Different types of learning and development are required for different purposes. Conventional teaching and training are based mainly on knowledge/skills transfer, but this does not address individual growth and potential particularly well. This is because conventional skills/knowledge transfer usually assumes (wrongly) what the individual needs to learn, and the best way in which they can learn it. In addition, the subject matter tends to be focused on organizational needs, or the need to pass an exam, which are usually a little different (sometimes a lot different) from an individual's natural strengths and preferred personal direction. Experiential learning is a powerful way to address individual growth and potential, which is commonly a much neglected approach to teaching and developing people of all ages. Experiential learning is adaptable for individual style, preferences, strengths, direction, etc. As such it is more likely than conventional prescribed training or teaching to produce positive emotional effects, notably confidence, self-esteem, and a sense of personal value and purpose. (Chapman, A.)

The replication of findings is an important aspect of scientific research. This report examines data from a literature review of campus climate surveys and other
research publications to determine the replicability of the pattern of gender asymmetry in intimate partner violence (IPV) found in the first studies using the Partner
Victimization Scale (PVS). The key feature of the PVS is that it addresses the issue of false positives by instructing participants to omit behaviors that involved horseplay or
joking around.

UNITY (Urban Networks to Increase Thriving Youth), a Prevention Institute (PI) initiative, builds community safety in cities through comprehensive, multi-sector strategies that prevent violence and support community resilience. This collection of studies, fact sheets, interviews, and recommendations provide a framework for domestic violence prevention. Addressing violence as a public health issue encourages communities to take concrete action for building safer spaces.

Researchers and practitioners may find it challenging to identify which of the available scales are appropriate for measuring a particular type of IPV. This compendium provides researchers and prevention specialists with a compilation of tools designed to measure victimization from and perpetration of IPV. (Thompson MP, Basile KC, Hertz MF & Sitterle D.)

Focus group methodology is one of several tools that educators can use to generate valid information important to the advancement of programs, communities, and organizations. This bulletin describes fundamental aspects of focus groups by distinguishing them from familiar research tools. (University of Iowa Extension)

This NSVRC publication provides advocates, practitioners and educators with a guide for developing a comprehensive community approach to the primary prevention of sexual violence. It explores the Spectrum of Prevention tool, which outlines six levels of intervention and focuses on exploring conditions in an environment which allow sexual violence to occur and replacing current norms with norms that promote safety, respect and equality. (Davis R, Fujie Parks L & Cohen, L.)