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www.ifrc.org
Saving lives, changing minds.
The Red Cross Red Crescent approach to
Promoting a culture of
non-violence and peace
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Table of contents
Introduction 3
The Challenge: violence, discrimination and exclusion 6
Transformation towards a CNV+P: Common roots, common solutions 7
Snapshot: Values and skills-based education, an essential tool for CNV+P 8
How do these values and skills relate to Red Cross Red Crescent? 9
Snapshot: Promotion of a CNV+P in action: Youth as Agents of Behavioural 11
Transformation towards a CNV+P 12
Component 1: Non-discrimination and respect for diversity 12
Component 2: Violence prevention, mitigation and response 14
Snapshot: Volunteering, an essential tool for CNV+P 16
Component 3: Social inclusion: inter-cultural, inter-religious and
inter-generational dialogue 18
Conclusion: Promoting a CNV+P at multiple levels 20
10 key ideas of the paper 21
Annex: Examples of Red Cross Red Crescent and governmentprogrammes and policies contributing to the promotion of a CNV+P 22
International Federation of Red Cross and Red Crescent Societies, Geneva, 2011.
Copies o all or part o this study may be made or noncommercial use, providing the source is acknowledged. The IFRC would
appreciate receiving details o its use. Requests or commercial reproduction should be directed to the IFRC at [email protected].
The opinions and recommendations expressed in this study do not necessarily represent the ofcial policy o the IFRC or o individual
National Red Cross or Red Crescent Societies. The designations and maps used do not imply the expression o any opinion on the part
o the International Federation or National Societies concerning the legal status o a territory or o its authorities. All photos used in this
study are copyright o the IFRC unless otherwise indicated.
P.O. Box 372
CH-1211 Geneva 19
Switzerland
Telephone: +41 22 730 4222
Teleax: +41 22 733 0395
E-mail: [email protected] site: http://www.irc.org
Cover photo: Marko Kokic/ICRC.
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Facts and fguresEachday,4,200peoplediefromviolence(1.6millionayear),morethan90percentof
theminlowandmiddle-incomecountries;approximately2,300diefromsuicide,1,500
frominterpersonalviolenceand400fromcollectiveviolence.Butchart,A.,Brown,D.,Wilson,A.andMikton,C.(2008).Preventing violence and reducing its impact: How
development agencies can help.WorldHealthOrganization.
Violenceisamongtheleadingcausesofdeathforpeopleaged15to44yearsworldwide,
accountingforabout14percentofdeathsamongmalesand7percentofdeathsamong
females.www.who.int/violence_injury_prevention/violence/world_report/en/summary_
en.pdf
Beyondthetraumaandsufferingofvictims,violenceinvolvesstaggeringeconomiccosts
nationwide.Infact,thesecostsareestimatedatabout8percentofgrossdomestic
product(GDP)byincludingthesecurityofcitizens,andjudicialandhealthsystem
spending.Crimen y violencia en Centroamrica. Un desao para el desarrollo.WorldBank
(2011).
Violencewithincommunitieshasshowntoincrease50percentofsecuritycostsspentbylocalbusinesses,anddecreasemotivationtoexpandbusinessventuresby39per
cent.Butchartetal.
Sexualabuseexperiencedduringchildhoodaccountsfor27percentofpost-traumatic
stressdisorders,10percentofpanicdisorders,8percentofsuicideattemptsand6per
centofcasesofdepressionandsubstanceabuseinthegeneralpopulation.Butchartet
al.
Childrenwholivewithdomesticviolenceareatincreasedriskofbehaviouralproblems
andemotionaltrauma,andmentalhealthdifcultiesinadultlife.Kolboetal.,1996;
MorleyandMullender,1994;Hesteretal.,2000,2007,inwww.womensaid.org.uk/
domestic-violence-articles.asp?section=00010001002200020001&itemid=1262
Girlsare70percentofthe130millionchildrenwhoareoutofschoolwww.unfpa.org/
swp/2008/includes/images/pdf_swp/04_reproductive_health.pdf
Seventypercentoftheworlds1.3billionpoorlivingononeUSdollarorlessperday
arewomen.www.ilo.org/wcmsp5/groups/public/---dgreports/--dcomm/documents/
publication/wcms_067595.pdf
Itisestimatedthatoneinvewomenwillbecomeavictimofrapeorattemptedrapein
herlifetime.Nearly50percentofallsexualassaultsworldwideareagainstgirls15years
ofageoryounger. www.un.org/en/women/endviolence/pdf/VAW.pdforwww.wpf.org/
reproductive_rights_article/facts#sexual
Some750millionpeoplefacesocio-economicdiscriminationordisadvantagebecauseof
theirculturalidentities.From UNFPA report: Negotiating Culture: Reproductive Health and
Reproductive Rights (2008).
A10percentreductioninthelevelsofviolenceinCentralAmericancountriesthat
havethehighestmurderratescouldboostannualeconomicgrowthpercapitato1per
centofGDP.World Bank, supra and World Development Report, Conict, Security andDevelopment (2011).
