[School-based Prevention of the Abusive Dissemination of Sexually Explicit Images on the Internet: Development and Evaluation of the SPuR Program]. / Schulbasierte Prävention der missbräuchlichen Verbreitung freizügiger Fotos im Internet: Konzeption und Evaluation des SPuR-Programms.

Sexting, defined as sending and receiving self-produced, sexually explicit images, is a widespread phenomenon among adolescents, which can have negative consequences, especially if an abusive dissemination occurs. In this study, a program on the prevention of the abusive distribution of sexually explicit images was developed and implemented for grades 6 and 7.The programwas evaluated using a pre-, post- and follow-up design. Students' program satisfaction, students' attitudes towards privacy on the internet and sexting, their knowledge about sexting and image rights, and their strategies handling sexting were measured. The results of the evaluation show that the adolescents (N = 132; 58.3 % female; Mage = 12.1 years, SD = 0.64) were satisfied with the program.There was a significant increase in knowledge. Furthermore, the results indicate an increase of strategies to cope with an unintentional distribution of a picture and strategies for a responsible use of sexting. Attitudes toward sexting were somewhat less critical after program participation. In addition to the successful implementation of the program in the school context, the results indicate that the program is effective.

Preventing Sexual Violence in Adolescence: Comparison of a Scientist-Practitioner Program and a Practitioner Program Using a Cluster-Randomized Design.

Numerous school-based prevention programs have been developed by scientists and practitioners to address sexual violence in adolescence. However, such programs struggle with two major challenges. First, the effectiveness of many well-established practitioner programs has not been rigorously evaluated. Second, effective scientific programs may be hard to implement into everyday school practice. Combining the knowledge of scientists and practitioners in a scientist-practitioner program could be a helpful compromise. The aim of the present study is to evaluate the effects of a scientist-practitioner program and a practitioner program using a cluster-randomized experimental design. Twenty-seven school classes were randomly assigned to either one of two programs or a control group. Outcome variables (knowledge, attitudes, behavior, and iatrogenic effects) were assessed at pretest, posttest, and a 6-month follow-up for 453 adolescents (55% female, Mage = 14.18). Short-term effects were found in both programs regarding general knowledge, knowledge of professional help, and victim-blaming attitudes. Long-term effects were found in both programs regarding general knowledge and knowledge of professional help and, in the practitioner program, in a reduction of victimization. No other effects were found on attitudes and behavior. No iatrogenic effects in the form of increased anxiety were found. Both the scientist-practitioner and the practitioner program show promise for the prevention of sexual violence in adolescence; in particular, the practitioner program may be a more cost-effective method.

The Efficacy of Emotionally Focused Couples Therapy and Behavioral Couples Therapy: A Meta-Analysis.

Behavioral couple therapy (BCT) and emotionally focused couples therapy (EFCT) are well-established treatments to reduce couple distress. This meta-analysis summarizes the current state of knowledge on the efficacy of these two therapy methods by focusing on randomized controlled trials only. A literature search revealed 33 suitable primary studies (2,730 participants in total), all of them measuring relationship satisfaction. Robust-variance random-effects meta-analysis revealed medium effect sizes at post-test (overall: g = 0.60; BCT: g = 0.53; EFCT: g = 0.73) and small effect sizes of 6 months after treatment (overall: g = 0.44; BCT: g = 0.35; EFCT: g = 0.66), but these gains were not maintained after 12 months (BCT only: g = 0.06). Between the two therapy methods, no significant effect size differences could be found. Results have to be interpreted with caution due to potential publication bias.

ViSC Social Competence Program.

The ViSC Social Competence Program has been implemented in Austrian schools within the scope of a national strategy plan, Together Against Violence. The program is a primary preventive program designed for grades 5 to 8. The prevention of aggression and bullying is defined as a school development task, and the initial implementation of the program lasts one school year. The program consists of universal and specific actions that are implemented through in-school teacher training and a class project for students. The program was evaluated with a randomized intervention control group design. Data were collected from teachers and students. Results suggest that the program reduces aggression in schools.