Peer-to-peer sexual harassment is defined as any type of aggressive behaviour of a sexual nature that is neither desired nor consented by its recipient (Sánchez Jiménez et al., 2023). The prevalence in the adolescent years is very significant, with rates ranging from 30% to 80% depending on the type of aggression. Its presence in peer networks perpetuates gender inequality and affects the physical, mental and social well-being of victims, giving rise to an international public health problem that requires the development of political, social and psychoeducational actions to counteract it.

Although preventing this type of violence is essential, the development of preventive programmes aimed at the adolescent population is still scarce and there are not many studies on their impact and effectiveness. However, scientific evidence indicates that the most promising initiatives are those based on bystander models: programmes focused on raising awareness and mobilising the peer group (Coker et al., 2022). Their purpose is to sensitise the peer group to sexual harassment, increase the moral responsibility to intervene, and provide them with strategies that allow them to do so in a safe and proactive way. In this regard, it has been proven that virtual reality (VR) is a powerful ally, since it favours awareness and sensitisation with regard to these phenomena, while contributing to training the necessary skills to intervene from a safe immersive environment. Several previous programmes that have incorporated VR into the prevention of phenomena such as bullying in schools (Ingram et al., 2019) or sexual harassment in the university population (Jouriles et al., 2016) have yielded very positive results, as they increase the intention to intervene. In addition, the use of VR is a motivating element that contributes towards increasing young people’s participation in these programmes.

The Virtual-PRO programme for the prevention of sexual harassment among adolescents is based on the bystander model. Virtual-PRO mobilises bystanders faced with sexual harassment through six one-hour sessions and the incorporation of VR experiences specifically designed to support and deepen the programme’s content. In this way, it is possible to raise awareness about this phenomenon, address socio-moral justifications and the gender stereotypes that sustain it, work on empathy towards the victim, and train in strategies to intervene when any violence is witnessed or suffered. 

Virtual-PRO was implemented at state secondary schools in Andalusia for two months. With the prior consent of the families, each classroom group attended all six sessions of the programme. All of them were led by the research team, which provided VR goggles for the immersive lessons.

To evaluate the effectiveness, the researchers collaborated with schools similar to those that participated in the programme but that did not receive the intervention (the control group). The participating schools and those in the control group were evaluated three times: before the intervention, one week later, and after three months. The evaluation included measures of involvement in sexual harassment, intention to intervene as bystanders, and other measures, such as attitudes of justification of violence (moral disengagement), empathy, and sexism.
 

Among the most recognised socio-cognitive processes in psychology for their relationship with interpersonal violence during adolescence, are mechanisms of moral disengagement; that is, the cognitive strategies used to justify violent behaviour. Not only do these mechanisms act as buffers against individual responsibility in the face of violence, but they also minimise the negative feelings − such as guilt and shame − that come from assaulting, or failing to help, another person. Studies indicate that the application of these mechanisms is associated with greater involvement in aggressive behaviours and omission of help. After pupil participation in Virtual-PRO, a decrease was observed in their moral disengagement scores and in their degree of agreement with beliefs that justify aggression and violence. 

After pupils had received Virtual-PRO, an increase in their intention to actively intervene against harassment was observed compared to the pupils in the control group. Specifically, the intention to intervene increased when there was no relationship between the victim and the bystander. In this sense, the scientific literature indicates that the intention to intervene in these situations is greater when the victim is known or there is a friendly relationship with the victim. Therefore, the results obtained with the programme are promising and indicate increased moral sensitivity of participants towards sexual harassment and a greater awareness of the need to act, even when they do not know the victim.

After the implementation of the Virtual-PRO programme, involvement in visual/verbal and online sexual victimisation decreased. Specifically, those who participated in it showed a significant reduction in percentage changes of involvement in the follow-up measurement with respect to the baseline (or pre-test) in the verbal/visual (20%) and online (67%) forms. These results, shown in table 1, reflected reductions in favour of the Virtual-PRO experimental group of close to 50%, both for visual/verbal victimisation and for online victimisation compared to the control group. In terms of gender differences, the programme reduced both forms of victimisation more clearly in girls than in boys, although it did not change physical sexual victimisation. This is probably due to the fact that these aggressions are more serious and occur within a context of greater imbalance between aggressor and victim, so they require more specific and prolonged learning of coping strategies.

As part of the evaluation, the pupils were asked to determine their degree of satisfaction with the programme and their adherence to it (attendance at the different sessions). Satisfaction with Virtual-PRO was very high, with average scores of 4.36 out of 5. Regarding adherence, 82% of those who participated attended five or six sessions, meaning that most completed the programme. Regarding their assessment of the scenarios, these were considered very realistic, with scores close to 4 out of 5, which demonstrates the motivating nature of VR among the participating pupils. 

Virtual-PRO is the first sexual harassment prevention programme tested in the Spanish adolescent population that uses virtual reality (VR). In its first evaluation, the programme has had an impact on attitude and behaviour, by reducing moral justifications, increasing intention to help victims, and reducing victim involvement, especially among girls. 

From the point of view of the researchers in this study, the key elements of the programme are two: firstly, the theoretical model, which has allowed them to emphasise the moral dimension of the phenomenon and the decision-making of bystanders and, secondly, the inclusion of VR and the development of scenarios close to the experiences of sexual harassment that affect adolescents. In this sense, VR has favoured the active involvement of the pupils participating in the Virtual-PRO programme, improving their learning of content that promotes socio-moral commitment, and action in the face of sexual aggression. 

Although this study only presents the first trial of the programme, the results are promising and provide keys for continuing to advance towards eradicating sexual harassment among the adolescent population.

COKER, A. L., et al. (2022): «How Does Green Dot Bystander Training in High School and Beyond Impact Attitudes Toward Violence and Sexism in a Prospective Cohort?»,  Journal of Interpersonal Violence, 37(15-16), NP13830-NP13853. 

INGRAM, K. M., et al. (2019): «Evaluation of a virtual reality enhanced bullying prevention curriculum pilot trial», Journal of Adolescence, 71(1), 72-83.   

JOURILES, E. N., et al. (2016): «TakeCARE, a video bystander program to help prevent sexual violence on college campuses: Results of two randomized, controlled trials», Psychology of Violence, 6(3), 410-420.  

SÁNCHEZ-JIMÉNEZ, V., et al. (2023): «Can Virtual Reality be Used for the Prevention of Peer Sexual Harassment in Adolescence? First Evaluation of the Virtual-PRO Program»,  Psychosocial Intervention, 33(1)29-42.