Agenda

1. Agenda • Project History • Description of project • Project accomplishments • Next Steps • Lessons learned

2. Project HistoryWhen elected in 1983, the State Superintendent of Public Instruction and the Attorney General formed the School/Law Enforcement Partnership to provide leadership in promoting safe schools and to preserved this important constitutional right.

3. Legislative Action The Interagency School Safety Demonstration Act of 1985 was passed by the California Legislature to encourage school districts, county offices of education, law enforcement agencies and youth services agencies to develop programs and activities to improve school attendance and aid in the reduction of school crime and violence.

4. The Superintendent of Public Instruction provides leadership to California schools through the California Department of Education The Attorney General serves as the chief law enforcement officer of California and carries out the responsibilities of the office through the California Department of Justice The Partnership

5. Partnership Goals • The Partnership’s goal is to encourage schools and assist law enforcement agencies to develop and implement interagency partnerships, programs, strategies and activities which promote safe schools, improve school attendance, and encourage good citizenship.

6. Teen Dating Violence Program Collaborative Partners • California Office of Education • California Attorney General’s Office • Peace Over Violence

7. Teen Dating Violence Program • Objective Teen Dating Violence provides statewide training to school administrators on the the basic concepts of TDV, it’s impact on school behaviors, key strategies for school based TDV prevention and policy and protocol development

8. Why this intervention? • Utilize key decision makers in TD and SV prevention • Build relationships with systems that serve youth • Pool resources to expand influence • Build awareness and momentum throughout the state

9. Process (overview of project activities) • Produce position paper • Conduct key informant interviews • Develop training content and materials • Conduct trainings • Produce TD and SV resource packet • Provide technical assistance • Build community support

10. Key Informant Interviews

11. Populations Represented • Nine (9) educators/persons employed by educational entities including school districts, middle and high schools, and county offices of education. • One (1) representative from a law enforcement agency. • Five (5) teen dating violence prevention educators and/or youth organizers. • Two (2) respondents represent statewide policy/advocacy organizations. • Two (2) students • One (1) parent

12. Teen Dating Violence—Definitions and Occurrence • All the respondents include physical, sexual and emotional or psychological abuse such as intimidation and manipulation in their definition of teen dating violence. • All respondents agree that the youth they serve experience or have been exposed to teen dating violence. • Teen dating violence occurs frequently and with some intensity according to the majority of participants. • Respondents report frequent instances of lower intensity physical abuse such as pushing and shoving and more intermittent incidents of higher intensity behaviors such as punching, kicking and sexual assault. • I believe that thousands of youths experience this violence but often tell no one and receive inadequate assistance/therapy.

13. Effect of Teen Dating Violence on Students • Academic affects include poor concentration, inability to focus on schoolwork, tardiness, truancy, and even dropping out of school. • Non-academic effects include drug and or alcohol abuse, depression, teen pregnancy, suicidality, self-harm, animal abuse, involvement in other types of violence, and compromised ability to maintain close relationships or trust others. • If behavior is tolerated in adolescence it can distort normal emotional development and set the stage for continued violence in adulthood. • Like others who are affected by violence, students become fearful, focused on self-preservation instead of academics, they may become depressed or distracted, they may miss school to avoid the violence or because of shame or injury.

14. Effect of Teen Dating Violence on School Safety and Liability • Teen dating violence undermines attempts to create a positive learning environment and a safe place in which to learn. • Teen dating violence increases tension on campus and promotes a culture of tolerance for violence and disrespect for individuals. • Threats of violence go beyond the victim and aggressor to include other stakeholders such as friends and siblings. • Teen dating violence poses a risk in that failure to provide a safe learning environment or report violence exposes a school to civil liability. • Students who abuse their partners may possess anger or other behavioral problems that cause them to also be violent or abusive toward their peers or teachers. • Last year we had a student that we were afraid would hurt himself or his girlfriend and we almost had to go on lockdown. I think TDV is the third or fourth biggest threat to school safety.

15. Intervention, Prevention and Policy • Policy should include a definition of teen dating violence and related behavior, a clear description of community standards, guidelines for reporting unlawful activity to a law enforcement agency, methods for victim support, consequences for perpetrators of violence. • Schools should partner with existing domestic violence agencies in order to provide individual and group counseling to victims, perpetrators, bystanders and parents. • Schools should introduce teen dating violence prevention education for students and teachers. • Counselors and administrators need to be trained onteen dating violence dynamics, laws and resources so that they are able to respond to incidents on campus or involving students. • Schools need to provide programs and course work that focuses on prevention and elimination of teen dating violence and that teach youth about respect, safety, and the law. • This type of behavior in almost all instances is in violation of school rules if it happens in school. School rules and the consequences of violating them should be communicated clearly to all students. And consistently enforce these rules.

16. Training Recommendations

17. Overview of training content • Overview of dating and sexual violence among teens • Identify the impact of TDV and SA on academic achievement and school safety • Identify school based strategies for prevention

18. Key Prevention Components • Education and Training • Community Partnerships • School Environment • Public Leadership • School Policies

19. Building New Partnerships

20. Program Goals • Provide Level I TDV training to school superintendents and administrators statewide • Provide technical assistance to schools and aid in the development of TDV policy and protocols

21. Challenges and Barriers • Identify TDV as a school safety issues • Develop a common language • Provide continuing education

22. Presentation Outcomes • Who is the target group? • Identified need for additional training • Promote the development of collaborative relationships on the local level

23. Evaluation • Post training survey • Identify during telephone interview the seriousness of TDV as an issue on campus • assess the past and current and TDV training available for students and staff • assess existing TDV policies on campus • assess new TDV policy implementation

24. On going work • Continue to work with individual campuses/districts • Participation in “Decade of Change” youth panel • Sponsor TD and SV legislation in CA

25. Legislation CA AB 589

26. Lessons learned about this type of partnership • Provide opportunities for members to learn from and support each other • Common mission and goals • Agreement on roles of each member • Mindful of different organizational goals and cultures • Equity • Communication • Awareness of territoriality • Importance of relationships