Provenandpromisingviolencepreventionstrategiesfocusedonindividualsinclude
preschoolenrichmentprogrammesduringearlychildhood(ages3to5years),lifeskills
trainingandsocialdevelopmentprogrammesforchildrenaged6to18years,and
assistinghigh-riskadolescentsandyoungadultstocompleteschoolingandpursue
coursesofhighereducationandvocationaltraining.www.who.int/features/factles/
violence/violence_facts/en/index6.html
Aparentingprogrammeimprovingemotionalandbehaviouralproblemsinchildrenfrom
2to12yearsintheshortterm,includingconductdisorderscharacterizedbyaggressive,
destructivebehaviour,reducedchildrentohavedysfunctionalbehaviourfrom48to22
percentafteroneyear,asreportedbytheirmother.Violence prevention. The evidence.
Series o briefngs on violence prevention.WHO(2009).
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Vulnerabilities are not only increased by disasters and diseases but also bycomplex actors like deprivation, marginalization, inequality and loneliness.
Discrimination and intolerance are a reusal to accept the others dierence,oten based on ear or ignorance.
As technology brings the world closer together, it also changes the way wecommunicate and socialize. A breakdown o a sense o community belonginghas led to greater isolation, especially or vulnerable groups like the elderly
who may eel let behind. Youth can also be aected by a loss o communitysupport systems. This can reinorce vulnerabilities and oster the appear-ance o dierent orms o communities such as gangs, particularly in urban
settings.
There is a growing level o intolerance in many countries, especially betweenlocal and immigrant populations. A lack o cultural awareness can channelthis intolerance into violent clashes that oppose segments o the populationalong lines o cultural or religious belonging and lead to exclusion.
Violence, discrimination and exclusion aect people in every corner o the
globe, endangering health, lives and livelihoods and limiting human potential.
While their eect is most severe on the vulnerable, no one is immune.
The Challenge:Violence, discrimination and exclusion
The cost
o violence,
discrimination
and exclusion
Localandnationaleconomiessufferdirectcostsinareassuchas:health,
justice,education,socialservices,
publicsafety,childwelfare,treatment
andrehabilitation.
Indirectcostsreectlong-term
consequencesbornbythose
affected,suchasspecialeducation,
mentalhealth,substanceabuse,
teenpregnancy,welfareservices,
homelessness,addictionsand
criminalbehaviour.FromtheIFRC
StrategyonViolencePrevention,MitigationandResponse
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Changing a culture o violence into a culture o peace requires a transorma-tion o problems to creative and constructive solutions that answer the needs
o those involved.
When we think about violence, discrimination and exclusion, the challengesmay seem insurmountable. However, these challenges are undamentallyconnected. Ignorance and misunderstandings, assumptions based on a lack
o communication and mistrust, eed discrimination and violence. These allinfuence and reinorce one another. Vulnerability to violence, discrimination
and exclusion can also be linked to a number o common social determinants,
such as alcohol and drug misuse or abuse, poverty, inequalities o income,gender or power and misuse o power. Seeing these connections, it becomesclear that it is essential to systematically address common root causes.
Just as there can be common roots o violence, discrimination and exclusion,there can be common solutions. Successully addressing these three humani-
tarian challenges requires a change o mindsets, attitudes and behaviours.We need a global mind and behaviour shit rom the way we currently thinkand interact: rom being locked into dierences to valuing diversity and plu-ralism; rom adverse reaction to joint response and even urther to proactive
prevention; rom exclusion based on ear to connection based on our commonhumanity; and rom resorting to verbal or physical violence when eelingthreatened to constructive dialogue and trust.
We need a values-based transormation o human behaviour. We need tostart with ourselves. We all carry bias and prejudice. Awareness, questioningand critical sel-refection can help break conditioning or correct bias learnedthrough schooling, media and upbringing. Equipping parents, teachers,
Transformation towards a CNV+P:Common roots, common solutions
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Valuesandskills-basededucationinstilshumanitarianvalues,likerespectfordiversity,compassion,careandfriendship,
mutualunderstanding,cooperation,equalityandpeace.Inaddition,itenablesthedevelopmentofCNV+Pskills,i.e.
interpersonalskillstolivepeacefullyandinteractharmoniouslytogether,suchasempathy,activelistening,non-violent
communicationandpeacefulresolutionoftensions.
AswithCNV+P,theprocessofvaluesandskills-basededucationiscrucial.Thistypeofeducationisparticipatoryand
stimulatescriticalthinkingandindependence.Itputsthoseinvolvedatalevelofequality,wherebothlearnersand
transmitterslearnfromeachotherandvaluethisaspartofalifelonglearningprocess.
Anintegralpartofvaluesandskills-basededucationisanon-cognitivemethodology,asanentrypointforlearning.Values
arecore belies that guide and motivate attitudes and actions.www.ethics.org/resource/denitions-values.Valuesaregenerallymoreassociatedwithfeelingsthanwithintellectorrationalanalysis.Valuesconnecttoourrightbrain.So,
arts,music,sportsareidealvehiclestoinstil,developandnurturevaluesandinterpersonalsocialskills,wherefeelings,
experience,vibrationsorbodyratherthanintellectualanalysisareentrypointsforlearning.
