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Mental Health Awareness Month Op-eds

Mental Health Awareness Month and IPV

For Mental Health Awareness Month, let’s discuss the connection between people experiencing intimate partner violence and mental illness. Did you know that people who are victim survivors of intimate partner violence (IPV) have higher rates of experiencing mental health issues, like PTSD, anxiety, and depression? Some research suggests 3 times more likely. And did you know that people with chronic mental health conditions are at higher risk for experiencing intimate partner violence? Some research has reported that 30-60% of women with mental health diagnoses will experience IPV.

On a personal note, I am a Licensed Clinical Social Worker, have helped many others through mental health crises, processing trauma, and am as much of an expert as one can be on most things interpersonal violence. I am also a victim survivor of dating violence myself and struggle daily with symptoms of anxiety and depression. It‘s been over 25 years since experiencing abuse, and then I went through therapy, focused on healing, and made a career of helping others, and it still impacts me. I hope this illustrates the power that abuse has over our mental health. Of course, other stressors have popped up over the years, even some traumatic experiences, but this violence I experienced early in life started my brain on the path of trying to constantly remain in survival mode to protect me, and it has never been the same.

We don’t have to be experts on the brain to understand how the brain responds to and is impacted by trauma. The bottom line is that when we experience things that make us feel like our lives are in danger, chemicals flood our brains in response to the threat. The harm does not have to literally be a life or death situation, as long as we are feeling overwhelmed, out of control, and scared. The more we experience this harm, the more challenging it is to get our brains back to functioning like before when we felt safe. This can make life very difficult. These changes can create triggers, impact our memory and executive functioning, tell us not to trust others, make us question everything, and put us in a near constant state of reactivity. Our brains want us to be prepared for trauma if it happens again. This can lead to chronic symptoms of mental illness.

Now that we understand how experiencing abuse can increase our chances of facing mental health challenges, let’s also explore why those already suffering with mental illness are at a higher risk. Unfortunately, many people who suffer with mental illness can struggle with functioning at work, in relationships, carrying out daily household tasks, etc. They can try to cope with symptoms through isolating themselves, disconnecting from their support system, changing jobs and housing often, and can have lower self esteem than those who do not experience these symptoms. A lack of self-worth and a lack of stability and resources can place us in a position of great vulnerability. Vulnerability in a person can be an abuser’s most formidable tool to obtain power and control over them.

I have been provided with empathy and support over the years and have learned how to carry my trauma in a way that empowers me now. Luckily, most days, my brain follows my lead. The greatest gift that you can give a victim survivor who is struggling with their mental health is to educate yourself about these topics and provide them with radical empathy. This is true of those who are dealing with mental health diagnoses as well. Too often in our society, both these groups are victim-blamed, not believed, ignored, and told that they need to “get over it”. Changing this narrative within the communities and groups that we engage with is a powerful first step to making lasting change.

About the Author

Cathryn Councill Headshot

Cathryn Councill is a Licensed Clinical Social Worker and is the Director of The SAFE Office at Rice University.

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Op-eds Title IX

The 4 D’s of Bystander Intervention

Once we understand the importance of being an active bystander, the next step is to learn about specific techniques to utilize when intervening. At Rice, we use a method called the “4 D’s”. This method includes the intervention options of: direct, delegate, distract, and delay. Let’s do a quick review of these options.

Using a direct approach is probably what most people think is required in order to be an active bystander. This is a useful technique where we confront the person exhibiting harmful behaviors or the person who we are concerned about. This could include telling a person to stop using slurs and yelling at another person or telling your friend that they have had a lot to drink and that you are taking them home, instead of the guy they just met.

Because not everyone is comfortable with being direct, and it is not always safe, an active bystander can also utilize delegating. This option includes utilizing other people in the community, so you don’t feel alone and can assess the situation together. The people we involve could be a peer, someone who knows the potential perpetrator or victim, or someone with authority or power to intervene.

Distracting is the third option that we teach about. Ultimately, we may not feel it necessary to make every event a “teachable moment”, and we just want to stop the potential violence. So we could talk to one or both of the people involved in the tense situation, maybe about a movie we just saw, we could spill a drink, or pretend like we know one of the people and engage in a chat with them that disconnects them from the other person.

