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, Jana’s Campaign has implemented the Survey of Audience Icebreakers or ‘Raise Your Hand’ activity in multiple secondary schools. The aim is to better understand the specific unhealthy behaviours young people are experiencing in rural communities. Student participants are asked to raise their hands when identifying common unhealthy relationship behaviours they or those in their lives have experienced. The data is utilised to guide and further highlight the issues Jana’s Campaign delivers during its violence prevention education programmes. The goal of these programmes
The need for children and young people to learn about violence against women and girls (VAWG) has been voiced since the late 1980s. This is the first ever book on educational work to prevent VAWG, providing the most comprehensive contribution to our knowledge and understanding in this area.
By bringing together international examples of research and practice, the book offers insight into the underpinning theoretical debates and key lessons for practice, addressing the complexities and challenges of developing, implementing and evaluating educational work to prevent VAWG.
This multidisciplinary book will be of interest to educationalists, VAWG and child welfare practitioners, policy makers, researchers and students.
Until recently, higher education in the UK has largely failed to recognise gender-based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV.
In this book, academics and practitioners provide the first in-depth overview of research and practice in GBV in universities. They set out the international context of ideologies, politics and institutional structures that underlie responses to GBV in elsewhere in Europe, in the US, and in Australia, and consider the implications of implementing related policy and practice.
Presenting examples of innovative British approaches to engagement with the issue, the book also considers UK, EU and UN legislation to give an international perspective, making it of direct use to discussions of ‘what works’ in preventing GBV.
Available Open Access under CC-BY-NC licence. The need to stop rape is pressing and, since it is the outcome of a wide range of practices and institutions in society, so too must the policies be to stop it This important book offers a comprehensive guide to the international policies developed to stop rape , together with case study examples on how they work. The book engages with the law and criminal justice system, health services, specialised services for victim-survivors, educational and cultural interventions, as well as how they can best be coordinated. It is informed by theory and evidence drawn from scholarship and practice from around the world.
The book will be of interest to a global readership of students, practitioners and policy makers as well as anyone who wants to know how rape can be stopped.
Gender-based violence (GBV) can take many forms and have detrimental effects across generations and cultures. The triangulation of GBV, rurality and rural culture is a challenging and essential topic and this edited collection provides an innovative analysis of GBV in rural communities.
Focusing on under-studied and/or oppressed groups such as immigrants and LGBT+ people, the book explores new theories on patterns of violence. Giving insights into GBV education and prevention, the text introduces community justice and victim advocacy approaches to tackling issues of GBV in rural areas. From policy review into actionable change, the editors examine best practices to positively affect the lives of survivors.
sing that song’: Sectarianism and conduct in the informalised spaces of Scottish football, in Burdsey, D. (ed) Race, Ethnicity and Football: Persistent Debates and Emergent Issues, London: Routledge, pp. 191–206 Flood, M. (2003) Engaging men: Strategies and dilemmas in violence prevention education among men, Women Against Violence: A Feminist Journal 13, 25–32 Fried, S.T. (2003) Violence, health and human rights, Health and Human Rights 6, 2, 88–111 Gantz, W., Bradley, S. and Wang, Z. (2006) Televised NFL games, the family, and domestic violence, in Raney, A
Ribbon All-Party Parliamentary Group was also established in 2016, with the support of several UK Members of Parliament. The work of these White Ribbons include ambassadorship programmes with volunteers who commit to spreading the campaign’s message; accreditation and partnership schemes to encourage organisations to take steps towards engaging men in violence prevention; education and training; and public-facing actions such as community mobilising. A key focus of activity is the annual ‘White Ribbon Day’ on 25 November. While the different UK-based White Ribbon
provided a framework within which local domestic violence fora could develop action plans and priorities. The area of ‘prevention’ provided the context for domestic violence work with children and young people in schools. Other developments such as the Every Child Matters (ECM) agenda and the introduction of the Common Assessment Framework (CAF) provided a greater space for the growth of domestic violence prevention education. With the formation of the coalition government in 2010, previous plans to make Personal Social and Health Education (PSHE) compulsory in
: Young, privately educated women talk about social class’, British Journal of Sociology of Education, 31(1): 3-15. Maxwell, C., Chase, E., Warwick, I., Aggleton, P. and Wharf, W.H. (2010) Freedom to achieve. Preventing violence, promoting equality: A whole school approach, London: Womenkind Worldwide. Messerschmidt, J.W. (2000) ‘Becoming “real men”: Adolescent masculinity challenges and sexual violence’, Men and Masculinities, 2(3): 286-307. Meyer, H. and Stein, N. (2001) Relationship violence prevention education in schools: What’s working, what’s getting in
al, 2014) finds that little is known about what works to prevent sexual violence, noting that only one programme had been shown to prevent sexual violence perpetration. However, other accounts of interventions are more mixed, although they largely show that attitudes have been changed rather than that rape has been prevented. Violence prevention education delivered in schools and universities in particular have been evaluated as having positive effects on boys’ attitudes towards violence against women (Whitaker et al, 2006), although there is a call for
