Creating closeness and defining boundaries – tips for cultural education

In conversation with Kimberly Alder, Specialist for Prevention and Intervention, inmedio – Institute for mediation. counselling. development

What are the particular challenges in cultural education in terms of preventing sexualised violence?

Cultural education can be a very creative, empathic and open space when it comes to discussing another person’s boundaries. At the same time, this also makes it difficult. Being creative together, for instance in dance or drama, is very much about physical contact. This is both a blessing and a curse because there is always the risk that a boundary is crossed. That’s why my main concern is that I may have to change too much about my own work and lose the essence of it. There’s a feeling of futility where you think, “Oh dear! How are we supposed to do it then? Our entire work is based on connecting with people and creating closeness.”

What can help professionals approach the subject during workshops?

I find an exercise where I read out a scenario on the use of power very useful. It works well if the example closely mirrors the realities of the participants’ working lives. For example, a theatre group is performing a play, everyone has changed into their costumes and is ready to go on stage. The director notices that the t-shirt of one of the actors has slipped and adjusts it. The workshop group then lines up along a scale on the floor, somewhere between ‘this use of power is ok’ and ‘this use of power is not ok’. In an ideal case, you’ll be able to see how differently this scenario is perceived and then learn to talk and think about when the use of power is acceptable. We all (have to) use power; it’s about how we use it.

One thing is clear, whenever you talk about it, be it among staff members, freelancers or with children and young people, there is always someone who has experienced violence. That’s why the way you talk about it makes a difference.

Kimberly Alder

Are there “Aha!” moments in the workshop that change something with regard to safeguarding policies?

It’s often the fact that we can’t simply tell who has been affected by abuse. Statistically speaking, there is someone who has experienced sexualised violence in every workshop in which I talk about the issue. I often mention this fact to the group although it is not so much about looking around and thinking there is someone affected here. One thing is clear, whenever you talk about it, be it among staff members, freelancers or with children and young people, there is always someone who has experienced violence. That’s why the way you talk about it makes a difference. For instance, when an organisation says, “If there’s no evidence then there’s nothing we can do” and then you look at those who have not yet come forward, you realise that the way we talk about sexualised violence has an effect.

Which questions relating to prevention in cultural education are raised most often in training sessions?

It varies depending on where the organisations are in the process. The first question often is, “Is this even an issue for us?” Sometimes there’s been an incident, and then the questions are more specific, such as “How do I deal with the person affected?”

How do you respond to this question?

My main concern is to ensure that this person feels that they were heard and understood during the conversation. It’s all about that moment, almost everything before and after is irrelevant for now. There is often a desire in these conversations to promise the person that there will be immediate action and say, “These are the five steps we’re going to take next.” But in the initial conversation, the only thing that matters to the person affected is: “The person I have placed my trust in has understood me and takes me seriously without being out of their depth.”

How can this approach be integrated into a safeguarding policy?

Firstly, the initial conversation needs to take place in a calm atmosphere. Someone speaks and someone listens. Secondly, everyone within the organisation must know that the trusted contact is allowed to share information with another person. So, if you as a person affected by abuse confide in someone, you will know that they are going to talk about that with someone else. If both these points are set out in a policy, then that’s a good start. Ideally, you would practise this through role-playing scenarios in the training sessions.

What organisations often refuse to acknowledge at first is that violence can occur anywhere one way or another and to the same extent. The difference lies in whether there is an official channel for reporting it or only unofficial ones.

Cultural education can be a very creative, empathic and open space when it comes to discussing another person’s boundaries.

Kimberly Alder

Does this reluctance to acknowledge the issue also exist in the cultural education sector where professionals may already see themselves as empathic and approachable?

All organisations wish that the issue didn’t exist, including those in cultural education, but I tend to find more openness there. The programmes themselves at least offer the potential to address the issue, for instance, through plays. Of course, there are obstacles to the implementation like “We don’t have the resources, we can’t manage it structurally.” For example, when I produce a play on the issue I must also be able to deal with any traumas that may come to light in the process. Then you quickly have to ask yourself, “Do we have the resources and expertise to handle this?”

Are there other obstacles to taking action?

For smaller organisations it’s often time pressures and being overwhelmed by the subject matter. The BKJ, for example, always tries to find a platform where organisations can exchange ideas and create resources. Unfortunately, these opportunities for free training aren’t the norm.

Do you have any tips on how to deal with resistance in an organisation?

My basic tip is don’t take anything personally. All we can do is ask ourselves what new information this resistance gives us. So what could we change to get everyone on board? This includes looking closely at your own resources and asking yourself, “Who can I recruit as an ally?”

How can I get help when I am dealing with a suspected incident and realise it’s taking its toll on me?

First of all, it’s good to admit that dealing with such reports is exhausting and stressful, and that’s ok. Perhaps you can take a moment to appreciate that someone has managed to confide in you. Fortunately, there are regional psychosocial support services that you can call for help. There are also many online support services, such as the Violence Against Women Helpline or the Sexual Abuse Help Portal.

What action would you like to see to further improve prevention and safeguarding in cultural education?

I wish that all organisations would develop and communicate a clear policy on how to respond to reports of sexualised abuse and boundary violations. Because if the organisation won’t do anything when it it’s word against word, those seeking help will know where they stand straightaway and can decide to go elsewhere.

Text and Interview: Julia Göhring; Translation (english): Alex Emerson