Every Month Should Be A Child Abuse Preventative Month Find Out The Signs To Prevent it From Happening to You

Truth That Hurts...... (c) T.Vossen 2013

Grant-Writing Toolkit

Use the resources below to complete grants to fund the purchase of our programs.

Resources Specific to Our Programs

Click on these links for specific program information, including alignment to academic content standards:

• Second Step early learning Scope and Sequence (PDF), Review of Research (PDF), Head Start Alignment Chart (PDF), and program costs
• Second Step Scope and Sequence chart PDFs for Kindergarten and Grades 1, 2, 3, 4, and 5;Review of Research for Kindergarten–Grade 5 (PDF); Academic Alignment chart PDFs forKindergarten–Grade 3 and Grade 4–5; and program costs
• Second Step middle school Scope and Sequence chart PDFs for Grades 6, 7, and 8, Review of Research (PDF), Academic Alignment Chart (PDF), and program costs
• Steps to Respect Scope and Sequence, Review of Research (PDF), Academic Alignment Chart(PDF), and program costs
• Talking About Touching Scope and Sequence chart PDFs for preschool–Kindergarten and Grade 1–3, Review of Research (PDF), Head Start Alignment Chart (PDF), and program costs

Assessment and Evaluation Resources

Recently there has been a heavy focus on assessment and evaluation in grant requirements. Many federal programs require schools to do a needs assessment and process and outcome evaluation to show the need for the program and demonstrate results.

The Second Step and Steps to Respect programs both include needs assessment and evaluation tools to help you measure program success.

• Find tools for the current (2008 and 2011) editions of the Second Step program
• Join our free online community to find tools for the previous (2002) edition of the Second Stepprogram and the Steps to Respect program

Read about using discipline referral data (PDF) in program assessment and evaluation.

(FindLaw's Family Law Center)

Truth That Hurts......

Child Abuse: Definition

Child abuse is broadly defined in many states as any type of cruelty inflicted upon a child, including mental abuse, physical harm, neglect, and sexual abuse or exploitation. The specific crimes charged in instances of child abuse can include assault and battery. In many states, certain individuals and caregivers are required by law to report suspected child abuse. Nevertheless, unfortunately, many cases of child abuse go unreported.

A child who has been abused or neglected may experience a range of problems, such as relationship difficulties, lack of trust of adults, emotional outbursts (or retreat), low performance at school, depression, anxiety, and anger.

The Elements of a Child Abuse Charge

As noted above, child abuse is a crime that encompasses a variety of behaviors involving physical, emotional, or sexual mistreatment or neglect upon a child. State child abuse laws define child abuse as any act (or failure to act) that:

1. Results in imminent risk or serious harm to a child's health and welfare due to physical, emotional, or sexual abuse;
2. affects a child (typically under the age of 18);
3. by a parent or caregiver who is responsible for the child's welfare.

In most states, the harm must have been inflicted by non-accidental means. This includes intentional acts, actions that were careless (such as, allowing a known sexual offender or known abuser to be with a child alone), and acts of negligence (such as, leaving a child under a certain age at home alone). Also, the "harm" inflicted upon a child need not be actual, but may include "threats" or "risks of imminent harm".

In addition to state child abuse laws, all states have child protective services (CPS) agencies that investigate reports of abuse and neglect of children in a home. CPS also serves to place children who have been abused or neglected in safer homes, either through adoption or foster care.

Typical defenses include accident, wrongful accusations, and a parent's right to discipline.

Mandatory Reporting Laws

Every state has mandatory reporting laws that require certain people to report apparent or suspected child abuse to a central authority, such as via a statewide toll-free hotline. The reports -- which are often anonymous -- are meant to promote early intervention of child abuse.

Many states require "any person" to report suspected child abuse, whereas other states require mandatory reporting by certain professional, such as doctors, nurses, social workers, school officials, day care workers, and law enforcement personnel. In some states, failing to report instances of child abuse is considered a misdemeanor punishable by fines, jail time, or both.

