.
therapistaid.com/therapy-worksheet/anger-management-skills/none/none
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Expresándote con Firmeza y Ternura
Sabemos que en esta vida nadie es perfecto. Por lo tanto, cuando los planes no te
resulten tan perfectos como esperabas, no te desesperes.
Aprende la lección de cómo hacerlo mejor la próxima vez.
De la misma forma que analizamos nuestras acciones, debemos
Convencernos que nadie es culpable de las acciones de los demás.
Cuando tenemos dudas de que algo no resultó como queríamos o nos sentimos culpables
de haber causado algún conflicto, lo más saludable es tratar de expresar cuidadosamente
nuestras frustraciones o temores. Te recomiendo que lo hagas de una manera civilizada
y respetuosa hacia los demás.
Cuando nos sentimos culpables, por lo general reprochamos y acusamos a los demás.
Muchas veces nos sentimos avergonzadas, lo cual nos lleva a hacernos daños a nosotros
mismas y a los demás.
Seguramente te encontrarás en situaciones donde te sentirás responsable de todo lo que
ocurre a tu alrededor. Otras veces te atemorizará enfrentar tus propios errores.
Te contaré que me he encontrado en estas situaciones difíciles muchas veces. Me he
sentido llena de miedo y toda confundida, pero dicen que después de la tormenta viene
el arco iris…y es verdad, porque en cuanto se me pasaba la ira, comenzaba a comunicar
mis emociones con más sinceridad y claridad.
Recuerda que tanto la ira como la tristeza son emociones naturales y normales. Debemos
aprender cómo manejarlas, de tal forma que no perjudiquen nuestra salud. No obtenemos
nada con una actitud negativa plagada de resentimientos.
La vida me ha enseñado que podemos solucionar problemas enormes cuando estamos
dispuestas a perdonar. Aquí me viene a la menta lo que mi abuelita me decía:
“Mijita, tráguese el orgullo porque no engorda.”
Es necesario que comuniques tus sentimientos y que aprendas a perdonarte. Cuando
te equivoques y pide perdón, y no te critiques tanto. Sobre todo, sé bondadosa contigo
misma, así te aliviarás y volverás a sentirte feliz.
Source: U.S. Department of Health and Human Services Substance Abuse and Mental
Health Services Administration. (n.d.). Los Consejos de la Abuelita. Retrieved on June 20,
2014, from http://www.vitalibros.cl/catalogo_web/colecciones/100/150/155/consejos.
pdf
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Manejando las Situaciones
Yo creo que mi alma, corazón y mente estarán siempre ligados a mi tierra, mi cultura y mis costumbres.
Allí aprendí que hay que gozar el momento y los pequeños detalles. Recuerdo aquellas largas noches
de invierno, cuando con mamá nos sentábamos a tomar leche caliente frente a la estufa y hablábamos
por horas.
Por eso me molesto cuando escucho tantas quejas de la gente joven que se sienten apesumbradas por
el estrés. Trata de recordar que la vida para ellos es mucho más compleja de lo que fue para ti o para
mí.
Desde que comienza el día nos encontramos con algunas situaciones desagradables, las cuales nos
ponen tensas y nerviosas. A su vez, esto se refleja en nuestro cuerpo y mente acumulando un tremendo
estrés.
Para evitar estas tensiones te recomiendo que entre medio de toda tus obligaciones incorpores, cada
día, una forma acogedora de descanso como; leer un libro, escuchar música, tomar un baño de hierbas
de manzanilla con hojitas de naranja o una simple caminata.
Para reducir la ansiedad emocional o el estrés existen dos técnicas que a mí me han dado buenos
resultados. Cuando me vienen pensamientos negativos los cambio por positivos diciéndome
BASTA.
Te puede parecer totalmente simple, pero la verdad es que cualquier pensamiento tiene 20 segundos
para grabarse en tu cerebro. Sé más rápida y aléjalo. No es fácil pero, tiene que practicarlo a diario.
La segunda técnica es la visualización. Esta consiste en imaginarse situaciones agradables para hacer
los cambios que deseamos. Para eso trata de relajarte respirando profunda y lentamente por algunos
minutos. Luego imagina algunas situaciones en una forma más agradable. Esto te relajará y
ayudará a reducir el estrés.
Los síntomas más comunes del estrés son:
•
la palpitaciones
•
la sequedad en la boca o la garganta
•
el dolor de cabeza
•
la dificultad al hablar
•
el sudor en las palmas de las manos, el cuello o en otras partes del cuerpo
•
el dolor de estómago, la diarrea o el vómito
•
la ansiedad, el nerviosismo y el desvelo.
En caso que alguna vez tengas estos síntomas, acuérdate de practicar las técnicas que te indiqué. Si
tiene estos síntomas, por mucho tiempo, busca ayuda profesional.
