1. Face Up Introduction & Overview
Ariel Trust
Face Up
Introduction & Overview

2. Ariel Trust Ariel Trust not for profit charity Established in 1982
Developing interactive resources
for young people that build resilience
Evidence based approach

3. Ofsted Requirements In their 2013 report Ofsted suggest schools should
focus on developing the skills that young people
need to stay safe. Pupils should
Learn the language they require to describe
abusive behaviour
Practice using this language in order to become
confident talking about abusive behaviour
Learn how to ask for help
New Ofsted framework contains new judgement
Headings including Personal Development with
judgement criteria specified as follows:
Staying safe online
Staying safe from all forms of bullying

4. Face Up Aims Provide the appropriate language to describe
abusive behaviour
Improve communication skills
Build resilience
Change attitudes & behaviour
Increase confidence to talk about inappropriate behaviour
Develop support networks

5. Based on evidence of what is proven to work
Foshee & Langwick, 2004
This study reviewed ‘Safe Dates’ a theatre-based programme used in the USA, which shares many similarities of approach with ‘Face Up’. It concludedthat evidence from literature
on sexual assault prevention has shown that programmes focusing exclusively on attitudinal or educational components
will likely not be effective in changing behaviour (Cornelius & Resseguie, 2007) as such the skills building component of Safe Dates is a crucial component of the chain of events that can lead to positive outcomes.
School-Based Interventions to Reduce Dating and
Sexual Violence: A Systematic Review, De La Rue et al 2014
This study reviewed a number of school-based interventions
on an international basis. It identified key components of
interventions as skills-building components that seek to
impart behaviour change and exploring the role of the
bystander and looking at how prevention programmes
can shift the peer culture to be less tolerant of dating violence.

6. Character profiles & videos [9] Improved Communication
Logic Model ‘Face-Up’: Preventing controlling and Abusive Behaviour in Teenage Relationships
Intermediate
Outcomes
Improved norms about what is acceptable behaviour
(respect, value opinions) [2]
Increased likelihood of bystanders to effectively intervene [3]
Ultimate
Outcomes
INOK Intervention
Inputs
Mechanisms
Safe & appropriate / risky behaviour
Appropriate language
People and resources to turn to for help [5]
Video exercises [8]
– analysis of unwanted behaviour
Increased
Knowledge
Reduced harm associated with unwanted and controlling behaviour in relationships
(perpetration and victimisation) [1]
Character profiles & videos [9]
– developing strategies to resist peer pressure
Improved Communication
Skills
How to ask for help
Intervening as a bystander [6]
Research / Presentation [10]
– where to get advice & support
Ask Emma [11]
– minimising harm & reducing risk
Increased
Confidence
To employ communication skills
Ask for help
Intervene [7]
Increased likelihood of any party to ask for help [4]

7. Module Structure Exercises on DVD
Module 1: Developing skills needed to ask for help
Module 2: Developing skills that bystanders require to intervene
Video Exercises
Video 1 – ‘You can’t wear that’
Video 2 – ‘Text Control’
Video 3 – ‘It’s OK sis’
Video 4 – ‘There she goes’
Character Profiles
Luke – ‘You can’t wear that’
David – ‘It’s OK sis’
Storyboards
Luke
Olivia
David
The girls
Research / Presentation
Support Networks
Ask Emma
Summative Exercise –
Problem solving exercise

8. Evidence that ‘Face Up’ helps young people to develop appropriate language and the confidence to describe unwanted behaviours – West Derby Academy

9. Ariel Trust Contacts Paul Ainsworth – Director paul@arieltrust.com
Trish Conning –
RA Development Officer