GlobalConsent Program
violent behaviors, confusion
The adapted GlobalConsent program took into account qualitative findings [Second, the cisfemale partners of these cismale characters were added because sexual coercion and violence in dating relationships emerged as salient in the formative qualitative findings. Third, “coach-talk” segments for reinforced learning were removed, as they relied on English vernacular, were misunderstood by Vietnamese stakeholders, and caused confusion about key messages. Fourth, “key questions” and “takeaways” were added to specific segments and scenarios, as these forms of reinforced learning were more familiar in Vietnam and helped to reduce misinterpretation of key messages. Fifth, content related to knowledge, attitudinal, and affective pathways in the theory of change was adapted to be relevant for Vietnam, and definitions of sexual violence were expanded to include the full spectrum of sexually violent behaviors. Sixth, anonymized narratives from the qualitative interviews were incorporated into the serial drama script to ensure comprehension and cultural suitability. Finally, all scenarios were refilmed or reanimated to resonate with the learning style of the cismale students in Vietnam.The final GlobalConsent program included six 30-minute modules, each ranging in the number of segments and types of activities, with diverse actors and languages suitable for students who self-identify as heterosexual or bisexual men in Vietnam. Modules—grounded in social cognitive theory, social norms theory, and a bystander framework [