دانلود کتاب Preventing Violence against Women and Girls: Educational Work with Children and Young People

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PREVENTING VIOLENCE AGAINST WOMEN AND GIRLS\nContents\nList of tables and figures\nNotes on contributors\nAcknowledgements\nForeword\nIntroduction\n A brief history of VAWG2 prevention policy and practice\n Outline of the book\n1. Preventing violence against women and girls through education: dilemmas and challenges\n Introduction\n Prevention in social policy\n Models of prevention\n The gender agenda\n Children, risk and prevention\n Education as prevention\n Reframing VAWG prevention\n Conclusion\n2. Does gender matter in violence prevention programmes?\n Violence prevention programmes: an overview\n The gendered aspects of violence prevention programmes\n Child sexual abuse prevention programmes\n Bullying prevention programmes\n Sexual harassment as a major form of bullying\n Dating violence prevention programmes\n Sexual assault prevention programmes\n Discussion\n3. Responding to sexual violence in girls’ intimate relationships: the role of schools\n Research studies\n Physical and emotional violence\n Sexual violence\n Instigation of sexual violence\n Implications for school-based prevention and intervention\n4. ‘Pandora’s Box’: preventing violence against black and minority ethnic women and girls\n Introduction\n Background\n School ‘sensitivities’\n Schools’ experience\n Pupil awareness and attitudes\n Impact on pupils\n ‘Scary’ attitudes\n Changing attitudes and behaviour\n Changing school policy and ethos\n Conclusion\n5. Preventing violence against women and girls: a whole school approach\n VAWG prevention programmes – the question of gender\n Understanding a whole school approach\n A feminist poststructuralist framework for understanding VAWG prevention work in schools\n Pierre Bourdieu – dynamic between the habitus and field\n Conclusion\n6. What did you learn at school today? Education for prevention\n Introduction\n National context\n Pan-London and Hounslow context\n A strategic approach\n The multiagency team\n Engaging schools\n Training provision\n Resources for domestic violence prevention work\n Supporting the whole school community\n Schools respond\n Evaluating the programme\n Maintaining a profile\n Conclusion\n7. No silent witnesses: Strategies in schools to empower and support disclosure\n Introduction\n Multiagency context\n The education context\n Learning from the Cheshire experience\n Conclusion\n8. Preventing sexual violence: the role of the voluntary sector\n Young people’s voices – starting where they are\n ‘A star is born’ – Southampton Together Against Rape\n Tackling the concerns of schools\n Structuring the sessions\n Working with young men\n Adapting the organisational context to meet young people’s needs\n Evaluation: are we getting it right for the young people of Southampton?\n Taking Star forward\n9. ‘Boys think girls are toys’: sexual exploitation and young people\n Introduction\n Context\n Sexual exploitation prevention work\n Prevention in education and youth settings\n The sexual exploitation prevention programme\n Lessons from delivering the programme\n Young women’s perspectives\n Conclusion\n10. MsUnderstood: the benefits of engaging young women in antiviolence work\n Introduction\n Impact of street gangs and serious youth violence on women and girls\n Relevance of policy and practice to young women’s experiences\n Gender-neutral policy and gendered lives\n Establishing ‘The GAG Project’: engaging gang-affected young women in policy and service development\n Benefits of gender-proofing antiviolence work\n Next steps: the roles for young men and boys in prevention\n Conclusion\n11. Shifting Boundaries: lessons on relationships for students in middle school\n Introduction\n Gender violence and sexual harassment in schools\n Prevalence and impact of gender violence and sexual harassment\n The use of randomised controlled trials in teen dating violence research\n ‘Teen Dating Violence Intervention Project’: New York City (2008–10)\n Wider implications\nConcluding remarks\nAppendix: Examples of programmes in the UK\nIndex\nUntitled