Webinar Agenda

1. Webinar Agenda • Introduction by Hilda Gutiérrez, Prevention Specialist at TCFV • Experience at TCFV • Job Description • Review of Best and Promising Practices • Attributes of Best Practice Programs • Prevention Curricula • Prevention Manuals • Prevention Programs • Social Marketing Campaign • There will be room for questions throughout the presentation

2. Best and Promising Practices in Family Violence Prevention Rachela N. Mingalone Best and Promising Practices Intern Texas Council on Family Violence

3. Experience at TCFV • Psychology student at St. Edwards University in Austin, Texas • Part of Psychology degree plan includes Research and Field Experience component- either internship or lab research • Internship requires 120 hours of work at site of your choosing • Found TCFV through Career Planning • Started working at TCFV in late October

4. Best and Promising Practices Review • What do we mean when we say “Best and Promising practices”? • Best Practice programs are programs which, through thorough evaluation, have been shown to produce positive effects. In other words, these programs have been evaluated and are effective.

5. Best and Promising Practices Review Continued • Some programs have not been thoroughly or formally evaluated but are similar to programs that have been deemed best practices. These programs are promising practices because they are likely to be effective but we do not know for sure.

6. Attributes of Best Practice Programs • The following is a list of nine attributes that are generally associated with best practices in violence prevention. If a program has not been evaluated but has some of these attributes it is deemed a promising practice. • 1. Comprehensive: programs should work at multiple levels of the ecological model. • 2. Varied Teaching Methods: programs should employ multiple teaching methods in order to cater to different learning styles.

7. Attributes of Best Practice Programs Continued • 3. Theory Driven: programs should be based on a theory or logical rationale that takes into account the cultural, political, and economical factors which may contribute to violence and acknowledges that until social justice is achieved violence will continue to occur. • 4. Compatible with Context: programs should be compatible with the context in which they will be used. They should be socio-culturally relevant and tailored to fit community norms.

8. Attributes of Best Practice programs Continued • 5. Sufficient Dosage: participants need to be exposed to enough of the program for it to have an effect. Research shows 7 to 9 “doses” are needed in order for changes in attitudes and behaviors to take place. • 6. Small Successes: successful plans should choose manageable, measureable first steps and then build on their accomplishments.

9. Attributes of Best Practice programs Continued • 7. Positive Relationships: programs should utilize and foster strong, stable and positive relationships between children/youth and adults, youth and youth, and adults and adults. • 8. Well-Trained Staff: programs should be implemented by staff members who are sensitive, competent, and have received sufficient support, training, and supervision.

10. Attributes of best Practice Programs Continued • 9. Outcome Evaluation: A systematic outcome evaluation should be conducted after the program is implemented to determine whether the program worked. • Adapted from Nation, M., Crusto, C., Wandersman, A., Kumpfer, K.L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). “What works in prevention: Principles of Effective Prevention Programs.” American Psychologist, 58, 449-456. , Recommendations to Prevent Sexual Violence in Oregon: A Plan of Action (2006), and from A Vision for Prevention: Key Issues and Statewide Recommendations for the Primary Prevention Of Violence Against Women in Michigan. Michigan Resource Center for Domestic and Sexual Violence. Michigan Coalition Against Domestic and Sexual Violence, 2003. <http://www.mcadsv.org/products/sa/MCADSV%20VFP%20booklet.pdf>. • Questions?

11. Prevention Curricula [Ending Violence] curriculum Love is not Abuse curriculum

12. [Ending Violence] Curriculum • Dating Violence, Teens, Primary Prevention, Promising Practice • Developed by Break the Cycle- a nonprofit group based in Los Angeles, California • It is Break the Cycle’s newest educational resource • [Ending Violence] is a dating abuse prevention curriculum which is presented through an interactive DVD-based format

13. [Ending Violence] Curriculum Continued • Developed from Break the Cycle’s evidence-based dating abuse prevention program Domestic Violence 101 • Available in both English and Spanish • Recommended for students in grades 7 through 12.

14. [Ending Violence] Curriculum Continued • [Ending Violence] strives to provide educators with tools to help teens: • Prevent and safely end abusive relationships • Understand their legal rights and responsibilities • Create a framework for building healthy relationships in the future

15. [Ending Violence] Curriculum Continued • The DVD contains video segments, animation, interactive classroom activities, discussion prompts, powerful interviews with experts and survivors, as well as the opportunity for role plays and extended research projects.