Astronglinkhasbeenshownbetweenearlychildhoodexperiencesandlateradultattitudesandbehaviours.Therefore,
startingvaluesandskills-basededucationasearlyaspossibleisessential.Thiscanbedoneinavarietyofsettingssuchas
family,preschoolandschool,sportclubsandsocialactivities.
A call to action:
Forformaleducation,institutionalizevaluesandskills-basededucationandculturalawarenessprogrammesatthe
nationallevel:incorporationasanintegralpartoftheformalschoolcurriculum,attheearlieststage,includingprimary
andpreschoollevel.
Fornon-formaleducation,publicandprivateschoolstoengageinpartnershipswithexternalactorswhocantransmit
valuesandskills-basededucationthroughschoolorafter-schoolinterventions.RedCrossRedCrescentnationalsocietiescanbevaluablepartners,asthepromotionofCNV+Pcanbeincorporatedintoalready-existingcollaborationsinrst-aid
training,blooddonationordisseminationoftheFundamentalPrinciplesofRedCrossRedCrescent.
Inthecommunity:
(i)provideandencourageaccessforalltocommunity-basedactivitiessuchassports,arts,musicandtheatrewhich
favourthedevelopmentofasenseoffairplay,teamworkandcreativity.Sports,forexample,havealsobeensuccessfully
utilizedtofosterdialogue,respectandunderstandingtoreduceviolence;
(ii)reachouttovulnerableyouththroughnon-cognitiveempowermentprogrammes,whichhaveproventobemore
successfulandcosteffectivethanmanytraditionalprogrammesforat-riskcommunities.
SnapshotValues and skills-based education, an essential tool or CNV+P
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communities, organizations and each and every individual with skills to inter-
act constructively and live harmoniously together, such as empathy, activelistening and non-violent communication, will support and help sustain thisvalues-based mind shit.
Values and skills-based education is a concrete action contributing to thisrequired change o mindsets, attitudes and behaviours (see box p. 8). Through
values and skills-based education whether in school, amily or communitylie children, or example, will learn how to act with non-judgement* or listen
actively and thereore gain a respect or diversity. Having respect or diversity
will lessen their chance o participating in discriminatory behaviour and, later
on, in adolescence or adulthood, to resort to violence when conronted with
tensions or problems. This positive snowball eect will ultimately benet
* This is a capacity not to judge or label the other, which avours trust, openness and awillingness to change.
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FundamentalPrinciples
HumanityImpartiality
Neutrality
Independence
Voluntaryservice
Unity
Universality
Values
Peace
Humandignity
Respectfordiversity
Equality
Inclusiveness
Compassion,care,friendship
Mutualunderstanding
Solidarityandcooperation
Skills
Empathy
Activelistening,critical
thinking,droppingbias
Non-judgement
Non-violentcommunication
Stressmanagement
Negotiation/mediation
How do these values and skills relate to Red Cross Red Crescent?
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society as a whole by helping to reduce the well-proven social and economiccosts o violence and by creating saer communities.
Another strategy can be volunteering. This brings personal ullment in the
well-being o our communities. Voluntary service creates social connection,develops a sense o belonging and consequently can be eective in reducingor preventing violence (see box p. 16).
The International Red Cross and Red Crescent Movement (the Movement) iscommitted to and bound by seven Fundamental Principles (see box above).Proclaimed in Vienna, Austria, in 1965, the seven Fundamental Principlesguarantee the consistency o the Movement and its humanitarian work. They
are underpinned by humanitarian values such as human dignity, respect ordiversity, mutual understanding and cooperation. When these humanitarianvalues are nurtured, a culture o non-violence and peace is ostered.
The seven Fundamental Principles dictate what Red Cross Red Crescent doesand how it acts. Applying and, even more, living the Fundamental Principles
is not sel-evident. However, concrete skills, such as empathy, active listening
or non-judgement, are precious tools to do so, as they are closely connected to
the Principles. Impartiality, or instance, means that Red Cross Red Crescent
action is solely guided by needs and prohibits discrimination and intererenceo personal preerences in action or decision-making. To apply and live this,development and mastery o skills like active listening, critical thinking anddropping bias are essential.
When celebrating the 150th anniversary o Red
Cross Red Crescent in Solerino, Italy, in 2009,
the youth o the Movement committed them-selves to:
1. Inner change and the development o skills to promote harmony and positive attitudes within
communities.
2. Live our seven Fundamental Principles as agentso behavioural change in our communities
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Abu Bakar Thorodor JallohNational Youth Officer
Sierra Leone Red Cross Society
What has YABC done in my lie? Working as the National Youth Ofcer in theSierra Leone Red Cross Society, I have been able to apply YABC in all aspects o my
work and lie. The skills learnt in my YABC journey are applied rom the instantI wake up in the morning till I go to bed at night. It has positively impacted myworking relationship with colleagues and my personal lie with amily and riends.
For me, that is the power o YABC: being able to honestly express onesel in all our
shortcomings and assuring others that no matter what situation they might fnd
themselves in, picking up the pieces is a process and accomplishable.
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Youth as Agents of Behavioural Change (YABC) initiative
YABCistheIFRCsagshipinitiativeonthepromotionofacultureofnon-violenceandpeace,createdin2008foryouthand
withyouthfromRedCrossRedCrescentworldwide.
