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Click to edit Master title style. Click to edit Master text styles Second level Third level Fourth level Fifth level. Rosalyn James Hafan Cymru Prosiect Sbectrwm Spectrum Project. Click to edit Master title style. The Spectrum Project. Click to edit Master text styles Second level

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Click to edit Master title style

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  1. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Rosalyn James HafanCymru ProsiectSbectrwm Spectrum Project

  2. Click to edit Master title style The Spectrum Project Click to edit Master text styles Second level Third level Fourth level Fifth level Preventing Abuse. Promoting Healthy Relationships Atal Camdriniaeth. Hybu Perthynas Iach

  3. Click to edit Master title style How ? Click to edit Master text styles Second level Third level Fourth level Fifth level By delivering awareness raising sessions in schools and other educational establishment. Sut? Drwy gyflwyno sesiynau mewn ysgolion a sefydliadau addysgiadol eraill.

  4. Click to edit Master title style Variety of Approaches used in the project Amrywiaeth o ddulliau cyflwyno a ddefnyddir gan y cynllun Click to edit Master text styles Second level Third level Fourth level Fifth level • Peer discussion and sharing of differing viewpoints • Interactive/workshop style • Kinesthetic/tactile resources • Use of popular music/lyrics • Reference to contemporary examples • Reference to Soap Opera storylines • Simple but effective drama techniques • Trafodaeth gyda chyfoedion a rhannu safbwyntiau gwahanol • Arddull gweithdy rhyngweithiol • Adnoddau cinesthetig/cyffyrddol • Defnydd o ganeuon/geiriau poblogaidd • Cyfeirio at enghreifftiau cyfoes • Cyfeirio at storiâu mewn “Operâu Sebon” • Technegau drama syml ond effeithiol

  5. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level • All of the sessions are presented in an inclusive manner which allows pupils a safe environment in which to explore and discuss a potentially sensitive issue • All sessions conclude with a discussion around where young people can access support, both within the school community and from external agencies/individuals • The sessions promote safe Discussion not Disclosure • Cyflwynir bob sesiwn mewn arddull cynhwysol sy’n galluogi disgyblion i drafod pwnc a all fod yn sensitif iawn, mewn awyrgylch diogel • Mae pob sesiwn yn diweddu wrth drafod ble y gall disgyblion ddod o hyd i gymorth neu gefnogaeth o fewn a thu allan i gymuned yr ysgol • Mae’r sesiynau yn hybu Trafod diogel ac nid Datgelu cam-drin

  6. Click to edit Master title style E-mail/ E -bost Click to edit Master text styles Second level Third level Fourth level Fifth level rosalynjames@hafancymru.co.uk 07776 464 295

  7. Click to edit Master title style How do we begin to raise the issue of abuse? Sut mae mynd ati i godi’r pwnc o Gam-drin? Click to edit Master text styles Second level Third level Fourth level Fifth level • The underlying cause of abuse is an imbalance of Power and Control within a relationship. • This is the key message that runs throughout our work in schools • We deliver this central message through the use of different themes, normally within the PSE curriculum, beginning in Year 7 and ending with a session in Year 12/13 that meets the requirements of the Welsh Baccalaureate • Anghydbwysedd o Bŵer a Rheolaeth mewn perthynas sydd wrth wraidd y broblem o gam-drin. • Dyma’r brif neges sy’n llifo drwy’n gwaith ni o fewn ysgolion. • Fe gyflwynir y neges drwy nifer o themâu gwahanol o fewn cwricwlwm AbCh fel arfer, gan gychwyn ym Mlwyddyn 7 a diweddu gyda sesiwn ym Mlwyddyn 12/13 sy’n ymateb i ofynion y Bagloriaeth Cymru.

  8. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Expanded our Domestic Abuse Resources. Datblygu ac ymestyn adnoddau ar gam-drin domestig.

