Preventing Teen Dating Abuse: Engaging Boys, Girls and Adults Rus Ervin Funk, MSW www.rusfunk.com

Use/Critique of Language “victim” and “survivor” “batterer” “violent relationships” (etc.) “Date rape” © 2013 Rus Ervin Funk, all rights reserved

© 2013 Rus Ervin Funk, all rights reserved Youth Development Rapid developmental growth Emotionally Physically Socially Concrete thinkers Tend to hold rigid gender stereotypes Shift in spheres of influence from parents to peers (in US – check if is universal) Testing boundaries Sense of “self” and power © 2013 Rus Ervin Funk, all rights reserved

© 2013 Rus Ervin Funk, all rights reserved Definitions Keep two definitions of Dating/Domestic violence in mind at all time Legal Feminist/”victim-centered” Based on pattern of coercive control to maintain power and control © 2013 Rus Ervin Funk, all rights reserved

Power and Control Wheel Note: Physical violence is not necessary to maintain the P/C Wheel © 2013 Rus Ervin Funk, all rights reserved 5

Dynamics of Youth who are Abused P/C wheel Exaggerate responsibility Self-Blame Minimize threat/harm Ambivalent response Asserting control Anger © 2009 Rus Ervin Funk, all rights reserved

Dynamics of Abusive Youth Paradigm of Entitlement Getting to abuse Asserting control Imbalance of accountability Blame shifting They choose to © 2009 Rus Ervin Funk, all rights reserved

Gendered Nature of Dating Abuse Girls and boys appear to hit each other mutually but… How boys and girls hit Why boys and girls hit Boys and girls experiences of being hit Sexual assault within relationships Post relationship abuse What boys say when they hit © 2013 Rus Ervin Funk, all rights reserved

A Shift in Focus – to Prevent Prevention means to shift focus to how it is that men and boys are abusive. To advocate or provide services means we need to know more about how women, men are abused. To date, we’ve focused more on the later. © 2013 Rus Ervin Funk, all rights reserved

© 2013 Rus Ervin Funk, all rights reserved Moving Upstream Preventing Awareness Treating Victims Violence Building Intervening © 2013 Rus Ervin Funk, all rights reserved

Foundations of Primary Prevention Violence is complex & requires a comprehensive approach Determinants of violence & safety must be addressed Examine both risk factors and protective factors Requires an integrated strategy Explore promotion © 2009 Rus Ervin Funk, all rights reserved

Disseminate effective strategies The Public Health Model Disseminate effective strategies Develop and Test Prevention Strategies Identify Risk and Protective Factors Slide Title: The Public Health Approach to Prevention Main Concept: How to develop, plan and implement prevention strategies, collaboration and community organizing, and moving forward by building a foundation together. Core Content: 4-Step Public Health Approach Trainer notes: The public health approach emphasizes prevention and the health of populations rather than individuals, and provides a systematic way to look at public health problems and their solutions. Public health professionals define, monitor & track the problem, identify factors that put people at risk or protect them from harm, develop & evaluate prevention strategies, & encourage the widespread adoption of effective programs & policies. Until early 1980s, strategies for preventing & responding to violence were almost exclusively the domain of criminal justice system. This approach is effective in some situations & for some crimes, but it does not address the social & economic factors that influence violence. Also doesn’t address unreported violence that often occurs w/child abuse, IPV, or suicide attempts. Define the Problem 12

© 2013 Rus Ervin Funk, all rights reserved Root Causes What puts youth at increased risk for dating abuse? But why… © 2013 Rus Ervin Funk, all rights reserved

Risk and Protective Factors ID risk factors For perpetration For victimization ID protective factors From perpetration From victimization © 2009 Rus Ervin Funk, all rights reserved

Risk & Protective Factors: Keep in mind… Risk Factors do not cause domestic violence-they are factors that may be present for some individuals No single risk or protective factor can predict a specific outcome or condition All risk and protective factors are not equal; it is not a one-to-one relationship Addressing a single risk factor is not enough Slide Title: Risk & Protective Factors Core Content: 4-Step Public Health Approach Trainer notes: When reviewing risk and protective factors it is important to keep in mind that no single risk or protective factors predicts the outcome with certainty; all risk and protective factors are not equal; and, addressing a single risk factor is not enough. Multiple risk factors need to be taken in consideration. Limitations of R/P factors: No links to causation (i.e. alcohol use) Alcohol creates an excuse for behavior but didn’t cause the behavior We need to articulate that. 15

Identify Risk & Protective Factors What protects girls & women? What increases their risk? What prevents boys & men from being abusive? What increases their likelihood of being abusive? What are the modifiable factors? What groups are most at risk? Slide Title: Identify Risk & Protective Factors Trainer notes: It is important to identify risk and protective factors for intimate partner violence: both victimization and perpetration. Evidence is a key factor in IPV prevention programming. Identify risk factors: What are characteristics, environmental factors, etc. that are associated with the outcome of violence? Identify risk groups: Who is at risk for perpetration? Who is at risk for victimization? 16

