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 Prevention
Programs AddressingYouth Dating Violence
Healthy
Relationships: A Violence-Prevention Curriculum
Key Words:
Background: Healthy Relationships was developed by a community-group, Men for Change, in Halifax as a response to the massacre of 14 women engineering students in Montreal, Quebec in 1989. This program for grades 7 through 9 is currently used by schools, women’s shelters, social welfare agencies, and health, detention, youth and counselling centres in Canada and the United States. In 1998, an online curriculum was piloted using teachers and liaison police officers to facilitate discussion and activities from the Healthy Relationships program, following material that was presented via an Internet discussion group. Objectives: The goal of this curriculum is to promote gender equality and to end violence in society through the acquisition of knowledge, skills and changes in attitudes. Description: The three-part curriculum, dealing with aggression, gender equality and media awareness and forming health relationships, was designed to address factors that contribute to violent behaviour, such as gender inequality, power and control. The Healthy Relationships program is intended to complement existing health, family life, sexual safety and English curricula by examining the psychosocial dynamics of male violence and presenting cultural values that impact violent behaviour. Sessions and activities are designed to support students learning what they need to know, do and value to form and maintain healthy relationships. The program consists of 53 student-oriented activities, handouts, and print/video resource lists. Each activity is designed to take from 45-minutes to 1 hour of class time. The Grade 7 curriculum focuses on dealing with aggression. Student activities centre on recognizing and articulating the range of emotions that can lead to violent outbursts, recognizing different forms of violence, and dealing constructively with stress, disappointment, and rejection. It includes a unit on bullying, and skill-building activities on effective communication and conflict resolution. Grade 8 students examine gender stereotypes, peer pressure and violent influences in the mass media (e.g., TV, song lyrics, comics) to develop critical thinking skills and constructive alternatives. The Grade 9 student lessons focus on healthy relationships. Small group work is used to strengthen communication skills and to focus closely on issues of violence and gender equality. Between 15 and 19 lessons focus on gender issues, exploring stereotypes, sexual harassment, homophobia and the impact of advertising. The program includes an annotated film bibliography with tips for classroom use, news stories about violence, media advertisements for gender analysis and some suggestions for role-plays. In the last activity, the Gender Justice Checklist, students assess how well their school lives up to 6 criteria of gender justice: how teachers relate to students in the classroom, equal participation in school activities, students’ interactions in the halls, students’ behavior inside and outside of class, and the school administration’s support for a gender-just school. Students are then invited to organize and plan a response to solve the problems that they identified. Teacher Training: No formal staff training is provided, but consultation is available from Men for Change. New curriculum and implementation developments are posted on the web site. Did It Work? Strong Research Design. Josephson and Proulx (1999) conducted a three-year study to evaluate the program’s effectiveness in seven Winnipeg middle and high schools, with 1,143 students (Gr. 7-9). The evaluation results indicates that students in the program groups noted the following self-reported findings, whereas students in the corresponding control groups showed little or no improvement: significant decreases in the number of incidents of physical violence and using passive-aggressive strategies. Although this effect was noted in Year 2 for young women, it was not found until Year 3 for young men. Program students showed a significant decrease in their tolerance for abuse in relationships across all years, but, by Year 3, these students were significantly more likely to break up with a violent dating partner. Program students also significantly increased choosing assertive over aggressive reactions to verbal conflict situations. The program students reported significant changes in attitudes towards dating violence and knowledge about the varied forms of abuse: students’ attitudes became more disapproving of dating violence; less likely to hold the previously typical double standard of greater tolerance for violence by girls than for violence by boys. This was strongest among young women students, but after the program, young men who were less approving of violence also reported less violent behavior. Students became much less likely to believe that the amount of violence on TV represents real life, became significantly more aware of the means that advertisers use to sell their products, and were better able to recognize stereotypes and hidden messages in magazine ads. Gender analyses and year-to-year comparisons indicated a number of gender differences and changes across time. Young women reported using significantly less physical violence, less psychological abuse, and fewer passive-aggressive tactics and sustaining fewer injuries in both friendships and dating relationships by Year 3 compared to pre-program testing. Young men showed the most improvement in their confidence to recognize the effects of stereotypes on behavior, and pressure to conform to stereotypes. Young women (but not young men) gained confidence in their ability to resist peer pressure, with female control-group students becoming less confident in this area. Young women showed the most improvement in their ability to differentiate between shared power and power over others. Availability: The 3-volume book costs approximately $68.00 (CND) plus shipping charges. The website is: http://www.m4c.ns.ca/news.html. A French translation of the program is available from Men For Change at info@m4c.ns.ca. References Josephson, W. L., & Proulx, J. (June, 1997). Healthy Relationships Project: Preliminary results from year one. Working paper distributed to participating schools. Josephson, W.L., & Proulx, J. (June, 1999). Healthy Relationships Project: Results from year three. Working paper distributed to participating schools and posted on the web site of our SSHRC grant community research collaborator, Men For Change, http://www.m4c.ns.ca/man00.html. Proulx, J. & Josephson, W. L. (June, 1998). Healthy Relationships Project: Results from year two. Working paper distributed to participating schools. Josephson, W. L., Proulx, J., Safer, A., & Davison, P. (1999). Dating violence prevention in schools: A community-academic partnership. Conversation session presented at the Annual Convention of the Canadian Psychological Association, Halifax.
STOP!
Dating Violence Among Adolescents/ Key Words:
Background: The STOP program or, as it is known in French, La Violence dans les Relations Amoureuses des Jeunes (VIRAJ), has been available in English since 1987 and in French since the mid-1990s. This program is used extensively in the province of Quebec. STOP/VIRAJ is aimed at students in grades 10 to 12 and requires two 60- to 75-minute periods. The themes are compatible with personal and social education courses, as well as religious and moral religious education courses. Objectives: The primary objective of STOP/VIRAJ is to make youth aware of dating violence by addressing themes of control and rights. Description:The STOP/VIRAJ program consists of a video about dating violence and approximately 3-hours of classroom activities including role-plays, exercises, letter writing, viewing newspaper clippings and creating a relationship contract. Topics include: forms of violence (physical, sexual, verbal), that violence is unacceptable, the cause of violence as social inequality, abusers are responsible for their own behaviour, girls are most often the victims of violence although they may also be perpetrators Teacher Training: Training for school and community resource personnel is considered a significant component. In Quebec, such training is available through the Ministère de l’Education. Sessions include an introduction to dating violence, the program content, and how to talk with victims and aggressors. Did It Work? Strong Research Design. Lavoie, Vezina, Piche, and Boivin (1995) evaluated the program with over 500 grade 10 students. The evaluation compared two forms of the program: short-form (120 to 150 minutes divided into two classroom sessions) and long-form (an additional 120 to 150 minutes of viewing a film on dating violence and writing fictional letters). The results were analyzed separately for males and females. Students receiving either form of the program significantly increased knowledge about dating violence, with no significant differences based on sex. Attitudes about dating violence differed significantly based on sex analysis. That is, although both young women and men significantly improved their attitudes at post-test compared to pre-test, young women scored significantly higher than young men at both time points. In comparing the two program lengths, no significant differences in attitude improvements emerged. How Did It Work? An evaluation form included in the program materials taps student and teacher consumer feedback. Of 1900 students in Quebec City schools, more than 90% appreciated the program and would recommend it to friends. Availability: STOP and VIRAJ versions are available online at no cost from http://www.meq.gouv.qc.ca/cond-fem/publications.htm. Hard-copies are available from the Ministere de la Sante et des Services sociaux du Quebec, Direction des communications, 1075, chemin Sainte-Foy, 16th etage, Quebec (Quebec) G1S 2M1 for a shipping cost of $7 (CDN). Workshops for staff may be booked through the Ministere de l’Education at (418) 643-3241 or email condition.feminine@meq.gouv.qc.ca. Reference Lavoie, F., Vezina, L., Piche, C., & Boivin, M. (1995). Evaluation of a prevention program for violence in teen dating relationships. Journal of Interpersonal Violence, 10(4), 516-524.
