Abus et violence

We will utilize theatre, spoken word, art, writing, dance, and other forms of expression to explore issues within a female context. Topics covered will include prevention of violence in relationships, body image and prevention of disordered eating, sexual health, relational aggression, substance misuse prevention, and media literacy.

The peer leaders will take an active role in developing the project and mentoring younger girls and boys.

We will engage positive adult mentors in the community to work with the girls on the final project of their choice. This may be creation of a video, theatre production, book, art show, etc.

A public event will showcase the project and may involve guest speakers and workshops. We hope to magnify the impact of this project by sharing this project with girls in other communities. The participants may elect to use their project to generate funds to improve opportunities for girls in other areas. Or they may choose to do classroom presentations (to boys and girls) using their acquired skills and knowledge.

On-Site will make literacy training accessible and higher quality by going to where the people who need it, already are. The process:
A. Advisory Group of liaisons from partner agencies direct curriculum scope, working with the project manager, to identify the basic skills needed by their clients. Training modules are developed and agency staff are trained on site.
B. Client Mary, for example, left school in grade 10 when she started using hard drugs. Now 23, she is in a substance abuse recovery program at Langley Community Services Society. Her counselor coaches her how to scan and fill an application for a pre-employment program. With coaching on language development and forming ideas into phrases, she begins a journal of her experiences and aspirations. Mary would like to become a caterer.
C. Agency staff track coaching incidences and content to evaluate the most needed skills and client responses.
D. Advisory Group meet to evaluate first three months of project; direction for adaptation and new modules guides next staff training sessions.
E. Second staff training at month 4. Agency staff have a wider range of literacy tools and skills they can coach their clients with, and can handle a wider range of client needs in the second phase.
F. Mary is accepted into the pre-vocational training program that starts in 6 months. Referred to COOL she is working with a volunteer literacy tutor, reading manuals and volunteering at LCSS' community kitchen.
E. At 9 months, the Advisory Group meets for final evaluation and training modules are adapted for next year's cycle.

The training program for outreach staff (safety coaches) and volunteers consists of the following:
Session #1 - PACE information, factors defining entry and/or entrenchment in survival sex work, stigma and social judgments, sex work and the law, oppression, personal biases & lateral oppression.
Session #2 – Triggers, grounding techniques, affirmations, personal & professional self-care, vicarious trauma, support vs counseling, active listening, self disclosure, confidentiality, role modeling, debriefing & teamwork.
Session #3 – Outreach roles & responsibilities, Outreach codes of conduct, taking a Bad Date report, assessment & safety scenarios.
Session #4 – Sexual assault training – myths, statistics, the Criminal Code and accessing emergency Care

Primary hands-on activities include street outreach by a dedicated staff member (usually Friday evenings/nights) and support of the Mobile Access Project (MAP) Van that offers a safe space for sex workers to rest, drink water, receive condoms and clean syringes and get referrals to other resources. Staff also take bad-date reports and bring them to police for women wary of directly contacting authorities.

The Stabilization Counsellor works with clients to address their immediate needs by providing; hygiene products, clothing, supplies and bus tickets for appointments with MEIA, Treatment centres, medical/mental health practitioners, housing services etc.

Our Mental Health Therapist is available for additional support and referrals and the in-house doctor is available for; medication review, new prescriptions and mental/physical health assessments.

Stabilization also offers addiction resources and living skills. Clients are required to attend two group counselling sessions daily offering support, structure, and a sense of community. Peer support is always available and 12 step meetings are available.

Clients receive assistance with:

• Housing applications
• MSD, EI or Pharmacare funding applications
• Mental health referrals
• Obtaining ID
• Setting up a bank account
• Organizing medications
• Referrals to treatment and employment resource centers, doctors and dental care

Clients in Stabilization also have access to the in-house treatment services available:

• Volunteer Work Experience Program - where they gain valuable work experience
• Smoking Cessation Support
• Methadone Support
• Alumni Group
• Relapse Prevention
• Introductory Computer Courses
• Electives – Grief and Loss, Co-Dependency, Stress and Anger Management
• VCC Learning Centre – providing educational upgrades including GED

Stabilization offers stability, support, and encouragement for clients to continue their process towards positive change and growth.

