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Teen Dating Violence Prevention and Successful I mplementation Stories from New Jersey

Teen Dating Violence Prevention and Successful I mplementation Stories from New Jersey. Presented By: Dr. Chavonne Lenoir Perotte & Alaina Renson Princeton Center for Leadership Training.

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Teen Dating Violence Prevention and Successful I mplementation Stories from New Jersey

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  1. Teen Dating Violence Prevention and Successful Implementation Stories from New Jersey Presented By: Dr. Chavonne Lenoir Perotte & Alaina Renson Princeton Center for Leadership Training

  2. All students should have the skills and resources to develop safe and supportive relationships that provide meaningful connections and personal fulfillment

  3. About Us Princeton Center for Leadership Training

  4. Our Partners in this Work New Jersey Health Initiatives Break the Cycle Hazelden NJPSA/FEA HiTOPS, Inc.

  5. Prevalence

  6. NJ Law P.L. 2011, Chapter 64 – NJSA 18A: 35-4.23a, 18A:37-33 et. al Enacted on May 4, 2011 Implementation began on September 1, 2011

  7. All school districts must have a policy to prevent, respond, and educate NJ Law • Requires dating violence education in Health and Physical Education for grades 7-12 • Schools must create policies to incorporate the following six components

  8. PolicyRequirements • Dating violence will not be tolerated • Establish dating violence reporting procedures • Establish guidelines for responding to at-school incidents • Establish discipline procedures • Warning signs • Information on available resources

  9. NJ Department of Education Model Policy http://www.nj.gov/education/aps/cccs/chpe/dating/

  10. Learn More • May 21, 2012, 9:00 – 3:00 p.m. – Egg Harbor Township • May 23, 2012, 9:00 -3:00 p.m. – Warren County Tech Register at www.featraining.org

  11. 8 Best Practices for Effective Dating Violence Prevention

  12. Successful Implementation in NJ: Application in Best Practices

  13. Develop a School Policy • New Jersey Department of Education created a Model Policy for schools to utilize • Informational and capacity building trainings are available for local school districts

  14. Work with Safe Dates: Application in Best Practices

  15. Overview of Safe Dates • Safe Dates consists of a 10-session curriculum with a play, poster contest, parent materials, and an evaluation questionnaire • The developer found it is effective at reducing and preventing teen dating violence • Recognized by SAMHSA and the National Registry of Evidence-based Programs and Practices • Selected by NJHI as focus for 3-year grant cycle • Utilized by many recipients of Start Strong, national initiative of the Robert Wood Johnson Foundation

  16. Develop a Stakeholder Team &Provide Comprehensive Training • Built upon existing relationships with schools • Provided initial implementation training • Designed and facilitated Advanced Trainings utilizing relevant media topics • Provided resources, including Respect Works!, a comprehensive model that includes Safe Dates, Ending Violence, model policy kit, Speak, Act, Change • Provided on-site technical assistance

  17. Involve Parents and Other Adults • Some grantees invited community members to the performance of the play • Involve the parents and community in the poster contest • Hang posters around the school and ask for staff feedback

  18. Utilize an interactive, comprehensive curriculum • Safe Dates utilizes a variety of strategies to engage students: • Interactive icebreakers and movement • Class and smaller group discussions • Brainstorming • Role plays • Dramatic readings • Comprehensive curriculum includes: • Defining caring relationships and dating abuse • Helping Friends • Gender Stereotypes • Emotions • Communication • Dating Sexual Abuse

  19. Connect Students with Community Resources • Invited community organizations to Advanced Topics Training for instructors to learn more and connect • Created a resource list for instructors, including websites and community organizations listed by county

  20. Evaluate your program • Student Surveys • Identification of abusive behaviors • Student Focus Groups • Students remembered key themes • Instructor Focus Groups • Stakeholder Surveys • 89% reported seeing changes in their school • Many indicated an intent to sustain the program

  21. Lessons Learned Comprehensive training is most effect when it incorporates feedback from instructors and involves relevant media events Having more individuals in a school involved in a program will ensure sustainability Schools will adapt programs to their community; provide technical assistance to ensure fidelity as well It is helpful to incorporate feedback from students, staff members, administrators, and community members

  22. Resources • Princeton Center for Leadership Training www.princetonleadership.org • HiTOPS, Inc. - www.hitops.org • Break the Cycle - www.breakthecycle.org • Hazelden – www.hazelden.org • NJSPA/FEA – www.njpsa.org • NJHI – www.njhi.org

  23. Questions?

  24. Your Turn… What belief or value do you hold that will inspire you to action on this issue within your school community?

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