The
Fourth ‘R’ Key Words:
Background: The Fourth R builds on an earlier dating violence prevention project, the Youth Relationships Project, originally designed for adolescent males and expanded to include adolescent females. The original program was delivered in the community and targeted adolescents assessed as "at-risk" due to being a victim or perpetrator of violence. The new program, designed for a general school audience, is being piloted in 2001 to 2002) as part of the health education requirement for grade 9 students. Objectives: The Fourth R objectives include acquiring knowledge of abuse and power dynamics in close relationships; developing communication and conflict resolution skills; and learning about community resources that help teens manage relationship problems. Description: The program’s 18 sessions focus on healthy adolescent relationships, gender role expectations, alternatives to aggressive problem-solving, violence and sexist media, alcohol and drug use, abuse of power and control, sexism, decision-making, date rape, handling dating stresses, and violence. The adolescents learn communication and conflict resolution skills through solving hypothetical problem situations. Social action activities provide participants with information about resources in their community that could assist managing stressful relationship situations. Teacher Training: During this development phase, teachers have been receiving a half-day training. This will increase once the program is more refined. Parent Involvement: Parents are not formally involved in the program, except to complete some information for the evaluation. Did It Work? Strong Research Design: This research was conducted on the original treatment program and was not an evaluation of the effectiveness of the revised primary prevention program. An effective treatment program does not necessarily translate into an effective prevention program. Keeping these considerations in mind, Wolfe and colleagues (under review) randomly assigned 158 teens maltreated as children to either an intervention or a control group condition. The researchers reported a significant reduction in using physical and emotional abuse towards a dating partner for program participants compared to controls. Change was positively associated with the facilitator-reported ratings of the youth listening more and negatively associated with the youth being less involved. Group participation factors not associated with change in physical abuse perpetration were attendance, disruptiveness and group cohesion. A gender analysis showed that young women self-reported higher initial levels of using physical abuse and threatening behaviours in dating relationships but also reported greater improvement over time. Availability: Contact Dr. David Wolfe via email: dawolfe@uwo.ca. Mail the Centre for Research on Violence Against Women & Children, 1137 Western Road, Room 1118,University of Western Ontario, London, Ontario, N6G 1G7. Phone: (519) 661-4040; Fax: (519) 850-2464. The Youth Relationships Manual: A Group Approach with Adolescents for the Prevention of Woman Abuse and the Promotion of Healthy Relationships (Wolfe, Wekerle, Gough, Reitzel-Jaffe, Grasley, Pittman, Lefebvre & Stumpf, 1996) is available from Sage publications for $47.95 (US) at http://www.sagepub.com/. A manual for The Fourth R, is forthcoming. References Pittman, A.L., Wolfe, D.A., & Wekerle, C. (1998). Prevention during adolescence: The Youth Relationships project. In J. Lutzker (Ed.), Handbook on research and treatment in child abuse and neglect (pp. 341-356). New York: Guilford Press. Wolfe, D. A., Wekerle, C., Scott, K., Straatman, A., Grasley, C., & Reitzel-Jaffe, D. (under review). Dating violence prevention with at-risk youth: A controlled outcome evaluation. Journal of Consulting and Clinical Psychology.
What’s
Love Got To Do With It? Key Words:
Background: RespectED: Violence and Abuse Prevention, a program of the Canadian Red Cross has developed and implemented a series of prevention initiatives. This service is community-based and volunteer-driven. Presentations are available to schools and other youth-serving groups in most Canadian provinces and the Yukon in both rural and urban settings. Program materials can be adapted for specific audiences, including new Canadians and at-risk populations such as young offenders and teen parents. A French translation should be available in 2002. Objectives: The primary goals of the RespectED programs are to break the cycle of abuse, neglect, harassment, and interpersonal violence, and to promote safe, respectful and descriptive relationships. Description: Prevention Educators (trained volunteers or RespectED staff) facilitate the classroom presentations. Volunteers receive mandatory training that includes at least 120 hours of lectures, observing the program being delivered and a 3-month internship. ‘What’s Love Got To Do With It’ is a relationship violence prevention program presented to Grade 9 to 12 students in two 1-hour or four 30-minute sessions. Topics covered include: healthy relationships, overview of dating violence, societal messages, understanding emotional abuse, physical and sexual assault, legal issues, recognizing assaultive behaviour, prevention strategies, how to help a friend, and community resources. Activities used with teens include viewing a video, worksheets, discussion groups, interviewing parents/grandparents, question box, and questionnaires on dating violence. Although the programs are not designed to elicit disclosures of abuse/violence, these sometimes occur. Facilitators and teachers are trained to deal with such disclosures. Teacher Training: Classroom teachers are required to attend an orientation session to review the content and process used by the RespectED facilitators. Handling student disclosures is an important part of this orientation. Parent Involvement: Parents are involved through some student activities, such as interviewing parents/grandparents about their dating practices. Did It Work? Strong Research Design: In a study with 126 Grade 9 participants, Legge (2002) compared students who had participated in the program to those who did not. At post-test, program participants had significantly higher knowledge scores than at pre-test and as compared to control group students at post-test. All students (both program and controls) scored about 80% correct at pre-test. Josephson (2002) conducted a gender analysis with the same data, concluding that although boys scored slightly lower at pre-test (76% for boys compared to 82% for girls), they similarly improved at post-test. At 2-month follow-up, however, the program participants no longer scored significantly better that students in the control condition or in comparison to their own pre-test scores, raising questions about the long-term impact of the program (Legge, 2002). Availability: Contact the Red Cross RespectED for availability of "What’s Love Got to Do With It?" Other RespectED programs include "Beyond the Hurt", a new bullying and peer harassment program that uses a peer leader model with students in grades 6 to 9. This 2-hour program presents information about the link between bullying and peer harassment (personal and sexual), the aftereffects of harassment/bullying and interpersonal power issues. References Josephson, W.L. (2002). Supplemental report regarding the RespectED dating violence prevention program. Unpublished. Winnipeg, Manitoba: University of Winnipeg. Legge, R. (2002). An evaluation of the RespectED dating violence prevention program. Unpublished thesis. Winnipeg, Manitoba: University of Winnipeg.
