Assessing Different Levels and Dosages of The Shifting Boundaries Intervention To Prevent Youth Dating Violence In New York City Middle Schools: A Randomized Control Trial

• NCJ Number: 249587
• Author(s): Bruce G. Taylor; Elizabeth A. Mumford; Weiwei Liu; Nan D. Stein
• Date Published: December 2015
• Length: 77 pages
• Grant Number(s): 2010-MU-MU-0008
• Agencies: NIJ-Sponsored
• Publication Type: Research (Applied/Empirical); Report (Study/Research); Report (Grant Sponsored); Program/Project Evaluation; Program/Project Description

Annotation

This report presents the methodology and findings of an experimental evaluation that used a randomized controlled trial (RCT) to assess a dating violence and sexual harassment (DV/H) prevention program conducted in three New York City middle schools.

Abstract

Overall, the evaluation determined that the program - called "Shifting Boundaries" (SB) - was just as effective in reducing peer violence and dating violence when presented to only one grade level as when involving multiple grades; however, in the context of the authors' earlier work with the SB program, there is a rationale for considering saturated delivery school-wide. Earlier research showed effectiveness in reducing DV/H outcomes independent of the classroom curriculum. Because the program can be introduced to an entire middle school at low cost, results from both studies taken together tend to favor policy and administrative consideration of a saturated delivery in a school-wide program. The SB program consists of two components. One component is the delivery of a classroom curriculum that addresses the consequences for perpetrators of DV/H, laws and penalties for DV/H, and the features of respectful relationships. The second component includes the use of school-based restraining orders, higher levels of faculty and security presence in school areas at high risk for DV/H, and the use of posters to increase awareness and reporting of DV/H. The evaluation focused on the effects of saturating a school environment by providing the program to all three middle school grades compared to only two grades or one grade. Effects were examined for two dosages of the program across 2 years compared to one dosage of the intervention for 1 year. 10 tables, 2 figures, 1 reference, and appended survey questionnaires