IFRCviewsyouthasapowerfulsourceofchange,whoseenergyandskillsneedtobeharnessedtofosteracultureof
non-violenceandpeacebuiltonnon-discriminationandrespectfordiversity,genderequality,preventionofviolenceby
addressingitsunderlyingrootcauses,inter-culturaldialogueandsocialinclusion.
YABC empowers youth to take up an ethical leadership role in inspiring a transformation of mindsets, attitudes
and behaviours within themselves and their community. This is done through:
1. the development o behavioural or interpersonalskills:activelistening,empathy,criticalthinking,
droppingbiasandnon-judgement,non-violent
communication,mediationandpeaceful
resolutionoftensions;
2. a non-cognitive or rom the heart to the
mind methodologyusinggames,role-plays,
visualizationsandstorytelling;
3. peer education.Youtharemorereceptivetolearn
fromotheryouthinsteadofbeingtaughtdown
tobyadults.Actually,YABClearningcomes
fromwithinandfromexchangewithpeers.Understandingisfosteredbyreferringtoones
ownexperienceandsharingwithpeers.Peer
education,therefore,favoursexchangeatalevel
ofequality,trustandthought-provokinglearning
wheresolutionsareexploredandfoundtogether;
4. creative artistic platorms to reach out to the local
community:art,dance,theatre,music,digital
stories,videoandsports;
5. inner change,i.e.thecommitmentandactiontostartwithoneself,tobethechangewewanttoseeintheworld
(MahatmaGandhi).Thismeansembarkingonalifelonglearningprocesstowalkourtalk,whichinstilsasenseof
humilityandoftakingupresponsibility;
6. the development o a capacity to operate rom inner peace.Pursuingpeaceandharmonywithinourselvesisessential
tobeabletoinspirechangeoutside.Tothispurpose,YABChasputtogetherinnerarts,likeQiGong,breathing
andrelaxationtechniques.Thisfurtherenablesyouthtostrengthenresiliencetocopewithstress,peerpressureor
resistancewhenfacedwithenergy-intensivechallengeslikeviolence,discriminationorexclusion.
Todate,morethan2000youthfrom150RedCrossRedCrescentnationalsocietieshavebeenfamiliarizedwithYABCatan
internationalorregionallevel.Atotalof285youthfrom75nationalsocietiesworldwidehavebeentrainedasYABCpeer
educators.YouthhavedevelopedanonlineYABCtoolkitwith60non-cognitivegamesandexercises,aswellas20thematic
andskillsconceptpapersandapeereducationmanualthatwillbelaunchedinthe31stInternationalConferenceoftheRed
CrossandRedCrescentinNovember2011.
SnapshotPromotion o a CNV+P in action
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We live in a world with enormous diversity: there are many dierent perspec-
tives and ways o thinking. Rather than being perceived as making us richerand stronger, dierences or diversity are causes o tension and problems all
too oten, especially when not approached rom a CNV+P perspective. The key
to creating a CNV+P is to develop the ability within individuals and communi-
ties to deal with and respect these dierences, rather than to reject them. Asdiscrimination is requently born out o ear o the unknown, it is importantto oster active listening and communication between communities in orderto lead to mutual understanding, respect or diversity and a willingness toexplore solutions together.
Values and skills-based education is key to overcoming discrimination.Learning and cultivating open-mindedness and understanding will help usto accept those around us and to respect their dierences. When we respectothers, we can avoid tensions rom orming and, where they do exist, to resolve
them peaceully without resorting to violence. With sel-refection, we canidentiy our own biases and work to erase them by developing skills such asactive listening, empathy, dropping bias and non-judgement.
Transformation towards a CNV+P:Component 1: Non-discrimination and respect for diversity
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Violence is predictable and thereore preventable. To be eective, the promo-tion o a CNV+P needs to ocus on the root causes o violence. Vulnerabilityto violence is oten linked to social determinants such as alcohol and sub-stance misuse and abuse, mental illness, poverty, gender inequalities, accessto weapons, discrimination and stigma, as well as to economic disparities(income inequality). Every day, more than 4000 people, over 90% o them in
low- and middle-income countries, die because o violence. O those killed,approximately 2300 die by their own hand and over 1500 because o injuriesinficted by another person*. So, it is important to advocate or a shit in ocusrom response to prevention.
Children, who are particularly vulnerable being dependent on others, aredisproportionally aected by violence. Violence undermines their saety,health and potential. Children subjected to violence are also more likely to
resort to violence as adults. They may express pain and trauma in violent
* Source: Butchart, A., Brown, D., Wilson, A., & Mikton, C. (2008). Preventing violence and reducingits impact: How development agencies can help. World Health Organization. Retrieved rom:http://whqlibdoc.who.int/publications/2008/9789241596589_eng.pd
Transformation towards a CNV+P:Component 2: Violence prevention, mitigation and response
Types o violence
Self-directed violencerefersto
violence by an individual against
onesel.Itissubdividedintosuicidal
behaviourandself-abuse.Suicidalbehaviourincludessuicidalthoughts,
attemptedsuicidesandcompleted
suicides.Self-abusecoversself-
mutilationandsubstanceabuseor
misuse.
