Leadership

Consent Training And Sexual Violence Prevention In UK Universities

This GenPol report suggests that 70 percent of UK female students and recent graduates have experienced sexual violence in their life. A stronger institutional commitment to consent training holds the key to ending sexual abuse in British universities. The study, carried out in collaboration with academics from the University of Cambridge, builds on focus groups and an online consultation of university staff, students, and trainers nation-wide. Leadership Briefing 13.01(145)

It finds that students turn cynical towards consent teaching and lose motivation if they do not see their university truly committing to address abuse, and an institutional culture of sexual respect is not developed. Furthermore, the fragmentation of sexual violence reporting mechanisms and disciplinary procedures across British universities remains a key barrier to tackling harassment and assault on campus.

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Bullying at school

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Leadership

Bullying at school: What we should know, and what we ought t

15 Jul 2008

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      string(404) "... be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. Programmes that combine a focus on delaying sexual activity with content about condom or contraceptive use are effective. Programmes addressing both pregnancy prevention and STI/HIV prevention are more effective than single ..."
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      string(4846) "Based on the latest scientific evidence, the International Technical Guidance on Sexuality Education reaffirms the position of sexuality education within a framework of human rights and gender equality. The Technical Guidance is designed to assist education policy makers in all countries design accurate and age-appropriate curricula for children and young people aged 5 – 18+. Key Findings: Sexuality education – in or out of schools – does not increase sexual activity, sexual risk-taking behaviour or STI/HIV infection rates. Sexuality education has positive effects, including increasing young people’s knowledge and improving their attitudes related to SRH and behaviours. Nearly all sexuality education programmes that have been studied increase knowledge about different aspects of sexuality and the risk of pregnancy or HIV and other STIs. Programmes that promote abstinence-only have been found to be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. Programmes that combine a focus on delaying sexual activity with content about condom or contraceptive use are effective. Programmes addressing both pregnancy prevention and STI/HIV prevention are more effective than single-focus programmes, for instance, in increasing effective contraceptive and condom use and decreasing reports of sex without a condom. Using an explicit rights-based approach in CSE programmes leads to short-term positive effects on knowledge and attitudes, including increased knowledge of one’s rights within a sexual relationship; increased communication with parents about sex and relationships; and greater selfefficacy to manage risky situations. There are also longer term significant, positive effects found on psychosocial and some behavioural outcomes. Gender-focused programmes are substantially more effective than ‘gender-blind’ programmes at achieving health outcomes such as reducing rates of unintended pregnancy or STIs. This is as a result of the inclusion of transformative content and teaching methods that support students to question social and cultural norms around gender and to develop gender equitable attitudes Programmes with implementation fidelity – that is, when effective curricula are delivered as intended – are much more likely to have the desired positive impact on young people’s health outcomes than programmes that do not remain faithful to the original design, content or delivery approaches. Evidence indicates that modifications to programmes (for example, during an adaptation process) can reduce effectiveness. Such risky adaptations include reducing the number or length of sessions; reducing participant engagement; eliminating key messages or skills to be learned; removing topics completely; changing the theoretical approach; using staff or volunteers who are not adequately trained or qualified; and/or using fewer staff members than recommended. However, some adaptations, such as changing some language, images or cultural references does not impact on effectiveness. Effective educational interventions transported from one setting to another have a positive impact on knowledge, attitudes or behaviours, even when they are implemented in a different setting. This is in line with findings from other fields of study, which show that well-designed psychosocial and behavioural interventions found to be effective in one country or culture can be successfully replicated in different contexts, even when they are adjusted from high- to low- resource settings. Whilst sexuality education programmes are shown to improve knowledge, skills and intentions to avoid risky sexual behaviours (such as unprotected sex) and improve intentions to use clinical services, other factors such as social and gender norms, experience of violence as well as barriers in access to services, and may mean that taking action to adopt safer sexual behaviours may be extremely challenges for many young people. Sexuality education is most impactful when school-based programmes are complemented with community elements, including condom distribution; providing training for health providers to deliver youth-friendly services; and involving parents and teachers. Multicomponent programmes, especially those that link school-based sexuality education with non-school-based, youth-friendly health services, are particularly important for reaching marginalized young people, including those who are not in school. WEB LINK International Technical Guidance On Sexuality EducationKeywords International, technical guidance, sexuality education, human rights, gender equality, education policy, young people, knowledge"
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Leadership

