my second dating violence prevention program is a program entittled "Expect Respect."
B. Prevention program Y
1. Introduce program Y
The Expect Respect program is based on the ideology that bullying and sexual harassment behaviors condition students to accept mistreatment in their peer relationships, laying the foundation for abuse in future dating relationships. The program is designed to raise awareness of dating violence, teach skills for healthy relationships, to develop youth leadership and increase respect and safety on campus. This is established by changing pre dating attitudes and behaviors. The program was formally known as Teen Dating Violence Program and was born through a local high school’s request in Austin, Texas for specialized counseling for girls who have undergone abusive relationships. Two councilors began to use the materials they encountered from their experience working with battered women. The program eventually became famous and expanded to five schools. With the abundant amount of positive feedback, the program became known by National Resource Center on Domestic Violence.
2. Risk factors that program y focus on
The risk factors the program focuses on are supporting youth from healing from past abuse, raising their expectations for equality and respect, increasing awareness of sexual assault and dating violence, and increasing their confidence in taking action to prevent abuse and harassment.
3. Components
. The program is broken into four parts as follows:
I. Counseling and Support Groups.
Counseling and support groups are provided for students in grades K-12 who have experienced sexual, dating, or domestic violence or who are in an abusive relationship. In part one, students are introduced to dating violence through a summary of research and presented with prevention strategies.
II. Classroom Presentations.
Three class room presentations are provided for grades 6-12. These topics include dating violence, sexual assault, sexual harassment, and healthy relationships. These presentations are for students who have undergone violence in their homes and dating relationships. Support groups help students heal from past abuse, help students acquire the skills needed for a healthy relationship, and help them prevent future victimization and perpetration.
III. The Summer Teen Leadership Program.
Through an eight week internship, teen leaders are trained on issues of social justice and violence prevention to provide workshops on bullying prevention for children at summer care sites in Austin.
IV. Training for School Personnel.
Educators are trained in order to address school-wide strategies for preventing bullying, sexual harassment, and gender violence. Parent sessions are also provided.
4. Intended audience
The audience is a mixture of groups consisting of adults who are training to be professional educators in counseling young kids, high school students who participate in a paid internship during a summer teen leadership program, elementary school children who have experienced domestic violence , bullying, and teasing, and junior high school students who have undergone domestic violence, sexual violence, teasing, bullying, and are in abusive relationships. Middle school and junior high school students are the main participators of the program. Many of the presentations and support groups are directed towards them because these are the groups that undergo bullying and teasing.
5. Methods-presentations, interactive experiences, media etc. and length
For elementary students, the educator presents a 12 session curriculum that features many activities such as class discussions, role plays, games, and creative writing exercises. The program focuses on assisting elementary school children in distinguishing between teasing and bullying and discovering how teasing and bullying link to sexual harassment. For Junior high school students, a two session classroom presentation is prepared to engage students in activities and discussions with peers on the topics of sexual harassment, dating violence, and sexual assault. Theater performances and workshops are also provided, along with weekly educational support groups that experienced sexual and family violence. Student driven and school wide activities promote awareness of violence and its prevention by holding poster contests, bulletin board displays and performances by older and younger students.
6. ( if applicable) program evaluation and effectiveness
Rosenbluth (2001) collected consumer satisfaction data on the 3-session high school program: 80% of students rated the program as helpful in learning about healthy relationships; 81% would recommend it to friends. The activities rated by students as ‘excellent’ or ‘good’ included: speakers (73%), video (50%) and discussion (64%). Some male students commented that "guys seemed to be blamed for everything".
Rosenbluth, B. (December 2001). Data from a high school program for November-December 2001. Austin, TX: Safe Place.
B. Prevention program Y
1. Introduce program Y
The Expect Respect program is based on the ideology that bullying and sexual harassment behaviors condition students to accept mistreatment in their peer relationships, laying the foundation for abuse in future dating relationships. The program is designed to raise awareness of dating violence, teach skills for healthy relationships, to develop youth leadership and increase respect and safety on campus. This is established by changing pre dating attitudes and behaviors. The program was formally known as Teen Dating Violence Program and was born through a local high school’s request in Austin, Texas for specialized counseling for girls who have undergone abusive relationships. Two councilors began to use the materials they encountered from their experience working with battered women. The program eventually became famous and expanded to five schools. With the abundant amount of positive feedback, the program became known by National Resource Center on Domestic Violence.
2. Risk factors that program y focus on
The risk factors the program focuses on are supporting youth from healing from past abuse, raising their expectations for equality and respect, increasing awareness of sexual assault and dating violence, and increasing their confidence in taking action to prevent abuse and harassment.
3. Components
. The program is broken into four parts as follows:
I. Counseling and Support Groups.
Counseling and support groups are provided for students in grades K-12 who have experienced sexual, dating, or domestic violence or who are in an abusive relationship. In part one, students are introduced to dating violence through a summary of research and presented with prevention strategies.
II. Classroom Presentations.
Three class room presentations are provided for grades 6-12. These topics include dating violence, sexual assault, sexual harassment, and healthy relationships. These presentations are for students who have undergone violence in their homes and dating relationships. Support groups help students heal from past abuse, help students acquire the skills needed for a healthy relationship, and help them prevent future victimization and perpetration.
III. The Summer Teen Leadership Program.
Through an eight week internship, teen leaders are trained on issues of social justice and violence prevention to provide workshops on bullying prevention for children at summer care sites in Austin.
IV. Training for School Personnel.
Educators are trained in order to address school-wide strategies for preventing bullying, sexual harassment, and gender violence. Parent sessions are also provided.
4. Intended audience
The audience is a mixture of groups consisting of adults who are training to be professional educators in counseling young kids, high school students who participate in a paid internship during a summer teen leadership program, elementary school children who have experienced domestic violence , bullying, and teasing, and junior high school students who have undergone domestic violence, sexual violence, teasing, bullying, and are in abusive relationships. Middle school and junior high school students are the main participators of the program. Many of the presentations and support groups are directed towards them because these are the groups that undergo bullying and teasing.
5. Methods-presentations, interactive experiences, media etc. and length
For elementary students, the educator presents a 12 session curriculum that features many activities such as class discussions, role plays, games, and creative writing exercises. The program focuses on assisting elementary school children in distinguishing between teasing and bullying and discovering how teasing and bullying link to sexual harassment. For Junior high school students, a two session classroom presentation is prepared to engage students in activities and discussions with peers on the topics of sexual harassment, dating violence, and sexual assault. Theater performances and workshops are also provided, along with weekly educational support groups that experienced sexual and family violence. Student driven and school wide activities promote awareness of violence and its prevention by holding poster contests, bulletin board displays and performances by older and younger students.
6. ( if applicable) program evaluation and effectiveness
Rosenbluth (2001) collected consumer satisfaction data on the 3-session high school program: 80% of students rated the program as helpful in learning about healthy relationships; 81% would recommend it to friends. The activities rated by students as ‘excellent’ or ‘good’ included: speakers (73%), video (50%) and discussion (64%). Some male students commented that "guys seemed to be blamed for everything".
Rosenbluth, B. (December 2001). Data from a high school program for November-December 2001. Austin, TX: Safe Place.
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