Delay is the last technique and we often do not understand how impactful this option can be. This can be used when we are not able to intervene in the moment, and are concerned about the people involved. We could text or call them and ask them if they are okay. Giving space for someone to talk about experiencing harm even after the incident still counts as intervening and allows you to check on their safety, provide them with emotional support, and possibly provide resources that could help.

It is so important to remember that in any concerning situation that would benefit from an active bystander, that there are many ways to intervene. Speaking up and stopping the violence is the goal, and there are often various routes to get there, and you will make a difference.

About the Author

Cathryn Councill Headshot

Cathryn Councill is a Licensed Clinical Social Worker and works at Rice University. She is the Director of The SAFE Office, where they focus on education and student support around issues related to interpersonal violence. She also facilitates the LGBTQ+ Ally Training on campus and acts as the staff advisor for the undergraduate peer support/education program as well. She has extensive experience working in the field of domestic and sexual violence, including as case manager, therapist, educator, and group facilitator. She has also provided support to persons living with HIV, those experiencing drug and alcohol addiction, and to the LGBTQ+ community.
Cathryn’s favorite things include being in or near water, all animals and pets, unconditional empathy, rainbows, chai lattes, and her lovely wife.

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Op-eds Title IX

Using a Privilege Lens in Active Bystander Training

When I began working at Rice University 5 years ago, I learned about how important bystander intervention is within college campus communities. Preventing violence is a community issue and ultimately everyone’s responsibility. Bystander Intervention is based on the philosophy that everyone can learn to safely intervene in potentially harmful situations and speak out against violence, as well as challenge social and cultural norms that perpetuate violence.

At Rice, when we teach about this topic, we make sure that participants understand that intervening is not just about stopping a physical or sexual assault while it is occurring. The likelihood of any of us happening upon one of these incidents is much less likely than other types of incidents. We must understand that behaviors we also need to pay attention to and intervene in include language and jokes that are used to harm (possibly unintentionally) and these often precede physical violence and desensitize us.

Another important component of bystander intervention training is to include information on privilege. Upon doing research, we initially learned that everyone in the community can be an active bystander for any situation. However, such an approach can overlook the impact of the complexity of a person’s’ intersecting identities, including their race, ethnicity, sexual orientation, gender identity, nation, age, and social class. It is difficult and often a safety risk for marginalized communities to intervene in potentially violent situations, especially if the potential active bystander is part of the same group as the person/people being targeted.

We challenge active bystanders to consider their privilege in all situations, and if needed, use that privilege to intervene. Here are some examples that we ask participants to consider. Can you reject someone and not worry about being threatened with degrading language or physical violence? Often, female/feminine identified people cannot. Can you be affectionate with a partner in public without fear? Often, the LGBTQ+ community cannot. Do you ever worry about being treated as if you are out to harm someone just based on the color of your skin? Often, persons of color do. If you do not experience one of these fears, that means that you have privilege in that situation, and it may be your turn to speak up and take action.

Whether you work on a college campus or in another community setting, we all have a responsibility to learn about and share about the importance of being an active bystander. We must start from within and increase our awareness about our privileges, and then educate our family, social circles, and systems, including oppressive structures.

About the Author

Cathryn Councill Headshot

Cathryn Councill is a Licensed Clinical Social Worker and works at Rice University. She is the Director of The SAFE Office, where they focus on education and student support around issues related to interpersonal violence. She also facilitates the LGBTQ+ Ally Training on campus and acts as the staff advisor for the undergraduate peer support/education program as well. She has extensive experience working in the field of domestic and sexual violence, including as case manager, therapist, educator, and group facilitator. She has also provided support to persons living with HIV, those experiencing drug and alcohol addiction, and to the LGBTQ+ community.
Cathryn’s favorite things include being in or near water, all animals and pets, unconditional empathy, rainbows, chai lattes, and her lovely wife.

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Title IX

Your Right Under Title IXt: Pregnant and Parenting

Importance of not being discouraged out of education when pregnant and parenting?