Examples of warning signs of abuse of a child may include:

• Physical abuse - unexplained burns, bites, bruises, and broken bones or parent's philosophy of harsh physical discipline
• Emotional abuse - extreme behavior, delayed physical or emotional development, attempted suicide, and belittling by a parent or caregiver
• Sexual abuse - difficulty walking or sitting, reports of nightmares or bedwetting, sudden changes in appetite, sudden refusal to change in front of others or participate in gym activities
• Neglect - frequent absences from school, obvious lack of medical or dental care, severe body odor, stays home alone

See also:

• Child Abuse Defenses
• Child Abuse Penalties and Sentencing
• State Child Abuse Laws
• Crimes Against Children Section.
• Child Abuse (FindLaw's Family Law Center)

cited from Find Laws Family Law Reasources

The Effects of Trauma Do Not Have to Last a Lifetime

Truth That Hurts......

"Most people will experience a trauma at some point in their lives, and as a result, some will experience debilitating symptoms that interfere with daily life. The good news is that psychological interventions are effective in preventing many long-term effects."

Findings

Posttraumatic Stress Disorder (PTSD) is an anxiety disorder that can develop after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened. Traumatic events that may trigger PTSD include violent personal assaults, natural or human-caused disasters, such as terrorist attacks, motor vehicle accidents, rape, physical and sexual abuse, and other crimes, or military combat.

Those suffering from PTSD can have trouble functioning in their jobs or personal relationships. Children can be traumatized and have difficulty in school, become isolated from others and develop phobias. Many people with PTSD repeatedly re-experience the ordeal in the form of flashback episodes, memories, nightmares, or frightening thoughts, especially when they are exposed to events or objects that remind them of the trauma. PTSD is diagnosed when symptoms last more than one month.

Psychologist Roxane Silver has studied the effects of the 9/11/01 terrorist attacks on New York City and Washington, D.C. Her research focused on the immediate and long-term responses to the attacks and found that the severity of exposure to the event, rather than the degree of loss, predicted the level of distress among people. For example, people who reported seeing the planes smash into the trade center buildings experienced more PTSD symptoms than average, but people who experienced financial losses because of the attacks did not. Other studies have shown that simply watching traumatic events on TV can be traumatic to some, especially those individuals who had pre-existing mental or physical health difficulties or had a greater exposure to the attacks.

The good news is, research has shown that psychological interventions can help prevent these long-term, chronic psychological consequences.

In general, cognitive-behavioral therapies (CBT) (which strive to help traumatized individuals understand and manage the anxiety and fear they are experiencing) have proven very effective in producing significant reductions in PTSD symptoms (generally 60-80%) in several civilian populations, especially rape survivors. Even combat veterans who have experienced PTSD after chronic, repeated exposure to horrific events experience moderate benefits from CBT (though, not surprisingly, this kind of repeated trauma is harder to treat).

Research also suggests that brief, specialized interventions may effectively prevent PTSD in some subgroups of trauma patients. Psychologist E. B. Foa and colleagues have developed brief cognitive-behavioral treatments (lasting four to five sessions) that include, (1) education, (2) various forms of relaxation therapy, (3) in vivo exposure (repeated confrontations with the actual traumatic stressor and with situations that evoke trauma-related fears), and (4) cognitive restructuring (techniques for replacing catastrophic, self-defeating thought patterns with more adaptive, self-reassuring statements). If used within a few weeks of exposure to traumas, this brief form of therapy often prevents PTSD in survivors of both sexual and nonsexual assaults. R. A. Bryant's research found that cognitive-behavioral treatment is also effective in preventing the occurrence of PTSD in survivors of motor vehicle and industrial accidents. In addition to targeted, brief interventions, some trauma survivors may benefit from ongoing counseling or treatment, according to Bryant, and candidates for such treatment include survivors with a history of previous traumatization (e.g., survivors of the current trauma who have a history of childhood physical or sexual abuse) or those who have preexisting mental health problems.

Significance

Trauma disorders are a common and costly problem in the United States. An estimated 5.2 million American adults ages 18 to 54, or approximately 3.6 percent of people in this age group in a given year, have PTSD. In 1990, anxiety disorders cost the U.S. an estimated $46.6 billion. Untreated PTSD from any trauma is unlikely to disappear and can contribute to chronic pain, depression, drug and alcohol abuse and sleep problems that impede a person's ability to work and interact with others.

