HOME ECONOMICS TEACHERS' PERCEPTIONS OF PREPARATION

TO TEACH DOMESTIC VIOLENCE CONCEPTS

by

ANNA P. MCARTHUR, B.S. in H.E., M.Ed.

A DISSERTATION

IN

HOME ECONOMICS

Submitted to the Graduate Faculty of Texas Tech University in

Partial Fulfillment of the Requirements for

the Degree of

DOCTOR OF PHILOSOPHY

December, 1990

I -^ / 9 ' ^ ^ ACKNOWLEDGEMENTS

T>i. Anna Sue Couch receives my genuine appreciation and gratitude for her guidance,

encouragement, and expertise while serving as chairperson of my advisory committee. I am

deeply indebted to her for her contributions to my professional growth.

My sincere thanks and appreciation are extended to the other members of my

committee, Dr. Pamela Cummings, Dr. Virginia Felstehausen, Dr. Ruth Martin and Dr. Betty

Wagner. Each has made invaluable contributions to the study. I have benefitted greatly from

their expertise and friendship.

I express warm appreciation to my family and friends for their continued support and

encouragement. Without their help this study could not have been completed. To Matthew

Henry McArthur I express my love and appreciation for accepting the challenges that the

study presented in his life and for his encouragement during the difficult times.

I dedicate the study to four people who have contributed so much to my life. Dr.

Heber C. "Doc" Donohoe gave much to my education, followed my career, and was a loyal

friend. Fabian Lemley believed in me and encouraged me to enter the graduate program.

Everett McArthur was always there for sport and encouragement. Finally, I dedicate the study

to Dad, Henry Potopowitz, for his interest in my work, his strength, and especially his love.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ii

LIST OF TABLES v

I. INTRODUCTION 1 Background of Domestic Violence Issue 2 Theoretical Framework 4 Statement of the Problem 7

Research Questions and Hypotheses 7 Scope and Limitations 8 Definition of Terms 9

II. REVIEW OF LITERATURE 11 Historical Background of Domestic Violence 11 Forms of Domestic Violence 13

Child Abuse 13 Spouse Abuse 15 Sibling Abuse 17 Elder Abuse 17 Parent Abuse 19 Courtship Abuse 20

Factors Associated With Domestic Violence 21 Education for Preventing Domestic Violence 23 Summary 27

III. METHODS AND PROCEDURES . 28 Design and Development of the Domestic Violence

Education Questionnaire 28 Format of the Domestic Violence Education Questionnaire 30

Part L Preparation, Importance and Concepts Taught 31

Part II. Background Information 31 Family Violence Test 32 Domestic Violence Education Consent Form 32 Domestic Violence Education Questionnaire-P 33 Selection of the Sample 33 Data Collection 34 Treatment of Data 34

IV. ANALYSIS AND INTERPRETATION OF DATA 36 Description of Sample 36

Professional Sample 40 Results 43

Domestic Violence Test 43 Research Question One 46 Research Question Two 48 Research Question Three 51 Research Question Four 53 Hypothesis I 56

iii

Hypothesis II 56 Hypothesis III 58 Hypothesis IV 60

Summary of Data Analysis 61

V. SUMMARY, CONCLUSIONS AND DISCUSSION, RECOMMENDATIONS FOR FURTHER RESEARCH 63

Summary of Study 63 Summary of Findings 64 Conclusions and Discussion 67 Recommendations for Further Research 74

BIBLIOGRAPHY 76

APPENDICES

A. DOMESTIC VIOLENCE EDUCATION QUESTIONNAIRE CLUSTERS 83

B. DOMESTIC VIOLENCE EDUCATION QUESTIONNAIRE 85

C INFORMATION FORM 89 D. FAMILY VIOLENCE TEST 91 E. DOMESTIC VIOLENCE EDUCATION

CONSENT FORM 93 F. DOMESTIC VIOLENCE EDUCATION

QUESTIONNAIRE-P 95 G. INFORMATION SHEET - DOMESTIC

VIOLENCE PROFESSIONALS 98 H. COVER LETTER 100 I. DOMESTIC VIOLENCE CONCEPTS RANKED

BY CONSUMER AND HOMEMAKING TEACHERS BY PREPARATION 102

J. DOMESTIC VIOLENCE CONCEPTS RANKED BY CONSUMER AND HOMEMAKING TEACHERS BY IMPORTANCE 106

K. DOMESTIC VIOLENCE CONCEPTS RANKED BY CONSUMER AND HOMEMAKING TEACHERS BY FREQUENCY OF TEACHING 110

L. DOMESTIC VIOLENCE CONCEPTS RANKED BY DOMESTIC VIOLENCE PROFESSIONALS BY IMPORTANCE 114

IV

LIST OF TABLES

1. Teacher Sample 37

2. Professional Sample 41

3. Family Violence Test Results 43

4. Domestic Violence Concepts Ranked Highest By Consumer and Homemaking Teachers By Preparation 47

5. Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Preparation 48

6. Domestic Violence Concepts Ranked Highest By Consumer And Homemaking Teachers By Importance 49

7. Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Importance 50

8. Domestic Violence Concepts Ranked Highest By Consumer And Homemaking Teachers By Frequency Of Teaching 52

9. Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Frequency Of Teaching 53

10. Domestic Violence Concepts Ranked Highest By Professionals By Importance 54

11. Domestic Violence Concepts Ranked Lowest By Professionals By Importance 55

12. Pearson P-M Correlation Coefficients: Relationship Between Consumer And Homemaking Teachers' Importance And Preparation Scores 57

