Dating Violence Prevention

Dating violence prevention programs train teachers or peer educators to implement a brief dating violence or sex assault curriculum to students in a classroom setting. National and local evaluations of these programs have shown that they are effective in increasing knowledge and changing attitudes related to dating violence (Avery-Leaf, Cascardi, O'Leary, & Cano, 1997; Macgowan, 1997; Hamnett, Marker, Davidson-Coronado, & Silverio, 1999). The impact of these programs on dating violence perpetration is unclear. Hamnett et al. (1999) found an increase in knowledge related to sexual assault and harassment as a result of the Peer Education Project. Regarding dating violence perpetration, one study found significant changes in psychological abuse and sexual violence perpetration from the Safe Dates program (Foshee et al., 1998). However, other programs have found little impact of these types of programs on rates of aggression, victimization, or injury (Avery-Leaf et al., 1997).

References with Abstracts for Dating Violence Prevention

Author(s): Avery-Leaf, S., Cascardi, M., O'Leary, K. D., & Cano, A.
Year: 1997
Title: Efficacy of a dating violence prevention program on attitudes justifying aggression
Journal: Journal of Adolescent Health
Volume: 21
Issue: 1
Pages: 1-17
Keywords: rape, aggression, violence
Abstract: This study examined the effectiveness of a five-session dating violence prevention curriculum. The program used "a didactic, skills-based approach focusing on attitude change and skills enhancement" (p. 12). The goals of the curriculum were to (a) promote equity in dating relationships, (b) challenge attitudes toward violence as a means toward conflict resolution, (c) identify constructive communication skills, and (d) support resources for victims of aggression. Participants in the study included 193 high school students. Health teachers participated in an 8-hour training session and were responsible for implementation of the curriculum. A quasi-experimental, pretest-posttest comparison group design was used. Aggressive behaviors were measured using the Modified Conflict Tactics Scale (MCTS), and dating violence attitudes were measured using the Justification of Interpersonal Violence questionnaire (JIV). Statistically significant pre- to postcurriculum changes occurred for students in the treatment group on attitudes justifying dating aggression, whereas the control group showed no significant changes. There were no statistically significant changes in rates of aggression, victimization, or injury.

Author(s): Foshee, V. A., Bauman, K. E., Arriaga, X. B., Helms, R. W., Kock, G. G., & Linder, G. F.
Year: 1998
Title: An evaluation of Safe Dates, an adolescent dating violence prevention program
Journal: American Journal of Public Health
Volume: 88
Issue: 1
Pages: 45-50
Keywords: Safe Dates, rape, aggression, violence
Abstract: This study evaluated the effects of the Safe Dates program. Safe Dates is a dating violence prevention program comprised of school and community activities. School activities included a theater production performed by peers, a 10-session curriculum, and a poster contest. Community activities included special services for adolescents in abusive relationships (e.g., support groups, crisis line) and community service provider training. In this study, 1,700 eighth- and ninth-grade students from 14 public schools participated. Schools were matched by school size, and students were randomly assigned to treatment and control conditions. Students in the treatment group were exposed to the school and community activities, while the control group participated in community activities only. Sixteen teachers received 20 hours of training related to teen dating violence and the program curriculum. At posttest, the treatment group reported significantly lower rates of psychological abuse perpetration and sexual violence perpetration than the control group. Furthermore, the program had significant effects on several variables thought to mediate dating violence. Compared to students in the control group, students in the treatment group were less supportive of dating violence norms and used more constructive communication skills.

Author(s): Hamnett, M., Marker, N., Davidson-Coronado, J., & Silverio, M.
Year: 1999
Title: Evaluation of sexual assault prevention curriculum in Hawai`i's Peer Education Program
Institution: Social Science Research Institute, University of Hawai'i at Manoa
Pages: 1-54
Report number: 402
Keywords: Peer Education Program, rape, assault, peer education, Hawai`i
Abstract: This study evaluated the effects of a sexual assault curriculum used in 26 secondary public schools in the state of Hawai`i. The goal of the Peer Education Program (PEP) is to "reduce the incidence of sexual assault/harassment and to promote healthy behaviors" (p. 5). Peer educators are trained by teachers in conflict resolution, problem solving, and referral procedures and receive standardized adolescent preventive health information on substance use, sexually transmitted diseases, and violence/sexual assault. The study used a quasi-experimental design with 1,545 students from 24 different schools. Results indicate that the PEP students participating in the study increased their percentage of correctly answered questions by approximately 12%. The curriculum was most effective in educating participants on factual information about sexual assault. It had a smaller impact on changing attitudes and dispelling myths regarding sexual assault.

Author(s): Macgowan, M. J.
Year: 1997
Title: An evaluation of a dating violence prevention program for middle school students
Journal: Violence and Victims
Volume: 12
Issue: 3
Pages: 223-235
Keywords: rape, aggression, violence
Abstract: This study evaluated the effectiveness of a five-session dating violence prevention program. The program was "designed to help students recognize dating violence, understand its causes, and make decisions to avoid or end an abusive relationship" (p. 226). Sessions focused on the following: the role of self-esteem in interpersonal violence; recognizing physical, sexual, and emotional abuse; and developing communication and problem-solving skills. Teachers were trained in a 3-hour training program and were provided daily checklists to remind them of the day's material. In this study, a pretest-posttest, waitlist control group design was used, and 440 middle school students participated. Students were evaluated using a self-report measure developed by the author, which incorporated items related to the curriculum. Results indicate that the students receiving the program scored significantly higher on the measure at posttest compared to the control group. Furthermore, the program group made significant improvements from pretest to posttest on items related to knowledge about relationship violence and attitudes about nonphysical violence. The program had the largest effects on male students with high academic ability.

Rev July 2000