Violence Prevention Education Research Articles

The protocol for a cluster randomized controlled trial to evaluate couple-based violence prevention education and its ability to reduce intimate partner violence during pregnancy in Southwest Ethiopia.

A significant proportion of women in Ethiopia suffer from violence by their intimate partner during pregnancy, which has adverse maternal and newborn outcomes. Couple-focused interventions are effective in reducing and/or controlling violence between women and their intimate partners. However, interventions addressing intimate partners of the victims are not well studied, particularly in the Ethiopian setting. This study aims to assess the effect of couple-based violence prevention education on intimate partner violence during pregnancy. We will use a cluster randomized controlled trial to evaluate the effectiveness of couple-based violence prevention education compared to routine care in reducing intimate partner violence during pregnancy. Sixteen kebeles will be randomly assigned to 8 interventions and 8 control groups. In the trial, 432 couples whose wife is pregnant will participate. Health extension workers (HEWs) will provide health education. Data will be collected at baseline and endline. All the collected data will be analyzed using Stata version 16.0 or SPSS version 25.0. We will use the McNemar test to assess the differences in outcomes of interest in both intervention and control groups before and after the intervention for categorical data. A paired t-test will be used to compare continuous outcome of interest in the intervention and the control groups after and before the intervention. The GEE (Generalized Estimating Equation), will be used to test the independent effect of the intervention on the outcome of the interest. Data analysis will be performed with an intention-to-treat analysis approach. During the analysis, the effect size, confidence interval, and p-value will be calculated. All tests will be two-sided, and statistical significance will be declared at p < 0.05. We expect that the study will generate findings that can illuminate violence prevention strategies and practices in Ethiopia. It has been registered on ClinicalTrials.gov as NCT05856214 on May 4, 2023.

The Media and Sexual Violence Among Adolescents: Findings from a Qualitative Study of Educators Across Vietnam.

Growing access to technology and media has presented new avenues of influence on youth attitudes and norms regarding sexuality and sexual violence, as well as new technological pathways through which to perpetrate sexual violence. The aim of this research was to understand contextual influences on and needs for scale-up of sexual violence prevention programming in the media-violence context of Vietnam. We conducted 45 interviews with high school teachers (n = 15), university lecturers (n = 15), and affiliates from youth-focused community service organizations (n = 15) from across Vietnam. Additionally, we conducted four sector-specific focus groups with a sub-sample of interview participants (k = 4, n = 22). Media and technology were brought up consistently in relation to sexual violence prevention and sexual health information. Key informants noted that, in Vietnam, generational differences in acceptability of sex and lack of comprehensive sexuality education intersect with new technological opportunities for exposure to sexual information and media. This creates a complex landscape that can promote sexual violence through priming processes, instigate mimicry of violent media, and presents new opportunities for the perpetration of sexual violence though technology. Development of comprehensive sexual education, including violence prevention education, is imperative, with consideration of age-specific needs for Vietnamese youth.

학생들이 인식하는 학교폭력의 정의와 원인: 개념적 모호함과 학생 간 역학관계를 중심으로

This study conducted allocation sampling and inductive thematic analysis of interview data from 20 middle and high school students in Seoul to understand their perceptions of school violence that students experience in their daily lives. The main research results are as follows. First, students explained school violence similarly to what was defined in the law, but they responded that it was difficult to clearly distinguish between teasing and harassment in real life because students’ perception of psychological damage was subjective and relative. Second, students described school violence as a process in which the perpetrators sought superiority and expressed disgust with the victims within the group. However, it seemed that this dynamic could change when the number of other students around them increased. Based on the results of the interview, in this study, it was confirmed that students were consciously or unconsciously experiencing the phenomenon of school violence according to their status and power. This is because the criterion for distinguishing between teasing and harassment, which causes the conceptual ambiguity of school violence, depends on the gap of status and power between students, and the pursuit of superiority and expression of disgust could also be explained in the dynamics between students who want to acquire status and power. Based on the result, the study suggests considering status and power dynamics in school violence prevention education and response policies, strengthening citizenship education for coexistence in various educational fields, and efforts to change the power structure within schools by fostering a school atmosphere where students other than the perpetrators and victims have more agency.