13. Pearson P-M Correlation Coefficients: Relationship Between Consumer And Homemaking Teachers' Frequency Of Teaching And Preparation Scores 58

14. Pearson P-M Correlation Coefficients: Relationship Between Consumer and Homemaking Teachers' Importance and Frequency of Teaching Scores 59

15. t-test Analysis of Difference Between Importance Placed on Domestic Violence Concepts By Consumer and Homemaking Teachers and Domestic Violence Professionals 60

VI

CHAPTER I

INTRODUCTION

The major purpose of the study was to ascertain perceptions of Consumer and Homemaking

teachers concerning their preparation to teach domestic violence concepts. Other purposes

were to determine the importance placed on selected domestic violence concepts for inclusion

in Consumer and Homemaking courses, determine which concepts were taught by Consumer

and Homemaking teachers and determine the importance placed on the concepts by domestic

violence professionals.

Domestic violence is a relevant issue for home economics because home economics is

concerned with the actions of individuals and family members (Brown & Paolucci, 1978).

Home economics is both a profession and a practical science concerned with the home and

family. It encompasses many areas of study that impact on the family. These areas include

Human Development and Family Relations (Brown & Paolucci, 1978). In 1978, Brown and

Paolucci stated the mission of home economics:

The mission of home economics is to enable families, both as individual units and generally as a social institution, to build and maintain systems of action which lead (1) to maturing in individual self-formation and (2) to enlightened, cooperative participation in the critique and information of social goals and means for accomplishing them (p.23).

To fulfill this mission, home economists provide services, either directly or indirectly

to families in order to transform their thinking and environmental conditions in the future

(Brown & Paolucci, 1978). Domestic violence is a societal issue and an area where families

need the services that home economists and other professionals can provide.

Background of Domestic Violence Issue

Prior to 1970 it was believed that domestic violence was rare. If domestic violence was

recognized, it was likely to be ignored, or the assaulter was assumed to be uniquely mentally

ill or suffering from a psychological disorder. Sigmund Freud suggested that sexually abused

children were fantasizing as adult women (Grain, 1985).

The awareness of people regarding the incidence of domestic violence evolved with the

attention of the masses on the conflict in Southeast Asia. Subsequent family adjustment

problems developed among veterans returning from an unpopular conflict (Laufer & Gallops,

1985). In addition, the women's movement in the United States focused attention on the

problem of violence within our society (Loske & Cahill, 1984). The rising crime rate is yet

another indication of the violence that exists in society as more people become victims or

know recent victims of crime. With the visual impact of television, people have been exposed

to violence of all kinds through news reports as well as fictional programming. The effect was

a raising of consciousness regarding violence in our lives. These factors have created a need

for research on a problem that has become part of our lives.

Conservative estimates put the number of battered women in this country at

approximately two million (Elshtain, 1985). Each year about 1.7 million children are kicked,

bitten, punched, beaten up, or even attacked by a parent with a knife or gun (Straus & Gelles,

1986).

Domestic violence is found in all socioeconomic levels of society, including all ethnic

groups and all age groups. Violence in the family includes child and spouse abuse, abuse of

the elderly, abuse of parents by adolescents, sibling abuse and date abuse. The severity of the

abuse may range from mild pushing or slapping to fatal strangling, knifing or shooting.

Steinmetz (1980) reported that statistics on domestic violence clearly indicate that people arc

in greater risk of injury in their homes among family, friends, and neighbors than they are in

the so-called crime-ridden city streets. Domestic violence is not limited to physical attacks for

it also can include the forms of sexual, mental and emotional abuse.

Since society has become more aware of the extent of domestic violence, laws have

been enacted in all 50 states to deal with child abuse, battered spouses and protection of the

elderly. Social services have made efforts to aid families through the development of

counseling programs, child welfare services, and homes for battered women. However, more

programs are needed for the prevention of violence within the family. The increasing

awareness of the serious nature of family violence has become a spur to public concern and

has created a need for social workers and other helping professionals to develop new and

more effective methods for the prevention and treatment of family violence (Thorman, 1980).

Education frequently is proposed as part of the solution to societal issues. It is an

important component of any attempt to deal with the problem of domestic violence. The

public must be educated as to the magnitude of the problem. Children and adolescents must

be educated to become responsible citizens who can cope with the problems and pressures of

society. Davis and Hopkins (1980) suggested that a wide area of program emphases involving

the study of crisis could be developed and used in the total school curriculum by counselors

and home economics teachers. A search of literature revealed few programs actually tested

and evaluated.

