1. German Implementation of the Project IPV in Military settings (2006) Susanne Schnitzer, Rainer Sauter, Maria Seidel, Janina Buske Elfriede Steffan

2. Background: No permission for implementation in German Military settings Implementation in two vocational schools (print media and construction: –BQL (Profession qualification course): One year long, it serves the gaining of the CSE –OBF (one year vocational school): One year long, it serves the gaining of the secondary school certificate (MSA- middle school certificate –BS (Vocational school): The regular three-year long vocational training is supported educationally by the OSZ

3. Implementation Age: 16 to 24 Mainly male (70%) Participants: 270 students in 13 classes Length of the courses: 3 x 90 minutes on three different days (spring 2006) Place: During the regular lessons for social studies (“complementation”) Without the regular teachers in most of the classes

4. Development of the lessons and material used “IPV Sensitization Material” package, 3 PowerPoint presentations - one for each section - different handouts and the leaflet, adapted and complemented Methods: –Double teaching : male and female – Presentations (power points, Discussions, desk work (questionnaires etc), pair work, group work. (no role plays, no homework) Two questionnaires: before (KAB) and after the sessions.

5. Generell structure of modules First Module. oPre-questionnaire completion. oDefinition of IPV and experiences of violence. Second Module. oGender Stereotypes, Masculinities. o “IPV Leaflet” distribution. Third Module. oSigns of Abuse and Ways to Help. oLaw background/information. oPost-questionnaire completion. Example for complementation: –Newspaper articles referring to recent IPV-cases. On the basis of these articles it was easier to start dealing with the subject through a lively discussion and participation.

6. Success factors that were faced during the implementation feedback of students and teachers: Lessons of great interest because “relationship” is an important topic concentrated and dedicated collaboration of most of the students Double teaching very successful 70% of the students would recommend the course to near friends Some teachers expressed their interest on the training material

7. Problems in the implementation phase The material was partly not low-threshold enough –especially for students without or with the lowest degree. It was difficult to work on e.g. gender relations (streotypes/ gender roles) with the available materials because of high abstraction level –Solution: brain storming “what is male? What is female? Handout 4 (Annex_section2) „A Male Benefits Checklist“ had to be re- formulated to make it more low-threshold. – And to adapt it to the social environment of the students The time frame (3 x 1,5 hours each) for the training program was tight. The questionnaires took up too much time Organizational difficulties in one of the schools Time pressure because of oncoming summer holydays