Start Strong: Building Healthy Teen Relationships. Evaluation Summary

Transcription

1 Start Strng: Building Healthy Teen Relatinships Evaluatin Summary SUMMARY REPORT September 2013

2 SUMMARY REPORT SEPTEMBER 2013 Intrductin Start Strng: Building Healthy Teen Relatinships (Start Strng) was a natinal prgram f the Rbert Wd Jhnsn Fundatin (RWJF) in cllabratin with Blue Shield f Califrnia Fundatin (BSCF) and Futures Withut Vilence. Frm 2008 t 2012, RWJF and BSCF invested $18 millin in 11 Start Strng sites acrss the cuntry t prmte healthy relatinships amng 11- t 14-year-lds and identify prmising strategies t prevent teen dating vilence (TDV). The cre cmpnents f the Start Strng prgram were t: i) educate and engage yuth in schls and ut f schl settings; ii) educate and engage teen influencers such as parents/caregivers, teachers, and ther mentrs; iii) change plicy and envirnmental factrs; and iv) implement effective cmmunicatins/scial marketing strategies. RTI Internatinal cnducted an independent evaluatin f Start Strng n behalf f RWJF and BSCF. The evaluatin cnsisted f an utcme evaluatin and a plicy evaluatin. The utcme evaluatin examined bth student and teacher differences ver time, in fur Start Strng schls and fur cmparisn schls. Three Start Strng sites participated in the utcme evaluatin, cllectively representing mid-sized and large urban areas and reflecting racial/ethnic diversity and reginal diversity. Student data were cllected frm a sample f 1,517 students acrss the eight schls at fur waves (i.e., time pints): fall 2010, spring 2011, fall 2011, and spring Teacher data were cllected frm a sample f 185 teachers frm the same eight schls at tw waves: fall 2010 and spring page 2

3 The plicy evaluatin assessed the adptin, implementatin, and sustainability f TDV preventin plicy effrts in Start Strng sites ver the curse f tw years (2010 t 2012). All 11 Start Strng sites participated in the plicy evaluatin. This reprt summarizes findings frm the utcme and plicy evaluatin f Start Strng. Summary f Key Findings Outcme Evaluatin: Preventin in middle schl matters. Mst students in the evaluatin study were already dating, and many were experiencing dating vilence while in 7 th grade. Start Strng had a sustained psitive impact n middle-schl students attitudes twards teen dating vilence and gender equality, tw key factrs related t TDV. Start Strng students wh reprted TDV victimizatin, perpetratin, r bth at wave 1 were differentially impacted by Start Strng. Fr at least ne fllw-up wave, these students reprted a reductin in bullying perpetratin, a mre psitive schl climate, mre psitive attitudes twards gender equality, and increased parent-child cmmunicatin. N significant differences were detected between teachers at Start Strng schls and cmparisn schls. Plicy Evaluatin: Plicy effrts can make a difference. By fall 2012, six f the 11 Start Strng cmmunities achieved significant plicy wins. As a direct result f their wrk, five sites secured imprtant changes t TDV-related schl district plicies. Sites als prvided technical assistance and awareness-building t infrm changes t state legislatin. State legislatin was strengthened in three states. Start Strng Site Cmmunities that implemented Start Strng and mbilized lcal resurces, leaders and cmmunity partners t supprt healthy teen relatinships and prevent teen dating vilence. Atlanta, GA Austin, TX Bise, ID Bstn, MA Bridgeprt, CT Brnx, NY Indianaplis, IN Ls Angeles, CA Oakland, CA Prvidence, RI Wichita, KS In additin, all 11 sites established ne r mre practice changes that remained in place in the schl year after the cmpletin f Start Strng funding. Practice change included preventin educatin, staff training, and parent educatin. Start Strng plicy effrts raised supprt fr TDV preventin, elevated the wrk f grantees, and led t ther significant changes beynd written plicy. Cllabratins became mre extensive and varied ver the curse f the initiative. page 3

