Listening to Aboriginal and Torres Strait Islander People’s Voices: A Self-Directed Learning Guide

Listening to Aboriginal and Torres Strait Islander People’s Voices: A Self-Directed Learning Guide

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This self-directed learning guide has been prepared by Djirra in partnership with Safe and Equal, for family violence workers who have Aboriginal and Torres Strait Islander women as their clients.

Aboriginal definition of family violence

Family violence against Aboriginal and Torres Strait Islander peoples carries its own self determined definition that must be understood and embedded into specialist family violence service responses and across the broader system. Aboriginal definition of family and the forms of family violence are broader than those used in the mainstream.

The Victorian Indigenous Family Violence Task Force defined family violence against Aboriginal people as “an issue focused around a wide range of physical, emotional, sexual, social, spiritual, cultural, psychological and economic abuses that occur within families, intimate relationships, extended families, kinship networks and communities … [i]t extends to one-on-one fighting, abuse of Indigenous community workers as well as self-harm, injury and suicide”.[1] This definition acknowledges the spiritual and cultural perpetration of family violence by non-Aboriginal people against Aboriginal partners, children, young people and extended family members, abuse of Elders, and lateral violence within Aboriginal communities.

Aboriginal self-determination, choice and cultural safety are critical for ensuring the safe and just outcomes for victim survivors from Aboriginal and Torres Strait Islander communities.

It is the responsibility of non-Aboriginal family violence services to critically reflect on where they may be perpetuating colonising approaches and discriminatory practices and work to promote culturally safe service responses and develop practices that are aligned with the leadership and goals of Aboriginal communities.

For Practitioners

Self-reflection and supervision are important mechanisms for practitioners to explore and continue learning about how to provide culturally safe responses[2] to Aboriginal victim survivors. As a practitioner, working directly with Aboriginal victim survivors we invite you to consider the following and continue the conversation with your leadership team:

  • Are you aware of your personal experiences of privilege, and discrimination when working with Aboriginal and Torres Strait Islander people? How do you manage unconscious bias, racism, and discrimination that you may have about Aboriginal and Torres Strait Island people and communities?
  • What do you know about the traditional owners of the country you live and work on? What do you know about the experiences of Aboriginal and Torres Strait Islander peoples in your region? Do you share your knowledge with other colleagues in your organisation? Knowing may give you a better understanding of the people you are working with, show to them that you value their community, and help to create a culturally safe space for Aboriginal victim survivors and staff.
  • What is the following data telling you about the systemic oppression of Aboriginal people and their experiences with institutions? How can you partner with Aboriginal victim survivors to address their family violence experience in the context of these systemic levels of discrimination and oppression?
    • Aboriginal people are being jailed at 13 times the rate of non-Aboriginal people in Australia (ABS)[EMH slide]
    • Aboriginal and Torres Strait Islander women represent 34% of the prison population, despite comprising only 2% of the Australian population. Almost every Aboriginal and Torres Strait Islander woman in prison has experienced physical or emotional abuse, including family and sexual violence. Studies indicate that of the Aboriginal and Torres Strait Islander women in prison, over 80% are mothers. [Djirra Instagram post 12.03.21]
    • Aboriginal and Torres Strait Islander children are 8 times as likely as non-Indigenous children to have received child protection services, and are being removed from families at a rate faster than during the Stolen Generation. [EMH slide]
  • Do you contribute to create a culturally safe place for Aboriginal people in your service? Do you advocate for change in your work environment to practices that are not accessible, inclusive or are discriminatory towards Aboriginal people? Do you raise your concerns to leadership? Creating accessible, inclusive, and equitable services for everybody is everybody’s responsibility.
  • Have you contributed to building relationships and collaborating with Aboriginal workers or Aboriginal services in your local area? Having these relationships provides opportunities for second consultations and coordinated support to Aboriginal victim survivors.
  • When you ask victim survivors if they and their children identify as Aboriginal or Torres Strait Islander people, do you explain why this information is needed? Recognition of their heritage and right to maintain or restore connections with culture, Country, family, kindship and community is a key element of supporting Aboriginal self-determination in practice, however, it is their right to decide whether to provide this information.
  • Many of the existing tools in the family violence context use language that may not be culturally appropriate. ‘Victim survivor’ and ‘perpetrator’ for instance are terms that Aboriginal people may not identify with. Asking victim survivors about what term they prefer shows that you respect their agency and their culture.
  • Do you provide information and opportunities for Aboriginal victim survivors to take the lead and make decisions about matters that affect them? Do you listen to Aboriginal victim survivors and their concerns and advocate on their behalf when, for instance, they are afraid of statutory agencies? Aboriginal people have experienced a history of systemic oppression from those agencies (power down). Through your practice you can switch this by listening, encouraging, and partnering in solutions that come from them (power within).
  • Do you include the Aboriginal definition of family violence in your risk assessment and information sharing decisions? Without embedding this in you practice you may miss key elements of the risk Aboriginal victim survivors are managing.
  • Do you document the role of multiple forms of oppression experienced by Aboriginal victim-survivors that exacerbate risk or prevent safety, and share this information with other services? The way you document may have a direct effect on how victim survivors see themselves and their situation, on how other services see victim survivors, and on victim survivors’ outcomes.

