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Breaking the Cycle:
Preventing Intimate Partner and Dating Violence Before it Begins
Tara R. DeMaderios
Oregon State University

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Table of Contents
Abstract………………………………………………………………………………………………………………….....2
1. Health Problem: Intimate Partner Violence………...………….....……………………………...….…………..3
1.1. Scope of the Problem……………………………………………………….……………………………….....3
1.2. Intimate Partner Violence in the United States……………………………………………….……......…....3
Figure 1. Age at occurrence of first IPV experience among males and females………...….……..4
1.3. Identifying a Target Audience………………………………………………………………………………….4
1.4. Relevant Risk Factors………………………………………………………………………………………..…5
1.5. Health Risks………………………………………………………………………………………………...…...5
1.6. Call to Action……………………………………………………………………………………………...…..…6
2. Needs Assessment…………………………………………………………………….………………….…………6
2.1. Needs of the Target Population…………………………………………………………………………………6
2.2. Collecting Secondary Data………………………………………………………………………………………7
2.3. Collecting Primary Data………………………………………………………………………………………….7
2.4. Integrating the Data……………………………………………………………...…………..…………………..8
3. Evidence Based Intervention Description……………………….…………………………..…...……………..9
3.1. Shifting Boundaries: An Evidence Based Intervention……………………………………………………….9
3.2. Core Components………………………………………………………………………………………………..9
3.3. An Ideal Prevention Program for Portland Public Schools………………………………………...……….10
4. Adaptations……………………………………………………………………………………………………....….10
4.1. Why It Is Necessary to Adapt: Reaching the Highest Risk Population…………………………….......…10
4.2. Critical Adaptations…………………………………………………………………………………………......11
5. Mission, Goals, and Objectives……………………………….……………………………………...……...…..12
5.1. Mission Statement……………………………………….…………………………………...………….…......12
5.2. Goals………………………………………………….…………………………………...……………………..12
5.3. Process Objectives…………………………….…………………………………………………………...…..12
5.4. Impact Objectives……………………………………………………………………………………………….13
5.5. Outcome Objective…………………………………………………………………………………………..….14
6. Implementation…………………………………………………………………………………………….………..14
6.1. Overview………………………………………………………………………………………...……………….14
6.2. Details of Implementation……………………………………………………………………………..…….....14
Figure 2.0 Implementation Timeline Year One…………………………………………………………….15
Figure 2.1 Implementation Timeline Year Two………………………………………………………...….16
7. Evaluation………………………………………………………………………………………………….....….…..16
7.1. Evaluation Design……………………………………………………………………………………………….16
7.2. Process Evaluation………………………………………………………………………………….......……...17
7.3. Impact Evaluation……………………………………………………………………………………………….18
7.4. Outcome Evaluation…………………………………………………………………………………………….18
8. Shifting Boundaries Program Budget………………………………………………………………......………19
8.1. Budget……………………………………………………………………………………………………...…….19
8.2. Budget Justification………………………………………………………………………………………...…...19
References………………………………………………………………………………………………………..………23

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Abstract
Intimate Partner Violence (IPV) is a serious and preventable public health problem. It is estimated that 1 in 3
women and 1 in 7 men are victims of IPV at some point in their lifetime. IPV has serious physical and mental
health consequences including increased risks for STIs and HIV, unintended pregnancies, suicide, depression,
anxiety, PTSD, and homicide. The costs for these consequences along with lost productivity are over $8.3
billion. Anyone can be a victim of IPV, but females are more likely than males to experience it, as are those
under the age of 25. The purpose of this report is to identify teens as an ideal target population for the primary
prevention of IPV, and propose an intervention program to be implemented in schools with a goal of reducing
the prevalence of IPV. Shifting Boundaries is a school-based primary intervention program designed to target
adolescents with preventions at multiple levels. It utilizes environmental and policy changes within schools, and
classroom lessons aimed at altering the beliefs, attitudes, and behaviors of adolescents. A pretest-posttest
evaluation design using students as their own control is used to measure changes in student beliefs, attitudes,
knowledge, and behaviors. Students complete self-report questionnaires at baseline, immediately after the
intervention, and at 6 months post intervention.

