What makes for effectiveness when starting early – Learning from an integrated school-based violence and abuse prevention programme for children under 12

Stanley, Nicky; Devaney, John; Kurdi, Zain; Özdemir, Uğur; Barter, Christine; Monks, Claire P.; Edwards, Rhiannon Tudor; Batool, Farwa; Charles, Joanna M; Farrelly, Nicola; Hayes, Donald F.; Millar, Annemarie; Thompson, Trevor; Winrow, Eira; Radford, Lorraine

doi:10.1016/j.chiabu.2023.106109

Cited by 3 publications

(1 citation statement)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The overall study findings have been reported elsewhere (Stanley et al, 2021). Given the limitations of size of cohort and retention issues outlined above, comparisons over time and with the main sample are not possible.…”

Section: Resultsmentioning

confidence: 99%

Speak out, stay safe: Including children with special educational needs and disabilities in an evaluation of an abuse prevention programme

Kelly

Farrelly

Batool³

et al. 2023

Child Abuse Review

Self Cite

View full text Add to dashboard Cite

This paper reports on the evaluation of an integrated violence and abuse prevention programme for children aged 5-11, focusing on children with special educational needs and disabilities (SEND). The Speak Out Stay Safe (SOSS) programme was delivered in mainstream primary schools across the UK. A small-scale study of children with SEND nested within the larger evaluation captured their understandings of abuse and harm and readiness to seek help. A specially adapted survey was completed by 76 children with SEND (aged 6-7 and 9-10) at baseline (31 intervention; 45 comparison schools), 12 in intervention schools post-programme and 37 (four intervention; 33 comparison schools) six months post-baseline. Qualitative data was captured through 16 teacher interviews. Whilst this nested study was compromised by the COVID-19 pandemic, it provides important evidence that with appropriate adaptations, a survey approach to investigating the learning of children with SEND can be effective. Findings indicate that awareness of abuse and help seeking strategies may improve over time, whilst interview data suggests that adapting the programme to be inclusive of those children may have a better effect. However, a much larger sample of children with SEND is required to confidently measure the effects of such programmes for this population. K E Y W O R D S abuse, children, prevention, special educational needs disabilities Key Practitioner Messages• This study provides important evidence that with appropriate adaptations and support, a survey approach to investigating the learning of children with SEND can be effective. • Findings indicate that awareness of abuse and help seeking strategies may improve over time for children with SEND. • Adapting the programme to be inclusive of children with SEND, providing advance preparation and follow-up material and embedding learning in school culture may have a better effect.

show abstract

Section: Resultsmentioning

confidence: 99%

Speak out, stay safe: Including children with special educational needs and disabilities in an evaluation of an abuse prevention programme

Kelly

Farrelly

Batool³

et al. 2023

Child Abuse Review

Self Cite

View full text Add to dashboard Cite

show abstract

The Devil’s in the Detail: Implementation Fidelity in Evaluating a School-Based Prevention Programme for Children Under 12

et al. 2023

View full text Add to dashboard Cite

Purpose This paper examines implementation fidelity (IF) and the underpinning conceptual framework drawing on the evaluation of a UK-wide, manualized child abuse and neglect prevention program for elementary schools. We describe and assess our approach to assessing IF and consider how IF can inform program development. Method We drew on the literature on program fidelity and critical components of the program evaluated to identify three dimensions of IF: Coverage, Quality and Context. Data was collected through external observations using systemized observation schedules which were extracted to be scored using scoring protocols for each intervention type. Scores were calculated by two researchers with a random sample cross-checked by a third member of the research team. Results Observation analysis demonstrated consistency in the coverage of content when delivering assemblies for both younger and older children with at least 76% coverage of content across the assemblies. However, observation analysis revealed greater levels of variability in the delivery of workshops. Material on sexual abuse was less fully covered and children reported that some facilitators lacked confidence and clarity in delivering this material (Stanley et al., 2023). Conclusion Our results indicate the usefulness of systemized observations in capturing coverage of content, these findings underscore the importance of developing scoring protocols and training observers prior to evaluating program delivery. We highlight the significance of integrating implementation fidelity training for program facilitators and implementers to both assist with monitoring and to maintain quality, despite variations in the actual delivery and setting of the program.

show abstract

Malleable and Static Risk Factors Associated with Boys’ Patterns of Interpersonal Violence: A Latent Class Analysis

Rizzo,

Scaglione,

Lowe

et al. 2024

J Interpers Violence

View full text Add to dashboard Cite

Despite an increased risk of committing and experiencing violence among adolescent boys, little is known about either how different types of violence co-occur within individuals or their association with different risk factors. This study used a person-centered approach to (1) identify patterns in boys’ perpetration and victimization across a range of 7 types of interpersonal violence (bullying, electronic aggression, sexual harassment/aggression; and psychological/ physical/sexual dating violence); and (2) examine the association of these patterns with 12 risk factors at the individual, relational, and community level to inform future prevention efforts. We used latent class analysis to identify patterns of violence among a diverse sample of 239 adolescent boys from 12 schools in 4 regions of the United States. Four classes were identified: The LOW-ALL group (36.4% of the sample) described boys unlikely to commit or experience any forms of violence. The PERP-MULTI group (20.9%) included boys with a high probability of committing bullying and sexual harassment and a relatively lower probability of experiencing sexual harassment. The EQUAL-PEER-SH group (33.5%) described boys with a high probability of both committing and experiencing sexual harassment, bullying, and electronic aggression. The smallest group of boys, labeled HIGH-ALL (9.2%), were at a high probability of committing and experiencing nearly all types of violence examined. We used weighted multiple-group analysis to compare risk factors across the latent groups identified. Attitudes supporting violence, internalized traditional masculinity, delinquency, school withdrawal, and both family and community violence exposure were significantly higher in groups with a high likelihood to commit various types of violence. These findings provide practical guidance for enhancing universal and selected violence prevention efforts for adolescent boys.

show abstract

What makes for effectiveness when starting early – Learning from an integrated school-based violence and abuse prevention programme for children under 12

Cited by 3 publications

References 32 publications

Speak out, stay safe: Including children with special educational needs and disabilities in an evaluation of an abuse prevention programme

Speak out, stay safe: Including children with special educational needs and disabilities in an evaluation of an abuse prevention programme

The Devil’s in the Detail: Implementation Fidelity in Evaluating a School-Based Prevention Programme for Children Under 12

Malleable and Static Risk Factors Associated with Boys’ Patterns of Interpersonal Violence: A Latent Class Analysis

Contact Info

Product

Resources

About