Beauty Night’s makeover program serves as a bridge to help women join the community – feeling good about yourself helps build the confidence needed to share yourself with others. One participant reported that "for the first time in my life, socially I fit in. I've got a group of people I can relate to and who finally give me the feedback that they can relate to me". Moreover, the makeover program enables participants a small yet treasured degree of choice over their lives, acknowledging and allowing the expression of their individual values and aspirations. Beauty Night “brought out the beauty in me” one participant remarked. This helps empower participants to make positive life changes. For instance, many participants show enough improvement to become volunteers with us (~20% of volunteers are past participants) and use that experience to secure employment and improved housing. Moreover, the trust and motivation that Beauty Night inspires gives our volunteers a unique ability to both detect health and safety concerns and help participants become ready to accept referrals. We partner with community wellness programs, and travel to over a dozen different shelters, introducing our participants to different services and helping them feel safe accessing new services. For instance, over 200 women have gotten pap smears at Beauty Night’s through partnership with the LACE campaign.

We change the social acceptability of harassment that lets harassers harass and keeps victims silent by combining online and offline tools. HarassMap is the first to use Ushahidi to combine online/offline longterm.

1. Reporting: A victim or witness documents the violation by mobile or online. Ex: "Walking on Syria St in Mohadessin yesterday around 6pm and there were 2 boys, around 10 to 12 years old. They were kids so we didnt expect anything. When close to us one of them took his penis out and rushed towards us. Thanks for this initiative. We really hope it will spark the change"

2. Referral: We autorespond to each with info on getting free help from women's NGOs (police reports, lawyers, counseling, selfdefense)

3. Each report is mapped helping us fight inaccurate, widespread concepts about harassment (it only happens in cities or in poor areas or in rich areas or to girls in miniskirts, etc.)

4. Community Outreach teams, led by trained Community Captains, use the map to help mobilize bystanders in their own neighborhoods (people with presence in the streets, police, shops, etc.) to break the silence, reestablish social consequences and revive our tradition of guarding our neighborhoods from harassment by telling harassers to stop. This should never happen again: "Man on motorbike drove up behind me and grabbed me from behind. I shouted at him immediately and he casually drove away. There were about 10 people in the street when it happened, no one did anything about it or even had any reaction. This was right outside my apartment"

5. Public/media campaign

Our solution makes a difference because women who have viewed the documentary, and utilized the SMS text messaging services, ultimately sought help and left their violent situations.
We previously held screenings of the documentary, Justice for my Sister, and subsequently conducted workshops, co-hosted by non-profit organizations that had a sound rapport within the community. We then collected phone numbers at our community screenings, added them to our listserv, and continually sent blast text messages to all our viewers.
This allows us to continue providing advice, references and resources as reminders that the community is committed to protecting all women. The goal with the text-message based hotline is not only to encourage women to report violence, but also to provoke a sense of communal responsibility.
What happens to one woman sets the tone in the community and fosters a sense of empowerment. Our main resource has been the Oficina Municipal de la Mujer, or the Municipal Women’s Office. We direct our audience members to them if they are located nearby. We have also held meetings and trainings with the police, public prosecutors, and human rights attorneys so that they are aware of our system.

rescuing girls undergoing or in threat of the harmful cultural practices and putting them in safe custody where they can access schools then educating their families on the importance of treating children equally especially interms of education.rescuing the babies from the beaded girls and putting them in baby care centres where they can be adopted.Link affected girls to health care especially those that suffer fistula during early delivery.collaboration with different government departments to enforce the law.

Our program targets youth between 14 and 18 years old, in particular youth who have demonstrated at-risk tendencies such as: extended school absences, identified mental health issues, lack of positive family support, drug and alcohol abuse and other such issues. Canoe Journeys is offered 2 to 3 times a week, and our engaging activities draw youth in to participate. We teach skills such as food gathering and preservation that youth can use in their everyday lives and that empower them to give to their families and communities. An example of this is when youth learned to assemble (hang) an entire river fishing net for the tradition food fishery river. Elders and professional fishermen taught the youth, and then the fish caught was donated to the Elders Day Program in Skidegate.

Students involved in Canımız Kampüste gain invaluable skills and exposure to the real issues affecting gender equality. In our seven workshops, six story sharing events, and 13 panel discussions last academic year, students collaborated, problem-solved, and harnessed effective techniques to respond to street harassment both in instances when they are a victim as well as a witness. Sema, a Bilgi University student, shared: “Apart from the importance of these activities in making harassment visible, I am very happy to now know others who care about changing our reality. This makes me feel stronger in finding solutions for these issues even after I graduate.” Canımız Kampüste shows films like “Miss Representation”, using it as a platform to demonstrate that harassment can be a barrier to professional ambition for women. Through this lens, we encourage female students to take on more leadership positions as Canımız Kampüste Student Leaders and through circulating various leadership opportunities in our online platforms. Also, we have connected students from disparate universities with two online university campaigns through the production of films, images, blog posts and student resources. Using technology as a creative tool and base for political voice against street harassment, female students are rapidly engineering approaches to end gender-based aggression that bar women from public spaces in Turkey and perpetuate a culture of submission.

