Adolescent Dating Violence: Application of a U.S. Primary Prevention Program in St. Lucia

Alexander, Charlene M.; Hutchison, Ashley N.; Clougher, Kelly M.; Davis, Holly A.; Shepler, Dustin K.; Ambroise, Yves

doi:10.1002/j.1556-6676.2014.00175.x

Cited by 7 publications

(5 citation statements)

References 26 publications

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“…Successful dating violence prevention programs have been implemented in high school settings (Alexander et al 2014;Mulford and Blachman-Demmer 2013;Jaycox et al 2006). In schools with high populations of students from migrant backgrounds, dating violence prevention programs should be implemented with curricula that deconstructs culturallybased gender inequality, critiques western and ethnic media, and encourages students (female and male) to value women's and girls' independent upward social mobility.…”

Section: Discussionmentioning

confidence: 99%

Intersections of Culture, Migration and Intimate Partner Violence as Told by Migrant Youth

Mayeda

Vijaykumar

2015

Int. J. Criminol. Sociol.

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Like many other western nations, New Zealand has experienced significant migration since the mid-1980s. According to the most recent census, roughly one out of every four persons living in New Zealand is foreign born. The significant number of migrants to New Zealand of Asian and Middle Eastern ancestries has led to the development of rich and diverse ethnic enclaves. However, young people from these communities experience significant pressures to assimilate into western culture, which sometimes clash with parental desires to perpetuate cultural traditions. Drawing on 10 small group interviews conducted with 11 adolescent and 16 young adult female interviewees of Asian and Middle Eastern backgrounds in Auckland, New Zealand, this study examines how participants traverse culturally prescribed gender roles as they relate to intimate partner violence (IPV). Emergent themes from the study address participants' conceptualization of IPV, processes of learning IPV, and pressures to follow rigid gender-roles tied to IPV that are culturally embedded. The article closes with discussion on interpretation of research findings without perpetuating an Orientalist framework.

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Section: Discussionmentioning

confidence: 99%

Intersections of Culture, Migration and Intimate Partner Violence as Told by Migrant Youth

Mayeda

Vijaykumar

2015

Int. J. Criminol. Sociol.

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“…First, few studies have focused specifically on youth in the Caribbean. Those that did have documented prevalence of IPV, attitudes towards IPV, and violence prevention initiatives ( Alexander et al, 2014 ; Debowska et al, 2017 ; Le Franc et al, 2008 ). However, to our knowledge, no studies have examined how traditional gender norms are understood from the perspectives of adolescents and their surrounding communities (educational, familial, residential) and further, how these common-sense understandings can contribute to GBV in adolescence.…”

Section: Literature Reviewmentioning

confidence: 99%

Sex as Boys’ Fame, But Girls’ Shame: Adversarial Adolescent Gender Roles and Gender-based Violence in Guyana

Rodney

Gastaldo

Trotz

et al. 2021

J Interpers Violence

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Gender-based violence (GBV) is a significant issue for youth in Guyana, particularly among young women. Yet, discussions about sex, dating, and violence rarely occur at the community level. To understand the heightened risk for GBV with youth in Guyana, we utilized a critical qualitative design to explore adolescent dating violence with adolescents (14–16 years old), parents, and school officials in a public secondary school in Guyana. In total, 36 racially and religiously diverse participants from low to middle-income households participated in focus groups ( n = 30) and interviews ( n = 6). Discussions centered on dating in adolescence; community awareness of dating violence; gender, racialization, and class in relation to dating violence; and dating violence prevention in schools and family settings. Our results revealed that heteronormative, adversarial gender roles in Guyana are enacted in adolescent relationships in ways that contribute to violence. Two important factors emerged in relation to femininity: female respectability related to sexuality; and the relationship between clothing, sexuality, and social class. Masculinity for adolescent boys was centered on reproducing normative assumptions about femininity and explaining the use of violence through pathologizing race. Participants were also asked to identify gender roles that adolescent boys and girls should embody in relationships, which revealed possibilities for overcoming adversarial roles in relationships. We propose that adolescent GBV prevention initiatives consider long-standing and deeply embedded ideas within gender norms that are connected to sexuality, class, and race. Without accounting for these systemic factors, GBV prevention initiatives and programs may inadvertently perpetuate traditional definitions of masculinity and femininity that contribute to violence.