According to psychologist R.C. Kessler's findings from The National Cormorbidity Survey Report (NCS) that examined over 8,000 individuals between the ages of 15 to 54, almost 8 % of adult Americans will experience PTSD at some point in their lives, with women (10.4%) twice as likely to be victims as men (5%).

Practical Application

The challenge for the mental health community is to learn how best to help people who are suffering from ill effects of traumatic events. Within the past decade, a number of programs have been created to bring appropriately trained mental health services to trauma victims. Examples include:

• 
  The American Psychological Association developed its Disaster Response Network (DRN) in response to the need for mental health professionals to be onsite with emergency workers to assist with the psychological care of trauma victims. Over 1,500 psychologist volunteers provide free, onsite mental health services to disaster survivors and the relief workers who assist them. The APA has worked with the American Red Cross, the Federal Emergency Management Agency (FEMA), state emergency management teams and other relief groups on every major disaster our country has experienced and many smaller disasters since 1992.
• Under the auspices of The National Association of State Mental Health Program Directors (NASMHPD) 15 state departments of mental health have initiated formal efforts to better address the needs of persons exposed to trauma with state-wide trauma initiatives and resources. Now "tool kits" have been developed to better help trauma victims.
• The University of South Dakota developed the Disaster Mental Health Institute (DMHI) in 1993. Psychologist Gerad Jacobs, Ph.D., helped create the Institute in response to his involvement in helping airline crash victims in the 1989 Sioux City airline crash. The DMHI is designed to bring together practice and research in disaster mental health and help prepare psychologists to deliver mental health services during emergencies and their aftermath. Furthermore, educational opportunities exist for students to learn how to serve their communities in times of disaster. This undergraduate program includes working with the American Red Cross Disaster Service.
• Pacific Graduate College and Stanford University created the National Center on Disaster Psychology and Terrorism (which has been renamed National Center on the Psychology of Terrorism), which trains doctoral students to help victims of catastrophic events.

 Cited Research

Blanchard, E.B., Hickling, E.J., Barton, K.A., Taylor, A.E., Loos, W.R., & Jones-Alexander, J. (1996). One-year prospective follow-up of motor vehicle accident victims. Behaviour Research and Therapy, Vol. 34, No. 10, pp. 775-786.

Bryant, R.A., Sackville, T., Dang, S.T., Moulds, M.L., & Guthrie, R. (1999). Treating Acute Stress Disorder: An evaluation of cognitive behavior therapy and supportive counseling techniques. American Journal of Psychiatry, Vol. 156, No. 11, pp. 1780-1786.

Bryant, R.A., Harvey, A.G., Dang, S.T., Sackville, T., & Basten, C. (1998). Treatment of Acute Stress Disorder: A comparison of cognitive-behavioral therapy and supportive counseling. Journal of Consulting and Clinical Psychology, Vol. 66, No. 5, pp. 862-866.

Frueh, B. C., Cusack, K.J., Hiers, T. G., Monogan, S., Cousins, V. C., & Cavenaugh, S. D. (2001). The South Carolina Trauma Initiative. Psychiatric Services, Vol. 52, pp. 129-146.

Foa, E.B., Hearst-Ikeda, D.E., & Perry, K. J. (1995). Evaluation of a brief cognitive-behavioral program for the prevention of chronic PTSD in recent assault victims. Journal of Consulting and Clinical Psychology, Vol. 63, No. 6, pp. 948-955.

Foa, E. B., Dancu, C.V., Hembreee, E. A., Jaycox, L. H., Meadows, E. A., & Street, G. P. (1999). A Comparison of Exposure Therapy, Stress Inoculation Training and their Combination for Reducing Posttraumatic Stress Disorder in Female Assault Victims. Journal of Consulting and Clinical Psychology, Vol. 67, pp. 194-200.