4 START STRONG: BUILDING HEALTHY TEEN RELATIONSHIPS EVALUATION SUMMARY Backgrund n Teen Dating Vilence Teen dating vilence (TDV) is a grwing public health cncern. It includes bth physical (e.g., hitting, pushing, kicking) and psychlgical abuse (e.g., criticizing, dminating, cntrlling) either in persn r electrnically as well as unwanted sexual activity. Accrding t the Centers fr Disease Cntrl and Preventin s Yuth Risk Behavir Survey, apprximately 1 in 11 high schl students (9.4%) reprt being hit, slapped, r physically hurt n purpse by a byfriend r girlfriend 1. Start Strng was designed t prmte healthy relatinships amng middle schl students, ages 11 t 14, befre the incidence f dating vilence reaches the levels seen in lder teens. Althugh multiple studies have fund that adlescents n average reprted initiating dating activities arund age 11, knwledge abut TDV amng middle schl aged yuth is limited. In additin, the majrity f existing wrk relies n crss-sectinal data, which cannt describe hw TDV behavirs change ver time. The Start Strng Evaluatin RTI Internatinal (RTI) cnducted an independent evaluatin f Start Strng n behalf f RWJF and BSCF. The Start Strng evaluatin cnsisted f tw parts: an utcme 1 Centers fr Disease Cntrl and Preventin. Yuth Risk Behavir Surveillance United States, page 4

5 evaluatin and a plicy evaluatin. The verall purpse f the evaluatin was t assess the verall impact f Start Strng by lking at: the effectiveness f the prgram amng students and teachers; and the adptin, implementatin, and sustainability f TDV preventin plicy effrts in Start Strng sites. Start Strng Outcme Evaluatin Design RTI cnducted a lngitudinal, quasi-experimental study in which data were cllected frm the same students and teachers at multiple time perids. Three sites participated in the utcme evaluatin, cllectively representing mid-sized and large urban areas and reflecting racial/ethnic and reginal diversity. The evaluatin matched fur cmparisn schls n schl-level features (i.e., schl size; percent students n free r reduced lunch; race/ethnicity; and metrplitan area characteristics). The utcme evaluatin lked at bth student and teacher differences ver time, in fur Start Strng schls and fur cmparisn schls, which did nt have TDV preventin r healthy relatinships prgrams. Student data were cllected frm a sample f 1,517 students acrss eight schls at fur waves: fall 2010, spring 2011, fall 2011, and spring Teacher data were cllected frm a sample f 185 teachers frm the same eight schls at tw waves: fall 2010 and spring 2012 (see Appendix A fr additinal detail n evaluatin methdlgy). The utcme evaluatin assessed change in key factrs targeted by the Start Strng initiative. Fr students, measures included TDV perpetratin and victimizatin, student attitudes related t TDV, having friends invlved in TDV, sexual harassment, bullying, the perceived satisfactin in byfriend/girlfriend relatinships, and parent-child cmmunicatin abut healthy relatinships. Teacher measures included student-teacher relatinships, student acceptance f TDV, teacher awareness f TDV, and TDV reprting (see Appendices B and C fr measures and items frm student and teacher surveys). Start Strng Outcme Evaluatin Key Findings Start Strng Schl A schl implementing the required evidence-based teen dating vilence preventin curriculum (Safe Dates r Furth R) as part f Start Strng. Start Strng Grantee The lead agency r cmmunity rganizatin that received the grant frm RWJF r BSCF t implement the Start Strng mdel in their cmmunity. MOST STUDENTS IN THIS STUDY WERE ALREADY DATING, AND MANY WERE EXPERIENCING DATING VIOLENCE AT WAVE 1 (FALL 2010) WHILE IN 7 TH GRADE. 75 percent f students surveyed reprt ever having a byfriend r girlfriend. Mre than 1 in 3 (37%) students surveyed reprt being a victim f psychlgical dating vilence in the last 6 mnths. Nearly 1 in 6 (15%) students surveyed reprt being a victim f physical dating vilence in the last 6 mnths. Nearly 1 in 3 (31%) students surveyed reprt being a victim f electrnic dating aggressin in the last 6 mnths. START STRONG HAD A POSITIVE EFFECT ON KEY FACTORS RELATED TO TEEN DATING VIOLENCE. (SEE EXHIBIT 1) Shrt-term results (waves 1-2): Cmpared with students in cmparisn schls, students in Start Strng schls reprted: page 5

