A Preliminary Randomized Controlled Evaluation of a Universal Healthy Relationships Promotion Program for Youth

Bullying and mental health problems are pressing concerns for adolescents. Given their burden, we need to find efficacious ways to prevent these experiences. However, existing prevention programs tend to be single-issue and may not focus on the universal capacities required to reduce these problems among youth. To this end, we evaluated the universal, small groups Healthy Relationships Plus (HRP) program, which focuses on the promotion of positive mental health and the reduction of bullying and substance misuse. A sample of 212 youth from Southwestern Ontario were randomly assigned to the HRP or an attention-control condition over an 8-day period during summer 2014. Primary outcome measures (i.e., most important outcomes for this evaluation) were positive mental health, bullying victimization/perpetration, and substance misuse (alcohol, marijuana). We also examined a mediator (help-seeking) and two moderators (sex, adverse childhood experiences) of main effects. Participation in HRP was associated with reduced odds of physical bullying victimization at 1-year follow-up, compared with adolescents in the attention-control condition. This finding was mediated by increased intention to seek help from a mental health professional following HRP participation. We did not find main effects for positive mental health or substance misuse in this sample; however, there was an interaction effect whereby youth with significant trauma experiences reported less marijuana use at 1-year follow-up compared with control students. Findings reiterate the importance of help-seeking for bullying prevention and demonstrate the preliminary efficacy of the HRP as a universal strategy for preventing bullying victimization among mid-adolescents within school and community settings

A Preliminary Randomized Controlled Evaluation of a Universal Healthy Relationships Promotion Program for Youth

Bullying and mental health problems are pressing concerns for adolescents. Given their burden, we need to find efficacious ways to prevent these experiences. However, existing prevention programs tend to be single-issue and may not focus on the universal capacities required to reduce these problems among youth. To this end, we evaluated the universal, small groups Healthy Relationships Plus (HRP) program, which focuses on the promotion of positive mental health and the reduction of bullying and substance misuse. A sample of 212 youth from Southwestern Ontario were randomly assigned to the HRP or an attention-control condition over an 8-day period during summer 2014. Primary outcome measures (i.e., most important outcomes for this evaluation) were positive mental health, bullying victimization/perpetration, and substance misuse (alcohol, marijuana). We also examined a mediator (help-seeking) and two moderators (sex, adverse childhood experiences) of main effects. Participation in HRP was associated with reduced odds of physical bullying victimization at 1-year follow-up, compared with adolescents in the attention-control condition. This finding was mediated by increased intention to seek help from a mental health professional following HRP participation. We did not find main effects for positive mental health or substance misuse in this sample; however, there was an interaction effect whereby youth with significant trauma experiences reported less marijuana use at 1-year follow-up compared with control students. Findings reiterate the importance of help-seeking for bullying prevention and demonstrate the preliminary efficacy of the HRP as a universal strategy for preventing bullying victimization among mid-adolescents within school and community settings

Changes in Pre-Service Teacher Personal and Professional Attitudes Following a Comprehensive School Health Course

Comprehensive school health (CSH) is a framework that can support teachers in the delivery of health-related content as well as supporting health promotion within the school community. In this study, 222 Bachelor of Education students completed surveys at the beginning and end of a mandatory six-week course on CSH with a body weight-neutral focus. Following the course, participants had significantly positively increased attitudes toward CSH, self-efficacy to teach using CSH, and weight-related attitudes. These results support CSH as a useful framework for teachers in their future practice to improve the wellness of students, teachers, and the broader school community.L’approche globale de la santé en milieu scolaire (AGSS) est un système développé pour aider les enseignants à fournir des contenus liés à la santé et à soutenir la promotion de la santé au sein de la communauté scolaire. Dans cette étude, 222 étudiants du baccalauréat en Éducation ont répondu à des sondages au début et à la fin d’un cours obligatoire de 6 semaines sur l’AGSS. À la suite du cours, les résultats des participants s’étaient considérablement améliorés dans les catégories suivantes : leurs attitudes envers l’AGSS, l’autoefficacité d’enseigner en utilisant l’AGSS, et leurs attitudes liées au poids. Ces résultats appuient l’AGSS en tant que système utile pour les enseignants dans leur pratique future afin d’améliorer le bien-être des élèves, des enseignants et de la communauté scolaire en général

Preventing adolescent dating violence: An outcomes protocol for evaluating a gender-transformative healthy relationships promotion program