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1. Health Problem: Intimate Partner Violence
1.1 Scope of the Problem
Intimate Partner Violence (IPV) is a serious and preventable public health problem that affects every
facet of society. IPV encompasses multiple forms of violence, including sexual violence, physical violence,
stalking, psychological aggression including verbal and emotional abuse, and control of reproductive health
(CDC, n.d.). An intimate partner does not have to be a spouse – he or she can be a current or former romantic
partner or a first date (CDC, 2015d). IPV is not selective, and can happen to anyone – male or female, gay or
straight, adult or child – and at all socio-economic status levels. Although IPV can and does happen to men,
women and girls are more likely to experience this type of violence (WHO, 2016). Recent global prevalence
data of IPV have shown that worldwide, 1 out of every 3 women report being victims of IPV (WHO, 2016). It is
therefore reasonable to assert that every person alive is either personally affected by, or knows someone who
is personally affected by, sexual assault or intimate partner violence. Even if it could be argued that an
individual male does not know a woman who has been a victim of IPV, the effect on societies as a whole and
the cultural repercussions cannot be ignored.
1.2 Intimate Partner Violence in the United States
In the United States, the prevalence data on Intimate Partner Violence are staggering. An average of
24 persons are experiencing IPV in the United States per minute (CDC, 2014a). Up to half of women in the
United States have experienced sexual violence victimization other than rape in their lifetime (CDC, 2014c).
Nearly half of female victims of completed rape reported that their first rape occurred before the age of 18, and
a third of women who are raped as minors are raped again as adults (CDC, 2014b). Over a quarter of male
victims of completed rape reported that their first rape occurred at or before the age of 10 (CDC, 2014b). The
age group that is at highest risk of being victimized by IPV are young adults between the ages of 18-24, and
estimates are that 71.1% of women and 58.2% of men experience their first incident of IPV before the age of
25 (CDC, 2014d). These data demonstrate that early sexual victimization is common and is a risk factor for
additional sexual victimization.

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FIGURE 1. Age at occurrence of first IPV experience among males and females who experienced rape,
physical violence, or stalking by an intimate partner — National Intimate Partner and Sexual Violence
Survey, United States, 2010 (CDC, 2014a)
1.3 Identifying a Target Population
Teens’ young age and relative inexperience puts them at high-risk for becoming victims and
perpetrators of intimate partner or dating violence. They are experiencing their first romantic relationships, and
developing their framework for what is normal in relationships (Furman & Brown, 2011; Moretti & Peled, 2004).
Teens often believe that violence in relationships is acceptable because of what they witness at home and
from their peers, and due to the cultural messages they receive from the media (CDC, 2015e), which often
romanticizes the very behaviors that lead to dating and Intimate Partner Violence. Adolescents who experience
Teen Dating Violence (TDV) are more likely to experience other severe consequences, such as depression
and anxiety, antisocial behavior, increased involvement with drugs and alcohol, and suicide ideation (Exner-
Cortens, Eckenrode & Rothman, 2013; CDC, 2015e). Preventing dating violence and harassment in teens, and
teaching them about healthy behaviors in relationships, can prevent them from entering into abusive
relationships as adults, and help them to avoid negative health problems that can result from such abuse.
Teens are therefore a prime target population for the primary prevention of Intimate Partner Violence.

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1.4 Relevant Risk Factors
The most relevant risk factors among teens for becoming either a victim or perpetrator of Intimate
Partner Violence are being low income; emotional instability including low self-esteem, insecurity, isolation, or
depression; witnessing family violence; belief in restrictive gender roles; cultural norms accepting of violence;
aggressive, controlling, or delinquent behavior; and simply being young (WHO, 2016; CDC, 2015a; CDC,
2015e). Risk factors for becoming a victim or a perpetrator of teen dating violence tend to be clustered in poor
urban communities, which should be a primary target for prevention efforts (CDC, 2015b). Given that the
majority of teens attend public schools, a public school-based prevention program has the potential to reach a
large majority of the teen population.
1.5 Health Risks
Intimate Partner Violence negatively affects the health and wellbeing of the victims, including their
physical, mental, sexual and reproductive health, and puts them at a higher risk for contracting HIV (WHO,
2016). Teen girls are at higher risk of becoming pregnant, engaging in risky sexual behaviors, abusing
substances, developing eating disorders, and becoming suicidal as a result of being victims of dating violence
(Silverman et. al, 2001). Intimate Partner Violence also carries a high risk of death by homicide (WHO, 2016).
Most notably, the number one cause of death for pregnant women in the United State is IPV-related homicide
(Chang et al., 2005). In Oregon fatality risks related to IPV are distressingly high, with 1 in 4 homicides being
IPV-related, and 15% of those victims being under the age of 25 (OHA, 2014). In Multnomah County alone,
between the years 2003-2012, there were 50 IPV-related homicides (X. Shen, personal communication,
February 16, 2016). The cost to the United States populace for medical and mental health expenses and lost
productivity is estimated to be over $8 billion per year. That figure does not include the costs of the criminal
justice system or the costs of providing services to victims, who have a higher rate of utilization of public
assistance (CDC, 2015c).

