Changes in J-SOAP-II and SAVRY Scores Over the Course of Residential, Cognitive-Behavioral Treatment for Adolescent Sexual Offending

Although the Juvenile Sex Offender Assessment Protocol-II (J-SOAP-II) and the Structured Assessment of Violence Risk in Youth (SAVRY) include an emphasis on dynamic, or modifiable factors, there has been little research on dynamic changes on these tools. To help address this gap, we compared admission and discharge scores of 163 adolescents who attended a residential, cognitive-behavioral treatment program for sexual offending. Based on reliable change indices, one-half of youth showed a reliable decrease on the J-SOAP-II Dynamic Risk Total Score and one-third of youth showed a reliable decrease on the SAVRY Dynamic Risk Total Score. Contrary to expectations, decreases in risk factors and increases in protective factors did not predict reduced sexual, violent nonsexual, or any reoffending. In addition, no associations were found between scores on the Psychopathy Checklist: Youth Version and levels of change. Overall, the J-SOAP-II and the SAVRY hold promise in measuring change, but further research is needed

Changes in J-SOAP-II and SAVRY Scores Over the Course of Residential, Cognitive-Behavioral Treatment for Adolescent Sexual Offending

Although the Juvenile Sex Offender Assessment Protocol–II (J-SOAP-II) and the Structured Assessment of Violence Risk in Youth (SAVRY) include an emphasis on dynamic, or modifiable factors, there has been little research on dynamic changes on these tools. To help address this gap, we compared admission and discharge scores of 163 adolescents who attended a residential, cognitive-behavioral treatment program for sexual offending. Based on reliable change indices, one half of youth showed a reliable decrease on the J-SOAP-II Dynamic Risk Total Score and one third of youth showed a reliable decrease on the SAVRY Dynamic Risk Total Score. Contrary to expectations, decreases in risk factors and increases in protective factors did not predict reduced sexual, violent nonsexual, or any reoffending. In addition, no associations were found between scores on the Psychopathy Checklist:Youth Version and levels of change. Overall, the J-SOAP-II and the SAVRY hold promise in measuring change, but further research is needed

Changes in J-SOAP-II and SAVRY Scores Over the Course of Residential, Cognitive-Behavioral Treatment for Adolescent Sexual Offending

Although the Juvenile Sex Offender Assessment Protocol–II (J-SOAP-II) and the Structured Assessment of Violence Risk in Youth (SAVRY) include an emphasis on dynamic, or modifiable factors, there has been little research on dynamic changes on these tools. To help address this gap, we compared admission and discharge scores of 163 adolescents who attended a residential, cognitive-behavioral treatment program for sexual offending. Based on reliable change indices, one half of youth showed a reliable decrease on the J-SOAP-II Dynamic Risk Total Score and one third of youth showed a reliable decrease on the SAVRY Dynamic Risk Total Score. Contrary to expectations, decreases in risk factors and increases in protective factors did not predict reduced sexual, violent nonsexual, or any reoffending. In addition, no associations were found between scores on the Psychopathy Checklist:Youth Version and levels of change. Overall, the J-SOAP-II and the SAVRY hold promise in measuring change, but further research is needed

Developmental Outcomes of Using Physical Violence Against Dates and Peers

The negative impact on adolescents of being a victim of violence is well documented, but the impact of being a perpetrator of violence is less well known. Knowing the negative outcomes of being a perpetrator could inform clinical interactions with adolescents, development of violence prevention strategies, and estimates of the societal burden of violence. This longitudinal study examined the effects of physical dating violence (DV) and peer violence (PV) perpetration on internalizing symptoms, relationships with friends and family, academic aspirations and grades, and substance use

Middle school effects of the Dating Matters (R) comprehensive teen dating violence prevention model on physical violence, bullying, and cyberbullying:A cluster-randomized controlled trial