16. [Ending Violence] Curriculum Continued • Susannah Faxon-Mills, Senior Coordinator of Youth Education at Break the Cycle • BTC is committed to having [Ending Violence] evaluated • Domestic Violence 101 a.k.a. Dating Violence 101 (Break the Cycle’s written curriculum) is undergoing revisions and is currently not available • [Ending Violence] is currently their only prevention curriculum

17. [Ending Violence] Curriculum Continued • Training • Not required • Price and Availability • Introductory price of $99 including shipping and handling • Available at www.endingviolence.net • Best Practice Attributes • Varied Teaching Methods • Compatible with Context • Positive Relationships

18. Love is Not Abuse Curriculum • Dating Violence, teens, Primary Prevention, Promising Practice • Developed by Liz Claiborne, Inc. with the help of the Education Development center Inc. and Break the Cycle • Target audience- high school students • Goal was to create a national high school curriculum to educate teens on the issue of dating violence

19. Love is Not Abuse Curriculum Continued • The goals of the Love is Not Abuse curriculum are to: • Increase students’ understanding of teen dating abuse and violence • Enable students to reach out to a friend or family member who may be experiencing dating abuse and direct them on where to find help • Increase help-seeking behavior among students involved in abusive dating relationships

20. Love is Not Abuse Curriculum Continued • The curriculum’s lessons begin with a poem, short story or novel excerpt that illustrates a key dating violence concept. • Students will then read, discuss, and write about the story and then practice a skill associated with the lesson.

21. Love is Not Abuse Curriculum Continued • Natalie Kielan, Corporate Communications at Liz Claiborne Inc. • Curriculum has not been evaluated - but they receive teacher feedback and, as a result, are continuously updating curriculum. • Launched newest version on December 3rd to include cyber abuse and bullying • Added supplementary video to program “Real Teens, Real Stories” that features teen survivors telling their personal stories along with discussion guides • As of August 2009, the curriculum has been distributed to approximately 5,200 schools and organizations across all 50 states

22. Love is Not Abuse Curriculum Continued • Training • Not required – designed specifically to be a self-taught curriculum • Price and Availability • Curriculum is available FREE of cost at www.loveisnotabuse.com • Best Practice Attributes • Comprehensive • Varied Teaching Methods • Positive Relationships • Questions?

23. Prevention Manuals Building Safe Schools: A Guide to Addressing Teen Dating Violence Speak.Act.Change

24. Prevention Manuals • Building Safe Schools: A Guide to Addressing Teen Dating Violence • Resource manual for school employees that gives them the tools and information needed to proactively address, and sensitively respond to, dating abuse situations

25. Prevention Manuals • Speak.Act.Change • Encourages youth activism and advocacy around the issues of dating abuse and healthy relationships • Will be available for distribution in early 2010

26. Prevention Programs Bringing in the Bystander

27. Bringing in the Bystander Program • Dating Violence, Sexual Violence, College Students, Primary Prevention, Best Practice • Developed by Prevention Innovation unit at the University of New Hampshire • a fee-for-service consulting, training, and research unit that develops, implements and evaluates cutting-edge programs, policies and practices that will end violence against women

28. Bringing in the Bystander ProgramContinued • Focuses on emphasizing a bystander intervention approach and assumes that everyone has a role to play in ending violence against women • This program employs a community responsibility model that teaches bystanders the way to intervene safely and effectively when there is a risk of sexual assault or where sexual assault may be occurring

29. Bringing in the Bystander ProgramContinued • Bobby Eckstein, Lead Trainer Bringing in the Bystander project • Two ways to bring the program to a community: • 1. Eckstein and another trainer could be made available to present the program. There are two versions of program. One is 90 minutes long and the other is three separate 90-minute sessions. The ideal number of participants for such a training would be somewhere between ten and thirty people.

30. Bringing in the Bystander ProgramContinued • Two ways to bring the program to a community: • 2. What is done more commonly is a "train the trainers" workshop. In these workshops, Eckstein and a co-facilitator train a group of people on how to implement the program themselves. Then the new trainees can bring it into the community. This group is usually between 5-15 people, and it should be composed of people who have some experience with the topic and the ability to facilitate educational programming. This type of training usually lasts a full day.

31. Bringing in the Bystander ProgramContinued • Training • Training can be done in the aforementioned “train the trainers” workshops • Consulting fee of $110 per hour • Price and Availability • Only cost associated is the consulting fee for the training • Prevention Innovation team does not charge for the program itself • Once trained, people are free to use the materials to facilitate the program to others

32. Bringing in the Bystander ProgramContinued • Best Practice Attributes • Comprehensive • Varied Teaching Methods • Theory Driven • Compatible with Context • Well-Trained Staff • Outcome Evaluation

33. Bringing in the Bystander ProgramContinued • Evaluation • This program has been evaluated with both a short one-session curriculum and a longer multi-session version on the campus of the University of New Hampshire. The evaluation process is an ongoing one. The results of the evaluation demonstrate the efficacy of this program for increasing participants’ knowledge, attitudes and behaviors about effective responses to sexual violence.

34. Social Marketing Campaign Know Your Power Campaign

35. Know Your Power Campaign • This is the social marketing component of the Bringing in the Bystander Project • It is the first time a comprehensive social marketing campaign focusing on teaching bystanders how to prevent or intervene in situations of sexual and intimate partner violence and stalking has been administered on a college campus

36. Know Your Power Campaign Continued • Consists of 8 images • One of these pops up every time UNH students log on to school network • Price and Availability • Prices vary according to item • Available on Prevention Innovation’s website at the Bystander Store

37. Prevention Curricula Search Tool

38. Prevention Curricula Search Tool

39. The End Any Questions?