Factors Contributing to the Effectiveness of Four School-Based Sexual Violence Interventions

This study extends past research by examining factors associated with changes in attitudes, knowledge, and intended behaviors related to sexual assault. This study included 1,182 participants from four unique multiple-session school-based sexual violence interventions. Implementation and participant...

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Bibliographic Details
Published in:Health promotion practice 2009-01, Vol.10 (1), p.19S-28S
Main Authors: Clinton-Sherrod, A. Monique, Morgan-Lopez, Antonio A., Gibbs, Deborah, Hawkins, Stephanie R., Hart, Laurie, Ball, Barbara, Irvin, Neil, Littler, Nicole
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Child
Female
Health Knowledge, Attitudes, Practice
Humans
Interventions
Introduction to the Special Issue
Likelihood Functions
Male
Prevention
Program Evaluation
School based
School Health Services - organization & administration
Sex Offenses - prevention & control
Sexual assault
Sexual violence
Surveys and Questionnaires
United States
Violence - prevention & control
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Summary:This study extends past research by examining factors associated with changes in attitudes, knowledge, and intended behaviors related to sexual assault. This study included 1,182 participants from four unique multiple-session school-based sexual violence interventions. Implementation and participant factors examined include single- versus mixed-gender groups, group setting versus classroom lecture setting, and participant gender. Participants completed self-administered, paper-and-pencil pre- and postsurveys. A significant desired overall effect was found on participants' reports of positive attitudes, beliefs, and behavior regarding sexual harassment and personal boundaries and positive dating relationship norms (from pretest to posttest). There were steeper increases over time in both measures, with larger mixed-gender/single-gender differences among boys than among girls. Differences in the impact of participating in mixed- versus single-gender groups depended on classroom versus small group settings. The implications of these findings are discussed for sexual assault prevention programs.
ISSN:1524-8399
1552-6372
DOI:10.1177/1524839908319593