Evaluation & Publications
Program evaluation has been an integral part of the Expect Respect® Program from its very beginning. Understanding the need to assess the impact of the program, program staff initially partnered with researchers from the University of Texas, School of Social Work to develop and refine evaluation methods. From 1997 – 2000, SafePlace received funding and technical assistance from the Centers for Disease Control and Prevention (CDC) for preventing dating violence by addressing bullying and sexual harassment in elementary schools (Rosenbluth, Whitaker, Valle, & Ball, 2010).
In 2003, the Expect Respect Program was one of four programs selected by the CDC to participate in an empowerment evaluation that aimed to build capacity for program improvement, manual development and evaluation and develop a knowledge base of evidence-based prevention efforts (Noonan & Gibbs, 2009).
The initial, qualitative evaluation focused on Expect Respect support groups for at-risk youth. Interviews with support group participants (Ball, Kerig, & Rosenbluth, 2007) indicated that groups were effective in increasing knowledge about warning signs of abuse and skills for healthy relationships. Participants described the importance of strong and authentic relationships among group members. These findings provided the impetus for strengthening the support group curriculum by focusing on active skill development within an emotionally safe and respectful group environment.
Expect Respect continued to refine survey instruments to quantify program outcomes of support groups. The preliminary, uncontrolled evaluation published in the Journal of Violence Against Women is a first step in demonstrating outcomes of this targeted, school-based dating violence prevention program (Ball, Tharp, Noonan, Valle, Hamburger & Rosenbluth, 2012).
Promising results laid the groundwork for a multi-year, controlled outcome evaluation of Expect Respect Support Groups funded by the CDC (manuscript under review). We conducted a non-randomized controlled evaluation with over 1,600 participants in 36 schools. Baseline surveys were completed during the fall, wave 2 during the spring, and wave 3 during the fall of the following year. Self-report measures included perpetration and victimization of controlling behaviors, psychological teen dating violence (TDV), physical TDV, sexual TDV, and reactive/ proactive aggression. For boys, the number of group sessions attended related to incremental declines in psychological, physical and sexual TDV victimization, psychological and sexual TDV perpetration, and reactive and proactive aggression. Among girls, attending sessions was associated with incremental reductions in reactive and proactive aggression. Results suggest that Expect Respect Support Groups are an effective strategy to reduce peer aggression among high-risk adolescent boys and girls, and additionally reduce teen dating violence perpetration and victimization among boys. Expect Respect has the potential to decrease negative health and educational outcomes associated with aggression in peer and dating relationships. (Reidy, Holland, Cortina, Ball & Rosenbluth (2017) Evaluation of the expect respect support group program: A violence prevention strategy for youth exposed to violence. Journal of Preventive Medicine, 100 (2017) 235-242)
Reidy, D.E., Holland, K.M., Valle, Cortina, K., Ball, B., M.C., and Rosenbluth, B. (2017).
Evaluation of the Expect Respect support group program: A violence prevention strategy for youth exposed to violence.
Reidy, D.E., Ball, B., Houry, D., Holland, K.M., Valle, L.A., Kearns, M.C., Marshall, K.J.
and Rosenbluth, B. (2016). In Search of Teen Dating Violence Typologies.
Ball, B., Holland, K., Marshall, K., Lippy, C., Jain, S., Souders, K. and Westby, R. (2015).
Implementing a Targeted Teen Dating Abuse Prevention Program:
Challenges and Successes Experienced by Expect Respect Facilitators.
Freeman, S.A., Rosenbluth, B.,& Cotton, L. (2012). Teen Dating Abuse:
Ball, B., Teten, A., Noonan, R., Valle, L., Hamburger, M. & Rosenbluth, B. (2012) Expect
Ball, B. & Rosenbluth, B. (2010). Where Teens Live: Taking an Ecological Approach to
Rosenbluth, B., Whitaker, D., Valle, L.A., & Ball, B. (2010). Integrating Strategies for
Teten, A. L., Ball, B., Valle, L.A., Noonan, R., & Rosenbluth, B. (2009). Considerations
Ball, B., Kerig, P. & Rosenbluth, B. (2009). “Like a Family But Better Because You Can
Clinton-Sherrod, A.M., Morgan-Lopez, A.A., Gibbs, D., Hawkins, S.R., Hart, L., Ball, B.,
Noonan, R., Emshoff, J.G., Moos, A., Armstrong, M., Weinberg, J., Ball, B. (2009).
Ball, B., Rosenbluth, B., Randolph, R., & Aoki, A. (2010). Expect Respect Program
Meraviglia, M., Becker, H., Rosenbluth, B., Sanchez, E., & Robertson, T. (2003). The
Sanchez, E, Robertson, T, Lewis, C., Rosenbluth, B., Bohman, T., & Casey, D. (2001).
Rosenbluth, B. (1996/2004). Expect Respect: A Support Group Curriculum for Safe and
Berkowitz, A.; Jaffe, P.; Peacock, D.; Rosenbluth, B., & Sousa, C. (2004). Young Men as
Rosenbluth, B., Sanchez, E., Whitaker, D. J., & Valle, L. A. (2004) The Expect Respect
Whitaker D.J., Rosenbluth, B., Valle, L.A., & Sanchez, E. (2004). Expect Respect: A
Rosenbluth, B. & Peacock D. (2003). Date SMART Program Guide. Boys and Girls Clubs
Rosenbluth, B. (2002). Expect Respect: A School-based Program Promoting Safe and
Rosenbluth, B. (2001). Love—All That and More: A Six-Session Curriculum & 3-Video