Grantee SVPE-02

Project

Curriculum / Resources Used

Project Summary

This school-based primary prevention program emphasizes a comprehensive approach to their curriculum and seeks to increase education regarding bullying prevention, increase victim empathy and teaches ethical communication by providing guidelines on how to confront others. The program also uses creative teaching tools in engaging students in the program such as the creation of “Respect Murals” completed in collaboration with local artists in the community. The program is longitudinal meaning it is implemented during the full academic school year (August through May).

Evaluation Impacts

Type(s) Utilized: Pre/post surveys; Focus Groups

Tools Used: GaDuGi SafeCenter created survey tools to match curriculum

Method of Calculation/Presentation: Paired sample T-test; percentage comparisons

Summary:

The following results were gleaned from the evaluation report received from the GaDuGi SafeCenter regarding the year long primary prevention education program conducted with selected 8th grade students at one junior high school in Lawrence, Kansas.

• Year 1 results showed significant differences from pre to post-test for males participating in the program on constructs relating to ability to identify healthy and unhealthy relationships (t-2.61, p<.01). Specifically, the participants were asked to respond to the question “when do you think it would be okay for a boy to hit his girlfriend?” and then given several examples such as; If he saw her talking to another boy or if she refused to have sex with him. Answers were rated using a likert scale (1=Definitely Not okay, 2=probably not okay, 3=probably okay, and 4=definitely ok). In this case the post-test mean (M=1.59) was significantly lower than the pre-test mean (M=1.78). This means that participants endorsed items that indicated an even stronger condemnation of the use of violence in relationships after participating in the program.

• Year 2 results showed significant differences between pre and posttest on the construct of knowledge about rape myths and beliefs (t=-3.78, p<.001). Three questions were used to construct the variable (If a girl dresses in sexy clothes, it means she wants to have sex; Most rapes are committed by a person the victim does not know, and Girls often lie about rape to get back at someone). Respondents answered on a likert scale and the items were reverse scored such that higher scores indicated disagreement with rape myths and beliefs (1 = strongly agree, 2=agree, 3=disagree & 4 = Strongly Disagree). These results indicate the participants’ attitudes and beliefs about rape changed in a positive direction with higher levels of rejection of rape myths after the program.

• Year 3 results showed similar significant differences between pre & posttests on the construct of knowledge about rape myths and beliefs (t = -3.91, p,001). The same questions and likert scale were used in Year 3 as listed above in year 2.

The overall results of the three-year empowerment evaluation yielded several positive results and indicating that the sexual violence prevention intervention is having a significant impact in changing attitudes and knowledge about sexual violence in a positive direction.