the readapt! brochure...facilitators to young people aged 13-‐25 years in schools, vocational...

The REaDAPt! Brochure:Promoting Relationship Education

and Domestic Abuse Prevention Tuition

Readapt Brochure-ENG.indd 1 11-01-13 14:13

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What is interesting is that the facilitator asks us what we have to say,

to give our own point of view

Boy, France

Short films were the best activities because they identify real situations

Boy, Spain

We should have had the programme from the start of the year until the end of the year, and that would actually be more

fun

Girl, UK

The lessons were fun. You could get involved with them

Boy, UK

I like it because they were showing families, what happened, and they were

showing good advice about what you have to do if you’re in a bad situation

Girl, UK

CONTENTS Principal Investigator’s Introduction 3

Executive Summary 4

Key Findings 5

Testimonials 6

Project Partners 7

Project Design 8-‐9

The REaDAPt! Educational Toolkit 10-‐12

The REaDAPt! Research Toolkit 13-‐14

Supporting Children in Europe 15

Recommendations 16


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Principal Investigator’s Introduction We are delighted to be able to share the highlights of REaDAPt! -‐ Relationship Education and Domestic Abuse Prevention Tuition -‐ Project. The project started in March 2011 and ended in February 2013 and benefited from a grant financed by the European Commission’s Daphne III programme. Across Europe there is, unfortunately, an absence of rigorously evaluated educational interventions designed to help children know how to respond should domestic abuse arise as they enter romantic or intimate relationships during adolescence and early adulthood. REaDAPt! changed this.

It has assisted organisations in three European countries to evaluate their own relationship education and domestic abuse prevention tuition programmes.

It has provided a comprehensive manual for educators looking to implement relationship education and domestic abuse prevention tuition.

It has provided a research toolkit for those looking to assess how effective relationship education and domestic abuse prevention tuition programmes are at changing attitudes.

Finally, a short film -‐ Through a Child’s Eyes (author Bruno PODALYDES, 2006, production les films du poisson) – has been made available on the project website to encourage children to raise the topic of domestic abuse with their teachers so that it can be discussed in their schools.

The REaDAPt! project is committed to helping children come to terms with domestic abuse, whether that abuse is perpetrated by a parent or step-‐parent, or occurs in the context of their own dating relationships. It seeks to help build children’s resilience so that they can negotiate healthy relationships for themselves in adult life. We welcome reflection by policymakers on the value of this new education tool to help children change their attitudes towards domestic violence. We recommend that similar evidence-‐based tools are implemented across Europe’s schools. This recommendation is set out in more detail on p 16.

Professor David Gadd, Principal Investigator, University of Manchester


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Executive Summary Appraising young people about the risks of domestic abuse in intimate relationships and the nature of domestic abuse is crucial to any strategy to seriously reduce the prevalence of gender-‐based violence in European countries. It is therefore critical that evidence-‐based materials are provided to schools and teachers and educators. It is also important that teachers and educators are fully supported in providing relationship education and domestic abuse prevention tuition. The REaDAPt! Project has successfully evaluated the effectiveness of three pre-‐existing relationship education and domestic abuse prevention tuition interventions delivered in schools to over 2300 children.

Relationships Without Fear (England): a six week programme that is delivered by specialist facilitators, to young people aged 8 to 16 years.

La Máscara del Amor (Spain): a six week programme delivered by teachers to young people typically aged 14-‐16 years.

Filles et Garçons, en route pour l'Egalité (France): a single session intervention delivered by

specialist facilitators to young people aged 13-‐25 years in schools, vocational training centres and information centres.

The REaDAPt! Programme: developed out of the project and was piloted by the Maltese

Regional Dialogue and Development Foundation in secondary schools in Malta and Gozo.

The REaDAPt! team in Linköping, Sweden, August 2012

This brochure contains an overview of the key outcomes of the project, namely the REaDAPt! Educational and Research Toolkits which were designed for use in schools across Europe. These can be adapted by teachers and other practitioners to suit the needs, ability levels and learning preferences of their students. All of the REaDAPt! outputs including the Toolkits are available to download free of charge on the REaDAPt! website: www.readapt.eu


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Key Findings

Preventative programmes can secure attitude changes in young people, so that they become less

accepting of domestic violence.

Preventative programmes are most effective at changing attitudes if delivered over a number of weeks.

