Interventions Used in Practice to Reduce Prejudice and Stereotypes Toward Lesbian and Gay People: Theory Based Evaluation.

Various interventions are used in practice to reduce prejudice against lesbian women and gay men. Often these have not been developed or evaluated for effectiveness by researchers. In this study, we used theory-based evaluation (TBE) to determine whether the assumptions underlying three types of interventions (knowledge interventions, guessing games, and theater and movie interventions) often used in practice in the Netherlands are in line with evidence from the scientific literature. As a first step, we consulted the developers of prominent examples of the three types of interventions on their assumptions about why their interventions would work to construct a theory of change for each type of intervention. Next, we undertook a review of the literature to assess whether these theories of change were supported by theory and research. We found that of the three theories of change (ToC) guiding the three types of interventions often used in the Netherlands, only one was supported. These findings can guide developers of interventions to reduce prejudice and stereotypes toward LGBT people in practice in deciding which type of intervention is best to develop. We recommend that researchers and practitioners cooperate more closely on intervention development.

Effects of an Interactive School-Based Program for Preventing Adolescent Sexual Harassment: A Cluster-Randomized Controlled Evaluation Study.

Many adolescents experience sexual harassment and victims of sexual harassment have higher risks regarding well-being and health behaviors such as higher risks of suicidal thoughts, suicidal ideation and feeling unsafe at school. A peer-performed play and school lessons on preventing sexual harassment behavior were presented to secondary school students. We evaluated its effectiveness, using a cluster-randomized controlled design to assign schools to an experimental condition [n = 14 schools; 431 students (51 % female)] and a control condition [n = 11 schools; 384 students (51 % female)]. To measure the effects of the intervention at first post-test and 6-month follow-up, our multilevel analyses used a two-level random intercept model. Outcome measures were sexual harassment behaviors, behavioral determinants and distal factors influencing these behaviors. At post-test, students in the experimental group reported a reduced intention to commit sexual harassment behavior and higher self-efficacy in rejecting it. At post-test and follow-up there was a significant positive effect on social norms for rejecting sexual harassment behavior. At follow-up, sexual self-esteem was higher in students in the experimental group than in the control group. Effects on these determinants will benefit adolescents' future sexual behaviors. In combination, the play and lessons, possibly together with continued sexual health education and skills programs on social-emotional learning in subsequent school years, have potential for preventing sexual harassment behavior.