receive more policy attention than intact families, preventative measures should be reconsidered. Addressing socioeconomic inequality, evaluating whether programmes can enhance relationship quality and acknowledging that couples – especially those at-risk – are unaware of, or uninterested in participating in preventative programmes would help. key words relationship programmes Introduction The Australian government regards couple relationships/marriage as one of the foundations of society, the best place to raise children and good for people’s wellbeing
violence among approximately 1700 English- and French-speaking New Brunswick young people (11–20 years old). They reported significant differences between the percentages of adolescent girls and boys experiencing psychological and/or physical abuse, 22% and 12% respectively, and sexual abuse, 19% and 4% respectively. Overall, 29% of adolescent girls and 13% of boys in the sample reported some abuse in their dating relationships. Most dating violence/healthy relationship programmes are offered to students in middle and high schools (ages 13–18) (Tutty et al, 2005
religious leaders (Markman et al., 2007) and midwives (Halford et al., 2008), can deliver couple relationship programmes effectively and with results similar to those achieved by mental health university staff. Results, however, do seem to vary based on the target group as well as the type of intervention delivered. In a meta-analysis of couple-focused interventions with expectant and new parents, stronger effects were found 121 Implications for practice if the interventions were led by professionals rather than semi-professionals. Well-trained practitioners such
Relationship Program; Relationships Without Fear; Coaching Boys Into Men; the Safe Dates Project; and the Fourth R (see also Chapter 4 in this book). The Mentors in Violence Prevention (MVP) program was developed by ENGAGING MEN AND BOYS IN PREVENTING GENDER-BASED VIOLENCE 82 PREVENTING INTIMATE PARTNER VIOLENCE Jackson Katz in 1993, and was designed to train male college and high school student athletes and other student leaders to use their status to speak out against rape, battering, sexual harassment, gay bashing, and all forms of sexist abuse. A component for
/Ashgate Publishing. Barter, C., McCarry, M., Berridge, D. and Evans, K. (2009) Partner exploitation and violence in teenage intimate relationships, NSPCC/ University of Bristol. Available: www.nspcc.org.uk/inform/research/ findings/partner_exploitation_and_violence_report_wdf70129.pdf Batsleer, J. (2013) Youth working with girls and women in community settings: A feminist perspective (2nd edn), Abingdon, Oxon: Ashgate. Bell, J. and Stanley, N. (2006) ‘Learning about domestic violence: young people’s responses to a Healthy Relationships programme’ Sex Education, 6(3): 237
positive impact of several healthy relationship programmes (for example, Safe Dates and LoveU2 Relationships Smart) on the prevalence of ‘dating violence’, in particular, around the acceptability of this form of abuse, awareness raising and demonstrating skills for conflict resolution, even when short courses were delivered (two days) ( Antle et al, 2011 ; Foshee et al, 2004 ). A meta-analysis of US-based healthy relationship interventions revealed that even minor interventions can result in changing knowledge and attitudes ( McLeod, Jones and Cramer, 2015 ). The focus
weeks ( Lucier-Greer et al, 2018 ). A Russian study compared the impact of a two-week chatbot intervention, the iCognito Relationship Programme, with self-help books ( Troitskaya and Batkhina, 2022 ). A review of seven digital couple interventions (OurRelationship, ePREP, Hold Me Tight Online, RELATionship Evaluation, Power of Two, Couple Helping Overcome PTSD and Enhance Satisfaction and Couples Coach) concluded that although they show promise, more empirical research on their effectiveness is needed particularly as more commercially available apps become available
Foundation, Trust for London and JRF are jointly funding the London School of Economics and Political Science to conduct a major project into ‘Social Policy in a Cold Climate’. 18 Derwenthorpe evaluation framework; Risk, Trust, Relationships programme (both calls). 19 Open call to evaluate three practice interventions funded by the Thinking Differently Partnership. 20 Alternative Approaches – where shared value base was an additional reason for interviewing. 21 For example, the number of expression of interests grew from 350 in 2008 to nearly 900 in 2010, but we only
: The Policy Press. Bandura, A. (1977) Social learning theory, Englewood Cliffs, NJ: Prentice Hall. Beck, U. (1992) The risk society: Towards a new modernity, London: Sage. Bell, J. and Stanley, N. (2006) ‘Learning about domestic violence: Young people’s responses to a healthy relationships programme’, Sex Education, 6(3): 237-50. Berkowitz, A., Jaffe, P., Peacock, D., Rosenbluth, B. and Sousa, C. (2005) Young men as allies in preventing violence and abuse: Building effective partnerships with schools, Pennsylvania: VAWnet. Available: www. vawnet
, K.L. , Broll , R. , Zwarych , S. , Hughes , R. and Wolfe , D.A. ( 2015 ) Does an evidence-based healthy relationships program for 9th graders show similar effects for 7th and 8th graders? Results from 57 schools randomized to intervention , Health Education Research , 30 : 513 – 19 . doi: 10.1093/her/cyv014 Crooks , C.V. , Jaffe , P. , Dunlop , C. , Kerry , A. and Exner-Cortens , D. ( 2019 ) Preventing gender-based violence among adolescents and young adults: lessons from 25 years of program development and evaluation , Violence