Interpersonal violence isviolence
that occurs between individuals.
Itcanoccurinhomes,schools,
workplacesandinstitutions.
Examplesincludechildabuse,
bullyingandharassment,family
violenceandabuseoftheelderly.Community violenceisatypeof
interpersonalviolencethattakes
placeatthecommunitylevel(e.g.in
urbansettings)betweenpeoplewho
mayormaynotknowoneanother.
(Ibid)Commonformsofcommunity
violenceincludegangviolence,
violencebysupportersofsports
teams,mobattacksandsporadic
crime.
Adapted rom Krug, E., Dahlbert,
L., Mercy, J., Zwi, A. and Lozano,R. (Eds.)Worldreportonviolence
andhealth. Geneva, Switzerland.
WHO(2002).
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ways or use violence as a way to socialize and get what they want. To avoidthis potential cycle o violence, children need to become the total ocus andpriority. The inclusion o values and skills-based education at an early stageo lie provides children with the tools necessary to prevent this cycle o
violence rom continuing. Parents need to be supported and equipped withCNV+P skills too.
Women are also disproportionally aected by gender-based violence which
is oten rooted in inequality or misuse o power. In this regard, increasingrespect or diversity, including gender mixture, can play a valuable role inreducing violence. The potential o values and skills-based education is againemphasized, as is the importance o including girls in this type o education.When seeking solutions to gender-based violence, whether aecting men or
women, the participation o both as well as that o the entire communityis important to ensure bottom-up and community-wide support. Involvingcultural or religious leaders can be an eective strategy when dealing withharmul practices.
It is also important to develop and build on resiliency actors (see box p. 20).Individuals and communities have strengths to help avoid, and abilities tobounce back rom, harmul experiences. These individual, amily, community
and societal actors help to provide saety, security and support.
In a CNV+P, communities are able to deal positively and constructively with
dierences, allowing or transormation o mindsets and actions. The develop-
ment o skills and abilities to express onesel and communicate non-violently
is essential or this to occur. This is an ongoing lielong learning process.
The IFRCs ocus in the area o violence prevention is on sel-directed andinterpersonal violence, in particular on violence against children, gender-
based violence and violence by, with or against youth. Red Cross Red Crescentnational societies, as auxiliaries to their government in the humanitarian eld,
can work constructively with public authorities to address the root causes and
social sources o violence and develop community-based action-strengthening
resilience.
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DJ Joseph
RespectED: Violence and Abuse Prevention
Programme Educator
Canadian Red Cross
As a Movement, Red Cross Red Crescent is ideally positioned to build bridges with
cultures that have otherwise been let isolated. I have seen this in my own experi-
ence. I have travelled to many First Nation communities in Canada to open conver-
sations about creating sae environments ree o harm and on how communitiescan take ownership o both the problem and the solution. This has brought me to a
much deeper, uller understanding o the inter-generational impacts o the legacy
o violence, its painul consequences that my people have endured or generations
and the importance o healing. I now think dierently and value alternative ways
o dealing with violence: the participatory, equality-based and circle approach o the
aboriginals, very dierent rom hierarchical sentencing and sanctions.
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Volunteeringisattheheartofcommunitybuilding.Perhapsoneofthemostpowerfulwaystocreateor
enhanceasenseofcommunitybelongingistoparticipateinactivitieswhichstrengthenthecommunity.
Volunteeringisanexcellentwayforanindividualtobecomeinvolvedinthelifeofthecommunity.
Itbringstogetherpeoplefromdifferentbackgrounds,culturesandreligionsandhelpstodevelop
compassionandfriendship,therebyfosteringrespectfordiversity.Volunteeringcanalsobeaneffective
methodtoreducevulnerabilitytoparticipatinginviolence.
For the elderly,volunteeringcanbeawaytostayactiveandavoidbecomingisolated.Theelderly
willhaveachancetoshareandpassontheirvaluableknowledge,skillsandexperiencetoyounger
generations.Also,thistypeofactiveparticipationincommunitylifehighlightsthattheelderlyarea
resourcetoberespectedandvaluedbythecommunityasawhole.
For children and youth,volunteeringcanhelptodevelopvaluesandskills.Youthfeelasenseofpride
andusefulness,astheyareabletoactivelycontributetotheircommunity.Volunteeringstrengthens
communitysupportsystems,whichincreaseresiliencyandreducevulnerabilitytoparticipatinginviolent
activities.
For youth offenders,communityservicehasthepotentialtobealifelineinthestruggletoavoidthe
circleofviolence.Theimpactofbeingimprisonedcanhavemorenegativethanpositiveeffectsforyouth.
Theymaycomeoutofprisonmoreviolentthanwhentheyentered,asaconsequenceofhavingtoadapt
totheveryviolentsocietyinsidetheprison,ofbeinginclosecontact,ataveryimpressionablestageof
life,withalargenumberofviolentoffenders,andofbeingstigmatizedorbrandedonceoutofprison.
