DEVELOPMENT AND OPERATION OF SPECIALISED PROGRAMS
Family, domestic and sexual violence education and prevention programs draw on information from all other elements of this publication. The broad aim of these types of programs is to bring about behavioural change as a part of cultural change at the community level. Information about the incident, and impacts and outcomes for victims and offenders, feeds into the development of education and prevention programs. Education and prevention programs can therefore be seen as having a strong relationship to the formal system responses element.
There are differences between general awareness and education programs, and specific programs aimed at victims, perpetrators or high risk individuals. For example, some prevention programs are framed specifically for family and domestic violence or sexual offenders and delivered with a focus on rehabilitation; these are usually court-mandated and aim to prevent further offending.
Programs can be focussed on education or prevention. Further distinctions can be made between education programs that aim to generally:
- inform the general community about the occurrence of family, domestic and sexual violence;
- inform the professional community about the occurrence of family, domestic and sexual violence;
- identify the circumstances in which it may occur; and
- attempt to influence attitudinal and behaviour change;
and those prevention and intervention programs that are:
- targeted at specific victims or offenders;
- targeted at specific services, sectors or disciplines; and
- designed to deliver early intervention in high risk relationships.
The effectiveness of the above types of programs depends on appropriate messages reaching the right 'audiences' in order to change attitudes and influence behaviour.
Success of education and prevention programs can also be mediated by a range of contextual and individual factors. For example, different family structures and support networks can provide positive and negative influences, which impact upon the level of engagement with services and programs.
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This page last updated 21 February 2013