Evaluation of a statewide youth-focused relationships education curriculum

"Healthy Relationships": A Scoping Review of Definitions, Components, and Measures of Healthy Dating Relationships Among Teens and Young Adults

Healthy relationships (HR) education has been widely adopted as an alternative or complement to dating abuse prevention education among youth and young adults. This scoping review evaluated the literature on HR among young people to identify definitions, components, and measures of HR. Both academic, peer-reviewed articles and gray literature were included and documents meeting a priori inclusion criteria were screened for: focus on healthy romantic or intimate relationships; published in English; scholarly publication; published between 2005 and 2021; focus on teens or young adults; and including a definition, components, or measures of HR. A total of 964 non-duplicated documents were identified. After full-text screening and data extraction, 69 articles were included in the review. Definitions, components, and measures of HR varied greatly between documents. While most included documents provided components of HR, only 17 articles included definitions of HR. These definitions largely focused on the components of HR, though some also discussed the nature of HR. In total, 223 components of HR were identified from the included documents, which this analysis distills into 12 categories. In addition, 47 measures were used to measure HR, and measures are rarely repeated across documents, indicating a need to increase consistency in conceptualization and measurement. HR has been implicitly defined by a set of components rather than through the use of theory. To develop standards for HR education, a consistent framework should be identified that includes the multidimensional nature of HR and can be consistently measured.

A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries

Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses survey and focus group data collected from ninety-two schools in three African countries (Tanzania, Zambia, and Eswatini). Students found the program contributed to improved peer relationships and identified the five most useful components as learning about gender equality and human rights, learning how to obtain help for those affected by violence, understanding and communicating about their emotions, strategies to avoid joining in with bullying and harassment, and understanding the effects of gender-based violence.

Romantic Relationship Education: A Literature Review with Recommendations for Turkiye

Intimate relationships are the focal aspiration for human beings. Romantic relationship education is described as a road map for helping people to find strategies and solutions that fit their context, values and relationship goals. By using evidence-based skills training, people can learn techniques to navigate typical relationship challenges and safely express emotions. Being in a mutually satisfying committed relationship has proven to be associated with many positive outcomes including life satisfaction, physical well-being, better coping with major illness, as well as longer life expectancy and career achievement. Relationship education programs are developed by psychologists in Western countries as a preventive intervention for couples, adolescents and emerging adults before relationships reach crisis stage. There is, however, a lack of empirical studies to examine the effectiveness of relationship education within the Turkish cultural context. The overarching aim of this study is to review the relationship education programs within Turkish and international literature. This study provides an overview of the relationship education, and its scope, and theoretical foundations and also effectiveness of relationship education programs for couples, adolescents and emerging adults. The study further provides cultural, theoretical and practical recommendations for future directions in Turkish relationship education programs.

Impact and implementation findings from a cluster randomized trial of a youth relationship education curriculum

The current study presents implementation and impact data from a cluster randomized trial of a youth relationship education curriculum. High school students (n = 1,135) were randomized at the school level to receive curricula-as-usual or a healthy relationships program delivered by facilitators who were not employed by the high schools. Program evaluators reported high engagement and students indicated high satisfaction with the program, but multilevel models showed no statistically significant impacts on healthy relationship skills, attitudes, and behaviors at three and nine months post-intervention. Strengths and limitations of the research design and program implementation, as well as implications for evaluating youth relationship education more broadly, are discussed.

Intervention programs designed to promote healthy romantic relationships in youth: A systematic review

INTRODUCTION AND OBJECTIVES

To conduct a systematic literature review of intervention programs designed to promote healthy romantic relationships in youth (aged 12-25 years). The focus was on universal interventions that have the potential to be effective and widely implemented.

METHODS

We systematically searched PubMed, PsycINFO, Social Science Database, and Embase. Articles were included if they were a randomized controlled trial (RCT) or quasi-experimental study and reported on a universal intervention aimed at promoting healthy romantic relationship knowledge, attitudes, and behaviors among youth.

RESULTS

The search strategy identified 27 studies (26,212 participants). Interventions were found to be effective for improving healthy romantic relationship knowledge in the target population. However, the findings were mixed for intervention effectiveness in changing relationship attitudes/beliefs, and there was limited evidence to support change across behavioral outcomes.