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1.6 Call to Action
The feminist movement and the anti-domestic-violence-and-sexual-assault movement have done much
to bring Intimate Partner Violence to the attention of the public, and great strides have been made to change
the level of awareness surrounding these issues and the laws and policies that govern how they are dealt with.
However, there is still much to be done, and the work to change the culture of sexual assault and Intimate
Partner Violence and the conditions that breed them must continue. It is imperative that the rates of IPV go
down because these forms of violence affect a sizeable percentage of the population. Meaningful prevention
needs to occur, and implementing prevention programs to reduce dating violence among teens is in line with
federal health policy and with Oregon state law. One of the objectives for adolescent health in the Healthy
People 2020 initiative is to “Reduce the rate of adolescent and young adult victimization from crimes of
violence (AH-11.4).” As of 2012 the Oregon legislature passed HB 4077 which requires school boards to adopt
teen dating violence education programs or adapt existing education programs to include teen dating violence
prevention (Oregon State Legislature).
A teen dating violence prevention program plan will address the need for primary prevention of
domestic violence to prevent teens from becoming either victims or perpetrators of domestic violence in the
first place. Implementing a dating violence primary prevention program into the health education of teens in
Multnomah County will lead to reduced prevalence of domestic violence in Multnomah County and a
subsequent reduction of adverse health outcomes resulting from domestic violence. Reducing the prevalence
of domestic violence will also reduce the cost burden on government and citizens related to adverse health
outcomes, and public assistance and judicial system needs.
2. Needs Assessment
2.1 Needs of the Target Population
In Multnomah County IPV-related homicides are on the rise and accounted for an increase in overall
homicide rates beginning in 2009, a troubling trend that suggests IPV may be increasing instead of decreasing
(OHA, 2014). Not only does IPV cause harm to victims, it also causes harm to perpetrators. Almost 40% of
IPV-related homicide perpetrators attempted to commit or were successful in committing suicide following the

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homicide incident (OHA, 2014). The 2015 Oregon Healthy Teens Survey results for Multnomah County
revealed that by the 11th
grade 5% of respondents reported they had been forcibly raped, 10% had been
sexually assaulted, 4% had been physically assaulted by an intimate partner within the last year, and 30% had
been harassed at or on the way to school. These data demonstrate that teens in Multnomah County are
experiencing teen dating violence, and that there is a pressing need for dating violence prevention education.
2.2 Collecting Secondary Data
The Oregon Healthy Teens Survey provides valuable secondary data about teen dating violence
prevalence and trends in Multnomah County and across the state. However, it is only one source of data. In
order to determine which areas of Portland, if any, or which schools experience higher rates of teen dating
violence and harassment, more data needs to be collected. A first step is to contact Portland Public Schools
and find out if the district has information on individual schools that have higher rates of dating violence or
harassment, or which schools have the highest rates of teens with large clusters of risk factors. These schools
would be the focus of initial efforts and be among the first to implement the prevention program as their student
populations should demonstrate clear improvements post intervention. It is also necessary to determine what
dating violence education and prevention programs are in use in schools or have been implemented in the past
and with what success. Additionally, contacting NGOs and agencies that provide services to youth in the
Portland area, such as Outside In, might produce valuable prevalence and demographic data.
2.3 Collecting Primary Data
Once secondary data is obtained the needs for primary data can be ascertained. The first step in
collecting primary data would entail going to classrooms and observing lessons being taught to youth that
already include dating violence prevention. First hand observations provide information on what is being taught
and how students are receiving it. It would also be important to meet with district administrators, principals, and
teachers to gain insight from them about how previous programs have been received in the community, what
funding they have available for dating violence and harassment prevention programs, and how much time is
available in their classrooms for dating violence prevention curriculum. Collecting primary data of this nature is

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somewhat time consuming but relatively inexpensive, as one Multnomah County staff person could complete
the observations and meet with school district staff.
The next step in collecting primary data would be to conduct surveys of parents, students, and
teachers. Parents would be asked if they discuss dating violence or harassment with their children, if they are
aware of any dating violence prevention education their children have received, and if they are aware of any
such education how effective they perceived it to be. Students would be asked if they are aware of what dating
violence of harassment is, if they have discussed it with their parents or peers, if they have received any dating
violence prevention education in school, how effective they perceived it to be, and what they would like to see
taught or discussed in the future. Teachers would be asked if they think the existing program is effective and
comprehensive, if there are any issues with the current curriculum including classroom time constraints, and
would be asked to comment on what changes they would like to see. Conducting the surveys would be
expensive because it would require the use of a survey company and data analysis.
2.4 Integrating the Data
The primary data gathered from observing what is being taught and the survey responses could be
integrated with the secondary data provided by the school district on what prevention programs are already in
place to form a more complete picture of what students are learning. The surveys would also provide needed
insight into the community’s values and norms, and inform the direction in which the community would like to
proceed. In order to gain further insight into community values and capacity, focus groups could be conducted
for the students and teachers, respectively, and buy-in could be gained from parents by speaking to their
organizations such as PTOs or PTAs. Conducting focus groups could be expensive, as a professional
experienced in leading focus group discussions would need to be hired.