Women
and Violence: Education is Prevention
Key Words:
Background: A school-community partnership in Saltspring Island, a rural community, developed workshops for students from kindergarten to grade 12. Objectives: The short-term objective is to create a school-culture that supports "zero tolerance" for violence, with the long-term objective of imparting values and skills to students that will prevent violence against girls and women. Description: Ten workshops for students in kindergarten to grade 5 focus on respectful relationships and bullying prevention. An adult and members of a youth team facilitate the workshops. Twelve one-hour, in-class workshops on healthy relationships were developed for grades 7 and 8, facilitated by two adult facilitators (usually 1 male and 1female). The topics include: types of behaviour, power and control, body image, peer pressure, sexual harassment, boundary setting in relationships, signs of an abusive relationship and dating violence. All workshops are interactive and activities include role-plays and small group discussions. A conference on social justice consisting of 2 half-day workshops was also developed for grade 7 students. Youth team members planned and facilitated some workshops focusing on understanding and expressing feeling, self-esteem, sexual abuse prevention, communication and assertiveness, and peer, gender and media pressures. Some students in grades 9 to 12 participated in workshops similar to the healthy relationships sessions designed for grades 7 and 8. A "Freedom from Fear" day was organized for all grades, including a theatre production about violence and harassment followed by a discussion. The day concludes with two-hour workshops in each class on types of harassment. Teacher Training: High school staffs receive a 3-hour workshop on a district-wide violence prevention policy. All school staff participates in the Education Day (described below). Parent Training: An Education Day is held for students, school staff, parents, and the community. Workshops focus on respectful relationships, bullying, and violence prevention policy. Presentations are available on the elementary school activity book. Did It Work? Strong Research Design: Stevenson (2001) reported interim outcome evaluation results in a 2-year study with 536 grade 7 to 11 students in intervention schools with comparisons to a non-intervention school district. In post-test comparisons, those receiving the program made statistically significant gains in some attitude and knowledge scores compared to those students not receiving the program. Suggestive research evidence: Stevenson (1999) evaluated some of the activities and workshops at the elementary, junior high and senior high levels. The middle-school evaluations of the 12-week sessions on healthy relationships consisted of a pre- and post-tests of students’ experience of and views on relationships. At pre-test, 77% of girls and 52% of boys rated themselves as having experienced a "bad or unhealthy relationship," while post-test scores suggested that the children had learned more about what constitutes an ‘unhealthy relationship’ (no post-test percentages were given; no tests of statistical significance were conducted). Responses improved on a question regarding what to do if in an unhealthy relationship. At post-test, more girls responded that they would get out of the relationship than at pre-test. At post-test, more boys indicated that they would work on the problems while at pre-test many responded that they would just ‘dump her’ if the relationship was unhealthy. The student’s ratings of the program as being enjoyable (73%) and a learning (64%) experience also reflected gender differences, with girls’ ratings higher than boys. Some boys and a few girls commented that the workshop content seemed to favour girls over boys. With respect to the Grade 7 Conference on Social Justice, 66% of students rated the workshops helpful and interesting and 60% said they could use what was learned in everyday life. Grade 9 students evaluated a 12-session workshop series on health relationships. Interestingly, boys rated the workshop higher than girls in terms of interest, enjoyment and learning. Post-test scores (no tests of statistical significance were conducted on these results) suggested gains in knowledge about differences between passive, aggressive and assertive behaviour, and common gender stereotyping. Boys were more aware of stereotyping of girls than of boys; while girls were better able to say how stereotyping can negatively impact relationships. Elementary teachers responded positively to having support from organizations outside the school system. Teachers suggested that having anti-violence messages delivered by outside facilitators was advantageous by offering new ideas and emphasizing the importance of anti-violence skills and values in the larger ‘outside’ world. Overall, teachers rated the workshop as 4 or 5 on a 5-point scale. How Did It Work? The project documented the process of mobilizing a school district to partner with a community agency in violence prevention. Critical factors included gaining the support of senior administration and school trustees, informing all school staffs about the project, identifying key teachers who support the work, and facilitating youth leadership and involvement in the creation and delivery of the program. Further details are online: http://www.saltspring.com/swova/longtext2.htm. The evaluation of the Freedom from Fear Day harassment workshop concluded that a critical ingredient of success was involving youth in the design and delivery of the program (Stevenson, 1999). Two thirds of the students (67.7% or 362) indicated that the workshop was enjoyable, but only a little more than half considered it a valuable learning experience (55.5%) or providing useful ideas and skills (50.5%). Students suggested: more practice of skills and ideas needed; use of personal rather than fictional experiences/examples; and more support and preparation to actively engage in role plays. Availability:Freedom From Fear: The How-to Guide on Violence Prevention was inspired by Teens for Teens ($12 plus shipping charges). This hands-on guide to creating a school-community violence prevention partnership lays out the steps for teens and adults to develop and facilitate workshops on violence prevention. Women and Violence: Education is Prevention is a 20 minute video ($25 CN) in which staff, teens, teachers and other community members describe the project, and why it works. My Activity Book ($10) is for elementary school children, parents and caregivers. It includes colouring-book style illustrations, a maze, a safety mobile, and principles to help children stay safe. Contact SWOVA at 390 Upper Ganges Road, Saltspring Island, B.C., Canada V8K 1R7. Telephone: (250) 537-1336 Fax: (250) 537-1336; email: swova@saltspring.com or online at http://www.saltspring.com/swova. References Stevenson, J. (December 2001). Women and Violence: Education is Prevention. Saltspring Women Opposed to Violence and Abuse (SWOVA): Interim project findings, December 2001. Saltspring Island, B.C.: SWOVA. Stevenson, J. (June, 1999). Evaluation report: SWOVA’s ‘Education is Prevention’ project, year two. Saltspring Island, B.C.: SWOVA.