© 2009 Rus Ervin Funk, all rights reserved An Ecological Model Organizational (Practices) Intrapersonal (Attitudes) Relational (Behaviors) Community (Norms) Socio-Cultural (Customs, laws, beliefs) © 2009 Rus Ervin Funk, all rights reserved

Gendered Nature of Prevention Gendered nature of dating abuse Gendered understanding of and relationship to violence Gendered understanding of and relationship to D & SV Implications for our efforts © 2013 Rus Ervin Funk, all rights reserved

Primary Prevention Efforts From An Ecological Framework Intra-personal Relational Organi-zational Com-munity Socio-cultural Teen girls Train parents to talk w/ girls Infused School Curricula; School policies “girl power” groups “Valuing women and girls” media campaign Teen boys Masculinity & respect Training parents to talk w/ boys about healthy dating “boys of respect” groups “Choose Respect” media campaign © 2009 Rus Ervin Funk, all rights reserved 19

Spectrum of Prevention Working with Individuals Promoting Community Education Training Providers Fostering Coalitions Changing Organizational Practices Influencing Policy Grassroots Organizing Ongoing evaluation © 2009/2013 Rus Ervin Funk, all rights reserved

Prevention Efforts with Boys What factors contribute to boys being abusive? What efforts can we initiate to prevent boys from being abusive? What efforts can we initiate that promote boys being in healthy and respectful relationships? © 2013 Rus Ervin Funk, all rights reserved

Talking with Adolescent Boys Overcome defensiveness Address myths Increase victim-sympathy Examine male response-abilities Don’t hurt women (or men) they’re dating Responding to friends who are abused Becoming an Ally (based on a bystander approach) Becoming proactive Challenge Social norms © 2013 Rus Ervin Funk, all rights reserved

© 2013 Rus Ervin Funk, all rights reserved Bystander Efforts Need to be gendered too Who are the bystanders? Which adults could be allies as well? How can adults model being allies? How do youth decide who to “stand by”? How do we move from bystanders to allies? © 2013 Rus Ervin Funk, all rights reserved

Changing Organizational Policies and Practices Identify organizational practices Assess those practices Do the support your efforts To what degree Identify changes to be made Implement changes Evaluate efforts © 2009 Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved Community Organizing Overview of Social Capital What is the “community”? Clarify the community Define boundaries Create access How does community understand dating abuse? Respond prevent © 2009 Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved Social Norms Define what is “normal” Identify current social norms Examine alternative social norms Promote alternatives Strengthen alternatives © 2009 Rus Ervin Funk, all rights reserved

Social Forces that Contribute “Act like a man” “Be a lady” Ecological Framework © 2009/2013 Rus Ervin Funk, all rights reserved

“Be a MAN” What’s Done to Men What Men are Called “Be a Man”

Be a Lady “Act like a Lady!” What Women are Called What’s Done to Women

© 2013Rus Ervin Funk, all rights reserved Promotion What are we promoting Gender respect Nonviolent relationships Leadership development Communities that support the above © 2013Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved Gender Respect What constitutes gender respect? How do youth know when they are being treated with respect? How do youth know when they are treating others with respect? How gender informs notions and practices of respect. © 2009 Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved An Ecological Model Organizational (Practices) Intrapersonal (Attitudes) Relational (Behaviors) Community (Norms) Socio-Cultural (Customs, laws, beliefs) © 2009 Rus Ervin Funk, all rights reserved 32

Healthy Relationships Elements of a healthy relationship Defining these elements concretely Putting this into practice Creating social norms to support © 2013 Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved An Ecological Model Organizational (Practices) Intrapersonal (Attitudes) Relational (Behaviors) Community (Norms) Socio-Cultural (Customs, laws, beliefs) © 2009 Rus Ervin Funk, all rights reserved 34

Educating – for Leadership (Focus on the social problem rather than the personal tragedy) Use of emergent Curriculum Design Engage youth as problem solvers Put into practice what they’re learning as they’re learning Take action

Emergent Curriculum Design Based on Frierian Educational Praxis Grounded in prevention theory Create a team of youth, staff and parents who work together to create the educational program that will be provided to youth. © 2009/2013 Rus Ervin Funk, all rights reserved

E.C. Process Identify partner Create team Define focus Brainstorm content Develop curriculum from the content Edit curriculum Train facilitators Implement curriculum Evaluate © 2009/2013 Rus Ervin Funk, all rights reserved

Partnership Development Brainstorm partners Create relationships Discuss positive outcomes Develop preventionist analysis Explore funding © 2009 Rus Ervin Funk, all rights reserved

Activities Dating Abuse awareness week activities Teen equality wheel – put into action and practice Promoting youth abilities to challenge the restrictions of gender and the lessons of Promoting youth leadership Addressing Dating Abuse Press Conferences Legislative Advocacy © 2009/2013 Rus Ervin Funk, all rights reserved

© 2009 Rus Ervin Funk, all rights reserved Thank-You!!! Rus Ervin Funk rus@rusfunk.com www.rusfunk.com (502)494-9044 © 2009 Rus Ervin Funk, all rights reserved