6 decreased acceptance f teen dating vilence; mre psitive attitudes tward gender equality; increased parent-child cmmunicatin abut relatinships, increased supprt and satisfactin in their byfriend/girlfriend relatinships. Lng-term results (waves 1-4): Results persisted ver time fr tw key factrs linked t the preventin f teen dating vilence. Students at Start Strng schls reprted: decreased acceptance f teen dating vilence, and mre psitive attitudes tward gender equality. Exhibit 1: Outcme Evaluatin Results Student Survey Waves 1 t 4 2 DOMAIN/MEASURES WAVES WAVES WAVES TDV acceptance TDV acceptance girls hitting bys TDV acceptance bys hitting girls Attitudes tward gender equality Parent-child cmmunicatin Byfriend/girlfriend-satisfactin Students at Start Strng schls reprted decreased acceptance f teen dating vilence and mre psitive attitudes tward gender equality than students at cmparisn schls. Byfriend/girlfriend-supprt : Statistically significant difference between Start Strng and cmparisn students START STRONG STUDENTS WHO REPORTED TDV VICTIMIZATION, PERPETRATION, OR BOTH AT WAVE 1 WERE DIFFERENTIALLY IMPACTED BY START STRONG. Start Strng students with prir TDV experiences (victimizatin, perpetratin, r bth at wave 1), classified as high-risk, shwed mre psitive results n sme utcmes than students wh did nt reprt TDV victimizatin and/r perpetratin. Fr at least ne fllw-up wave, high-risk students reprted a reductin in bullying behavirs, a mre psitive schl climate, mre psitive attitudes twards gender equality, and increased parent-child cmmunicatin. NO SIGNIFICANT DIFFERENCES WERE DETECTED BETWEEN START STRONG TEACHERS AND COMPARISON SCHOOL TEACHERS. 2 N statistically significant difference between Start Strng and cmparisn students detected fr the fllwing measures: TDV victimizatin, TDV perpetratin, byfriend/girlfriend-criticism, byfriend/girlfriend-dminance, perceived negative cnsequences f TDV, peer TDV. page 6

7 Backgrund n Plicy Change Plicy change was a cre cmpnent f the Start Strng initiative. Althugh it can be a difficult and lng-term prcess, plicy change at the lcal r state level can ensure sustainability and a lasting impact. Start Strng plicy effrts fcused n supprting TDV preventin plicies and creating psitive schl envirnments, which fster healthy adlescent relatinships while paving the way fr academic success and healthier life chices. Start Strng grantees prvided educatin, technical assistance, and a mdel schl TDV preventin plicy as a way t supprt plicy change. After reviewing plicy status and prspects fr change within their cmmunities, Start Strng grantees identified specific gals fr plicy change effrts. Gals included adpting new plicy, adapting existing plicy, and implementing existing plicy. Grantees chse gals and strategies based n their best pprtunities t wrk acrss schl, district, and state levels t change plicy and institutinalize TDV preventin. Start Strng Plicy Evaluatin Design The purpse f the plicy evaluatin was t assess the adptin and implementatin f frmal and infrmal plicy related t TDV preventin and healthy relatinship prmtin in Start Strng sites. All 11 Start Strng sites participated in the plicy evaluatin ver the curse f tw years (2010 t 2012). The evaluatin examined plicies at the state and schl district levels at baseline and fllw-up, as well as the sites experiences with plicy change, including their bjectives, activities, and factrs impeding r supprting prgress. The plicy evaluatin describes the experience f 11 sites, and the plicies existing in 10 states (tw sites were lcated within a single state) and 11 schl districts. The plicy evaluatin included three activities in each f the 11 Start Strng sites: Dcument review-- a cntent analysis f state and lcal plicy materials; page 7