Dating
Violence Intervention & Prevention for Teenagers Key Words:
Background: Sherryll Kraizer and C. Lyn Larson developed the Dating Violence program for the National Resource Center Youth Services in Tulsa. The program can be used in the classroom as a prevention program and in small group settings as an intervention with teens already affected by dating violence. Objectives: Objectives include understanding dating violence and its causes, and assisting teens to avoid or end an abusive relationship. Description: This 5 one-hour session curriculum includes lessons on the causes of dating violence, violence in society and relationships, power and control in relationships, substance abuse and dating violence. The manual includes lesson plans, handouts, sample flip chart displays, teacher-student discussion topics and experiential exercises. Teacher Training: A 3-hour in-service training for teachers was used in the evaluation; however, the National Resource Center does not list ongoing training for this program. Did It Work? Strong Research Design: Macgowan (1997) conducted a pretest posttest wait-list control group study with 440 Grade 6 to 8 students. At post-test, program students scored significantly higher compared to the control group on a measure of knowledge about dating violence and attitudes about nonphysical violence. Academically advanced young men scored significantly higher than "regular" young men and advanced-standing young women in the program group in pre- to post-test comparisons. Attitudes about physical/sexual violence and methods of dealing with relationship violence did not significantly improve at post-test, although young women’s scores on these items were higher than young men’s at both pre- and post-test. Availability: The Dating Violence Intervention & Prevention for Teenagers: Group Leader’s Manual (1996) is available for $15.00 (US) from the National Resource Center for Youth Services, Schusterman Center, 4502E. 41st Street, Bldg. 4W, Tulsa, OK 74135; phone: (918) 660-3700; fax: (918) 660-3737; website at http://www.nrcys.ou.edu. Reference Macgowan, M.J. (1997). An evaluation of a dating violence prevention program for middle school students. Violence and Victims, 12(3), 223-235.
Expect
Respect: Promoting Safe and Healthy Relationships for All Youth
Key Words:
Background: The Expect Respect program was created by the SafePlace Center for Battered Women in 1988 to address adolescents experiencing dating violence. The project and its evaluation were funded by the Center for Disease Control in Atlanta, U.S. Objectives: The objective of the Expect Respect elementary curriculum is to change pre-dating attitudes and behaviours to better prepare children for safe and healthy relationships. For middle and high school students , the program objectives are to increase awareness of dating violence and sexual harassment and confidence in taking action to prevent abuse and harassment. Description: The elementary school classroom teacher and a SafePlace educator usually present the 12-session curriculum. A variety of activities are used, including class discussions, role-plays, games and creative writing exercises. The curriculum assists elementary school-aged children to distinguish between teasing and bullying behaviour and to explore links between teasing, bullying and sexual harassment. In junior high and high schools, a two-session classroom presentation engages students in activities and discussion with peers on the topics of sexual harassment, dating violence and sexual assault. Interactive theatre performances and workshops are also provided, as are weekly educational support groups for youth who have experienced dating, sexual and/or family violence. Student-driven, school-wide activities promote awareness of violence and its prevention including: poster contests, bulletin board displays and performances by older for younger students. Schools may receive assistance to review and develop policies and procedures to reinforce positive behaviours and prevent bullying and other violence. Teacher Training: School staff members are trained to increase their awareness of prevention strategies for bullying and sexual harassment. They learn how to effectively respond to children and families experiencing domestic violence. The training offered by Expect Respect staff includes a 3-hour consultation and follow-up, awareness and skills training, support group facilitator training, and educational presentation training. Parent Training: Parent involvement in the Expect Respect program is encouraged in seminars, advisory councils, information sharing and referrals to community resources. Did It Work? Strong Research Design Sanchez et al. (2001) conducted a study with 1243 Grade 5 students in schools that were assigned to intervention or control conditions in matched-pairs. When compared to control students at the end of one semester and end-of-year testing, the program students significantly improved their knowledge of sexual harassment and intention to intervene in a bullying situation rather than rely on an adult to do this. Awareness of bullying at school significantly increased from pre- to end-of-year testing for the program students. An evaluation of the original classroom curricula for the 1999-2000 school year will soon be published in a "Promising Practice Paper" by the National Resource Center on Domestic Violence containing an overview of the evaluation results. How Did It Work? Rosenbluth (2001) collected consumer satisfaction data on the 3-session high school program: 80% of students rated the program as helpful in learning about healthy relationships; 81% would recommend it to friends. The activities rated by students as ‘excellent’ or ‘good’ included: speakers (73%), video (50%) and discussion (64%). Some male students commented that "guys seemed to be blamed for everything". Availability: Expect Respect materials can be obtained from the Center for Battered Women, SafePlace, in Austin, Texas. Phone (512) 356-1628, Fax: (512) 385-0662, or email info@austin-safeplace.org. The manual is available for $25 (US). Other materials related to teen dating violence are also available from the SafePlace office. References Rosenbluth, B. (December 2001). Data from a high school program for November-December 2001. Austin, TX: Safe Place. Available from brosenbluth@austin-safeplace.org. Sanchez, E., Robertson, T.R., Lewis, C.M., Rosenbluth, B., Bohman, T., & Casey, D.M. (2001). Preventing bullying and sexual harassment in elementary schools: The Expect Respect model. Journal of Emotional Abuse, 2(2/3), 157-180.
Safe
Dates
Key Words:
Objectives: Objectives include changing norms associated with dating violence; decreasing gender stereotyping; improving conflict management skills; and enhancing the help seeking behaviour for dating violence services. Description: The Safe Dates program focuses on preventing dating violence in a combination of school and community activities for grade 8 and 9 students. School activities include a theatre production performed by peers, a 10-session curriculum, and a poster contest. These all focus on changing norms for dating violence, gender stereotyping, conflict management skills, awareness of services, and help-seeking. Community activities include identifying services for adolescents in abusive relationships, training to work on a crisis phone-line or in a community service agency. Teacher Training: In the evaluation, teachers received 20 hours of training related to teen dating violence and the Safe Dates program curriculum. Did It Work? Strong Research Design. One rigorous evaluation (Foshee et al., 1998; Foshee et al., 2000) was conducted, funded by the Center for Disease Control in Atlanta. To assess the Safe Dates School component, 1700 grade 8 and 9 students in 14 rural schools were randomly assigned to program and control conditions (Foshee et al., 1998). At post-test, there were no significant differences in the victimization experiences of the program group compared to those of the control group. However, youth in the program condition self-reported perpetrating 25% less psychological and 60% less sexual violence than students in the control group. At one-year follow-up (Foshee et al., 2000), the behavioural effects at post-test were not been maintained. When compared with those in the control group, adolescents in the program maintained gains on some mediating variables thought to impact the use of violence in relationships with differences in the scores ranging from 8% to 52%. The program participants were less accepting of dating violence, perceived more negative consequences, reported using less destructive responses to anger, and were more aware of victim and perpetrator services. The full sample was also divided into 3 subsamples: 1) those who had not perpetrated or been victimized by violence in a dating relationship; 2) those who reported that they had already perpetrated; and 3) those reporting being victimized by violence in a dating relationship. In the first subsample, program participants were more supportive of dating violence norms, perceived more negative consequences from using dating violence, and engaged in less gender stereotyping than did students in the control condition. At post-test, these students reported initiating 28% less psychological perpetration. At one-year follow-up, (Foshee et al., 2000) students who had never been a victim or perpetrator of dating violence in the intervention and control groups showed no significant differences in dating violence norms, conflict management skills, and awareness of community services for dating violence. In the perpetrator subsample, students perceived more negative consequences for using dating violence and were more aware of services for perpetrators than controls. At one-year follow-up, these students reported using significantly less destructive responses to anger (21%) and a 32% greater awareness of perpetrator services compared to those in the control group (Foshee et al., 2000). The victim subsample indicated less acceptance of prescribed dating violence norms, less acceptance of gender stereotyping and more awareness of victim services compared to controls at post-test. At 1-year follow-up (Foshee et al., 2000), program students reported less gender stereotyping, less acceptance of dating violence, understood more negative consequences from dating violence, were more aware of victim services in the community, and reported using less destructive responses to anger. Availability: For Safe Dates program materials, contact Vangee Foshee, Department of Health Behavior and Health Education, School of Public Health, University of North Carolina at Chapel Hill, Campus Box 7400, Chapel Hill, NC 27599; phone (919) 966-6616; or email vfoshee@sph.unc.edu. No cost information is available. References Foshee, V. A., Bauman, K. E., Arriaga, X. B., Helms, R. W., Koch, G. G., & Linder, G. F. (1998). An evaluation of Safe Dates: An adolescent dating violence prevention program. American Journal of Public Health, 88 (1), 45-50. Foshee, V. A., Bauman, K. E., Greene, W. F., Koch, G. G., et al. (2000). Safe Dates program: 1-year follow-up results. American Journal of Public Health, 90 (10), 1619-1621.