Kessler, R. C., McGonagle, K. A., Zhao, S., Nelson, C. B., Hughes, M., et al. (1994). Lifetime and 12-month prevalence of DSM-III-R Psychiatric Disorders in the United States. Archives of General Psychiatry, Vol. 51, pp. 8-19.

Kessler, R. C., Sonnega, A., Bromet, E., Hughes, M., & Nelson, C. B., (1995). Post-traumatic Stress Disorder in the National Comorbidity Survey. Archives of General Psychiatry, Vol. 52, pp. 1048-1060.

King, L.A., King, D.W., Fairbank, J.A., Keane, T.M., and Adams, G.A. (1998). Resilience-Recovery Factors in Post-Traumatic Stress Disorder Among Female and Male Vietnam Veterans: Hardiness, Postwar Social Support and Additional Stress Life Events. Journal of Personality and Social Psychology, Vol. 74, pp. 420-434.

Narrow WE, Rae DS, Regier DA. NIMH epidemiology note: prevalence of anxiety disorders. One-year prevalence best estimates calculated from ECA and NCS data. Population estimates based on U.S. Census estimated residential population age 18 to 54 on July 1, 1998. Unpublished.

Silver, R.C., Holman, A., McIntosh, D.N., Poulin, M., and Gilrivas, V. (2002). Nationwide Longitudinal Study of Psychological Responses to September 11. Journal of the American Medical Association, Vol. 228, pp. 1235-1244.

Zoellner, L.A., Fitzgibbons, L. A., & Foa, E. B., (2001). Cognitive-Behavioral Approaches to PTSD. In J. P. Wilson, M. J. Friedman, & J. D. Lindy (Eds.), Treating Psychological Trauma and PTSD (pp. 159-182). New York: Guilford

---

Citation *American Psychological Association, January 16, 2004

Sexual Abuse Topic's

National Human Trafficking Resources

Truth That Hurts......

Top Resources

• Human Trafficking
• National Human Trafficking Resource Center
• Sex Trafficking in the U.S.
• Recognizing the Signs
• The Victims

Sexual Trauma Solution

Truth That Hurts......

True Story about Child Abuse for Adults only......... ;(

Truth That Hurts......

Definitions of Different Trauma Types

Truth That Hurts......

The colors of Abuse

 is amusing to who?

Not me, not you

and it's the very link to 

what becomes us,

Mentally,,,,

I can fix you,

can you fix me?