8 Structured telephne interviews--with individuals in each site knwledgeable abut plicy prvisins and effrts at three waves: early 2011, fall 2011 and fall 2012; and Stakehlder survey--a quantitative assessment f key stakehlders in schls and schl administratin at tw waves: fall 2010 (at the beginning f Start Strng implementatin) and fall 2012 (three mnths after the end f funded implementatin). Start Strng Plicy Evaluatin - Key Findings AT BASELINE (FALL 2010), POLICY VARIED WIDELY AMONG SITES. At the state level: Fur sites had bth TDV-specific plicies and plicies addressing TDVrelated behavirs such as bullying r sexual harassment. The remaining seven sites had state-level plicies addressing TDV-related behavirs nly. At the lcal level: Tw sites had plicies addressing bth TDV and related behavirs. Eight sites had plicies addressing TDV-related behavirs nly. One site had neither DV-specific nr related plicy at the lcal level. Althugh plicies existed, many plicies did nt require actin r prvide resurces fr implementatin; ther plicies had never been implemented. Stakehlders in schls and lcal educatinal agencies (schl districts) varied in their attitudes tward TDV. Lcal educatinal agencies staff were mre likely than in-schl staff t view TDV as a serius issue and t cnsider it a serius prblem in the district. AT FOLLOW UP (FALL 2012), SIX OF THE 11 START STRONG COMMUNITIES ACHIEVED SIGNIFICANT POLICY WINS. AS A DIRECT RESULT OF THEIR WORK, FIVE SITES SECURED IMPORTANT CHANGES TO TDV-RELATED SCHOOL DISTRICT POLICIES. STATE LEGISLATION WAS STRENGTHENED IN THREE STATES. (SEE EXHIBIT 2) One site prvided educatin and technical assistance t address the preventin f and respnse t TDV and sexual assault in state educatin agency (SEA) regulatin. One site prvided the Start Strng mdel plicy, which resulted in new plicy at the schl district level that incrprated mst cmpnents f the Start Strng mdel schl plicy. One site enacted a bullying plicy at the schl district level fr the first time. page 8

9 One site cntributed t the adptin f TDV preventin plicies in several schl districts, and prvided educatin and awareness building n electrnic abuse (i.e., using technlgy t cntrl a dating partner r spread rumrs) As a result f these and ther effrts, electrnic abuse was included in the state bullying plicy. One site added TDV preventin t its existing lcal schl district s sexual harassment plicy. One site prvided technical assistance and awareness building n electrnic abuse, which ultimately cntributed t the incrpratin f specific language addressing electrnic abuse int state and lcal plicies. Exhibit 2: Plicy Change at the State and/r Lcal Schl District Level at Fllw-up (Fall 2012)* SITE Enacted new state plicy: TDV Enacted new lcal plicy: TDV r bullying Added TDV t lcal plicy Added electrnic abuse t state r lcal plicy A B C D E F * Technical assistance, educatinal and awareness building activities f the sites raised lcal awareness and cntributed t these changes. ALL 11 SITES ESTABLISHED ONE OR MORE PRACTICE CHANGES THAT REMAINED IN PLACE IN THE SCHOOL YEAR FOLLOWING THE COMPLETION OF START STRONG FUNDING. (SEE EXHIBIT 3) These practice changes included prviding TDV educatin fr all students, targeted TDV educatin fr at-risk students, schl staff training n TDV, and parent educatin abut TDV. In many sites, these were resurces that had nt previusly been available. All sites had implemented each f these cre practice changes by the end f the Start Strng implementatin perid. In mst sites, implementatin cntinued even after the end f funded activities. Hwever, nt all were implemented as widely as they were during the Start Strng prgram (i.e., sme existed in nly a subset f Start Strng schls). page 9

