Categories associated with best practice:
Determinants of Health: Personal health practices and coping skills, Social environments, Social relationships (including those that respect diversity), Gender
Respectful Relationships (R+R Program) is a primary violence prevention program for youth, developed by SWOVA, a registered charity in British Columbia. R+R is a 4-year, 48-session curriculum that addresses bullying, sexism, racism, and homophobia, with a focus on the development of healthy, non-violent relationships among adolescent boys and girls.
The model is one of partnerships between men and women, youth and adults, and schools and community members. Using trained adult and youth facilitators and interactive teaching and learning techniques, the Respectful Relationships (R+R) curriculum is delivered to students through a series of 12 workshops for each year in grades 7, 8, 9 and 10 or 11. R+R was implemented in 1999 and has been delivered to youth in several school districts in British Columbia and in other parts of Canada. The program has been found to have positive impacts on civic mindedness, social consciousness and social-competence.
Primary Source Document
D Buote and P Berglund , Promoting Social Justice Through Building Healthy Relationships: Evaluation of SWOVA’s ‘Respectful Relationships’ Program’ Education, Citizenship and Social Justice. 2010: 3(3); 207-220
Contact information of developer(s) and/or implementer(s)
344 Lower Ganges Rd.
Salt Spring Island, BC
|Intervention Goal / Objective||Level(s) Targeted||Equity Focus|
|Develop the capacity for tolerance and consideration toward all members of the world community||People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.|
|Create schools and communities where teens and adults know how to build relationships based on equality, respect and mutual support||People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.|
|Foster self-respect, critical thinking, and positive self-image||People living in conditions of disadvantage are not explicitly stated to be a target population of the intervention.|
|Help youth develop the skills and attitudes needed for healthy and respectful relationships with peers and intimate partners|
|Reduce the incidence of relationship violence in the lives of youth|
Health Issue(s) that is/are addressed by the Intervention
- Mental Health
- Prevent violence
Specific Activities of the Intervention
- Group process/program
Priority/Target Population for Intervention Delivery
- Youth (age 13-18 years)
- Secondary/Middle school
|Outcomes and Impact Chart|
|Level of Impact||Description of Outcome||Equity Focus|
|Interpersonal Level||Statistically significant positive increases from pre- to post-test (at the p<.05 level) on all 12 measures of civic mindedness, social consciousness and social competence dimensions. For female participants, there was significant change on seven dimensions. There was not significant change on the dimensions of empathy, self-awareness, discomfort with seeing others being picked on, belief in equal rights for everyone and ability to speak ones’ opinion. For male participants, 10 of the 12 dimensions yield growth that was significant from pre- to post-R+R. The two exceptions, nonviolent conflict resolution and self-awareness, did not have statistically significant growth however there was a positive change from pre- to post-test.||Reported outcomes do not distinguish findings specific to people living in conditions of disadvantage.|
- Multiple implementations - Similar settings/populations/providers - The intervention has been implemented more than twice in the same setting with the same population by similar providers, and is theoretically applicable to other settings and/or populations. This can include multiple implementations during the same time period. *Each implementation of the intervention must have been substantially the same and must have demonstrated positive results for the primary objectives of the intervention.
Expertise Required for Implementation within the Context of the Intervention
- Specialized skills training provided as part of the Intervention - The intervention does not require individuals or groups with highly specialized training, but requires that individuals or groups be trained as part of the implementation of the intervention.
Are there supports available for implementation
Yes. SWOVA provides facilitation training – either through a self-paced online course or a 5-day live training program.
Are there resources and/or products associated with the interventions
Yes. In addition to the R+R curriculum , SWOVA has also developed an Adult Facilitator Guide, a Youth Team Training Guide, and a Project Coordinator’s Guide.