PRO-Mueve Relaciones Sanas – A Gender-Based Violence Prevention Program for Adolescents: Assessment of Its Efficacy in the First Year of Intervention

PRO-Mueve Relaciones Sanas (PRO-Mote Healthy Relationships) is a gender-based violence and dating violence prevention program targeted at adolescents. The program has been designed to be implemented during three consecutive courses [from the first to third year of Spanish mandatory secondary education (ESO)] in 8 annual sessions, imparted by university students who have been previously trained and supervised by university professors. The present study evaluates the effects of the program after the first year of implementation through a quasi-experimental design (Intervention Group N = 181; Quasi-control group N = 62; Mage = 12.11; SDage = 0.57; 54.7% girls) and assesses whether there are gender differences in the outcomes. The results obtained evidenced a significant reduction in benevolent sexism in the intervention group compared to the quasi-control group. Regarding hostile sexism, it was found to increase significantly in the quasi-control group, while it remained stable in the intervention group. Thus, there were significant differences between both groups after the intervention. Likewise, romantic love myths were found to decrease significantly, and knowledge about gender-based violence increased significantly in the intervention group between the two time points assessed, although there were no significant differences with the quasi-control group. No gender differences in the outcomes of the program were observed. The obtained results supported the efficacy of the program during the first year of intervention in the first course of the ESO and laid the foundation for the following phases of intervention.

The Violence Prevention Program in South Australia: A Recidivism and Cost–Benefit Analysis Pilot Study

Rehabilitation of incarcerated men is a primary focus of correctional systems across the world. The present pilot study examined the effect of participation in the South Australian Violence Prevention Program (VPP) on recidivism trajectories. Individuals who participated in the VPP were significantly less likely to engage in violent recidivism, with the greatest effect observed between Aboriginal and/or Torres Strait Islanders relative to similarly matched comparators. In addition, the types of violent crimes committed were less severe for those who engaged in treatment relative to the comparison group. No differences were observed between groups in overall rates of reoffending, or the length of time following release before reoffending. The study also quantified the economic impacts of treatment and found it was associated with a positive cost–benefit ratio of Aus$1.13. The results provide evidence that the VPP does reduce the rate of violent recidivism, and that these results translate into economic benefits for society.

An Experimental Study of a Peer-Facilitated Violence Prevention Program for Women in Prison

The literature has shown a strong correlation between victimization and violence. As the majority of treatment programs for violence and the associated research have been focused on men, it is vital that services are also oriented to the needs of women who perpetrate violence. Beyond Violence ( BV) was developed to fill the gap in violence prevention programming for justice-involved women with histories of violence victimization and perpetration. This randomized controlled trial reports the results of a peer-facilitated model of the BV program implemented in a women’s prison. Women volunteered for the intervention and the study. Participants were randomized to either the 20-session BV condition or to a waitlist control (WC) condition. All 145 participants were asked to complete a preintervention (Time 1) and postintervention (Time 2) survey that included validated measures to assess for depression, anxiety, PTSD, anger/aggression, and emotional dysregulation. Preliminary analyses of the background characteristics and preintervention outcome scores showed no significant differences between the groups at Time 1, indicating that randomization was successful. Separate ANCOVAs were run for 13 outcomes measured using the pretest scores from study participants as the covariate and group assignment as the independent variable. Hypotheses were predominantly supported, and findings showed that the BV participants had significant reductions in the majority of the outcome measures at the postintervention assessment when compared to the WC participants. Future research should continue to explore the advantages of peer-facilitated program models and should incorporate postrelease outcomes to assess change over time.

Effects of a Teacher-Training Violence Prevention Program in Jamaican Preschools on Child Behavior, Academic Achievement, and School Attendance in Grade One of Primary School: Follow up of a Cluster Randomized Trial

Objective: We evaluated the effect of a universal, teacher-training, violence-prevention program implemented in preschool, on high-risk children's behavior, achievement, and attendance in grade one of primary school.Methods: A cluster-randomized trial was conducted in 24 preschools in Kingston, Jamaica. Three children from each class with the highest level of teacher-reported conduct problems were recruited for evaluation of outcomes (n = 225 children). For this study, to increase power, we recruited an additional two children from each class with the next highest teacher-reported scores for conduct problems in preschool. In the final term of grade one of primary school, we assessed children's: (1) conduct problems and social skills at home and school, (2) academic achievement, language, and self-regulation skills, and (3) school attendance.Results: 214/225 (95.1%) of the children evaluated in preschool were assessed in grade one of primary school; an additional 150 children were recruited to give 364 children (181 intervention, 183 control). Significant benefits of intervention were found for child academic achievement (Effect size (ES) = 0.23, p = 0.02), oral language (ES = 0.28, p = 0.006), self-regulation (ES = 0.25, p = 0.007), and school attendance (ES = 0.30, p = 0.003). No significant benefits were found for observed conduct problems (ES = −0.13, p = 0.16), and parent-reported conduct problems (ES = 0.10, p = 0.31) and social skills (ES = −0.07, p = 0.52). Benefits to teacher-reported conduct problems and social skills were significant at p < 0.1 (ES = −0.16, p = 0.09, and ES = 0.19, p = 0.06, respectively).Conclusion: A scalable intervention involving training preschool teachers in classroom behavior management and how to promote child social-emotional competence led to positive outcomes in primary school across multiple child developmental domains for high-risk children.

Still Just Hegemonic After All These Years?

Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.