  9. Click to edit Master title style White Paper / Papur Gwyn Consultation on legislation to end violence against women, domestic abuse and sexual violence (Wales) This White Paper consultation outlines the policy and legislative proposals aimed at ending violence against women, domestic abuse and sexual violence. Ymgynghoriad ar ddeddfwriaeth i roi terfyn ar drais yn erbyn menywod a cham-drin domestig (Cymru) Mae’r Papur Gwyn hwn yn amlinellu’r polisi a’r cynigion deddfwriaethol sydd â’r nod o ddileu trais yn erbyn menywod, cam-drin domestig a thrais rhywiol. Click to edit Master text styles Second level Third level Fourth level Fifth level

  10. Click to edit Master title style White Paper / Papur Gwyn Click to edit Master text styles Second level Third level Fourth level Fifth level ‘Violence against women has been defined by the United Nations as any act of gender-based violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women . . .’ The proposals in the White Paper seek to address: Better education and awareness from the ‘cradle to the grave’, which includes the public, frontline staff and professionals.

  11. Click to edit Master title style White Paper / Papur Gwyn Click to edit Master text styles Second level Third level Fourth level Fifth level Mae 'Trais yn erbyn menywod' yn derm sydd wedi cael ei ddiffinio gan y Cenhedloedd Unedig fel unrhyw weithred o drais ar sail rhyw sy’n arwain at, neu’n debygol o arwain at niwed neu ddioddefaint corfforol, rhywiol neu seicolegol i fenywod . . . Mae'r cynigion yn y Papur Gwyn hwn yn ceisio mynd i'r afael a: Gwell addysg ac ymwybyddiaeth o'r 'crud i'r bedd', sy'n cynnwys y cyhoedd, staff rheng flaen a gweithwyr proffesiynol.

  12. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‘A right to information that keeps you safe.’ The educational setting proposals presented in this White Paper are seeking to deliver attitudinal change that will support the prevention agenda and deliver better outcomes for young children directly affected by these issues. (Domestic Violence, Violence against Women and Sexual Violence.)

  13. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 'Hawl i wybodaeth sy'n eich cadw'n ddiogel.' Mae'r cynigion o ran lleoliad addysgol a gyflwynir yn y Papur Gwyn hwn yn ceisio sicrhau newid agwedd a fydd yn cefnogi'r agenda atal ac yn cyflawni canlyniadau gwell i blant a phobl ifanc y mae'r materion hyn yn effeithio'n uniongyrchol arnynt. (Trais yn erbyn menywod, cam-drin domestig a thrais rhywiol)

  14. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level • By changing attitudes and increasing the understanding of children and young people to violence against women, domestic abuse and sexual violence we are seeking to bring about: • Less acceptance of violence • Less acceptance of damaging gender stereotypes. • Less victim-blaming • A recognition of healthy relationships • An increase in disclosure and referrals to the specialist • services.

  15. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Drwy newid agweddau a chynyddu dealltwriaeth plant a phobl ifanc o drais yn erbyn menywod, cam-drin domestig a thrais rhywiol, rydym yn ceisio sicrhau: • Llai o barodrwydd i dderbyn trais. • Llai o barodrwydd i dderbyn stereoteipiau rhyw niweidiol. • Llai o barodrwydd i feio dioddefwyr. • Cydnabod cydberthnasau iach. • Cynnydd mewn datgeliadau ac atgyfeiriadau at y gwasanaethau arbenigol (e.e. Llinell Gymorth Cam-drin Domestig a Thrais Rhywiol Cymru Gyfan).

  16. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level • Welsh Government Proposals to address the legislation: • Educational Settings: • Ensure that education on ‘healthy relationships’ is delivered in all schools. • A duty on each local authority to identify a regional Ending Violence Against Women, Domestic Abuse and Sexual Violence Champion to promote a whole school approach for dealing with this issue in educational settings.