Few comprehensive primary prevention approaches for youth have been evaluated for effects on multiple types of violence. Dating Matters®: Strategies to Promote Healthy Teen Relationships (Dating Matters) is a comprehensive teen dating violence (TDV) prevention model designed by the Centers for Disease Control and Prevention and evaluated using a longitudinal stratified cluster-randomized controlled trial to determine effectiveness for preventing TDV and promoting healthy relationship behaviors among middle school students. In this study, we examine the prevention effects on secondary outcomes, including victimization and perpetration of physical violence, bullying, and cyberbullying. This study examined the effectiveness of Dating Matters compared to a standard-of-care TDV prevention program in 46 middle schools in four high-risk urban communities across the USA. The analytic sample (N = 3301; 53% female; 50% Black, non-Hispanic; and 31% Hispanic) consisted of 6th–8th grade students who had an opportunity for exposure to Dating Matters in all three grades or the standard-of-care in 8th grade only. Results demonstrated that both male and female students attending schools implementing Dating Matters reported 11% less bullying perpetration and 11% less physical violence perpetration than students in comparison schools. Female Dating Matters students reported 9% less cyberbullying victimization and 10% less cyberbullying perpetration relative to the standard-of-care. When compared to an existing evidence-based intervention for TDV, Dating Matters demonstrated protective effects on physical violence, bullying, and cyberbullying for most groups of students. The Dating Matters comprehensive prevention model holds promise for reducing multiple forms of violence among middle school-aged youth

Effects of the Dating Matters® comprehensive prevention model on health- and delinquency-related risk behaviors in middle school youth:A cluster-randomized controlled trial

Teen dating violence (TDV) is associated with a variety of delinquent behaviors, such as theft, and health- and delinquency-related risk behaviors, including alcohol use, substance abuse, and weapon carrying. These behaviors may co-occur due to shared risk factors. Thus, comprehensive TDV-focused prevention programs may also impact these other risk behaviors. This study examined the effectiveness of CDC's Dating Matters (R): Strategies to Promote Healthy Teen Relationships (Dating Matters) comprehensive TDV prevention model compared to a standard-of-care condition on health- and delinquency-related risk behaviors among middle school students. Students (N = 3301; 53% female; 50% black, non-Hispanic; and 31% Hispanic) in 46 middle schools in four sites across the USA were surveyed twice yearly in 6th, 7th, and 8th grades. A structural equation modeling framework with multiple imputation to account for missing data was utilized. On average over time, students receiving Dating Matters scored 9% lower on a measure of weapon carrying, 9% lower on a measure of alcohol and substance abuse, and 8% lower on a measure of delinquency by the end of middle school than students receiving an evidence-based standard-of-care TDV prevention program. Dating Matters demonstrated protective effects for most groups of students through the end of middle school. These results suggest that this comprehensive model is successful at preventing risk behaviors associated with TDV. clinicaltrials.gov Identifier: NCT01672541

An RCT of dating matters:Effects on teen dating violence and relationship behaviors

Introduction Teen dating violence is a serious public health problem with few effective prevention strategies. This study examines whether the Dating Matters comprehensive prevention model, compared with a standard of care intervention, prevented negative relationship behaviors and promoted positive relationship behaviors. Study design This longitudinal, cluster-RCT compared the effectiveness of Dating Matters with standard of care across middle school. Standard of care was an evidence-based teen dating violence prevention curriculum (Safe Dates) implemented in eighth grade. Setting/participants Forty-six middle schools in high-risk urban neighborhoods in four U.S. cities were randomized. Schools lost to follow-up were replaced with new schools, which were independently randomized (71% school retention). Students were surveyed in fall and spring of sixth, seventh, and eighth grades (2012–2016). The analysis sample includes students from schools implementing Dating Matters or standard of care for >2 years who started sixth grade in the fall of 2012 or 2013 and had dated (N=2,349 students, mean age 12 years, 49% female, and 55% black, non-Hispanic, 28% Hispanic, 17% other). Intervention Dating Matters is a comprehensive, multicomponent prevention model including classroom-delivered programs for sixth to eighth graders, training for parents of sixth to eighth graders, educator training, a youth communications program, and local health department activities to assess capacity and track teen dating violence–related policy and data. Main outcome measures Self-reported teen dating violence perpetration and victimization, use of negative conflict resolution strategies, and positive relationship skills were examined as outcomes. Imputation and analyses were conducted in 2017. Results Latent panel models demonstrated significant program effects for three of four outcomes; Dating Matters students reported 8.43% lower teen dating violence perpetration, 9.78% lower teen dating violence victimization, and 5.52% lower use of negative conflict resolution strategies, on average across time points and cohorts, than standard of care students. There were no significant effects on positive relationship behaviors. Conclusions Dating Matters demonstrates comparative effectiveness, through middle school, for reducing unhealthy relationship behaviors, such as teen dating violence and use of negative conflict resolution strategies, relative to the standard of care intervention