10 Number f Sites Exhibit 3: TDV Preventin Practice Befre, During, and After Start Strng Implementatin (n=11) Fall 2010: prir t site plicy effrts 4 Fall 2012: end f grant 2 Spring 2013: 3 mnths after grant end 0 Universal TDV Targeted TDV Schl staff training Parent educatin n TDV BEYOND WRITTEN POLICY, START STRONG POLICY EFFORTS RAISED SUPPORT FOR TDV PREVENTION, ELEVATED THE WORK OF GRANTEES AND LED TO OTHER SIGNIFICANT CHANGES. Grantees reprted being asked t speak at lcal and state cnferences, public frums and parent wrkshps, and expanding TDV training. Other ntable achievements included prviding expert input t a statewide cmmissin n family vilence; develping a webinar n TDV that can be accessed by teachers acrss the district and state; creating a written respnse prtcl t guide schl staff wh respnd t TDV incidents; and adding questins abut TDV t the schl nurses electrnic medical recrds questinnaire. COLLABORATIONS BECAME MORE EXTENSIVE AND VARIED OVER THE COURSE OF THE INITIATIVE. Early schl district cllabratins expanded ver time. Frequently added cllabratrs included calitins addressing dmestic vilence r yuth develpment, and elected fficials at the state and lcal level. START STRONG INFLUENCED STAKEHOLDERS KNOWLEDGE OF AND ATTITUDES TOWARD TDV. At fllw up in fall 2012, schl staff had significantly increased knwledge abut TDV plicy, but nt lcal educatin agency staff. Schl staff indicated increased awareness f relatinship-related fighting and increased perceptins f TDV as a prblem at their schl. At the same time as awareness f plicy increased, agency staff reprted less satisfactin with current TDV preventin plicy and its enfrcement. page 10

11 DISCUSSION AND CONCLUSIONS Preventin in middle schl matters. There is a critical windw f pprtunity t teach yung adlescents abut healthy relatinships and prevent TDV. Start Strng influenced tw key factrs related t TDV attitudes twards TDV and gender equality. We can speculate that cntinued and strengthened emphasis n imprving attitudes twards gender equality and challenging the acceptance f TDV might ultimately decrease TDV behavirs amng the Start Strng middle schl students. We need t better understand adlescents wh experience TDV at a yung age. While there is a grwing bdy f knwledge n TDV amng lder adlescents in high schl, we need t better understand this yung age grup, especially adlescents wh experience TDV at a yung age. Start Strng students with prir TDV experiences shwed mre psitive results n sme utcmes than students wh did nt reprt TDV victimizatin r perpetratin. These psitive results, hwever, were incnsistent acrss measures and data cllectin waves. Parent-child cmmunicatin abut relatinships is imprtant. Parent-child cmmunicatin is nt typically a fcus f TDV preventin effrts; hwever, research suggests that psitive parent-child cmmunicatin predicts psitive utcmes amng yuth. Start Strng had shrt-term effects n increasing parent-child cmmunicatin abut relatinships, and these effects were maintained amng the highrisk students ver the lng term (thrugh wave 4). Greater emphasis n engaging teachers in schl-based TDV preventin is needed. These results suggest that teachers at Start Strng schls may nt have heard abut, participated in, r remembered Start Strng prgramming in their schls. Findings als suggest a greater emphasis n engaging teachers in schl-based TDV preventin t further reinfrce desired messages in the schl setting. Examples f ptential schl-wide effrts include: generating cmmunicatin campaigns n hw students can best respnd t TDV behavirs, educating all schl staff abut the cre messages f a page 11

