Dr Chris Krogh

This chapter explores the importance of a trauma-informed and culturally safe approach to working with youth violence. It provides an overview of evidence regarding trauma among justice-involved youth, acknowledging the over-representation of Aboriginal young people in justice cohorts. Narratives of Name.Narrate.Navigate (NNN) participants are shared alongside this evidence. The chapter demonstrates how a trauma-informed and culturally safe approach is foregrounded in NNN by using visual methods and narrative storytelling to forge connections with the young people we work with.

This chapter discusses the complex emotion of shame. It considers shame in the individual lives and social contexts of young people who have used and experienced violence. It highlights the perspectives of young people and practitioners and describes how information they provide has enriched our understanding of the role of shame in youth violence. The chapter describes how this understanding has informed how we work with shame in the Name.Narrate.Navigate (NNN) program and provides examples of experiential activities that give voice to young people¿s experiences and opportunities for reflection and learning.

This chapter discusses invalidation in young people¿s lives and its connection with violence. It critically reviews the existing evidence base alongside reflection from participants and practitioners and showcases positive and practical responses to invalidation including reciprocal communication and strategies that give young people an opportunity to be heard. This chapter introduces the use of ¿Postcards to Practice¿ tool developed in the Name.Narrate.Navigate (NNN) program as a means of validating and giving voice to often invisible, ignored, or invalidated experiences. Text boxes provide in-situ images of this work.

It is widely accepted that young people¿s lives are more complex than ever before and this complexity is making classroom life difficult for many. In response, around 30,000 Australian young people are choosing home education (Moir & English, 2022). While many consider home educators to be ideologically inflexible and religiously fundamental, this stereotype does not reflect the Australian home education movement (Moir & English, 2022; English, 2021a,¿2021b). Indeed, many parents are making a ¿choice without markets¿ (Aurini & Davis, 2005), attempting to address the top-down, centralised and inflexible curriculum increasingly found in schools (English, 2021a,¿2021b, Van Galen, 1991). This paper explores the democratic potential of unschooling, a widely adopted, but frequently misunderstood, approach to home education that has, at its heart, a democratic educational approach rooted in agency (Romero,¿2018; Riley, 2021). Unschooling moves beyond civics and citizenship to a lived experience of democracy for young people. Through an analysis of extant home education literature as well as data from the inquiry into homeschooling from the New South Wales upper house (Select Committee into Home Schooling, 2014) we propose that the greatest threat to democracy for change in curriculum is too much regulatory control over home education while the greatest benefit of unschooling is its emphasis on participatory democracy and agency for young people.

In recent years there has been an increase in awareness and calls to action to reduce sexual assault and harassment on university campuses in Australia. This has stemmed from The Australian Human Rights Commission¿s 2017 report Change the Course: National Report on Sexual Assault and Sexual Harassment at Australian Universities. One response from the University of Newcastle was to adopt an evidence based accredited workshop program called Sex, Safety and Respect. The program was developed by the specialist violence prevention service the Full Stop Foundation. The University commissioned the Foundation to train around 20 professional and academic staff to deliver tailored workshops to students. The workshops seek to address cultural narratives and behaviours that can contribute to sexual violence and offer students an interactive and reflective experience that builds on content delivered in the University¿s compulsory online consent module. The rollout of the workshops is currently in the early implementation phase and has been supported through engagement with key stakeholders across the University with the aim of creating allies and making this a University-wide approach to effect positive cultural change. In this paper we provide an overview of the implementation process, challenges and successes encountered. Preliminary feedback from staff and students about their experience of the workshops and our plans for expanding the program¿s reach are also reviewed.