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INTRODUCTION survivors ’ sexual status or identity . As noted , people who are or are considered to be LGBTQI + 14 are known to be particularly at risk of sexual abuse . 15
The stories play a key role in the manual and are referred to regularly throughout the text . They can also be used metaphorically , as proxies for events that survivors find difficult to talk about directly .
Part Two is called “ what it is useful to know ”. It introduces some key topics , including human rights and a human rights perspective . A section then discusses how to notice and interpret vulnerabilities , a skill that can assist helpers to identify people who may have been abused or are in a vulnerable situation in other ways .
A section in Part Two considers the importance of adopting a culturally sensitive approach . Later sections provide more information on sexual violence against boys and men in wars , conflicts and other situations of great instability . The section refers to relevant studies and investigations , and reviews the links between therapy , psychosocial work and psychological support in crises . We also investigate the different trauma reactions that survivors can experience after traumatic events . The idea is to give insight into what survivors are likely to struggle with after they have been abused and what situations are likely to be difficult for them in the aftermath . In particular we will speak about what we call triggers , that is events or situations that remind the person of what happened , also called trauma-reminders .
Part Three discusses “ useful forms of help ”, practical skills and techniques that helpers can draw on when they work with traumatised survivors . These tools are highlighted in the five stories . This part includes questions for reflection and role plays . It can be useful to practise potential situations with a colleague . Through role plays , we rehearse how to do grounding exercises and psychoeducation and how to use metaphors . The text speaks of ‘ tools ’ and ‘ toolboxes ’ to denote some of the practical skills and approaches it describes , and also refers to the stories . Sections in this part discuss how helpers can talk appropriately to survivors , identify opportunities to create trust , respect their desire for “ distance ” and silence , and appreciate their resilience and capacity to survive . It also examines guilt and shame , emotions with which many survivors struggle , before discussing the nature of trauma and how sexual trauma differs from other forms of trauma .
In terms of practical approaches , this Part describes techniques that can calm or stabilise survivors who feel insecure or unsafe because of flashback memories or new dangers ; and how stories can be used , directly and indirectly and as metaphors , to support practical trauma work . Through stories and metaphors , for example , one can influence survivors ’ thoughts about the present and the future and restore hope and self-belief after brutal and humiliating events .
Part Four discusses the helper ’ s role and responsibility , and how helpers can strengthen their skills . In addition , how helpers are themselves exposed to stress and difficult feelings after meeting survivors who have been traumatised and need support . In this part we also look at the warning signals being exposed to stress and how to work with prevention measures .
At the end of the manual , we have included some theoretical texts , and other relevant resources . Each part of the manual includes questions for reflection .
Terms
Discussions of this subject speak of “ survivors ” and “ victims ”. In this manual , we use the term “ survivor ” to describe boys and men who have been exposed to sexual violence . We do so because language conditions how we see those who experience sexual violence , and how they see themselves . A “ victim ” may be perceived as powerless , someone beaten down by an act of violence . “ Survivor ” evokes strength and resilience , someone who has successfully come through