  17. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Maes y mae Llywodraeth Cymru yn bwriadu ymdrin â yn yddeddfwriaeth: Lleoliadau addysgol: • Sicrhau bod addysg ar 'gydberthnasau iach' yn cael ei chyflwyno ym mhob ysgol. • Dyletswydd ar bob awdurdod lleol i nodi Hyrwyddwr rhanbarthol ar gyfer rhoi terfyn ar Drais yn erbyn Menywod, Cam-drin Domestig a ThraisRhywiol i hyrwyddo ymagwedd ysgol gyfan ar gyfer delio â’r mater hwn mewn lleoliadau addysgol.

  18. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Healthy Relationships ‘Sexual Violence’

  19. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Perthynas Iach ‘Trais Rhywiol’

  20. Click to edit Master title style In Context • 2011 YouGov poll (representative of 16-18 year olds • Nearly a third of girls have experienced unwanted sexual touching at school. • Almost three quarters of 16-18 year olds say they have heard sexual name-calling such as ‘slut’ or ‘slag’ towards girls at school daily or a few times per week. • Nearly a quarter of 16-18year olds have not been told by their teacher that unwanted sexual touching, sharing of sexual pictures or sexual name calling are unacceptable. • Four out of ten 16-18 year olds said they didn’t receive lessons or information on sexual consent, or didn’t know whether they did. Click to edit Master text styles Second level Third level Fourth level Fifth level

  21. Click to edit Master title style Yn ei cyd destun Click to edit Master text styles Second level Third level Fourth level Fifth level Arolwg barn YouGov 2011(Cynrychioliadol o bobl ifanc rhwng 16 a 18 mlwydd oed) • Mae bron traean o ferched wedi cael profiad lle mae rhywun wedi cyffwrdd â hwy yn rhywiol yn yr ysgol. • Dywed bron tri chwarter y bobl ifanc rhwng 16 a 18 mlwydd oed eu bod wedi clywed rhai yn galw enwau rhywiol ar ferched fel "slwten" neu "slag“ yn yr ysgol bob dydd neu sawl gwaith yr wythnos. • Nid oedd bron chwarter y bobl ifanc rhwng 16 a 18 mlwydd oed wedi cael gwybod gan eu hathrawon bod cyffwrdd yn rhywiol, rhannu lluniau rhywiol neu alw enwau rhywiol yn annerbyniol. • Dywedodd pedwar allan o ddeg o bobl ifanc rhwng 16 a 18 mlwydd oed nad oeddent yn cael gwersi na gwybodaeth am ganiatâd rhywiol, neu nad oeddent yngwybod a oeddent yn eu cael.

  22. Click to edit Master title style Healthy Relationship – Sexual Violence Click to edit Master text styles Second level Third level Fourth level Fifth level • Consent KS3 lesson: • To raise awareness of the law regarding sexual consent. • To understand the concept of consent in relation to sexual activity. • To consider why it may be difficult to establish consent, and to understand that just because someone hasn’t said no it doesn’t mean they have given consent. • To raise awareness of the support available to young people to help make positive relationship choices, and to those who may have experienced sexual violence

  23. Click to edit Master title style Perthynas Iach – Trais Rhywiol Click to edit Master text styles Second level Third level Fourth level Fifth level • Cydsynio gwers CA3: • I godi ymwybyddiaeth o’r gyfraith ynglŷn â chydsynio rhywiol. • I ddeall y cysyniad o gydsynio / cytundeb yn gyd-destun gweithgaredd rhywiol. • I ystyried pam y gall fod yn anodd sefydlu cytundeb, ac i ddeall er nad yw unigolyn wedi dweud na , nid yw’n golygu eu bod wedi cytuno / cydsynio. • I godi ymwybyddiaeth o’r gefnogaeth sydd ar gael i bobl ifanc fel y gallant wneud dewisiadau perthynas cadarnhaol ac i gefnogi'r rheini sydd wedi eu heffeithio gan drais rhywiol.

  24. Click to edit Master title style Is it legal? Click to edit Master text styles Second level Third level Fourth level Fifth level Look at the statements and decide if these activities are legal (allowed by law) or illegal (against the law) in Wales.

