An Evaluation of a Secondary School Primary Prevention Program on Violence in Intimate Relationships

Jaffe, Peter G.; Sudermann, Marlies; Reitzel, Deborah; Killip, Steve M.

doi:10.1891/0886-6708.7.2.129

Cited by 149 publications

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“…50,[57][58][59][60][61][62][63][64][65][66][67][68][69][70] Fourteen programmes were reported on (two of which overlapped with the programmes in the trials 56,66 ). Seven of these eight papers were based in the USA, [59][60][61][62][63]65,68,69 three in Canada, 64,67,70 two in the UK 57,58 and one in India 66 (a test of the transferability of the 'Coaching Boys into Men' programme examined originally in a US context). 44 The date range for these studies was wider: 1992-2014.…”

Section: Quantitative Studies: Resultsmentioning

confidence: 99%

“…The smallest study in this group comprised 30 participants by the final time point, 63 and the biggest comprised 629 (mode = 239). 64 The range in the number of included sites was 1-30 (mode = 2).…”

Section: Quantitative Studies: Resultsmentioning

confidence: 99%

“…Weisz and Black 63 were allocated the lowest score of D, meaning that the results of the study are very unlikely to be reliable and generalisible. Gardner and Boellaard 60 and Jaffe et al 64 were both graded C/D, meaning that the utility of their findings for other settings should be treated with great caution. In general, the quality of the cohort and case-control studies was noticeably lower than that of the controlled trials.…”

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confidence: 99%

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Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

et al. 2015

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BackgroundA range of interventions that aim to prevent domestic abuse has been developed for children and young people in the general population. While these have been widely implemented, few have been rigorously evaluated. This study aimed to discover what was known about these interventions for children and what worked for whom in which settings.Review methodsThis mixed knowledge review was informed by realist principles and comprised four overlapping phases: an online mapping survey to identify current provision; a systematic review of the existing literature; a review of the UK ‘grey’ literature; and consultation with young people and experts. Information from these four sources of evidence informed analysis of costs and benefits.ResultsThe evidence for interventions achieving changes in knowledge and attitudes was stronger than that for behavioural change. Shifting social norms in the peer group emerged as a key mechanism of change. Media campaigns act to influence the wider social climate within which more targeted interventions are received, and they are also a source for programme materials. While most interventions are delivered in secondary schools, they are increasingly targeted at younger children. The review emphasised the importance of a school’s ‘readiness’ to introduce preventative interventions which need to be supported across all aspects of school life. Involving young people in the design and delivery of programmes increases authenticity and this emerged as a key ingredient in achieving impact. Longer interventions delivered by appropriately trained staff appeared likely to be more effective. Teachers emerged as well placed to embed interventions in schools but they require training and support from those with specialist knowledge in domestic abuse. There was evidence that small groups of students who were at higher risk might have accounted for some results regarding effectiveness and that programme effectiveness may vary for certain subgroups. Increasingly, boys are being identified as a target for change. The study identified a need for interventions for disabled children and children and young people from black, Asian, minority ethnic and refugee groups and a particular lack of materials designed for lesbian, gay, bisexual and transgender young people.LimitationsVery little evidence was identified on costs and cost-effectiveness. Few studies showed an effect at the level of significance set for the review. Where it did exist, the effect size was small, except in respect of improved knowledge. The inability to calculate a response rate for the mapping survey, which used a snowballing approach, limits the ability to generalise from it.ConclusionsWhile it is appropriate to continue to deliver interventions to whole populations of children and young people, effectiveness appeared to be influenced by high-risk children and young people, who should be directed to additional support. Programmes also need to make provision to manage any resulting disclosures. Interventions appear to be context specific, and so those already being widely delivered in the UK and which are likely to be acceptable should be robustly tested.FundingThe National Institute for Health Research Public Health Research programme.