Resources:

Dhelk Dja: Safe Our Way – Strong Culture, Strong Peoples, Strong Families, is an Aboriginal-led agreement to address family violence in Aboriginal communities.

Strengthening Cultural Safety in Family Violence Services Assessment Tool Aboriginal and Torres Strait Islander cultural safety framework: Cultural safety continuum reflective tool has standards and examples that can support your organisation in this work.

Supporting Aboriginal Workers – This video was produced by the City of Darebin and delivers advice on providing a safe and inclusive workplace for Aboriginal staff.

[1] Department of Health and Human Services (2018). Dhelk Dja: Safe Our Way – Strong Culture, Strong Peoples, Strong Families (the Aboriginal 10 Year Family Violence Agreement 2018-2028). Melbourne, Vic: State of Victoria. P. 20.

[2] A culturally safe environment is one where Aboriginal people feel that their culture and its expressions are respected, where there is no challenge or need for the denial of their identity, they are empowered to have agency, and service providers take responsibility for understanding the importance of culture, Country, and community to support Aboriginal victim survivors. (Strengthening Cultural Safety of FV services Assessment Tool & Everybody matters)

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Download file type: 4-page PDF
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Support for children and young people

Support for children and young people

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This guide is designed to help practitioners better support children and young people with experiences of family violence. It was co-produced with Berry Street’s Y-Change Lived Experience Consultants.

Family violence has significant consequences for infants, children and young people.

Children and young people can be both directly and indirectly affected by family violence. It’s important to recognise children and young people not just as extensions of their parents or caregivers, or ‘secondary victims’ of family violence, but as victim survivors in their own right.

Perpetrators may subject a child to threatening, coercive and controlling behaviours including physical, sexual or emotional abuse. Children may also be used by perpetrators in tactics of control directed at their parent, carer or family member.

Filicides (where a parent or step-parent kills a child) are the second most common form of family violence homicide, following intimate partner homicide (AIHW, 2019).

Family violence also occurs when a child or young person hears, witnesses or is exposed to the effects of the violence.[i] For example, if a child senses their parent’s fear or lives with the impacts of violence on a family member’s health.

Ways family violence affects children and young people

While children can be incredibly resilient, the impacts of family violence can potentially have long-term consequences for their friendships and relationships, as well as participation in social and civic life.[1] Evidence demonstrates that family violence can have a lasting and significant impact on infants (including in utero), children, and young people. They can be impacted whether they are directly targeted with abuse, they witness abuse or violence towards their parent or carer, or they are exposed to the effects of family violence in their environment (DHHS, 2014).

Direct and indirect exposure to family violence can have serious, long-term impacts on the physical, spiritual, psychological, developmental, emotional safety and wellbeing of children and young people.[ii]

Family violence negatively and cumulatively impacts children’s:

  • physical, neurological and emotional development
  • sense of security and attachment in relationships
  • mental health and cognitive and behavioural functioning
  • ability to cope and adapt to different situations and contexts (Family Safety Victoria (2019c, Appendix 1);

Children growing up in environments where family violence occurs may also be more likely to require additional support to meet milestones, regulate their emotions and behaviours, engage in education and sustain positive relationships with others.[2] Related to this is the significant impact of family violence on the development of positive attachment and bonds between children and their parents or carers.[3]

Signs a child may be experiencing family violence

The signs below may prompt you to assess a child or young person’s level of family violence risk.[iii] Keep in mind these signs will vary depending on the child’s age and stage of development.