A study by Wilder (1986) indicated that secondary home economics teachers ranked

both child abuse/neglect and family violence in the top ten social trends and problems which

may affect the home economics teaching profession in the next decade. In the same study,

home economics teachers ranked these two issues in the top ten priority needs areas for

teacher inservice and continuing education. Teacher certification standards in Texas, the site

of this study, require that teacher preparation programs include a study of child abuse (Texas

Administrative Code and Statutory Citations, 1988).

Theoretical Framework

It is possible to describe the violent family but difficult to explain why the violence

occurs. Many theories of human development have been applied to the study of domestic

violence (Gelles & Straus, 1979). However, a specific theory of domestic violence has not yet

been formulated. The need for a special theory has been expressed by Gelles and Straus

(1979). They discussed four reasons why a theory is necessary. The first of these is the

unique character of the family. The family has several characteristics which may account for

the high rate of domestic violence. Family members spend many hours of the day interacting

with each other, often in close surroundings. The family is the primary group for individuals.

Interactions within this group cover a vast range of activities, and the intensity of the

involvement is greater in families than in society (Gelles & Straus, 1979).

A second reason for a theory of domestic violence is that many of the relationship

variables which the family shares with other groups are much more visible in the family. The

right to influence the behavior of others is implicit in the family. The family is composed of

people from different ages, sexes and often cultures, thus involving many different outlooks on

life. Ascribed roles of family members often are based on biological characteristics rather

than interest or competence (Gelles & Straus, 1979).

The third reason is the unusually high rate of violence that characterizes familial

relations. The family often is insulated from social controls and assistance in coping with

intrafamily conflict because of kinship and household structure. Birth relationships are

involuntary and cannot be terminated by minors. Conjugal relationships appear to have

nonvoluntary aspects as well. Marriage is expected to be a long term commitment. When

conflicts arise, leaving the relationships is not perceived as a solution to the problem (Gelles

& Straus, 1979).

A final reason for a special theory of violence is to answer the question of why the

incidence of family violence is so high. In attempting to answer this question, one opens the

way to discovering other important variables which might not otherwise be observed. The

family is an unstable unit that is continuously undergoing major changes in structure (birth,

marriage, death). These changes are crisis-like in nature and cause stress for family members.

Society plays a role in encouraging family violence by condoning the use of corporal

punishment and physical force by parents. Violence is first experienced in the family when

parents, as role models, use violence against children and each other (Gelles & Straus, 1979).

The different disciplines of medicine, psychology, law, and sociology have developed

various theories to explain the presence of violence within the family (Bolton & Bolton, 1987).

The social-psychologists have examined the interaction of the individual with his or her social

environment. These theorists have attempted to locate the sources of violence in relationships

with other individuals, groups and organizations. The sources may be found in interpersonal

frustrations, learning processes or self-attitudes which reflect the attitudes of others (Gelles &

Straus, 1979). A theory that relates to this study is the social learning theory.

Social learning theory has been applied to several studies to explain violence in the

family (Bandura, 1973; Gelles, 1973; Owens & Straus, 1975; Patterson, Cobb, & Ray, 1973;

Singer, 1971). This theory assumes a clean slate or "tabula rasa" concept for individuals.

Violent behavior is learned in situations which provide the individual with knowledge about

the response and when it may be appropriately applied (Burr, Hill, Nye, & Reiss, 1979).

Social learning theory postulates that the family serves as a training ground for violent

behavior. The family provides role models and opportunities for imitation. It also provides

punishments and rewards which may encourage or reinforce the violent behavior.

Several aspects of social learning have been suggested. Owens and Straus (1975)

viewed exposure to and experience with violence as leading to norms which approve of

violence. Exposure to violence and imitation of the process were examined by Bandura, Ross

and Ross (1961). Their study involved 72 preschool children ranging in age from 3.1 to 5.9

years. One-half of the subjects were exposed to aggressive models and one-half to

nonaggressive, subdued models. Results of the study indicated that subjects who observed

aggressive role models later reproduced that behavior. Both physical and verbal aggression

were observed. The subjects who were exposed to the nonaggressive models seldom exhibited

aggressive responses. When the subjects were exposed to male models, boys showed more

aggression than girls.

The role model approach was explored by Singer (1971). This approach suggests that

violent behavior can be learned by viewing violent behavior in role models. Bandura and

Huston (1961) observed 48 children in a nursery school setting. The subjects, who ranged in

age from 3.9 to 5.1 years, were divided into three groups. Eight subjects were placed in a

control group, 20 in a group with a nurturant model and 20 with a nonnurturant model. The

experimenters found that aggression was readily imitated by the subjects in both experimental

groups.

The unraveling of the factors associated with domestic violence is complex and may

result from unique variables or conditions and from the interaction of variables with each

other. As individuals differ in their genetic make-up, the tendency for violence may seem

innate. However, the homes, lives and families of seemingly nonviolent people may facilitate

violent acts in individuals or families under stress. The complexities of relationships, stressors

and the variety of life roles defy simple explanations in the analysis of domestic violence (Burr,

et aL, 1979).