Module 4, Activity 4F

Definitions of Different Trauma Types

1. Sexual Abuse or Assault
n NOTE: If perpetrator is in a caretaking role for youth, event is classified as
sexual abuse. Sexual contact/exposure by others (i.e., non-caretakers) is
classified as sexual assault/rape.
n Actual or attempted sexual contact (e.g., fondling; genital contact; penetration,
etc.) and/or exposure to age-inappropriate sexual material or environments (e.g.,
print, internet or broadcast pornography; witnessing of adult sexual activity) by an
adult to a minor child.
n Sexual exploitation of a minor child by an adult for the sexual gratification or
financial benefit of the perpetrator (e.g., prostitution; pornography; orchestration of
sexual contact between two or more minor children).
n Unwanted or coercive sexual contact or exposure between two or more minors.
2. Physical Abuse or Assault
n NOTE: If perpetrator is in a caretaking role for youth, event is classified as
physical abuse. Sexual contact/exposure by others (i.e., non-caretakers) is
classified as physical assault.
n Actual or attempted infliction of physical pain (e.g., stabbings; bruising; burns;
suffocation) by an adult, another child, or group of children to a minor child with
or without use of an object or weapon and including use of severe corporeal
punishment.
n Does not include rough and tumble play or developmentally normative fighting
between siblings or peers of similar age and physical capacity (e.g., assault of a
physically disabled child by a non-disabled same-aged peer would be included in
this category of trauma exposure).
3. Emotional Abuse/Psychological Maltreatment
n Acts of commission against a minor child, other than physical or sexual abuse,
that caused or could have caused conduct, cognitive, affective or other mental
disturbance. These acts include:
a. Verbal abuse (e.g., insults; debasement; threats of violence)Child Welfare Trauma Training Toolkit: Trauma Types |
 March 2008 2
 The National Child Traumatic Stress Network
 www.NCTSN.org
b. Emotional abuse (e.g., bullying; terrorizing; coercive control)
c. Excessive demands on a child’s performance (e.g., scholastic; athletic;
musical; pageantry) that may lead to negative self-image and disturbed
behavior
n Acts of omission against a minor child that caused or could have caused conduct,
cognitive, affective or other mental disturbance. These include:
a. Emotional neglect (e.g., shunning; withdrawal of love)
b. Intentional social deprivation (e.g., isolation; enforced separation from a
parent, caregiver or other close family member)
4. Neglect
n Failure by the child victim’s caretaker(s) to provide needed, age-appropriate care
although financially able to do so, or offered financial or other means to do so.
Includes:
a. Physical neglect (e.g., deprivation of food, clothing, shelter)
b. Medical neglect (e.g., failure to provide child victim with access to needed
medical or mental health treatments and services; failure to consistently
disperse or administer prescribed medications or treatments (e.g., insulin shots)
c. Educational neglect (e.g., withholding child victim from school; failure to attend
to special educational needs; truancy)
5. Serious Accident or Illness/Medical Procedure
n UNINTENTIONAL injury or accident such as car accident, house fire, serious
playground injury, or accidental fall down stairs (accident caused intentionally by
another would be classified as Physical Abuse or Assault).
n Having a physical illness or experiencing medical procedures that are extremely
painful and/or life threatening. Examples of illnesses include AIDS or cancer. Medical
procedures include changing burn dressings or undergoing chemotherapy, etc.
6. Witness to Domestic Violence
n Exposure to emotional abuse, actual/attempted physical or sexual assault, or
aggressive control perpetrated between a parent/caretaker and another adult in
the child victim’s home environment.Child Welfare Trauma Training Toolkit: Trauma Types |
 March 2008
 The National Child Traumatic Stress Network
 www.NCTSN.org
n Exposure to any of the above acts perpetrated by an adolescent against one or
more adults (e.g., parents, grandparent) in the child victim’s home environment.
7. Victim/Witness to Community Violence
n Extreme violence in the community (i.e., neighborhood violence). Includes exposure
to gang-related violence (e.g., drive-by-shootings).
8. School Violence
n Violence that occurs in a school setting. It includes, but is not limited to, school
shootings, bullying, interpersonal violence among classmates, classmate suicide.
9. Natural or Manmade Disasters
n
Major accident or disaster that is an unintentional result of a manmade or natural
event (e.g., tornado, nuclear reactor explosion).
n Does NOT include disasters that are intentionally caused (e.g., Oklahoma City
Bombing, bridge collapsing due to intentional damage), which would be classified
as acts of terrorism/political violence.
10. Forced Displacement
n Forced relocation to a new home due to political reasons. Generally includes
political asylees or immigrants fleeing political persecution. Refugees or political
asylees who were forced to move and were exposed to war may be classified here
and also under war/terrorism/political violence.
11. War/Terrorism/Political Violence
n Exposure to acts of war/terrorism/political violence. Includes U.S. incidents such
as the Oklahoma City bombing, the / attacks, or anthrax deaths. Includes
incidents outside of the U.S. such as bombing, shooting, looting, or accidents that
are a result of terrorist activity (e.g., bridge collapsing due to intentional damage,
hostages who are injured during captivity). Includes actions of individuals acting in
isolation (i.e., sniper attacks, school shootings) if they are considered political in
nature.Child Welfare Trauma Training Toolkit: Trauma Types |
 March 2008
 The National Child Traumatic Stress Network
 www.NCTSN.org
12. Victim/Witness to Extreme Personal/Interpersonal Violence
n Includes extreme violence by or between individuals that has not been reported
elsewhere (hence, if the child witnessed domestic violence, this should be
recorded as Witness to Domestic Violence and NOT repeated here).
n Intended to include exposure to homicide, suicide and other similar extreme events.
13. Traumatic Grief/Separation
n Death of a parent, primary caretaker or sibling.
n Abrupt, unexpected, accidental or premature death or homicide of a close friend,
family member, or other close relative.
n Abrupt, unexplained and/or indefinite separation from a parent, primary caretaker,
or sibling due to circumstances beyond the child victim’s control (e.g., contentious
divorce, parental incarceration, or parental hospitalization). Does not include
placement in foster care.
14. System-Induced Trauma
n Traumatic removal from the home, traumatic foster placement, sibling separation,
or multiple placements in a short amount of time.


http://www.nctsn.org/sites/default/files/assets/pdfs/cwt3_sho_definitions.pdf

Lets Man up, Defend Today and end Demand!!!

