Prevention and combating cyber bullying and internet violence among youth

Prevention and combating cyber bullying and internet violence among youth
– manual for youth workers –
Workshop 4: Violence
Duration of the workshop: 90 minutes
Materials needed: Flipchart papers, markers, copies of stories – resource sheet
Aim
To identify different types of violence that may occur in relationships, families and
communities.
Guide for facilitator
What to know in advance
Prior to the sessions on violence, it is important to research locally relevant information
concerning violence, including existing laws and social support for those who use and/or suffer
from violence. It is also important to be prepared to refer participants to the appropriate services
if they reveal that they are suffering violence or abuse.
Case studies included in stories after this workshops present diverse examples of violence,
including men’s use of physical, sexual, and emotional violence against women in intimate
relationships, men’s use of physical violence against women outside the context of an intimate
relationship, physical violence between men, violence by women, and community-level, or
institutional, violence against individuals and groups of people.
If necessary, you can make adaptations to these case studies or create new ones to address
other types of violence that also occur in intimate relationships, families, and/or communities.
STEP 1 – Discussion on topic: What does violence mean to me? (30 minutes)
Ask the group to sit in a circle and to think silently for a few moments about what
violence means to them.
Invite each participant to share with the group what violence means to them. Write the
responses on flipchart paper.
Alternative: Invite participants to write or draw what violence means to them.
Discuss with participants some of the common points in their responses, as well as some
of the unique points. Review definitions of violence below and tell participants that there is
often not a clear or simple definition of violence. Explain that in the second part of the exercise
19