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3. Evidence Based Intervention Description
3.1 Shifting Boundaries: An Evidence Based Intervention
The Shifting Boundaries EBI is an intervention developed to increase schools’ capacity to prevent
domestic violence and harassment, and to target a young audience with preventions at multiple levels in order
to reduce teen dating violence and sexual harassment. It is based on the Theory of Reasoned Action and was
designed to increase awareness of teen dating violence and harassment, change attitudes and norms
surrounding violence and harassment, encourage and increase bystander intervention, increase schools’
capacities to monitor and prevent violence and harassment in schools, and reduce the prevalence of teen
dating violence and harassment. The original study was implemented in an urban setting, in New York City,
and was a randomized control trial (RCT) which utilized four groups – classroom-based intervention only,
school building-based intervention only, combination, and no intervention (control) It was developed for 6th
and
7th
graders (Taylor, Mumford & Stein 2014).
Evaluation of the original RCT determined that use of both the classroom-based and school building-
based interventions in combination was most effective. Therefore there are two core components to the
intervention – a classroom intervention and a school building intervention. Key features of the classroom-based
intervention are classroom worksheets, and a video used as a teaching tool and a way to start discussions
about dating violence and harassment. Key features of the school building-based intervention are the use of
“hot spot” mapping of unsafe areas in schools, placement of staff in “hot” areas, posters to hang in the
hallways to increase identification and awareness of harassment, and school-based temporary restraining
orders (Taylor, Mumford & Stein 2014).
3.2 Core Components
The classroom-based curriculum is made up of six lessons that can be taught over a period of 6-10
weeks. The lessons include understanding gender roles, how to set boundaries, what healthy relationships are,
bystander intervention, consequences for being a perpetrator of violence or harassment, and what the laws are
regarding dating violence and harassment. Trauma-informed instructors trained in prevention and intervention
should be brought in to teach the lessons (NIJ, 2015; Taylor, Mumford & Stein 2014).

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The school building-based intervention was designed to create a safer environment in the school
building by changing how administrators and staff respond to incidents of dating violence or sexual
harassment, via implementing school-based temporary restraining orders between students, placement of
teachers in areas identified as unsafe by students via “hot spot mapping”, and placement of posters throughout
the school that promote a prosocial environment leading to increased understanding of what constitutes
harassment and subsequent increased reporting to staff of domestic violence and harassment. Students create
the “hot spot maps” during the classroom lessons. The school building-based intervention lasts for the same 6-
10 week period of time as the classroom curriculum (Taylor, Mumford & Stein 2014).
3.3 An Ideal Prevention Program for Portland Public Schools
The Shifting Boundaries EBI was designed specifically to address teen dating violence and prevention,
and uses a multivariate approach which implements more than one strategy for prevention. The fact that
Shifting Boundaries uses multiple approaches, was designed to be used in schools, and was created to reduce
the prevalence of teen dating violence and harassment, makes it an ideal program to be used in Portland
Public Schools (PPS) to meet the federally mandated requirements for teen dating violence prevention
education.
4. Adaptations
4.1 Why It Is Necessary to Adapt: Reaching the Highest Risk Population
The original Shifting Boundaries EBI was created for middle schools. While it is necessary to address
dating violence and harassment education and prevention in middle schools, it is also necessary to keep
educating students into high school. While middle school aged adolescents may be interested in dating or
romantic relationships, they have limited experience with romantic relationships. By the age of 13 only 36% of
adolescents have had any kind of romantic relationship, but that number jumps to 53% by the age of 15 and
70% by the age of 17 (Collins, Welsh & Furman, 2009). Due to the fact that more high schoolers have
experiences with romantic relationships than do middle schoolers, and that high school teens are closer to
entering the age range (18-24) that is at highest risk of becoming victims of Intimate Partner Violence, high

