Case Study: Preventing Sexual Violence In Early To Middle Adolecents Through The Arts

Running Head: PREVENTING SEXUAL VIOLENCE 1

Preventing Sexual Violence In Early to Middle Adolecents Through the Arts

California State University Los Angeles

Department of Psychology

Psychology 309

May 30, 2015

Kristina Reyes

PREVENTING SEXUAL VIOLENCE 2

Introduction

Each year, there is an estimated 293,000 victims that fall prey to sexual assault (RAINN). Sexual violence is a public health problem linked to negative health behaviors such as alcohol abuse, drug abuse, and sexual promiscuity. As well as causing physical injury, sexual assault has a profound impact on the victim’s physical health, mental health, and social well-being. Sexual abuse disrupts a child’s social and cognitive development skills and increases

(Hickman) Adolescents can reduce sexual violence by focusing their time and efforts into hobbies that reflect their talents and interest. Community theatre could prevent the emergence of developmental problems and facilitate positive attitudes, which would enhance youth’s social and relationship skills through prosocial actions. (seeEccles&Gootman,2002) After school curriculum partnered with community services specializing in violence-related work can prove itself useful in educating teens on sexual violence. In a study of adolescent participation in the performing arts, there was a strong correlation in issues of risk and empowerment when teens were involved in community theatre (Daykin) The community arts challenged isolation and categorizing by empowering this group into forms of self and community representations. The program I propose could incorporate different elements of art with the performing arts as primary focus. Public performance is a pivotal aspect of drama therapy and is evidence that dramatization elements enhance therapeutic results. Past studies involving drama facilitators partnering with junior high and high school students in creating skits on topics related to relationship violence obtained positive findings. (Fong). The performing arts is a bridge that connects current events with ideas that demand community perspective. A key method in

This will encourage supporters, volunteers, group leaders, and attract additional funding. Participants in the after school program and those wishing to get involved with the performance workshops will be taught improvisation skills. Improvisation relies on individuals intensely communicating with each other in real time, relying on a few, very specific rules. (Monks). The vision for this preventative method is to work from inside the school and filter out into the general public. In addition to creating skits and scenes pertaining to sexual violence there will be focus groups on how to be an active bystander. Special workshops create attitude change that fosters a bystander’s sense of accountability and competence for intervening, as well as an appropriate understanding of sexual violence to facilitate recognizing situations where intervention may be necessary (Baynard). The performing arts is an expressive art form capable of changing the way we see things. We can make a difference with our words, with our actions, and with our song. It only takes one person to set a ripple effect. Mahatma Gandi once said, “Be the change you want to see in the world.” Today is the day we take those words into