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                            Funding & Awards
 A Dating Violence Prevention Program for Each Grade in Middle School: A Longitudinal Multi-Level Experiment.
Award Information
Awardee
              National Opinion Research Center
Award #
              2010-MU-MU-0008
Location
                    Chicago, IL
Congressional District
              1
Status
              Closed
Funding First Awarded
              2010
Total funding (to date)
              $807,256
Original Solicitation
              NIJ FY 10 ORE Research and Evaluation on VAW: Sexual Violence, Teen Dating Violence and Stalking
Description of original award (Fiscal Year 2010, $807,256)
The goal of the proposed research is to reduce dating violence and sexual harassment (DV/H) among middle school students through the provision and rigorous scientific evaluation of developmentally appropriate DV/H curricula. In a sample of 7,200 middle school students in 240 randomly selected classrooms from 50 New York City (NYC) public schools, the research team will test the effectiveness of grade-differentiated DV/H prevention curricula, conducting a baseline and five follow-up surveys to assess short-term environmental impact; intermediate changes in knowledge, norms, attitudes, and intentions; and long term impact on rates of DV/H. These data will be supplemented with qualitative data from staff and student focus groups and key informant interviews with school administrators. The gender-balanced sample of 6th, 7th, and 8th grade students represents NYC middle schools, the racial makeup of which is 37% Hispanic, 35% black, 14% Asian, and 14% white. 

Classrooms will be randomly assigned to one of four treatment conditions, with a fifth group of ten classrooms serving as the control group. Through a randomized control trial (RCT) over the course of nearly two years, the researchers will investigate (1) whether and how much of a difference it makes when all three middle school grades receive a set of DV/H interventions compared to when only two grades or only one grade receives it (a question of environmental saturation); and (2) the impact of multiple doses of grade-differentiated curricula, following 6th graders through the 8th grade with a complete three-year intervention program compared to 6th graders who receive it only once. The effects of new grade-differentiated curricula compared to generalized curricula will be examined through a quasi-experimental study design that uses the results of a current (2008-10) NIJ-funded project. 

Individual-level descriptives will inform hierarchical linear models reflecting the nested design of students in classrooms in schools. Qualitative data will be analyzed using an inductive process, allowing patterns and themes to emerge.

ca/ncf



  
Grant-Funded Publications
        
                      The Effects of Different Saturation Levels of the Shifting Boundaries Intervention on Preventing Adolescent Relationship Abuse and Sexual Harassment
                  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
                  Shifting Boundaries: Lessons on Relationships for Students in Middle School




  
Grant-Funded Datasets
        
                      http://doi.org/10.3886/ICPSR36355.v1

  
Date Created: September 20, 2010
    
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                  Experimental and numerical investigations for the development and validation of thermo-chemistry models and property databases for selected wall lining materials under fire exposure
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