Transcript
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UNICEF
Strategies to guarantee quality learning,
protective environments
and peaceful coexistence for
adolescents in urban areas
Brazil, August/2007
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Violence Prevention Strategies:
Guarantees to
rights and life-skill development for
adolescents
Nancy Cardia,
Vice-Coordinator
Centre for the Study of Violence,
University of So Paulo
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Diagnosis:
What violence?
What risks?
Interventions:
What successful prevention initiatives ?
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Victimization
Ever in your life...
45,7%
37,0%
34,1%
35,8%
25,4%
4,6%
24,5%
16,7%
24,4%
22,7%
22,2%
4,1%
0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0% 45,0% 50,0%
Someone offered
you drugs
Someone asked
where to buy drugs
You or close relative
life threatened
Close relative
wounded by knife
Close relative
murdered
Close relative
kidnapped
> 20 years
< 20 years
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VictimizationEver in your life...
15,6%
5,8%
0,6%
29,5%
61,8%
6,9%
24,3%
26,3%
7,3%
1,6%
19,6%
45,8%
6,1%
10,1%
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0%
Victim of armed
robbery (guns)
Victim of armed
robbery (knife)
Was wounded
by firearm
Victim of physical
assault
Suffered verbal
aggression
Extortion by police
or authority
Physically assaulted or
ill treated by police
< 20 years
> 20 years
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i.e, successful transition to adulthood
avoid problems, school failure, use ofsubstances and delinquency
How?
Through their emotional, cognitive and
behavioral development
Positive youth development
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Changesinprevention
A new perception: skills, abilities, capacity, forrecovery and for change
New approach to prevention: evaluation +contributions from developmental studies,
From focus on a single behavior or context(family, school, community, peer group): to multiplebehaviors and contexts.
Universal rather than targeted to a group
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Changes (cont)Language changes:
Search for opportunities for growth.
Key elements seek to promote: attachment (bonding)
youth and families, schools, community, peergroup, culture
resilience, social, emotional, cognitive, moral and behavioralcompetence
self esteem and self reliance
trust in the future.
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Probability of being alive by 25
49,3%
51,7%
60,7%
26,2%
23,6%
29,2%
9,7%11,5%
15,0%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
2001 2003 2006
Veryhigh/high
average
Low/very low
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The role of agents of socialization is highlighted
Families
Schools
Communities
Work
Religion
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When to start prevention?
As early as possible
Attachment = trust: Home Visitation
Social skills - life skills: pre-schools +
families
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Families key to protection andfor risks
Affection/Warmth
Support
Positive discipliningMonitoring and supervision
Role models
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Obstacles
I- Amount and quality of time spent
together
Parents working more and longer hours
240 hs more per year than in 1989In the last 30 years
13% less time with children
10 to 12 hs less per week
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II- Costs of programs involving families
More complex
Lasting longer
Obstacles
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Successful programs involvingfamilies
Nurse Home Visitation/ Healthy Families Parent Training Program - The Incredible Years
Parenting Program
Functional Family Therapy and MST -MultisystemicTherapy
Triple P: Media (TV series + radio and newspaper)
Health services, Schools, Work place, Otherinstitutions in the community
GREAT families
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Successful programs
Lengthy
Adapted to cultural needs
Adapted to the risks and protectionsdevelopmental stage
Change family
dynamics/organization/patterns of
communication/monitoring and supervision
Start early on
Identify the obstacles to the active
aprticipation of families and remove them.
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Successful programs
Are interactive,
Delivered in a welcoming (non-
threatening) environment,
Delivered by highly trained
professionals.
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Successful community programs
Supervised games in playgrounds and
in pre-schools CTCCommunities That Care
Mentoring - a Big Brother/Big Sister
Voluntary group work in the community
Promoted by schools: Crches, Old
peoples homes, Local health facility
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Successful community programs
Leisure and sports
Reduce anti-social behavior
Promote social skills
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Successful community programsChallenges:
in violent communities children and
youth are not encoraged to use inpublic spaces.
Poorest children do not take part
Avoid competition-aggression promote
adventure
To improve: cooperation, trust, problem
solving skills.
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Successful School programsTeach how
to interact
to contribute to /cooperate with their
community, families and peers
i.e social skills.
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Successful School programs
Change school climate
Competition for resources
Teachers stress
General incivility
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Examples
Resolving Conflict Creatively Program
Life Skills Training Program
GREAT Schools: Teachers and
Students
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GREAT Diagnosis of the school
Climate in schoolPattern of Interactions
Physical characteristics
lighting
cleanness
graffitti broken windows
bars
shops selling arms
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Successful programs Change behavior
Are theory based combining risks and protection factors
Evidence based
Involve multiple partners
Last longer
Tailored to the developmental and cultural needs of the child
Promote development through social and emotional skills and ethical valuesadapted to their daily lives
Involve families communities and schools- public policies and institutionalpractices.
Recruit and maintain skilled staff
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Successful programs Tailored to the developmental and cultural
needs of the child.
Promote development through social andemotional skills and ethical values adaptedto their daily lives.
Involve families communities and schools-public policies and institutional practices.
Recruit and maintain skilled staff.
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