Intimate partner violence: a review of online interventions

Rempel, Ebony; Donelle, Lorie; Hall, Jodi; Rodger, Susan

doi:10.1080/17538157.2018.1433675

Cited by 53 publications

(66 citation statements)

References 55 publications

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“…Increasing access and availability of services, particularly a broad network of phone, chat, text, and video support and financial and housing support, is therefore paramount to meeting survivor needs during times of quarantine. Participants in this study gave virtual services mixed reviews- a result echoed in other research-(Al-Alosi 2020 ; Frazier and Yount 2017 ; Rempel et al 2019 ), indicating the importance of survivor choice, access and experience with these virtual platforms. Further staff training is needed on diverse platforms to meet survivor self-defined needs.…”

Section: Discussionsupporting

confidence: 67%

“Don’t Know where to Go for Help”: Safety and Economic Needs among Violence Survivors during the COVID-19 Pandemic

et al. 2021

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Section: Discussionsupporting

confidence: 67%

“Don’t Know where to Go for Help”: Safety and Economic Needs among Violence Survivors during the COVID-19 Pandemic

et al. 2021

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“…Similar to many previous intervention studies, an online computer-based experimental design was chosen because of the many advantages it provides, such as faster recruitment of participants, the potential for less biased samples and easy scalability of the interventions online if they are effective (Muñoz et al, 2016;Rempel et al, 2019;Spokesman et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

“Wasn't Even on My Radar”: Increasing Parental Mediation of Influencer Marketing Behaviors in 35 Minutes with a Brief Theory of Planned Behavior Informed Online Randomized Controlled Intervention

Rohde¹

2020

Preprint

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Online marketing to humans in their childhood, adolescent and early adulthood is an increasingly important research topic because it can on a larger scale than previously possible with traditional marketing lead to undesirable outcomes (e.g., obesity) and target more ethical grey zones between questionable, unfair and deceptive marketing to achieve its goals (Buijzen & Valkenburg, 2005; De Pauw et al., 2019). In particular, social media influencer content and embedded marketing might have a large influence on young consumers (Folkvord et al., 2019).The largest recent research trend and solution to address the problems related to online young consumer marketing was the establishment of online marketing disclosure policies (De Veirman et al., 2019; FTC, 2017; Gürkaynak et al., 2018; Riefa & Clausen, 2019). Disclosures have their merits, but also shortcomings. In particular, increased process fairness (i.e., awareness of the selling intent) appears not to be enough to diminish undesirable outcomes because young consumers also need the knowledge and the skills to counter the undesirable effects resulting from marketing exposures (De Pauw et al., 2019; Isaac & Grayson, 2019; Jung & Heo, 2019; Youn & Shin, 2019). In intervention research targeting the increase of knowledge and skills of children, the largest yet comparatively small trend are school-based interventions (De Jans et al., 2019; Nelson, 2016; O’Rourke et al., 2019; Truman & Elliott, 2019). However, school-based interventions have a few vital shortcomings. First, school-based marketing literacy interventions are costly to scale. Second, they create further competition for scare school-based financial, human and attention resources. Lastly, they might not be frequent or context-specific enough to produce a lasting change in marketing-related knowledge and skills. In contrast, parent-targeted interventions that increase the parental intentions to engage in behaviors that increase marketing-related knowledge and the skills of children do not have these shortcomings and, as a result, can be considerably more important for researchers and policymakers (De Pauw et al., 2019; Isaac & Grayson, 2019; Jung & Heo, 2019; Youn & Shin, 2019). Compared to school-based interventions, parents have more opportunities and time to influence the media diet directly and educate them with higher frequency and higher context-specificity by daily discussing the marketing their children actually engage with (Chen & Shi, 2019; Lin et al., 2019; Nelson et al., 2017). Consequently, the thesis purpose was to advance the knowledge of interventions that target parental intentions to engage in marketing-literacy-relevant behaviors. To this end, the study combined a conceptual and theoretical framework based on the theory of planned behavior (TPB) and broader intervention science concepts, in particular behavioral change techniques (BCTs) and mechanisms of actions (MoA), and an advanced experimental design. More specifically, 21 theory-informed hypotheses were tested in a randomized controlled online experiment composed of six interventions and one control condition with a sample of 196 (pre-intervention and immediately post-intervention) and 166 participants (one-month post-intervention).Numerous contributions are made. First, relatively brief (35 minutes) TBP-based online interventions can have a significant effect on parental intentions to engage in the discussion of influencer marketing and on self-reported one-month post-intervention behaviors. Second, the combined framework was highly valuable to inform an intervention design that produces effects of practical and theoretical importance. Third, the parsimonious TPB-based model (i.e., consistent of attitudes, subjective norms, perceived behavioral control and intentions) is also appropriate for the context of parental mediation of influencer marketing because the three-based constructs could significantly explain the majority of parental intentions (74%), and parental intentions alone significantly predicted a moderate amount variance in the future behaviors (39%). Fourth, parental attitudes were the base-construct most susceptible to change and considerably predicted intentions. Therefore, research efforts should focus on the study of parental attitudes and practical efforts should focus on targeting parental attitudes until marketing and influencer marketing become mainstream topics in the parental discourse. Lastly, despite the high intentions in the attitude only condition, the condition had no significant impact on future behaviors. Even though the attitude and three-construct condition shared an identical intention level, the three-construct intervention had a marginally non-significant (.06) effect on future behaviors. The four-construct had a significant effect on future behaviors. As a result, time spent (10 minutes vs. 33 and 35 minutes) and associated elaboration might be an important moderator of future behavior.