Statement of the Problem

The main focus of this study was to determine if secondary Consumer and

Homemaking teachers perceive themselves as adequately prepared to teach domestic violence

concepts. Secondary purposes of the study were to: (1) determine the importance placed on

domestic violence concepts within the curricula of Consumer and Homemaking Education; (2)

determine which domestic violence concepts are being taught by Consumer and Homemaking

teachers; and (3) determine the importance placed on domestic violence concepts by

professionals who work with abusive families.

Research Questions and Hypotheses

Research questions addressed in the study were:

1. Which domestic violence concepts are ranked highest/lowest as related to adequacy

of preparation by Consumer and Homemaking teachers?

2. Which domestic violence concepts are ranked by Consumer and Homemaking

teachers as most/least important for teaching?

3. Which domestic violence concepts are taught most/least frequently by Consumer and

Homemaking teachers?

4. Which domestic violence concepts are ranked by domestic violence professionals as

most/least important for teaching by Consumer and Homemaking teachers?

The following hypotheses were tested in the study:

1. There is a positive relationship between the importance placed on selected domestic

violence concepts by Consumer and Homemaking teachers and their perceptions of

preparation to teach the concepts.

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2. There is a positive relationship between the frequency of domestic violence concepts

taught in Consumer and Homemaking courses and teachers' perceptions of their preparation

to teach the concepts.

3. There is a positive relationship between the importance placed on selected domestic

violence concepts and the frequency with which the concepts are taught by Consumer and

Homemaking teachers.

4. There is no difference in the importance placed on domestic violence concepts by

Consumer and Homemaking teachers and by professionals in the field.

Scope and Limitations

The study was restricted to a random sample of 188 Consumer and Homemaking

teachers in Texas. The results of the study may not be generalizable to other areas of the

country since different states have different requirements for teacher certification and different

student populations.

It is assumed that the respondents were aware of the existence of domestic violence and

that it is a major societal problem. It also was assumed that the respondents were familiar

with the terminology used in the list of concepts. Although teachers may be familiar with the

terms they may have interpreted them differently.

A third limitation of the study includes factors involved in assessing preparation of the

teachers to teach domestic violence concepts. Preparation was measured by the teacher's own

perception of his/her abilities to teach the concepts. It is assumed that the teachers were

objective and honest in responding to the questionnaire, and that they reported their

perceptions accurately.

Still another limitation may be whether the teachers had ever taught domestic violence.

The teachers who had never taught the concepts may not consider them important.

A further limitation to the study was due to the response rate. Forty-two percent of

the teachers returned the questionnaires. It is possible that a higher response rate would have

produced different and/or more generalizable results. It is possible that the teachers who did

not return the questionnaires did not feel that the concepts were important for inclusion in

Consumer and Homemaking courses.

Definition of Terms

The following terms are defined in relation to their application to this study.

Battered spouse - A wife or husband who has been threatened or assaulted by her/his

spouse. The person may be neglected or physically, mentally, emotionally or sexually abused.

Child abuse - Physical harm, neglect or mental or emotional cruelty inflicted on a child

under the age of eighteen years (Gladbach & Wheeler, 1985-86).

Concept - Key idea, topic or main thought (Chamberlain & Kelly, 1981).

Consumer and Homemaking teacher - A certified Vocational Home Economics teacher

who teaches comprehensive and/or specialized courses in the areas of Child Development,

Clothing and Textiles, Consumer Education, Family Life and Parenthood, Food and Nutrition,

Home Management, Individual and Family Health and Housing and Home Furnishings

(Texas Education Agency).

Crisis intervention - Assistance given to individuals or families in a potentially violent

or violent situation.

Curriculum - A course of study including course content objectives, learning

experiences, resources and evaluation strategies (Chamberlain & Kelly, 1981).

Domestic violence or family violence - The threat or actual use of some form of abuse

between members of a family or individuals residing in a common domicile.

10

Domestic Violence Education Consent Form - Form letter that accompanied the

questionnaire to obtain the subjects' consent to participate and relieve the researcher of

responsibility in case of injury to subjects.

Domestic Violence Education Questionnaire (DVEQ) - The instrument that was

developed, validated and utilized by the researcher to determine whether Consumer and

Homemaking teachers perceived themselves as prepared to teach family violence concepts.

Domestic Violence Education Questionnaire - P (DVEQ-P') - The instrument that was

developed, validated and utilized by the researcher to determine which domestic violence

concepts were rated most important, by professionals, for inclusion in Consumer and

Homemaking programs.

Elderly abuse - Physical harm, neglect or mental or emotional cruelty inflicted on an

elderly person.

Elderly person - a person 65 years or older.

Sibling abuse - Physical harm, mental or emotional cruelty inflicted on a brother or

sister.

CHAPTER II

REVIEW OF LITERATURE

The review of literature is divided into four sections. These sections include the

following: historical background of domestic violence, forms of domestic violence, factors

associated with domestic violence, and prevention of domestic violence.

