1. Preventing Teen Dating Abuse: Engaging Boys, Girls and Adults
Rus Ervin Funk, MSW

2. Use/Critique of Language
“victim” and “survivor”
“batterer”
“violent relationships” (etc.)
“Date rape”
© 2013 Rus Ervin Funk, all rights reserved

3. © 2013 Rus Ervin Funk, all rights reserved
Youth Development
Rapid developmental growth
Emotionally
Physically
Socially
Concrete thinkers
Tend to hold rigid gender stereotypes
Shift in spheres of influence from parents to peers (in US – check if is universal)
Testing boundaries
Sense of “self” and power
© 2013 Rus Ervin Funk, all rights reserved

4. © 2013 Rus Ervin Funk, all rights reserved
Definitions
Keep two definitions of Dating/Domestic violence in mind at all time
Legal
Feminist/”victim-centered”
Based on pattern of coercive control to maintain power and control
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5. Power and Control Wheel
Note:
Physical violence is not necessary to maintain the P/C Wheel
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6. Dynamics of Youth who are Abused
P/C wheel
Exaggerate responsibility
Self-Blame
Minimize threat/harm
Ambivalent response
Asserting control
Anger
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7. Dynamics of Abusive Youth
Paradigm of Entitlement
Getting to abuse
Asserting control
Imbalance of accountability
Blame shifting
They choose to
© 2009 Rus Ervin Funk, all rights reserved

8. Gendered Nature of Dating Abuse
Girls and boys appear to hit each other mutually but…
How boys and girls hit
Why boys and girls hit
Boys and girls experiences of being hit
Sexual assault within relationships
Post relationship abuse
What boys say when they hit
© 2013 Rus Ervin Funk, all rights reserved

9. A Shift in Focus – to Prevent
Prevention means to shift focus to how it is that men and boys are abusive.
To advocate or provide services means we need to know more about how women, men are abused.
To date, we’ve focused more on the later.
© 2013 Rus Ervin Funk, all rights reserved

10. © 2013 Rus Ervin Funk, all rights reserved
Moving Upstream
Preventing Awareness Treating Victims
Violence Building Intervening
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11. Foundations of Primary Prevention
Violence is complex & requires a comprehensive approach
Determinants of violence & safety must be addressed
Examine both risk factors and protective factors
Requires an integrated strategy
Explore promotion
© 2009 Rus Ervin Funk, all rights reserved

12. Disseminate effective strategies
The Public Health
Model
Disseminate effective strategies
Develop
and Test
Prevention
Strategies
Identify Risk
and Protective
Factors
Slide Title: The Public Health Approach to Prevention
Main Concept: How to develop, plan and implement prevention strategies, collaboration and community organizing, and moving forward by building a foundation together.
Core Content: 4-Step Public Health Approach
Trainer notes: The public health approach emphasizes prevention and the health of populations rather than individuals, and provides a systematic way to look at public health problems and their solutions.
Public health professionals define, monitor & track the problem, identify factors that put people at risk or protect them from harm, develop & evaluate prevention strategies, & encourage the widespread adoption of effective programs & policies.
Until early 1980s, strategies for preventing & responding to violence were almost exclusively the domain of criminal justice system. This approach is effective in some situations & for some crimes, but it does not address the social & economic factors that influence violence. Also doesn’t address unreported violence that often occurs w/child abuse, IPV, or suicide attempts.
Define the
Problem 12

13. © 2013 Rus Ervin Funk, all rights reserved
Root Causes
What puts youth at increased risk for dating abuse?
But why…
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14. Risk and Protective Factors
ID risk factors
For perpetration
For victimization
ID protective factors
From perpetration
From victimization
© 2009 Rus Ervin Funk, all rights reserved

15. Risk & Protective Factors: Keep in mind…
Risk Factors do not cause domestic violence-they are factors that may be present for some individuals
No single risk or protective factor can predict a specific outcome or condition
All risk and protective factors are not equal; it is not a one-to-one relationship
Addressing a single risk factor is not enough
Slide Title: Risk & Protective Factors
Core Content: 4-Step Public Health Approach
Trainer notes: When reviewing risk and protective factors it is important to keep in mind that no single risk or protective factors predicts the outcome with certainty; all risk and protective factors are not equal; and, addressing a single risk factor is not enough. Multiple risk factors need to be taken in consideration.
Limitations of R/P factors: No links to causation (i.e. alcohol use) Alcohol creates an excuse for behavior but didn’t cause the behavior We need to articulate that. 15

16. Identify Risk & Protective Factors
What protects girls & women?
What increases their risk?
What prevents boys & men from being abusive?
What increases their likelihood of being abusive?
What are the modifiable factors?
What groups are most at risk?
Slide Title: Identify Risk & Protective Factors
Trainer notes: It is important to identify risk and protective factors for intimate partner violence: both victimization and perpetration. Evidence is a key factor in IPV prevention programming.
Identify risk factors: What are characteristics, environmental factors, etc. that are associated with the outcome of violence?
Identify risk groups: Who is at risk for perpetration? Who is at risk for victimization? 16

17. © 2009 Rus Ervin Funk, all rights reserved
An Ecological Model
Organizational (Practices)
Intrapersonal
(Attitudes)
Relational
(Behaviors)
Community (Norms)
Socio-Cultural
(Customs, laws, beliefs)
© 2009 Rus Ervin Funk, all rights reserved

18. Gendered Nature of Prevention
Gendered nature of dating abuse
Gendered understanding of and relationship to violence
Gendered understanding of and relationship to D & SV
Implications for our efforts
© 2013 Rus Ervin Funk, all rights reserved

