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A Meta-Analysis of School-Based Interventions Aimed to Prevent or Reduce Violence in Teen Dating Relationships

Review of educational research, 2017-02, Vol.87 (1), p.7-34 [Peer Reviewed Journal]

Copyright © 2017 American Educational Research Association ;2016 AERA ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654316632061

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  • Title:
    A Meta-Analysis of School-Based Interventions Aimed to Prevent or Reduce Violence in Teen Dating Relationships
  • Author: De La Rue, Lisa ; Polanin, Joshua R. ; Espelage, Dorothy L. ; Pigott, Terri D.
  • Subjects: Adolescents ; Attitudes ; Confidence intervals ; Dating (Social) ; High Schools ; Intervention ; Meta Analysis ; Middle Schools ; Minority students ; Prevention ; Program Effectiveness ; School Activities ; School violence ; Statistical Analysis ; Systematic review ; Teenagers ; Violence
  • Is Part Of: Review of educational research, 2017-02, Vol.87 (1), p.7-34
  • Description: The incidence of violence in dating relationships has a significant impact on young people, including decreased mental and physical health. This review is the first to provide a quantitative synthesis of empirical evaluations of schoolbased programs implemented in middle and high schools that sought to prevent or reduce incidents of dating violence. After a systematic search and screening procedure, a meta-analysis of 23 studies was used to examine the effects of school-based programs. Results indicated school-based programs influence dating violence knowledge (g̅ = 0.22, 95% confidence interval [0.05, 0.39]) and attitudes (g̅ =0.14, 95% confidence interval [0.10, 0.19]); however, to date, the results for dating violence perpetration and victimization indicate programs are not affecting these behaviors to a significant extent. The results of this review are encouraging, but they also highlight the need for modifications to dating violence prevention programs including the incorporation of skill-building components and a need to address the role of bystanders.
  • Publisher: Los Angeles, CA: SAGE Publications
  • Language: English
  • Identifier: ISSN: 0034-6543
    EISSN: 1935-1046
    DOI: 10.3102/0034654316632061
  • Source: ERIC Full Text Only (Discovery)
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