Have you observed the child or young person: 

  • Presents physical injuries, such as cuts, fractures or bruises.
  • Is overly clingy with or eager to please certain adults, including their parent/carer.
  • Has delayed speech or social development.
  • Seems to be getting ill frequently.
  • Has started suddenly wetting the bed.
  • Is showing signs of depression, anxiety or suicidal ideation.
  • Has started “acting out” and engaging in risky behaviours
  • Has started showing aggression, violence or cruelty towards others, including pets.
  • Has lost interest in social activities and isn’t spending time with their peers.
  • Has stopped going to school or is suddenly disengaged or not performing well academically.
  • Has a sexual knowledge that’s beyond their years.

See the MARAM Practice Guides for more information.

 Practice considerations

  • Children and young people must be viewed as victim survivors in their own right, with their own unique experiences, risks, protective factors and strengths. Each child you support requires their own risk assessment, safety plan and case plan goals.[iv]
  • Your response to a child or young person, including the language you use to communicate or the activities you do together to build rapport, should always be trauma-informed and tailored to their age and stage of development.
  • Centre the child or young person’s experiences by engaging with them directly, wherever appropriate. If not possible, interact with the parent/carer who is not using violence or professionals in the child’s life (e.g. teachers) to collect information about their experiences.[v]
  • Promote children’s participation in planning, goal setting and decisions that affect their lives, wherever safe and reasonable to do so.
  • Ensure your service environment is welcoming, safe, inclusive to children of all abilities and stages of development.
  • Recognise that family violence is a form of structural oppression. Children and young people from refugee/migrant communities, who are Aboriginal or Torres Strait Islanders, living with disability, or who are LGBTIQA+ may face additional risks and barriers to safety.
  • Collaborate with other services, as appropriate, to support the child’s needs. These may include Child FIRST, family services, child protection, maternal and child health services, schools, child-care services, youth services, and therapeutic services for children and young people.[vi] Apply the information sharing schemes to proactively share and request relevant information with services.

“Family violence is rarely seen or understood through the eyes of children and young people. Way too often, we are the ones you left behind.”

The voices of children and young people impacted by family violence are often missed. This guide for family violence practitioners has been co-designed with Berry Street’s Y-Change Lived Experience Consultants aged between 18-30 with lived experiences of socioeconomic and systemic disadvantage.

For anyone working to support children and young people, the guide explores key considerations for supporting children and young people with lived experiences of family violence. It also features a number of practical activities you can do with children or young people accessing your service.

References

[1] Campo, M. (2015); Taylor, A. (2019); Kaspiew, R. et al. (2017).

[2] Australian Childhood Foundation (2013); Campo, M. (2015); Holt, S., Buckley, H., & Whelan, S. (2008); Taylor, A. (2019).

[3] Campo, M. (2015); Kaspiew, R. et al. (2017); Katz, E. (2019).

[i] Family Violence Protection Act 2008 (Vic)

[ii] Family Safety Victoria (2019). MARAM Practice Guides: Foundation Knowledge Guide. Melbourne, Vic: State of Victoria, page 8.

[iii] Family Safety Victoria (2019). MARAM Practice Guides: Appendix 1: Observable signs of trauma. Melbourne, Vic: State of Victoria.

[iv] Family Safety Victoria (2019). MARAM Practice Guides: Foundation Knowledge Guide. Melbourne, Vic: State of Victoria, page 44.

[v] Family Safety Victoria (2019). MARAM Practice Guides: Foundation Knowledge Guide. Melbourne, Vic: State of Victoria, page 44.

[vi] Domestic Violence Victoria (2020). Code of Practice: Principles and Standards for Specialist Family Violence Services for Victim-Survivors. 2nd Edition. Melbourne: DV Vic.

See the MARAM Practice Guides and the Code of Practice for Specialist Family Violence Services [link] for further guidance.

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Resource type: Booklet
Download file type: 7-page PDF
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Person-centred risk assessment with victim survivors with disability

Person-centred risk assessment with victim survivors with disability

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It’s important family violence practitioners are comfortable routinely asking questions about disability as part of their risk assessments. But what does person-centred risk assessment look like, sound like and feel like?

