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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
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
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
: 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
responses to violence, we also need to reflect on the contours of this support. When structured around a punitive, individualistic response to GBV, such support risks becoming a means of managing expectations in the contexts of complaints made or anticipated, a means to student retention rather than a means of empowerment, resistance and indeed prevention of violence. Prevention education has rightly drawn attention of anti-violence activists as a potential counterpoint to an individualistic focus on particular signal acts and individual perpetrators – the
, West Sussex, UK: Wiley-Blackwell. Meyer, H. and Stein, N. (2004) ‘Relationship violence prevention education in schools: What’s working, what’s getting in the way, and what are some future directions’, American Journal of Health Education, 35(4): 198-204. Molidor, C. and Tolman, R. (1998) ‘Gender and contextual factors in adolescent dating violence’, Violence Against Women, 4(2): 180-94. Molidor, C., Tolman, R.M. and Kober, J. (2000) ‘Gender and contextual factors in adolescent dating violence’, Prevention Research, 7(1): 1-4. Mulford, C. and Giordano, P
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
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.
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.
