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Sexual Violence Prevention and Education

Grantee SVPE-04

1. Grantee Name

Crisis Center, Inc.

2. Program name

"Unlearning Rape"

3. Address

P.O. Box 1526

4. City, State

Manhattan, KS

Zip

66505

5. Website URL

N/A

6. Years of experience

24

7. FBO, CBO, School

CBO/School-based

8. Counties served

Riley

Project

1. Name of Project

Kansas Sexual Violence Prevention and Education Grant

2. Project Contact Name

Judy Davis

3. Contact Phone Number

(785) 539-7935

4. Contact Email Address

jdavis@carrollsweb.com

5. Contact Fax Number

(785) 539-8476

6. Website URL

N/A

7. Funding Cycle

7th year of SVPE funding

Curriculum / Resources Used

5th Grade:

"Steps to Respect" by Committee for Children (2001).
http://www.cfchildren.org/

Middle School:

"Passport to Manhood: A program Resource for Promoting Positive Values and Responsible Behavior in Boys Ages 11-14" by Boys and Girls Clubs of America (2000).

High School:

"Adolescent Mentoring Program" by UFM Community Learning Center (2000).

Safe Dates: "An Adolescent Dating Abuse Prevention Curriculum" by Vangie Foshee, Ph.D. and Stacey Langwick, Ph.D. (Research Based).

Project Summary

This community-wide primary prevention project is aimed at changing attitudes and behaviors that often precede sexual violence against women and girls. Community members called the “network” undertook three program initiatives that include: 1) research-based bullying prevention program, Steps to Respect, in public school classrooms; 2) implementing a dating violence prevention program for “at-risk” teens; and 3) implementing a sexual violence prevention program using university students as mentors to “at risk” teens.

Evaluation Impacts

Type(s) Utilized:

Pre/post tests

Tools Used:

Caring and Cooperative Behavior Scale.
Steps to Respect Survey (Eric Vernberg, Ph.D.)

Method of Calculation/Presentation:

Signed Rank Test for significance; Comparison of composite score.

Summary:

Fifth graders in Manhattan, KS, USD 383, received the Steps to Respect intervention during the 2005-2006 academic year. To compare these children to other fifth graders who did not receive the intervention, a comparison group of fifth graders from another school district in Kansas were also included in statistical analyses. Results are also shown for an evaluation of Steps to Respect from the previous academic year (2004-2005) to illustrate how these recent results compare to those from this previous study.

Several positive effects for Steps to Respect found in 2004-05 were also apparent in 2005-2006. Steps to Respect may have an impact on empathy for victims and helpful bystanding. In the comparison schools, the proportion of children reporting empathy only “sometimes” or “almost never” was approaching 50% in the second half of the school year, whereas empathy was stable or increased in USD 383.