The workshop was divided into two main focuses: the prevention of sexualized violence in cultural education and social work, and the application of cultural education methods in prevention work.
Prevention of sexualized violence in cultural education and social work
Sexualized violence was defined as any sexual or sexualized act carried out against another person’s will or to which consent cannot be given due to various forms of vulnerability or power imbalance. Central to this definition is the abuse of power and/or authority to satisfy one’s own needs. Sexualized violence includes boundary violations, abusive behavior, coercion, and overpowering conduct. The terminology used includes affected person, perpetrator, and abusive children or young people. An affected person is someone who has experienced or is experiencing sexualized violence. A perpetrator refers to an adult whose offense has been proven. Abusive children or young people refers to minors whose abusive behavior has become known. It is estimated that approximately one in seven to eight adults experienced sexualized violence during their childhood or adolescence. This suggests that in an average school class, one to two students are likely to be currently affected or have previously experienced sexualized violence.
Why is child protection important in cultural education?
Child protection is particularly important in cultural education because this field of work often involves closeness, trust, and sometimes intensive relationships between people of different ages. Disciplines such as dance and theatre are characterized by physical proximity and touch as part of professional practice. Therefore, a mindful approach to physical closeness and open discussions about boundaries are essential in order to create safe environments and enable positive experiences.
Why is cultural education important for child protection?
Cultural education plays an important role in child protection because professionals can take on multiple roles. They act as trusted persons for children and young people, as bridge-builders within support systems, as knowledge carriers for effective prevention, and as facilitators of lived safeguarding practices.
What potentials does cultural education offer in child protection?
Children and young people learn diverse forms of expression and creative approaches, enabling them to engage with sensitive topics and develop the ability to articulate their experiences. Through cultural activities, they experience self-efficacy, are encouraged to explore, and learn to understand and communicate their own boundaries.
What can a safeguarding concept achieve?
A safeguarding concept primarily supports those affected. It creates spaces in which children and young people can feel safe, develop their voice, and become empowered. It also builds trust both internally within an organization and externally. A safeguarding concept consists of a shared value framework, a risk and potential analysis examining internal structures, preventive measures to reduce existing risks, a complaints procedure, a clear action plan for handling suspected cases, and processes of review and follow-up. Developing a safeguarding concept takes time and should be understood as an ongoing and sustained process rather than a short-term task.
