259885 Youth Perspectives on Healthy Relationships and Teen Dating Violence Prevention: A California-Wide Health Assessment

Monday, October 29, 2012 : 8:50 AM - 9:10 AM

Naomi Chapman, MPH , Health Education Department, San Francisco State University, San Francisco, CA
Rachel Gratz, MPH , Health Education Department, San Francisco State University, San Francisco, CA
Background: Teen dating violence (TDV) is associated with negative health outcomes including injury, mental health issues, substance abuse, and sexually transmitted diseases. Research demonstrates a clear need for increased TDV prevention strategies, particularly in California where 8.2% of 11th grade students report physical abuse by their partners. This California-wide assessment investigated healthy relationship development among adolescents, amplifying the voices of youth to inform TDV prevention programming and statewide policy. Methods: A quantitative statewide survey was completed by 74 California youth leaders, ages 14-18, recruited from a convenience sample of eight youth-serving organizations (53% return rate). Three focus groups were conducted with 17 San Francisco Bay Area youth leaders.

Results: Youth identified four barriers to developing healthy relationships: 1) a lack of healthy relationship education in schools (96%); 2) limited healthy relationship education during early childhood and preadolescence (94%); 3) gender expectations (42%), with the media reinforcing gender inequity and pro-violent social norms (77%); and 4) a lack of positive role models (34%). Additionally, youth reported: 1) peers (79%) and family members (75%) as most influential on young people's dating behaviors; 2) the need for incentives to support youth participation in TDV prevention work (46%); and 3) the desire for leadership opportunities (42%) and peer-to-peer healthy relationship education (22%).

Conclusions: Youth-driven recommendations include: 1) healthy relationship education in California school wellness policy; 2) peer-to-peer role modeling initiatives; 3) media campaigns challenging gender roles and pro-violent social norms; 4) youth-led advocacy efforts modifying environmental influences; and 5) incentive systems for youth leadership.

Learning Areas:
Assessment of individual and community needs for health education
Planning of health education strategies, interventions, and programs

Learning Objectives:
1) Describe four youth-identified barriers to adolescents developing healthy relationships. 2) Identify five youth-driven solutions to preventing teen dating violence.

Keywords: Adolescent Health, Violence Prevention

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: As a second year MPHc student I dedicated the last year to a California-wide health assessment on teen dating violence prevention. In the process I engaged many statewide stakeholders and youth leaders to generating solutions to teen dating violence and developing healthy adolescent relationships.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.