TRAINING AND ROLE OF STUDENTS
The graduate student assistants who will be employed in this project will gain skills, knowledge and experience that will complement and extend the training received in their graduate programs. They will learn practical research skills through collecting questionnaire data and running focus groups. This will develop both qualitative and quantitative data analysis skills and computer skills from involvement in analyses of the focus group and questionnaire data. By preparing for and participating in delivery of the dating violence program teaching modules and the teacher training sessions, they will build teaching skills and increase their knowledge of the dating violence research area. They will be given the opportunity to make an intellectual contribution as co-authors on research reports, to build their communication skills and publication records. Student research assistants will also gain useful experience at working productively in an applied research setting with nonacademic research partners.
Undergraduate research assistants will gain practical research skills, as well, by participating in data collection, data coding, and data entry. The interuniversity collaboration will provide a rare opportunity for undergraduate students at the University of Winnipeg, an undergraduate institution, to observe and work closely with graduate student mentors as well as with faculty members.
A great deal of effort in this project will be devoted to preparing classroom teachers and counsellors for their role in delivering the dating violence prevention program in the schools. In our consultations with teachers and counsellors at participating schools, it became clear that teachers feel a need for information and back-up for difficult outcomes such as culture-based conflicts and disclosures of abuse. Following the suggestion of teachers at one school, we have adopted a training plan in which our research group (team members and research assistants) will deliver the program model to classes while teachers observe, in the first year. Teachers will deliver the program cooperatively with research group members in the second year, and teachers will take over program delivery entirely in the third year. We will provide a day-long training session in the fall prior to the implementation of the program to introduce the program and discuss any questions or suggestions they may have from reading the curriculum manuals for "Healthy Relationships". Issues likely to be of concern to students will be discussed (based on teachers' own concerns, the past experiences of our research partners at Men For Change and the Multi-Cultural Partner Abuse Prevention Program and the results of our pilot test student focus groups). Appropriate responses to difficult situations will be discussed, modelled, and role-played. Sources of back-up support in the community will be identified, and participating teachers and counsellors will be given a lengthy printed list, which will be updated for each subsequent year. In year 2, the fall training session will be used to share feedback about the first year's implementation, plan the coordination of the joint teaching activities, practice planned activities, and incorporate changes based on student feedback from the first year post-program student focus groups. In the third year, the fall training session will be used to incorporate changes based on year 2 feedback from teachers and student focus groups, and to help teachers prepare for taking over the program entirely.
Next: PRELIMINARY FINDINGS
Manitoba Evaluation Table of Contents
How to purchase Healthy Relationships Curriculum
You can reach the developers and publishers of Healthy Relationships Curriculum through any of the following means:
Phone: (902) 457-4351
Fax: (902) 457-4597
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