Training needs in dating violence prevention among school staff in Québec, Canada
IntroductionSchool staff play a central role in youth sexual health education (SHE), making them critical actors in dating violence (DV) prevention initiatives. However, since most school staff do not benefit from specific training on SHE, they often report feeling challenged in their roles as sex e...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-04-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1129391/full |
| _version_ | 1797848168440791040 |
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| author | Geneviève Brodeur Mylène Fernet Martine Hébert |
| author_facet | Geneviève Brodeur Mylène Fernet Martine Hébert |
| author_sort | Geneviève Brodeur |
| collection | DOAJ |
| description | IntroductionSchool staff play a central role in youth sexual health education (SHE), making them critical actors in dating violence (DV) prevention initiatives. However, since most school staff do not benefit from specific training on SHE, they often report feeling challenged in their roles as sex educators. The mention of a lack of self-efficacy to prevent DV is a concern as self-efficacy is associated with the motivation of adopting new behaviors. To optimize the scope of actions used to prevent DV, the SPARX program team sought to identify priority training needs using a mixed-methods design.MethodsIn the quantitative component of this study, 108 school staff completed an online survey regarding their sense of ease, self-efficacy and barriers faced in regard to DV prevention. For the qualitative component, 15 school staff participated in an individual semi-structured interview, sharing their experiences preventing DV. Descriptive analyses were conducted on the survey data, while direct content analysis using the self-efficacy theory concept was conducted on the interviews.ResultsTo feel confident, school staff members need to learn about DV and healthy relationships and clarify their role in DV prevention. Turnkey activities, preformulated answers to adolescents’ questions, and strategies to reassure reluctant parents can strengthen staff’s sense of self-efficacy. Members of the school staff also want to feel supported and encouraged by their colleagues and school administration in their efforts to prevent DV.DiscussionThe results highlight the importance of providing training beyond acquisition of knowledge, which can improve attitudes toward DV prevention and a sense of self-efficacy used to transmit content and intervention. |
| first_indexed | 2024-04-09T18:24:11Z |
| format | Article |
| id | doaj.art-4ac8f070396f4bf79ce560067408cabc |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-09T18:24:11Z |
| publishDate | 2023-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-4ac8f070396f4bf79ce560067408cabc2023-04-12T05:25:24ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-04-01810.3389/feduc.2023.11293911129391Training needs in dating violence prevention among school staff in Québec, CanadaGeneviève BrodeurMylène FernetMartine HébertIntroductionSchool staff play a central role in youth sexual health education (SHE), making them critical actors in dating violence (DV) prevention initiatives. However, since most school staff do not benefit from specific training on SHE, they often report feeling challenged in their roles as sex educators. The mention of a lack of self-efficacy to prevent DV is a concern as self-efficacy is associated with the motivation of adopting new behaviors. To optimize the scope of actions used to prevent DV, the SPARX program team sought to identify priority training needs using a mixed-methods design.MethodsIn the quantitative component of this study, 108 school staff completed an online survey regarding their sense of ease, self-efficacy and barriers faced in regard to DV prevention. For the qualitative component, 15 school staff participated in an individual semi-structured interview, sharing their experiences preventing DV. Descriptive analyses were conducted on the survey data, while direct content analysis using the self-efficacy theory concept was conducted on the interviews.ResultsTo feel confident, school staff members need to learn about DV and healthy relationships and clarify their role in DV prevention. Turnkey activities, preformulated answers to adolescents’ questions, and strategies to reassure reluctant parents can strengthen staff’s sense of self-efficacy. Members of the school staff also want to feel supported and encouraged by their colleagues and school administration in their efforts to prevent DV.DiscussionThe results highlight the importance of providing training beyond acquisition of knowledge, which can improve attitudes toward DV prevention and a sense of self-efficacy used to transmit content and intervention.https://www.frontiersin.org/articles/10.3389/feduc.2023.1129391/fulldating violencepreventionschool stafftraining needsteacherschool counselors |
| spellingShingle | Geneviève Brodeur Mylène Fernet Martine Hébert Training needs in dating violence prevention among school staff in Québec, Canada Frontiers in Education dating violence prevention school staff training needs teacher school counselors |
| title | Training needs in dating violence prevention among school staff in Québec, Canada |
| title_full | Training needs in dating violence prevention among school staff in Québec, Canada |
| title_fullStr | Training needs in dating violence prevention among school staff in Québec, Canada |
| title_full_unstemmed | Training needs in dating violence prevention among school staff in Québec, Canada |
| title_short | Training needs in dating violence prevention among school staff in Québec, Canada |
| title_sort | training needs in dating violence prevention among school staff in quebec canada |
| topic | dating violence prevention school staff training needs teacher school counselors |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1129391/full |
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