  25. Click to edit Master title style A yw’n gyfreithlon? Click to edit Master text styles Second level Third level Fourth level Fifth level Edrychwch ar y datganiadau a penderfynwch a ydynt yn gyfreithlon (fe’i caniatair gan y gyfraith) neu’n anghyfreithlon (yn erbyn y gyfraith) yng Nghymru.

  26. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level • Purpose of activity - Young people to understand • Why these laws are in place? • That various aspects of their behaviour are controlled and governed by law. • To ascertain the pupil’s’ knowledge of the law regarding sexual consent

  27. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level • Pwrpas y gweithgaredd – Pobl Ifanc i ddeall • Pam bod gennym ddeddfau? • Bod agweddau o’i hymddygiad yn cael ei rheoli gan ddeddfau. • I ddeall gwybodaeth pobl ifanc o’r deddfau sy’n ymwneud â chydsynio rhywiol.

  28. Click to edit Master title style Consent Form Click to edit Master text styles Second level Third level Fourth level Fifth level Show pupils an imaginary consent form.Discuss • Does it have enough information? • Is it the right information? • Is it clear/ do they understand the content? • Is it age appropriate? • Does it give control to the individual? (can they decline?) • Do they understand the consequences?

  29. Click to edit Master title style Ffurflen Cydsynio Click to edit Master text styles Second level Third level Fourth level Fifth level Dangos ffurflen cydsynio ddychmygol i’r disgyblion gan drafod: A oes yna digon o wybodaeth? A’i dyma’r wybodaeth gywir? A yw’n glir / a ydynt yn deall y cynnwys? A yw’n addas i bobl o’r oed hyn? A yw’n rhoi rheolaeth i’r unigolyn? (a allant wrthod?) A ydynt yn deall yr oblygiadau?

  30. Click to edit Master title style Consent Form Click to edit Master text styles Second level Third level Fourth level Fifth level Purpose of activity is to get young people to understand the term consent as: • Giving permission / agreeing to something • Thinking carefully about whether they want to do something.

  31. Click to edit Master title style Ffurflen Cydsynio Click to edit Master text styles Second level Third level Fourth level Fifth level Pwrpas y gweithgaredd yw annog pobl ifanc i ddeall y term cydsynio fel: Cytuno / rhoi caniatâd am rywbeth Meddwl yn ofalus am yr hyn maent am wneud.

  32. Click to edit Master title style How does this fit in with sexual violence? Click to edit Master text styles Second level Third level Fourth level Fifth level The law in Wales says that both people need to give their consent before physical closeness and consent is needed every time. When we enter into a sexual relationship we don’t usually carry a consent form but in a fair and respectful relationship our thought process should be the same.

  33. Click to edit Master title style Sut mae’n cysylltu gyda trais rhywiol? Click to edit Master text styles Second level Third level Fourth level Fifth level Mae’r gyfraith yng Nghymru yn dweud bod yn rhaid i ddau berson rhoi eu caniatâd cyn unrhyw agosatrwydd corfforol ac mae angen rhoi'r caniatâd hwn bob tro. Pan rydym yn dechrau perthynas rhywiol nid ydym fel arfer yn cario ffurflen cydsynio ond mewn perthynas teg a pharchus dylai ein meddylfryd fod yr un peth.

  34. Click to edit Master title style Consent - Sex Click to edit Master text styles Second level Third level Fourth level Fifth level Key Messages • Both partners need to consent • Consent needs to be sought every time for every sexual activity • Sexual contact with someone who hasn’t given consent or who is under legal age can be a criminal offence. • Consent to sexual activity should be an informed choice where both understand and consider consequences. • Either partner has the right to withdraw consent at any time. • In control - Consent should be given freely, without pressure or persuasion.