Skills
for Violence-Free Relationships
Key Words:
Background: The Skills for Violence-Free Relationships program was developed by Barri Levy for the Southern California Coalition on Battered Women in Los Angeles in 1984. This program was among the earliest dating violence curricula in North America. Objectives: Objectives for the program include: to increase understanding of what violence in relationships is, how and why it happens; to increase awareness of how to confront relationship violence should it occur; and to provide information about keeping relationships abuse-free. Description: The program addresses relationship violence as a problem that can occur in the families of and with friends of students. The components on relationship violence combine well with other curricula on dating violence. The curriculum has four sections: 1) definition of terms; 2) myths and facts about abuse and violence; 3) why violence takes place; and 4) prevention skills. The prevention skills section includes an introduction to alternatives to violence through expressing feelings, coping with stress, communication skills, and using conflict resolution skills. Handouts and suggestions for teaching techniques are included in the program materials. Did It Work? Strong Research Design: Krajewski, Rybarik, Dosch and Gilmore (1996) researched the program’s effect on knowledge and attitudes with 239 grade 7 students. They used a valid and reliable instrument to test knowledge and attitudes, the Skills for Violence-Free Relationships Inventory (Rybarik et al., 1995). They compared a program and a control group at three time-points: pre-, post- and 5-month follow-up. Both knowledge and attitudes scores significantly improved from pre- to post-test for the program when compared to the no-program group. However, pre-test to follow-up comparisons of both groups indicated no significant differences in scores. Availability:Skills for Violence-Free Relationships: Curriculum for Young People Ages 13-18 is available from the Minnesota Coalition for Battered Women in St. Paul, Minnesota: Phone (651) 646-6177, email mcbw@mcbw.org or visit the web site at http://www.mcbw.org/materials.htm. The manual is $30 (US). A companion teachers’ manual with additional exercises, more information and background on battering can be purchased for $10 (US). Reference Krajewski, S.S., Rybarik, M.F., Dosch, M.F., & Gilmore, G.D. (1996). Results of a curriculum intervention with seventh graders regarding violence in relationships. Journal of Family Violence, 11(2), 93-112.
S.T.A.R.
(Southside Teens About Respect)
Key Words:
Background: The STAR program was developed in collaboration with a number of Englewood school and community agencies (Family Services, YWCA, a Coalition for Violence Prevention, Department of Public Health, the University, participating schools, and the Centers for Disease Control). The purpose of the project was to develop and evaluate coordinated services designed to prevent teen dating violence in the community. Objectives: The goal of reducing the incidence of teen dating violence was approached through increasing student knowledge of the extent, causes of and solutions to teen dating violence, community awareness of intimate partner violence, and the utilization of community anti-violence resources; changing attitudes that support violence; and promoting peer leadership and activism. Description:In the curriculum, facilitators engage students in the following activities: 1) group discussion; 2) role playing; 3) lecture; and 4) video. Each 50-minute session consists of a combination of the above activities. STAR educators facilitate the sessions with the assigned teacher present in the classroom. Billboards that included four anti-violence messages, such as "love each other, don’t kill each other" as well as information about the local Domestic Violence Helpline, addressed community awareness. Community-based workshops were conducted at a variety of sites (e.g., homeless shelters, daycare centers, churches, community colleges). Teacher Training: Hour long teacher workshops were conducted prior to implementing the STAR program, consisting of the following: definition of abuse, power and control dynamics, the cycle of violence, profile of victims and perpetrators, and the impact of abuse on society. Parent Involvement: Parent workshops similar to the teacher workshops are available with an added emphasis on facts and guidelines that assist parents in addressing their teen’s involvement in abusive relationships. Did It Work? Strong Research Design: Schewe and Anger (2000) collected data from the school-based workshops across three years (four data points) for 118 students following them from grade 7 to grade 9. A three group, pretest, post-test, follow-up design was utilized. All students were exposed to the media campaign on dating violence, while the primary program group was exposed to school-based sessions over three years. The results indicated that students acquired basic knowledge about dating violence no matter to which group they were assigned. The analysis of changes in attitudes suggests (i.e., the difference was not statistically significant) that multiple years of intervention are necessary to effectively change students’ attitudes towards violence. Similarly, exposure to multiple years of the school-based interventions reduced students’ self-reported conflict behaviour, and increased their positive self-ratings of relationship skills and help-seeking behaviour. How Did It Work? Students liked the group leaders, learned new skills and plan to apply the skills to their relationships (Schewe & Anger, 2000). The teachers noticed a change in the students’ behavior, particularly in how the boys and girls played together since completing the STAR program. Teachers recommended that teen dating violence workshops begin with students in the 6th grade and continue through high school. Availability:The STAR program manual is available from Southside Teens About Respect (S.T.A.R.) Program, Metropolitan Family Services, 3843 W. 63rd Street, Chicago, IL 60629 or phone (773) 884-2202. The cost of the school program manual has not yet been determined. Reference Schewe, P.A. & Anger, I. (May 2000). Southside Teens About Respect (STAR): an intervention to promote healthy relationships and prevent teen dating violence. Presented at the National Sexual Violence Prevention Conference, Dallas, TX.
A.S.A.P.