Historical Background of Domestic Violence

Within the past decade researchers, educators, and social workers in the United States

have acquired an awareness of the magnitude of the domestic violence problem. Until the

1970s, domestic violence was not recognized as a major social problem. However, countless

incidents of child abuse, battered spouses and sibling abuse have been legalized or "in the

closet" since the beginning of our country. For centuries women have been battered and

abused by their husbands or lovers (Thorman, 1980).

History records the extensive use of lethal forms of violence by parents and spouses.

Incidents of child abuse date back to biblical times. Infanticide, mutilation and other forms of

violence were legal parental prerogatives from ancient Rome to Colonial America (Straus,

Gelles, & Steinmetz, 1980). Male dominance was supported both politically and by the

church. Both the Old and New Testaments of the Bible serve as a basis for the belief that

women were subservient to men. This belief was widely held through the Middle Ages and

into Colonial America.

A common belief of the man who batters a family member is that he is the "man of the

house." He perceives his role as having complete and perfect control over a partner's

behavior. Such a belief may lead to a variety of confrontations over such issues as finances,

child care or the woman's choice of friends (Edleson, 1984).

11

12

American laws are based on British common law. British common law condoned wife

beating and went so far as to describe the size of the instrument to be used. This was known

as the "rule of thumb." It specified that a man could beat his wife with a rod no thicker than

his thumb (United States Commission on Civil Rights, 1982).

As the British influence took hold in the United States, many states enacted legislation

dealing with the husband's role as leader and disciplinarian of the family. In 1824, the

Mississippi Supreme Court was the first of several state legislatures to grant husbands

immunity from assault and battery charges for moderately chastising their wives in cases of

emergency (Star, 1980). However, by the 1880s several states passed laws making wife beating

illegal. One of the first states to do so was Maryland in 1882. Thorman (1980) stated that

although courts no longer uphold the chastisement of erring wives, the legal system does not

actively pursue cases of abuse of women even today, unless the injury inflicted is extremely

serious.

The plight of children has received greater attention from our lawmakers. However,

Miller and Miller (1980) comment that even today, more organized services are available for

the prevention of cruelty to animals than for the prevention of cruelty to children.

Although laws have been passed on both the federal and state levels, domestic violence

appears to be of epidemic proportions in our country. In his study of domestic violence,

Gelles (1980) quoted a nationwide survey of 2,143 individual family members. Results of the

survey showed the annual incidence of child abuse to be between 1.5 and 2 million cases. The

same survey found 3.8 % of American women to be victims of abuse during the year prior to

the survey (Straus, 1979).

Although domestic violence is not new to our society, it has become a major issue in

the late 20th Century. The women's movement has caused a shift in societal values. As

societal values have changed our perceptions of violence have also changed. It warrants the

13

attention of lawmakers, researchers and professional practitioners if the problem is to be

corrected.

Forms of Domestic Violence

As researchers reveal a clearer picture of the family violence problem, specific forms of

violence are being recognized. Star (1980) described sibling violence as the most commonly

accepted form of family conflict. Adolescent parricide is described by Post (1982) as a result

of extreme cases of child abuse. Physical abuse of the elderly is described by Miller and Miller

(1980) as a growing problem in the United States.

Literature cites six basic classifications of domestic violence. They include: child

abuse, spouse abuse, sibling abuse, parent abuse, elderly abuse and date abuse (Carlson, 1987;

Star, 1980; Straus & Gelles, 1986).

Child Abuse

Child abuse is a common form of domestic violence in America. In colonial times

child abuse was legal, sanctioned and even mandated. Several colonial legislatures enacted

"stubborn child laws" (Miller & Miller, 1980), which gave parents the right to kill their

children for disobedience. The most widely accepted form of child abuse is corporal

punishment. Steinmetz (1980) reported that 84 to 95% of all parents practice corporal

punishment at some point in a child's life. This form of punishment often is continued until

the child reaches 18 years of age.

Gelles (1980) listed other forms and degrees of child abuse. These forms vary from

throwing an object at the child to kicking, hitting with the fist, or attacking the child with a

knife or gun. Miller and Miller (1980) reported cases of children being burned, put into

boiling water, and having clumps of their hair pulled out.

14

Sexual abuse and incest are forms of child abuse. Titus (1984) reported that "kiddie

porn" and child prostitution constitute a multibillion dollar business, with national and

international networks. Runaway teenagers often become involved in this network. The child

or adolescent becomes a commodity to be marketed like any product. When the child is no

longer useful, he or she is discarded and, quite often, murdered (Titus, 1984).

Sexual abuse is not confined to pornography. A majority of abused children are not

abused by strangers. Approximately 47% of the children are abused by members of their own

family. Another 40% of the offenders are known by the children but are not members of the

family (Conte, 1984).

Infants and toddlers have a greater risk of injury from abuse than other groups. Nearly

60% of all child abuse fatalities occur in children under two years of age. Seventy-four

percent of all abuse victims with brain damage or skull fractures are infants (Miller & Miller,

1980).

