Using Interactive Theater to Create Socioculturally Relevant Community‐Based Intimate Partner Violence Prevention

Yoshihama, Mieko; Tolman, Richard M.

doi:10.1007/s10464-014-9700-0

Cited by 35 publications

(44 citation statements)

References 27 publications

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“…For example, utilizing peer educators from within the athlete community has been found to be effective for delivering messages to their athlete peers (McMahon 2009). Another approach is to work with members of the specific community to design a program that is culturally relevant to that particular group (Yoshihama and Tolman 2015). Adapted social norms marketing efforts to particular subgroups on campus is another area to consider testing, based on the work of Potter and colleagues.…”

Section: Social Norms: Research Directions For College Campusesmentioning

confidence: 99%

Call for Research on Bystander Intervention to Prevent Sexual Violence: The Role of Campus Environments

McMahon

2015

American J of Comm Psychol

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An important next step for the field is to determine what setting-level factors beyond the individual are critical to fostering campus environments that support pro-social, helpful bystander intervention action to prevent sexual violence. Therefore, the purpose of this paper is to provide a research agenda to investigate key areas of the campus environment and their potential influence on bystander intervention. To create the research agenda, a number of steps were followed including: (1) systematically reviewing the larger bystander literature to identify key environmental areas, (2) assessing what research is available specific to college campuses and sexual assault in each of these areas, and (3) outlining future research to address each of these areas on college campuses and determine their applicability to sexual violence situations. Five main groups of factors were found to influence bystander intervention beyond the individual, group and situational levels, including: social norms, sense of community, pro-social modeling, policies, and the physical environment. Certain areas of research on environmental influences on bystander intervention are more developed such as social norms, with little research on areas such as policies and the physical environment. However, further research is needed in each of the identified five areas to help identify how college campuses can support bystander intervention.

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Section: Social Norms: Research Directions For College Campusesmentioning

confidence: 99%

Call for Research on Bystander Intervention to Prevent Sexual Violence: The Role of Campus Environments

McMahon

2015

American J of Comm Psychol

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“…After a preliminary evaluation, mixing the groups that were already in training was, in many regards, found to be a better way to promote with features of problem-based learning, too. In an earlier study [26], theatrical performances were seen as an engaging way to present sensitive topics such as IPV. Accordingly, in addition to the traditional lectures, participative drama-based teaching techniques such as the Forum Theatre (previously used in this context by [26,27]) and case examples were used.…”

Section: Contentmentioning

confidence: 99%

“…In an earlier study [26], theatrical performances were seen as an engaging way to present sensitive topics such as IPV. Accordingly, in addition to the traditional lectures, participative drama-based teaching techniques such as the Forum Theatre (previously used in this context by [26,27]) and case examples were used. The content of the training is described in Table 4.…”

Section: Contentmentioning

confidence: 99%

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Developing Better Services for Intimate Partner Violence: Hearing the Voice of Disabled People

Piippo¹

2017

JHS

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This article deals with collaborative development work between the public sector and the third sectorin an area of Southern Savo, Finland, from the perspective of disabled victims. The purpose was to create structures for IPV (intimate partner violence) work, developing professionals' skills in both tackling IPV and service-user involvement. Five NGOs (non-governmental organizations) for disabled people were involved. Professionals were trained to ask about IPV and to gainamore in-depth understanding of the issue (including thespecial features relating to disabled people) andof how to intervene. Care pathways, linking both basic and special services, were also modeled. A permanent and regional NEIPV (Network of Excellence in IPV) was established and is coordinated by both the public and third sectors, including Experts by Experience. Strong basic structures and care pathways are needed so that the special needs of disabled people can be recognized. Raising awareness of violence, routine enquiries modified according to the needs of organizations, and simple care pathways are needed-both in the public sector and for NGOs representing the disabled. Information gained through training will not necessarily be transferred into direct practice without a strong commitment from the managerial level. Establishing organizational guidelines is necessary. This will also promote professionals' openness toward user knowledge.

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“…Para ele, o Teatro do Oprimido busca muito mais que conhecer a realidade, mas transformá-la de acordo com os oprimidos(BOAL, 2013). em relação ao tema abordado, promovendo respostas empáticas e implicações positivas na prevenção e no enfrentamento de práticas futuras, com base na construção coletiva de conhecimento(CHRISTENSEN, 2014;YOSHIHAMA;TOLMAN, 2015). Especificamente, um estudo com estudantes adolescentes latinos, empregou-se o Teatro do Oprimido como estratégia de intervenção para prevenção de violência no namoro (BELKNAP et al, 2013).…”

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Enfrentamento do bullying na escola: o Teatro do Oprimido como estratégia de intervenção

Alencastro¹

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A Deus, por guiar e iluminar meu caminho e pela força para persistir neste sonho, um trabalho fruto de muita dedicação, persistência, resiliência e Fé! Aos meus Pais pelo amor, pela educação, pelo apoio, incentivo e esforço. À Marta Angélica, minha orientadora, por acreditar em mim e confiar-me a desafiante missão que foi executar e concretizar este trabalho. Sou imensamente grata pela compreensão, pela credibilidade, pelo apoio, pelos ensinamentos, pela aprendizagem e, principalmente, pela confiança em trabalhar junto comigo um tema inovador e desafiador, tal como o Teatro do Oprimido. À minha amada Madrinha, pelo auxílio fundamental em todo o processo deste trabalho, e aos familiares pela presença constante em minha vida. Aos meus amigos de Cuiabá pela compreensão nos momentos de ausência, incentivo e amizade. Aos amigos de Ribeirão Preto, pela amizade, força, pelo apoio, suporte e carinho nos momentos em que precisei. À minha amiga Fabiane Blanco e Silva que me acompanha desde a graduação e que representou uma das minhas maiores incentivadoras desde o processo de seleção. Ao meu amigo Jorge Luiz da Silva que me ajudou, incentivou e se fez presente em todo o processo deste trabalho, sendo fundamental para a concretização deste sonho. À querida Jô Santos que me acolheu várias vezes em sua pensão, em Ribeirão Preto. Ao grupo de pesquisa PROASE, pela convivência e pelas discussões em grupo. À Escola de Enfermagem de Ribeirão Preto e aos docentes, pela oportunidade de crescimento e sabedoria. À Shirley e aos demais membros da equipe do Programa de Pós-Graduação Enfermagem em Saúde Pública, pela cordialidade no atendimento e solicitude sempre presente. Aos membros da Banca Examinadora, pelo compartilhamento de conhecimentos e experiências, bem como pelas sugestões apresentadas na qualificação e defesa da tese. À Fundação de Amparo à Pesquisa do Estado de Mato Grosso-FAPEMAT, pelo auxílio financeiro por meio de bolsa de estudo. Aos coordenadores, professores e funcionários das escolas selecionadas, pelo suporte na coleta de dados e, principalmente, aos adolescentes que aceitaram participar do estudo.

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Using Interactive Theater to Create Socioculturally Relevant Community‐Based Intimate Partner Violence Prevention

Cited by 35 publications

References 27 publications

Call for Research on Bystander Intervention to Prevent Sexual Violence: The Role of Campus Environments

Call for Research on Bystander Intervention to Prevent Sexual Violence: The Role of Campus Environments

Developing Better Services for Intimate Partner Violence: Hearing the Voice of Disabled People

Enfrentamento do bullying na escola: o Teatro do Oprimido como estratégia de intervenção

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