Source: U.S. Department of Health and Human Services Substance Abuse and Mental Health Services
Administration. (n.d.). Los Consejos de la Abuelita. Retrieved on June 20, 2014, from http://www.
vitalibros.cl/catalogo_web/colecciones/100/150/155/consejos.pdf
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MHP Salud
Cada Minuto es Especial
Tenemos casas más grandes, pero familias más chicas. Tenemos más compromisos,
pero menos tiempo. Tenemos más medicinas, pero menos salud. Hemos multiplicado
nuestras fortunas, pero hemos reducido nuestros valores. Hablamos mucho, amamos
poco y odiamos demasiado. Hemos llegado a la Luna y regresamos, pero tenemos
problemas para cruzar la calle y conocer a nuestro vecino. Hemos conquistado el espacio
exterior pero no el interior. Tenemos mayores ingresos, pero menos moral.
Estos son tiempos con más libertad, pero menos alegría. Estos son tiempos con más
comida pero menos nutrición. Estos son días en los que llegan dos sueldos a casa, pero
aumentan los divorcios. Estos son tiempos de casas más lindas, pero más hogares rotos.
No guardes nada “Para una ocasión especial”, porque cada día que vives es una ocasión
especial.
Lee más, siéntate en la terraza y admira la vista sin fijarte en las mala hierbas; pasa más
tiempo con tu familia y con tus amigos; como tu comida preferida; visita los sitios que
ames. La vida es una sucesión de momentos para disfrutar, no es solo para sobrevivir.
Usa tus copas de cristal; no guardes tu mejor perfume, úsalo cada vez que te den ganas
de hacerlo. Las frases “Uno de estos días” , “Algun día” quítalas de tu vocabulario.
Escribamos aquella carta que pensábamos escribir “Unos de estos días. Digamos hoy
a nuestros familiares y amigos, cuanto los queremos. Por eso no retardes nada que
agregue risa y alegría en tu vida.
Cada día, hora, minuto, es especial. Si estás tan ocupado y no puedes tomarte unos
minutes para mandar un mensaje a alguien que te quieras, y te dices a ti mismo que lo
enviaras “Uno de estos días”, piensa que “Uno de estos días” puede estar muy lejano, o
puede que Tú no llegues nunca a ese día.
Adapted from: Para Pensarl.o (n.d.). Retrieved June 20, 2014, from http://www.
enbuenasmanos.com/articulos/muestra.asp?art=378
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Lyrics: Color Esperanza - Diego Torres
Sé que hay en tus ojos con solo mirar
Que estás cansado de andar y de andar
Y caminar, girando siempre en un lugar.
Sé que las ventanas se pueden abrir
Cambiar el aire depende de ti
Te ayudará, vale la pena una vez más.
Saber que se puede, querer que se pueda
Quitarse los miedos sacarlos afuera
Pintarse la cara color esperanza
Entrar al futuro con el corazón.
Es, mejor perderse que nunca embarcar
Mejor tentarse a dejar de intentar
Aunque ya ves que no es tan fácil empezar.
Sé que lo imposible se puede lograr
Que la tristeza algún día se irá
Y así será la vida cambia y cambiará.
Sentirás que el alma vuela
Por cantar una vez más
Saber que se puede, querer que se pueda
Entrar al futuro con el corazón (2x)
Vale más poder brillar
Que sólo buscar ver el sol
Entrar al futuro con el corazón
Saber que se puede , querer que se pueda
Saber que se puede , querer que se pueda
Saber que se puede querer que se pueda
Entrar al futuro con el corazón...(2x)
Source: Letra ‘Color Esperanza’ . (n.d.). Retrieved June 20, 2014, from http://www.musica.com/
letras.asp?letra=1412307
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Session
Materials List
1
•
•
•
•
•
2
• Notebook Paper
3
• Magazines
• Scissors
• Card Stock
4
5
6
7
8
73
Poster Board (2)
Marker
Pen
Paper
Glue
• Poster
• Marker
• Personal Photographs
• Balloons
• Flour
• Piece of Construction Paper
(or Funnel)
• Poster
• Marker
• Song: Color Esperanza Diego Torres
• Stones and/or Beads
• Items for celebration (e.g.
food, balloons, etc.)
• Scissors
• Magazines
• Crafting Items (e.g. craft
letters, stickers, patterned
paper, buttons, wax strips,
etc.)
• Crafting Items (e.g. glue,
synthetic flowers, ribbon,
wrapping paper, lace, etc.)
• Glue
• Markers
• Crafting Items (e.g. card
stock, glitter, pens, ribbon,
markers, scissors, glue)
• Card Stock
• Tape
• Scissors
• Markers
•
•
•
•
•
Ruler or Measuring Tape
Scissors or Wire Cutters
Wire to string beads
Glue
Needle
MHP Salud
MHP Salud
Offices in:
Florida, Ohio, Michigan, Texas and Washington
800.461.8394
mhpsalud.org
74
7

El ArtE dE SobrEvivir

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