Examining Sexual Violence as a Predictor of Sexual Ambivalence

AbstractSexual ambivalence can be defined as an experience of sexual behavior as both wanted and unwanted, to some degree, in a particular sexual situation. Despite ambivalence, individuals often decide to participate in these sexual experiences. There are several related and overlapping reasons as to why people ultimately decide to engage in sexual activity, including a history of engaging in a particular sexual behavior or being intimate with a prior partner. There is also evidence to suggest that experiences of sexual violence are related to sexual ambivalence. The present study explored whether prior experience with both a sexual activity and a partner, as well as sexual violence, predicted sexually ambivalent behaviors. Participants were 932 college students who completed a one-time survey about their sexual experiences. Results demonstrated that women were more likely than men to report experiencing sexual ambivalence, and women experienced more ambivalence before, during, and after a sexual encounter. Men were more likely than women to experience ambivalence during and after a sexual activity. A history of sexual violence victimization was associated with experiencing sexual ambivalence prior to engaging in a sexual behavior. Prior experience with a sexual partner or sexual activity was predictive of ambivalence during a sexual encounter, as well as engaging in a sexual activity despite ambivalence. These findings suggest that there are gender differences in sexual ambivalence, and that sexual violence impacts sexual-decision making. We hope these findings can inform sexual violence prevention and sexual education programs.

“Are We Making an Impact?“: Perspectives on Providing Interpersonal Violence Prevention Education during the COVID-19 Pandemic in the U.S.

“Are We Making an Impact?“: Perspectives on Providing Interpersonal Violence Prevention Education during the COVID-19 Pandemic in the U.S.

The Maqashid Al-Sharia Ijtihad Approach and The Requirements for a Safe and Healthy Campus Free From Sexual Violence in Indonesian Universities.

&lt;p align="center"&gt;&lt;strong&gt;Abstrak&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;This study is a qualitative descriptive library study. The normative (usul fiqh) research method is used to examine the maqashid al-syariah ijtihad method in order to find the values that are helpful when putting together an independent and safe campus free from sexual violence in Indonesian universities. The results of this study found that an independent and healthy campus free from sexual violence is an alternative to the protection and prevention of sexual violence in the university environment in Indonesia. Strengthened through strengthening, including the commitment of the leadership, the formation of a sexual violence protection and prevention task force, conducting socialization and education on various categories of sexual violence crimes, conducting socialization and education on the importance of an independent and healthy campus from sexual violence, providing convenience and security in reporting cases, providing protection for reporters and survivors, and following up on each report. It is certain that the maslahat values found provide benefits (maintenance of religion, self, mind, property, and offspring) for the academic community. Researchers find these values through the ijtihad maqashid al-sharia method, employing istiqra' (inductive research or study) and al-ma'qul (logic) for determination.&lt;/p&gt;

대학생들의 성적 괴롭힘에 대한 인식과 개선을 위한 교육 프로그램 개발

The purpose of this study is to fi nd out the perception of college students' experiences of sexual harassment, types, victims, and countermeasures against sexual harassment in college, and to develop an educational program to improve awareness.&#x0D; As a result of the study, it was found that many students had experiences of sexual harassment as well as experiences of gender inequality in various ways. In this preventive dimension, preventive education in various ways within universities will be of great help in improving college students' gender recognition and concrete responses. Therefore, violence prevention education based on gender equality should be systematically and continuously carried out, and support at the university level would be needed to make various manuals that are of practical help to students. In addition, it will be possible to achieve healthy heterosexual relationships that can respect and care for each other through confl ict resolution education programs that prevent dating violence and are necessary for dating. In everyday life, it is necessary to educate students to critically refl ect on the overall media analysis so that they can have a critical consciousness from a gender equality perspective. For this education, it is necessary to develop education through diversifi cation of teaching methods, such as learner-centered participatory education and media education centered on critical awareness of daily life. Through these various educational programs, it is expected to have an effect on correct gender recognition and improvement for students, and this is expected to contribute to establishing a healthy campus culture within the university.

청소년의 불법촬영 행위에 미치는 영향요인

This study was conducted to empirically investigate the factors influencing the serious societal issue of illegal filming. Using data from the “Survey on the Sexual Culture of Children and Adolescents in the Busan Area” conducted by the Busan Women and Family Development Institute in 2021, the study analyzed the factors that influence adolescents' involvement in illegal filming. A total of 853 participants were included in the study, and binary logistic regression analysis was used for the analysis. The results of the study indicated that the factors statistically significant in influencing adolescents' engagement in illegal filming were the experience of encountering sexual discrimination expressions online and a lack of recognition of illegal filming as a criminal activity. Based on the findings, this study recommended the development of practical measures to address sexual discrimination in online environments targeted at adolescents, the enhancement of digital sexual violence prevention education.

Implementing Evidence-Based Workplace Violence Prevention Education to Support Frontline Staff at Risk for Workplace Violence.

Prior studies assessing workplace violence educational interventions have found positive outcomes including increased frontline staff confidence and reduced restraint utilization. An electronic, evidenced-based educational module was provided to frontline staff across a large healthcare system in response to a gap found during analysis of workplace violence prevention initiatives. This quality improvement project found that education can be feasibly implemented across large healthcare organizations to improve frontline staff vigilance and awareness of workplace violence risks.