Heide,KathleenM.;Solomon,EldraP.Treating Todays Juvenile Homicide Oenders. Youth Violence and
Juvenile Justice Volume: 1 Issue: 1Dated:January2003
So,organizedcommunityservice,whenprescribedbythecourt,canbeaneffectivetoolandan
opportunitytopromotemorepositivesocialvaluesanddevelopskillsandresiliencytoavoidfuture
violence.Participationinsuccessfulserviceprojectsintheirowncommunitiescanhelpyouthtoregain
theirself-esteemandasenseofbelongingandpersonalinvestmentintheircommunity.Thiscanalso
facilitatetheyouthsreintegration,asothercommunitymemberswillseethispositiveefforttoassistand
improvethecommunity,helpingtorebuildtrust.
The186RedCrossRedCrescentNational Societiesbaseofvolunteersisdiverseandincludespeople
ofmanydifferentculturesandreligions,enablingRedCrossRedCrescenttoreachouttoeventhemost
remotecommunitiesinthepromotionofaCNV+P.VoluntaryserviceisoneoftheFundamentalPrinciples
oftheMovement.Volunteerscomefromwithinthecommunity,ensuringknowledgeofthoseforand
withwhomRedCrossRedCrescentworks.RedCrossRedCrescentvolunteerswhospendtheirtimeandtalenttoaddressrootcausesofdiscrimination,violenceandexclusioncanhelpreduceviolence.
RedCrossRedCrescentcanofferaplatformfortheorganizationofvolunteeringorcommunityservice
projects.
A call to action
Promotetheengagement,especiallyofyouth,involuntaryserviceorcommunityprogrammesto
nurturehumanitarianvaluesandincreasecommunitycohesion.
Institutionalizevoluntaryserviceatthenationallevel,throughintroducingtheMovementsFundamental
Principlesandavenuesforvoluntaryserviceaspartoftheformalschoolcurriculum,inparticularatthe
primaryandsecondarylevel.
SnapshotVolunteering, an essential tool or CNV+P
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Ashanta Osbourne
VolunteerGuyana Red Cross Society
I volunteer because I discovered a passion which could not be explored in any other way. I
believe learning to care about others on a human level changes ones perspective. Through
the Red Cross Red Crescent and learning to live the Fundamental Principles and values,
I have grown into a person who sees the world through the eyes o one who cares about
the suering o others and I am propelled to act in whatever way I can. It is a good eeling
to know that I am contributing to a cause which is greater than all o us and which will
certainly outlast me.
Amal Emam
Volunteer
Egyptian Red Crescent
I think I was born a volunteer. Volunteering gives me the confdence to make a change and
to contribute to the betterment o my community. It helps me get closer to the people and
their needs, and to put mysel in others shoes so I can eel what they eel. Volunteering has
taught me to reely express mysel and to respect our dierences and to build on our com-
monalities. It gives me the satisaction that I seek in my lie and the energy to sustain it.
Joram H. OrangaVolunteer
Kenya Red Cross
Volunteering has built a great joy in me to continue helping the most vulnerable andcontribute to building resilient communities. I volunteer or the Red Cross Red Crescentbecause here I have ound a amily that reaches across the globe, spanning every ethnicity,
culture, religion and region. I strive to uplit the lives o people in need, see smiles restored
on countless aces and rebuild their hope. The work we do is restorative and rereshingand I am particularly confdent that we really do change lives o millions every single day.
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International Federation of Red Cross and Red Crescent Societies
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International Federation of Red Cross and Red Crescent Societies
The Red Cross Red Crescent approach toPromoting a culture of non-violence and peace
Dierences, ignorance about the reasons behind those dierences and the lack
o ability to constructively deal with dierences bring ear. This ear createsa mistrust o what is dierent, separating us and them. This can lead todiscrimination, exclusion and even violence.
All communities have groups o people oten hidden who are unable to
enjoy the general benets that are accessible to most. These groups are otenparticularly vulnerable. Creating intercultural, interreligious and intergen-
erational dialogue can help to reduce the isolation o vulnerable groups and
increase community cohesiveness and social inclusion.
Local communities as well as the global society need to approach dierencesrom a learning perspective. We need to seek to understand where otherscome rom and why world views are dierent and to respect the right to think
dierently. It is essential to note that our dierences as individuals can cre-ate stronger communities instead o weaker ones. There is an opportunity tolearn rom those who come rom other cultures, practise dierent religions or
are not o the same generation. Being able to understand the perspectives oothers can increase the scope o our own world view and help us to be more
open-minded and accepting.
The promotion o inter-cultural and inter-religious dialogue creates an oppor-
tunity or people o dierent backgrounds to get to know each other andunderstand each others points o view. When we have a personal connectionwith someone, it is more dicult to make generalities or to consider him or
her as them. Creating these types o personal connections then translatesto a more connected and peaceul community. When individuals in a diversecommunity create relationships and mutual understanding based on dialogue,
there is less risk o tensions developing and when there are tensions present,they are more likely to be solved with respect and non-violence.
The development o respect or diversity and especially the skills o dropping
bias and non-judgement are examples o essential elements or the promotiono a CNV+P. Values and skills-based education can be a valuable tool rom anearly age.
For a CNV+P to exist, everyone must be able to participate ully in its creation.
This is particularly true in multicultural or multi-religious societies. A culture
o non-violence and peace must belong to everyone. The more inclusive asociety is, the less risk there will be o tensions developing between dierentgroups, and o tensions turning into violence. Sharing traditions and positivecultural support mechanisms can increase resilience and strengthen societyas a whole.
