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Date: November 22, 2024 Fri
Time: 11:49 am
Time: 11:49 am
Results for violence prevention programs (australia)
2 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: 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) |