Adolescent dating violence (ADV) is a pressing public health problem in North America. Strategies to prevent perpetration are needed, and a substantial body of research demonstrates the importance of applying a gender lens to target root causes of adolescent dating violence as part of effective prevention. To date, however, there has been limited research on how to specifically engage boys in adolescent dating violence prevention. In this short communication, we describe the protocol for a longitudinal, quasi-experimental outcome evaluation of a program called WiseGuyz. WiseGuyz is a community-facilitated, gender-transformative healthy relationships program for mid-adolescent male-identified youth that aims to reduce male-perpetrated dating violence and improve mental and sexual health, by allowing participants to critically examine and deconstruct male gender role expectations. The primary goal of this evaluation is to explore the impact of WiseGuyz on adolescent dating violence outcomes at one-year follow-up among participants, as compared to a risk- and demographically-matched comparison group. Knowledge generated and shared from this project will provide evidence on if and for whom WiseGuyz works, with important implications for adolescent health and well-being

Two Years of Relationship-Focused Mentoring for First Nations, Metis, and Inuit Adolescents: Promoting Positive Mental Health

First Nations, Métis, and Inuit (FNMI) youth are disproportionately affected by a range of negative health outcomes including poor emotional and psychosocial well-being. At the same time, there is increasing awareness of culturally-specific protective factors for these youth, such as cultural connectedness and identity. This article reports the findings of a mixed-methods, exploratory longitudinal study on the effects of a culturally-relevant school-based mentoring program for FNMI youth that focuses on promoting mental well-being and the development of cultural identity. Participants included a cohort of FNMI adolescents whom we tracked across the transition from elementary to secondary school. We utilized data from annual surveys (n = 105) and a subset of youth whom we interviewed (n = 28). Quantitative analyses compared youth who participated in 1 or 2 years of mentoring programs with those who did not participate. At Wave 3, the 2-year mentoring group demonstrated better mental health and improved cultural identity, accounting for Wave 1 functioning. These results were maintained when sex and school climate were accounted for in the models. Sex did not emerge as a significant moderator; however, post hoc analyses with simple slopes indicated that the mentoring program benefited girls more than boys for both outcomes. Interview data were coded and themed through a multi-phase process, and revealed that the mentoring program helped participants develop their intrapersonal and interpersonal skills, and enhanced their cultural and healthy relationships knowledge base. Collectively, the quantitative and qualitative components of this study identify multiple years of culturally-relevant mentoring as a promising approach for promoting well-being among FNMI youth

Latent class analysis of sexual health markers among men and women participating in a British probability sample survey.

BACKGROUND: Despite known associations between different aspects of sexual health, it is not clear how patterning of adverse sexual health varies across the general population. A better understanding should contribute towards more effective problem identification, prevention and treatment. We sought to identify different clusters of sexual health markers in a general population, along with their socio-demographic, health and lifestyle correlates. METHODS: Data came from men (N = 5113) and women (N = 7019) aged 16-74 who reported partnered sexual activity in the past year in Britain's third National Survey of Sexual Attitudes and Lifestyles, undertaken in 2010-2012. Latent class analysis used 18 self-reported variables relating to adverse sexual health outcomes (STI and unplanned pregnancy, non-volitional sex, and sexual function problems). Correlates included socio-demographics, early debut, alcohol/drug use, depression, and satisfaction/distress with sex life. RESULTS: Four classes were found for men (labelled Good Sexual Health 83%, Wary Risk-takers 4%, Unwary Risk-takers 4%, Sexual Function Problems 9%); six for women (Good Sexual Health 52%, Wary Risk-takers 2%, Unwary Risk-takers 7%, Low Interest 29%, Sexual Function Problems 7%, Highly Vulnerable 2%). Regardless of gender, Unwary Risk-takers reported lower STI/HIV risk perception and more condomless sex than Wary Risk-takers, but both were more likely to report STI diagnosis than Good Sexual Health classes. Highly Vulnerable women reported abortion, STIs and functional problems, and more sexual coercion than other women. Distinct socio-demographic profiles differentiated higher-risk classes from Good Sexual Health classes, with depression, alcohol/drug use, and early sexual debut widely-shared correlates of higher-risk classes. Females in higher-risk classes, and men with functional problems, evaluated their sex lives more negatively than those with Good Sexual Health. CONCLUSIONS: A greater prevalence and diversity of poor sexual health appears to exist among women than men in Britain, with more consistent effects on women's subjective sexual well-being. Shared health and lifestyle characteristics of higher-risk groups suggest widespread benefits of upstream interventions. Several groups could benefit from tailored interventions: men and women who underestimate their STI/HIV risk exposure, women distressed by low interest in sex, and women experiencing multiple adverse outcomes. Distinctive socio-demographic profiles should assist with identification and targeting

