Aspiring to contribute to stopping intimate partner violence (IPV), we developed the concept of Intimate Civility (IC), and related research program. IC, which we aim to enshrine as a cultural value, has wide application that could change the way we think about and behave in our intimate relationships. IC considers both socio-cultural norms and attachment processes in the formation of relational beliefs. IC is a code of conduct that affirms rights, obligations and responsibilities within interpersonal relations and incorporates: Personal and political domains; civil rights; politeness; equity; dialecticism; humanness; empathy; respect; high regard for an intimate partner; and embracing an intergenerational view. Principles of IC would be learnt at interpersonal and societal levels, primarily through attachment relationships with significant others. Individuals reared in homes devoid of IC could be challenged to identify and promote the interest or wellbeing of intimate counterparts. Whilst people of all genders experience IPV, women remain the most vulnerable to violence and conflict and are the least likely to be invited to participate in conflict resolution at both interpersonal and societal levels. An in-depth qualitative study we conducted showed that what women considered to harmonise intimate relationships and reduce IPV was congruent with the principles of IC. We further investigated the relationship between IC, attachment, early life experiences, and IPV and found that attachment insecurity predicted IPV perpetration and victimisation. Attachment insecurity also predicted lower extension and receipt of IC and, lower receipt of IC predicted victimisation. Exposure to interparental aggression predicted lower endorsement and extension of IC, and lower endorsement and extension of IC predicted perpetration of IPV. Aiming to facilitate intergenerational transmission of IC principles, we envisage enshrining IC as a cultural value through antenatal programs, parental education, family and relationship counselling environments, and primary, secondary and tertiary education.