A truth that hurts us America.....                                  

Truth That Hurts......

The Defenders: We Can End Demand

from Defenders USA 7 months ago / 

Creative Commons License:

 

by

 

nc

 NOT YET RATED

Become a Defender. Take the Pledge today! Take Action and Defend today

Sex trafficking is a supply and demand issue. Men are buying women and girls for sex. If the demand side of the equation is shut off or reduced, the supply will diminish as well.

As men and women on purpose, we need to encourage men to stand up against the commercial sex industry.

Men don't have to be the villains in the fight against sex slavery. Men can be the heroes, rescuers, and Defenders.

Let's man up. Let's end demand. Let's become Defenders of our families, our communities, and our own lives.

FollowAdd to…StatsDownload9 Switch to HTML5 Player

Trauma Therapy: Family Dysregulation - Part 5

Truth That Hurts...... Toni L.Vossen 2013

Trauma Therapy: Family Dysregulation - Part 4

Truth That Hurts......
 Toni L.Vossen 2013

Man charged with sexually assaulting seven-year-old Sask. girl Read more: http://www.thestarphoenix.com/news/charged+with+sexually+assaulting+seven+year/8159800/story.html#ixzz2OoSiUsYj

Truth That Hurts......

Man charged with sexually assaulting seven-year-old girl this is how

Read More by Clicking Here

When a young girl went missing from her home in Viscount, a construction worker who’d seen an “odd” conversation between her and a neighbor thought he probably knew where she was.
That neighbor  Jack Wayne Broesky, had been over at the house earlier in the day, talking with the seven-year-old girl within earshot of Thomas Vossen, who was working up on some scaffolding tearing siding off the girl’s house. Vossen testified he saw Broesky bent over talking to the girl with one hand on her bum and one hand on her chest.

“I thought that encounter was very odd. He didn’t seem close to the family,” Vossen said. “The encounter seemed off.”

Broesky, 58, is on trial in Saskatoon Court of Queen’s Bench charged with sexually assaulting and unlawfully confining the girl, whose identity is protected by a publication ban, on May 25, 2011.

After Vossen was done work that day, he went home but later received a text message from one of his co-workers that the girl was missing. He said he immediately thought of what he had witnessed between the girl and Broesky.

Vossen and his co-worker drove to Broesky’s home, where Vossen knocked repeatedly and loudly on the door but didn’t get any answer, said Vossen, who is now a police officer in Saskatoon.

They then drove to the Viscount bar because Vossen had earlier seen Broesky leave the girl’s home by getting into a vehicle with the bar owner. They didn’t find Broesky at the bar so they returned to his house. While they were there, the girl’s father — who had been driving around town looking for his daughter — noticed them and came over. Vossen told the girl’s father about his suspicions and asked if he should phone the police.

After Vossen phoned police — who had to come from Saskatoon, 45 minutes away — the father knocked on Broesky’s door. This time, Broesky opened it and the girl came out of the house.

RCMP conducted a videotaped interview of the girl later that night. On the video, which was played in court, she told the RCMP officer that Broesky had rubbed bug spray and suntan lotion on her body, and put baby powder on her private parts. She also said she saw Broesky naked and described him masturbating.

She said that when she first met Broesky, he was her best friend, “but now he isn’t because he’s touching everything of mine and I don’t like it.”

The defense called one witness, another neighbor who said she had seen the girl and other children playing what appeared to be hide and seek around Broesky’s house that day. Tracy Holcomb said she saw the girl “sneak” up onto Broesky’s front steps, as if to hide, but then the girl was out of her line of sight and she didn’t see her again until later that night when the girl’s dad carried her away from Broesky’s house.