Protocol for Pilot Cluster RCT of Project Respect: A school-based intervention to prevent dating and relationship violence and address health inequalities among young people

Background Dating and relationship violence (DRV) – intimate partner violence during adolescence – encompasses physical, sexual and emotional abuse. DRV is associated with a range of adverse health outcomes including injuries, sexually transmitted infections, adolescent pregnancy and mental health issues. Experiencing DRV also predicts both victimisation and perpetration of partner violence in adulthood. Prevention targeting early adolescence is important because this is when dating behaviours begin, behavioural norms become established and DRV starts to manifest. Despite high rates of DRV victimisation in England, from 22-48% among girls and 12-27% among boys ages 14-17 who report intimate relationships, no RCTs of DRV prevention programmes have taken place in the UK. Informed by two school-based interventions that have shown promising results in RCTs in the United States – Safe Dates and Shifting Boundaries – Project Respect aims to optimise and pilot a DRV prevention programme for secondary schools in England. Methods Design: Optimisation and pilot cluster RCT. Trial will include a process evaluation and assess the feasibility of conducting a phase III RCT with embedded economic evaluation. Cognitive interviewing will inform survey development. Participants: Optimisation involves four schools and pilot RCT involves six (four intervention, two control). All are secondary schools in England. Baseline surveys conducted with students in Years 8 and 9 (ages 12-14). Follow-up surveys conducted with the same cohort, 16 months post-baseline. Optimisation sessions to inform intervention and research methods will involve consultations with stakeholders, including young people. Intervention: School staff training, including guidance on reviewing school policies and addressing ‘hotspots’ for DRV and gender-based harassment; information for parents; informing students of a help-seeking app; and a classroom curriculum for students in years 9 and 10, including a student-led campaign. Primary Outcome: The primary outcome of the pilot RCT will be whether progression to a phase III RCT is justified. Testing within the pilot will also determine which of two existing scales is optimal for assessing DRV victimisation and perpetration in a phase III RCT. Discussion This will be the first RCT of an intervention to prevent DRV in the UK. If findings indicate feasibility and acceptability, we will undertake planning for a phase III RCT of effectiveness. Trial registration ISRCTN, ISRCTN 65324176. Registered 8 June 2017, https://doi.org/10.1186/ISRCTN6532417

Fatherhood Involvement Reference Report for No Man Left Behind: How and Why to Include Fathers in Government-Funded Parenting Strategies

In December 2015, Shift released the Men and Boys Violence Prevention Project: Informing a Government of Alberta Action Plan to Engage Men and Boys to Stop Violence Against Women. One of the key priorities identified within this action plan was the need for new funding and support to increase positive fatherhood involvement as a key prevention strategy for domestic violence. To meet this need, Shift produced No Man Left Behind: How and Why to Include Fathers in Government-Funded Parenting Strategies (to download report, click on PDF below). This report draws on five different research methods to provide findings and recommendations specific to the Government of Alberta. It is our hope that this report will lead to a robust discussion along with policy, practice and investment changes throughout Alberta. For the details of the research that supported the development of this report, please see the Fatherhood Involvement Reference Report. Shift welcomes any feedback and would be pleased to present the research and recommendations to groups throughout Alberta.YesShift gratefully acknowledges the Palix Foundation and the Government of Alberta for their support in funding this research

State of the Science Brief: Programmatic Approaches to Sexual Violence Prevention and Risk Reduction in Post-Secondary Settings

The authors of this paper and Shift: The Project to End Domestic Violence believe that sexual assault is NEVER the victim’s fault. Further, we wish to emphasize that research on risk reduction should not be taken to imply that victims are responsible for protecting themselves from assault. For too long, survivors have been blamed by individuals and systems for sexual assault, and thus we must whole-heartedly resist any discourse that blames and shames victims. However, we have found through the research that effective rape resistance programs within a specific context may impact the experience of sexual violence, and so we chose to present that research here. To that end, readers should only consider the presented research and findings within the context of the post-secondary environment, as this is the setting where all reported research was conducted: the post-secondary environment is a unique setting and we thus discourage the generalization of findings to other settings and age groups. It is our hope that this report leads to a robust discussion of these findings, and what they mean for sexual violence prevention in Alberta.Ye