— A School-based Anti-violence Program Key Words:
Background: A.S.A.P., developed in the early 1990s at the London Family Court Clinic in Ontario, was revised in 1996. The original focus on teen dating violence was expanded to include media violence, gender equality in the media, bullying and sexual harassment. A chapter in the manual addresses diversity issues such as racism and ethno-cultural issues with immigrant and Aboriginal populations. Objectives: The objectives of A.S.A.P. include mobilizing support for violence prevention from teachers, students, parents, trustees and administration; providing information and procedures for handling disclosures of abuse and violence from children/youth; providing an extensive resource list to enhance violence prevention efforts; developing comprehensive school plans for violence prevention that address school culture as well as curriculum; and offering children opportunities to develop strategies to end violence and alternative attitudes and behaviours. Description: A.S.A.P. is a detailed violence prevention manual to assist teachers in planning violence prevention programming. The curricula are tailored to all grade levels - elementary, junior high and high school. The A.S.A.P. materials include 65 Friendly Lessons on Violence Prevention and a resource document for students in grades 7-10. Six colour-coded theme areas provide information for a violence prevention curriculum: 1) introductory lessons, 2) stereotyping, 3) violence in relationships, 4) society and violence, 5) social skills, and 6) safety in our society. Information is often provided in table, chart and fact-sheet formats and lessons provide a variety of student-based activities. The A.S.A.P. manual organizes the content, handouts, discussion guides, and other resources so that violence prevention can be accomplished in a number of ways and the curriculum materials can be used with students throughout their school experience. Teacher Training: Information and resources included in the manual are for students, staff development, administration, and school trustees. Awareness sessions for school personnel include such topics as a basic awareness of the program’s components and resources, handling personal issues related to violence, working with parents, and seeing professional development vis-à-vis violence prevention as an ongoing effort. A video provides the background and introduction to dating violence for staff training sessions. Parent Involvement:Parent involvement is considered essential and information is provided to conduct awareness / information sessions for parents. Did It Work? Suggestive research evidence. Jaffe, Sudermann, Reitzel and Killip (1992) conducted a single-group, pretest, posttest and 6 week follow-up evaluation with approximately 1,547 junior and senior high school students (grades 9 to 13). The program consisted of a large group presentation on woman abuse and dating violence, followed by discussions in each classroom facilitated by community professionals. The outcome measure was the London Family Court Clinic Questionnaire on Violence in Intimate Relationships developed by program personnel. When compared to pre-test scores, the students made significant gains in their attitudes, knowledge, and behavioural intentions following program presentation. Many of these gains were maintained at a follow-up testing 6-weeks after the program. Both male and female students reported a significant increase in awareness of violence in intimate relationships, alcohol use and family violence, and behaviour that constitutes abuse. Sex differences were noted on many items measuring attitudes and beliefs about violence in intimate relationships. In general, at both pre- and post-testing, female students reported more appropriate attitudes than male students. Positive attitude changes were highest among young women in Grade 9 and 10, but significant improvements were found in all groups. There was some evidence of a "backlash" effect on some individual items related to violence in adult relationships, with attitudes moving to less appropriate responses for males. Such items included the beliefs that witnessing violence is not harmful, that males can be "so turned on they cannot stop" and that concern over how a girlfriend looks is a sign of love. Informal reporting indicated an increase in the use of community services, including counselling and local shelters following the school interventions. How Did It Work? A.S.A.P. provides a student and a group facilitator’s feedback form to assess consumer satisfaction so that teachers/schools can monitor the anti-violence program. In assessing student attitudes towards the role of schools in violence prevention, Jaffe et al. (1992) reported that 88.9% of students agreed or strongly agreed that schools should play a role in increasing awareness of the effects of violence and how to prevent it. Students’ comments were overwhelmingly favourable with regard to both the content and the topics of the program. Availability:A.S.A.P. is available from the London Family Court Clinic in London, Ontario. Phone (519) 679-7250 or visit the website at http://www.lfcc.on.ca/asap.htm. Prices vary depending on which components are purchased. The full package including video and 65 Friendly Lessons on Violence Prevention may be ordered for approximately $150.00 (CDN). References Jaffe, P.G., Sudermann, M., Reitzel, D. & Killip, S.M. (1992). An evaluation of a secondary school primary prevention program on violence in intimate relationships. Violence and Victims, 7(2), 129-146. Sudermann, M. & Jaffe, P. (August 1993). Violence in teen dating relationships: Evaluation of a large-scale primary prevention program. Executive summary. Available online at http://www.lfcc.on.ca/teendate.htm
Collective
Drama and the Prevention of Violence in Relationships Key Words:
Background: The Collective Drama and the Prevention of Violence in Relationships program was created in 1997 by the Community Education Team for the Prevention of Violence Against Women: Drama Initiative comprised of T. Brunk, J. Gould, H. Sivak, D. Spencer, W. Telford and R. Walsh-Bowers. The program is founded on the belief that drama activities and performances that emerge from students’ ideas of character, plot, and staging are effective in engaging adolescents in addressing relationship violence. Objectives: Increased self-awareness and improved peer relations as well as changing adolescent’s attitudes towards dating violence. Description: The facilitator’s manual presents two drama options. In the "performance model" students create a 30-minute drama presentation that follows the introduction, development, climax, denouement, and conclusion storytelling sequence. The second model is interactive and the script follows the sequence described above up to the climax scene. At this point, the audience is invited to participate as actors or directors to resolve the scenario. Both models follow a five-stage process. Preparing for the project involves assigning facilitator roles to teachers or community agency personnel, selecting the drama ‘troupe’ of students (this may consist of an entire class or a selected group), and considering the space, time and financial resources needed to complete the project. The second step consists of drama exercises and acting skills training. Third, the troupe participates in peer-facilitated workshops on relationship violence that incorporate personal exploration. The workshops may include students from outside the troupe and listening to peer perspectives about relationship violence for potential story ideas. The fourth step consists of scriptwriting and rehearsals. The final step is the actual performance(s) of the drama with a Question and Answer session following the performance. Community support workers and teachers may join in the discussion Did It Work? Strong research evidence. The Community Education Team (1997) conducted an evaluation in which 789 students and project staff participated. The research used interviews, focus groups, reflection notes and survey methods to evaluate different the process and content of the drama activities. A number of students reported an increased awareness about violence, feeling empowered, and some suggested that they had changed their personal behaviour after participating in the project. How Did It Work? The Community Education Team (1997; 1999) concluded that the peer-based, collaborative education was effective in: 1) presenting a very realistic scenario of date rape; 2) using non-preaching means of conveying the violence messages; 3) promoting student ownership of the drama; 4) using engaging drama games and exercises; and 5) using language and situations from the students’ perspectives. Availability: A facilitator’s manual for the Collective Drama Initiative is available from Dr. Richard Walsh-Bowers at (519) 884-1970 ext. 3630; Email rwalsh@mach1.wlu.ca. References Community Education Team. (1999). Fostering relationality when implementing and evaluating a collective-drama approach to preventing violence against women. Psychology of Women Quarterly, 23, 95-109. Community Education Team. (May, 1997). Collective Drama and the prevention of violence in relationships. A facilitator’s manual for implementing a Collective Drama Initiative. Unpublished. Waterloo, ON: Author.
