Educating Students About Interpersonal Violence: Comparing Two Methods

Pomeroy, Elizabeth C.; Parrish, Danielle E.; Bost, Jane Morgan; Cowlagi, Geeta; Cook, Pam; Stepura, Kelly

doi:10.5175/jswe.2011.200900077

Cited by 9 publications

(21 citation statements)

References 28 publications

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“…The following discussion outlines each of these studies and their contribution to the current knowledge related to enhancing secondary IPV prevention using applied theater. It is notable that the majority of these studies also include primary prevention goals related to building community responsibility and action to address IPV (Ahrens et al, 2011; Pomeroy et al, 2011; Rich & Rodriguez, 2007; Rodriguez, Rich, Hastings, & Page, 2006).…”

Section: Resultsmentioning

confidence: 99%

Using Applied Theater in Primary, Secondary, and Tertiary Prevention of Intimate Partner Violence: A Systematic Review

Heard

Mutch

Fitzgerald

2017

Trauma, Violence, & Abuse

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There is an immediate need to advance knowledge around the effective prevention of intimate partner violence (IPV), which is responsible for significant negative health and well-being outcomes for women around the world. Creative approaches are being explored internationally-this systematic review provides a timely synthesis of applied theater interventions addressing primary, secondary, and tertiary IPV prevention. Six hundred and ten articles were identified through a comprehensive search of five cross-disciplinary databases. Eleven studies discussed in 15 quantitative and qualitative peer-reviewed articles and one book chapter met the inclusion criteria and were included in the review. Articles were appraised using a standardized quality assessment tool and were analyzed within the context of IPV prevention. Of the reviewed studies, five were classified as primary prevention, four secondary, and two focused on tertiary prevention. Specific strategies used by each of the studies included healthy relationship training, rising awareness and community advocacy, service provider training, bystander training, and working with survivors. While the paucity and quality of current literature make it difficult to determine overall efficacy, this review points to the potential of applied theater as a useful prevention strategy, particularly when interactive, participatory methods are incorporated. Further, applied theater could be an effective tool for working in culturally diverse settings as well as with minority groups. Future applied theater program planning needs to include comprehensive evaluation. More rigorous investigation, involving mixed-method research approaches, is required to fully understand the potential of applied theater as a tool in the context of IPV prevention.

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Section: Resultsmentioning

confidence: 99%

Using Applied Theater in Primary, Secondary, and Tertiary Prevention of Intimate Partner Violence: A Systematic Review

Heard

Mutch

Fitzgerald

2017

Trauma, Violence, & Abuse

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“…According to some researchers, some advantages of using peer educators-in addition to the issues previously discussed-are to the peer educators themselves. They might welcome the adult responsibilities (Dement & Azar, 2011), find the experience very powerful and life-changing (Pomeroy et al, 2011), learn or improve their communication and interpersonal skills, contribute to their community, and become well educated on the issues of SV and DV (Weisz & Black, 2010).…”

Section: Discussionmentioning

confidence: 99%

An Experimental Evaluation of Peer versus Professional Educators of a Bystander Program for the Prevention of Sexual and Dating Violence among College Students

Hines

Reed

2015

Journal of Aggression, Maltreatment & Trauma

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Some argue that bystander intervention programs for sexual violence (SV) and dating violence (DV) prevention should be facilitated by peer educators. However, there is no evidence that peer educators are more effective than professionals at delivering program material. This study experimentally evaluated a bystander prevention program; half of participants were assigned to peer educators and half to professionals. Multilevel modeling showed that peer educators had a significantly better effect at reducing some SVand DV-supportive attitudes and at increasing bystander efficacy. There were no differences in educators' effectiveness at reducing other SV-and DV-related attitudes or at increasing bystander behaviors.

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“…McMahon and colleagues (2013) found that students in a specialized course on violence against women experienced a decrease in negative attitudes and beliefs concerning myths about survivors of sexual assault and domestic violence compared to students in Human Behavior in the Social Environment (HBSE) courses. Pomeroy et al (2011) similarly found that specific attention to IPV in an introductory social work class helped students develop greater knowledge of IPV. In contrast, other studies have found that previous training and coursework have little impact on attitudes and beliefs about violence against women (Postmus et al, 2011;Tower, 2003) and raise concerns about students' readiness to intervene effectively with clients experiencing IPV.…”

Section: Social Work Education and Intimate Partner Violencementioning

confidence: 98%

Graduating MSW Students’ Recommended Interventions for Teen Dating Violence: A Descriptive Analysis

Rueda

Hawley

Black

et al. 2017

ASW

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Educating Students About Interpersonal Violence: Comparing Two Methods

Cited by 9 publications

References 28 publications

Using Applied Theater in Primary, Secondary, and Tertiary Prevention of Intimate Partner Violence: A Systematic Review

Using Applied Theater in Primary, Secondary, and Tertiary Prevention of Intimate Partner Violence: A Systematic Review

An Experimental Evaluation of Peer versus Professional Educators of a Bystander Program for the Prevention of Sexual and Dating Violence among College Students

Graduating MSW Students’ Recommended Interventions for Teen Dating Violence: A Descriptive Analysis

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