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“…It is therefore imperative to find ways to mitigate the risks associated with the use of ICT in order to enhance the safety of victims and promote their ability to access services online. Several strategies have been suggested: i) one of the major concerns to consider for technology-based interventions will be to attend the safety of victims, providing prevention practices with strategies and/or applications that enhance the protection of victims, such as password-protected sites, "quick exit" buttons on websites, particularly relevant when the victim still resides with the offender (Sorenson, Shi, Zhang, & Xue, 2014); ii) considering the importance that f2f victim support services have, the use of ICT in this area should constitute a complementary strategy to combat violence, thus being necessary to develop financing policies that can increase the type of response given by the services in order to also contemplate the online tools (Chayn & SafeLives, 2017); iii) increase e-literacy skills to minimize the risk of being subject to cyberviolence (e.g., as their awareness of online privacy settings, providing password protection information, locking and filtering software) (Rempel, Donelle, Hall, & Rodger, 2018), are extremely important. In line with this, it has been recommended that online or application-based interventions for VP, specifically IPV, should include the use of social messages to increase acceptance; address security and privacy issues in advance, carefully selecting the content and language used in awareness, and also include support and links to relevant services that can be used in due course (Tarzia et al, 2017).…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

Distance Learning and Social Issues

Caridade

Dinis

2021

Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning

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Distance learning (DL) assumes a relevant place in the scope of social sciences' approaches adopted in terms of violence prevention, through the creation and development of digital platforms addressing different types of violence. As a consequence of the wide use of information and communication technologies (ICT) by young people, the risks represented for experiencing violence, and the advantages in terms of the rapid dissemination of information, there has been an increasing use of digital tools to prevent different victimization phenomena. Although there are constraints associated with DL, it has lower costs of learning training per person, allowing a wide dissemination of information. This chapter intends to analyse and discuss how DL may address violence prevention in terms of social sciences issues specific interventions. In the expectation that others may emerge, existing practices in this area covering the most diverse types of violence affecting young people are presented and described.

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Intimate partner violence: a review of online interventions

Cited by 53 publications

References 55 publications

“Don’t Know where to Go for Help”: Safety and Economic Needs among Violence Survivors during the COVID-19 Pandemic

“Don’t Know where to Go for Help”: Safety and Economic Needs among Violence Survivors during the COVID-19 Pandemic

“Wasn't Even on My Radar”: Increasing Parental Mediation of Influencer Marketing Behaviors in 35 Minutes with a Brief Theory of Planned Behavior Informed Online Randomized Controlled Intervention

Distance Learning and Social Issues

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