Delivering Preventive Programmes in Schools: Identifying Gender Issues

Stanley, Nicky; Ellis, Jane; Bell, Jo

doi:10.1002/9780470976586.ch15

Cited by 11 publications

(21 citation statements)

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“…Included studies were those published in any language between 1990 and 2012 (updated in February 2014). The year 1990 was chosen as the start date for inclusion of material for review, as prevention programmes emerged in North America in the mid-1980s 28 and evaluations and research into such programmes did not appear until the 1990s.…”

Section: Search Strategymentioning

confidence: 99%

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Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

et al. 2015

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BackgroundA range of interventions that aim to prevent domestic abuse has been developed for children and young people in the general population. While these have been widely implemented, few have been rigorously evaluated. This study aimed to discover what was known about these interventions for children and what worked for whom in which settings.Review methodsThis mixed knowledge review was informed by realist principles and comprised four overlapping phases: an online mapping survey to identify current provision; a systematic review of the existing literature; a review of the UK ‘grey’ literature; and consultation with young people and experts. Information from these four sources of evidence informed analysis of costs and benefits.ResultsThe evidence for interventions achieving changes in knowledge and attitudes was stronger than that for behavioural change. Shifting social norms in the peer group emerged as a key mechanism of change. Media campaigns act to influence the wider social climate within which more targeted interventions are received, and they are also a source for programme materials. While most interventions are delivered in secondary schools, they are increasingly targeted at younger children. The review emphasised the importance of a school’s ‘readiness’ to introduce preventative interventions which need to be supported across all aspects of school life. Involving young people in the design and delivery of programmes increases authenticity and this emerged as a key ingredient in achieving impact. Longer interventions delivered by appropriately trained staff appeared likely to be more effective. Teachers emerged as well placed to embed interventions in schools but they require training and support from those with specialist knowledge in domestic abuse. There was evidence that small groups of students who were at higher risk might have accounted for some results regarding effectiveness and that programme effectiveness may vary for certain subgroups. Increasingly, boys are being identified as a target for change. The study identified a need for interventions for disabled children and children and young people from black, Asian, minority ethnic and refugee groups and a particular lack of materials designed for lesbian, gay, bisexual and transgender young people.LimitationsVery little evidence was identified on costs and cost-effectiveness. Few studies showed an effect at the level of significance set for the review. Where it did exist, the effect size was small, except in respect of improved knowledge. The inability to calculate a response rate for the mapping survey, which used a snowballing approach, limits the ability to generalise from it.ConclusionsWhile it is appropriate to continue to deliver interventions to whole populations of children and young people, effectiveness appeared to be influenced by high-risk children and young people, who should be directed to additional support. Programmes also need to make provision to manage any resulting disclosures. Interventions appear to be context specific, and so those already being widely delivered in the UK and which are likely to be acceptable should be robustly tested.FundingThe National Institute for Health Research Public Health Research programme.

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Section: Search Strategymentioning

confidence: 99%

“…Stanley et al 28 have argued that short-term funding, together with the failure to embed these interventions in the national curriculum, has limited the sustainability of these programmes. Respondents were asked when programmes began, whether or not they were still running, and if not, when they ended.…”

Section: Programme Adjustmentsmentioning

confidence: 99%

Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

et al. 2015

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“…Stanley, Ellis, and Bell (2011) state that a gendered approach is needed but that this needs to be delivered thoughtfully. There is a risk with explicitly feminist approaches, of alienating boys, who can perceive such material as one-sided or anti-men (e.g.…”

Section: The Whatmentioning

confidence: 99%

“…Once implemented, ownership tends to vary between UK schools, highlighting problems with the long-term sustainability of such work (Stanley, Ellis, and Bell 2011). Moreover, few such interventions are formally evaluated.…”

Section: Introductionmentioning

confidence: 99%

“…A strength of the UK evaluations in contrast to those conducted in the USA has been that qualitative methods are used to explore young people's perceptions of the education they have received (e.g. Bell and Stanley 2005;CRG Research 2009;Hester and Westmarland 2005;Scottish Executive 2002;Stanley, Ellis, and Bell 2011). These evaluations have highlighted some of the challenges in terms of service delivery and suggestions for good practice, such as what should be taught (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Domestic abuse prevention education: listening to the views of young people

2013

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This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10 -11 years, and 13 -14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).

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