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school teens are an ideal population to engage in discussions about dating violence and harassment. For this
reason it would be beneficial to adapt Shifting Boundaries to be implemented in high schools.
4.2 Critical Adaptations
A critical adaptation that needs to be made to the Shifting Boundaries program is to hire trauma-
informed Prevention and Intervention Instructors to facilitate the classroom lessons. The original program was
designed to use existing teachers to teach the classroom lessons, with limited training and no trauma informed
training. It was suggested that if students are triggered by the discussion of sensitive and traumatic topics they
be sent to the school counselor to discuss their reaction. There are two problems with this approach. First,
many schools rotate counselors and they may not be available at all times. Another related staffing issue could
arise if multiple students have emotional reactions to the curriculum materials and there are not enough
counselors to talk to each one of them at the time of their reaction. The second problem is that because the
topics discussed in the Shifting Boundaries classroom curriculum deal with sensitive subjects, it is imperative
that a trauma-informed and trained instructor deliver the lesson. The instructor needs to be aware of how best
to approach and discuss topics, and what language and attitudes they are expressing to the students. There is
no guarantee that teachers who are not specifically trained in trauma-informed response will conduct the
classroom lessons appropriately, and such training is a long process outside of the scope of what this program
is capable of doing. Therefore, trauma-informed Prevention and Intervention Instructors need to be hired.
Classroom teachers will undergo a 2-day sensitivity training and program orientation before the classroom
lessons are taught in their class.
Another aspect of Shifting Boundaries that should change is to increase the dosage of the school
building interventions, including leaving the school-based restraining orders in place until the students who
requested them felt they were not needed any longer, and continuation of hot spot mapping throughout the
duration of the school year to ensure that students feel safe at all times, as opposed to the shorter 6-10 weeks
as called for in the original EBI.
A final adaptation would need to occur when and if the video used for Shifting Boundaries is not
culturally appropriate or age appropriate for high schoolers in Multnomah County, or is outdated. High

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schoolers in the focus groups could view the video to see if they felt it was appropriate and relevant to them. A
novel and cost effective way to update the video would be to have high school students create their own videos
implementing all of the key components and lessons in the video.
5. Mission, Goals, and Objectives
5.1 Mission Statement
The mission of implementing Shifting Boundaries in Portland Public Schools is to increase the efficacy
of domestic violence and harassment interventions in the high school setting, and in so doing to create safer
spaces for all students, and to reduce the prevalence of Intimate Partner Violence in all of Multnomah County.
5.2 Goals
• Increase the capacity of schools to prevent domestic violence and harassment
• Reduce sexual harassment and domestic violence in schools and in the county
• Target high risk group teens with primary prevention at multiple levels
5.3 Process Objectives
• Hire and train trauma-informed Prevention and Intervention Instructors
• Train classroom teachers
• Adapt existing education program to include teen dating violence and harassment prevention and track
efficacy by getting feedback from program staff, school staff, and students
• Inform parents of the goals of the study and accompanying risks and benefits and that they can choose
to waive their parental consent for their child to participate in the surveys
• Inform students of their rights, risks, and benefits of participating in the surveys
• Self-reporting via questionnaires to track prevalence of DV/H in the students at baseline, immediately
after the intervention, and 6 months after the intervention
• Maintain student confidentiality with regard to data on self-report questionnaires
• Collect data on school-based temporary restraining orders (TROs)

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• Determine how students respond to the intervention
• Determine if program materials are being utilized (hallway posters)
• Have a way for students to report questions and concerns anonymously
5.4 Impact Objectives
• Learning Objectives: Immediately upon completion of the classroom curriculum, the majority of students
will:
o Understand what boundaries are and how to enforce their own boundaries
o Understand the definitions of harassment and dating/partner violence, what actions constitute
harassment and dating violence, and laws related to harassment and dating violence
o Understand the consequences of dating violence and harassment, including short-term
consequences at school and long-term health and financial consequences
o Consider their interpersonal interactions & how they use physical spaces within the school walls
o Understand the importance of bystanders as interveners and be more likely to intervene as
bystanders
o Feel comfortable going to school staff and reporting any harassment and violence they witness.
o Feel safer in their school hallways
o Increased awareness of domestic violence and harassment
• Behavioral Objectives: As a result of participating in the Shifting Boundaries program, 6 months after
participating, the majority of students will have:
o Increased reporting of domestic violence and harassment to staff
o Increased incidence of intervening as bystanders
o Decreased perpetration of violence and harassment
o Increased healthy boundaries and healthy relationships long term
• Environmental Objectives: During the program implementation process
o Schools will create and update “hot spot” maps to track unsafe areas of schools

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o School administrators will modify staffing in identified “hot spots” to increase the chance of
catching perpetrators or deterring violence in these areas
o Students will create school-based temporary restraining orders & school staff will enforce them
o Posters to increase awareness and reporting of violence and harassment to school personnel
will be placed in highly visible places in school hallways
5.5 Outcome Objective
The outcome of implementing the Shifting Boundaries program in Portland Public Schools should be a
reduction in prevalence of Intimate Partner Violence in Multnomah County by 5% five years post intervention,
followed by 5% reductions in prevalence every year. This reduction in prevalence will result in reduced costs to
judicial systems, law enforcement, social service programs, and healthcare. There should also be evidence of
reduced rates of IPV-related homicide.
6. Implementation
6.1 Implementation Overview
Implementation of the program will consist of both pilot testing and a phased-in approach. Pilot testing
will occur within one school so that the program can be adjusted to the needs of Portland Public Schools, the
students, and the staff. This will be followed by a phased-in rollout of the program moving from school to
school. It is necessary to phase-in the program one school at a time because the program requires specially
trained instructors to facilitate the classroom-based lessons. In order to make the program cost effective the
trained instructors must move from one school to another until all schools have received the classroom-based
curriculum.
6.2 Details of Implementation
The Prevention and Intervention Instructors will be hired within 1 month of procuring funding for the
program. The Prevention and Intervention Instructors will train themselves on the classroom curriculum the first
week of their hire. The teachers whose school is participating in the pilot program will receive the 2-day

