In this second edition of the Youth For Love project, "Youth For Love - The Game", the online game aimed at boys and girls to test themselves and learn how to deal with gender-based violence, peer violence, bullying and cyberbullying, is a must. This virtual way allows them to experience first-hand potential but realistic situations of abuse, harassment, bullying or cyberbullying and understand how to respond and how to adopt respectful and fair behaviour. New characters and new stories: how does the game evolve? In the second edition of Youth for Love - The Game, new characters join Amar, Sofia, Lucas, Yasemin, Maria, Lyn and Georgios who were the protagonists of the first edition of the game. the 6 new characters to identify with are: Stef, Sabine, Andy, Robert, Lisa and school aide Mark. The protagonists of these new stories introduce the lens of intersectionality, showing how the elements that characterise the social and political identities of each person should be valued and not exploited to justify discrimination and acts of violence. Inclusion, fear of being oneself, misunderstandings, quarrels, chat room discussions, youth activism and participation are some of the topics brought by the new characters in the 6 new webgame stories. During the game, girls and boys, through the interactions and crossroads choices they will make, will experience real, everyday situations at school, in the park, in group chats and at home that can turn into potential incidents of violence, bullying or cyberbullying. Players, therefore, will direct the story by choosing and testing the consequences of their choices. With the mediation of a moderator, it will also be possible to comment and share on social media the outcomes of the stories experienced and the choices made. Surfing and playing, the gamer can see the levels of soft skills acquired: from recognising the dynamics and phenomena of peer violence, to learning how to handle situations, to knowing how to react to situations by applying the skills acquired. Now it's your turn, play the Youth For Love webgame! The aim of the game is to recognise the signs of peer violence and bullying in contexts that young people experience on a daily basis and to encourage reflection on situations and choices to be made.
Harmful gender stereotypes are significantly limiting children’s potential, warns a landmark report from the Commission on Gender Stereotypes in Early Childhood. The Commission was established by leading gender equality campaigning charity, the Fawcett Society, and calls for changes in education, parenting and the commercial sector. Read the full article here (The Fawcett Society)
Gender-based violence (GBV) is a pervasive phenomenon that concerns especially - but not only - girls and women from all sectors of our society, regardless of their age, nationality, ethnicity, class, or cultural background. It takes place everywhere: at home, at work, in the street, in leisure and sports venues, online, and at school. Indeed, one in three women in the EU has experienced either physical and/or sexual violence during their life time since the age of 15. Adolescent students experience GBV at school as victims, as perpetrators, or as bystanders. Schools can be a severe distress to students who are psychologically, physically, cyberly shamed, harassed, bullied, assaulted, or abused. UNESCO estimated that around 246 million girls and boys are subjected to some form of GBV in and around schools every year at the global level. Yet, schools can and should be spaces where adolescent girls and boys feel safe because gender equality is fully promoted through prevention programmes and easy-accessible, child-sensitive, and confidential procedures to report, respond, and refer GBV cases are in place. Schools are indeed key actors to make gender inequality and GBV unacceptable among adolescents in strategic partnerships with key local stakeholders. Youth for Love is implemented within the legal and conceptual framework provided by the Council of Europe Convention on preventing and combating violence against women and domestic violence (2011), known as the Istanbul Convention. The Iatter recognizes GBV as a violation of human rights and a form of discrimination and, therefore, as a cause and a consequence of inequality between women and men. It also acknowledges the crucial role of schools in enhancing the promotion of equality between women and men; non-stereotyped gender roles; mutual respect; non-violent conflict resolution in interpersonal relationships; gender-based violence against women; the right to personal integrity, through teaching material adapted to the evolving capacity of learners, in formal curricula and at all levels of education (Art. 14). Youth for Love employs the following definitions of the Convention ratified by all project partners’ countries: “Violence against women is understood as a violation of human rights and a form of discrimination against women and shall mean all acts of gender-based violence that result in, or are likely to result in, physical, sexual, psychological or economic harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life” (Art. 3, a); “Gender-based violence against women shall mean violence that is directed against a woman because she is a woman or that affects women disproportionately” (Art. 3, d); “Women includes girls under the age of 18” (Art. 3, f); “Gender shall mean the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for women and men” (Art. 3, c). Bullying is the most prevalent form of violence in schools, regularly affecting more than one in three students between the ages of 13 and 15 worldwide. It is an ongoing and deliberate misuse of power that can