Soliciting young people’s perspectives on the content and delivery of relationship education and

domestic abuse prevention tuition is the key to enhancing programme effectiveness. Engaging boys can be more difficult than engaging girls. Many young men claim to know that

violence is wrong and do not wish to see themselves as potential perpetrators. Relationship education programmes do not always succeed in encouraging young people to seek

help from adults and must therefore identify a range of means by which young people can seek support and advice.

Educators delivering such programmes have a number of challenges to surmount. There are

tensions between promoting gender equality and depicting violence as a gendered phenomenon. There are also tensions between encouraging young people to express their own perceptions and the need to challenge sexist stereotypes and victim-‐blaming.

Figure 1. This graph shows young people’s scores on the Attitudes towards Domestic Violence Questionnaire before they received one of the three programmes evaluated for the project and then again afterwards. Participants’ attitude scores decreased from pre-‐test to post-‐test, indicating that they became less accepting of domestic violence. The greatest attitudinal change was seen in the young people who received the Relationships Without Fear programme.


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Testimonials

The Daphne Programme is instrumental in helping communities tackle violence against vulnerable groups. I am delighted that organisations from the West Midlands region are leading a new wave of preventative initiatives that aim to stop violence in its tracks. I hope this excellent work continues into the future. Liz Lynne, (MEP 1999 – 2012) West Midlands, ALDE Group Over 2300 children have taken part in the research in the UK, France and Spain to help develop the very best guidance for school staff. The REaDAPt toolkit takes pioneering preventative interventions on domestic violence from France, Spain and England. We have combined and developed their best resources to form the REaDAPt Educational Toolkit. It is simple and easy to use and we are confident that these tried and tested methods will make a difference. Dr Claire Fox, Psychologist and Senior Lecturer, Keele University addressing the Malta REaDAPt! Conference, March 2012 I am delighted that Maltese schools have benefited from the REaDAPt Toolkit. The six modules in the Toolkit have been popular and timely given the domestic violence challenges we face in Malta. I strongly encourage as many schools as possible to consider using the REaDAPt Educational Toolkit along with the ADV questionnaires to help ensure that prevention programmes change attitudes. Joanna Xuereb, Maltese Commission on Domestic Violence

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Testimonials

The Daphne Programme is instrumental in helping communities tackle violence against vulnerable groups. I am delighted that organisations from the West Midlands region are leading a new wave of preventative initiatives that aim to stop violence in its tracks. I hope this excellent work continues into the future. Liz Lynne, (MEP 1999 – 2012) West Midlands, ALDE Group Over 2300 children have taken part in the research in the UK, France and Spain to help develop the very best guidance for school staff. The REaDAPt toolkit takes pioneering preventative interventions on domestic violence from France, Spain and England. We have combined and developed their best resources to form the REaDAPt Educational Toolkit. It is simple and easy to use and we are confident that these tried and tested methods will make a difference. Dr Claire Fox, Psychologist and Senior Lecturer, Keele University addressing the Malta REaDAPt! Conference, March 2012 I am delighted that Maltese schools have benefited from the REaDAPt Toolkit. The six modules in the Toolkit have been popular and timely given the domestic violence challenges we face in Malta. I strongly encourage as many schools as possible to consider using the REaDAPt Educational Toolkit along with the ADV questionnaires to help ensure that prevention programmes change attitudes. Joanna Xuereb, Maltese Commission on Domestic Violence