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“…Interestingly, addressing attitudes toward violence, gender roles and stereotypes, and socio-emotional competencies has been central to previous programs for the prevention of intimate partner violence in adolescence and youth. Programs addressing (1) attitudes toward partner violence can be seen in Jaffe et al (1992), Lavoie et al (1995), Avery-Leaf et al (1997), Weisz and Black (2001), Schwartz et al (2006), Alexander et al (2014), Miller et al (2014), Hines andPalm Reed (2015), McLeod et al (2015), and Velasco (2015), as well as other programs developed by Díaz-Aguado and Martínez-Arias (2001), Hernando-Gómez (2007), Muñoz-Rivas (2010), Póo and Vizcarra (2011), and Fernández (2013); (2) gender stereotypes, sexist beliefs and attitudes and negative gender attitudes in adolescence and young adulthood in Foshee et al (1998), Foshee et al (2000), Foshee et al (2004), Rainey and Rust (1999), Díaz-Aguado and Martínez-Arias (2001), Schwartz et al (2006), Miller et al (2014, and Velasco (2015); and (3) socioemotional competences such as self-esteem in Josephson and Proulx (1999) and Mateos-Inchaurrondo (2013), empathy in Hines and Palm Reed (2015), emotional intelligence in Murta et al (2013), and emotional skills in Wolfe et al (2009). Although all these programs have been implemented from adolescence onwards, the promotion of negative attitudes toward violence and gender inequality, and socioemotional learning are all aspects of paramount importance for children in primary education (Durlak, 1997;Durlak et al, 2010Durlak et al, , 2011Rimm-Kaufman and Hulleman, 2015).…”

Section: The Development Of a Program For The Prevention Of Partner Vmentioning

confidence: 99%

Effectiveness of a Prevention Program for Gender-Based Intimate Partner Violence at a Colombian Primary School

Segura¹,

González

2020

Front. Psychol.

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Intimate partner violence, particularly against women, is widely studied owing to its high rates, based on transnational data. Colombia, where this form of violence is considerably common, is no exception, and such violence is occurring more and more often in increasingly younger couples (10−14 years old). Further, risk factors such as wide acceptance, the justification of intimate partner violence, extremely rigid traditional gender roles, and poor socio-emotional skills play a crucial role. In accordance with this reality, a gender-based intimate partner violence prevention program was designed, implemented, and evaluated for primary school children in Colombia based on a review of successful preventive programs and an identification of the main predictors of intimate partner violence. The program was evaluated using a quantitative study with a quasi-experimental design that included an experimental and a control group. In total, 344 participants were involved in the study: 195 boys (56.7%) and 149 girls (43.4%) from the second and third grades of a primary school (average age: 7.8 years) at a Colombian educational institution. The experimental group consisted of 200 participants and the control group of 144 participants. The program's effectiveness was evaluated by measuring three groups of variables (gender stereotypes, the acceptance of violence, and socio-emotional skills) using reliable scales. To analyze the program's effectiveness, mixed ANOVAs with a within-subjects factor (when the group was measured), two between-subjects factors (group and gender), and a covariate (age) were used. The results showed that the participants in the experimental group had lower scores in gender stereotypes, acceptance of peer aggression, and acceptance of physical violence against women compared to the control group. Conversely, they had higher scores in affective empathy after the intervention; both groups showed no significant differences before the intervention. This program is highly relevant because it has proven to have a positive impact on the participants and is innovative due to the lack of preventive programs that have been implemented in primary education and evaluated within the Colombian context.

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Adolescent Dating Violence: Application of a U.S. Primary Prevention Program in St. Lucia

Cited by 7 publications

References 26 publications

Intersections of Culture, Migration and Intimate Partner Violence as Told by Migrant Youth

Intersections of Culture, Migration and Intimate Partner Violence as Told by Migrant Youth

Sex as Boys’ Fame, But Girls’ Shame: Adversarial Adolescent Gender Roles and Gender-based Violence in Guyana

Effectiveness of a Prevention Program for Gender-Based Intimate Partner Violence at a Colombian Primary School

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