1. Lori Grassgreen Director of Prevention Projects Alaska Network On Domestic Violence and Sexual Assault lgrassgreen@andvsa.org

2. Name Community Why this topic is important to your students’ lives or important in your classroom? Name Community Why this topic is important to your students’ lives or important in your classroom?

4.  According to Alaska YRBS data, by the 12th grade, over 16% of 12th graders have been hit, slapped or physically hurt by a boyfriend or girlfriend  There is also some indication that these numbers are significantly higher in alternative school populations

5.  Low academic achievement  Witnessing violence  Heavy substance use  Communities or environments that have low accountability  Social communities that promote rigid gender roles and hypermasculinity

6.  There is increasing amount of research that indicates there are protective factors that reduce the risk for perpetrating violence and protective factors for identifying and participating in healthy relationships.

7.  SEARCH Institute Indicates that the higher the number of assets in youth indicates lower numbers of youth using violent behavior  Youth who are able to deflect substance use, use refusal skills, and communicate effectively  School environments that are safe.  School and community environments that set clear boundaries, policies, and consequences  Opportunities for youth to explore identity and gender roles, especially with key influencers When it comes to relationships they are interested and they are listening.

9.  School-based classroom learning  School environments  Peer culture  Influencer reinforcement  Tools for analysis

10.  Multi-lesson curriculum  Culturally relevant  Developmentally appropriate  Addresses the triad of risk  Varied teaching methods  Multiple messengers  Includes community and is reinforced outside of the classroom

11.  The Fourth R**  SAFE DATES *  Ending Violence X  Expect Respect * (more response oriented)  Respect Rx (pending)  Coaching boys to men (pending)  Men of Strength Clubs (pending)

12. Students in the Fourth R showed :  Higher levels of skills than their counterparts after the program.  more likely to use negotiation and delay skills in peer pressure scenarios  Less likely to yield to pressure  Teachers rated students who had participated in the Fourth R as having better communication, skills, and more overall effectiveness than their peers.  At the end of grade 11, students in the Fourth R reported less dating violence perpetration and a greater use of condoms.  Students in the Fourth R learned more, enjoyed health class more, and had healthier attitudes about violence at the end of the program.  The relationship between child abuse and violent delinquency was much weaker in Fourth R schools than in comparison schools.

13.  Unit 1: Personal Safety and Injury Prevention (7 x 75-min. classroom sessions)  1. Focus on healthy relationships (myths/facts about teen relationships, relationship rights & responsibilities)  2. Barriers to healthy relationships (active listening skills and types of violence/abuse)  3. Contributors to violence (group effects on violence, individual differences)  4. Conflict & conflict resolution (communication styles: passive, assertive, aggressive; conflict scenarios)  5. Media violence (student presentations of examples of violence in the media)  6. Conflict resolution skills (rights and responsibilities when ending a relationship)  7. Action in the school and community   Unit 2: Healthy Growth and Sexuality (7 x 75-min. classroom sessions)  1. Focus on healthy sexuality (review of sexuality, myths clarified)  2. Sexuality in the media (media and peer pressure to have a partner/sex)  3. Responsible sexuality (communication with your partner, healthy relationships)  4. Preventing pregnancies and STIs  5. Assertiveness skills to deal with pressure in relationships (negotiation, delay & refusal skills)  6. Sexuality: Responsibilities and consequences (sexual abuse, dating violence, decision-making)  Unit 3: Deflecting Substance Use

14. Classroom-based tools Creating a peer culture School environment that reinforce messages Involving key influencers Reinforcing messages outside of school. Challenges Opportunities

15. Next Steps