This study explored adolescent girls’ experiences of, and responses to, seven domains of partner behavior that are considered to be early warning signs of relationship abuse. Girls (N = 146) aged 14 to 18 years, attending schools in a semirural area, completed a purpose-built questionnaire, providing measures of self-reported exposure, perceived seriousness, and proposed response protectiveness in relation to each domain. Substantial proportions of girls (a) reported exposure to each of the domains, (b) lacked awareness particularly of the risks associated with jealous/possessive partner behaviors, and (c) regardless of their level of risk awareness, lacked knowledge of behavioral responses that might discourage continued warning-sign behaviors by their partners in all domains except for social restriction tactics. The implications of these findings for youth-targeted relationship abuse prevention are discussed.

Intimate partner abuse (or relationship abuse) against women is recognised as a major public health issue. A number of relationship abuse prevention programs targeted at youth have been developed in Australia. These programs are generally aimed at changing attitudes, and take the stance that girls should not be viewed as being responsible for protecting themselves against violence. In this paper it is argued that the current, dominant focus on physical violence, over other forms of relationship abuse, limits the potential effectiveness of programs that might otherwise help young people to resist the development of abusive dynamics. It is also argued that programs that presume a victim status for girls and a perpetrator status for boys are both inconsistent with contemporary evidence and unlikely to empower young people at risk of chronic perpetration and/or victimisation to avoid such outcomes. A dyadic slippery slope model of chronic relationship abuse is proposed and new directions for prevention research in this area are suggested.

Evidence linking emotional, attitudinal, and behavioral factors to partner abuse suggests that relationship education programs targeting these risk factors in youth might minimize harmful outcomes. In this article, it is argued that such programs are important but need to be evaluated for their effect on both the hypothesized risk factors and the critical interactional tendencies of individuals that can feed high-risk relationship dynamics. The dyadic slippery-slope model is proposed as a theoretical framework to guide educators and researchers in developing and evaluating partner abuse prevention education (PAPE) programs for specific groups of young people. The approach described takes a broader view of the aims of PAPE than approaches aimed at reducing particular physical acts. This approach, if adopted, has the potential to produce more constructive findings for advancing PAPE than traditional risk factor and evaluation research is capable of.

Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students opportunities to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.