Beverly M. Black

Evaluating a Psychoeducational Sexual Assault Prevention Program Incorporating Theatrical Presentation, Peer Education, and Social Work

Objective A theatrical sexual assault prevention program presented by social work students on an urban university campus was evaluated to assess its influence on attitude change of audience attendees. Method A quasi-experimental pretest, posttest, follow-up group design using a sample of 100 participants and a comparison group of 64 was implemented to evaluate the programs effectiveness. Results Posttest mean scores were significantly lower than pretest mean scores on the Rape Myth Acceptance Scale. Follow-up scores on two of the four subscales were significantly lower than pretest scores. Conclusion Integrating the disciplines of theater, education, and social work for prevention programming may influence attitudes and contribute to the maintenance of attitude change on some aspects of beliefs related to sexual assault.

Age-Related Variation in Roles Performed by Hospice Volunteers

This study examines age-related variation in the roles performed by volunteers in hospice pro grams. Volunteers of varying age groupings display much similarity in their motivations for vol unteering, how they learned about the opportunity to serve, the levels of satisfaction experienced from serving, and various measures of retention. The age of the volunteer significantly influ enced the roles they performed at the hospice. Significantly more younger volunteers provide direct patient care services; and significantly more older volunteers provide both clerical and fund-raising services. Implications for future research and recruitment and retention of hospice volunteers are discussed.

Graduating social work students' perspectives on domestic violence

This article reports the findings of a qualitative study that examined 124 social work students’ views on the causes and dynamics of domestic violence and their recommended interventions in a case scenario. Most students graduated from the master of social work (MSW) program with a mental health perspective on domestic violence. Only a small percentage were aware of specific interventions for domestic violence and many continued to attribute domestic violence to mental health and substance abuse problems in the victim and perpetrator. Graduates with domestic violence experience varied little from their peers in suggested domestic violence interventions or comments about the causes of domestic violence. The findings suggest that a deliberate, focused attempt to inform students about domestic violence is needed, rather than a reliance on general MSW courses. This article presents research on social work graduates’ views on the causes of domestic violence and interventions in domestic violence cases. Domestic violence continues to be a multifaceted problem that an estimated 22% of women experience over their lifetimes (Thoennes & Tjaden, 2000). Many people believe that a woman’s behavior can contribute to intimate partner violence, some believe that women want to be abused, and a large majority believe that women can easily leave abusive relationships (Worden & Carlson, 2005). Overall, most people believe that the causes of domestic violence are rooted in the individual and family; few people view domestic violence as a problem with roots in society or culture (Worden & Carlson, 2005).

Gamification for Behavior Change: Lessons from Developing a Social, Multiuser, Web-Tablet Based Prevention Game for Youths

Interest is growing in gamification, the use of game techniques and mechanics to engage and motivate. Future predictions suggest that this interest will continue to grow especially in the use of games to change individual behavior. However, applying gamification concepts and principles is challenging. Despite the growing interest, few gamification efforts have documented the challenges associated with the game development and application process. This article illustrates how gamification concepts and principles were applied to the development of an online, multiuser, substance abuse, and relationship violence prevention game for youths. We discuss challenges encountered during the efforts to develop and test a prototype version of the game and then present concrete and practical strategies for addressing these challenges. This article provides guidance for other researchers and practitioners who may want to gamify human service processes and use gamification techniques within a behavior change framework.

Dating Violence Help-Seeking Behaviors of African American Middle Schoolers

This study examined the relationship of African American middle school youths’ help-seeking intentions related to dating violence with their levels of violent victimization and perpetration. When faced with the possibility of dating violence, youth expressed a willingness to seek assistance from adults. Girls victimized by more violence reported a greater willingness to turn to friends for help, in addition to parents, than girls victimized by less violence. Boys who perpetrated more violence reported a greater willingness to turn to friends, in addition to parents, than those boys who perpetrated less violence. Implications for developing culturally sensitive prevention programming are discussed.

From attitude change to effective practice: Exploring the relationship

This article reports on a study of teaching strategies designed to improve students’ anticipated professional behavior (APB) with gay and lesbian clients. Early in the fall 1995 term, 110 students in social work courses at four schools were asked to respond—on a continuum from preferred to unacceptable responses—to four vignettes concerning gay and lesbian clients. Following different educational interventions, the students again responded to the vignettes. Analysis explored the effects of having gay or lesbian friends, academic major, attitude toward gay men and lesbians, and other factors. The results indicate that students’ APB improved over the semester, though the effects of the four interventions were not significantly different. The authors conclude that the profession should develop standards for practice with gay and lesbian clients, and that educators should focus on changing students’ APB, rather than their attitudes, toward this population.

Dating Violence: A Qualitative Analysis of Mexican American Youths' Views

Abstract This study reports the findings of focus groups examining the thoughts and attitudes of Mexican American youth about dating violence. Youth in the focus groups expressed concern about the wide spread use of violence, and many reported the common occurrences of violent behaviors in their lives. Moreover, the youth voiced the acceptance of the use of violence in many situations especially when violence is used to retaliate for a peers lack of respect or infidelity. Males expressed a willingness to intervene on behalf of female friends who were victimized by violence. The males reported that they turned to friends for assistance when they were confronted with violence. Females involved in relationship violence stated that they preferred to turn to their brothers for assistance. Implications for developing culturally sensitive prevention programming are discussed.

Peer Intervention in Dating Violence: Beliefs of African-American Middle School Adolescents

ABSTRACT This is a qualitative, descriptive study of 202 urban, African-American seventh graders that examines their views of peer intervention in dating violence. After viewing a video vignette showing friends confronting another male about abusing his girlfriend, the adolescents were asked to respond in writing to questions about whose business the violence was and whether they would get involved. The most popular answers were “I would not get involved,” and “the violence was only the couples business.” Some adolescents worried that they might get hurt or make things worse by intervening, but some discussed sound plans for intervention. The findings suggest that adolescents need help in defining which situations merit peer intervention and in gaining skills to intervene safely and effectively.

Violence Victimization on a College Campus: Impact on GPA and School Dropout.

Violence against university students has significant impact on their mental health. The impact of violence on students’ academic performance has received little attention. The primary purpose of this study is to examine the impact of sexual and physical/verbal violence on the academic performance of college students. Data from 74 case files of service users of a campus-based Relationship and Sexual Violence Program were examined. Bivariate analysis was used to examine the impact of sexual and physical/verbal victimization on grade point average and leaving school. Students who experienced both physical/verbal and sexual violence experienced significant drop in their grade point average. Students who experienced sexual victimization were more likely to leave the university than students who experienced physical/verbal victimization. Findings indicate that universities would be well served by investing resources in violence prevention programming.

Peer Education and Leadership in Dating Violence Prevention: Strengths and Challenges

Peer education is thought by many to be a “cutting edge” approach to youth dating violence and sexual assault prevention. This article reports ideas from 52 respected programs in the United States about current developments in peer education and leadership. Adolescents are often in tune with “adolescent culture,” can reach other adolescents successfully, and lend meaningful direction and leadership to programs that address their own communities. Most interviewees believed that peer leadership is empowering, engages attention, and offers role models. Programs need sufficient resources to conduct peer education, provide training, and support youth who are involved in youth leadership, and to evaluate their programs.