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sensitivity and program orientation training prior implementation. Students will receive their pretest surveys
prior to their first classroom lesson. Pilot testing will begin a week after teacher training and will take 6-8 weeks
depending on how long the classroom lessons take, and no-school days. Students will receive their posttest
surveys on the last day of classroom lessons. After pilot testing, one month will be alocated to adjust the
program based on feedback from Prevention and Intervention Instructors, classroom teachers, school
administrators and staff, and students. After adjustments to the program have been made the remaining
teachers in the school district whose schools will be participating in the program will receive the 2-day
sensitivity and program orientation at once to reduce the time burden on the Prevention and Intervention
Instructors who have to conduct the training. One week after the remaining teachers are trained, the phased-in
rolling implementation will continue for one academic year focusing on schools with large numbers of teens
who have clusters of risk factors. After one academic school year the program will be evaluated, including
looking at student self-reported behaviors, to assess if the program is successful and reports will be written to
clarify the results. If the program is deemed successful it will be continued in future years, as long as there is a
demonstrated need and funding is available.
Figure 2.0 Implementation Timeline
Implementation Timeline Months
Tasks - Year One J J A S O N D J F M A M
Procure funding X
Purchase necessary materials X
Hire staff X
Instructor self-training & orientation to
program
X
Teacher training for teachers
participating in pilot testing
X
Pilot testing X X
Pretest surveys for students conducted X
Conduct weekly meetings with
instructors, teachers, and school
administrators
X X
Posttest surveys for students conducted X
Adjust program based on feedback from
pilot testing X
Teacher training for teachers in the
school district X
Begin phased-in rolling implementation
to multiple schools X X X X X X X

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Figure 2.1 Implementation Timeline Year Two
Tasks - Year Two June July Aug Sept Oct Nov Dec Jan Feb Mar Apr May
Gather data and feedback for
evaluation
X
Program evaluation & reporting X
Continue phased-in rollout of
program if beneficial
X X X X X X X X X X
Total Implementation X
Continue with follow-up & long-term
evaluation X
7. Evaluation
7.1 Evaluation Design
The evaluation will utilize a non-experimental pretest-posttest model. This is the same evaluation
design that was used in the original Shifting Boundaries EBI, and allows the students who participate in the
evaluation to act as their own control. Comparisons will be made between pretest and posttest self-report
questionnaires given to students, and their beliefs, attitudes, knowledge, and behaviors before and after
implementation of the program will be assessed for changes and to determine whether or not they have met
the intended behavioral and learning objectives. An evaluation of change in beliefs, attitudes, knowledge, and
behavior will also be assessed again at 6 months post intervention by having the students complete a second
posttest self-report questionnaire. Student’s confidentiality will be maintained by having each student be
assigned a random number that is attached to their data so that the questionnaires from each student can be
grouped together for comparison but not be attached to a student’s name. The questionnaires will be taken on
a computer and the number assignment and name blinding will be a part of the service provided by the survey
company. Additional information about the success of the program will be gathered from surveys given to
teachers, staff, and administrators of the participating schools upon completion of the program, meetings
between Prevention and Intervention Instructors and the Program Coordinator, and data from the Oregon
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7.2 Process Evaluation
A process evaluation will be conducted throughout the duration of the Shifting Boundaries program to
assess the proficiency of the implementation process, program materials, and staff. Parents will be informed of
the goals of the study and its accompanying risks and benefits, and that they can choose to waive their
parental consent for their child to participate in the self-report questionnaires 2 weeks before the first
classroom lesson via email and a letter sent home with their children. Students will also be informed of their
rights (including their right to confidentiality), risks, and benefits of participating in the study in the same email
and letter, and again at the start of the first classroom lesson. Feedback will be attained from program staff (i.e.
the Program Coordinator and the Prevention & Intervention Instructors) through weekly meetings to discuss
progress, concerns, what is going well, and what they would like to see changed for the first year, and then
quarterly after that. Classroom teachers and school administrators will be encouraged to provide feedback to
the Program Coordinator about their observations of how the program is being received by students, teachers,
and school staff. This feedback will be encouraged at any time but will be specifically requested from school
staff after the program has been running for 4 and 8 weeks in their school. Data will be collected on how many
school-based temporary restraining orders (TROs) are being implemented and how long they stay in place.
Classroom teachers will be asked to respond to an email questionnaire about how their students have
responded to the week’s lesson and any questions or concerns that they have about the curriculum or student
responses. This teacher questionnaire will be sent out after each class session at each new school that
implements the Shifting Boundaries program. Following initial implementation teachers will always have the
ability to ask questions and express concerns about the program by speaking to the Prevention & Intervention
Instructors before and after lessons, or by contacting the Program Coordinator. Visits to schools will be
conducted to see if posters are placed in visible spots in hallways. Students will be encouraged to talk with
their school counselor, teacher, the Prevention & Intervention Specialists, or the Program Coordinator about
any questions or concerns they have. There will be an anonymous feedback form available to students in each
classroom that conducts program lessons.

