1. Ariel Trust
Face Up
Preventing Controlling and Abusive Behaviour in Teenage Relationships.
Introduction & Overview
Training is delivered in three parts
Part One – will provide background information and introduction to Face Up content
Part two and three will provide detail of module 1 and 2

2. Ariel Trust Ariel Trust a not for profit charity. Established in 1982.
Developing interactive resources
for young people that build resilience.
Preventative resources used in 300 schools
with over 21,000 young people in 2014/15.
Evidence based approach.
Funded project – Big Lottery – Realising Ambition
Long track record of working with young people
Preventative resources – addressing a range of social issues – used in both primary and secondary schools
Evidence based approach – working with SRU to undertake external RCT of the Face Up programme

3. Face Up- Preventing Controlling and Abusive Behaviour in Teenage Relationships.
Aims
Provide the appropriate language to describe
abusive behaviour.
Improve communication skills –
Asking for Help & Empowering Bystanders.
Build resilience.
Change attitudes & behaviour.
Increase confidence to talk about inappropriate behaviour.
Develop support networks.
Evidence from international studies – importance of bystanders in providing help
Asking for help – changing attitudes
Change norms of what is acceptable and unacceptable behaviour
Importance of support networks from peers, school and community

4. Face Up – Core Components
2 Modules
Module 1:
Developing the knowledge, attitudes and skills that young people need to effectively ask for help.
Module 2 :
Developing skills that bystanders require to intervene.
Number of lessons: 8 Lessons.
Number of hours: 7 hours content (proven to deliver impact).
Explain overall aims of Module 1 & 2
Progression in terms of skill development
Fidelity – minimum of 8 lessons – Evidence from US shows the importance of delivering minimum of 7 hours in order to develop skills and higher levels of impact
Timing – lessons 50 – 60 minutes broken into smaller exercises ranging from 10 – 25 minutes

5. Face Up Whole Class approach. Age appropriate – Yr 7 to 11.
Multimedia resource.
Developed in response to identified need.
Developed through consultation with young people.
Easy to use.
Comprehensive lesson plans.
Intervention manual.
Targeting YR9
Designed by and with teachers
Identified need – LJMU research
Information on accessing resources e.g. structure of CD and supporting documents on the intervention manual

6. How can Face Up support Ofsted New judgement headings?
Personal development and behaviour: A key focus on pupils’ self-confidence and self- awareness, and their understanding about how to be successful learners. Welfare: Physical and emotional well-being, including healthy responses to all forms of bullying.
Face Up encompasses the personal development of young people, acceptable and unacceptable behaviour in addition to the role of the bystander and their actions. The welfare of themselves, their friends and their peers is a key message that is explored throughout the modules.
Face Up allows pupils to reflect on feelings and identify positive ways of understanding, managing and expressing emotions and gain the skills to challenge inappropriate behaviour whilst building their self-confidence and raising their self-awareness. 6

7. Good personal development
Pupils are safe and feel safe.
They have opportunities to learn how to keep themselves safe.
They enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships and how to prevent misuse of technology.
Importance of ‘safeguarding’ as a golden thread throughout all judgements.
The Face Up programme uses a collaborative learning approach which provides an opportunity for pupils to explore teenage relationships and to use the knowledge and understanding gained to make informed choices in the future. The exercises and activities allow opportunities to discuss how to keep themselves safe and to identify what makes a positive relationship. Video exercises focus on the role of the bystander developing skills and encouraging students to reflect on their responsibilities as a good citizen. 7

9. Based on evidence of what is proven to work.
Foshee & Langwick, 2004
This study reviewed ‘Safe Dates’ which shares
many similarities of approach with ‘Face Up’.
It concluded that the skills building component of ‘Safe Dates’ is a crucial component in the chain of events that can lead to positive outcomes. .

10. Based on evidence of what is proven to work.
National Institute of Health’s review, Grifin and Botvin, 2010
This study looked at what made an effective preventative
education programme and identified key elements; social
resistance skills training as a key element in the
protection of young people from harm.
School-Based Interventions to Reduce Dating and
Sexual Violence: A Systematic Review, De La Rue,
Polanin, Espelage & Pigott, 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 explore the role of the
bystander as well as examining how prevention programmes
can shift peer culture to be less tolerant of dating violence.

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