Teen Dating Violence Policy: An Analysis of Teen Dating Violence Prevention Policy and Programming
Shannon Guillot-Wright, Yu lu, elizabeth d. torres, Arlene macdonald, and jeff r. temple
Teen dating violence (TDV) is a public health concern that can lead to long-term mental and physical health consequences, such as depression, anxiety, risky behaviors, and unhealthy adult relationships. In the USA, over 20 states have laws requiring school districts or public health districts to incorporate a TDV prevention program, yet districts are given little to no direction or resources to implement these programs. This chapter examines TDV prevention education legislation in Texas as well as a subset of school districts that implemented TDV programs. Based on a mixed-methods approach, a research methodology for collecting, analyzing, and integrating quantitative and qualitative data, researchers found that students and teachers were generally positive about TDV prevention programs. The mixed-methods study was grounded in a communitybased participatory research approach and included semi-structured interviews, focus groups, survey data, and discourse analysis. Results also showed that although TDV prevention programs are liked generally, there was a focus on individual prevention at the expense of understanding the structural foundations of TDV. The chapter concludes with a recommendation that TDV prevention education and legislation take individual and structural factors at the family, school, and community level into account.
Trauma Lens for Systems Change
Although growing science on the effects of trauma sheds new light on how to address intractable social issues, systemic change can be difficult. The Missouri Model lays out a framework, based on the science of trauma, that organizations can use to shift culture and policies and improve outcomes.
Simmons Foundation - Policies & Practices
In year one (2018-2019), our project set out to meet with parents and students to better understand underrepresented forms of trauma, including racism and discrimination. We undertook a rigorous literature review of national trauma-informed projects, with an eye towards how social equity could be augmented for existing healthy relationship programs in middle and high schools. Additionally, we co-developed a texting series with high school students that focuses on the benefits of diversity among friends as well as the difficulties that differences can pose for certain students. For example: If you have a friend in the gender transitioning process, text MORE for examples about how to support them in public places. All text messages were based on a rigorous literature review of social emotional learning (SEL) from a trauma-informed social equity lens.
In year two (2019-2020), a racially and economically diverse group of parents will participate in monthly research sessions to ensure that community members develop, plan, and implement strategies to strengthen community models of care. Additionally, an adverse childhood experiences (ACEs) survey that was adapted from the WHO’s ACEs-International Survey will be disseminated to 10% of the Galveston ISD parent population.
For more information, contact Shannon Guillot-Wright at the University of Texas Medical Branch.
Racial Equity Lens
Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action
Evidence for the Prevention of Adverse Childhood Experiences
Preventing Adverse Childhood Experiences (ACEs): Leveraging the Best Available Evidence
Find ACEs Prevention in Galveston here. What resources did we miss? Email us at Info@ACEstoAssets.org