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7.3 Impact Evaluation
The impact of the program success will be measured by collecting data around multiple factors. The
number of school-based temporary restraining orders (TROs) at each school during each academic year will
be tracked, and trends over time will be observed from year to year. Meetings with students will be conducted
to see if they feel the TROs have been effective at keeping them safe and if staff have effectively enforced the
TROs 6 months after implementation of the program. Students will be asked to comment on if they notice less
harassment in the hallways, via a quick email survey at the end of the school year. Pretest-posttest
questionnaires will be evaluated to determine if students understand what boundaries are and how to enforce
their own boundaries; the definitions of harassment and dating/partner violence, what actions constitute
harassment and dating violence, and laws related to harassment and dating violence; the consequences of
dating violence and harassment, including short-term consequences at school and long-term health and
financial consequences; how they use physical spaces within the school walls; the importance of bystanders
as interveners and whether or not they intervene more often as bystanders post intervention than they did pre
intervention; whether they feel comfortable going to school staff and reporting any harassment and violence
they witness and if they do so more often post intervention than they did pre intervention. School
administrators will be asked if they have shifted staff to “hot spot” areas identified by students, if they have
made and enforced policies related to the program such as the use of TROs consistently and effectively, and if
they believe that their hallways are safer for students the 3 months after implementation of the program.
Teachers and staff will be asked to comment on any observations they have regarding the program success or
failure immediately after the classroom lessons have all been conducted.
7.4 Outcome Evaluation
A reduction in the prevalence of Teen Dating Violence in Multnomah County will be exhibited via the
Oregon Healthy Teens Survey data. A reduction in the prevalence of Intimate Partner Violence should be
evident in the data gathered for Oregon for the National Intimate Partner and Sexual Violence Survey (NISVS),
given that the population of Multnomah County makes up 20% of the population of the state. A corollary
reduction in IPV-related homicides should also occur.

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8. Shifting Boundaries Program Budget
8.1 Budget Justification
The following budget justification provides general budget guidelines for implementation of one cycle of
the school-based Shifting Boundaries program within Portland Public Schools (PPS). A full cycle of the
program takes one year and includes nine months of a school year plus trainings for teachers and professional
development for program instructors during the summer. The program is facilitated by the Multnomah County
Health Department and utilizes personnel and office space within the health department. There are at risk
teens in every public high school, no matter the level of affluence of the neighborhood in which the high school
is located. Therefore all PPS high schools should be included in the Shifting Boundaries prevention program.
Category
Base
Salary
(100%
FTE)
%
FTE
Total
Salary
Benefits
Costs
Number
of
personnel
Sub
Totals
Personnel
Program
Coordinator
$75,000
25%
$18,750
$5,625
(@30%)
1
$24,375
Prevention
&
Intervention
Instructors
$60,000
100%
$55,000
$16,500
(@30%)
2
$143,000
Personnel
Sub
Total
=
$167,375
Materials
&
Equipment
Per
unit
costs
Units/Number
Sub
Totals
Program
DVDs
$79.95
3
$239.85
Color
poster
printing
$13.99
162
$4,532.76
Pens
(box
of
a
dozen)
$11.89
2
$23.78
Paper
(case
of
5
reams)
$29.99
1
$29.99
Computer
$1,000
1
$1,000
M
&
E
Sub
Total
=
$5,826.38
Office
Space
Per
sq.
foot
Square
footage
#
of
months
Sub
Total
Cubicle
for
Program
Coordinator
In-­‐Kind
–
absorbed
by
Multnomah
Health
Dept.
$0
Cubicle
shared
by
Instructors
$1.50
70
12
$1,260
Office
Sub
Total
=
$1,260
Other
Direct
Costs
Per
unit
costs
Units/Number
Sub
Totals
Travel
N/A
$0
Training
-­‐
teacher
compensation
$400
18
$7,200
Training
–
food
(coffee,
tea,
bagels,
veggies)
$200
1
$200
Surveys
$20,000
1
$20,000
Other
Sub
Total
=
$27,400
Grand
Total
=
$201,861.38