  35. Click to edit Master title style Cydsynio - Rhyw Click to edit Master text styles Second level Third level Fourth level Fifth level • Negeseuon Allweddol • Mae angen i ddau bartner rhoi eu caniatâd • Mae angen caniatâd bob tro ar gyfer bob gweithred rywiol • Mae cyffyrddiad / cyfathrach Rywiol gyda rhywun sydd heb roi caniatâd neu sydd yn iau na’r oedran cyfreithiol yn Drosedd Cyfreithiol. • Dylai unigolion roi caniatâd i weithgaredd rhywiol ar ôl iddynt ddeall yn union beth yw eu dewisiadau ac ar ôl ystyried a deall oblygiadau'r hyn a wneir. • Gall unrhyw bartner stopio neu wrthod caniatâd ar unrhyw adeg. • Mewn rheolaeth – Dylai unigolyn fod yn rhydd i roi ei ganiatâd heb berswâd a heb deimlo pwysau gan unigolyn arall.

  36. Click to edit Master title style In control or are we? Click to edit Master text styles Second level Third level Fourth level Fifth level Sometimes is it difficult to say no to sexual activity. Why? Listen and look at the lyrics of the song “Baby it’s Cold Outside” sung by Tom Jones and Cerys Matthews. She does not want to stay but is finding it difficult to say no. List the reasons for being unable to say no.

  37. Click to edit Master title style A ydym bob amser yn rheoli? Click to edit Master text styles Second level Third level Fourth level Fifth level Weithiau mae’n anodd dweud na i weithgaredd rhywiol. Pam? Gwrandewch ac edrychwch ar eiriau'r gân “Baby it’s Cold Outside” a genir gan Tom Jones a Cerys Matthew. Nid yw’n dymuno aros ond mae’n cael hi’n anodd gwrthod a dweud na. Rhestrwch y rhesymau pam y caiff anhawster i ddweud na.

  38. Click to edit Master title style Baby it’s Cold Outside Click to edit Master text styles Second level Third level Fourth level Fifth level I really can't stayBut baby, it's cold outsideI've got to go awayAh, baby, it's cold outsideThis evening has beenBeen hoping that you'd drop inSo very niceI'll hold your hands, they're just like iceMy mother will start to worryBeautiful, what's your hurryMy father will be pacing the floorListen to that fireplace roarSo really I'd better scurryOh beautiful, please don't hurryMaybe just a half a drink more

  39. Click to edit Master title style Baby it’s Cold Outside Why don't you put some records on whileThe neighbours might thinkOh baby, it's bad out thereSay, what's in this drinkThere's no cabs to be had out thereI wish I knew howYour eyes are like starlight nowTo break this spellI'll take your hat, your hair looks swellI ought to say no, no, no, sirMind if I move a little closerAt least I'm gonna say that I triedWhat's the sense of hurting my prideI really can't stayBaby don't hold out Ahh, but it's cold outside Click to edit Master text styles Second level Third level Fourth level Fifth level

  40. Click to edit Master title style Baby it’s Cold Outside I simply must goOh, baby, it's cold outsideThe answer is noYou know it's cold outsideThis welcome has beenI'm lucky that you dropped inSo nice and warmLook out the window at that stormMy sister will be suspiciousOh, your lips look deliciousMy brother will be there at the doorLike waves upon a tropical shoreMy maiden aunt's mind is viciousEww, your lips are deliciousWell maybe just a cigarette more Click to edit Master text styles Second level Third level Fourth level Fifth level

  41. Click to edit Master title style Baby it’s Cold Outside Never such a blizzard beforeI've got to go homeAh, baby, you would, freeze out thereSay lend me a coatYou know it's up to your knees out thereYou've really been grandI thrill when you touch my handBut don't you seeHow can you do this thing to meThere's bound to be talk tomorrowMaking my life long sorrowAt least there will plenty impliedIf you caught pneumonia and diedI really can't stayGet over that hold outAh but it's cold outside. Click to edit Master text styles Second level Third level Fourth level Fifth level

  42. Click to edit Master title style Reasons Click to edit Master text styles Second level Third level Fourth level Fifth level • Being persuaded or manipulated by the other person – “Making my life sorrow” / What’s the sense of hurting my pride” / “Oh baby, it’s bad out there” • Flattery – “Beautiful, what’s your hurry” • Being drunk / under the influence of drugs “Say, what’s in this drink” • Not wanting to offend the other person “This evening has been so very nice” • No means of escape “There’s no cabs to be had” • Feeling that you have led someone on and now have to follow through “How can you do this thing to me” • No resources / money “Say lend me a coat” • Fear • Being asleep • Peer Pressure • Not wanting to be called frigid • Feeling ashamed • Don’t want to say no to a person in authority • (Many aspects listed here are about power and control)

