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UNICEF
Strategies to guarantee quality learning, protective environments
and peaceful coexistence for adolescents in urban areas
Brazil, August/2007
Violence Prevention Strategies: Guarantees torights and life-skill development for adolescents
Nancy Cardia, Vice-Coordinator Centre for the Study of Violence,University of São Paulo
Diagnosis:
What violence?What risks?
Interventions:
What successful prevention initiatives ?
VictimizationEver 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
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
• i.e, successful transition to adulthood avoid problems, school failure, use of
substances and delinquency
How?Through their emotional, cognitive and
behavioral development
Positive youth development
Changes in prevention
• A new perception: skills, abilities, capacity, for recovery 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 multiple
behaviors and contexts.
• Universal rather than targeted to a group
Changes (cont)Language changes: • Search for opportunities for growth.
Key elements seek to promote:• attachment (bonding) • youth and families, schools, community, peer
group, culture• resilience,• social, emotional, cognitive, moral and behavioral
competence• self esteem and self reliance • trust in the future.
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
Very high/highaverageLow/very low
The role of agents of socialization is highlighted
Families
Schools
Communities
Work
Religion
When to start prevention?
As early as possible
Attachment = trust: Home Visitation
Social skills - life skills: pre-schools + families
Families key to protection and for risks
Affection/WarmthSupportPositive disciplining Monitoring and supervisionRole models
Obstacles
I- Amount and quality of time spent together
Parents working more and longer hours240 hs more per year than in 1989In the last 30 years 13% less time with children 10 to 12 hs less per week
II- Costs of programs involving families
More complex
Lasting longer
Obstacles
Successful programs involving families
• Nurse Home Visitation/ Healthy Families• Parent Training Program - The Incredible Years
Parenting Program• Functional Family Therapy and MST -Multisystemic
Therapy• Triple P: Media (TV series + radio and newspaper)• Health services, Schools, Work place, Other
institutions in the community• GREAT families
Successful programs• Lengthy• Adapted to cultural needs• Adapted to the risks and protections
developmental 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.
Successful programs
• Are interactive,
• Delivered in a welcoming (non-threatening) environment,
• Delivered by highly trained professionals.
Successful community programs
• Supervised games in playgrounds and in pre-schools
• CTC – Communities That Care• Mentoring - a Big Brother/Big Sister• Voluntary group work in the community Promoted by schools: Crèches, Old
people’s homes, Local health facility
Successful community programs
Leisure and sports
• Reduce anti-social behavior
• Promote social skills
Successful community programsChallenges: • in violent communities children and
youth are not encoraged to use in public spaces.
• Poorest children do not take part• Avoid competition-aggression promote
adventure • To improve: cooperation, trust, problem
solving skills.
Successful School programsTeach how
• to interact
• to contribute to /cooperate with their community, families and peers
• i.e social skills.
Successful School programs
Change school climate
• Competition for resources
• Teacher’s stress
• General incivility
Examples
• Resolving Conflict Creatively Program
• Life Skills Training Program
• GREAT Schools: Teachers and Students
GREAT
• Diagnosis of the school • Climate in school – Pattern of Interactions• Physical characteristics• lighting• cleanness• graffitti• broken windows• bars• shops selling arms
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 values adapted to their daily lives
• Involve families communities and schools- public policies and institutional practices.
• Recruit and maintain skilled staff
Successful programs• Tailored to the developmental and cultural
needs of the child.
• Promote development through social and emotional skills and ethical values adapted to their daily lives.
• Involve families communities and schools- public policies and institutional practices.
• Recruit and maintain skilled staff.
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