International Technical Guidance On Sexuality Education

16 Jan 2018

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      string(5658) "–principally by pushing the technology companies to do more. There has recently been a groundswell of criticism forperceived failings of the mainstream social media corporations when it comes to tackling■ extremist material. Whilst there have been signs of limited change from the companies, concrete action of a kind that would genuinely transform the situation remains elusive.■ To this end, we suggest how the government might pursue an approach based on ‘responsive regulation’, which pushes the tech companies to accept their responsibilities and take decisive action. As a start-point, those companies should be treated as de factor publishers and distributors of online content.■ The government find new ways to reduce ‘demand’ – by targeting those who wish to consume extremist material. At present, the legal framework for dealing with this issue is fragmented. There is also no prohibition on the consumption or possession per se of extremist content.■ We recommend that the government consider creating a new legal framework for dealing with this problem. One option would be to develop civil remedies – perhaps by extending mechanisms such as the Terrorism Prevention and Investigation Measures (TPIMs), or revisiting proposals for ‘Extremism Disruption Orders’■ Alternatively, the government could consider new legislation that would criminalise the‘aggravated possession and/or persistent consumption of material that promotes hatred and violence in the service of a political ideology’.■ Such powers would need to be framed carefully to avoid any undue infringement of civil liberties, but the scale of the challenge requires innovative thinking and a bold new approach.WEB LINK The New Netwar: Countering Extremism Onlinehttp://library.teachingtimes.com/articles/extremism-online_021017.htmhttp://library.teachingtimes.com/articles/extremism-online_021017.htm15Vol 8.3 School Leadership Today www.teachingtimes.comRe por tsLe ader ship Bri efingLeadership Briefings are a weekly service. Do you subscribe?This NatCen research reveals one in four people in Britain admit to being prejudiced towards people of other races. Data from British Social Attitudes Survey shows the trend in social liberalism continues to accelerate, even among traditionally conservative groups such as older people and the religious.This year, 26% of respondents described themselves as ‘very’ or ‘a little’ racially prejudiced. So for nearly 35 years, while the percentage of the population describing themselves as racially prejudiced has varied, it remains the case that it has never fallen below 25%.The report found statistically significant relationships in three areas: sex, party political identification, and declared vote in the EU referendum. Being male, a Conservative party supporter and a Leave voter are all associated with a higher likelihood of an individual describing themselves as racially prejudiced.While it is true that a majority of the public do not consider themselves racially prejudiced, a considerable minority describe themselves as prejudiced, and there are sound reasons to believe both that the actual prevalence of racial prejudice is likely to be higher, and that some of this prejudice is of a very significant nature, such as believing that some races are born less intelligent.Inequalities associated with race are endemic in UK society, across income, education, work, health, and criminal justice.The areas where there were not found to be a statistically significant relationship were: level of education, social class, income, age and region.Main Findings:■ Evidence suggests that even subtle racial prejudices contribute directly to racial inequalities. One example of this is in employment, where racial bias has been shown to affect recruitment practices, promotion, and access to training and mentoring. Similarly, in education there is evidence that teachers’Racial Prejudice In Britain Todayperception of Black pupils can have a negative impact on both educational attainment and discipline.■ When asked whether “some races or ethnic groups are born less intelligent”, 18% of UK respondents said yes. While a clear majority rejected this idea, this finding nonetheless shows that a substantial proportion of the public hold a view that indicates significant racial prejudice.■ When asked whether “some races or ethnic groups are born harder working”, 44% of respondents said yes. As with innate intelligence, this shows a very substantial proportion of the population support an idea that demonstrates significant racial prejudice.■ Age and educational attainment have a statistically significant relationship with believing that some races or ethnic groups are born less intelligent or more hardworking. Older people, and people with lower levels of educational attainment were more likely to answer ‘yes’ to both questions.■ Gender and income have a statistically significant relationship with believing that some races and ethnic groups are born less intelligent, but have no effect on the belief that some races and ethnic groups are born more hardworking. Men, and people on lower incomes were more likely to answer ‘yes’ when asked whether some races and ethnic groups are born less intelligent.■ While prejudice against some groups may be declining, it seems that other forms of prejudice may be rising in their place, accounting for the mixed trend data on racial prejudice as a whole. For example, 70% of respondents said that ‘most White British people’ would mind if a"
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    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

SLT 8.3 Leadership Briefing

7 Nov 2017