Because most readers of this Manual are already familiar with the term “domestic violence prevention,” we will only briefly describe it here.
For a more in-depth look at domestic violence prevention, please see the following links:
The public health field uses a model, (commonly known as the “public health model”), that describes primary, secondary and tertiary prevention efforts or interventions. This model proposes that early or primary prevention costs society far less than the secondary and tertiary interventions that are necessary when primary prevention is not widespread or powerful enough to stop the violence before it occurs.
Primary prevention stops the violence before it occurs.
Primary prevention activities are those that take place before the violence occurs. The Prevention Institute defines primary prevention as “taking action to build resilience and to prevent problems before they occur." (Prevention Institute, 2004. www.preventioninstitute.org.) Primary prevention policies and programs help prevent violent behavior through interventions designed to eliminate the underlying causes and risk factors and strengthen protective factors. (Milestones of a Global Campaign for Violence Prevention, World Health Organization, 2005, p. 8.)
Primary prevention seeks to prevent even the initial perpetration or victimization this means any first or new acts of violence, any first or new episodes of violence, any first or new victims of violence, or any first or new perpetrators of violence. Forms of primary prevention of domestic violence include public education leading to changes in social norms, policy changes, public service announcements, other media-based means of information dissemination, pre-marital counseling, counseling and support groups for young parents, and more.
Schools are an important setting for primary prevention activities. For example, high school violence prevention programs that explore relationships, gender roles, coercion, and control, help young men and women to have more responsible and healthy relationships in high school, college and beyond into adulthood.
“It’s important to include training around cultural beliefs and traditions or we can create a negative impact; if we don’t talk about that, it doesn’t make any sense for us to talk about domestic violence. For example, in the Latino culture as well as other cultures, the man may be the head of the household. In our culture, we respect that, but that does not mean that he has the right to be abusive. We know that he cannot or should not abuse his authority. We need to make sure that service providers (community-based organizations and shelters) are really responding to the issues of our community. Working within the cultural context of our community means working holistically and respecting how our community lives. All that is not just intervention but also prevention at the same time.”
Mily Trevino-Sauceda, Executive Director
Lideres Campesinas, Pomona, California, March 25, 2004











