It has allowed us to try to be proactive in protecting our student-athletes and helping them to grow. MVP training is a vital program for men and women. Our partnership with Sport in Society has been positive in every way. Jody Mooradian, Sr. Next, the Playbook lists "Options" of several actions the participant could take.
Usually, one of the trainers will ask a participant to read the scenario out-loud, followed by another participant reading the train of thought. Then, the group discusses the different options available, and what the participants would do as bystanders. MVP strongly emphasizes the importance of gender stereotypes and cultural conceptions of "masculinity" and "femininity" in addressing the root causes of sexual violence. Several of the scenarios focus on commonly held stereotypes of women, how the culture encourages and rewards those who tell sexist jokes, and engage in behavior that is stereotypically "masculine.
The authors recommend a minimum of three sessions for the target group, with each session no more than one month apart from the previous one. Sessions last approximately 90 minutes. Implementation depends on the specific type of program selected i. The basic format of the Student Leadership programs requires the purchase a training guide which explains how to run the program.
Discussion guides, or "Playbooks", are purchased for the participants. Group discussions are conducted using scenarios from the Playbooks. Awareness-raising sessions: Two to four days of training on campus by MVP Strategy teams, providing 90 minute sessions covering the spectrum of gender violence, root causes of violence, gender norms and connections to abusive behavior, and bystander intervention using group discussions and scenarios.
Student Leadership Training: MVP offers one day intensive trainings to student leaders including athletic team captains, Greek leaders, student government representatives, and RA's.
These workshops are "designed to enhance the leadership capabilities of student leaders by helping them develop bystander intervention skills but also by challenging them to see themselves as leaders in the critical area of gender equality promotion and gender violence prevention.
This increased communication allows staff to be proactive and to put support in place as necessary. Pupils and staff have related examples of pupils intervening on the school bus or in the community when they have witnessed violence or bullying. Pupils report that they are now aware of a variety of ways that they can intervene when witnessing behaviours that are detrimental to wellbeing. Both pupils and staff refer to an improved ethos within school and a reduction of barriers between older and younger pupils.
Staff suggested that leadership was a key quality developed by involvement in the programme. Following staff training in MVP, there is a significant increase in the number of staff who feel that they have the necessary skills to educate others about gender-based violence.
There is evidence of increased awareness of issues, an increase in those who believe that bystanders can make a difference, and a rise in the number of staff who thought that they would challenge gender-based violence. How could MVP support current approaches?
What needs of the school or community could this programme help address? This web site contains useful background information about MVP Strategies initiatives in all of those areas, along with information about how to schedule trainings and consultations.
MVP trainings are widely renowned for their participatory spirit, creativity, and innovative exercises. MVP was also the first program to focus on bystanders as one component of its overall mission to provide quality gender violence prevention education and leadership development.
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