“Learning how to interact”: Qualitative Analysis of Group Dynamics in a Classroom-Based Violence Prevention Program

Abstract

Gender-based harm (GBH) continues to be a serious problem on university campuses and is associated with negative mental health and academic outcomes for those who experienced harm. Only a small number of GBH prevention strategies have demonstrated effective reductions in campus sexual violence. This study qualitatively evaluated the impact of Consent, Respect, and Sexual Citizenship (CRSC), a novel prevention program that combines aspects of the most effective GBH prevention strategies into a classroombased course. This study also examined the how group dynamics, an understudied but relevant factor in prevention, impacted students’ experiences. Thematic analysis identified three main themes from 18 participants: Individual Growth, Group Dynamics and Community Building, and Transfer of Learning. Results demonstrated that CRSC was an engaging prevention program, and that group dynamics were an important factor in enhancing students’ learning. Recommendations for more rigorous analyses of CRSC and further exploration of group dynamics in prevention are included.