With Play for Peace, children have stopped bullying from happening in their schools, youth have become global citizens for change and communities have opted for nonviolent action in the face of conflict.

Recently, a group of trainers in India, who credit their school completion on participation in Play for Peace as youth, became Social Entrepreneurs. Like many of our other global youth graduates from South Africa, Chicago and Guatemala, they are leveraging their Play for Peace Trainer Certification and contacts to launch a nonprofit organization working with the Indian public school system to use cooperative play to promote cultural understanding, empathy and prevent school attrition, corporal punishment and bullying.

As Certified Trainers they contact public schools in their region to present the Play for Peace program. After an introductory play session the students and teachers are offered Play for Peace training to form a Play for Peace Club in their school so they themselves can facilitate games in their community. 5 youth founders and 1 adult mentor passionate about peace-building and training are all that is needed to form a Club. Most activities are no-prop and resources are found locally.

After leading several play sessions with children in their community the new youth leaders also begin implementing volunteer activities based on the needs they identify. The students, mentors and trainers all access the Play for Peace global learning community for educational material, sharing, inspiration and lifelong learning.

Según un estudio realizado por Adrianna Jenkins, investigadora y graduada en Psicología en Harvard, se determinó que las personas que comparten ideas, se comunican de mejor manera. El estudio dice: "Investigadores de la Universidad de Harvard, en los Estados Unidos, y la de Aberdeen, de Gran Bretaña, descubrieron que la gente que comparte creencias e ideologías se conecta de formas que pueden ser medidas en el cerebro, lo que ayudaría a explicar posiblemente por qué las divisiones son difíciles de superar. Distintas áreas del cerebro de un voluntario se activaron cuando la persona intentó identificar preferencias como comidas y deportes de alguien descrito con ideas políticas similares y otro con visiones opuestas. Cuando las ideas son similares, se activa una región del cerebro responsable también de la introspección o autoanálisis. Cuando las creencias son distintas, por el contrario, la que se activa es otra región. Esta investigación sugiere que los seres humanos están destinados a establecer lazos empáticos con aquellos que tienen una misma filosofía."

Esto explica el por qué es difícil establecer una relación con gente que no comparte nuestra misma filosofía. Nuestra organización, ProyectArte, pretende hacer que las personas se den cuenta que sus ideologías y metas en la vida son muy similares a pesar de los estereotipos que la sociedad misma impone. Por medio de esas ideologías similares, se espera mejorar la convivencia en la sociedad, al establecer lazos empáticos entre todos los integrantes al darse cuenta ellos mismos que no son tan diferentes.

Our project activities actively engage youth through experiential processes and discussions using the following components. The project is also delivered through an interactive online film and workshops.
Step One: Preparation
Teacher and facilitator training - review the show, activities and the Educational Guidebook filled with resources and engaging lesson plans and learn what to do if a student reports an assault.
In-class preparation and interactive discussions led by teachers in the days before the show.
Distribution of resource materials to students in class, including agency contact cards and stickers.

Step Two: Presentation
• Theatre forum presentation (about 75 minutes):
• 5 minute introduction by the Joker: includes the “rules of engagement”
• 20 min scripted play performance layered with problems
• 45-min forum with “interventions” or audience improvisation and interactions to solve the problems presented in the scripted play performance. This is facilitated by the Joker
• 5 min final wrap by the Joker
• Post-show discussions with social service and health workers from community agencies, police officers and peer group youth leaders (30 mins) connect students with local resources as they process the play and express ideas

Step Three: Integration
• Vital in-class post-show activities, led by teachers in the days following the show, set the students in motion to create and organize their own anti-violence endeavours, integrating, applying and extending their learning, and helping to build a safe, healthy, and compassionate environment

If she had trained teachers and an equipped school she could have been able to further her studies in the university and became the accountant she dreamt of being, she could be driving her own car,having a good medical insurance and able to get a loan because all these people she interacts with understand her and she understands them.
Training summits and conferences should be held to equip staff in schools for the deaf and the mute, the schools should have equipment such as computers, labs,kitchens and many other equipments that are needed to train the students,career-expo's should be organised yearly to show the students they can make it in different industries with their disability.
ACTIVITIES:
-getting educators and organising seminars and career fairs,
-getting equipments for the schools,
-exposing the public to sign language
-Organising conferences and drafting policies to propose to the private sector,and the public sector about employment of the deaf and mute.