Stern, E., Martins, S., Stefanik, L., Uwimpuhwe, S., & Yaker, R. (2018). Lessons learned from implementing Indashyikirwa in Rwanda-an adaptation of the SASA! approach to prevent and respond to intimate partner violence. Evaluation and program planning, 71, 58-67.
In the Dadaab refugee camps in north-eastern Kenya, the International Rescue Committee (IRC) and CARE International (CARE) have implemented programmes that aim to both respond to and prevent GBV. A cornerstone of this work has been to train refugees, known as refugee community workers, to deliver aspects of GBV prevention and response work in order to develop a broader implementation of traditional GBV outreach, community mobilisation, and case management.
Between 2014 and 2017, research co-led by the London School of Hygiene and Tropical Medicine (LSHTM) and the African Population and Health Research Centre (APHRC), in collaboration with IRC and CARE, was conducted to assess this model and better understand its feasibility, acceptability, and influence among female survivors of GBV accessing care. This report presents the findings of that research.
Right to Play is a global organisation that uses transformative power of sport and play to educate and empower youth. This report indicated the importance of their work in Pakistan (143rd of 144 in the Gender Inequality Index) and outlines how a program of sports and play in Hyderabad is helping to prevent VAWG. Featuring a look at the activities, outreach and scope of the program, and its expected outcomes.
An overview of the work of What Works, including a look at the scale of the problem, the different manifestations of VAWG, its causes, and the role of food insecurity, gender attitudes, disability, and violence against children.
Details of a three-year project currently running across four villages in two districts of rural Tajikistan. The project is working with family units, addressing IPV and domestic violence, and also the impact of disability in experiences of VAWG. Includes research findings and the impact of the intervention.
Is Right to Play effective in reducing peer victimisation in Pakistan and also in improving attitudes towards gender roles, and improving youth mental health and school performance? This informative brief includes methodology, findings regarding the relationship between disability and violence, and also the intersection of corporal punishment by teachers and peer violence, and makes policy recommendations.
Authors: Ballantine, C., Fenny, A., Asante, F. and Duvvury, N.1
South Sudan is a country devastated by war. Since the end of colonial rule, there have been few years when the country has not been affected by conflict. Against this backdrop, the population has largely held to traditional values and close family ties. The world’s newest independent country, it is dominated by strong traditions and low levels of Western-style development. South Sudan shares land borders with 6 countries, making its stability a concern across the Horn of Africa (Frontier Economics et al. 2015). Even as war and conflict persist, so too does daily life, although the social and economic life of the country have been profoundly eroded by constant conflicts. The basis of South Sudan’s development has been, and will remain, its population. The wellbeing and status of women is a fundamental part of this.
Baseline Evaluation of a Peace Education and Prevention of Violence Program in Jawzjan province, Afghanistan
This report presents the findings of a baseline study conducted to evaluate a peace education and prevention of violence intervention implemented by Help the Afghan Children (HTAC) in Jawzjan province, Afghanistan. This intervention is being implemented and evaluated as part of the What Works to Prevent Violence Against Women and Girls? Global Programme, funded by UK aid.
HTAC’s intervention aims to prevent violence perpetrated against children and between children by implementing peace education programming in schools and communities based on a comprehensive peace education curriculum and complemented by interventions aimed to reduce teacher use of corporal punishment, and work with families and communities to promote more equitable gender norms and reduce the use of violence against women and children.
The baseline study involved surveying 770 students (350 boys and 420 girls) in grades seven and eight, and 400 teachers (85 male teachers and 315 female teachers), in 11 schools in Jawzjan province where HTAC is implementing its peace education curriculum.
What do we mean by social norms?
Violence against women and girls (VAWG) is a pervasive social problem across the globe, but varies in prevalence and severity. The 2013 mapping of the Global Burden of Disease showed the prevalence of physical and sexual VAWG differed between countries, and between ethnic groups and social classes within countries. Two central, and overlapping, sets of ideas and practices driving VAWG are those related to gender relations and those on the use of violence.
Stern, E., & Niyibizi, L. L. (2018). Shifting Perceptions of Consequences of IPV Among Beneficiaries of Indashyikirwa: An IPV Prevention Program in Rwanda. Journal of Interpersonal Violence, 0886260517752156.