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Personnel:
! Program Coordinator (25% FTE): The Program Coordinator will be directly responsible for
implementation of the program. She/he will provide oversight for the program and act in a supervisory role
to the Prevention & Intervention Instructors. Duties will include responsibility for implementing program
goals and objectives, hiring trauma informed Prevention & Intervention Instructors for the program, liaising
with district staff, setting up training sessions for teachers, checking in with the Prevention & Intervention
Instructors, evaluating how the program is progressing, analyzing and interpreting post classroom-based
intervention surveys, etc. This will require approximately 25% of the Program Coordinator’s time over a
year.
! Prevention & Intervention Instructors (100%FTE): Two permanent, full time instructors would need to be
hired in order to bring the classroom-based curriculum to each high school in the school district each year.
There are 9 high schools in Portland Public Schools and each classroom-based intervention takes 6 class
periods to complete. Each school had multiple health classes for its students, and instructors would need to
be imbedded in each school for 6 weeks. There are approximately 33 weeks of school for the PPS District
each year. This means one instructor could potentially facilitate the classroom-based curriculum in up to 5
schools each year, requiring 2 instructors. They will work full time during the school year, then participate in
professional development and provide teacher trainings during the summer. Their salary will be evenly
distributed throughout the year to provide them with a consistent pay all year long.
The Shifting Boundaries program has a classroom-based intervention that requires watching a DVD
that contains sensitive topics, and classroom discussion around sensitive topics. It is imperative that
trauma informed instructors be hired to go into the classroom and facilitate the lessons along with the
classroom teacher. The National Institute of Justice recommends that instructors trained in prevention and
intervention facilitate the classroom-based curriculum of Shifting Boundaries. Instructors with experience in
leading discussions about sensitive topics, advocacy, and how to provide trauma informed responses to
people triggered by sensitive topics will be hired, and will train themselves on the protocols of the program
using the free guidance materials provided by the Shifting Boundaries authors.

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! Fringe Benefits (30%): Fringe benefits for the Program Coordinator and the Prevention & Intervention
Instructors are calculated at a rate of 30% of salary.
Materials:
! DVDs: There is a video that is a core component of the Shifting Boundaries EBI that needs to be
purchased for the classroom-based curriculum. It will be necessary to have one for each instructor plus one
additional as backup. Each DVD costs $79.95. It is assumed that each school has a DVD reader on
classroom computers and a screen to project the video onto in the classroom.
! Posters: There are 18 individual color posters that are a core component of the school building-based
hallway intervention. Each of the 9 high schools in Portland Public Schools needs 2 complete sets in order
to have enough posters to place in all the hallways. The posters need to printed in color. The number of
posters that need to be printed is 324 (9 high schools X 18 posters X 2 sets each). A bulk rate for printing
18 x 24 inch posters at Office Max is $13.99 each.
! Paper: Paper will be needed to print training materials and planning & evaluation proposals.
! Pens: Pens will need to be provided for instructors and for training sessions.
! Computer: A computer will be purchased for the instructors to share in their shared cubicle.
Office Space: The Program Coordinator is a full time employee of the Multnomah County Health Department,
and as such the costs for his/her office space are absorbed in-kind by that agency. The instructors will be hired
specifically for the Shifting Boundaries program and will require a shared cubicle. The program will reimburse
the Multnomah County Health Department for use of a cubicle in that office.
Other Direct Costs:
! Travel: The trained instructors will be traveling to different schools in the district every day. Because their
travel will be inside the city limits, it is within the scope of their position to be expected to travel to those
schools are part of a normal commute. There are no travel miles that need to be paid for by the program.
! Training costs: The health teachers in the PPS District will need to receive training on trauma-informed
responses to students who may be triggered by the topics discussed during the classroom-based
instruction. The training will take place over 2 days and will pay each teacher $400 for their time. If there
are an average of 2 health teachers per high school then the expected cost to pay the teachers for their

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time would be (18 teachers X $400) $7200. The Prevention & Intervention Instructors are paid to teach the
training sessions as part of their salary and would not need to be paid additional compensation. A
conference room in the Health Department could be used for the training at no cost to the program. Coffee,
tea, bagels and veggie trays will be provided during the training.
! Surveys (distribution and evaluation): The EBI requires a survey to be distributed to all participants of
the program at baseline, immediately upon completion of the classroom-based intervention, and at 6
months post intervention. The cost to hire a company that specializes in distributing surveys and analyzing
survey results is estimated to be $20,000.

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