Rus Ervin Funk, MSW

 Defines national standards  Support social norms  Enforce behavior  Educate the public (and others)  Provide Funding  Punish

 National or state laws  Enforcement/application of those laws  Community ordinances  Organizational policies and practices  Social norms

PreventingAwareness Treating Victims ViolenceBuilding Intervening w/ Offenders © 2009 Rus Ervin Funk, all rights reserved

Intrapersonal (Attitudes) Relational (Behaviors) Organizational (Practices) Community (Norms) Socio-Cultural (Customs, laws, beliefs)

The Public Health Approach to Prevention Develop and Test Prevention Strategies Disseminate effective strategies Identify Risk and Protective Factors Define the Problem © 2009 Rus Ervin Funk, all rights reserved

 A lack of identification with the victim.  A perception of the situation as one that calls for violence.  A decision to act violently  The means of doing harm to the other person.

Intrapersonal (Attitudes) Relational (Behaviors) Organizational (Practices) Community (Norms) Socio-Cultural (Customs, laws, beliefs) X X

 Men commit the vast majority of domestic violence.  Men are victimized (by other men).  Men’s violence confines men.  Women see men as potential threats.  Men know and love survivors.  Men know and love perpetrators.  Men are part of the community.  Men’s violence is a human rights violation. © 2009/2010 Rus Ervin Funk, all rights reserved

Men Are not the problem And Men are responsible for Sexism and Violence © 2009/2012 Rus Ervin Funk, all rights reserved

Intra- personal Relational Organi- zational Community Socio- cultural INTER-VENTION Groups with men who batter Engaging male friends and family with men in groups Model policies for businesses who identify batterers “women of power” groups “Valuing women and girls” media campaign; Effective legal responses PRE-VENTION Masculinity & respect classes Bystander approaches Infused School Curricula; School and business policies “Men of Honor” Clubs Policies requiring prevention educatton in all schools

 Active and Engaged fathers tend to be more supportive of gender equality  Promote the development of father involvement programs  Examine “parenting” policies and protocols to assess for mother bias  Some of these are appropriate and necessary

 Encourage universal education to prevent gender-based violence  Recognize the critical social differences that impact on the accessibility and efficacy of educational efforts  Provide for both mixed gender and single- gender programming  Support appropriate dosage, extent, and depth  Encourage leadership development

 Organizations that work to prevent gender- based violence should be encouraged to involve males in their prevention efforts  Policies can (and should) include standards for male involvement  Connect adoption of said polices to funding

 Prevention funding streams need to come from a different source than those for intervention and response  Funds that encourage male involvement should not defer from funds that encourage women’s empowerment

 Men following women’s leadership  Men and women working in try partnership  Offer models for how other men can be allies too  Modeling accountability to women’s leadership is a part of modeling

Rus Ervin Funk PO box 4878 Louisville, KY (502)