Education Authority Y Box Doc

PART FIVE: EVALUATING THE FRAMEWORK

PRINCIPLES FOR ENGAGING YOUNG MEN IN VIOLENCE PREVENTION:

A range of underpinning principles developed by Walsh and Harland (2016) for engaging young men are listed below. These guiding principles recognise the strengths of young men and the opportunities that exist for young men to contribute to change in communities. These principles, however, also recognise that the contexts in which young men live are often characterised as harmful as well as harm inducing. From numerous studies in Northern Ireland (see for example, Walsh, 2023; Walsh and Cunningham 2023), we know that young men require safe spaces and trusting relationships to engage in critical conversations to examine their attitudes and beliefs.

Strengths based

young men are assets whose skills are under-used and whose potential is underdeveloped

living in safety from violence is a right, as is protection from the harms of violence

Rights based

Evaluation is an important, and indeed central element of the framework. A robust evaluation design should be considered prior to delivering the framework. Although one design is outlined in this protocol, other designs may be equally useful. The design should be agreed with the support of your trainer/supporting colleague prior to delivery, and be reviewed during your facilitator led, reflective sessions. The purpose of the evaluation is to: 1. Understand the needs of young men in your local area at baseline 2. Capture the ‘distance travelled’ 3. Help you refine the specific approach to your local context and adapt the framework to the specific needs of young men in your community ANTICIPATED OUTCOMES: Despite some flexibility in the type of activities being delivered, the core components allow us to make assumptions about the outcomes that we might expect from any implementation site. A series of primary and secondary outcomes are envisaged. Well defined and specific outcomes are important to capture baseline needs and to measure distance travelled. Well-defined outcomes also allow you to ensure that the measures that are embedded reliably capture the areas that you want to develop. For example, if the outcome is a reduction in violent behaviour, then a measure of self-esteem will not be appropriate. Conversely, a validated measure of violence reduction will be more appropriate. Further, you will want to consider other factors that play a part in helping you to understand need at baseline, or that can influence an outcome. These are called ‘covariates’ and could include things like age, educational status, difficult life experiences and social supports. Your trainer and coach will be able to help you identify the most appropriate measures. However, a number of measures are recommended here for the primary and secondary outcomes: PRIMARY OUTCOME: • Increase in gender equitable attitudes (GEA) (Conformity to masculine norms inventory) (see Appendix 1)

the impact of violence is violence inducing. Trauma can create new pathways for violence, particularly for young men. It is likely that many young men being engaged will have experienced violence

Trauma informed

empirical evidence provides clues for us to leverage. In deciding appropriate practices and/or responses, it is useful to consult with the evidence and examine the strength of the evidence.

Evidence informed

Appreciation of masculinity

young men’s decisions are often taken through the lens of masculinity. This lens will differ depending on context.

young men require safe spaces to critically reflect on their attitudes, beliefs and experiences. This is a pre-requisite for behavioural change. whilst the safety of a group is important, it is not sufficient. Young men must make the connections between what is being learned in group settings to their real lives.

Safe spaces

Connecting to the real world

young men often learn by doing. Incorporating activities that are engaging and facilitate movement are more likely to actively engage young men

Movement and fun

young men must learn to take responsibility and this can be modelled during the facilitation of the Y-Box model. Facilitators should hold young men accountable for agreements broken and poor behaviour should be challenged in constructive ways that maintain the relationship

Responsibility

Generalisability

skills should be generalisable to the real world

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