THE MODEL:
The model being replicated was developed by the Saltspring Women Opposed to Violence and Abuse (SWOVA) Community Development and Research Society in rural British Columbia and the project work is being carried out with ongoing consultation and collaboration with SWOVA staff. Key to the process is the partnership RYEP has with the Antigonish East Education Centre in Antigonish County and Chedabucto Place in Guysborough County. These rural schools reflect a diverse population with a significant percentage of the students coming from Mi’kmaq and African Nova Scotian communities.
The model presents a gender-based, violence prevention approach for working collaboratively with teachers to deliver a core curriculum of 12 lessons to students in grades 7, 8, 9, and 11. It is designed to be presented as a multi-dimensional, multi-sessional, multi-year program. The inclusive teaching approach utilized is acknowledged to be an effective way to present the skill development and awareness of issues required to build and maintain healthy relationships.
In each school a male/female team of Adult Facilitators facilitate the classroom sessions and are also responsible for providing leadership, information and support to a team of up to ten Youth Facilitators. Youth Facilitators assist with the delivery of the classroom sessions. These youth play an important mentoring and peer support role with other students both in and out of the classroom. This team presents role-modelling of a healthy adult male/female relationship as well as a co-operative youth/adult relationship. Members of the Youth and Adult teams also reflect culture and gender diversity.
This project incorporates adaptations which enhance the existing SWOVA curriculum, most notably in the area of diversity. Within Antigonish and Guysborough Counties there exists significant cultural/racial diversity with both First Nations and African Nova Scotian communities. Cultural diversity is a priority and the diversity component will continue to be developed and integrated throughout the project. In addition student workbooks and resources for teachers and parents will support and enhance the classroom lessons.
The success of this model rests on effective community partnerships. These have been achieved through the development of an Advisory Committee which provides guidance and essential community feedback. The individual schools (teachers & staff) where the model is being delivered will become central partners in this model as well as other social agencies/organizations in the community.
An important aspect of this model is an independent parallel evaluation project that will be a separately funded project through the Crime Prevention Investment Fund. The relationship between this model and the evaluation project is seen as collaborative and co-operative. The outcomes of the evaluation process will provide further understanding and evidence of the effectiveness of the strategies implemented in this model.
An internal evaluation is being carried out for effective project management and to be responsive to issues as they arise that may indicate the need for a modification to the content or process.
SCHOOL BASED ACTIVITY:
In four years of program delivery 1,277 students in grades 7 - 11 have received 12 sessions of the Developing Healthy & Respectful Relationships curriculum.. In addition 76 high school students have received training as Youth Facilitators and have been active in their schools as peer educators and co-facilitators of the RYEP curriculum in the classroom with the Adult Facilitators.
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