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Project Partners Keele University (England) is a UK government-‐funded university founded in 1962. The university is the lead for the project, which was directed by Professor David Gadd, a leading expert in the study of domestic abuse. The evaluation was led by Dr. Claire Fox, a Senior Lecturer in Psychology at Keele University, and a leading expert in the evaluation of interventions designed to prevent violence and bullying. www.keele.ac.uk Arch (Staffordshire, England) support families who are experiencing domestic abuse, including victims, perpetrators and witnesses of domestic abuse. Arch also visit schools to deliver Relationships without Fear (RwF) to young people aged 8 to 16 years. RwF was evaluated in the course of the REaDAPt! project. www.archnorthstaffs.org.uk The Directorate General for Gender-‐Based Violence Prevention, Youth Prevention and Juvenile Crime, Regional Government of Murcia (Spain) is responsible for all policies related to women, including the prevention of violence against women, support to female victims of domestic abuse and their children, and coordination with related services. The prevention programme: La Máscara del Amor (The Masks of Love) was developed by the Youth Prevention and Juvenile Crime team and evaluated as part of the REaDAPt! project. www.carm.es The Malta Regional Development and Dialogue Foundation (Malta), founded in 2008, focuses on sustainable regional development and promoting social dialogue. The organisation participates in transnational collaborative development projects, organises multi-‐stakeholder consultations, conducts research on issues of critical national, regional and social importance, and influences policy-‐making via active civic participation and dialogue. MRDDF provided support to Maltese schools, enabling them to deliver the REaDAPt! Educational Toolkit. www.mrddf.org The Association Du Côté des Femmes de Haute-‐Garonne (Toulouse, France) does extensive work to promote gender equality, women's rights and the eradication of violence against women in the region of Haute-‐Garonne. The prevention programme Filles et Garçons, en route pour l'Egalité (Girls and Boys, Let’s go to Equality), developed by Du Côté des Femmes de Haute Garonne is usually delivered to young people aged 13-‐25 years in schools, vocational training centres and information centres. This programme was evaluated as part of the REaDAPt! project. http://www.ducotedesfemmes31.fr West Midlands European Centre (Belgium) brings together partner organisations to engage in evolving EU policy and legislation. The Centre assists with the Brussels/European aspect of the project, using its considerable links with EU Institutions, NGOs, educational stakeholders, to disseminate news and information about the project. www.wmcouncils.org.uk The University of Linköping (Sweden), founded in 1975, has established itself as an innovative and modern institution in both education and research. The Responses to Interpersonal Violence Research Network (RIV) led by Professor Margareta Hydén provided a critical evaluation of the REaDAPt! project which contained constructive guidance on how best to enhance the project’s effectiveness and sustainability. http://www.liu.se/forskning/riv?l=en


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Project Design The REaDAPt! project successfully evaluated the effectiveness of three pre-‐existing Relationship Education and Domestic Abuse Prevention Tuition interventions. As indicated in the diagram below, there are differences and similarities across the three existing programmes.

REaDAPt! Educational Toolkit

The REaDAPt! prevention programme combines best practice from the three programmes evaluated by the project. The new programme was successfully piloted in Malta.

• Six modules (minimum 1 hour per module) • Children aged 12-‐18 years • Can be delivered by teachers or practitioners using guidance in

the Educational Toolkit • Lessons and activities can be amended to enhance their

responsiveness to the needs of young people

Relationships Without Fear (UK)

The Masks of Love (Spain) Girls and Boys, Let’s go for Equality (France)

• Six 1 hour sessions • Children aged 8-‐16 years • Delivered by specially

trained facilitators from Arch, who visit schools

• Six 1 hour sessions • (Mainly) adolescents aged

14-‐16 years • Delivered by school

teachers who first complete a two-‐day training event

• Usually a single session (minimum 90 minutes)

• Young people aged 13-‐25 years

• Delivered by specially trained facilitators from the Association Du Côté Des Femmes


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Project Design

Pupils receiving the interventions in England, France and Spain, completed the Attitudes towards Domestic Violence Questionnaire (ADV) developed by Dr Claire Fox and Professor David Gadd. Pupils completed this questionnaire before they received the interventions (pre-‐test) and after the interventions (post-‐test) to determine how their attitudes changed between the two time points. Some of the young people at each site also took part in focus groups to discuss the programmes. The findings from the evaluation informed the content of the REaDAPt! Research Toolkit and the REaDAPt! Educational Toolkit. The Educational Toolkit was then implemented in schools in Malta, and evaluated using the ADV questionnaire.

Research Overview

ADV completed twice: pre-‐test and post-‐test Used to assess extent of attitude change from

before to after the programmes Completed by over 2300 pupils in France,

England and Spain

Focus groups in England, France and Spain Explored what young people liked and disliked

about programmes Young people also suggested areas for

improvement Educational Toolkit informed by findings from

evaluation of three grassroots programmes Includes six modules Research Toolkit provides guidance on how to

conduct an evaluation of domestic violence prevention education programmes

Educational Toolkit presented to teachers at a

conference in Malta Teachers in Malta deliver programme and

administer pre-‐test and post-‐test ADV questionnaires

ADV questionnaire Teacher feedback

ADV Questionnaire

Focus Groups

Educational Toolkit

Research Toolkit

Implementation of Educational Toolkit in

Malta

Evaluation of Educational Toolkit in

Malta


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The REaDAPt! Educational Toolkit

This Educational Toolkit builds on the resources of Relationships Without Fear (Arch), The Mask of Love (Regional Government of Murcia) and Girls and Boys, Let’s Go for Equality (Du Côté des Femmes de Haute-‐Garonne), consolidating the best examples into a single user-‐friendly manual. This Toolkit is designed to prevent dating violence among young people by changing attitudes, providing advice and support, and enhancing resilience through the exploration of case studies and film-‐based materials. The Toolkit introduces the problems faced by teenagers who are confronting domestic abuse in their own dating relationships, or at home -‐ including violence perpetrated against or between parents and/or other adult carers.

