Table 1 Actions and possible outcomes at each step of the logical framework

Step 1

The students might not have “violence” on their agenda as a priority to be addressed. What we would do here is to take initial steps to approach the student group and then engage them in a program to improve their health and wellbeing to initiate this process in a positive aspect focusing on available resources [64]. Then, we would proceed to introduce the topic of violence and continue engagement with the group facilitating them to take over the ownership. In this step, 04 interactive discussions generally on the topics of, health and healthy youth, features of a healthy college, types of youth violence and harm of youth violence will be facilitated.

Thereafter, youth violence will be identified as a matter of concern and a collective goal to have ‘a college that discourages violence’ will be set with students. Even, the most common types of violence in the college will be identified with students.

Step 2

Before the implementation of the main components of the intervention, determinants of youth violence will be identified. Group discussions will be used as the main method to identify determinants. In group discussions, one group might have a maximum of ten members and students will be allowed to make groups as convenient for them. Discussions will be conducted in classrooms or outdoor places within the college premises. Short stories (stories that describe the incidents of youth violence prepared with students) could be used to facilitate group discussions.

Determinants operating at different levels like individual, family, college and society will be clarified. The gender, other social stratifiers and underlying power structures [65] which may increase the risk of becoming an offender or victim of youth violence will also be discussed.

College and societal level determinants that can be addressed by youth themselves to make a change in the culture associated with youth violence could be prioritized based on the importance and changeability. For example, possible determinants to prioritize are:

Social norms related to violence [1, 66]

Attractive image associated with violence [20, 67]

Privileges associated with violence [68]

Peer influences [6, 20]

However, these determinants might change in the discussions with students. The number of sessions will vary from 3–4.

Step 3

In group discussions, the indicators to identify the changes in prioritized determinants will be set. The possible indicators are:

Openly criticizing violence (not justifying any form of violence)

No value-added to any violence

De-glorification of violence

Understanding violence promotions in media

No privilege or specialty is given to violent students

Changes in reactions to violent acts

Identifying violence as a foolish means to deal with problems and only weaker ones use it

Ability to cope positively with acts of violence

Good relationships among students

Incorporating addressing/demoting youth violence into the agendas of teachers

Changes in college rules such as changes in harsh punishments to violent students into healthier means

Capability of students themselves to change behaviours of violent peers

Approximately there will be 3 sessions.

Steps 4 and 5

Steps 4 and 5 will be conducted simultaneously.

First, students will analyse the prioritized determinants and will identify possible actions to address those.

Then, they will implement the actions while monitoring the changes. If satisfactory changes are not identified, the actions could be modified or new actions could be planned. Based on the reflections, students may go up and down in the logical framework (they can even go back to step 02 to understand and prioritize the determinants again).

To monitor the changes, the indicators developed in step 03 will be used. The number of discussions will be around 10. In the discussions, actions will be designed, implemented actions will be reflected, changes will be identified and the principal investigator will also provide inputs.

Ensuring the sustainability

To make the process sustainable, it is important to involve the academic staff and the administration as well. Thus, two discussions will be facilitated with the academic staff and the administration about the possible actions at their levels to reduce violence within the college in between the discussions with students. During those discussions, their suggestions will also be taken on implemented activities.

Further, at the mid of the intervention period and the end, another two discussions will be facilitated with students on how to spread the interventions to others (especially to their peers in and out of the college). They will be capacitated with sufficient knowledge and skill to address violence in their everyday settings in those two discussions.