Understanding Prevention

Why involve Faith Leaders in Prevention

Faith Leaders are in a unique position to prevent abuse from happening because of the following:

They play a role in influencing the lives of children and adolescents.
They counsel young and older adults forming new relationships and marriages, and/or becoming parents.
They influence education programming at their place of worship.
They are seen as confidants for those with relationship problems and as such can identify warning signs of potential abuse.
They are highly regarded as religious authorities and their opinions may influence behavior change that no one else can.

Preventing abuse fits with Faith Leaders' religious ethics and calling to create safety and to teach people to walk a path of justice that will create a loving, healthy community.

Naomi Tucker, Shalom Bayit, August, 2005

Public Health Prevention

Public health prevention is often described as primary, secondary and tertiary prevention. This model is based on when action occurs.

Primary prevention takes place before an event occurs. An example of primary domestic violence prevention is teaching youth about healthy relationships.
Secondary prevention happens immediately after the event occurs and includes steps that decrease the likelihood that the event will re-occur. Becoming safe by going to a shelter after an abusive event is an example of secondary prevention.
Tertiary prevention occurs over time and includes rehabilitation efforts such as batterers' treatment programs or working with the abused.

The Spectrum of Prevention

A more expansive and comprehensive way of looking at violence prevention can be seen in the Spectrum of Prevention. The advantage of this model is that it offers a variety of interventions that will all lead to the ultimate goal of societal norm change to zero tolerance of domestic violence.

Level of Spectrum

Definition of Level

Examples for prevention
of domestic violence

Activities you do now
Activities you could do in the future

1. Strengthening individual knowledge and skills

Enhancing an individual’s capability of preventing injury or illness and promoting safety

2. Promoting community education

Reaching groups of people with information and resources to promote health and safety

3. Educating providers

Informing providers who will transmit skills and knowledge to others

4. Fostering coalitions and networks

Bringing together groups and individuals for broader goals and greater impact

5. Mobilizing Communities and Neighborhoods

Bringing communities themselves, as agents of change, to the forefront of the movement of transforming their own communities.

6. Changing organizational practices

Adopting regulations and shaping norms to improve health & safety

7. Influencing policy and legislation

Developing strategies to change laws and policies that influence outcomes

Adapted by TC-TAT from Larry Cohen, Susan Swift; Injury Prevention, 1999