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Date: April 29, 2024 Mon
Time: 11:52 pm
Time: 11:52 pm
Results for school-based programs
6 results foundAuthor: Flood, Michael Title: LOVEBiTES: An evaluation of the LOVEBiTES and Respectful Relationships programs in a Sydney school Summary: This document reports on an evaluation of the impact among students of two violence prevention programs run by the National Association for the Prevention of Child Abuse and Neglect (NAPCAN). The evaluation centres on the LOVEBiTES program run among Year 10 students and a newly developed Respectful Relationships program run among Year 7 students. The evaluation was conducted among students who participated in these programs in a Sydney school in 2010. Students in Years 7 and 10 were surveyed before and after their participation in a thirteen- week program and a full-day workshop respectively, using a quantitative survey. This evaluation report was commissioned by NAPCAN and produced by researchers at the University of Wollongong. The "findings of this evaluation demonstrate a complex and even contradictory impact of the two programs on students. The LOVEBiTES and Respectful Relationships programs had a significant and positive impact on students’ attitudes towards domestic violence, attitudes towards gender relations, and skills in having respectful relationships. Students who participated in the two violence prevention programs showed significant improvements in their attitudes and skills in these areas. On the other hand, the programs had little or no impact on Year 7 or Year 10 students’ attitudes towards aggression and alternatives to aggression, no impact on Year 10 female students’ attitudes towards dating violence and a mixed impact on males’ attitudes, a mixed impact on Year 10 students’ perceptions of various abusive or coercive behaviours as violence, and a negative impact on Year 7 female students’ attitudes towards bullying. The unevenness of these findings suggests that LOVEBiTES (in Year 10) and the Respectful Relationships program (in Year 7) are more effective in changing students’ attitudes in some domains than in others. There are several possible reasons for this. Some of the domains of impact assessed in this evaluation may be marginal to or absent from the curriculum used with the students, whether in the one-day workshop or the 13-week program, and thus unlikely to show effects of the intervention. For example, if the curriculum is largely silent on aggression and its alternatives, then one would expect to see little or no impact from the curriculum on attitudes towards these. The findings suggest that the programs are more effective with some groups than others. For example, male students’ attitudes towards some forms of violence or abuse worsened over the course of the interventions, and Year 7 males’ attitudes towards gender relations showed no change. It may be that aspects of the curriculum are less effective at engaging with male than female students, or that males are more likely to respond than females in defensive or hostile ways to the particular teaching methods used. On the other hand, male students in the LOVEBiTES program showed significant improvements in their attitudes towards domestic violence (and female students also showed some degree of improvement). The evaluation findings may reject the general difficulties violence prevention programs face in engaging effectively with boys and young men and the fact that males enter such programs with more violence-supportive attitudes in general than females. This evaluation documents that in some instances it is males’ rather than females’ attitudes which improve and in others it is females’ rather than males’ attitudes which improve. For example, among Year 7 students in the Respectful Relationships program, females’ but not males’ attitudes towards gender relations improved over the course of the program. On the other hand, among Year 10 students in the LOVEBiTES program, this pattern was reversed, with males’ but not females’ attitudes improving. Still focusing on Year 10 students, males’ attitudes towards domestic violence improved to a greater degree than females’. Details: Wollongong: University of Wollongong, 2012. 40p. Source: Internet Resource: Accessed July 13, 2013 at: http://www.ncdsv.org/images/UW_Love-Bites-an-evaluation-of-the-LoveBites-and-respectful-relationships-program-in-a-Sydney-school_2012.pdf Year: 2012 Country: Australia URL: http://www.ncdsv.org/images/UW_Love-Bites-an-evaluation-of-the-LoveBites-and-respectful-relationships-program-in-a-Sydney-school_2012.pdf Shelf Number: 129384 Keywords: Dating ViolenceDomestic ViolenceSchool-Based ProgramsViolence Prevention Programs (Australia) |
Author: Mytton, J.A. Title: School-Based Secondary Prevention Programmes for Preventing Violence (Review) Summary: Are school-based programmes aimed at children who are considered at risk of aggressive behaviour, effective in reducing violence? Violence is recognised as a major global public health problem, thus there has been much attention placed on interventions aimed at preventing aggressive and violent behaviour. As aggressive behaviour in childhood is considered to be a risk factor for violence and criminal behaviour in adulthood, violence prevention strategies targeted at children and adolescents, such as school-based programmes, are considered to be promising interventions. Some school-based prevention programmes target all children attending a school or class, whilst others confine the intervention to those children who have already been identified as exhibiting, or threatening, behaviour considered to be aggressive, such an approach is known as 'secondary prevention'. A wide variety of school-based violence prevention programmes have been implemented over the last 20 years, yet we are still without a full understanding of their effectiveness. The objective of this systematic review was to determine the effectiveness of school-based