School-based relationship education programs offer an opportunity to identify youth who are experiencing teen dating violence (TDV), support their safety, and connect them with individualized services or referrals. However, no research has tested the feasibility or accuracy of approaches to create opportunities for TDV disclosure in the context of school-based programs. The current study presents the results of a field test comparing three tools used to provide opportunities for TDV disclosure (two questionnaire-style tools and one universal education discussion guide). High school students from two federally funded healthy marriage and relationship education (HMRE) program sites (N = 648) were offered the three tools in random order over the course of the HMRE program, which lasted between 3 weeks and 3 months and took place during the school day. Onsite qualitative interviews with HMRE program staff and their local domestic violence program partners assessed how service providers saw the tools and the process of implementing them. Latent class models examined the accuracy of the tools in identifying TDV. Sensitivities of the tools were low and specificities were high; the questionnaire-style tools tended to have higher sensitivities and fewer classification errors than the universal education tool. Several three-item combinations from across the tools performed better than any intact tool, suggesting that shorter assessments may be effective, provided they include items on sexual coercion and physical violence. Qualitative findings suggested that implementation of TDV assessment and universal education in school settings is a viable strategy, provided programs are able to gain support from school staff, adapt to tight time constraints, and plan procedures for protecting student privacy and confidentiality.

以学校为基础的关系教育计划提供了一个机会来识别正在经历青少年约会暴力 (TDV) 的青少年，支持他们的安全，并将他们与个性化服务或转介联系起来。然而，没有研究测试在学校项目的背景下为 TDV 披露创造机会的方法的可行性或准确性。目前的研究展示了一项现场测试的结果，比较了三种用于提供 TDV 披露机会的工具（两种问卷式工具和一种普及教育讨论指南）。来自两个联邦资助的健康婚姻和关系教育 (HMRE) 项目网站 ( N= 648）在 HMRE 计划的过程中以随机顺序提供了三种工具，该计划持续了 3 周到 3 个月，并且发生在上学期间。对 HMRE 项目工作人员及其当地家庭暴力项目合作伙伴的现场定性访谈评估了服务提供者如何看待这些工具以及实施这些工具的过程。潜在类别模型检查了识别 TDV 的工具的准确性。工具的敏感性低，特异性高；与普遍教育工具相比，问卷式工具往往具有更高的敏感性和更少的分类错误。来自各种工具的几个三项组合的表现优于任何完整的工具，这表明较短的评估可能是有效的，只要它们包括关于性胁迫和身体暴力的项目。