Introduction

Humphreys, Clarissa J.; Towl, Graham

doi:10.1108/978-1-83867-138-920201001

Cited by 4 publications

(4 citation statements)

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“…The Pathways Programme comprises six core modules and one optional module that are worked through sequentially (for an overview, see Supplemental Appendix B). Module content overlaps with areas of concerns identified recently by Humphreys and Towl ( 2020 ) in their “good practice guide” for university-based sexual harm prevention. The first three modules reflect the key treatment target of the intervention (i.e., sexual harm proclivity) while the last three modules map onto known psychological risk factors for sexual aggression among UK university males (see Hales & Gannon, 2022 ).…”

Section: Methodsmentioning

confidence: 85%

Empirically Assessing the Effectiveness of the Pathways Programme: An Online Self-Help Intervention for Male Sexual Aggression at UK Universities

Hales,

Rawers,

Gannon

2024

Arch Sex Behav

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Though contemporary evidence suggests that upwards of one-in-nine UK male university students engage in sexually violent behaviors (Hales and Gannon in Sexual Abuse 34:744–770, 2022), few evidence-based primary prevention strategies have been developed to prevent their perpetration. To help contribute to this evidence gap, this study evaluated the short and longer-term effectiveness of a novel psychoeducation-based online self-help intervention for university male sexual aggression called The Pathways Programme. Designed around current empirical understanding of university-based sexual harm in the UK, the program contains six modules that correspond with known risk factors for perpetration. Data were collected as part of a randomized control trial from 254 self-identified heterosexual male students enrolled at a UK university who reported a proclivity towards sexual aggression. Results showed that participants who took part in the program displayed moderate reductions in their self-perceived likelihood of sexual aggression (our primary treatment target) across testing points, as well as reductions in their self-reported levels of hostility towards women, rape myth acceptance, and problematic sexual fantasies (our secondary treatment targets). Control participants also displayed reductions in some domains over time, albeit to a lesser degree. Additional analyses probed the factors associated with participant drop-out, clinical and reliable change, and user feedback. Overall, our study provides preliminary evidence for the efficacy of The Pathways Programme at reducing UK university males’ risk of sexual aggression; however, we caution readers that more robust evaluation is necessary to support intervention rollout. We discuss our findings alongside the limitations of our study and provide suggestions for future research.

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Section: Methodsmentioning

confidence: 85%

Empirically Assessing the Effectiveness of the Pathways Programme: An Online Self-Help Intervention for Male Sexual Aggression at UK Universities

Hales,

Rawers,

Gannon

2024

Arch Sex Behav

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“…For instance, “sexting” is a sexual offence, and in 2018, 37% of young people were cautioned or conditionally cautioned for sexual crimes (Ministry of Justice/Youth Justice Board, 2019). There is also evidence of student sexual violence in higher education (Humphreys and Towl, 2020); such research is lacking in other sectors.…”

Section: Resultsmentioning

confidence: 99%

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Zaman

2023

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Purpose Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these issues in the further education (FE) sector. This paper aims to report the findings from a larger PhD research examining the introduction of interventions based on restorative justice implemented in colleges. This study focuses on the extent and nature of challenging student behaviour, as explained and understood by the students and staff. Design/methodology/approach The author used an interpretivist exploratory case study design and mixed qualitative research methods. The institute considered in the case study, Restorative College (pseudonymised), has education provisions for students aged 16+ years and enrols over 16,000 students annually. In the academic year 2017/2018, Restorative College committed itself to becoming a “restorative” institution. Data collection consisted of three stages (including semi-structured interviews, analyses of institutional policy documents and focus group discussions) and was conducted over 14 months. Findings The extent and nature of challenging student behaviours in the FE sector are significant and merit further research and analysis to support policy development. Research limitations/implications Given the research methods adopted (single case study and qualitative research), the findings do not necessarily represent experiences across the FE sector. Originality/value This study emphasises the need to expand research on challenging behaviour in the FE sector, which has been limited thus far, also making a contribution in this direction.

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“…There are notable exceptions to this, where we do see detailed practical guidance (see e.g. Humphreys and Towl, 2020). The unprecedented impact of the coronavirus (COVID-19) pandemic brought further unique challenges to this field, specifically relating to delivering an appropriate practical response online.…”

Section: Climate On Campusmentioning

confidence: 97%

Responding to gender-based violence in higher education: changes as a function of Covid-19

Franklin-Corben

Towl

2023

JACPR

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Purpose The purpose of this paper is to comment on how responses to gender-based violence (GBV) in higher education (HE) changed as a function of COVID-19. Since the original lockdown directive was issued by the UK Government in March 2020, there was an acute awareness of the impact the stay-at-home order could have on prevalence and patterns of GBV, with technology-facilitated sexual violence and domestic abuse being of particular concern (Universities UK, 2020). Design/methodology/approach We give the illustrative example of our learning (from 2020 to 2022) around how we have changed our approach to supporting survivors to access information and support, and the conduct of investigations during this period. Findings For HE Institutions who were quick and keen to embrace online teaching, there was a necessity to recognise that this change in learning environment may bring an increase in online forms of sexual misconduct, and additional challenges associated with supporting survivors who were often remote from university campus. Subsequently, and swiftly, responses to GBV in HE (including formal investigations where requested) needed to change to ensure those who were subjected to sexual misconduct could access support and information, in the knowledge that they would not be disadvantaged by bringing their reports forward during a time of global uncertainty. Originality/value An insight is provided on the changes adopted to respond to GBV on campus during the early pandemic, and the impact that these changes have had to the provision of specialist service delivery over two years on.

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Introduction

Cited by 4 publications

References 0 publications

Empirically Assessing the Effectiveness of the Pathways Programme: An Online Self-Help Intervention for Male Sexual Aggression at UK Universities

Empirically Assessing the Effectiveness of the Pathways Programme: An Online Self-Help Intervention for Male Sexual Aggression at UK Universities

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Responding to gender-based violence in higher education: changes as a function of Covid-19

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