Prematurity and low birth weight were found by Lynch and Roberts (1982) to be

associated with child abuse. Other characteristics of abused children are cited by Nesbit and

Karagianis (1982) as frequent crying and high pitched crying, poor or messy eating habits and

sleeping problems. Handicapped children, especially, are at a high risk for abuse.

Handicapped children are seen as "different" than normal children and often require much

care. They may be mentally retarded, physically handicapped, deaf, speech impaired, visually

handicapped, emotionally disturbed or have learning disabilities (Mullins, 1986). An

investigation conducted by Sullivan, Scanlan and La Barre (1986) of 322 incoming freshmen at

a postsecondary school for the hearing impaired found that 53 (16%) students had been

physically abused. Thirty-seven (11.5%) had also been victims of sexual abuse. Children

requiring special care or extra care are the children who are most likely to be abused (Parke »S:

Collmer, 1975).

15

A study of 430 learning disabled students on the island of Oahu, Hawaii over a period

of one year, reported that 6.7% of the children had been abused. This number was 3.5 times

higher than reported abuse of other children of the same age who were not learning disabled

(Frisch & Rhoads, 1982).

Another form of child abuse is neglect. Failure to provide basic needs, medical

attention, an education, affection or attention constitute neglect. Lack of proper supervision

can be considered neglect and often leads to harmful or fatal results for the child. Neglect is

often associated with such problems as unemployment, alcoholism, crowded living conditions,

substandard housing, and poor mental and physical health (Wolock & Horowitz, 1984).

To combat child abuse, the U.S. Congress began a series of hearings on child abuse and

neglect in 1972. In 1974, as a result of these hearings. Congress passed the Child Abuse

Prevention and Treatment Act. This act established the National Center for Child Abuse and

Neglect. In 1978, Congress extended this act and added programs to combat sexual

exploitation of children through pornographic films and magazines (Miller & Miller, 1980).

Spouse Abuse

The women's movement of the 1970s helped to make the American public increasingly

aware of the problems of battered women. Wife-beating can be found in all ethnic groups,

socioeconomic levels and classes. Steinmetz (1980) reported that 7% of the wives, or over

three-and-one-third million women, are likely to be severely abused by their spouses in a

single year. However, this same data suggested that .6% of husbands are likely to experience

brutality from their wives. Spousal rape, physical battering and emotional stress are all forms

of violence aimed at women.

Abusive spouses have several characteristics in common. The abuser has a poor self-

concept and is often rigid and uncompromising. Violence is often found in the person's family

16

of origin. Many perpetrators of spouse abuse use drugs and alcohol (Edleson, Eisikovits, &

Guttman, 1985).

Low self-esteem has been found by Goldstein and Rosenbaum (1985) to be associated

with wife abuse. The study involved 60 men with violent and nonviolent backgrounds. All

subjects completed a written questionnaire, the Short Marital Adjustment Test, the Rosenberg

Self-esteem Scale and the Spouse Interaction Test. The men were divided into three groups:

1) abusive husbands, 2) satisfactorily married men and 3) nonviolent, maritally discordant men.

Results of the study showed abusive husbands to have significantly lower self-esteem than the

other two groups. They also perceived significantly more situations as damaging to self-

esteem. Other characteristics of abusive men reported by Bernard and Bernard (1984) were:

1) intense feelings of personal and social inadequacy, 2) jealousy, 3) lack of trust in others, 4)

erratic and unpredictable behavior, and 5) poor impulse control.

Thorman (1980) reported that physical damage is only part of the problem in wife

abuse. The damage to the emotional life of the battered woman is just as serious. These

women become depressed and their thinking becomes confused and distorted to a point that

many attempt suicide. Often women feel they are forced to stay in a violent situation because

they lack the money or help needed to become independent. A large portion of women stay

out of fear of reprisal.

Gelles (1976) offered three hypotheses to answer the question of why women remain

with abusive men. First, the more experience the wife has had with abuse as a child, the more

likely she is to remain in an abusive relationship. Second, the fewer her resources and social

position, the more likely she is to remain. Finally, the less severe and less frequent the

violence, the greater the likelihood of her remaining.

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Sibling Abuse

Sibling abuse is a form of family violence that is most tolerated in our society.

Steinmetz (1980) stated that we tolerate a considerable amount of violent acts if they occur

between brothers and sisters. These same acts, if they occurred between a married couple,

parent and child or two unrelated individuals, would result in criminal charges and social

service intervention. Little has been done to prevent sibling violence except in extreme cases.

What may start out as a child's quarrel can end with severe physical harm or death.

Sibling fighting gives children an opportunity to practice violent behavior that may have

been witnessed between parents or other family members. Viewing sibling violence as a

normal part of growing up reinforces in the minds of children, the acceptability of using

physical violence to resolve conflicts (Steinmetz, 1980). This view is supported by Gully,

Dengerink, Repping, and Bergstrom (1981). Their findings indicate that violence between

siblings may be more predictive of later adult violence than violence involving parents. The

family provides an opportunity to observe as well as practice aggressive behaviors on siblings.