Brought to you by Women with Disabilities Victoria, DV Vic and DVRCV, this free webinar will explore compounding risk factors and barriers to safety people with disability experience. It will also cover ways you can adapt your practice to ensure people with disability feel safe, heard and supported during risk assessment.

Watch here

To turn on the closed captions for this video, click the CC button on the lower right corner of the playback window. The CC BUTTON will turn blue while captions are active. For more information about closed captions on

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Resource type: Video
Watch video: Vimeo Link

Achieving Generational Change Conference 2018 – On the ground with respectful relationships

Achieving Generational Change Conference 2018

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On 29 May 2018, more than 200 primary prevention of violence against women and respectful relationships education practitioners gathered for DVRCV’s first prevention conference. The one-day event examined Victoria’s journey towards embedding and mainstreaming respectful relationships in the education system.

This is a recording of a panel session at the 2018 Achieving Generational Change conference, ‘On the ground with respectful relationships.’ This panel was moderated by Krista Seddon – Director, Prevention of Violence Against Women, DVRCV, alongside panellists including:

  • Jan Tracey – Health Promotion Training Coordinator, Gippsland Women’s Health
  • Jeremy Ludowyke – School Principal, Melbourne High School
  • Ash Pike – Respectful Relationships Project Lead, Department of Education and Training
  • Cara Gleeson – Manager, Children and Young People, Our Watch
  • Alison MacDonald – Policy and Program Manager, Domestic Violence Victoria

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Resource type: Video
Watch video: YouTube Link

Unpacking the Gendered Drivers of Violence Against Women tip sheet series

Unpacking the Gendered Drivers of Violence Against Women tip sheet series

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These tip sheets have been designed to convey the complexity of what drives violence against women in an easy-to-understand resource.

This series is a great accompaniment for primary prevention practitioners to use in any setting.

The evidence base from Change the Story tells us that gender inequality creates the social conditions for violence against women to occur. There are four key expressions of gender inequality that have been found to predict or drive this violence.
  1. Condoning of violence against women
  2. Men’s control of decision-making and limits to women’s independence in public and private life
  3. Rigid gender stereotyping and dominant forms of masculinity
  4. Male peer relations and cultures of masculinity that emphasise aggression, dominance and control
To prevent violence against women, we must focus our efforts on addressing these drivers.

This tip sheet series provides:

  • an understanding of each gendered driver
  • examples of what each gendered driver can look like within different settings where people live, learn, work, socialise and play
  • an understanding of actions that will help prevent violence against women.

Ideas on how you can use this resource

  • Print and display the posters in your workplace – to request the print version of this resource, please email our Communications team.
  • Use this resource to start conversations with colleagues and community groups about the drivers of violence against women.
  • Share the tip sheets in your organisation’s newsletter.
  • Use this resource in a range of activities when delivering prevention of violence against women training.

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Resource type: Tipsheet
Download file type: 2 page PDF
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Building Respect and Equity Among Young Children Series – Observing and documenting

Building Respect and Equity Among Young Children Series – Observing and documenting

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
Observing and documenting how children express and understand gender is critical to the intentional teaching of respectful and gender equitable relationships. It can help you to ensure that the physical environment is set up to promote equality.

Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

 

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

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Resource type: Tipsheet
Download file type: 2 page PDF
Best print size: A4

Building Respect and Equity Among Young Children Series – The importance of language

Building Respect and Equity Among Young Children Series – The importance of language

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
Words we use with children carry important messages about gender, power and respectful relationships. Language can be used to let children and adults know what we assume is and isn’t normal for different genders. These messages can limit how children engage with a particular setting or service and with each other.
Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tipsheet
Download file type: 2 page PDF
Best print size: A4

Building Respect and Equity Among Young Children Series – Whole of service approach

Building Respect and Equity Among Young Children Series – Whole of service approach

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
In the school environment, evidence shows that taking a whole school approach is the most effective way to promote respectful relationships and gender equity. This tip sheet contains some ideas on how professionals working with young children and their families can adapt and apply these principles to their work.
Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tipsheet
Download file type: 2 page PDF
Best print size: A4

Building Respect and Equity Among Young Children Series – Working with families

Building Respect and Equity Among Young Children Series – Working with families

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
When we work with children, we also work with their families. Communicating regularly with a child’s family helps you to share knowledge and establish a partnership approach to supporting their development.

Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tipsheet
Download file type: 2 page PDF
Best print size: A4

Building Respect and Equity Among Young Children Series – Teaching for care

Building Respect and Equity Among Young Children Series – Teaching for care

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
Caring means being sensitive to, aware of and responsive to other people’s needs. As well as having their physical needs met, children also need to feel valued, respected and heard.

Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tipsheet
Download file type: 2 page PDF
Best print size: A4

PiP Webinar – Prevention of Violence Against Women and Family Violence in Faith Settings

PiP Webinar - Prevention of Violence Against Women and Family Violence in Faith Settings

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Recorded on 12 May 2020, this webinar was conducted for all people working to prevent violence against women and family violence. Faith communities and settings are an important environment where social beliefs and norms are shaped. These beliefs and norms have the potential to either promote violence or protect against it.

With 60% of Victorians identifying as religious (2016 Census), it’s important to understand how to reach and engage with faith communities to help prevent violence against women and family violence.

The learnings from this webinar include:

  • An inside look at Faith Communities Supporting Healthy Family Relationships – the multi-faith project examining the drivers and contributors to violence against women in faith settings.
  • An understanding of the key principles to consider when working in faith settings.
  • Strategies on how to engage with faith leaders and build their capacity to prevent violence against women.

Approaches and best practice principles to address the drivers of violence against women within a faith setting.

The resources referenced in this webinar include:

  1. Vaughan, C., Sullivan, C., Chen, J., Vaid Sandhu, M. (2020). What works to address violence against women and family violence within faith settings: An evidence guide, Parkville: University of Melbourne.
  2. Vaughan, C., Sullivan, C. (2019). Technical paper: Faith communities supporting healthy family relationships,Parkville: University of Melbourne.
  3. Tip Sheet: Faith Communities Addressing Violence Against Women and Family Violence – What Works, University of Melbourne and Multicultural Centre for Women’s Health
  4. How to talk to your church about violence against women: A communications Guide for Leaders. Anglican Diocese of Melbourne
  5. Transforming Masculinities: A training manual for Gender Champions. Tearfund, 2017
  6. SASA! Faith: A guide for faith communities to prevent violence against women and HIV. Raising Voices, 2016

Presenters

Dr Cathy Vaughan, Melbourne University

Cathy currently leads research on the role of settlement and multicultural services in responding to violence against women; the Australian arm of a multi-country study on sexual and gender-based violence against refugees; and research on building the capacity of faith leaders to prevent violence against women. She also co-leads the kNOwVAWdata course to strengthen capacity to measure violence against women in Asia and the Pacific, conducted by the University in partnership with UNFPA. She is Director of the WHO Collaborating Centre for Women’s Health hosted by the Gender and Women’s Health Unit at the University of Melbourne.

Robyn Andréo-Boosey, Anglican Diocese

Robyn manages the Anglican Diocese of Melbourne’s Preventing Violence Against Women Program and is co-founder and co-director of IC Change, a volunteer-led campaign urging the UK Government to ratify the Istanbul Convention on violence against women. Her background is in international development, gender equality, tackling violence against women, and human rights. She has worked on preventing violence against women in policy and operational roles with a range of organisations, including the United Nations Office of the High Commissioner for Human Rights, Rape Crisis England and Wales, and the international Christian alliance to end violence against women, Restored. Robyn is particularly passionate about equipping the Church to play its part in tackling violence against women.

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Resource type: Video
Duration: 1:12:27

PiP Webinar – Supporting a whole school approach to respectful relationships education

PiP Webinar - Supporting a whole school approach to respectful relationships education

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Recorded on Tuesday 23 June 2020, this webinar unpacked and explored:

  • What a whole school approach is and why it is important.
  • What the successful implementation of a whole of school approach to respectful relationships looks like in practice.
  • The tools and resources available to support this work.
  • The barriers stopping schools from implementing a whole school approach and strategies to overcome these.
  • Lessons learnt from rolling out the whole school approach to respectful relationships and how these can be applied by others taking a whole of setting approach in different settings.