12 schl-based curriculum in rder t generalize effects, and prviding administrative supprt t teachers n schl-wide plicies and practices related t TDV. There is mre t learn n hw best t prevent teen dating vilence. Start Strng evaluatin results suggest that further refinement f TDV prgramming wuld be beneficial, as wuld nging prgramming r bster sessins t maintain prgram effects. We can als speculate that dating relatinships amng middle schl students are less stable than thse fund later in adlescence, which may explain the lack f findings fr TDV behavirs. Althugh challenging, plicy effrts can make a difference at the state and lcal levels. Grantees plicy experiences demnstrate bth the challenges and ptential f plicy change effrts. Changing TDV plicy is a slw prcess, ften nt achievable within an initiative lasting a few years. It is, therefre, cmmendable that Start Strng sites made substantive changes in schl district plicy and cntributed t strengthening state plicy. Factrs facilitating plicy change high-level champins, the absence f cmpeting agendas may lie well utside the influence f a TDV preventin initiative. Hwever, grantees experiences prviding educatin and technical assistance demnstrated the ptential effectiveness f key steps in the plicy change prcess articulated in the Start Strng mdel plicy tl kit. Whatever the starting pint, pprtunities exist t infrm, supprt, and facilitate plicy change. Plicy change thrugh the adptin r strengthening f existing plicy was much mre feasible than adptin f new plicy within the fur-year Start Strng timeline. Examples f such mdificatins included specifying electrnic abuse within bullying plicy at the schl district level r adding TDV t an existing cde f cnduct. At the same time, shrt-term plicy achievements may build supprt fr mre cmprehensive lng-term change. Start Strng grantees als cntributed t significant plicy changes in three states and six districts, in additin t thse still in prcess by the end f the initiative. Start Strng plicy effrts demnstrated that prgram staff, many with minimal plicy experience, can effectively infrm, supprt, and facilitate plicy change. Practice change can be a key element in sustaining plicy change effrts. Grantees implemented practice in advance f a desired plicy, and implemented practice changes in supprt f an adpted plicy. By fcusing n capacity building, engagement, and achievable n-the-grund changes, grantees left sustainable resurces that will cntinue beynd Start Strng. Examples include web-based teacher training resurces, respnse prtcls fr schl staff, and additinal screening questins fr schl nurses t help dcument TDV incidents. Sustained implementatin f these fundamental practices may reflect increased cmmitment t TDV preventin within Start Strng cmmunities. In additin, these practice changes may ultimately facilitate nging plicy change by shifting nrms, elevating the imprtance f TDV, engaging champins, and bradening supprt fr TDV preventin. page 12

13 STUDY LIMITATIONS Student Outcme Evaluatin: Because the interventin was multifaceted, the student utcme evaluatin cannt identify which activities were mst imprtant in changing students attitudes and behavirs. Althugh the sample was large, and racially/ethnically diverse, it was nt natinally representative, which limits the generalizability f the findings t ther middle schl students. It is als nted that student data were self-reprted; thus, respnses may be biased tward perceptins f what is scially acceptable r desirable. Teacher Outcme Evaluatin: There was an extended interval between baseline (fall 2010) and fllw-up (spring 2012) data cllectin in the teacher utcme evaluatin. A shrter time interval between teacher surveys might have captured effects n teachers that decayed later. The sample f teachers in Start Strng schls was nt limited t teachers wh taught ne f the required TDV preventin curricula. It is als nted that teacher data were self-reprted; thus, respnses may be biased tward perceptins f what is scially acceptable r desirable. Plicy Evaluatin: Infrmatin n existing plicy was cmpiled thrugh interviews with the mst knwledgeable surces within each Start Strng team and review f all identified dcuments. Hwever, sme gaps may exist in ur depictin f plicies at baseline, including lcal bullying plicy. In additin, the views f lcal educatin agencies and schl staff stakehlders wh were surveyed cannt be generalized t the larger ppulatin f educatrs in the Start Strng sites and may nt represent the views f their entire cmmunity r state. page 13

