Session One:

Violence


 This first session consists of the following;

• Setting the ground rules

    Safety and respect

• Register as a new user at Pre program questionnaire

• Complete Pre program questionnaire

• Explain reasons for discussing violence against women and girls

• Definitions of violence

 

Go to the Violence against Women section of Be The Hero and look at the types of violence


Violence - Setting the scene.

Show the Robert Kennedy Clip (below)

and/or the Alice Springs link at;

    Four Corners Aboriginal Death in Alice Springs

Use these to engender discussion about violence in society and the potential of their peers to be violent.

This is a great clip to show your class about violence in general. The speech from Robert. F. Kennedy was delivered in 1968 but rings as true as ever in today's society.

Well worth watching to set the tone for the program.

Go to the Violence against Women section of Be The Hero and look at the types of violence

What might Violence against women look like?

Discuss with students the differences between the violence they might see in their community and that suffered by those in domestic violence situations.

The following clip is a great discussion starter.


Research has identified that many victims perceive the emotional impacts of both physical and non-physical abuse—such as their degree of fear, their partner's intent to harm and their own self blame—as being more significant than any physical injuries incurred (Flood & Fergus 2008). The impact of violence can extend well beyond the period of abuse (VicHealth 2006). 

  

This is an excellent clip to use to introduce the discussion about how violence against women is quite different to male vs male violence.

Some points to mention are;

  • Most violence between men will be with people that they do not know
  • Most violence between men will be physical in nature
  • Intimate partner violence usually occurs behind closed doors in the family home
  • Children will often be present and sometimes involved in the violence
  • The women are actually living with the perpetrator
  • Violence against women takes on many forms including physical, emotional, sexual and financial

#Activity

Discuss with your class the types of violence evident in this clip.

Ask your students to explain the heart rate of the woman

What is the reference to the cycle? ie many kids who grow up in violence go on to become perpetrators themselves.

The way to break this cycle is through education.

• Prevalence—statistics

Go to the Statistics section of Be The Hero


#Activity

Ask each student to list the 5 most telling statistics to them.

Each student shares their list and discusses how they came to select these 5.


Did you know?

   Impact of domestic violence
In 2002–03 in Australia, the total cost of domestic violence to victims, perpetrators, friends and families, communities, government and the private sector was estimated to be in excess of $8b (Access Economics 2004). In 2008–09, the total cost of all violence against women and their children (including non-domestic violence) was estimated to have cost the Australian economy $13.6b and, if no action were to be taken to address the problem, will cost $15.6b in 2021–22 (KPMG Management Consulting 2009). This includes costs associated with:
pain, suffering and premature mortality (which accounts for almost half of all associated costs);


How is violence against women seen from a global perspective?

Show the following clip from the United Nations to demonstrate the scale of violence against women and to further enhance why this is such a vital issue in our society



Domestic Violence from a male perspective.

The following clip allows students to listen to the experience of a man reflecting upon the violence experienced by him as a young boy in his family and the impact it has had upon his life.


Now take a look at the Myths section on the Be The Hero! website


• Myths used to justify violence


#Activity

Place the students into pairs and ask them to be 'myth busters' for each myth. Ask them to use the highlighted links within each myth as evidence to undo the myth.

   Myth buster clip

Show them the not ever clip (below) and use it to engage them in discussion to challenge the notion that by assessing how a woman or girl dresses means "she is asking for it"

   Myth buster link


Go to this website and ask the students to do the survey. IThis is an excellent anti rape site from Scotland.



Below is the link to the new Federal Government site focussing on healthy relationships.

A good activity for more senior students.

  

 The Line The Australian Government site focussing on relationships.


 

  
 

Australian Government Ad


This advert is great as it takes on most of the myths and shows that they are not only not tolerated by society but they are also criminal offences.


Ask your students to investigate the criminal offences that each man featured in the ad refers to.

 

 Peace and Non Violence

Below is a great clip showing the ability of society to have positive influence upon the amount of violence in our society.


Could your group create their own ad promoting respect and tolerance? 

Legal age of consent in Australia.

Although not part of the Be The Hero! program, I find that students have little or no understanding of the issue of sexual consent.

Students find this discussion very engaging and I recommend strongly that you take them through the information about consent as it applies in your State or Territory.

The info can be found at this link - http://www.aifs.gov.au/nch/pubs/sheets/rs16/rs16.html