FFV - the process

Peter Söderström & Dennis Nyström & Peter Svensson

KNOWLEDGE INVENTORY

Year 1 - sept 2010

International and national level - research and practice

a genderperspective

focused on young people

was evaluated and showed effect on attitudes and behaviour

KNOWLEDGE INVENTORY

Boston 1

Pilot 1 autumn 2011- two ninth grade classes Frejaskolan, Gnesta

ACT/Maskulinitet/MVP

Pilot 2 spring 2012- two ninth grade classes Frejaskolan, Gnesta

3 MVP/ 2 BITB

Recruited/trained 12 group leaders spring 2012

Decision on importing MVP and BITB

Translate and adapt the MVP-program

Study visit Boston II 2012

Year 2

MVP-TRAINING 2012

The content of the 1;th full version of our MVP-program

Bystander and Bystander and empathyempathy

Devaluating Devaluating comments and comments and

controlcontrol

Homophobia and Homophobia and gender normsgender norms

HarrassmentHarrassment Physical and Physical and sexual violencesexual violence

CampaignCampaign

Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

http://www.youtube.com/playlist?list=PL182E8A887C1A2259

Pilot 3 autumn 2012 - grade 7, four classes Frejaskolan, Gnesta

MVP - 6 (5) sessions* 2 hours

Resistance - parents, 6 session/campaign, march 2013

Revise and adapt MVP-program to the gymnasium

Pilot 4 - spring 2013

MVP - 5 classes, Enskede gårds gymnasium

Resistance - not led by teachers/not graded

Start translation/adaption of BITB

Conference - Stop young men´s violence - a leadership issue

Year 3

Pilot 5 autumn/spring 13-14 - grade 7, 4 classes Frejaskolan, Gnesta

7 sessions MVP

Pilot 6 autumn 2013, 7 classes, Mediagymnasiet

7 sessions MVP

5 Days of Violence Prevention

Year 4

Results and future

MVP/BITB program

Våldspreventivt Centrum

Training/supervision

Established strategic partnerships

Whole Community Approach

Indicative/selective prevention

The process of piloting

Experiences, way does it works?

Obsticles along the way

Lessons learned

Some key elements

Broad introduction, planning and preparation

Communication with the school: students, teacher, staff and parents.

Well prepared facilitators.

Support along the way

Know were to go – connection with the other work done by the school.

Evaluations: what did and didn’t work

Way does a lesson work?

Adequate translation and adaptation

Sense of coherence! As long as they could relate to the content and things that concern themselves – it went well.

How do we address the problem and the students to be involved

Statistics or a structurally focused worked less well.

Preparations for facilitators

Before

Training/education, evaluation of the translation of the program, “kick-off”- get to know each other, Getting to kwon the school

Under

Support and guidence, reenactment drama training, 1 in 2

After

Evaluation, evaluation, evaluation... … … … …

Obstacle along the way

First of all, every new step contains some forms of an obstacle. Some easier and some harder to overcome.

Forms of resistance.

Evaluations & measurements

Too small or to large groups Synchronized the projects and facilitators calendar are with the schools calendars.

Something extra and external

Various forms of resistance, a few examples

Resistance to the idea that violence occurs at their school or

that it is a concern for them self. Depenting on which school youre at.

Concerns about their sons and daughters should be a part of this work with violence prevention.

Obstacle with evaluations & measurements

Tried to involve researchers from Universities

Many different forms and questions asked

Inconsistencies

Ex. Student are after the intervention more likely to intervene, and does also think so of their peers.

The logic: You have to be seeing the actions as problematic to intervene. However some of students reported a higher level of acceptance. And the other way around.

Students dislike evaluation forms, specially web-forms

The qualitative data

The general response from the students are positive. It was educating.

Not the majority, but several students wanted more of these lections – especially guys wrote this.

Successful themes discusses: sexualised harassment, sexualised violence and homophobia.

We begin with a recap before each lesson starts. Students comment this as repetitive and boring.

Gender divided groups both positive and negative.

Too much sitting.

A few people said that we should start earlier, in the lower grades.

Lessons learned

Step by step and communication

Mapping and “anchoring” the work. Planning, introduction & preparation in the whole school and community

Its is a process: se each lesson as an opportunity for us to learn

Guidance and evaluations

Integrated part of the schools work.

It is a question of leadership