Expecting
Respect: A Peer Education Program Key Words:
Background: In the first 4 years of operation, Expecting Respect has trained 450 peer educators from 40 schools who have, in turn, presented to over 35,000 students in the Edmonton area. Objectives: The objective of the training is to teach selected students information and skill building necessary for presenting to their peers in the classroom setting. Description: Training sessions for junior high and high school students are held separately. This annual 1.5-day training consists of providing opportunities for peer leaders to examine their personal relationship values, beliefs and attitudes about relationships and violence. Skills development includes assessing risks, communication, negotiation, boundary setting, The student-to-student curriculum for Grades 6 to 9 is designed to provide students with information that promotes healthy decision-making. The topics covered focus on forming healthy relationships, bullying, and media advertisements, and addictions. Learning techniques suggested in written lesson plans include: using a video with guided discussion, role-plays, questionnaires, small group analysis of advertisements and writing new ads, and the use of a game-show and a board-game format. The senior curriculum emphasizes sexual health, sexual decision-making, different conflict and conflict resolution styles, what sexual harassment is and how to protect oneself, and tobacco as a social justice issue. Most of these lesson plans are accompanied by a video depicting important concepts and messages. Interactive games, video with guided discussion, case studies, role-plays, and team challenges are teaching techniques outlined for use by peer educators. Did It Work? Suggestive research evidence: Morrison, Budd, Moar, and Wichman (February 2002) summarized the information received from 2,230 junior-high student surveys following peer presentations in the classroom. Feedback indicated that the over 90% of students found the material easy to understand; for a small percentage (7%), the lack of presenters skill in classroom management was problematic; nearly 77% rated the topics as important to themselves and their friends; more than 70% of students thought they would use the information to make better decisions in the future; and most students were please with the interactive activities, especially the skits. Since only a few presentations were for senior high students, there is no data available about its impact. In focus groups, peer educators reported increasing their knowledge about abuse and prevention strategies, life skills such as being assertive, self-confidence, and their support network. The student educators perceived benefits beyond their classroom experiences to include supporting friends and improving their school’s climate. Availability: Peer Education training is available to students in the Edmonton, Alberta area for approximately $10.00 (CDN) per student. There is no cost to schools for the student-to-student education presentations, The Facilitator’s Resource and Information Guide is available at no cost to those interested in this Peer Education approach. Contact: Expecting Respect-Peer Education Project, Edmonton, Alberta; Phone: (780) 423-3737; fax: (780) 425-1782; or email: ppae@freenet.edmonton.ab.ca. Reference Morrison, H., Budd, M., Moar, M., & Wichman, M. (February 2002). Evaluation: Expecting Respect Peer Education Program 2000-2001. "Peer education program that works." Unpublished. Edmonton, AB: Expecting Respect- Peer Education Project.
TeenPEACE Key Words:
Background: PEACE, Inc. (Project to End Abuse through Counseling and Education) is a non-profit organization dedicated to reducing domestic violence. PEACE views domestic violence as stemming from socialization. Violence is learned from many sources including parents, peers and society through the media and community norms. Objectives: The school-based program promotes non-violent, equality-based relationships through knowledge attainment, attitude change, and skill building. Description: TeenPEACE consists of two service delivery strategies: an outreach educational program for classrooms or larger groups (TeenPEACE School Based Program) and a counselling and educational group (12-session). The school-based program is structured as 12-sessions covering five modules: relationship abuse overview — towards equality; substance abuse and violence/coping with stress; values and beliefs/manhood and womanhood; sexual respect; and skills for peaceful and productive problem solving. A final module, increasing skill and education, is optional. In this module, each student explains the importance of having prevention knowledge and skills. Teacher Training: 2-day training is required before curriculum materials are provided. Did It Work? Suggestive research evidence: In a preliminary school-based evaluation with 63 grade 6 to 12 students, significant changes from pre- to post-test were limited to 1 knowledge and 1attitude category (Schut, & Worley, 1998). An evaluation of a Juvenile Court treatment program reported more positive results (Schut, Worley, & Powell, 1998). At posttest, in self-report questionnaires 54 juvenile offenders (assault against a known female) significantly decreased their threatening and controlling behaviours and increased respectful behaviours. These were maintained at 3-month follow-up. Availability: TeenPEACE materials are available with a 2-day training for $1500.00 (US). For information contact: PEACE, Inc., 211 Union Street, Suite 615, Nashville, TN 37201; Phone: (615) 255-0711; Fax: (615) 255-0721; or email: peace@nash.tds.net. References Schut, J. & Worley, S. (March 1998). Building peaceful relationships: Preliminary evaluation of a domestic violence prevention program. Poster presented at the 11th Annual Research Conference on Children’s Mental Health, Tampa, Florida. Schut, J.A., Worley, S. & Powell, J. (July 1998). Findings in an evaluation of a domestic violence prevention for adolescent males. Paper presented at the 6th International Family Violence Research Conference, Durham, New Hampshire.
Young
Deaf Women and Violence Leadership Development and Training Project Key Words:
Background: The Young Deaf Women and Violence Leadership Development and Training Project developed in 1999-2000 in a partnership between Education Wife Assault, Deaf Women Against Violence Everywhere and the Toronto Catholic District School Board. The project expands the knowledge and skills of Deaf and hard of hearing girls using a peer education model taking place in a Deaf cultural and linguistic context. Teens participate in a leadership retreat, and then provide in-school workshops for teens, their parents, teachers and counselling staff. Objectives: To expand knowledge, skills and resources of Deaf and Hard of Hearing teens, Deaf and hearing parents of teens, mainstream teachers and school counsellors. Description: During the summer, young women participate in a 3-day retreat where they learn about different forms of violence and oppression and strategies for helping peers in an American Sign Language friendly environment. Then, leader trainees provide workshops on violence against Deaf women and children for children and youth in both mainstream and provincial schools for the Deaf. The workshops cover dating violence, personal safety, building healthy relationships, and the rights of Deaf children and women within the education, health and the legal systems. Learning tools include role-plays, dramatic presentations and visual/experiential exercises. Did It Work? Suggestive research evidence: Qualitative comments from focus groups suggest that the program effectively trains young Deaf and Hard of Hearing women as facilitators. Staff and students appreciated the workshops (Bacon, 2000). Availability: For information about Education Wife Assault and the D-Wave: Deaf Women Against Violence Everywhere phone (416) 968-3422; Fax (416) 968-2026; email info@womanabuseprevention.com. Reference Bacon, J. (August 2000). Final report: Young Deaf women and violence project. Unpublished. Toronto: Education Wife Assault.
