promoting a culture of non-violence and peace

8/3/2019 Promoting a culture of non-violence and peace

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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).

5

International Federation of Red Cross and Red Crescent Societies

The Red Cross Red Crescent approach to Promoting a culture of non-violence and peace




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The Red Cross Red Crescent approach toPromoting a culture of non-violence and peace



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

8



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?

9



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

11




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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.

15



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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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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19



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

20





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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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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