secondary prevention programmes to prevent violence (that is those interventions targeted at children identified as aggressive or at risk of being aggressive). The authors examined all trials investigating the effectiveness of secondary violence prevention programmes targeted at children in mandatory education compared to no intervention or a placebo intervention. The authors found 56 studies; the overall findings show that school-based secondary prevention programmes aimed at reducing aggressive behaviour do appear to produce improvements in behaviour. The improvements can be achieved in both primary and secondary school age groups and in both mixed sex groups and boy-only groups. Further research is needed to investigate if the apparent beneficial programmes effects can be realised outside the experimental setting and in settings other than schools. None of the studies collected data on violent injury, so we can not be certain of the extent to which an improvement in behaviour translates to an actual injury reduction. In addition, more research is needed to determine if the beneficial effects can be maintained over time, and if the benefits can be justified against the costs of implementing such programmes. Details: Cochrane Database of Systematic Reviews, 2006, Issue 3. 97p. Source: Internet Resource: Accessed March 19, 2014 at: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD004606.pub2/pdf Year: 2006 Country: International URL: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD004606.pub2/pdf Shelf Number: 131964 Keywords: Crime PreventionDelinquency PreventionSchool-Based ProgramsSecondary Prevention ProgramsViolence Prevention |
Author: Flood, Michael Title: Respectful Relationships Education: Violence Prevention and Respectful Relationships Education in Victorian Secondary Schools Summary: This report is intended to advance violence prevention efforts in schools in Victoria and around Australia. It is the outcome of the Violence Prevention, Intervention and Respectful Relationships Education in Victorian Secondary Schools Project, undertaken by the Victorian Health Promotion Foundation (VicHealth) on behalf of the Victorian Department of Education and Early Childhood Development (DEECD). The report is designed to achieve the following goals: - to map the violence prevention, intervention and respectful relationships programs that are currently running in Victorian government secondary schools - to identify and explore best practice in violence prevention, intervention and respectful relationships education in schools in Victoria and elsewhere - to inform the development and implementation of violence prevention and respectful relationships policy and programming in Victoria - to increase DEECD's ability to respond more effectively to queries from other government departments, the media and the general public regarding the role of schools in violence prevention and the promotion of respectful relationships. The report focuses on the prevention of forms of violence that occur in intimate and family relationships, including physical or sexual violence by boyfriends and girlfriends, intimate partners or ex-partners, family members and others. Such forms of violence may overlap, or have similarities, with other forms of violence such as bullying, homophobic violence and racist violence. However, these other forms of violence are not the focus of this report. The report does not seek to make recommendations for policies, programs or processes, but rather enhances the evidence base for respectful relationship education in schools. The report is based on a review of violence prevention programs in Victoria that occurred in two stages. Stage One (May to August 2008) aimed to identify violence prevention and respectful relationships programs currently operating in, or being delivered to, Victorian government secondary schools, as well as to distil principles of good practice in schools-based programs from the national and international literature. Stage Two (September 2008 to May 2009) involved a more detailed analysis of programs identified as good practice or 'promising practice' models, interviews with key informants and further analysis of existing research on violence prevention. Comments by key informants have been integrated into the text, but in order to protect confidentiality have not been attributed to individuals. Details: Melbourne: Victoria Department of Education and Early Childhood Development, 2009. 91p. Source: Internet Resource: Accessed April 19, 2014 at: https://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/respectful_relationships/respectful-relationships.pdf Year: 2009 Country: Australia URL: https://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/respectful_relationships/respectful-relationships.pdf Shelf Number: 132072 Keywords: Dating ViolenceDomestic ViolenceFamily ViolenceIntimate Partner ViolenceSchool-Based ProgramsSexual ViolenceViolence Prevention Programs (Australia) |
Author: Fellmeth, Gracia LT Title: Educational and skills-based interventions for preventing relationship and dating violence in adolescents and young adults (Review) Summary: Relationship and dating violence is a significant problem among adolescents and young adults. Relationship violence includes a range of violent behaviours, from verbal abuse to physical and sexual assault, and from threats to rape and murder. Currently there are many programmes in schools and universities and within community settings that aim to prevent relationship violence. It is important to establish whether these programmes work and whether they result in long-term reductions in relationship violence. This review looked at the results of 38 studies. The results showed no convincing evidence that the programmes decreased relationship violence, or that they improved participants' attitudes, behaviours and skills related to relationship violence. The results showed that participants' knowledge about relationships improved slightly following the programmes. These results should be interpreted with caution, as individual studies differed in the types of participants and interventions that they used and the ways in which changes were measured. None of the studies looked at the effect of the programmes on physical and mental health. Further studies, which follow participants for a longer period of time and which look at the relationship between attitudes, knowledge, behaviour, skills and the number of times relationship violence occurs, are required to improve our understanding of how well these programmes work. Details: Cochrane Collaboration, 2013. 