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NCJRS Celebrates National Library Week April 12-18

National Library Week

Started in 1958, National Library Week is a nationwide observance celebrated by all types of libraries - including the NCJRS Virtual Library. NCJRS invites you to explore the breadth and scope of the NCJRS Virtual Library collection and services. With more than 220,000 collection documents and 60,000 online resources, including all known Office of Justice Programs works, it is one of the world’s largest criminal justice special collections.

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NCJRS Abstract

The document referenced below is part of the NCJRS Library collection.
To conduct further searches of the collection, visit the NCJRS Abstracts Database.

How to Obtain Documents
 
NCJ Number: NCJ 236175   Add to Shopping cart   Find in a Library
Title: Shifting Boundaries: Final Report on an Experimental Evaluation of a Youth Dating Violence Prevention Program in New York City Middle Schools
  Document URL: PDF 
Author(s): Bruce Taylor Ph.D. ; Nan D. Stein Ed.D. ; Dan Woods Ph.D. ; Elizabeth Mumford Ph.D.
Corporate Author: Police Executive Research Forum (PERF)
United States of America
Date Published: 2011
Page Count: 322
  Annotation: The purpose of this multi-level experiment was to provide high-quality scientific evidence concerning the effectiveness of targeting a young, universal primary prevention audience with classroom-based curricula and school-level interventions.
Abstract: The authors randomly assigned school-based interventions to 30 public middle schools in New York City, and identified 117 sixth and seventh grade classes to randomly receive additional classroom interventions. The classroom intervention was a six session curriculum that emphasized the consequences of dating violence and harassment (DV/H), laws and penalties for DV/H, the construction of gender roles, and healthy relationships. The building-based intervention included the use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe "hot spots," and the use of posters to increase awareness and reporting of DV/H to school personnel. Quantitative surveys were implemented at baseline, immediately after the intervention, and 6 months post-intervention, and included measures of knowledge, attitudes, behavioral intentions, intentions to intervene as a bystander, peer and dating partner physical and sexual violence, sexual harassment, and other background items. Qualitative focus groups were conducted with interventionists and students to provide rich contextual to assess intervention implementation and student change associated with the interventions. Participating students ranged in age from 10 to 15 with 53 percent being female, 40 percent having prior experience with a violence prevention educational program, 50 percent reporting being in at least one dating relationship, 20 percent reporting having been the victim of dating violence, and 66 percent victims of peer violence. The combination of the classroom and building interventions, and the "building only" intervention led to 32-47 percent lower peer sexual violence victimization and perpetration up to 6 months after the intervention. The success of the "building only" intervention is particularly important because it can be implemented with very few extra costs to schools. Focus groups confirmed that the interventions were implemented as planned, teachers liked and were supportive of the interventions, and the positive survey results related to the interventions effectiveness were confirmed.
Main Term(s): Juveniles ; Dating Violence
Index Term(s): Schools ; Violent juvenile offenders ; Juvenile program evaluation ; NIJ final report
Sponsoring Agency: NLECTC Small, Rural, Tribal and Border Regional Ctr
United States of America
Grant Number: 2008-MU-MU-0010
Sale Source: NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America
Type: Report (Study/Research)
Country: United States of America
Language: English
   
  To cite this abstract, use the following link:
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=258169

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