Holcomb also described an incident two days earlier where she saw the girl talking with Broesky, who was sitting in a lawn chair in his front yard. They were talking and touching, she said.

“I texted my neighbor ... asking her if she thought it was weird that (Broesky) was interacting with kids this way,” Holcomb said. “She didn’t think so, but in my gut, I was weirder out at the time.”
The Crown and defense will be making their closing arguments on the case Wednesday afternoon.

CITATION~hspray@thestarphoenix.com

twitter.com/hspraySP

© Copyright (c) The StarPhoenix

Read more: http://www.thestarphoenix.com/news/charged+with+sexually+assaulting+seven+year/8159800/story.html#ixzz2OoTLtkD8




 Toni L.Vossen 2013

4 Ruls for you and a relationship with BPD

Truth That Hurts......












































Toni L.Vossen 2013

Demand. A documentary from Shared Hope

Truth That Hurts......
DEMAND. Documentary (45-minute version) from shared hope on Vimeo.
Toni L.Vossen 2013

This documentary, produced by Shared Hope International, focuses on demand factors for sex trafficking, one of the most significant being pornography. It also addresses how all forms of commercial sexual exploitation such as pornography, stripping and prostitution are connected to all other forms such as sex trafficking and sex slavery.

 Please visit SharedHope.org to learn more about how demand for sex trafficking is created by those individuals (mostly men) who purchase women and children for sex.

FollowAdd to…StatsDownload9 Switch to HTML5 Player

Shared Hope’s domestic WIN training program

Truth That Hurts...... Toni L.Vossen 2013


Truth That Hurts...... Toni L.Vossen 2013

Domestic WIN Program

Shared Hope’s domestic WIN training program is designed to help women develop skills and gain practical job experience. Typically these women have had difficult life experiences such as domestic abuse, childhood abuse, commercial sexual abuse, drug addiction and/or time in a correctional facility. These experiences have left the women with low self-esteem and lack of employable skills. Many of the women who enter the program have faced homelessness and lost custody of their children due to their life circumstances.

Our nine-month WIN training program, provides opportunity for these women to learn job skills so they can enter/reenter the work force and support themselves and their families. In addition to job skills, the women learn how to work in a professional business environment and develop personal life skills so they can begin to build confidence and self-esteem. The program is based in Vancouver, Washington in our corporate headquarters. Women in the program commit 20-25 hours a week to train on-site and are provided a stipend to off set expenses. The WIN training program is divided into three phases. With each phase, the intern’s skills are assessed and goals are set so she receives a well-rounded experience.

Phase I: The intern is acclimated to the working environment and basic skills are assessed. In this phase, she begins to learn basic office procedures, computer skills, data entry functions, and phone systems. Appropriate office etiquette, professionalism, and collaborative teamwork are essential skills developed in this phase of training.

Phase II: The intern continues to enhance her skills in office procedures, interoffice communication, and general correspondence. The intern also learns to manage challenges which may arise on the job. In addition, she learns how to cope with personal issues while working on techniques to deal with stress, time management, and personal responsibility.

Phase III: During the last phase, the intern may participate in special projects along with continued enhancement of her office skills. This may include basic bookkeeping functions, creating office documents, Internet research, communications functions, and marketing projects. The intern will continue to focus on career exploration as she prepares her resume in preparation to exit the training program. Educational opportunities may also be assessed dependent on the intern’s interest in pursing higher education and a degree program.

How to Apply

Applications are accepted on a continual basis and are assessed as the next opening becomes available. Friends, family, churches and non-government groups refer most interns to the program.

Applicants must submit an application, volunteer for 4 hours and write a letter to assess basic literacy.

For more information and applications details, please contact Maria Campoli or call 360-693-8100.

Email Newsletter Signup

Sign up to receive the latest news and stories from Shared Hope

• Name
  FirstLast
• Email

Child Rescue . ORG

Truth That Hurts......Toni L.Vossen 2013.

                                                       Help and be a part of research today