Panelists

Emma Hardley

Prevention of Violence Against Women Capability Building Specialist
Domestic Violence Resource Centre Victoria

Emma works across all elements of DVRCV’s PVAW delivery, focusing particularly on respectful relationships education through coordination of Partners in Prevention (PiP). Emma’s background is in education in both mainstream and specialist schools. She has worked at CASA House and as a freelance consultant in the prevention of violence against women (PVAW) sector. Emma is an experienced trainer and facilitator, previously delivering family violence response training, and a range of workshops focused on PVAW.

Jarrod Bateup

Respectful Relationships Western Melbourne
Department of Education and Training

Jarrod has been working with the Department of Education for over 12 years. Jarrod worked as both a primary and secondary school teacher for nine years and was involved in the original Respectful Relationships Education (RREiS) Pilot in 2015. Currently, he works as Project Lead Respectful Relationships with the Department of Education and Training.

Jarrod is passionate about building teacher capacity in the area of social and emotional learning because he sees the opportunity it gives students to learn vital life skills and be educated in the important topics of respect, gender equity, sexuality, self-awareness and resilience.

Sarah Tayton

Senior Policy Advisor Education
Our Watch

Sarah works at Our Watch convening the national Respectful Relationships expert group where she encourages evidence-based respectful relationships education. She also works on the Respect and Equality in Universities project.

Sarah previously worked in at the Department of Education in the Family Violence Reform team implementing the Royal Commission recommendations. Her background and experience in public health have provided her with expertise on how to apply a public health approach within a school setting.

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Resource type: Video
Duration: 1:16:44

How can your organisation support you to manage resistance? | Unpacking Resistance Episode 6

How can your organisation support you to manage resistance? | Unpacking Resistance Episode 6

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If you work in respectful relationships education or prevention of violence against women, it’s likely you’ve come across people who disagree with or challenge your work.

The ‘Unpacking Resistance’ video series delves into the experience of resistance from the perspective of practitioners working in the sector. Organisations play a crucial role in supporting their staff to do violence prevention work.

In episode 6, we explore how your organisation can support you to manage resistance. 

You can view the full series on our YouTube channel.

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Resource type: Video

How do you respond to resistance? | Unpacking Resistance Episode 5

How do you respond to resistance? | Unpacking Resistance Episode 5

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If you work in respectful relationships education or prevention of violence against women, it’s likely you’ve come across people who disagree with or challenge your work.

The ‘Unpacking Resistance’ video series delves into the experience of resistance from the perspective of practitioners working in the sector. Connecting with other practitioners in the sector to share strategies for responding to resistance can help strengthen our approaches to violence prevention.

In episode 5, we explore strategies for working with resistance. We will be releasing new episodes on YouTube each week.

For future episodes, subscribe to our channel or sign up to Partners in Prevention (PiP) at www.partnersinprevention.org.au

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How does resistance affect you? | Unpacking Resistance Episode 4

How does resistance affect you? | Unpacking Resistance Episode 4

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If you work in respectful relationships education or prevention of violence against women, it’s likely you’ve come across people who disagree with or challenge your work.

The ‘Unpacking Resistance’ video series delves into the experience of resistance from the perspective of practitioners working in the sector. In episode 4, we explore the emotional impacts of encountering resistance. We will be releasing new episodes on YouTube each week. For future episodes, subscribe to our channel or sign up to Partners in Prevention (PiP) at www.partnersinprevention.org.au

 You can view the full series on our YouTube channel.

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Resource type: Video

What is resistance? | Unpacking Resistance Episode 1

What is resistance? Unpacking Resistance ep 1.

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If you work in respectful relationships education or prevention of violence against women, it’s likely you’ve come across people who disagree with or challenge your work.

The ‘Unpacking Resistance’ video series delves into the experience of resistance from the perspective of practitioners working in the sector.

In episode 1 we explore the question – What is Resistance? We will be releasing new episodes on YouTube each week.

For future episodes, subscribe to our channel or sign up to Partners in Prevention (PiP) at www.partnersinprevention.org.au

Video production: I’m Content www.imcontent.com.au

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Resource type: Video

Primary prevention, early intervention and response

Primary prevention, early intervention and response

Approaches to addressing violence against women
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Work to address violence against women fits into three broad approaches or categories that exist along a continuum: primary prevention, secondary prevention (early intervention) and tertiary prevention (response).

