Contradictions in change: Ecological factors in the implementation of outer layer sexual violence prevention

IF 3.4 2区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Agnes Rieger, Allyson M. Blackburn, Apoorva Nag, Hope Holland, Nicole E. Allen
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Abstract

This study examined the adoption and implementation process in early efforts to implement ecological (“outer layer”) sexual violence (SV) prevention strategies. Interviews with 28 preventionists from 26 local sites within a large, midwestern state, were conducted to examine individual preventionists' problem definitions of SV and ecological factors surrounding implementation. Findings suggest that SV prevention in the state is primarily implemented at the individual-level; when preventionists described engaging in or anticipating outer layer interventions, they were often tertiary (i.e., responding after perpetration; e.g., Sexual Assault Response Teams). A majority expressed problem definitions rooted within the individual (e.g., perpetration due to a lack of consent education), and a majority of implemented efforts matched this individual-level conceptualization. Yet, contradictions between problem definitions (e.g., SV stemming from oppression) and implemented activities (e.g., single-session educational interventions) emerged. Such contradictions may be best understood in light of contextual implementation influences: diverse preventionist job responsibilities, less training/support for outer layer prevention, preventionist autonomy, leadership messaging, time requirements, partner reticence, and extensive work with schools. Inner layer influences, including identification with job roles, preference for, and a sense of urgency toward inner layer work, appeared to interact with contextual factors. Implications across community psychology domains are discussed.

变化中的矛盾:实施外层性暴力预防的生态因素。
本研究考察了早期实施生态(“外层”)性暴力预防战略的通过和实施过程。对来自中西部一个大州26个地方的28名预防人员进行了采访,以检查个别预防人员对SV的问题定义和实施周围的生态因素。研究结果表明,该州的SV预防主要在个人层面实施;当预防人员描述参与或预期外层干预时,他们通常是第三级的(即,在实施后做出反应;例如,性侵反应小组)。大多数人表达了植根于个人的问题定义(例如,由于缺乏同意教育而实施的犯罪),大多数实施的努力与这种个人层面的概念化相匹配。然而,问题定义(例如,源于压迫的SV)和实施的活动(例如,单节课教育干预)之间出现了矛盾。这种矛盾可以根据情境实施的影响来最好地理解:不同的预防人员工作职责、较少的外层预防培训/支持、预防人员的自主性、领导信息、时间要求、合作伙伴的沉默以及与学校的广泛合作。内层影响,包括对工作角色的认同、对内层工作的偏好和紧迫感,似乎与情境因素相互作用。讨论了社区心理学领域的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
9.70%
发文量
55
期刊介绍: The American Journal of Community Psychology publishes original quantitative, qualitative, and mixed methods research; theoretical papers; empirical reviews; reports of innovative community programs or policies; and first person accounts of stakeholders involved in research, programs, or policy. The journal encourages submissions of innovative multi-level research and interventions, and encourages international submissions. The journal also encourages the submission of manuscripts concerned with underrepresented populations and issues of human diversity. The American Journal of Community Psychology publishes research, theory, and descriptions of innovative interventions on a wide range of topics, including, but not limited to: individual, family, peer, and community mental health, physical health, and substance use; risk and protective factors for health and well being; educational, legal, and work environment processes, policies, and opportunities; social ecological approaches, including the interplay of individual family, peer, institutional, neighborhood, and community processes; social welfare, social justice, and human rights; social problems and social change; program, system, and policy evaluations; and, understanding people within their social, cultural, economic, geographic, and historical contexts.
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