6. Logic Model

Background to our skills-based approach: Logic Model and Academic Evidence 

Ariel Trust has been working with national evaluation experts Dartington Social Research Unit to ensure the effectiveness of our programmes and to improve the impact of our work.  All of Ariel's preventative education programmes are underpinned by clear evidence about what works and have clear logic models that set out the mechanisms behind our resources.  The academic evidence about preventative education clearly shows that awareness raising alone is not enough to bring about behavioural change and that a skills-based component is essential.  This is why the role play activities in CyberSense are important.

Two key studies that underpin the Ariel approach are:-

  • Foshee & Langwick, 2004 - A study that evaluated an American domestic violence programme 'Safe Dates' (that uses a similar methodology to CyberSense) concluded that, "focusing exclusively on attitudinal or educational components will likely not be effective in changing behaviour, as such the skills building component of 'Safe Dates' is a crucial component of the chain of events that can lead to positive outcomes.".
  • De La Rue, Polanin, Espelage & Pigott, 2014 - This study reviewed a number of school-based interventions on an international basis.  It identified the two key components of interventions as (i) skills-building components that seek to impart behaviour change and (ii) exploring the role of the bystander and looking at how prevention programmes can shift the peer culture to be less tolerant of dating violence.  Again both these elements are included in CyberSense.

If you would like further information about the other preventative education programmes that Ariel delivers please take a look at our main website.