Is Training Recommended for the Program? Training and ongoing consultation are available to schools. Training is important to help ensure that the Bullying Prevention Coordinating Committee at each school has the necessary information and strategies to successfully launch and sustain the Olweus Bullying Prevention Program with fidelity. The purpose of consultation by a certified Olweus trainer is to provide ongoing assistance in the implementation of program elements, with particular attention to troubleshooting problem areas that may arise and helping to maintain the program over time.
Bystander interventions in violence prevention Bystanders have received growing attention as a potential means of violence prevention. However, there has been less attention on bystander intervention for other forms of interpersonal violence such as male-male public violence, child sexual abuse and sexual harassment.
Bystanders, in the violence prevention literature, are understood to be individuals who observe an act of violence, discrimination, or other problematic behaviour, but who are not its direct perpetrator or victim.
Such accounts blur the line between bystanders to violence and perpetrators of violence. Stop the perpetration of a specific incident of violence; Reduce the risk of violence escalating and prevent the physical, psychological and social harms that may result; and Strengthen the conditions that work against violence occurring.
The increasing prominence of bystander intervention is informed by both these emphases. This development reflects the recognition that it is important to not only respond to the victims and perpetrators of violence, but also work to prevent violence from occurring in the first place.
Efforts have been made to address the underlying causes of violence, in order to reduce its occurrence and ultimately, to eliminate it altogether. Prevention work has only become possible because of years of hard work and dedication by survivors, advocates, prevention educators and other professionals.
Activities to prevent and respond to violence can be classified in a number of ways. One of the most common is a three-part classification of activities according to when they occur in relation to violence: Primary prevention Activities which take place before violence has occurred to prevent initial perpetration or victimisation.
Once the problem has begun: Secondary prevention Immediate responses after violence has occurred to deal with the short-term consequences of violence, to respond to those at risk and to prevent the problem from occurring or progressing.
Tertiary prevention Long-term responses after violence has occurred to deal with the lasting consequences of violence, minimise its impact and prevent further perpetration and victimisation.
Primary prevention strategies are implemented before the problem ever occurs. In relation to violence by boys and men against girls and women for example, these early strategies aim to lessen the likelihood of boys and men using violence, or girls and women suffering violence, in the first place.
In contrast, tertiary prevention is centred on responding after violence has occurred. Activities focus on responding to, or treating the problem, minimising the impact of violence, restoring health and safety and preventing further victimisation and perpetration.
Most attention to bystanders has focused on their action or inaction at or after the time of specific violent incidents, thus locating bystander intervention within secondary and tertiary forms of prevention. Bystanders can contribute to secondary and tertiary prevention by acting to reverse progress towards violence and to reduce its impact.
However, bystander intervention is also identified as a strategy of primary prevention precisely because bystanders can take action to prevent initial perpetration or victimisation.
One area of complexity is the nature of bystander interventions at various levels. As explained above, bystanders may intervene productively at various points along the spectrum from primary to secondary and tertiary prevention.
It is widely recognised that bystanders can intervene not only in violent behaviour but in the wide range of other behaviours which sustain violent behaviour, such as sexist and violence-supportive jokes and comments to domineering and controlling behaviours by intimate partners in relationships.
However, there has been relatively little attention to what kinds of bystander behaviours are relevant for these different forms of prevention and there has been little examination of how such interventions may be mobilised and encouraged.
This definitional move would have value in highlighting the roles of organisations and cultures in allowing and sustaining such behaviours as domestic violence or sexual harassment and their collective and indeed legal responsibilities to change. Indeed, the notion of the bystander risks losing its value when applied to entities such as entire cultures where a collective capacity to act is either diffuse or non-existent.
In one typical account for example, men have three roles to play: In addition, some programs centre entirely on a bystander approach.
In terms of targeted populations, the majority of educational programs with a bystander intervention component are addressed to children and young people and in school and university settings.
The strategy includes the introduction of model anti-sexual harassment and anti-sexual discrimination procedures across the AFL and its Clubs, the development of organisational policies and procedures to ensure a safe, supportive and inclusive environment for women, changes to AFL rules relating to problematic or violent conduct, the education of players and other Club officials, the dissemination of model policies and procedures at community club level and a public education program.
In Australia, various other violence prevention programs are intended to generate change at the level of particular settings or organisational contexts religious institutions, workplaces, schools and so on.Venue Characteristics. There are more than sports stadiums and arenas in the United States,15 and while some share similar features, each is unique.
Research and analysis of publicized incidents suggest that specific characteristics of stadiums and arenas are associated with higher levels of spectator violence. can violence be far away?
Table: FAIR PLAY CODE The acceptance of body contact and borderline violence seems to be based on the idea that sports is an area of life in which it is permissable to suspend usual moral standards.
What should be done to reduce violence among adults in youth sports?
Require all coaches to participate in a preseason sport psychology workshop. Require all parents to participate in a preseason training session on how to make youth sport a positive experience.
As many as 97% of US kids age play video games, contributing to the $ billion domestic video game industry. More than half of the 50 top-selling video games contain violence.
Violence in sports usually refers to violent and often unnecessarily harmful intentional physical acts committed during, or motivated by, a sports game, Although the level of football-related violence was significantly reduced in England after this event.
Domestic Violence Grants: Domestic violence grants encompassing counseling, education, law enforcement, judicial and legal aid services, prevention, mental health services, women's shelters and supportive services.