You Might Be Causing Harm If … : A Poster Campaign from the McCluskey Center for Violence Prevention Research and Education

You Might Be Causing Harm If … : A Poster Campaign from the McCluskey Center for Violence Prevention Research and Education

중학생의 또래 괴롭힘의 영향요인 분석

Objectives The purpose of this study is to investigate the factors that influence peer bullying among middle school students and provide implications for preventing school violence, and suggests implications for school violence prevention education.&#x0D; Methods The study uses hierarchical regression analysis to examine the relative influence of individual characteristics (moral disengagement, character) and class characteristics (Sociometric Popularity, peer perceived popularity, and class norms) that contribute to peer bullying. The study also investigates the moderating effect of moral deviation and character in the relationship between class climate and peer bullying using Process macro Model 2 (multi-additive adjustment model).&#x0D; Results The results indicate that character and moral disengagement significantly influence peer bullying, but their interaction effect with the class climate is not statistically significant.&#x0D; Conclusions The study suggests that prevention efforts should focus on educating students about individual characteristics such as character and moral disengagement, as well as establishing non-violent norms and addressing peer hierarchy. Instead of indirectly enhancing moral disengagement through character development, we should aim to directly improve moral disengagement. These findings can inform the development of effective prevention programs to address school violence.

DHP분석을 통해 학교폭력 피해자들을 위한 회복탄력성 요인 개발

The purpose of this study is to develop resilience factors that increase the strength of the mind so that victims of school violence can overcome psychological situations well, improve positive self and self-esteem, as well as maintain problem-solving skills and good interpersonal relationships. It is to provide basic data for healing. It is necessary to actively utilize and reflect resilience factors so that school violence victims can develop mental strength through school violence prevention education using factors by area of ​​resilience, development of psychological scale test sheets, and development of mental recovery programs from school violence.

An Analysis of the Effectiveness of School Violence Prevention Education Program

An Analysis of the Effectiveness of School Violence Prevention Education Program

Evaluating an online module for sexual violence prevention in a tertiary educational setting: An exploratory study.

Sexual violence is an important public health issue affecting significant numbers of university students across Australia and internationally. In response, online modules have been widely implemented and there is an urgent need to better understand their effectiveness. The aim of this study was to evaluate an online sexual violence prevention and response education module designed for and implemented in one Australian university. We used a mixed-methods approach that included pre/post module completion surveys of key measures relating to sexual consent, being a bystander, and response to disclosures as well as knowledge of resources and support services. We conducted post module completion semi-structured interviews. Results indicated potential effectiveness of the module on beliefs about sexual consent, confidence intervening when witnessing potentially harmful situations, willingness to report incidents, confidence supporting a peer who discloses an incident, and knowledge of support services. Qualitative results indicated support for the online module as an accessible, private and self-paced tool for sexual violence education. Interactive, relevant and engaging content that can be applied in real-life contexts was noted as key for effectiveness. This exploratory study suggests there may be potential for online modules to be effective, as one aspect of universities' sexual violence prevention and response strategies-particularly modules aimed at addressing primary, secondary and tertiary prevention. Further rigorous research is required to strengthen best practice in the development and implementation of online modules as part of whole-of-campus strategies. SO WHAT?: Universities across Australia and internationally are grappling with sexual violence response and prevention in light of high prevalence rates among students. Online modules may be one effective tool when implemented as part of a wider strategy.

Men’s Violence Prevention and Peace Education: Drawing on Galtung to Explore the Plurality of Violence(s), Peace(s), and Masculinities

This article examines a concern that some programs engaging men in the prevention of violence against women use overly homogenized conceptions of violence. In response, the authors draw on their experience teaching men's violence prevention in North America and the UK and their background in peace studies to bring Johan Galtung’s influential peace and conflict frameworks into the men’s violence prevention context. It is argued a feminist-informed Galtungian approach can support existing men’s violence prevention by 1) incorporating heterogeneous conceptions of men’s direct, cultural, and structural violences; 2) introducing conceptions of positive and negative peaces; and 3) outlining different programmatic strategies through peacekeeping, peacemaking, and peacebuilding approaches. This article outlines how Galtung’s framework can help improve men’s violence prevention by providing an accessible, contextually adaptable, and analytically useful framework to support men in understanding violence, peace, and the interdependent relationships between violences, peaces, and peace-work in addressing violence against women.