CONCLUSIONS

This review highlights the need for future research, including high quality RCTs with longer follow-up periods in a broad range of cultural and ethnic settings, to improve the generalisability of findings. Interventions for adolescents that improve knowledge and behavioral change relating to healthy romantic relationships have the potential to reduce mental and physical health problems during this phase of development.

Adolescents and sexual risk-taking: The interplay of constraining relationship beliefs, healthy sex attitudes, and romantic attachment insecurity

INTRODUCTION

Although sexual exploration during adolescence may be perceived as normative, many adolescents who are sexually active are likely to engage in risky sexual behaviors detrimental to their well-being. The present study examined the influence of insecure attachment (anxious and avoidant dimensions), healthy sex attitudes, and constraining relationship beliefs on the following sexual risk indicators: age at first sex, number of sexual partners, condom use, length of time knowing sexual partners, seriousness of relationship, and frequency of sex.

METHODS

Cross-sectional data from two cohorts recruited one year apart for a five-year project were analyzed. Adolescents were public high school students from a Southern state in the USA (cohort 1: N = 878, 51.1% females, M = 16.50 years old; cohort 2: N = 759, 46.9% females, M = 15.78 years old).

RESULTS

Across both cohorts, healthy sex attitudes were related to having sex for the first time at an older age, having less sexual partners in a lifetime, and knowing one's sexual partner longer. High scores on the avoidant attachment dimension were related to less commitment to the relationship. This dimension also was related to holding lower scores on healthy sex attitudes, which in turn was related to having more sexual partners and knowing one's sexual partner for a shorter time. Although not replicated, higher endorsement of constraining relationship beliefs was associated with inconsistent condom use and greater sex frequency.

CONCLUSION

Findings suggests that attachment insecurity, healthy sex attitudes, and constraining relationship beliefs work together to influence adolescent sexual risks.

A Practical Guide to Cluster Randomized Trials in School Health Research

BACKGROUND

When well-designed and implemented, cluster randomized trials can meet the high standards federal agencies and other funders increasingly require for evidence on the effectiveness of school health programs and services. However, designing and implementing these studies can present more challenges than at first appears.

METHODS

I reviewed summaries of the methodological literature on cluster randomized trials. I then conducted a search to identify practical applications of these methods in school health research.

RESULTS

The review identified 6 key issues or decisions school health researchers must address when designing, conducting, and analyzing data from a cluster randomized trial: (1) reasons to use a clustered design, (2) sample size calculation, (3) the use of matching or stratification, (4) definition of the school and student samples, (5) consent gathering, and (6) analysis methods.

CONCLUSIONS

School health researchers can take several practical steps to ensure the availability of high-quality research evidence and meet the growing demands for evidence and accountability in education policy and programming. These steps include selecting the right research design for the intervention and evaluation setting, identifying appropriate sample definitions and analysis methods, and developing appropriate procedures for gathering parental permission and student assent.

Gender, power, and violence: A systematic review of measures and their association with male perpetration of IPV

Introduction

Harmful gender norms, views on the acceptability of violence against women, and power inequities in relationships have been explored as key drivers of male perpetration of intimate partner violence (IPV). Yet such antecedents have been inconsistently measured in the empirical literature. This systematic review aimed to identify which measures of gender inequitable norms, views, relations and practices are currently being used in the field, and which are most closely tied with male IPV perpetration.

Methods

We searched five electronic databases to identify studies published between 2000 and 2015 that reported the association between such gender inequities and male perpetration of IPV. Identified scales were categorized by content area and level of generality, as well as other attributes, and we compared the consistency of scale performance across each category.

Results

Twenty-three studies were identified, employing 64 measures. Scales were categorized into three main thematic areas: views on gender roles/norms, acceptance of violence against women, and gender-related inequities in relationship power and control. We also classified whether the scale was oriented to respondents’ own views, or what they believed others do or think. While overall, measures were positively associated with IPV perpetration in 45% of cases, this finding varied by scale type. Measures inclusive of acceptance of violence against women or beliefs about men’s sexual entitlement, followed by scales that measured respondents’ views on gender roles/norms, were most consistently associated with IPV perpetration. Measures of relationship power showed less consistent associations. We found few scales that measured peer or community norms.