19. Primary Prevention Efforts From An Ecological Framework
Intra-personal
Relational
Organi-zational
Com-munity
Socio-cultural
Teen girls
Train parents to talk w/ girls
Infused School Curricula;
School policies
“girl power” groups
“Valuing women and girls” media campaign
Teen boys
Masculinity & respect
Training parents to talk w/ boys about healthy dating
“boys of respect” groups
“Choose Respect” media campaign
© 2009 Rus Ervin Funk, all rights reserved 19

20. Spectrum of Prevention
Working with Individuals
Promoting Community Education
Training Providers
Fostering Coalitions
Changing Organizational Practices
Influencing Policy
Grassroots Organizing
Ongoing evaluation
© 2009/2013 Rus Ervin Funk,
all rights reserved

21. Prevention Efforts with Boys
What factors contribute to boys being abusive?
What efforts can we initiate to prevent boys from being abusive?
What efforts can we initiate that promote boys being in healthy and respectful relationships?
© 2013 Rus Ervin Funk, all rights reserved

22. Talking with Adolescent Boys
Overcome defensiveness
Address myths
Increase victim-sympathy
Examine male response-abilities
Don’t hurt women (or men) they’re dating
Responding to friends who are abused
Becoming an Ally (based on a bystander approach)
Becoming proactive
Challenge Social norms
© 2013 Rus Ervin Funk, all rights reserved

23. © 2013 Rus Ervin Funk, all rights reserved
Bystander Efforts
Need to be gendered too
Who are the bystanders?
Which adults could be allies as well?
How can adults model being allies?
How do youth decide who to “stand by”?
How do we move from bystanders to allies?
© 2013 Rus Ervin Funk, all rights reserved

24. Changing Organizational Policies and Practices
Identify organizational practices
Assess those practices
Do the support your efforts
To what degree
Identify changes to be made
Implement changes
Evaluate efforts
© 2009 Rus Ervin Funk, all rights reserved

25. © 2009 Rus Ervin Funk, all rights reserved
Community Organizing
Overview of Social Capital
What is the “community”?
Clarify the community
Define boundaries
Create access
How does community understand dating abuse?
Respond prevent
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26. © 2009 Rus Ervin Funk, all rights reserved
Social Norms
Define what is “normal”
Identify current social norms
Examine alternative social norms
Promote alternatives
Strengthen alternatives
© 2009 Rus Ervin Funk, all rights reserved

27. Social Forces that Contribute
“Act like a man”
“Be a lady”
Ecological Framework
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all rights reserved

28. “Be a MAN”
What’s Done to Men
What Men are Called
“Be a Man”

29. Be a Lady “Act like a Lady!” What Women are Called
What’s Done to Women

30. © 2013Rus Ervin Funk, all rights reserved
Promotion
What are we promoting
Gender respect
Nonviolent relationships
Leadership development
Communities that support the above
© 2013Rus Ervin Funk, all rights reserved

31. © 2009 Rus Ervin Funk, all rights reserved
Gender Respect
What constitutes gender respect?
How do youth know when they are being treated with respect?
How do youth know when they are treating others with respect?
How gender informs notions and practices of respect.
© 2009 Rus Ervin Funk, all rights reserved

32. © 2009 Rus Ervin Funk, all rights reserved
An Ecological Model
Organizational (Practices)
Intrapersonal
(Attitudes)
Relational
(Behaviors)
Community (Norms)
Socio-Cultural
(Customs, laws, beliefs)
© 2009 Rus Ervin Funk, all rights reserved 32

33. Healthy Relationships
Elements of a healthy relationship
Defining these elements concretely
Putting this into practice
Creating social norms to support
© 2013 Rus Ervin Funk, all rights reserved

34. © 2009 Rus Ervin Funk, all rights reserved
An Ecological Model
Organizational (Practices)
Intrapersonal
(Attitudes)
Relational
(Behaviors)
Community (Norms)
Socio-Cultural
(Customs, laws, beliefs)
© 2009 Rus Ervin Funk, all rights reserved 34

35. Educating – for Leadership
(Focus on the social problem
rather than the personal tragedy)
Use of emergent Curriculum Design
Engage youth as problem solvers
Put into practice what they’re learning as they’re learning
Take action

36. Emergent Curriculum Design
Based on Frierian Educational Praxis
Grounded in prevention theory
Create a team of youth, staff and parents who work together to create the educational program that will be provided to youth.
© 2009/2013 Rus Ervin Funk,
all rights reserved

37. E.C. Process Identify partner Create team Define focus
Brainstorm content
Develop curriculum from the content
Edit curriculum
Train facilitators
Implement curriculum
Evaluate
© 2009/2013 Rus Ervin Funk,
all rights reserved

38. Partnership Development
Brainstorm partners
Create relationships
Discuss positive outcomes
Develop preventionist analysis
Explore funding
© 2009 Rus Ervin Funk, all rights reserved

39. Activities Dating Abuse awareness week activities
Teen equality wheel – put into action and practice
Promoting youth abilities to challenge the restrictions of gender and the lessons of
Promoting youth leadership
Addressing Dating Abuse
Press Conferences
Legislative Advocacy
© 2009/2013 Rus Ervin Funk,
all rights reserved

40. © 2009 Rus Ervin Funk, all rights reserved
Thank-You!!!
Rus Ervin Funk
(502)
© 2009 Rus Ervin Funk, all rights reserved