SafeTeen:
Powerful Alternatives to Violence
Key Words:
Objectives: The SafeTeen program objectives include teaching students assertiveness, how to recognize healthy relationships and improving self-esteem. Description: The SafeTeen program is directed at sexual harassment, abuse and date rape among teenagers. Components of SafeTeen include full- and half-day workshops, evening presentations for parents and educators, teen mentorship training, and train-the-trainer certificate sessions. The workshops are designed to enhance personal safety, decision-making, and violence prevention curriculum. The teen program is presented separately to males and females with slightly different topics. The young women’s program include: assertiveness, skills for healthy choices in relationships, understanding sexual harassment and sexual assault, understanding racism, sexism and homophobia, and physical self-defense skills. The sessions for males replace self-defense with sex role stereotyping. The workshops may include a short co-ed follow-up. The preteen workshop is offered as co-ed experience. The focus is on assertiveness, healthy relationships skills, recognizing sexual harassment/assault, self-esteem and body image, bullying, embracing differences, respecting boundaries and drug and alcohol abuse prevention. A teen mentorship program is offered in which Grade 10 to 12 students receive training. These students are paired with students in Grades 6 and 7 for whom they provide leadership and modelling of non-violent relationships. Teen mentors are buddied by an adult at the school who offers them ongoing support and guidance. Parent Involvement: SafeTeen facilitators offer parent workshops. Did It Work? No formal outcome evaluations have been conducted on the workshops. How Did It Work? Suggestive research evidence: Artz and Blais (1995) conducted an evaluation of 84 girls using the SafeTeen program forms. Participants characterized the program as fun, age appropriate, interactive, not scary, empowering, left them feeling safer and stronger, and worth recommending to their friends. In another evaluation with a sample of 86 boys and girls, Roberts and White (1997) reported that 99% felt safer/stronger; 94% would think/talk about the session later; 97% said they would like to attend another SafeTeen session; and 97% would recommend the program to friends. Availability:The SafeTeen program can be scheduled through SafeTeen at (604) 255-5147, by fax at (604) 255-5196, or at safeteen@telus.net. Workshops fees are estimated at $1,200 (CDN) for a half-day and $2000 (CDN) for a full day. References Artz, S. & Blais, M. (October 1995). An evaluation of an awareness and violence prevention pilot project directed at sexual harassment, abuse and date rape among teens. Vancouver, BC: SafeTeen Roberts, A. & White, A. (May 1997). SafeTeen program Cumberland Junior grade nines. Vancouver, BC: SafeTeen.
Making
Waves/ Vague par Vague
Key Words:
Background: Since 1995, Making Waves (French version: Vague par Vague) has sponsored retreats in which New Brunswick students learn the dynamics of abusive relationships. The model is based on the belief that young men and women can create a school environment in which violence and abuse are not acceptable. Objectives: The Making Waves dating prevention model is designed to help teens, school personnel and parents recognize the warning signs and effects of dating violence; provide knowledge and support for educational programs to prevent teens from becoming victims and/or perpetrators of dating violence; and support schools to develop intervention policies and procedures to assist students in abusive relationships. Description: The core of the program is the Making Waves Student Retreat, a weekend workshop held every fall, to which New Brunswick high schools send four students and one teacher or guidance counsellor. The weekend begins on Friday evening with the play "The Many Faces of Abuse" and icebreaker exercises. On Saturday, students participate in a series of 1-hour workshops on gender and media stereotyping, teen safety and sexual assault, and healthy versus abusive relationships. In the afternoon, the young men and women participate in separate gender discussion groups to talk about the impact of the morning workshops, how it fits their experiences and what they see in their schools. The afternoon end with teams creating a skit, poem, song or presentation about the material. A "Putting it All Together" workshop is held on Sunday morning in which the weekends’ key messages are reviewed and each school creates its own action plan about taking the Making Waves messages back to their school. The action plans are read aloud to the entire group to create commitment to carry forward the weekend’s learnings. Teacher Training: The Making Waves team assists school personnel in intervening and responding to abuse in schools. Such buy-in from staff is important in assisting students to challenge abusive behaviour and to access the appropriate resources when they need help or guidance. The teacher or guidance counsellor that attends the weekend is on the team that creates the action plan for the school. Did It Work? An evaluation project is planned for 2002 through 2005 to be conducted in conjunction with the Muriel McQueen Fergusson Centre for Family Violence Research at the University of New Brunswick. How Did It Work? The Making Waves team conducts consumer evaluations with the participants who attend the weekend retreats. Many of the teens describe the discussion groups as providing unique opportunities to talk about dating violence and relationship issues in a safe and confidential environment. Availability: The program’s website is http://www.mwaves.org. The Resource Kit includes the Student Manual, the Dating Violence Resource Book for Teachers and Guidance Counsellors, a sample of a Yearly Newsletter, and the How to Organize a Student Retreat on Dating Violence document and is available for $40.00 (CDN). A manual for educators (not included in the Resource Kit) is downloadable from the Teacher’s Corner section of the website. Program personnel can be contacted by email at mwaves@nb.sympatico.ca or by mail at P.O. Box 4294, Woodstock, NB E7M 6B7.
Discovering
Healthy Relationships Key Words:
Availability: The Discovering Healthy Relationships is a girls-only program designed to educate young women in isolated communities by the Kitimat Home Support Services, a non-profit organization. Objectives: Program objectives include increasing knowledge of and changing attitudes about violence in relationships. Description: The program is delivered in 24 2-hour sessions over a 12-week period. For some sessions, community organizations such as the Women’s Center and Transition House are invited to address the students about the problem of violence in relationships and the services provided in the community. Did It Work? This is a new program. Outcome evaluations have not yet been conducted. How Did It Work? Suggestive research evidence: On a consumer survey, students indicated that they were very positive about the level of group sharing and what they had learned. The adolescent girls highly recommend this program to peers, especially boys. Availability: There is no cost for the program within the Kitimat area. For information, contact: Youth and Family Support Worker; Kitimat Home Support Services Society, 920 Lahakas Blvd., Kitimat, B.C.; phone: (250) 632-2715; or fax: (250) 632-2559.
Date
Smart Key Words:
Objectives: The objectives of this program include recognizing the potential for violence in dating relationships. Description: Video-segments with age-appropriate actors present the prevention concepts. Part I focuses on personal boundaries, practicing abstinence and saying ‘no’. Part II presents concepts and skill related to avoiding dating violence, understanding the opposite sex and recognizing that ‘no’ means ‘no’. Questions are provided for leading a guided discussion following each video-segment. Students can practice scenarios from the video using appropriate strategies. Other learning techniques include: keeping a dating do’s and don’ts notebook; logging reactions to materials presented; and brainstorming strategies for solutions to difficult situations. Did It Work? How Did It Work? No formal evaluation results are available. Availability: The program modules (Part I: Abstinence and the Art of Saying No, and Part II: Avoiding Trouble and Listening for NO) include a video and teacher’s guide cost $399.00 (US) each or $699.00 (US) for the pair from: The James Stanfield Publishing Company, P.O. Box 41058, Santa Barbara, CA 93140; phone: 1-800-421-6534; fax (805) 897-1187; or website: http://www.standield.com. |
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