Promoting inter-generational dialogue can ensure that the values and knowl-
edge o society are passed down rom one generation to another eectively. It
Transformation towards a CNV+P:Component 3: Social inclusion, inter-cultural,
inter-religious and inter-generational dialogue
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is also essential to include all generations in community dialogue to make cer-
tain that their needs are met and to reduce vulnerabilities. Inter-generationaldialogue helps to ensure that the elderly stay connected and are valued bytheir community. It helps to make sure that youth have guidance and support
so that they can be more resilient. More generally, inter-generational dialogueincreases mutual understanding, respect or diversity and can be a powerultool to increase a sense o belonging within a community and to reduce andprevent violence.
Deb FitzsimonsCampus Community Coordinator
Cyril Jackson
Senior Campus, Western Australia,
leader of Harmony Day activity
organized with Australian Red Cross
Harmony Day is a major calendar event at Cyril Jackson Senior Campus which hasstudents rom over 40 dierent countries, many o whom are rom either reugee orimpoverished backgrounds. Their pathways to our campus are as individual as fnger-
prints but we come together as one on Harmony Day to celebrate our diverse community
and show that each student makes a signifcant contribution to our campus and its
riendly atmosphere.
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Resiliency actors
Individuals factors Assertiveness
Abilitytosolveproblems Self-awareness Empathyforothers
Havinggoalsandaspirations Senseofhumour
Community context factors Limitedexposuretoviolencewitinfamily,communityandpeergroups
Governmentprovisionforchildrenssafety,recreation,housingandjobswhenolder
Accesstoschoolandeducation,informationandlearningresources
Safetyandsecurity
Relationship factors
Presenceofpositivementorsandrolemodels Perceivedsocialsupport Appropriateemotionalexpressionandparental
monitoringwithinthefamily Peergroupacceptance
Cultural factors
Toleranceofdifferingideologies,beliefs Havingalifephilosophy Culturaland/orspiritualidentication
Beingculturallygrounded
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International Federation of Red Cross and Red Crescent Societies
The Red Cross Red Crescent approach toPromoting a culture of non-violence and peace
A CNV+P is promoted at multiple levels, mutually reinorcing andcomplementary.
nStarting with inner change, a CNV+P can be promoted at theindividual level. YABC, the IFRC fagship initiative or youth dis-cussed on p. 11, rst ocuses on this level beore reaching out to
the community.nA CNV+P can be promoted on afamily level. At this level, it is key
to start equipping parents with essential CNV+P parenting skills,such as active listening, non-violent communication or peaceul
resolution o tensions.
nA CNV+P is, o course, also promoted at the community level. Role
models are crucial at this level. Through the presence o well-trained grass-root volunteers rom within the community, RedCross Red Crescent national societies contribute to healthier, more
resilient and peaceul communities.
n A CNV+P can be promoted at the societal level, through policy and legislative rameworks that promote non-discrimination and respect or diversity.
While there exist multiple levels o risk that pose threats to individual saety, each person is not without inherentand socially supported strengths and capacities, or resilience. Resilience is within each human being, however itstenacity and vigour are shaped by individual, relationship, community and social actors that combine to enhancesaety and to help people bounce back i violence or discrimination does occur. Our actions to promote CNV+Pneed not only to ocus on minimizing risks but also on leveraging the abundance o strengths within each person,each home, community and society.
So, each one o these levels is interconnected with the others. At the community level, it can be necessary to seeksupport rom community and religious leaders to ensure community support and buy-in or societal organizational
or legal rameworks.
Conclusion:
Promoting a CNV+P at multiple levels
Adapted rom World Health Organization. World Reporto Violence and Health. Geneva. WHO. (2002).
Individual Family Community Societal
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1We need a global mind and behaviour shit rom the way we currently think andinteract to value diversity and connect with each other based on our common
humanity.
2Violence, discrimination and exclusion undermine saety, health and human poten-
tial, deepen social dierences and disrupt participation o disadvantaged people,and are signicant humanitarian challenges that must be resolved. They share common
root causes and need to be addressed through holistic solutions.
3Violence prevention is a joint responsibility o policy-makers, opinion-leaders anddonors. The priority ocus needs to shit rom response to prevention, and rom
collective violence to sel-directed and interpersonal violence, such as gender-basedviolence or violence against children.
4Children and youth are disproportionately aected by violence, discrimination andexclusion and thereore need to become the ocus o our attention and action.
5
The promotion o a culture o non-violence and peace (CNV+P) is a process o nd-
ing constructive and creative solutions to problems and tensions, without ear oviolence. Participation and social inclusion is vital or creating CNV+P.
6Red Cross Red Crescent is uniquely positioned to create CNV+P, as a partner with apresence at the community level and a voice at the global level.
7Children and youth have tremendous capacity to help build CNV+P and need to beempowered to take up an ethical leadership position in the CNV+P process.
8Including values and skills-based education in ormal and non-ormal learning canhelp us to interact constructively and live harmoniously together. Non-cognitive
methodology needs to be actively used; this encourages a rom the heart to the mindlearning process and values creative and right-brain vehicles or learning such as
games, visualization, storytelling, arts, music, theatre, dance and sport.