Elder Abuse

Abuse of the elderly has become a social issue during the 1980s. Pedrick-Cornell and

Gelles (1982) report that interest in elder abuse evolved from research in other areas of abuse.

During the 1960's research in child abuse brought forth the problem of wife abuse. The

problem of spouse abuse became an issue in the 1970s. From this research other forms of

abuse, such as elder abuse, came to the forefront. In 1985 the Sub-committee on Health and

Long Term Care of the House Select Committee on Aging found abuse of the elderly to exist

at a level almost equivalent to that of child abuse.

Elder abuse may take several forms and can be intentional or unintentional. Acts of

abuse include neglect (active and passive), mental anguish, financial exploitation, and the

18

denial of medicines and medical care. Self-inflicted abuse also occurs. Self-neglect includes

both physical harm and the failure to care for one's personal needs (Giordano & Giordano,

1984).

Abuse of the elderly in some ways parallels child abuse. Both small children and

elderly parents are in a dependent position. They must rely on others for very basic needs. In

both cases the victim is assumed to be loved and protected. The caregivers for both the child

and the elderly adult may see these wards as a source of emotional, physical and financial

stress (Steinmetz, 1980), Victims of elder abuse tend to be white widows living in their own

homes (Powell & Berg, 1987).

Prior to 1985 researchers believed that a primary reason for elder abuse was the

dependency of elders on others for basic needs (Steinmetz, 1983; Douglas, Hickey, & Voel,

1980). Current research has found the opposite to be true in a majority of cases. A study by

Pillemer (1985) of 42 cases of elder abuse showed a strong association between dependency of

the perpetrator and physical abuse. Powell and Berg (1987) studied 60 cases of elder abuse

selected from the files of a North Central Texas unit of the Adult Protective Services Division.

The study showed that 80% of the elder abuse victims reside in their own homes and at least

50% of these individuals are functionally independent. They further state that when relatives

move in with the elder person they may not do so in order to care for the person. They may

be moving in against the person's wishes and using the person's resources while subjecting the

victim to other forms of abuse.

The perpetrator of violence toward the elderly may involve middle-aged adult children

or be a spouse or caregiver. A study by Powell and Berg (1987) found the son of the victim to

be the abuser in 31% of the cases. Daughters were the abusers in 13% of the cases.

19

Parent Abuse

Still another form of domestic violence is parent battering. This involves adolescent

(and younger) children physically abusing their parents. In some instances parent battering

has gone as far as parricide. Post (1982) related that in a majority of the cases involving

adolescent parricide, extreme child abuse has been a major factor. The child had been abused

by the parent and retaliated,

A study by Cornell and Gelles (1982) of 608 two-parent families found that 9% of the

parents of adolescents (children 10 to 17 years of age) were abused at least once during the

previous year. Three percent of the adolescents were reported to have engaged in severe

forms of violence. The authors estimated that 2.5 million adolescents struck a parent in a

given year. They found sons to be slightly more violent than daughters and to use more

severe forms of violence.

Mothers were more likely to be victims of abuse than fathers (Cornell & Gelles, 1982).

They also were more likely to experience severe violence. The findings of this study showed

the rate of adolescent to parent violence to be directly related to the severity of violence

experienced by the child and the rate of interspousal violence in the home. In homes where

the father abused the mother, children did not use any form of violence against the father.

Social factors related to violence severity have been related to the father's occupation,

total family income and the child's suspension from school. The highest rates of violence were

in families where the father was employed as a clerical worker, in the middle income bracket,

or where a child had been suspended from school (Cornell & Gelles, 1982).

Violence toward parents by male youth in high school was studied by Peek, Fischer,

and Kidwell (1985). The study included 1,514 sophomores, 1,467 juniors and 1,545 seniors.

Results of the study indicate that 5 to 8% of the youths reported hitting their fathers and 2 to

6% said they hit their mothers. It was found that more than twice as many respondents hit

20

their fathers during their senior years. Although there was an increase in father-oriented

violence as the youths became older, the overall incidences of violence toward parents

decreased. The authors found the incidence of abuse related to family structure variables.

Parents who used either punitive and nonstrict or violent power styles were more likely to be

targets of violence. Youth who were more emotionally attached to their parents and who

agreed with them were less likely to become abusive.

Few studies have explored the problem of parent abuse. Research that has been

conducted provides conflicting data and most studies are clinical in nature with small samples.

More studies are needed in this area of domestic violence.

Courtship Abuse

Courtship abuse exists between couples as young as early adolescence. Studies indicate

that 12% of high school students and 36% of college students have experienced some form of

violence in dating (Carlson, 1987). Common forms of dating violence include pushing,

slapping, and shoving. Other forms of violence range from threats to attacks with a knife or

gun (O'Keefe, Brockopp, & Chew, 1986). Both males and females are perpetrators and

victims of violent acts. A study of 325 students at a large northwestern university (Lane &

Gwartney-Gibbs, 1985) revealed that over 30% of the males and 40% of the females had both

inflicted and received some form of violence. Makepeace (1986) found that women are more

likely than men to experience the more severe forms of violence.