Conclusion

Validated scales that encompass views on the acceptance of violence against women, and scales inclusive of beliefs about men’s sexual entitlement, may be particularly promising for unpacking pathways to IPV perpetration, targeting interventions, and monitoring progress in IPV prevention efforts. A number of gaps in the literature are identified.

Understanding change in violence-related attitudes for adolescents in relationship education

Relationship education (RE) targets common correlates of adolescent dating violence (ADV), such as gender role beliefs (GRB) and DV acceptance (DVA), yet few studies have evaluated the influence of RE on GRB and DVA and none have considered participants' sociodemographic characteristics. Using a sample of adolescents from the United States (Mage = 15.66 years; 58% female), this study examined pre- and post-test GRB and DVA scores of RE participants (n = 1645) compared to nonparticipants (n = 522) and explored the differential and combined effects of participants' sociodemographic characteristics on change. Black males held the most traditional GRB at pre-test, but became more egalitarian after programming. RE participation also appeared to act as a buffer against an increase in DVA for females, but not males. Study findings provide a more complex picture of the role of RE in shifting beliefs and attitudes associated with ADV and provide implications for programming.

Learning About Love: A Meta-Analytic Study of Individually-Oriented Relationship Education Programs for Adolescents and Emerging Adults

Despite recent policy initiatives and substantial federal funding of individually oriented relationship education programs for youth, there have been no meta-analytic reviews of this growing field. This meta-analytic study draws on 17 control-group studies and 13 one-group/pre-post studies to evaluate the effectiveness of relationship education programs on adolescents' and emerging adults' relationship knowledge, attitudes, and skills. Overall, control-group studies produced a medium effect (d = .36); one-group/pre-post studies also produced a medium effect (d = .47). However, the lack of studies with long-term follow-ups of relationship behaviors in the young adult years is a serious weakness in the field, limiting what we can say about the value of these programs for helping youth achieve their aspirations for healthy romantic relationships and stable marriages.

Assessing the Impact of a Healthy Relationships Curriculum on Native American Adolescents

This study suggests Discovery Dating, a healthy relationships curriculum, as one way of preventing teenage pregnancy, domestic violence, and sexual assault. This study seeks to determine what theory of change best aligns with Discovery Dating, by assessing the curriculum's impact on adolescent resilience, self-efficacy, and personal agency, which are suggested as protective factors against teenage pregnancy, domestic violence, and sexual assault. Authors describe the implementation of the Discovery Dating program in a western U.S. tribal middle school during the 2011-2012 school year. The resilience, self-efficacy, and personal agency outcomes of seventh grade students who received the Discovery Dating curriculum were investigated through pre- and posttest analysis and compared with the outcomes of an eighth grade comparison group that did not receive the Discovery Dating curriculum. Findings suggest that Discovery Dating affects Native American middle school students' sense of personal agency.

Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education

Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program.

Parents’ attitudes toward comprehensive and inclusive sexuality education

Purpose

– Parents are sometimes perceived as barriers to providing comprehensive and inclusive sexuality education to young people. However, little is known about parents’ actual attitudes towards providing such broad information to young people. The purpose of this paper is to examine two different approaches to measuring parents’ attitudes towards sexuality information, a programme title approach and a topic-centred approach.

Design/methodology/approach

– Illinois parents of adolescents (n=301) indicated their knowledge about and attitudes towards sexuality education programmes and 18 sexual health topics via online survey. Confirmatory factor analysis was used to examine whether parents’ attitudes were more consistent with a programme-centred (i.e. abstinence-only, comprehensive) or a topic-centred (i.e. physical health, sexual and gender identity, pleasure, and relationships) approach.

Findings

– Parents were uncertain about what form of sexuality education was offered but most were equally comfortable with both abstinence-only and comprehensive programmes. Parents’ ratings of topics grouped significantly better by the topic-centred than the programme-centred approach. Parents rated all four subjects as important, with the highest mean ratings given to physical health topics. Further, parents’ ratings of importance by subject matter were largely independent of their reported programming preference. Together these findings provide evidence that parents believe it is important for their children to have access to a broad range of sexual health education information.

Originality/value

– This study is one of the first to document parents’ support for information for young people that goes beyond being comprehensive to include topics such as identities and pleasure. In addition, parents’ lack of knowledge about sexuality education programming may obscure their support for sexual health information. Measuring support by specific topics, however, can help to overcome issues due to parents’ lack of knowledge about programming.