Faculty of Education - Research Publications

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Author: Cahill, Helen × Author: Farrelly, Anne × Type: Journal Article × Start date: 2020 × End date: 2023 ×

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    A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries
    Cahill, H ; Dadvand, B ; Suryani, A ; Farrelly, A (MDPI AG, 2023-08-01)
    Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students' lives. This mixed-method study analyses survey and focus group data collected from ninety-two schools in three African countries (Tanzania, Zambia, and Eswatini). Students found the program contributed to improved peer relationships and identified the five most useful components as learning about gender equality and human rights, learning how to obtain help for those affected by violence, understanding and communicating about their emotions, strategies to avoid joining in with bullying and harassment, and understanding the effects of gender-based violence.
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    The responsibility of knowledge: Identifying and reporting students with evidence of psychological distress in large-scale school-based studies
    Kern, ML ; Cahill, H ; Morrish, L ; Farrelly, A ; Shlezinger, K ; Jach, H (SAGE PUBLICATIONS INC, 2021-04)
    The use of psychometric tools to investigate the impact of school-based wellbeing programs raises a number of ethical issues around students’ rights, confidentiality and protection. Researchers have explicit ethical obligations to protect participants from potential psychological harms, but guidance is needed for effectively navigating disclosure of identifiable confidential information that indicates signs of psychological distress. Drawing on a large-scale study examining student, school, and system-based factors that impact the implementation of a school-based social and emotional learning program, we describe patterns of distress attained from quantitative and qualitative questions and describe the process that we evolved to monitor and disclose sensitive mental health information, providing one example of how researchers might effectively address the responsibilities that emerge when collecting sensitive information from students within an education system. The patterns and processes that emerged illustrate that the inclusion of mental distress information can elicit important insights, but also brings responsibilities for minimising risks and maximising benefits.