violence prevention strategies.pps

8/11/2019 Violence Prevention Strategies.pps

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UNICEF

Strategies to guarantee quality learning,

protective environments

and peaceful coexistence for

adolescents in urban areas

Brazil, August/2007


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Violence Prevention Strategies:

Guarantees to

rights and life-skill development for

adolescents

Nancy Cardia,

Vice-Coordinator

Centre for the Study of Violence,

University of So Paulo


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Diagnosis:

What violence?

What risks?

Interventions:

What successful prevention initiatives ?


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Victimization

Ever in your life...

45,7%

37,0%

34,1%

35,8%

25,4%

4,6%

24,5%

16,7%

24,4%

22,7%

22,2%

4,1%

0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0% 45,0% 50,0%

Someone offered

you drugs

Someone asked

where to buy drugs

You or close relative

life threatened

Close relative

wounded by knife

Close relative

murdered

Close relative

kidnapped

> 20 years

< 20 years


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VictimizationEver in your life...

15,6%

5,8%

0,6%

29,5%

61,8%

6,9%

24,3%

26,3%

7,3%

1,6%

19,6%

45,8%

6,1%

10,1%

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0%

Victim of armed

robbery (guns)

Victim of armed

robbery (knife)

Was wounded

by firearm

Victim of physical

assault

Suffered verbal

aggression

Extortion by police

or authority

Physically assaulted or

ill treated by police

< 20 years

> 20 years


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i.e, successful transition to adulthood

avoid problems, school failure, use ofsubstances and delinquency

How?

Through their emotional, cognitive and

behavioral development

Positive youth development


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Changesinprevention

A new perception: skills, abilities, capacity, forrecovery and for change

New approach to prevention: evaluation +contributions from developmental studies,

From focus on a single behavior or context(family, school, community, peer group): to multiplebehaviors and contexts.

Universal rather than targeted to a group


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Changes (cont)Language changes:

Search for opportunities for growth.

Key elements seek to promote: attachment (bonding)

youth and families, schools, community, peergroup, culture

resilience, social, emotional, cognitive, moral and behavioralcompetence

self esteem and self reliance

trust in the future.


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Probability of being alive by 25

49,3%

51,7%

60,7%

26,2%

23,6%

29,2%

9,7%11,5%

15,0%

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

2001 2003 2006

Veryhigh/high

average

Low/very low


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The role of agents of socialization is highlighted

Families

Schools

Communities

Work

Religion


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When to start prevention?

As early as possible

Attachment = trust: Home Visitation

Social skills - life skills: pre-schools +

families


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Families key to protection andfor risks

Affection/Warmth

Support

Positive discipliningMonitoring and supervision

Role models


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Obstacles

I- Amount and quality of time spent

together

Parents working more and longer hours

240 hs more per year than in 1989In the last 30 years

13% less time with children

10 to 12 hs less per week


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II- Costs of programs involving families

More complex

Lasting longer

Obstacles


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Successful programs involvingfamilies

Nurse Home Visitation/ Healthy Families Parent Training Program - The Incredible Years

Parenting Program

Functional Family Therapy and MST -MultisystemicTherapy

Triple P: Media (TV series + radio and newspaper)

Health services, Schools, Work place, Otherinstitutions in the community

GREAT families


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Successful programs

Lengthy

Adapted to cultural needs

Adapted to the risks and protectionsdevelopmental stage

Change family

dynamics/organization/patterns of

communication/monitoring and supervision

Start early on

Identify the obstacles to the active

aprticipation of families and remove them.


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Successful programs

Are interactive,

Delivered in a welcoming (non-

threatening) environment,

Delivered by highly trained

professionals.


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Successful community programs

Supervised games in playgrounds and

in pre-schools CTCCommunities That Care

Mentoring - a Big Brother/Big Sister

Voluntary group work in the community

Promoted by schools: Crches, Old

peoples homes, Local health facility


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Successful community programs

Leisure and sports

Reduce anti-social behavior

Promote social skills


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Successful community programsChallenges:

in violent communities children and

youth are not encoraged to use inpublic spaces.

Poorest children do not take part

Avoid competition-aggression promote

adventure

To improve: cooperation, trust, problem

solving skills.


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Successful School programsTeach how

to interact

to contribute to /cooperate with their

community, families and peers

i.e social skills.


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Successful School programs

Change school climate

Competition for resources

Teachers stress

General incivility


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Examples

Resolving Conflict Creatively Program

Life Skills Training Program

GREAT Schools: Teachers and

Students


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GREAT Diagnosis of the school

Climate in schoolPattern of Interactions

Physical characteristics

lighting

cleanness

graffitti broken windows

bars

shops selling arms


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Successful programs Change behavior

Are theory based combining risks and protection factors

Evidence based

Involve multiple partners

Last longer

Tailored to the developmental and cultural needs of the child

Promote development through social and emotional skills and ethical valuesadapted to their daily lives

Involve families communities and schools- public policies and institutionalpractices.

Recruit and maintain skilled staff


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Successful programs Tailored to the developmental and cultural

needs of the child.

Promote development through social andemotional skills and ethical values adaptedto their daily lives.

Involve families communities and schools-public policies and institutional practices.

Recruit and maintain skilled staff.

violence prevention strategies.pps

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