Intimate partner violence prevention: using interactive drama for intimate relationship education with young people in Samoa. Issue 6 (2nd November 2019)

• Record Type: Journal Article
• Authors: Heard, Emma; Fitzgerald, Lisa; Vaai, Sina; Whittaker, Maxine; Aiolupotea, Tonumaipe'a J.; Collins, Fiona; Mutch, Allyson
• Is Part Of: Sex education. Volume 19:Issue 6(2019)
• Page Start: 691
• Page End: 705
• Publication Date: 2019-11-02
• Subjects: Intimate partner violence -- young people -- intimate relationship education -- drama -- Samoa; Sex instruction -- Periodicals; Sex (Psychology) -- Periodicals; 613.9071
• DOI: 10.1080/14681811.2019.1597697
• Languages: English
• ISSNs: 1468-1811

Abstract

ABSTRACT: Globally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals' social position(s) within complex social and cultural contexts.