83p. Source: Internet Resource: The Cochrane Database of Systematic Review2013, Issue 6: Accessed September 24, 2014 at: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD004534.pub3/pdf/standard Year: 2013 Country: International URL: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD004534.pub3/pdf/standard Shelf Number: 133404 Keywords: Dating Violence Educational ProgramEvidence Based PracticesInterpersonal ViolenceInterventionsSchool-Based ProgramsViolence Prevention |
Author: Smith-Moncrieffe, Donna Title: Final Program Evaluation: Towards No Drug Abuse Summary: Conducting an impact evaluation with a Blueprint evidence-based drug prevention program can provide information about how the program works with youth in a school setting in Canada. This evaluation study conducted between 2009 and 2014 in Hamilton, Ontario utilized a quasi-experimental, repeated measures between-group design. Conducting multivariate analyses with an experimental group (n=1,917) and a comparison group of youth (n=309) allowed the NCPS to identify whether this program was effective at reducing key outcomes including drug abuse, weapon-carrying and victimization. Details: Ottawa: Public Safety Canada, 2015. 23p. Source: Internet Resource: Research Report: 2015-R010: Accessed June 28, 2016 at: http://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/2015-r010/2015-r010-en.pdf Year: 2016 Country: Canada URL: http://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/2015-r010/2015-r010-en.pdf Shelf Number: 139517 Keywords: Delinquency Prevention Drug Abuse Drug Abuse Prevention Evidence-Based Programs School-Based Programs |
Author: Waddell, Stephanie Title: Intervening Early to Prevent Gang and Youth Violence: The Role of Primary Schools Summary: This report explores the extent to which young children at risk of gang involvement or youth violence are supported through evidence-based early intervention, particularly within primary schools. It draws on qualitative interviews with schools, local government officials, police and voluntary sector organisations within the London boroughs of Lambeth and Wandsworth, and builds on earlier EIF research which indicates that risk factors for gang involvement and youth violence can be spotted as early as age seven. Our research paints a picture of primary school staff who know their children and local families well, and who go above and beyond to try to provide strong, positive role models and to support children's emotional wellbeing. However, there is also a strong sense that some school staff are intensely frustrated and feel unsupported in their efforts to work with vulnerable children. Some staff expressed anger and sadness as they told us that they feel unable to change children's outcomes in spite of their best efforts. The school staff and stakeholders we spoke to identified a range of concerns, including: the lack of a clear or shared understanding of the level of risk within a school a lack of clarity or confidence in identifying and accessing statutory and other services beyond the school walls a limited awareness of the range and quality of external support that is available to schools, and little evaluation of the external support that is commissioned the pressure on schools to focus on academic performance to the exclusion of children's wellbeing, a challenge which is often exacerbated in schools located in areas where the risk of gang and youth violence is likely to be higher. Our recommendations concentrate on four areas: improving the use of evidence in commissioning in-school support and programmes, including by providing improved information to schools and by calling on funders and commissioners at the national or regional level to make evidence-based decisions increasing the emphasis on and time available for developing children's social and emotional skills in primary schools, including by making PSHE compulsory in all schools and by requiring Ofsted to consider how well schools are supporting children's wellbeing alongside the academic performance improving the links between schools and the wider early help system in their area, so that school staff are clear about the options that are open to them and confident that referrals will result in support for children and families examining how the police can most effectively work within primary schools to help prevent gang and youth violence. This report is the first output of a three-year project that will explore and support the testing of evidence-informed approaches to early intervention to prevent gang involvement and youth violence. We will be working with the local authorities, police, participating schools and providers in Lambeth and Wandsworth over the next two years, with a view to co-designing, implementing and testing new approaches to preventing gang and youth violence through effective early intervention. Details: London: Early Intervention Foundation, 2018. 44p. Source: Internet Resource: Accessed May 3, 2018 at: http://www.eif.org.uk/publication/intervening-early-to-prevent-gang-and-youth-violence-the-role-of-primary-schools/ Year: 2018 Country: United Kingdom URL: http://www.eif.org.uk/publication/intervening-early-to-prevent-gang-and-youth-violence-the-role-of-primary-schools/ Shelf Number: 150036 Keywords: Delinquency PreventionGangsIntervention ProgramsSchool-Based ProgramsYouth Violence |