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dc.contributor.authorWilliams, Damien John
dc.contributor.authorNeville, Fergus Gilmour
dc.date.accessioned2016-01-28T12:40:04Z
dc.date.available2016-01-28T12:40:04Z
dc.date.issued2017-04
dc.identifier.citationWilliams , 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/vio0000046en
dc.identifier.issn2152-0828
dc.identifier.otherPURE: 240565918
dc.identifier.otherPURE UUID: cfab0852-2d4c-406c-9b30-1671f7279439
dc.identifier.otherScopus: 84962707711
dc.identifier.otherORCID: /0000-0001-7377-4507/work/57568410
dc.identifier.otherWOS: 000399094800005
dc.identifier.urihttp://hdl.handle.net/10023/8092
dc.description.abstractObjective 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.
dc.language.isoeng
dc.relation.ispartofPsychology of Violenceen
dc.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.en
dc.subjectViolence preventionen
dc.subjectSchoolen
dc.subjectInterventionen
dc.subjectEvaluationen
dc.subjectQualitativeen
dc.subjectNormsen
dc.subjectB Philosophy. Psychology. Religionen
dc.subjectRA0421 Public health. Hygiene. Preventive Medicineen
dc.subjectRC0321 Neuroscience. Biological psychiatry. Neuropsychiatryen
dc.subjectRJ Pediatricsen
dc.subjectNDASen
dc.subject.lccBen
dc.subject.lccRA0421en
dc.subject.lccRC0321en
dc.subject.lccRJen
dc.titleQualitative evaluation of the Mentors in Violence Prevention pilot in Scottish high schoolsen
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Medicineen
dc.contributor.institutionUniversity of St Andrews.WHO Collaborating Centre for International Child & Adolescent Health Policyen
dc.contributor.institutionUniversity of St Andrews.Public Health Groupen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews.Centre for Minorities Research (CMR)en
dc.identifier.doihttps://doi.org/10.1037/vio0000046
dc.description.statusPeer revieweden


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