Going through pregnancy and/or parenting is very hard work for anyone however it should never be the end of someone’s education and consequently their earning potential. According to the Center for Disease Control and Prevention, 2019 saw the lowest record of teen births at 16.7 per 1,000 females. While lower, disparities in teen birth rates are still two times higher in Hispanic and non-Hispanic Black teens than in non-Hispanic White teens. Only about 50% of teen mothers receive a high school diploma by the age of 22 compared to 90% of women who do not give birth during adolescence graduate high school. A high school diploma is the most fundamental stepping stone to provide for a family in our economy.

The majority of students in higher education or trade schools are in prime child bearing years and require equally the same support to reach their degree to better provide. According to The Pregnant Scholar, the average age of post doctorates reaching their first permanent position is nearing 40 years old. They report childbirth and parenting have been identified as the main reason young female scientists drop out of the academic pipeline before obtaining their first job. Their findings indicate women in sciences who marry with children are 35% less likely to enter a tenure track than men with children and 27% less likely to achieve tenure.
A Student becoming a parent can be a powerful motivator to become the best versions of themselves. When schools honor this motivation and harness it through strategic pregnant and parenting assistance, they will improve education outcomes which will benefit the community as a whole. Title IX allows us to supporting the endgame each parent deserves, the ability to graduate from their respective program to provide for their family and contribute to the economy.

Definitions/Applicable Laws
The federal laws protecting pregnancy and parenting are Title IX, American Disability Act (ADA), Civil Rights laws and possibly FMLA. Title IX implements regulations and bars discrimination on the basis of pregnancy and parental status. It creates requirements specifically to pregnant and parenting students, as well as employees. In addition, Title IX requires schools treat pregnancy and all related conditions like any other temporary disability. Next, ADA prohibits disability discrimination and requires an institution to make reasonable accommodations. While pregnancy itself is not a disability, many pregnancy-related impairments and complications may qualify. Then, local and state Civil Rights Laws apply when supporting everyone who is parenting because it prohibits discrimination on the basis of race, color, religion, sex or national origin. Lastly, students working on campus, the Pregnancy Discrimination Act (or Title VII) prohibits employment discrimination based on current, past, potential, intended pregnancy, and/or medical conditions related to pregnancy or childbirth. And the Family Medical Leave Act applies for working students to take leave.

Who is covered?
Title IX’s definition is someone who is or was pregnant which includes protections related to: pregnancy, childbirth, termination of pregnancy, false pregnancy and/or recovery of, specifically working with the individual with the medical condition. However, best practice policies regarding parenting should include all parenting, regardless of sex, be provided with the same leave or accommodation for taking a supporting role in the situation. Mother-only caretaking leave policies are prohibited because they treat students differently on the basis of sex. Policy should not differentiate between birth-mothers, birth-fathers, adoptive or other parents.

What is covered under Title IX?
Schools must:
Under Title IX a pregnant and parenting student is provided access to school and extracurricular activities. Within the classroom, this environment is free from harassing comments related to family status, negative statements, and assumptions regarding the pregnancy. Medically necessary leave related to pregnancy, birth or other related conditions are to be excused with the ability to make up exams, assignments and missed participation points regardless of missed class policy. During leave, schools need to treat the student’s leave as leave, anything due during leave is pushed back and they need the same amount of time as other students to complete the assignment. Accommodations also allow the ability to revisit schedules, meetings and group activities as needed. When the student returns, they are reinstated in the same program, at the same point of the program and same standing they left the program. If there are alternative program or school for the pregnant and parenting student those must be completely voluntary to the student to engage in. Regarding extracurricular activities, only the student and their doctor can decide if it’s appropriate for them to participate or continue to participate through pregnancy. Other example accommodations can be, seating assignments close to the door for bathroom use, closer parking spot, ability to sit instead of standing in lab, different desk type, access to a typist or note taker due to pregnancy related difficulties, access to an elevator, and extended breaks or exam time to accommodate nursing /pumping, bathroom use, or eating. The school has to provide the same special services as temporarily disabled students to pregnant and parenting students. For example, if distance/remote learning is available for disabled students then its available for pregnant and parenting students. Lastly, the student is not required to provide a note for anything unless it is required for all other disabled students. At no point does the doctor need to disclose personal medical information.

As your schooling is a valuable part of your journey and goals- ask yourself: What do you need to help complete what needs to get done?

About the Author

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Kalli Foster is a Resource Navigator in the Safe Office at Rice University