One of the ongoing arguments of the Center of Disease Control
(CDC) is that self-defense is an example of risk-reduction and not primary
prevention. And guess what CDC funds and promotes: primary prevention. So
how self-defense is labeled has a profound effect on the ability of
self-defense organizations and instructors to offer self-defense training to
people who do not have the economic resources to pay for or travel to
self-defense training.
Based on principles of primary prevention (
Nation
2003), ESD programs fit the criteria of primary prevention:
·
Are comprehensive
ESD programs meet the criteria of multiple interventions and
multiple settings. In terms of multiple interventions, ESD programs provide a
range of tools for individuals to interrupt sexual violence, including
awareness, assessment, verbal and physical strategies. ESD programs work
with various systems and organizations attempting to address violence, such as
schools, communities, religious centers, prisons.
·
Include varied teaching methods
ESD programs also use a variety of teaching methods, including
lecture, story-telling, role-playing, and discussion, with an emphasis on
interactive instruction and active, hands-on experiences that increase the
participants’ skills
·
Provide sufficient dosage
Charlene Senn and others (2015) found that 4 3-hour units of
self-defense training were effective. Most ESD programs offer shorter sessions
to meet public demand, but most ESD organizations offer longer programming,
totaling at least 12 hours
·
Are theory driven
ESD programs are driven by theories of gendered violence and how
it intersects with other systems of privilege and oppression, such as
disability, nationality, race, religion, sexual orientation, social class. ESD
programming builds upon the latest theoretical understandings of gender,
intersectionality, trauma, and violence.
·
Provide opportunities for positive relationships
A major aspect of any ESD program is building positive
relationships among participants. As one woman in an IMPACT Chicago program
recently said: “The relationships that the
program fostered led me to not only feel connected with the women in the
program, but also all of womankind.”
·
Appropriately timed
Lack of funding has affected the ability of ESD programs to offer
programs for every age, but many offer programs for children and teens with the
goal to intervene prior to experiences of violence.
·
Socioculturally relevant
ESD programs work with groups throughout their communities. This
means working with organizations to adapt curriculum in ways appropriate for
the group being served. That is, a program for 11 year old middle school girls
will differ from a program offered for college students or for an all-gender
group.
·
Include outcome evaluation
Again funding would increase the ability of ESD organizations to
undertake outcome evaluation, but many ESD organizations already do so. For
instance, for over 25 years IMPACT Chicago has collected information before and
after every course in order to examine the changes as a result of a
self-defense program. IMPACT Chicago has also analyzed videotapes of
participants in self-defense scenarios to determine effectiveness.
·
Involve well-trained staff
Training and certification are key component of ESD programs. Many
ESD instructors are certified by the National Women’s Martial Arts Federation
through a rigorous certification process (
http://nwmaf.org/instructor-certification).
IMPACT International also certifies instructors who complete a rigorous
training process.
The ESD Advocacy Group,
See Jane Fight Back, and other individuals and groups are demanding that the
CDC and other federal organizations broaden their outlook on what constitutes
primary prevention and include empowerment self-defense.
Martha Thompson
IMPACT Chicago Certified Self-Defense Instructor
NWMAF Certified
Self-Defense Instructor
Reference
