Background
Tackling dating violence and promoting positive relationships
Methods
Objectives
Study design
Sample size calculation
Participants’ recruitment
Lights4Violence Core intervention through “cinema voice”
MODULE 1: ASSETS FOR POSITIVE ADOLESCENT DEVELOPMENT AND THE PROMOTION OF HEALTHY COUPLE RELATIONSHIPS | ||
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SESSIONS | ACTIVITIES | TIME/ACTIVITY (in minutes) |
Session 1: Assets for positive adolescent development | Presentation | 10 |
Identifying health and wellbeing in images | 15 | |
Understanding assets for development: what and where are they? | 15 | |
Linking family, school and community assets with personal assets | 20 | |
Session 2: Building a positive common language | Presentation | 10 |
Phase 1: Reading and adding text to illustrations | 20 | |
Phase 2: Group discussion | 30 | |
Session 3: Identifying assets that promote healthy couple relationships | Presentation | 10 |
Phase 1: Reading and activity 1 | 10 | |
Phase 2: Group work activity 2 | 20 | |
Phase 3: Group discussion | 20 | |
MODULE 2: COMPETENCES THAT PROMOTE HEALTHY COUPLE RELATIONSHIPS | ||
Session 1: Rebunking myths and irrational beliefs | Presentation | 10 |
Myth or reality? | 15 | |
Rebunking false beliefs | 20 | |
Ten characteristics of healthy people | 15 | |
Session 2: Anger, self control and problem resolution | Presentation | 10 |
Wrinkled paper technique for working anger | 10 | |
Relaxation technique for working with self-control | 15 | |
BROEV technique for problem solution | 15 | |
Session 3: Social skills, assertiveness and self-esteem | Presentation | 10 |
Communication styles and empathy | 15 | |
Assertiveness: the sandwich technique | 20 | |
Strengthening self-esteem | 15 | |
Session 4: Creating Stories about positive couple relationships | Presentation | 10 |
Creating stories about positive couple relationships | 25 | |
Sharing our stories | 20 |
MODULE 3: PRE-PRODUCTION OF SHORT FILMS | ||
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SESSIONS | ACTIVITIES | TIME/ACTIVITY (in minutes) |
Session 1: Constructing creative ideas about healthy couple relationships | Clarifying ideas | 10 |
Learning to synthesize ideas | 15 | |
Brainstorming | 30 | |
Session 2: From idea to plot | Learning about the plot | 10 |
In search of the SW and 1H | 15 | |
Refining and transforming ideas into a plot | 30 | |
Session 3: The final Plot! | Sharing Our stories | 55 |
Session 4: From plot to literary and technical script | Before beginning… we need to know | 15 |
Practicing the development of a literary and technical script | 20 | |
What shot do we choose? | 20 | |
Session 5: The final script | Our script | 40 |
What does what | 15 | |
MODULE 4: PRODUCTION 3, 2, 1… ACTION! | ||
Session 1: Getting ready | Scenography and general rehearsal | 110 |
Session 2: Filming | Silence, camera and…action! | 110–165 |
MODULE 5: POST-PRODUCTION | ||
Session 1: Deciding about the assemblage of our video capsules | What story do you want to tell? | 55 |
Viewing and sharing our short film | 55 |
Implementation plan
Month number | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 |
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Core Interventions of the project | ||||||||||||||||||||||||
1.Preparatory tasks | X | X | X | X | X | |||||||||||||||||||
2.Seminar “Promoting Violence Protective Assets together” | X | X | ||||||||||||||||||||||
3.Workshop “Filming Together to see Ourselves in a New Present” | X | X | X | X | X | X | X | X | X | X | ||||||||||||||
4.Short film exhibitions | X | X | ||||||||||||||||||||||
5.Short films teaching guide | X | X | X | X | X | |||||||||||||||||||
Project Evaluation | ||||||||||||||||||||||||
1.Action plan evaluation | X | X | ||||||||||||||||||||||
2.Recruitment of participants | X | X | X | |||||||||||||||||||||
3.Selection battery tests | X | X | X | |||||||||||||||||||||
4.Computer-based evaluation tool | X | X | X | X | ||||||||||||||||||||
5.Pilot testing | X | X | X | |||||||||||||||||||||
6.Data evaluation recruitment & analyses | X | X | X | X | X | X | X | X | X | X | X | X | X | X | ||||||||||
Communication and Dissemination | ||||||||||||||||||||||||
1.Communication & dissemination plan | X | X | X | |||||||||||||||||||||
2.Web sites | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X |
3.Social media | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | |||
4.Journals | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | |||||
5.Newsletters, professional magazines | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | |||
6.National and international conferences | X | X | X | X | X | X | X | X |
Evaluation design
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Demographic variables – Questionnaire T0: age, sex, birthplace, parents’ birthplace, nuclear family.
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Socioeconomic variables - Questionnaire T0: parents’ employment and parents’ education.
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Percentage of participation in each session, taking the list of students from each group as a reference, and registering the number of students that attend the sessions and activities proposed in the program. This indicator will serve to evaluate program coverage.
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Percentage of hours dedicated to each of the initially foreseen sessions: we will register the number of hours dedicated to each of the described program sessions in each group or class. We will evaluate program completion based on whether the program has been implemented within the time provided or whether more time was needed.
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Evaluation of the participants’ satisfaction with the program. The questionnaire directed to students during the T1 period (at the end of the program) will include the following questions: What are the most important aspects of the program that you would highlight? On a scale ranging from a minimum score of 1 to a maximum score of 10, how would you rate your satisfaction with the program?