Browsing by Author "Baker, Elizabeth"

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    The Calling in Men Project FAQs on the 9 Promising Approaches for Practitioners Engaging Men in Violence Prevention and Gender Equality
    (2022-10-01) Pascoe, Laura; Wells, Lana; Dozois, Elizabeth; Baker, Elizabeth; Akbary, Hamid; Hansen, Brian
    Need a quick overview of the latest research on the bystander approach? Or ever wondered if innovative approaches like the nudge approach, virtual reality, or gamification have a valuable place in work to engage and mobilize men for violence prevention and gender equality? This document answers all your questions about key established and emergent promising approaches for working with men. Dive in, and see what is possible for getting men excited, onboard, and equipped with the necessary skills to end violence and advance gender and social equality!
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    High-Level Summary of Nine Rapid Evidence Reviews: Innovative Approaches to Mobilize More Men to Prevent Violence and Advance Equity
    (2022-05) Pascoe, Laura; Wells, Lana; Baker, Elizabeth; Akbary, Hamid; Hansen, Brian; Esina, Elena
    As part of the Calling In Men research project, nine rapid evidence reviews were conducted on evidence-informed primary prevention approaches to engage and mobilize men to prevent and disrupt violence and inequalities, with the goal to share these findings with those funding and working with men and male-identified people to prevent violence and advance equity. To support and advance work to engage and mobilize men, both well-known and emergent approaches that show promise in engaging and mobilizing men were identified for review. This report is a summary of the findings from all nine rapid evidence reviews.
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    Validation of the Moral Disengagement for Adolescent Dating Violence Prevention Scale With Teacher Trainees
    (Sage Publications, 2021-12-14) Baker, Elizabeth; Exner-Cortens, Deinera; Brun, Isabel; Russell-Mayhew, Shelly
    Once in the workforce, teachers are often asked to participate in school-based adolescent dating violence prevention efforts. However, our understanding of how willing and able future teachers are to engage in dating violence prevention is limited. This may be due, in part, to the lack of available measurement tools. Understanding willingness before teachers are in the classroom is key to exploring how to help future teachers be more ready and able to engage in prevention efforts once they are in the classroom. Thus, the purpose of the current study was to develop and test a measure that assesses one aspect of teacher trainees’ willingness to engage in dating violence prevention efforts: moral disengagement. Using two independent samples of teacher trainees (N = 400; 64.5% White, 75.0% female, 84.5% heterosexual), we explored the factor structure of the Moral Disengagement for Adolescent Dating Violence Prevention (MD-ADVP) scale. We conducted exploratory factor analysis (Sample 1, n = 222) and confirmatory factor analysis (Sample 2, n = 178), and also examined the factor structure across sub-groups and assessed internal consistency reliability and construct validity evidence. Analyses suggest the MD-ADVP is unidimensional, and that this factor structure holds across sub-groups. We found strong evidence of both reliability and construct (convergent and divergent) validity. As hypothesized, scores on the MD-ADVP demonstrated significant negative bivariate associations with scores on three measures of adolescent dating violence prevention-related beliefs, and no association with scores on a measure of weight bias. The MD-ADVP will advance research investigating teacher preparation for adolescent dating violence prevention efforts. For example, use of the MD-ADVP can illuminate whether teacher trainees’ moral disengagement is an indicator of future implementation success. Further testing of this measure in racially and gender diverse samples is needed.