Ariel Trust Face Up Introduction Overview Ariel Trust

Ariel Trust Face Up Introduction & Overview

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

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

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

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.

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

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

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

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