14 Appendix A: Detailed Methdlgy Descriptin Outcme Evaluatin: Selectin f Schls fr Student and Teacher Data Start Strng was implemented in 11 sites acrss the cuntry and included multiple cmpnents: schl TDV preventin curricula, scial marketing, parent activities, and plicy effrts. Fr the curricula, grantees chse between tw evidence-based prgrams: Safe Dates and The Furth R. In accrdance with Start Strng s cmmunity-driven fcus, grantees defined ther cmpnents, which varied acrss sites. Given this variability, the fllwing criteria were defined t maximize cnsistency in the sites that were part f the utcme evaluatin: implementatin f Safe Dates t 7 th graders during the schl term, a minimum f 100 students per grade in rder t have adequate statistical pwer, and feasibility f participatin in the evaluatin. Three sites met these criteria, cllectively representing mid-sized and large urban areas, racial/ethnic diversity, and reginal diversity. The quasi-experimental evaluatin design matched fur cmparisn schls t the interventin schls n the fllwing criteria: schl size; percent students n free r reduced lunch; race/ethnicity; and metrplitan area characteristics. Acrss the schls, the prbability f students n free/reduced schl lunch ranged frm 43 percent t 95 percent. The Start Strng schls were in Indianaplis, IN (2), Ls Angeles, CA (1), and Bridgeprt, CT (1). The cmparisn schls were in Indianaplis, IN (2), San Dieg, CA (1) and Saginaw, MI (1). Participants Students. Student data were cllected in fur waves: in fall 2010, spring 2011, fall 2011, and spring 2012 (grade 7 fr waves 1 and 2; grade 8 fr waves 3 and 4). A ttal f 2,626 students were eligible t participate. Parent cnsent and student assent were btained frm 1,487 students (57%; range f 44% t 71% acrss schls). On average, 96% f eligible students cmpleted the survey (wave 1: 96%; wave 2: 93%; wave 3; 98%; wave 4: 96%) 3. The student survey cllected data n TDV-related attitudes and behavirs (see Appendix B fr a detailed list f cnstructs). The sample was nt natinally representative. At wave 1, the average age f participants was 12 years ld. Gender and race/ethnicity were included as cntrl variables in statistical analysis. The student participants were 50% female and 50% male. Race/ethnicity f yuth was 23% white; 28% African American; 32% Hispanic; 17% ther. Teachers. Data were cllected frm 7th and 8th grade teachers at tw waves: fall 2010 and spring Participants included cre teachers (math, scial studies, language arts, science) and specials/electives teachers (e.g., health, physical educatin, advisry). A ttal f 246 teachers acrss the eight schls were invited t participate; 185 participated at wave 1 (75% participatin rate), and 125 teachers participated at Wave 2 (29% attritin rate frm wave 1 t 2). Teachers reprted n TDV-related attitudes and schl plicies (see Appendix C fr a detailed list f cnstructs). 3 Student attritin was primarily due t students n lnger being enrlled in the schl. page 14

15 Plicy Evaluatin: Data Cllectin and Surces RTI cnducted the plicy evaluatin using multiple data cllectin methds and surces t address the research questins. These included: Dcument Review. T prvide additinal infrmatin abut frmal plicy related t TDV, RTI reviewed dcuments frm each f the 11 sites. Dcuments spanned multiple levels, including state legislatin and state educatinal agency plicy; lcal educatinal agency plicy, administrative regulatin and cdes f cnduct; and schl-level student handbks. Dcuments were prvided by sites and/r identified thrugh web searches. RTI reviewed all plicies explicitly addressing TDV at the state, district r schl level as well as plicies addressing bullying and harassment, which might be applicable t TDV. Structured Telephne Interviews. T describe each site s effrts t influence and change plicy and practice within the dmains nted abve, RTI interviewed each site s plicy champin. Each f the crdinatrs identified the persn at that site wh was mst knwledgeable regarding TDV plicy change effrts. RTI cnducted interviews at three time pints (early 2011, fall 2011, and fall 2012). The first interview established the status f the plicy adptin/implementatin prcess, key players, and their expectatins abut hw the plicy adptin/implementatin wuld prceed ver the next tw schl years. Subsequent interviews reviewed any changes t plicy, effrts t infrm plicy, and any external events influencing plicy adptin and implementatin. Plicy champins als reprted n practice changes in key areas (e.g., universal teen and targeted dating vilence educatin, staff training, parent educatin) that may either result frm r precede frmal plicy change. These interviews assisted the evaluatin team in interpreting plicy dcuments. Stakehlder Survey. T assess the impact f sites plicy effrts amng educatrs, RTI cnducted a web-based survey f schl staff and lcal educatinal agency staff in 10 sites 4. Between 5 and 23 respndents were recmmended by each Start Strng crdinatr as being the mst knwledgeable regarding TDV plicy and preventin. The survey instrument used items cmparable t the teacher survey fielded in the utcme evaluatin sites as well as items recmmended fr evaluatin f plicy advcacy effrts (Reisman, Gienapp, & Stachwiak, n.d.). 4 One Start Strng site was unable t participate in the stakehlder survey due t restrictins frm its lcal schl system. page 15

