Teaching students how to understand and avoid abusive relationships, part I

Domestic violence has become the focus of growing national concern. In Massachusetts alone, statistics indicate an 80% increase in domestic violence between 1986 and 1990 (Grossfeld, 1991). Research suggests that interpersonal violence is not limited to adults (Makepeace, 1981). Slapping, pushing, emotionally threatening language, and intense possessiveness are common among teens, and it is estimated that 12% to 25% of teenagers experience some form of violence in their dating relationships (Edwards & Moscaritolo, 1989). In a survey of three midwestern high schools, 15.7% of students reported being physically abused in their relationships, with a similar number reporting sexual abuse (Roscoe & Callahan, 1985).

According to Bethke and DeJoy (1993), dating violence seems to begin at age 15 or 16, and teens tend to minimize the severity of abuse as their relationships grow more serious. Teens themselves are aware of this pattern and, when surveyed, recommended intervention before dating occurs (Jaffe & Reitzel, 1990). Jaffe, Suderman, Reitzel, and Killop (1992) provided further justification for early preventive education, citing the costliness of treatment for domestic violence victims as well as the lack of appropriate resources.

Recognizing the need for early intervention, high school guidance departments in many communities are developing school-based strategies. Several early studies (Roscoe & Callahan, 1985; Rosenbaum & O’Leary, 1981) suggested that education is most effective in changing abusive behavior when it emphasizes that violence is not a normal or necessary part of interpersonal relationships. Group treatments based on this theory focus on teaching anger control, assertiveness, and responsible communication. School provides an ideal setting for this type of education, because a large number of young people can be reached at one time. Furthermore, school is perceived as a more socially acceptable venue for counseling services than either mental health centers or shelters for battered women. Bergman (1992) postulated that teenagers are most likely to respond in psychoeducational settings that offer them information about violence, an environment for processing their experiences, and support for making decisions about their relationships. Although there is little data published on the outcome of such interventions in the United States, Canadian researchers report changes in attitude, knowledge, and behavioral interactions in high school students who are exposed to information and discussion of interpersonal violence (Tontodonato & Crew, 1992).

The following is a psychoeducational group model for teenage girls, designed and implemented over 3 years by school psychologists at Quincy High School, a large institution (approximately 1200 students) located in a predominantly working-class city bordering Boston. The goals of the group are to help students define and avoid abusive relationships, as well as to understand long-term effects on self-esteem and decision making. We believe participants will be able to recognize behaviors that constitute abuse, identify risk factors for involvement in abusive relationships, distinguish between myths and facts of dating violence, generate specific strategies to protect themselves in dating situations, increase awareness of effective communication tools, and reflect on dating values.

GROUP COMPOSITION AND FORMATION
Referrals were solicited from various sources, including teachers, administrators, and security guards, as well as from the caseloads of counseling staff members. Given the possibility of a link between violence in the family of origin and involvement in abusive relationships, girls with a positive history for family violence were given priority (Makepeace, 1981; Roscoe & Callahan, 1985; Smith & Williams, 1992; Tontodonato & Crew, 1992). Girls with a personal history of complaints against dating partners were also afforded special consideration. Once a list was compiled, potential participants were interviewed individually. During this interview, counselors briefly described the group and assessed the students’ interest and readiness to participate. Among the guidelines to be considered were the following: (a) ability to tolerate a group setting, (b) willingness to verbalize thoughts and feelings, (c) emotional stability, and (d) parental permission. If a girl admitted to current involvement in an abusive dating relationship, she was referred to community agencies for immediate assistance.

A group comprising 6 to 8 girls is considered optimal in establishing a comfortable and safe environment for discussion. Although the Quincy High School groups used two female coleaders, the use of a male/female team creates opportunities for modeling respect and equality between the two sexes. Groups included girls from grades 9 through 12, providing a forum for sharing diverse experiences and knowledge. Older students tend to be less inhibited, and their example may encourage younger members to participate. To ensure maximum attendance, it is advisable to hold the group during the middle of the week and alternate meeting times across class periods. This avoids Monday and Friday holiday schedules and reduces the amount of time missed in a single class.