Objectives, worksheets and guidance notes are provided for each lesson, including details regarding how to amend materials to suit particular age-‐groups. The Toolkit comprises six key modules, and each includes a number of lessons/activities which educators can choose from. The programme may be facilitated by teachers or by other specialist practitioners. A supplementary Research Toolkit is available for facilitators looking to evaluate the effectiveness of their interventions.

Module 1-‐ Gender and Equality Issues The aim of this module is to increase children’s awareness of issues of inequality and power in relationships and to develop within them a critical attitude towards stereotypes. Four different exercises make up Module 1: • Activity 1.1. Telling tales • Activity 1.2. Listening to the songs • Activity 1.3. Behind the advertisements • Activity 1.4. Nicolas’ story

Module 2-‐ Healthy and Unhealthy Relationships The aim of this module is to help young people identify warning signals that will enable them to identify when a relationship is becoming abusive. This module helps young people to recognise feelings of jealousy for what they are, to appreciate that not all relationships last forever and to understand that a good relationship does not necessarily need to involve sex from the outset. Three different exercises make up Module 2: • Activity 2.1. An important conversation • Activity. 2.2. Seeing the signals. • Activity 2.3. Amélie and Alex


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Module 3-‐ The Effects of Different Types of Abuse This module is focused on the different types of abuse: emotional, economic, physical and sexual. It seeks to help young people recognise the feelings of low esteem, self-‐blame and shame that abuse can induce. Six different exercises make up Module 3: • Activity 3.1. Letter to ‘My Best Friend’. • Activity 3.2. Give love another chance • Activity 3.3. Identifying different types of abuse. • Activity 3.4. Amanda and Carrie. • Activity 3.5. Leila’s story. • Activity 3.6. Men’s problem page

Module 4-‐ Abuse between Parents and Other Adult Carers Seeing or knowing that a father/mother is violent with his/her partner can leave children feeling afraid – not only for their own and their parent’s safety – but also of entering relationships of their own. Some young people with such experiences worry about managing feelings of anger and vulnerability without resorting to aggression. Module 4 raises awareness among young people about these issues through three different exercises: • Activity 4.1. A short film about domestic abuse: Through a Child’s Eyes • Activity 4.2. The Truth about Home • Activity 4.3. Managing emotions/feelings

Module 5-‐ Leaving, Staying, Coping and Surviving Once students know what an abusive relationship looks like and they are aware of danger signals, they need to know how they can leave a relationship in which they feel controlled or powerless. Through Module 5, they will learn why a person remains in an abusive relationship and the emotional and practical steps that can help them leave safely. Four different exercises make up Module 5: • Activity 5.1. What keeps me here? • Activity 5.2. I want you to know • Activity 5.3. The beginning of end • Activity 5.4. What Keeps Lisa there?


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Figure 2.

The REaDAPt! film Through a Child’s Eyes is available in French and English from the REaDAPt! website. An activity based on this film is available in Module 4.

In this film, a young boy talks about his experience of witnessing his father being violent towards his mother. He tells his story through pictures he has drawn. The film highlights a child’s perspective in domestic violence situations. Viewers are encouraged to share the film with their teachers.

Module 6 – What Happens if it Happens to Me? Sources of Support in Your Area In this final lesson, students are appraised of the services available in their country for children and adults trying to cope with abusive relationships. An exercise is provided that helps children understand how disclosures to professionals work in their country, and what professionals are expected to do with disclosures of abuse and violence made by young people. • Activity 6.1. Relationship education and domestic abuse prevention quiz • Activity 6.2. Researching and presenting sources of support • Activity 6.3. Who do I tell and what happens next?


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The REaDAPt! Research Toolkit Aims The REaDAPt! Research Toolkit was developed by the UK academic research team -‐ Dr. Claire Fox, Professor David Gadd and Becky Hale -‐ with support from Professor Margareta Hydén and Susanne Severinsson at the University of Linköping. The Toolkit aims to provide practitioners with the materials and guidance needed to evaluate the effectiveness of programmes that address relationship education and domestic abuse prevention tuition.