  43. Click to edit Master title style Rhesymau Click to edit Master text styles Second level Third level Fourth level Fifth level • Cael eu perswadio neu manipiwleiddio gan berson arall – “Making my life sorrow” / What’s the sense of hurting my pride” / “Oh baby, it’s bad out there” • Seboni – “Beautiful, what’s your hurry” • Yn feddw / dan ddylanwad cyffuriau “Say, what’s in this drink” • Ddim eisiau siomi person arall “This evening has been so very nice” • Dim modd o ddianc “There’s no cabs to be had” • Teimlo eich bod wedi annog yr unigolyn ac felly yn gorfod dilyn i weithred i’r pen. “How can you do this thing to me” • Dim arian / adnoddau “Say lend me a coat” • Ofn • Yn cysgu • Pwysau gan gyfoedion • Dim eisiau cael eich galw yn oeraidd (frigid) • Teimlo cywilydd • Ddim eisiau dweud na wrth berson mewn awdurdod • (Llawer iawn i wneud a phŵer a rheolaeth)

  44. Click to edit Master title style Healthy Relationships Click to edit Master text styles Second level Third level Fourth level Fifth level Violence Against Women KS3 Session

  45. Click to edit Master title style Perthnasau Iach Click to edit Master text styles Second level Third level Fourth level Fifth level Trais yn erbyn Menywod Sesiwn CA3

  46. Click to edit Master title style Healthy Relationships Click to edit Master text styles Second level Third level Fourth level Fifth level ‘Violence against women has been defined by the United Nations as any act of gender-based violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women . . .’ The proposals in the White Paper seek to address: Better education and awareness from the ‘cradle to the grave’, which includes the public, frontline staff and professionals.

  47. Click to edit Master title style Perthnasau Iach Click to edit Master text styles Second level Third level Fourth level Fifth level Mae 'Trais yn erbyn menywod' yn derm sydd wedi cael ei ddiffinio gan y Cenhedloedd Unedig fel unrhyw weithred o drais ar sail rhyw sy’n arwain at, neu’n debygol o arwain at niwed neu ddioddefaint corfforol, rhywiol neu seicolegol i fenywod . . . Mae'r cynigion yn y Papur Gwyn hwn yn ceisio mynd i'r afael a: Gwell addysg ac ymwybyddiaeth o'r 'crud i'r bedd', sy'n cynnwys y cyhoedd, staff rheng flaen a gweithwyr proffesiynol.

  48. Click to edit Master title style Violence against Women KS3 Session Click to edit Master text styles Second level Third level Fourth level Fifth level Aim of session • To raise awareness of the prevalence and impact of violence against women and girls. • To consider reasons why violence against women and girls continues to be prevalent. • To discuss possible action young people can take to help end violence towards women and girls.

  49. Click to edit Master title style Trais yn erbyn Menywod CA3 Click to edit Master text styles Second level Third level Fourth level Fifth level • Nod y sesiwn • Codi ymwybyddiaeth o effaith ac amlder trais yn erbyn menywod a merched. • Ystyried rhesymau pam bod trais yn erbyn menywod a merched yn dal i ddigwydd mor aml. • I drafod gweithredoedd posib y gall merched a menywod eu cymryd i ddiddymu'r trais hwn.

  50. Click to edit Master title style Does this statement apply to you? General statements: Change places . . . Everyone who likes Maths Everyone who has had breakfast today Everyone who has been to France Specific statements that begin to introduce topic of violence against women and girls Everyone who thinks men and women are equal Everyone who thinks violence is sometimes ok Everyone who thinks girls or women being hurt isn’t their problem. Click to edit Master text styles Second level Third level Fourth level Fifth level

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