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Qualitative evaluation of the Mentors in Violence Prevention pilot in Scottish high schools

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MVP_anonymised_final.pdf (421.2Kb)
Date
04/2017
Author
Williams, Damien John
Neville, Fergus Gilmour
Keywords
Violence prevention
School
Intervention
Evaluation
Qualitative
Norms
B Philosophy. Psychology. Religion
RA0421 Public health. Hygiene. Preventive Medicine
RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
RJ Pediatrics
NDAS
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Abstract
Objective The Mentors in Violence Prevention (MVP) program originated in the US and adopts a bystander approach to gender-based violence prevention by harnessing group processes using a peer-learning model. This paper presents the first qualitative evaluation, within a European context, of a pilot application of MVP within a Scottish High School setting. Method The evaluation comprises a series of interviews and focus groups with school staff, and pupils (‘mentors’ and ‘mentees’) at three participating schools. The study’s research purposes are to explore: 1. Experiences of participating in MVP; 2. Participants’ perceived impact of MVP (with regards attitudinal and behavioral change with a particular emphasis upon social norms); and 3. Participants’ opinions on the relevance and sustainability of MVP. Results All three categories of participant reported generally positive experiences of MVP in terms of recruitment, training, and implementation. The peer-learning model was particularly useful in engaging mentees, and facilitating support networks outside the classroom. Moreover, positive attitudinal and behavioral change regarding gender-based violence was reported by all three participant categories, but was particularly prevalent amongst mentors. However, participants highlighted the importance of ensuring MVP is culturally relevant, and the need for integration into school life to ensure its sustainability. Conclusions An initial qualitative analysis of MVP within Scottish High Schools suggests the peer-learning program was experienced positively, with self-reported impact on gender-based violence attitudes and behaviors (including bystander intervention). A number of recommendations have been made to inform future implementation of MVP, and the need for robust, on-going evaluation.
Citation
Williams , D J & Neville , F G 2017 , ' Qualitative evaluation of the Mentors in Violence Prevention pilot in Scottish high schools ' , Psychology of Violence , vol. 7 , no. 2 , pp. 213-223 . https://doi.org/10.1037/vio0000046
Publication
Psychology of Violence
Status
Peer reviewed
DOI
https://doi.org/10.1037/vio0000046
ISSN
2152-0828
Type
Journal article
Rights
© 2016, Publisher / the Author(s). This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version.
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  • University of St Andrews Research
URI
http://hdl.handle.net/10023/8092

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