Each of these approaches are important and reinforce each other. Work must occur across this continuum if we are going to create a world where women and their children live free from violence.

Using plain language and specific examples, this resource is designed to assist people to understand the three approaches to addressing violence against women and how they can situate their work across this continuum.

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Resource type: Flyer
Download file type: PDF
Best print size: A4

Building Respect and Equity Among Young Children Series – Intentional teaching

Building Respect and Equity Among Young Children Series – Intentional teaching

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
The Australian Early Years Learning Framework defines intentional teaching as ‘educators being deliberate, purposeful and thoughtful in their decisions and actions’. Being intentional means taking the time to think about and plan what you want to teach and implementing a range of carefully considered strategies.

Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tip Sheet
Download file type: 2 page PDF
Best print size: A4

Building Respect and Equity Among Young Children – Full series

Building Respect and Equity Among Young Children – Full series

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These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.

Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults, and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.

Partners in Prevention and City of Melbourne have co-designed a series of tip sheets to help all professionals who work with young children to promote respect and gender equity in their work. The series covers seven topics:

  1. Whole of service approach
  2. Support children’s sense of identity
  3. Intentional teaching
  4. Teaching for care
  5. The importance of language
  6. Observing and documenting
  7. Working with families

Topic

Type

Resource details

Resource type: Tip Sheet
Download file type: 14 page PDF
Best print size: A4

Change the Story

Change the Story

What is the evidence?

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Drawing on Australia’s National evidence-based framework for preventing violence against women, ‘Change the Story’, Director of Policy and Evaluation at Our Watch Dr Lara Fergus outlined the drivers of violence against women and discussed how we can address them.

Early childhood educators are in a unique position to support the children and families they work with, as well as their colleagues experiencing violence. There is a significant opportunity to work with children to develop a foundation of gender equity and respectful relationships to help prevent violence in the next generation.

This conference aimed to build the capacity of early childhood educators to respond to and prevent violence against women. It sought to provide an understanding of:

  • The prevalence, dynamics and impact of family violence to guide the work of educators
  • How to identify and respond to family violence in early childhood centres
  • What the research says the drivers of violence against women are, how these drivers present in early childhood and opportunities to address these drivers in early childhood settings
  • How can the workplace be used as a setting to prevent and respond to violence against women

The Conference was held at the Darebin Arts and Entertainment Centre in Preston on Wednesday 13 July 2016.

Topic

Type

Resource details

Resource type: Video
Duration: 24:18

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ABCDEquality cards

ABCDEquality cards

Students act to prevent violence against women

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This resource offers a different prevention action for every letter of the alphabet that is relevant and relatable for young people.

Australian data shows that the majority of young Australians think violence and sexual harassment is unacceptable. However there are low levels of knowledge among young people about how to prevent violence against women.

Drawing on the wisdom, passion and ideas of an inspirational group of students, this resource has been developed to support young people to be active bystanders and promote equality and respect among their peers.

This resource offers a different prevention action for every letter of the alphabet that is relevant and relatable for young people.

Topic

Type

Resource details

Resource type: Cards
Download file type: PDF (whole set) and PNG (individual cards)
Size: 1200×1200 pixels (10cm x 10cm printed)

More information

You can also purchase these as sticker sheets.

Order online

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A Whole School Approach to Respectful Relationships Education in Schools

A Whole School Approach to Respectful Relationships Education in Schools

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This tool aids schools in implementing respectful relationships education (RRE).

Respectful relationships education is a comprehensive approach to the primary prevention of gender-based violence in schools. Schools are both education institutions and workplaces that can generate universal change to address the drivers of violence against women.

A whole school approach is about embedding systemic change across the entire school through policy, practice, procedures, staffing, environment, leadership and culture, and within the classroom.

Many schools do not have the time and resources to develop an effective whole school approach without support. Local and community organisations – including family violence and sexual assault services, local government and community and women’s health services – already have expertise in preventing violence against women in schools and responding to disclosures from both victims and perpetrators. These organisations are well placed to partner with schools to support them to plan, develop, implement and evaluate a whole school approach to Respectful Relationships Education, tailored to the needs of the school and their local community.

Topic

Type

Resource details

Resource type: Poster
Download file type: PDF
Best print size: A4 (double-sided)