16 Appendix B: Student Survey Key Measures and Example Items (Nte: All items ask abut last 6 mnths). Student Behavirs (victimizatin and perpetratin) Bullying: teased, picked n Sexual harassment: made sexual jkes, made sexual gestures Teen dating vilence Physical: slapped, scratched Emtinal/psychlgical: criticize, say mean r harsh things Electrnic: repeatedly checked up n, spread rumrs Beliefs/Attitudes Decisin-making efficacy: I think I am a gd decisin-maker, the decisins I make turn ut well. Gender steretyping: n a date, the by shuld be expected t pay fr everything, it is mre imprtant fr bys than girls t d well in schl. Perceived negative cnsequences f dating abuse: bad things happen t peple wh are vilent t their byfriend/girlfriend, hitting a byfriend/girlfriend is nt that big a deal. Acceptance f dating abuse: hitting a byfriend/girlfriend is nt that big a deal, my friends wuld be angry with me if I hit a byfriend/girlfriend. Beliefs supprting aggressin: it is k fr a girl t hit her byfriend if he did smething t make her mad, it is k fr a by t hit a girl if she hit him first. Relatinship Cmpetencies Respnses t anger: hit the persn I was mad at, screamed at the persn I was mad at. Cmmunicatin skills: suggested a cmprmise when I had a disagreement with smene, listened t the ther persn s pint f view when I had a disagreement with smene. Parent-child cmmunicatin: talking with parent abut bullying between friends, talking with parent abut flirting behavir between bys and girls. Dating relatinship-satisfactin: satisfactin in a relatinship, student happiness in a relatinship. Dating relatinship-quality: if student can turn t byfriend/girlfriend fr supprt, if student can turn t byfriend/girlfriend fr cheering up. Dating relatinship-criticism: byfriend/girlfriend said mean r harsh things t them. Dating relatinship-cntrl: made byfriend/girlfriend d things he/she did nt want t d. Peers Peer vilence: number f friends that have injured thers, number f friends that had been in a fight with thers. Peer dating vilence: number f friends that have had a partner that was physically vilent t them, number f times that the student had witnessed a girl being mean t a persn she was dating. Schl Cntext Perceived student-teacher relatinships: mst teachers treat student with respect, adults at schl care abut my feelings and what happens t me. Substance Use Substance use: number f times respndent has gtten in a fight because f drinking, cmmitted dating vilence because f drinking. page 16

17 Appendix C: Teacher Survey - Key Measures and Example Items (Nte: All items ask abut the last 12 mnths.) Perceived student acceptance f TDV: a peer hitting a girlfriend/byfriend, a peer threatened a girlfriend/byfriend fr n reasn. Perceived teacher/student relatinships: teachers treat students with respect, adults care abut students feelings and what happens t them. Awareness f bullying and TDV: teachers will stp students frm being hurtful r mean t each ther, teachers knw when students are being picked n r being bullied by ther students they are dating. Teaching and reprting TDV: adults at the schl teach students what teen dating vilence is, adults are teaching students hw t reprt teen dating vilence. Perceived student TDV reprting: students are encuraged t reprt bullying and aggressin by ther students they are dating, students reprt it when ne student threatens t hit anther student he/she is dating. Perceived student help-seeking: students feel free t ask fr help frm schl staff if there is a prblem with ther students they are dating, there is help at schl fr students having prblems in their dating relatinships. Respnses t TDV: teachers take actin t slve the prblem when students reprt teen dating vilence, teachers feel cmfrtable handling dating vilence amng students. Perceived enfrcement f TDV plicies: principal enfrces schl rules invlving dating vilence, principal backs me up n my enfrcement f schl rules fr dating vilence. Perceived severity f TDV at schl: physical fighting between students wh are dating, verbal/emtinal abuse between students wh are dating. Perceived severity f teachers nt addressing TDV: teachers are ignring it when a student verbally threatens anther student he/she is dating, teachers are ignring it when a student is physically aggressive t anther student he/she is dating. page 17

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