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Section: Quantitative Studies: Resultsmentioning

confidence: 99%

Section: Quantitative Studies: Resultsmentioning

confidence: 99%

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confidence: 99%

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Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

et al. 2015

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“…21 In fact, as many as 54 % of high school students indicate that they personally know a relationship violence victim. 23 Adolescents also turn to peers for support in the case of sexual violence victimization, whether the victimization occurred in or outside of a relationship. According to an analysis of the National Survey of Adolescents, adolescent women whose unwanted sexual experience occurred while they were high school age more often told a peer than told others about the incident.…”

Section: Adolescent Help-seeking Behaviorsmentioning

confidence: 99%

Adolescent Relationship Violence: Help-Seeking and Help-Giving Behaviors among Peers

et al. 2013

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Young people tend to disclose relationship violence experiences to their peers, if they disclose at all, yet little is known about the nature and frequency of adolescent helpseeking and help-giving behaviors. Conducted within a sample of 1,312 young people from four New York City high schools, this is the first paper to ask adolescent help-givers about the various forms of help they provide and among the first to examine how ethnicity and nativity impact help-seeking behaviors. Relationship violence victims who had ever disclosed (61 %) were more likely to choose their friends for informal support. Ethnicity was predictive of adolescent disclosure outlets, whereas gender and nativity were not. Latinos were significantly less likely than non-Latinos to ever disclose to only friends, as compared to disclosing to at least one adult. The likelihood of a young person giving help to their friend in a violent relationship is associated with gender, ethnicity, and nativity, with males being significantly less likely than females to give all forms of help to their friends (talking to their friends about the violence, suggesting options, and taking action). Foreign-born adolescents are less likely to talk or suggest options to friends in violent relationships. This study also found that Latinos were significantly more likely than non-Latinos to report taking action with or on behalf of a friend in a violent relationship. This research shows that adolescents often rely on each other to address relationship violence, underlining the importance of adolescents' receipt of training and education on how to support their friends, including when to seek help from more formal services. To further understand the valuable role played by adolescent peers of victims, future research should explore both which forms of help are perceived by the victim to be most helpful and which are associated with more positive outcomes.KEYWORDS Dating violence, Relationship violence, Help-giving, Help-seeking, Adolescents, Peer support Adolescent relationship violence-sexual, physical, or psychological abuse between adolescent romantic partners-is prevalent 1,2 with estimates suggesting that approximately one in 10 adolescents are victims of relationship violence. 3,4 The health consequences of adolescent relationship violence are varied and can include increased

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“…Examples of preventive programmes in schools in the USA and Canada that have been evaluated are provided by Macgowan (1997), Avery-Leaf et al (1997), Foshee et al (1998), Jaffe et al (1992) and Meyer and Stein (2001). According to Meyer and Stein (2001), the most commonly reported significant post-programme difference was that young people increased their knowledge about relationship violence.…”

Section: Introductionmentioning

confidence: 99%

Learning about domestic violence: young people's responses to a Healthy Relationships programme

Bell

Stanley

2006

Sex Education

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This paper reports on an evaluation of a drama-based Healthy Relationships programme on domestic violence delivered on a pilot basis to Year 8 pupils. The programme included a play delivered by a local theatre-in-education company followed by a series of weekly workshops. Eighty-five pupils in a secondary school located in an area with high rates of social exclusion participated in the programme and the evaluation. Pupils completed questionnaires immediately before and after the programme and one year after the programme had finished. Thirteen pupils also took part in gendered discussion groups, which considered their views and opinions concerning the play and the workshops. The evaluation indicated that the programme was successful in enhancing pupils' understandings of domestic violence up to one year after delivery. Pupils responded well to the use of drama as a medium for learning, and some young people were able to demonstrate that they had developed positive ideas about healthy relationships. However, there was evidence of uncertainly for some young people with regard to the gendered nature of domestic violence following the programme. The discussion highlights this issue and identifies additional recommendations for both future research and future programmes.

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An Evaluation of a Secondary School Primary Prevention Program on Violence in Intimate Relationships

Cited by 149 publications

References 0 publications

Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

Adolescent Relationship Violence: Help-Seeking and Help-Giving Behaviors among Peers

Learning about domestic violence: young people's responses to a Healthy Relationships programme

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