Introduction to a Special Section on the Effects of the Dating Matters Model on Secondary Outcomes: Results from a Comparative Effectiveness Cluster Randomized Controlled Trial

Niolon, Phyllis Holditch

doi:10.1007/s11121-020-01187-3

Prev Sci

2020

DOI: 10.1007/s11121-020-01187-3

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Introduction to a Special Section on the Effects of the Dating Matters Model on Secondary Outcomes: Results from a Comparative Effectiveness Cluster Randomized Controlled Trial

Phyllis Holditch Niolon

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Cited by 2 publications

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“…School-based relationship education programs offer an important opportunity to identify youth who are experiencing TDV, support their safety, and connect them with more individualized services or referrals (Niolon et al, 2017). Universal skill-building programs are not tailored to prevent future risk among youth who are already in unhealthy or dangerous relationships (Niolon, 2020; Scott et al, 2017). It is important to identify such youth because they may experience increased distress and/or victimization as a result of participating in a classroom-based program with members of their social networks, including current or former partners.…”

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confidence: 99%

A Field Test of Opportunities for Teen Dating Violence Disclosure in School-Based Relationship Education Programs

Kan

McKay

Berzofsky

et al. 2021

J Interpers Violence

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School-based relationship education programs offer an opportunity to identify youth who are experiencing teen dating violence (TDV), support their safety, and connect them with individualized services or referrals. However, no research has tested the feasibility or accuracy of approaches to create opportunities for TDV disclosure in the context of school-based programs. The current study presents the results of a field test comparing three tools used to provide opportunities for TDV disclosure (two questionnaire-style tools and one universal education discussion guide). High school students from two federally funded healthy marriage and relationship education (HMRE) program sites ( N = 648) were offered the three tools in random order over the course of the HMRE program, which lasted between 3 weeks and 3 months and took place during the school day. Onsite qualitative interviews with HMRE program staff and their local domestic violence program partners assessed how service providers saw the tools and the process of implementing them. Latent class models examined the accuracy of the tools in identifying TDV. Sensitivities of the tools were low and specificities were high; the questionnaire-style tools tended to have higher sensitivities and fewer classification errors than the universal education tool. Several three-item combinations from across the tools performed better than any intact tool, suggesting that shorter assessments may be effective, provided they include items on sexual coercion and physical violence. Qualitative findings suggested that implementation of TDV assessment and universal education in school settings is a viable strategy, provided programs are able to gain support from school staff, adapt to tight time constraints, and plan procedures for protecting student privacy and confidentiality.

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confidence: 99%

A Field Test of Opportunities for Teen Dating Violence Disclosure in School-Based Relationship Education Programs

Kan

McKay

Berzofsky

et al. 2021

J Interpers Violence

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Single Parental Status: Effects on Learners’ Emotional Behaviour in Public Primary Schools in Kanduyi Sub County, Kenya

Apiyo,

Ogutu,

Ayaga

2024

AJERNET

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The family is the stimulus behind the growth and development of an individual. Children emerge from different parental status, this include intact and single parental status. However in schools, learners from single parenthood display different emotional behaviour compared to those from intact parenthood. The objective of the study was to establish the effects of single parental status on learners’ emotional behaviour. The study was guided by family systems theory and adopted comparative research design. The study targeted a total of 458 participants, including 440 standard eight learners (212 boys and 228 girls), 9 class teachers, and 9 guidance and counseling teachers from 9 public primary schools in Kanduyi Sub County, Bungoma County. The standard eight learners were selected due to their unique experiences and maturation, as well as their physical, mental, and emotional development, which enabled them to express themselves in a manner that was comparable to that of their peers in other classes. Stratified random sampling was used to obtain participants according to their gender; simple random sampling was used to give equal chance to all learners to participate in the study. Purposive sampling was employed to select class teachers and Guidance and Counselling teachers as key informants on matters concerning learners. Questionnaires and interviews were used to collect data. The study utilised content validity while reliability of the instruments was established by cronbach’s alpha coefficient of 0.697. Simple linear regression was used to analyse data. Data analysis revealed a statistically significant effect of single parenting on learners emotional behaviour F (1,198=4.731, p<0.05. The findings revealed that single parenting negatively affected learner emotional behaviour since the p-value<0.05 hence the null hypothesis rejected. The study recommended for effective guidance and counselling services for learners from single parental status to help them improve on their emotional behaviour such as low self-esteem, aggression and anxiety while in school.

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Introduction to a Special Section on the Effects of the Dating Matters Model on Secondary Outcomes: Results from a Comparative Effectiveness Cluster Randomized Controlled Trial

Cited by 2 publications

References 15 publications

A Field Test of Opportunities for Teen Dating Violence Disclosure in School-Based Relationship Education Programs

A Field Test of Opportunities for Teen Dating Violence Disclosure in School-Based Relationship Education Programs

Single Parental Status: Effects on Learners’ Emotional Behaviour in Public Primary Schools in Kanduyi Sub County, Kenya

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