Abstract #231  -  Combining Existing Interventions to Develop a School-Based Intimate Partner Violence Preventive Intervention for South African Youth
Authors:   Presenting Author:   Dr. Pam Cupp - PIRE
Additional Authors:  Dr. Rachel Jewkes, Dr.  Marcia Russell, Ms. Anik Gevers, Dr.  Cathy Mathews, Ms. Chantel LeFleur-Bellerose, Dr. Alan Flisher,
Aim: 1. To demonstrate the integration of three evidence-based programs to achieve an effective school-based intimate partner violence prevention program for secondary school learners in Cape Town, South Africa 2. To discuss key issues in the development of such a program, including the developmental and needs of youth and the context in which the youth is living and the program being delivered 3. To present an overview of the draft intervention and process data from the pilot intervention
Method / Issue: To date, the availability of effective school-based interventions to address intimate partner violence is scant. Safe Dates, a U.S. school-based program targeting 8th grade students, is the only school-based program that has, to date, successfully produced long-term effects in reducing violence among adolescents (Foshee et al., 2005). This program has two goals: for adolescents who have not been victims of assault, the focus is on primary prevention; for adolescents who have been the victim of assault, the goal is to assist them in seeking help by providing them with links to community resources. Two additional programs have been selected to augment the Safe Dates curriculum in order to address a broader range of issues associated with intimate partner violence in South Africa. The first, Stepping Stones (Welbourn, 1995; Jewkes, Nduna, & Jama, 2002), seeks to change HIV-related behavior primarily through increased individual knowledge and critical reflection on the factors that influence HIV risk behavior, as well as by improving communication and gender equity in relationships. The second, Our Times, Our Choices, is the curriculum from the HIV and Alcohol Prevention Study ( Cupp, Zimmerman, Bhana, Feist-Price, Ramsoomar &Karnell, 2008). This classroom-based program (developed and delivered in KwaZulu-Natal, South Africa) led to reductions in the initiation of sexual intercourse as well as increased intentions to use condoms and refusal self-efficacy over a one-year follow-up period. It also led to more negative attitudes about alcohol use and increase alcohol refusal self-efficacy. This presentation describes the process of creating the framework for the curriculum, based in large part on the theoretical model and the formative research, and drawing from each of the aforementioned programs to give body to the framework through lessons and activities that are targeted to the age, culture, and personal milieu of learners in secondary schools in Cape Town.
Results / Comments: Although outcome data does not yet exist for the program, we believe that it is important to discuss the steps in the development of the program and key lessons learned from both the integration of programs with different key outcomes and theoretical underpinnings. By the time of the presentation, we will have also pilot tested the program in several schools and will have process and satisfaction data to present.
Discussion: The importance of this program is two-fold. First, preventing or reducing the number of violent incidents among youth is key. Second, reducing sexual activity born out of violence is yet another important strategy to reducing HIV infection. These are important issues not only in South Africa, but world-wide.
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