9Volunteering provides a valuable platorm to promote social inclusion and commu-nity cohesiveness and has the potential to reduce and prevent violence.
10Embracing a CNV+P needs to be the oundation in the entire volunteer networko the Red Cross Red Crescent and integrated into all Red Cross Red Crescent
work, rom health, to disaster response, and to organizational development o our 186
National Societies.
10 key ideas of the paper
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International Federation of Red Cross and Red Crescent Societies
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Red Cross Red Crescent National Society(please visit the individual websites or contact [email protected] or urther inormation)
n Red Cross of the Democratic Republic of Congo: SOS or Pygmy Minorities: ood aid and social reintegrationin Kinshasa
n Nepal Red Cross Society: Turning Fear and Bitterness into Tolerance and Impartiality
n British Red Cross: Positive Images campaign and Learning about migrants in the classroom
n Spanish Red Cross: Building inclusion through integration into the labour market and La diversidad, nuestramejor opcin
n Bangladesh Red Crescent Society: Humanitarian Values Programme
n Solomon Islands Red Cross, Australian Red Cross and AusAID project: Changing Stereotypes
n South African Red Cross: Soccer Against Violence (SAV) and Bringing hope to HIV patients in Zuzuland
n Danish Red Cross: Humanity on the school bench
n Belarusian Red Cross: Youth on the Run
n Australian Red Cross: Harmony Day and Save a Mate
n Canadian Red Cross Society: RespectED: Violence and Abuse Prevention
n Honduran Red Cross: Expanding opportunities
n Colombian Red Cross: Transormacin de Confictos en Procesos de Resocializacin and PACO
n
Austrian Red Cross: Breaking the Taboon Guatemalan Red Cross: ERPV_Guatemala Proyecto Jvenes Activos Marcando la Dierencia
n Botswana Red Cross Society: Gender-based violence programme
n Netherlands Red Cross: Meet and Greet and 1001 Strengths
n Red Cross of the former Yugoslav Republic of Macedonia: Red Cross in Action/Promotion o human values
n Italian Red Cross: Cultural Mediators
n Red Cross Society of Bosnian and Herzegovina: Friendship Without Borders and Home care programme
Government(weblinks available on the electronic version o this report):
n Australia: Diversity and Social Cohesion Programme (DSCP) and national ramework or education and
Melbourne Declaration on Educational Goals or Young Australiansn Trinidad and Tobago: Peace promotion programme
n Mexico: Department o Public Education, Secondary Education Reorm, Plan o Studies (2006)
n Honduras: Department o Education, National Plan or Values Education (2007-2015)
n Colombia: Department National Education, National Decennial Education Plan (2006-2015) and EducationalPolicy or Coexistence Education and Curricular Guidelines or Ethics and Human Values Education
n Brazil: Ministry o Education, Ethics and Citizenship Programme - Building Values in School and Society
n Kenya: Peace education instilling values and lie skills in schools and Tuelewane Youth Exchange Programmeto Enhance Peace
n Uruguay: Law o Education, Article 16 and National policy on values education
n Russia: Tolerance Programme o the St Petersburg Government (2006-2010)
n Costa Rica: Ministry o Justice and Peace (2009) - General Directorate o Peace Promotion and Civic Coexistence:National Campaign on Violence Prevention; National Commission or Violence Prevention and the Promotion
o Societal Peace; Youth Network. Ministry o Public Education - National Programme on Values Education.
Annex:Examples of Red Cross Red Crescent
and government programmes and policies
contributing to the promotion of a CNV+P
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Humanity /The International Red Cross and Red Crescent
Movement, born o a desire to bring assistance without dis-
crimination to the wounded on the battlefeld, endeavours,
in its international and national capacity, to prevent and alle-
viate human suering wherever it may be ound. Its purposeis to protect lie and health and to ensure respect or the hu-
man being. It promotes mutual understanding, riendship,
cooperation and lasting peace amongst all peoples.
Impartiality / It makes no discrimination as to nation-
ality, race, religious belies, class or political opinions. It
endeavours to relieve the suering o individuals, being
guided solely by their needs, and to give priority to the
most urgent cases o distress.
Neutrality / In order to enjoy the confdence o all, the
Movement may not take sides in hostilities or engage at
any time in controversies o a political, racial, religious or
ideological nature.
Independence /The Movement is independent. The
National Societies, while auxiliaries in the humanitarian
services o their governments and subject to the laws
o their respective countries, must always maintain their
autonomy so that they may be able at all times to act inaccordance with the principles o the Movement.
Voluntary service /It is a voluntary relie movement not
prompted in any manner by desire or gain.
Unity /There can be only one Red Cross or Red Crescent
Society in any one country. It must be open to all. It must
carry on its humanitarian work throughout its territory.
Universality / The International Red Cross and Red
Crescent Movement, in which all societies have equal
status and share equal responsibilities and duties in help-
ing each other, is worldwide.
The Fundamental Principles of the International
Red Cross and Red Crescent Movement
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www.ifrc.org Saving lives, changing minds.
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For urther inormation please contact
the P inciples and Val es Depa tment at