Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Taylor, Bruce; Mumford, Elizabeth A.; Stein, Nan

doi:10.1016/j.jadohealth.2014.07.004

Cited by 72 publications

(94 citation statements)

References 31 publications

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“…Most dating violence prevention programs have not been implemented with students younger than eighth and ninth graders (e.g., Safe Dates; Foshee et al., ). We found two programs, Shifting Boundaries (Taylor, Mumford & Stein, ; Taylor, Stein, Mumford & Woods, ) and the Start Strong Initiative (Miller et al., ), with published evaluation data that focused on dating violence prevention in middle school. This study demonstrates that being able to reliably measure dating aggression at these grades will improve our ability to assess the effectiveness of these programs.…”

Section: Discussionmentioning

confidence: 99%

Measurement of Dating Aggression During Middle School: Structure, Measurement Invariance, and Distinction From General Aggression

Goncy

Farrell

Sullivan

et al. 2015

J of Research on Adolesc

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Two studies examined the factor structure of a modified version of the Safe Dates dating aggression scale and evaluated whether dating aggression is distinct from general aggression during early adolescence. Analyses were conducted on a derivation sample of 3,894 adolescents from 37 schools (Study 1) and an independent cross-validation sample of 938 middle school youth (Study 2). Categorical confirmatory factor analyses supported a two-factor model (perpetration and victimization) over models differentiating psychological and physical forms of aggression. The model was invariant across time, sex, grade, and season. Study 2 also supported dating aggression as distinct from general aggression. Results supported measuring dating aggression perpetration and victimization as latent constructs represented by ordered categorical indicators that capture item severity and frequency.

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Section: Discussionmentioning

confidence: 99%

Measurement of Dating Aggression During Middle School: Structure, Measurement Invariance, and Distinction From General Aggression

Goncy

Farrell

Sullivan

et al. 2015

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…Effective approaches in challenging violence are identified through experimental designs generating objective and measurable indicators of practice (Jewkes et al 2008, Devries et al 2015, Taylor, Mumford, and Stein 2015. However, the emphasis on counting acts of violence, identifying individual victims and perpetrators, effects on victims and witnesses and reasons for perpetration can fail to uncover the roots of SRGBV in gender inequalities and complex relations of power that underpin identities in varying contexts (Robinson, Davies, andSaltmarsh 2012, Parkes et al 2013).…”

Section: Approaches To Researching Srgbvmentioning

confidence: 99%

Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique

Heslop¹,

Parkes²,

Januario

et al. 2017

Compare: A Journal of Comparative and International Education

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Efforts to address school-related gender-based violence (SRGBV) globally are hampered by conceptual and methodological difficulties in capturing meaningful data needed to inform policy and practice. Whilst the emphases of influential studies tend to be on measuring practice of violence, we investigate whether we can develop a more meaningful analysis that incorporates attention to both discourse and practice. We do this by examining data collected through a 5 year mixed methods study assessing change in SRGBV in Ghana and Mozambique. The analysis reveals how in the two quite different contexts there were different discursive emphases and in turn practices which were invisible in the SRGBV disclosure data. We identify how both quantitative and qualitative data contribute to understanding changing gender violence in ways that can be illuminating. It is by understanding the interplay between discourse and practice that can really help us understand 'what works' to address SRGBV.

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“…Results indicate short-term effects on parentechild communication and boy/girlfriend relationships and long-term effects on key attitudes related to TDV [7]. The next article reports on Shifting Boundaries, a universal primary prevention program that included a classroom-based curriculum and a school-level intervention [8]. This article explores whether the intervention had differential effects for certain subgroups of students.…”

mentioning

confidence: 99%

Interventions to Prevent and Reduce Teen Dating Violence

Leviton¹,

Herrera²,

Miller³

2015

Journal of Adolescent Health

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Effectiveness of “Shifting Boundaries” Teen Dating Violence Prevention Program for Subgroups of Middle School Students

Cited by 72 publications

References 31 publications

Measurement of Dating Aggression During Middle School: Structure, Measurement Invariance, and Distinction From General Aggression

Measurement of Dating Aggression During Middle School: Structure, Measurement Invariance, and Distinction From General Aggression

Making meaning from data on school-related gender-based violence by examining discourse and practice: insights from a mixed methodology study in Ghana and Mozambique

Interventions to Prevent and Reduce Teen Dating Violence

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