PURPOSE: Expect Respect Support Groups (ERSGs) are a targeted 24-week dating abuse prevention program tailored to middle and high school students who have been exposed to violence. As part of a controlled evaluation, this qualitative study was designed to examine facilitators' experiences with program implementation and generate a deeper understanding of factors that enhance or challenge implementation and program outcomes. METHODS: Semistructured interviews with Expect Respect Support Group facilitators (three males and four females) were conducted at the midpoint and endpoint of the school year. Interview topics included working within the school system, strategies for establishing a productive group process, and individual- and group-level responses to the program. RESULTS: Facilitators indicated that school counselors' awareness of students' exposure to violence increased their ability to refer eligible students. Within a supportive school environment, successful groups harnessed the protective qualities of a positive peer group, supported members in questioning the normalcy of abuse, and provided opportunities for building healthy relationship skills. Challenges resulted from impediments to group cohesion including insufficient referrals, inconsistent attendance, and low levels of school support. Students who were frequently absent and disengaged from school were particularly challenging to engage in a school-based program. CONCLUSIONS: This research demonstrates that successful implementation of a targeted school-based dating violence prevention program relies on building school support and awareness of teen dating violence, especially for appropriate identification and referral of at-risk students. High levels of school support enhance the development of a supportive group process and attitudinal and behavioral changes among participants.
PURPOSE: Expect Respect Support Groups (ERSGs) are a targeted 24-week dating abuse prevention program tailored to middle and high school students who have been exposed to violence. As part of a controlled evaluation, this qualitative study was designed to examine facilitators' experiences with program implementation and generate a deeper understanding of factors that enhance or challenge implementation and program outcomes. METHODS: Semistructured interviews with Expect Respect Support Group facilitators (three males and four females) were conducted at the midpoint and endpoint of the school year. Interview topics included working within the school system, strategies for establishing a productive group process, and individual- and group-level responses to the program. RESULTS: Facilitators indicated that school counselors' awareness of students' exposure to violence increased their ability to refer eligible students. Within a supportive school environment, successful groups harnessed the protective qualities of a positive peer group, supported members in questioning the normalcy of abuse, and provided opportunities for building healthy relationship skills. Challenges resulted from impediments to group cohesion including insufficient referrals, inconsistent attendance, and low levels of school support. Students who were frequently absent and disengaged from school were particularly challenging to engage in a school-based program. CONCLUSIONS: This research demonstrates that successful implementation of a targeted school-based dating violence prevention program relies on building school support and awareness of teen dating violence, especially for appropriate identification and referral of at-risk students. High levels of school support enhance the development of a supportive group process and attitudinal and behavioral changes among participants.
Authors: Jagdish Khubchandani; James H Price; Amy Thompson; Joseph A Dake; Michael Wiblishauser; Susan K Telljohann Journal: Pediatrics Date: 2012-07-09 Impact factor: 7.124
Authors: Vangie A Foshee; Heath Luz McNaughton Reyes; Susan T Ennett; Chirayath Suchindran; Jasmine P Mathias; Katherine J Karriker-Jaffe; Karl E Bauman; Thad S Benefield Journal: J Adolesc Health Date: 2010-10-15 Impact factor: 5.012