The Toolkit is specifically aimed at teachers, teaching assistants, social workers, academics, researchers, policymakers and any other organisations who are seeking to evaluate the effectiveness of a relationship education and domestic abuse prevention tuition programme. The Toolkit consists of two sections:

The first section presents the Attitudes towards Domestic Violence Questionnaire, an evaluation tool, which was developed by Dr Claire Fox and Prof David Gadd, in close collaboration with Arch.

The second section contains information and guidance on how to conduct focus groups to evaluate relationship education and domestic abuse prevention programmes.

The Attitudes towards Domestic Violence Questionnaire (ADV) This questionnaire asks respondents to indicate the extent that it is ‘OK’ or ‘wrong’ for a man or woman to hit their partner in six scenarios, for example, if they are angry, embarrassed or drunk. Responses are given using a four point likert scale: “It’s really wrong”, “It’s sort of wrong”, “It’s sort of OK” and “It’s perfectly OK”. The response order is changed on some of the questions to encourage young people to read the questions carefully and to prevent response bias.

Figure 3. Extract from the ADV questionnaire showing the two different question formats and corresponding order of responses


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The REaDAPt! Research Toolkit Suitability of the Questionnaire for Young People The ADV questionnaire is appropriate for young people aged 11 years and over and will take them approximately 15 minutes to complete (with a slightly reduced completion time for older adolescents). It should be used twice in a pre-‐test post-‐test design. The pre-‐test refers to the questionnaire being completed before the intervention to measure children’s baseline attitudes. The post-‐test refers to the questionnaire being completed after the intervention. The post-‐test scores can then be compared with the pre-‐test scores to determine if young people’s attitudes have changed during the course of the intervention and, hence, whether they have become more or less accepting of domestic violence. The ADV can also be used a third time for follow-‐up evaluations (for example, three months after the programme has been delivered) to determine whether changes in attitudes are maintained once the intervention has ceased. Ethical Issues Conducting research on children’s experiences of violence is ethically challenging (DAPHNE III Toolkit, 2010). The REaDAPt! Research Toolkit provides ethical guidelines for practitioners to follow when administering the ADV questionnaire with children around the following themes:

Gaining Consent: the content of the questionnaire must be explained to the young people, and they should be asked if they would like to complete it. Only those who give their consent should participate. Practitioners should also note that it may be necessary to inform participants’ parents about the research and to seek parental consent for young people to complete the questionnaire.

The Right to Withdraw: potential participants are informed that their participation is voluntary,

and that they can omit questions.

Confidentiality: participants are assured of the confidentiality of their data, that their data will be securely stored, and that only the research team will have access to this data.

Sources of Support: participants are also advised of sources of emotional and social support, for

example speaking to their teacher, a parent or contacting a helpline. Using Focus Groups to Evaluate Domestic Abuse Prevention Programmes In addition to administering the ADV, the REaDAPt! team conducted focus groups with young people to explore their opinions about the programmes. Focus groups were conducted with school pupils in England, France and Spain. Amongst other things, pupils were asked to discuss what they liked about the programme, what they disliked, and what they thought facilitated (or prevented) their own and their peers’ engagement with the programme. Conducting focus groups as part of an evaluation which includes the use of the ADV will help to provide insight into the data collected using the questionnaire. For example, focus groups can help to explain why attitude change might occur in some groups of students, but not others. The data collected from the focus groups can be used to inform changes to the programme, and help ensure the intervention is responsive to young people’s needs. Detailed guidance about how to conduct focus groups with young people is provided in the Research Toolkit.


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Supporting Children in Europe Engaging children in effective Relationship Education and Domestic Abuse Prevention Tuition is the key to delivering on the EU’s commitments to ending violence against women and vulnerable persons and promoting and protecting the rights of the children and young people. The EU is strongly committed to eliminating all forms of violence against children. Approximately 200 million children worldwide witness domestic violence annually, over 200 million children worldwide are subject to sexual violence, over 50,000 children die as a result of homicide every year, and up to 2 million children are treated in hospitals for violence related injuries. The EU Network of Independent Experts on Fundamental Rights identified domestic violence as one of three main priorities for its ‘protection of the child’ agenda (Thematic Comment No. 4: Implementing the Rights of the Child in the European Union, 25 May 2006, Chapter IV). The European Parliament Resolution passed on 26th November 2009 on the elimination of violence against women calls on the EU to set up mechanisms that address the root causes of violence through preventative measures such as education and awareness campaigns. The EU Agenda for the Rights of the Child, published by the European Commission on 15th February 2011, focuses on combating all forms of violence against children. In May 2011 in Istanbul, the Council of Europe adopted a convention on preventing and combating violence against women and domestic violence. This is the first legally binding international instrument which creates a legal framework aimed at preventing violence, protecting victims and convicting perpetrators. Despite over 20 signatories, only one country has ratified the convention. Mr. Mario Soares’ (Member of the European Economic and Social Committee) Own-‐Initiative Opinion on Eradicating Domestic Violence, published September 2012, concludes that ‘schools should promote non-‐sexist and mixed-‐sex education based on equal rights and opportunities, endeavouring to ensure full personal development that has no connection with stereotypes and gender-‐determined roles and which rejects any type of discrimination victimising women. Schools can provide an excellent observatory for gender-‐based violence. Teachers’ initial and continuous training should incorporate gender-‐based violence, including domestic violence. There should be constant periodical reviews of curricular.’


