Ending Violence is a curriculum designed for high school students that focuses on educating youth about the legal repercussions and protections for perpetrators and victims of dating violence.
An evaluation of Break the Cycle’s Ending Violence curriculum with a sample of predominately Latino teens from a large urban school district found that the youth demonstrated improved knowledge of the laws related to dating violence, less acceptance of female-on-male aggression, and increased perception of the likelihood and helpfulness of seeking assistance from various sources after they had completed the program.
Similarly, for boys, high levels of parental bonding have been found to be associated with less externalizing behavior, which in turn is associated with less teen dating violence victimization.
Most of the handful of programs that have been empirically investigated are school-based and use a group format.
This work discussed in this article was completed under grant number 2011-WB-BX-0021 awarded by NIJ to Northeastern University.
The article is based on the grant report Dating Violence Among Latino Adolescents-II (DAVILA-II) Study by Carlos A.
Program length varies from less than a day to more than 20 sessions.
Second, because dating violence programs are often delivered to teens through their schools, the finding that students who had already been victimized felt less connected with their schools means that the teens most in need of assistance may not be receptive to school-based programs.Significance wasn’t maintained for those who had been dating in the previous year.However, boys in the intervention group were significantly less likely than boys in the control group to engage in dating violence (2.7 percent, compared to 7.1 percent).The 4th R, an interactive classroom curriculum for ninth-grade students, aims to reduce youth dating violence by addressing youth violence and bullying, unsafe sexual behavior, and substance use.Researchers found that the rate of physical dating violence for a random sample of Canadian students who participated in the curriculum was significantly lower than the control group (9.8 percent versus 7.4 percent).