| 000 | 03168nab a22004937a 4500 | ||
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| 999 |
_c9104 _d9104 |
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| 005 | 20250625151721.0 | ||
| 008 | 250115s2025 ||||| |||| 00| 0 eng d | ||
| 040 | _aAFVC | ||
| 100 |
_aFlicker, Sarah _913672 |
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| 245 |
_aReflections on facilitating teen dating violence prevention programming in schools during the COVID-19 pandemic : _bcomparing online, in-person and hybrid facilitation _cSarah Flcker, Léa Gareau, Ceara McIntyre, Jen Gilbert and Jaisie Walker |
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| 260 |
_bTaylor & Francis, _c2025 |
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| 500 | _aSex Education, 2025, First published online, 9 January 2025 | ||
| 520 | _aThis paper presents lessons learned from the development, adaptation and delivery of ‘It’s Complicated’, a grade 9 school-based teen dating violence prevention programme developed in Ontario, Canada, that addresses equity, diversity and emotional violence. Initially designed as an in-person intervention, the programme underwent adjustments for online and hybrid modalities due to COVID-19. This autoethnographic self-study reflects on implementing the curriculum over 269 workshops reaching 951 students. Delivery challenges and opportunities across three modalities – 180 in-person, 66 hybrid, and 23 online sessions – are examined. In-person facilitation proved advantageous for rapport-building and handling disclosures but posed challenges for anonymous student participation. Online teaching enhanced technological engagement but presented difficulties with privacy and extended time requirements. Hybrid delivery offered accessibility but faced challenges related to technological equity and classroom management. The study underscores the importance of teacher readiness, pedagogical alignment, and recognising the strengths and weaknesses of each modality. Technological equity and access issues were identified as central challenges, emphasising the necessity of optimal conditions for successful online and hybrid facilitation. (Authors' abstract). Record #9104 | ||
| 650 | 0 |
_93080 _aADOLESCENT RELATIONSHIP ABUSE |
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| 650 |
_aADOLESCENTS _943 |
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| 650 |
_aAUKATI TŪKINOTANGA _96458 |
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| 650 |
_aCOVID-19 _98949 |
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| 650 |
_aDATING VIOLENCE _93263 |
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| 650 |
_aEDUCATION _9218 |
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| 650 |
_aHANGARAU MŌHIOHIO _98779 |
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| 650 |
_aINTIMATE PARTNER VIOLENCE _9431 |
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| 650 | 0 |
_99974 _aKOWHEORI-19 |
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| 650 |
_aKURA TUARUA _913574 |
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| 650 |
_aMATE KORONA _99981 |
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| 650 | 0 |
_99975 _aMATE URUTĀ |
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| 650 | 0 |
_95495 _aONLINE TEACHING |
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| 650 | 0 |
_aPANDEMICS _98950 |
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| 650 |
_aPREVENTION _9458 |
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| 650 |
_aSCHOOLS _9515 |
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| 650 |
_aTAIOHI _9595 |
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| 650 |
_aTAMARIKI _9597 |
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| 650 |
_aTECHNOLOGY _9599 |
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| 650 |
_aYOUNG PEOPLE _9660 |
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| 651 |
_aINTERNATIONAL _93624 |
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| 651 |
_aCANADA _92602 |
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| 700 |
_aGareau, Léa _913673 |
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| 700 |
_aMcIntyre, Ceara _913674 |
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| 700 |
_aGilbert, Jen _913675 |
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| 700 |
_aWalker, Jaisie _913676 |
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| 773 | 0 | _tSex Education, 2025, First published online, 9 January 2025 | |
| 830 |
_aSex Education _99640 |
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| 856 |
_uhttps://doi.org/10.1080/14681811.2024.2443898 _zDOI: 10.1080/14681811.2024.2443898 |
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| 942 |
_2ddc _cARTICLE _hnews132 |
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