Comfort in seeking support from sexual violence prevention education health services among college women

Objective: Explores racial differences of sexual violence-(SV) health service-(HS) outcomes among college women: (1) seeking support from a confidential-resource-(CR) and (2) reporting SV to the Title IX office. Participants: Data was collected from all ages of women (N = 583) and grade levels from one-large university on the Pacific-coast. Methods: Logistic-regression of HS outcomes were performed using the Fall 2016 American College Health Association-NCHA-II-survey. Results: The following variables increased the likelihood of women seeking support from the two health-services: (#1CR) relationship-status, race, and experiencing sexual-violence. WOC were 7x more likely to seek support if physically-assaulted, and WW were 3.9x more likely to seek support if a graduate student. (#2Title IX) year in school, physical-assault, and receiving prevention-education after the first-year in college. Overall, there were significant differences by race in the variables that influenced WW and WOC’s comfort or likelihood to seek support. Conclusion: Colleges need to consider the disproportionate impact of SV on WOC.

The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries

Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children’s Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners’ absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners’ absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.

An evaluation of violence prevention education in healthcare

BackgroundAn issue of international concern, violence towards healthcare workers from patients and visitors negatively affects the safety and health of workers and the quality of care they deliver. The principal intervention to address violence has been violence prevention (VP) educational programs for healthcare workers. Evaluating the overall effectiveness of VP education has been difficult due to pervasive underreporting of incidents, the complexity of healthcare settings, and the varying reasons for violence. MethodsA theory-driven, realist evaluation was conducted to examine the conditions under which VP education is effectively learned and applied in emergency department (ED) settings. Nine research sites included three rural, three community and three urban, tertiary care hospital EDs. Data from individual and focus group interviews with 136 participants was used to test a program theory (PT) of why and how VP education works, for whom, under what circumstances. ResultsThe initial program theory of VP education was based on a realist literature review and input from content experts. Qualitative data from the evaluation refined the initial program theory, yielding 15 explanations for how and why educational and workplace contexts influence ED workers' learning and application of VP knowledge and skills—ultimately reducing the risk of violence. While the explanations result from individual worker’s perspectives of VP education, they are situated in a broader context of organizational safety climate including organizational leaders’ response to employees’ experiences with violence and feelings of physical and psychosocial safety. ConclusionsThis research provides practical evidence for healthcare stakeholders to inform education, policy and practice decisions to increase the VP education effectiveness.

학교 급별 학교폭력 예방교육의 효과 분석

Objectives The purpose of this study is to eradicate school violence by identifying how effectively school violence prevention education and programs are preventing school violence. Also, by comparing and analyzing how the differences in school violence prevention education and program effects by school grade, I tried to present an effective education method for each school grade. Methods Accordingly, descriptive statistics, correlation analysis, and multiple regression analysis were performed using edudata of EDSS for the past two years. Multiple regression analysis is a statistical method that reveals how each independent variable affects the dependent variable and which model is most suitable to explain the dependent variable. By performing multiple regression analysis, it was suggested how various types of school violence prevention education in the school field affect the occurrence of school violence. Based on this, those differences by school grade were compared and analyzed. Results As a result, it was found that various types of school violence prevention education conducted at school field had statistically significant explanations for school violence. However, the explanations were very small, about 1.3% to 1.7%. As a result of comparative analysis by school grade, the influence was the lowest in middle school, the influence was small in 1% in elementary school, and it was 3.9%~8.7% in high school, showing a relatively high influence compared to other school grade. In addition, only in high school, among the various types of school violence prevention education, only regular and irregular subject classes school violence prevention education were effective. Moreover, some school violence prevention education programs using peer relationships showed side effects that increased the incidence of school violence. Conclusions Therefore, it was suggested that innovative changes to current school violence prevention education should be sought, and that more effective measures for school violence prevention education should be prepared.

Elementary school students' awareness of the use of artificial intelligence chatbots in violence prevention education in South Korea: a descriptive study.

This study aimed to identify students' awareness of the use of a chatbot (A-uC), a type of artificial intelligence technology, for violence prevention among elementary school students. The participants comprised 215 students in the fourth to sixth grades in Chuncheon, South Korea, and data were collected via a self-reported questionnaire. The mean A-uC score was 3.43±0.83 out of 5 points. The mean scores for the 4 sub-dimensions of the A-uC tool were 3.48±0.80 for perceived value, 3.44±0.98 for perceived usefulness, 3.63±0.92 for perceived ease of use, and 3.15±1.07 for intention to use. Significant differences were observed in A-uC scores (F=59.26, p<.001) according to the need for the use of chatbots in violence prevention education. The relationships between intention to use and the other A-uC sub-dimensions showed significant correlations with perceived value (r=.85, p<.001), perceived usefulness (r=.76, p<.001), and perceived ease of use (r=.64, p<.001). The results of this study suggest that chatbots can be used in violence prevention education for elementary school students.