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Insulting a person online isn’t as bad as doing it to their face

AGREE ----- UNSURE ----- DISAGREE

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It is sometimes ok to send a nude / partially nude photo of someone you know to a friend

AGREE ----- UNSURE ----- DISAGREE

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Pornography is a form of sex education

AGREE ----- UNSURE ----- DISAGREE

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Carrying a knife for protection is sometimes ok.

AGREE ----- UNSURE ----- DISAGREE

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What is Mentors in Violence Prevention

  • Peer mentoring leadership programme for young people.
  • Allows young people to explore and challenge the attitudes, beliefs and cultural norms that underpin gender-based violence.
  • Addresses a range of behaviours.
  • Uses a bystander approach.
  • Aims to support building healthy relationships both in the school and community.

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Origin of MVP

Mentors in Violence Prevention was introduced to Scotland in 2012 and has its origins in America (Katz, J. 1999). By 2021 all 32 local authorities have engaged with the programme with 30 now actively delivering it in their secondary schools.

JK MVP Strat promo video

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What is Gender-based Violence?

Gender-based violence is – violence directed against a person based on their gender.

It includes physical, verbal, sexual and emotional violence, or even threats of it.

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Understanding GBV

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Policy and Programme Links

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Preventing and responding to gender-based violence: a whole school framework

This framework provides support to those working with and in schools to develop and strengthen universal and targeted approaches to gender-based violence within the context of the Getting it right for every child (GIRFEC)approach, which puts the rights of all children and young people at the heart of good practice.

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https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2024/03/preventing-responding-gender-based-violence-whole-school-framework/documents/preventing-responding-gender-based-violence-whole-school-framework/preventing-responding-gender-based-violence-whole-school-framework/govscot%3Adocument/preventing-responding-gender-based-violence-whole-school-framework.pdf

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The MVP Model

The Mentors in Violence Prevention Programme (MVP) Scotland

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Values

Personal Values

We all have a set of values that are based on lived experiences and surrounding influences. Our values curate our ethos – in our home, in our friendship groups and also in our professional life.

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  • To what extent do you feel your values are shared with the people around you? How comfortable are you when your values are challenged by others?

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  • What current opportunities are there to explore the values that young people have towards gender-based violence?

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Professional Values

The values developed within MVP align closely with those of the GTCS Standard for Registration.

Social justice is the view that everyone deserves equal economic, political and social rights and opportunities now and in the future.

• Promoting health and wellbeing of self, colleagues and the children and young people in my care.

• Building and fostering positive relationships in the learning community which are respectful of individuals.

• Embracing global educational and social values of sustainability, equality, equity, and justice and recognising children’s rights.

• Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning.

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Professional Values

Consider the professional values of the teaching profession:

https://www.gtcs.org.uk/documents/the-standard-for-full-registration

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Professional Values

Consider the following reflective questions:

• How are the professional values reflected in my professional actions?

• How have my professional values been developed and informed by knowledge and experience?

• How do I critically reflect on my own assumptions, beliefs and values?

• Who am I as a teacher/CLD worker/someone who supports children and young people?

• What has influenced me?

• What sustains me?