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The Partnership. Who and why? – Italy: City of Bologna Health Authority City of Malmo Sweden Old Partners & New Local Context Projects within a Project – shared themes;

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The Partnership

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The Partnership

  • Who and why? –

  • Italy: City of Bologna Health Authority

  • City of Malmo Sweden

  • Old Partners & New

  • Local Context

  • Projects within a Project – shared themes;

  • Further develop and disseminate good practice(previously established under aspects of Daphne 1, Haringey & Bologna 2002 - 2004

The Partnership

  • Produce materials that can be used in different European settings being adapted or adopted.

  • Incorporate the impact on the health of the beneficiaries

  • Target audiences will be the general public and public authorities with NGOs asextended partners

  • Teachers and School Pupils

  • Identify training needs for different partners in support of mainstreaming

Points of Intervention




Teenage Pregnancy & Sexual Health

One Stop Shop

Illegal Migrants & Trafficking

Health Services

Education & Social Services

What intervention opportunities are open to the Health Service?

Education PHSE

What has available research in the UK told us about the risks to children?


  • In 2003 the Department of Health acknowledged that:

  • “At least 750,000 children a year witness domestic violence. Nearly three-quarters of children on the at risk register live in households where domestic violence occurs”


  • In 90% of cases children are in the same or next room – Police action.

  • 8 out of 10 children who suffer serious physical abuse grow up in home where there is DV

  • 10% of children witness mothers being sexually abused

  • Forced Female Genital Mutilation

  • In 30-66% of cases children are directly abused by the same violent man

  • Link with animal cruelty


  • Emotional and behavioural difficulties

  • Developmental delay

  • Problems with social competence and peer relationships

  • Post-traumatic stress

  • Decline in academic achievement

  • Damaged relationship with mother

  • Increased likelihood of developing attitudes that are tolerant of violence against women


  • Safety for themselves and their mothers

  • Support – someone to talk to, preferably a knowledgeable peer

  • The UK Government’s National Action Plan on DV -early intervention is crucial to increasing safety for children and mothers,

  • prevention will have a long term cost benefit for service providers.


  • Currently the system spends too much money on the child protection investigative approach, rather than stopping it happening or healing it.

  • Working with the women and the children to keep them safe is essential, leading to successful survival rates and recover is more likely.

  • There is an opportunity to influence the next generation to regard violence as wrong and to enable them to work on ending it.

  • 5 Outcomes for Children & Young People

  • Be Healthy – enjoy good physical and mental health and living a healthy lifestyle

  • Stay Safe – from a range of personal, social and environmental dangers

  • Enjoy and Achieve – getting the most out of life and developing the skills needed for adulthood

  • Making a positive contribution – by being involved with the community and society and not engaging in anti-social behaviour

  • Achieve economic well-being – not being prevented by economic disadvantages from achieving full potential in life

“Waiting in the Silence”Every Child MattersTeaching Domestic Violence

Discuss why the Teaching of Domestic Violence is important

Landmarks – why are the police involved in this work?

Consider the available research & guidance - Mullender

Discuss what a prevention project could achieve

What did we learn in Haringey?

What products and tools did the project deliver

What next?

The teaching of Domestic Violence

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  • 15 schools for 6 weeks – 50% of school term

  • 6 trainers – 3 periods over 2 terms

  • Children & Young people, 5 -16 years

  • 7 primary, 9 secondary, 2 pupil support centres

  • Total number of delivered lessons in schools = 90 hours

  • Numbers of pupils involved as participants = 375

  • Number of pupils participating in peer education generated by the project = 1600

  • Numbers of school staff trained in DV and issues = 50

Results & Impact

  • Collection of data concerning the changes in attitude of young people, before, during and after participation in the project: UK Only

  • Detected the confidence levels of young people involved in being able to seek support from different sources: UK only

  • Detected the confidence levels of women victims of DV involved in being able to seek support from different sources: Italy & Sweden

Essential Steps

  • Training; staff first, then keep doing it

  • Partnership; are you working with the right people LGA summary

  • Support; who needs it, who can offer

  • Process more important than the finished product

  • 6 weeks not long enough, try 8 or 10

  • Review; impact, behaviour, values, curriculum

  • Sustainable

What Next?

  • Distribute DVD and Promote Services

  • Continued drive for the delivery in schools

  • All multi-agency partners call for and support DV education

  • Sharing our example

  • Continuation – Daphne 3 ? – see web site

Project Management

  • Start on time! Pre-financing of activities

  • Problems – report them, don’t rely external consultants or monitors

  • Start to keep an evidence trail of all spending – portfolio linked to master reporting Excel.

  • Additional funding – why and why not!

  • Clear understanding of tasks and the measures to monitor them.

What else did the project produce?

  • Enhanced multi-agency working – The consortium

  • New Support Programme –”What about me” – now London wide?

  • Better services for children, young people and families

  • Shared resources and contacts

  • Access to learning and new professional development

  • Liberation from the perhaps narrow bureaucratic or cultural constraints of their own organisation

  • Strategic and operational benefits

  • Evaluation/review of our own agency or self

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