scholarly journals Effects of Dating Matters® on Sexual Violence and Sexual Harassment Outcomes among Middle School Youth: a Cluster-Randomized Controlled Trial

2020 ◽  
Author(s):  
Sarah DeGue ◽  
Phyllis Holditch Niolon ◽  
Lianne Fuino Estefan ◽  
Allison J. Tracy ◽  
Vi D. Le ◽  
...  
Keyword(s):  
Middle School ◽  
Sexual Harassment ◽  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Well Being ◽  
Teen Dating Violence ◽  
Equation Modeling ◽  
Evidence Based ◽  
8Th Grade

AbstractSexual violence (SV), including sexual harassment (SH), is a significant public health problem affecting adolescent health and well-being. This study extends prior research by evaluating the effectiveness of a comprehensive teen dating violence prevention model, Dating Matters, on SV and SH perpetration and victimization, inclusive of any victim-perpetrator relationship, among middle school students. Dating Matters includes classroom-delivered programs for youth in 6th, 7th, and 8th grades; community-based programs for parents; a youth communications program; training for educators; and community-level activities. Middle schools in four urban areas in the USA were randomly assigned to receive Dating Matters (DM, N = 22) or a standard-of-care intervention (SC, N = 24) over four consecutive school years (2012–2016). The analytic sample included two cohorts who entered the study in 6th grade and completed 8th grade by the end of the study allowing for full exposure to Dating Matters (DM: N = 1662; SC: N = 1639; 53% female; 50% black, non-Hispanic; 6 waves of data collection for each cohort). Structural equation modeling was employed with multiple imputation to account for missing data. Dating Matters was associated with significant reductions in SV and SH perpetration and victimization scores in most—but not all—sex/cohort groups by the end of 8th grade relative to an evidence-based TDV prevention program. On average, students receiving Dating Matters scored 6% lower on SV perpetration, 3% lower on SV victimization, 4% lower on SH perpetration, and 8% lower on SH victimization by the end of middle school than students receiving an evidence-based violence prevention program. Overall, Dating Matters shows promise for reducing SV and SH, occurring both within and outside dating relationships, through middle school. Clinicaltrials.gov Identifier: NCT01672541

scholarly journals Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

2021 ◽  
Vol 2 ◽  
pp. 263348952110512
Author(s):  
Catherine Carlson ◽  
Sophie Namy ◽  
Janet Nakuti ◽  
Laura Mufson ◽  
Carin Ikenberg ◽  
...  
Keyword(s):  
Mental Health ◽  
School Culture ◽  
Violence Prevention ◽  
Prevention Program ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions ◽  
Violence Prevention Program

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.

scholarly journals Middle School Effects of the Dating Matters® Comprehensive Teen Dating Violence Prevention Model on Physical Violence, Bullying, and Cyberbullying: a Cluster-Randomized Controlled Trial

2019 ◽  
Author(s):  
Alana M. Vivolo-Kantor ◽  
Phyllis Holditch Niolon ◽  
Lianne Fuino Estefan ◽  
Vi Donna Le ◽  
Allison J. Tracy ◽  
...  
Keyword(s):  
Middle School ◽  
Physical Violence ◽  
Controlled Trial ◽  
Standard Of Care ◽  
Teen Dating Violence ◽  
Randomized Controlled ◽  
8Th Grade ◽  
Prevention Model ◽  
Teen Dating ◽  
Cluster Randomized

AbstractFew comprehensive primary prevention approaches for youth have been evaluated for effects on multiple types of violence. Dating Matters®: Strategies to Promote Healthy Teen Relationships (Dating Matters) is a comprehensive teen dating violence (TDV) prevention model designed by the Centers for Disease Control and Prevention and evaluated using a longitudinal stratified cluster-randomized controlled trial to determine effectiveness for preventing TDV and promoting healthy relationship behaviors among middle school students. In this study, we examine the prevention effects on secondary outcomes, including victimization and perpetration of physical violence, bullying, and cyberbullying. This study examined the effectiveness of Dating Matters compared to a standard-of-care TDV prevention program in 46 middle schools in four high-risk urban communities across the USA. The analytic sample (N = 3301; 53% female; 50% Black, non-Hispanic; and 31% Hispanic) consisted of 6th–8th grade students who had an opportunity for exposure to Dating Matters in all three grades or the standard-of-care in 8th grade only. Results demonstrated that both male and female students attending schools implementing Dating Matters reported 11% less bullying perpetration and 11% less physical violence perpetration than students in comparison schools. Female Dating Matters students reported 9% less cyberbullying victimization and 10% less cyberbullying perpetration relative to the standard-of-care. When compared to an existing evidence-based intervention for TDV, Dating Matters demonstrated protective effects on physical violence, bullying, and cyberbullying for most groups of students. The Dating Matters comprehensive prevention model holds promise for reducing multiple forms of violence among middle school-aged youth. ClinicalTrials.gov Identifier: NCT01672541

Commentary on Foubert, Godin, & Tatum (2010)

2011 ◽  
Vol 26 (16) ◽  
pp. 3383-3392 ◽  
Author(s):  
Andra Teten Tharp ◽  
Sarah DeGue ◽  
Karen Lang ◽  
Linda Anne Valle ◽  
Greta Massetti ◽  
...  
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
College Men ◽  
Prevention Programs ◽  
Effective Prevention ◽  
Rigorous Evaluation ◽  
Sexual Violence Prevention ◽  
Violence Prevention Program ◽  
Violence Prevention Programs

Foubert, Godin, and Tatum describe qualitative effects among college men of The Men’s Program, a one-session sexual violence prevention program. This article and the program it describes are representative of many sexual violence prevention programs that are in practice and provide an opportunity for a brief discussion of the development and evaluation of sexual violence prevention approaches. In this commentary, we will focus on two considerations for an evolving field: the adherence to the principles of prevention and the use of rigorous evaluation methods to demonstrate effectiveness. We argue that the problem of sexual violence has created urgency for effective prevention programs and that scientific and prevention standards provide the best foundation to meet this need.

131. Coaching Boys into Men: Preliminary Success of a Sexual Violence Prevention Program

2011 ◽  
Vol 48 (2) ◽  
pp. S85-S86 ◽  
Author(s):  
Elizabeth Miller ◽  
Heather McCauley ◽  
Maria Catrina Virata ◽  
Michele Decker ◽  
Daniel Tancredi ◽  
...  
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Sexual Violence Prevention ◽  
Violence Prevention Program

Bystander Sexual Violence Prevention Program

2016 ◽  
Vol 31 (19) ◽  
pp. 3211-3235 ◽  
Author(s):  
Nada Elias-Lambert ◽  
Beverly M. Black
Keyword(s):  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Sexual Violence Prevention ◽  
Violence Prevention Program
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