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Recommendations

In times when public funds are scare it is tempting for national governments and local authorities to forgo investment in preventative education as the consequences of not delivering it tend to remain hidden in the short term. Relationship Education and Domestic Abuse Prevention Tuition, however, is one of the best investments governments can make in the future well-‐being of young people. This investment is likely to reduce the harmful effects of gender-‐based violence in the long term and diminish the costs to criminal justice, social services and health care providers for the foreseeable future. Professor David Gadd, University of Manchester

REaDAPt! recommends that:

Educational curricular across the EU primary and secondary schools includes prevention programmes such as the REaDAPt! Educational Toolkit;

Relationship education and domestic abuse prevention tuition programmes are rigorously evaluated to ensure that their effectiveness is routinely enhanced and that they remain responsive to the needs of children and young people;

New and established teachers across Europe are provided with training, assistance and support

to enhance their confidence in talking to pupils about domestic abuse and relationship issues; REaDAPt! Endorses:

The EU’s Rights of the Child Strategy and Youth Strategy which recommends minimum requirements for providing relationship education and domestic abuse prevention in all European schools;

The Council of Europe Istanbul Convention and requests that Council of Europe members sign

and ratify the convention to ensure children victims of domestic violence can be protected;

A European Year on Combatting Gender-‐based Violence that seeks to redress the violence too many European children grow up with;

Open forums take place such as those proposed by the European Economic and Social

Committee to discuss proposals to eradicate domestic violence and to share examples of good practice that could lead to effective prevention measures.

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Recommendations

In times when public funds are scare it is tempting for national governments and local authorities to forgo investment in preventative education as the consequences of not delivering it tend to remain hidden in the short term. Relationship Education and Domestic Abuse Prevention Tuition, however, is one of the best investments governments can make in the future well-‐being of young people. This investment is likely to reduce the harmful effects of gender-‐based violence in the long term and diminish the costs to criminal justice, social services and health care providers for the foreseeable future. Professor David Gadd, University of Manchester

REaDAPt! recommends that:

Educational curricular across the EU primary and secondary schools includes prevention programmes such as the REaDAPt! Educational Toolkit;

Relationship education and domestic abuse prevention tuition programmes are rigorously evaluated to ensure that their effectiveness is routinely enhanced and that they remain responsive to the needs of children and young people;

New and established teachers across Europe are provided with training, assistance and support

to enhance their confidence in talking to pupils about domestic abuse and relationship issues; REaDAPt! Endorses:

The EU’s Rights of the Child Strategy and Youth Strategy which recommends minimum requirements for providing relationship education and domestic abuse prevention in all European schools;

The Council of Europe Istanbul Convention and requests that Council of Europe members sign

and ratify the convention to ensure children victims of domestic violence can be protected;

A European Year on Combating Gender-‐based Violence that seeks to redress the violence too many European children grow up with;

Open forums take place such as those proposed by the European Economic and Social

Committee to discuss proposals to eradicate domestic violence and to share examples of good practice that could lead to effective prevention measures.


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www.readapt.eu c.fox.keele.ac.uk [email protected]


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The responsibility for the content of this publication lies with the REaDAPt team. It does not necessarily reflect the opinion of the European Union. The European Commission is not responsible for any use that may be made of the information contained therein.

Insert Logos

The responsibility for the content of this publication lies with the REaDAPt team. It does not necessarily reflect the opinion of the

European Union. The European Commission is not responsible for any use that may be made of the information contained therein.


With financial supportfrom the Daphne III Programme

of the European Union


the readapt! brochure...facilitators to young people aged 13-‐25 years in schools, vocational...

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