Process Evaluation of the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Grant Program

The purpose of this study is to conduct a process evaluation of the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Grant Program. The HTYPE Demonstration Grant Program funds local educational agencies (LEAs) to partner with a nonprofit or NGO to build the capacity of selected schools to provide skills-based human trafficking prevention education for educators, other staff, and students, and establish a Human Trafficking School Safety Protocol (HTSSP) that addresses the safety, security, and well-being of staff and students. Eight HTYPE Demonstration Program grants were awarded in September 2020 (with a period of performance of 36 months). The HTYPE Demonstration Grant Program projects vary in implementation strategy and training curricula but are consistent in concept and overarching goals. The multi-site process evaluation of the HTYPE Demonstration Grant Program is being conducted by RTI International through a contract from the Office of Planning, Research, and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services, in collaboration with ACF’s Office on Trafficking in Persons (OTIP). This study is being conducted as part of the Human Trafficking Policy and Research Analyses project. OPRE’s webpage about the project is located here: https://www.acf.hhs.gov/opre/project/human-trafficking-policy-and-research-analyses-project-2019-2024 RTI will be conducting a process evaluation of the HTYPE Demonstration Grant Program. Overall, this process evaluation will describe each grantee’s services, activities, policies, and procedures. Specifically, the process evaluation of the HTYPE Demonstration Grant Program will: • Investigate and document how projects approach and accomplish the goals of the HTYPE Demonstration Grant Program; • Inform ACF’s efforts to support human trafficking prevention education in schools; and • Inform future evaluation. More specifically, the process evaluation will address several research questions: 1. What are the existing conditions and resources in the pre-project environment? 2. What are the existing mandates (e.g., state legislation requiring school staff to receive human trafficking prevention education) in the pre-project environment? 3. To what extent were LEAs able to identify, coordinate, and collaborate with partner organizations in the development and implementation of required project activities? 4. What implementation models were used by HTYPE Demonstration Program projects to deliver human trafficking prevention education to educators and other staff? 5. What was the nature or quality of implementation of human trafficking prevention education for educators and other staff by HTYPE Demonstration Program projects? 6. What implementation models were used by HTYPE Demonstration Program projects to deliver human trafficking prevention education to students? 7. What was the nature or quality of implementation of human trafficking prevention education for students by HTYPE Demonstration Program projects? 8. What models were used to train LEA staff to implement and replicate project activities? 9. What models were used by HTYPE Demonstration Program projects to develop and implement the HTSSP? 10. How are HTYPE Demonstration Program projects planning for sustainable implementation? 11. What, if any, activities not required by the grant supported implementation? Or were perceived to have likely supported implementation? (e.g., activity related to caregiver education) 12. How has LEA internal capacity to address human trafficking changed over the project period? 13. What key lessons were learned that would be useful for other LEAs interested in implementing similar programs? 14. What are the main takeaways for funders and policymakers interested in supporting school-based anti-human trafficking prevention programs? 15. What are the main takeaways for funders interested in conducting an outcome evaluation of school-based anti-human trafficking prevention initiatives? Year 1 of data collection consists of semi-structured interviews with 8 project directors and up to 9 each of non-profit partners and law enforcement partners. Interviews will include questions about partnerships, implementation approaches and timeline, staffing, and key implementation facilitators and barriers. Year 1 of data collection will inform the design of data collection instruments for Years 2 and 3. Therefore, this study registration represents Year 1 activities and will be updated early in 2022 to reflect Year 2 and Year 3 data collection. Analysis of the process evaluation data has the potential to inform federal, state, and community policymakers, funders, and practitioners to make decisions about future school-based prevention approaches to address human trafficking, as well as inform the refinement of future implementation and evaluation strategies

Correction to: Middle School Effects of the Dating Matters® Comprehensive Teen Dating Violence Prevention Model on Physical Violence, Bullying, and Cyberbullying: A Cluster-Randomized Controlled Trial

Correction to: Prevention Science https://doi-org.proxy.library.uu.nl/10.1007/s11121-019-01071-