An investigation of high school students from five Oregon schools confirmed the

existence of violence in this age group. Of the 644 respondents, 12% reported being involved

in a violent relationship. In 71% of the abusive relationships, each partner had been both the

perpetrator and victim. As the relationships became more intimate, abuse was viewed as more

21

acceptable. Males in the group were considerably more accepting of the idea of abuse than

females (Henton, Gate, Koval, Lloyd, & Christopher, 1983).

Personal experiences, peers and parents may influence the courtship behavior of

students. In their study of courtship aggression, Gwartney-Gibbs, Stockard, and Bohmer

(1987) surveyed 289 undergraduates at a large western university. Of the males in the study

who had abusive parents, 69% inflicted abuse themselves. Results of this study show the

students most likely to inflict courtship aggression are those who witness parental abuse and

violence, have sexually aggressive friends, and who have been victimized by courtship

aggression. The authors suggested that aggressive behavior may be learned in intimate

interaction with partners or from parental role models.

Makepeace (1987) studied social factors related to courtship violence involving 2,338

students from seven colleges in the U.S. He found stress and isolation to be related to

courtship violence. The belief in equalitarian values elicited violence from dates. Other

factors were multiple firings from jobs, poor academic achievement and alcohol problems.

Both offenders and victims were studied. The author found that offenders attended church

more frequently, reported less closeness to fathers and had a greater approval of violence.

In summary, domestic violence has been directed at people of all ages and in all

degrees of intensity-from mild to severe. It is not confined to family members. People

involved in casual as well as serious relationships experience domestic violence.

Factors Associated With Domestic Violence

Researchers have found that there are several factors associated with domestic violence.

These factors are often recurrent and may parallel the different forms of family violence.

The cycle of violence is found in cases of child abuse and spouse abuse. Gelles (1980)

stated that one of the consistent conclusions of domestic violence research is that individuals

22

who have experienced violence and abuse in their childhoods are more likely to become child

and spouse abusers than individuals who have experienced little or no violence in their

childhood years. The greater the frequency of violence, the greater the chance is that the

victim will grow up to be an abusive parent or spouse. In a study of college students, Bernard

and Bernard (1983) found that students were more than twice as likely to become abusive if

they either observed or experienced abuse in their families of origin.

A study of aggressive role models (Bandura, Ross, & Ross, 1961) found that subjects

who observed aggressive models later reproduced much of the physical and verbal aggression

observed. The subjects of this study were 72 children ranging in age from 3.2 years to 5.9

years and enrolled in a university nursery school.

Main and George (1985) studied toddlers in a day care setting. Observations were

made of 10 abused toddlers and 10 matched controls. Both groups were from disadvantaged

families. The children ranged in age from one to three years. The focus of the study was

responses of the children to distress in agemates. They found that the abused infants reacted

to others' distress with threats, anger and physical attacks while nonabused children showed

concern, empathy and sadness.

More acts of violence are reported in families of lower socioeconomics status. Cases of

child abuse occur more often in single-parent families and especially those with lower incomes

(Miller & Miller, 1980). These families often experience many forms of stress. A third factor

related to family violence is stress. Stressful situations or conditions can lead to frustration

and resentment. When not handled properly the frustration and resentment are vented in a

violent manner. Steinmetz (1980) reported some causes of stress as: job dissatisfaction,

economic insecurity, unwanted pregnancy and inadequate problem solving skills.

Still another factor is social isolation. The battered woman does not want to face the

embarrassment and humiliation of placing her problem before the public. Fear of reprisal

23

often keeps her in the violent home and away from social contact. Friends and neighbors do

not want to get involved in domestic quarrels. The victim suffers through loss of fiiends or

family members who could provide emotional support. Shorkey and Armendariz (1985) found

that abusive mothers have feelings of social alienation and lack of trust in their social

environment. Abused children are often threatened by parents and are afraid to speak out. A

cycle may develop as abuse leads to fear and to isolation and to more abuse.

Alcohol and/or drug ingestion often precede violent acts. In the case of battered

women the husband is frequently intoxicated (Edleson, Eisikovits, & Guttman, 1985). Alcohol

may be used as a crutch and is blamed for the violent actions rather than the inability of the

abuser to handle the stress of the situation.

In summary, the many factors associated with domestic violence are often interrelated,

therefore requiring more than one kind of service or solution to the problem. The factors

associated with domestic violence may contribute to the violence or be an outcome of it.

Education for Preventing Domestic Violence

The prevention of domestic violence is a many faceted problem. People enmeshed in

violent situations frequently need more than one kind of service (Star, 1980). Education for

prevention and coping with domestic violence, including formal and informal programs, must

help eliminate stresses that increase the possibility of violence and at the same time meet the

immediate needs of family members. Medical and financial needs often must be met before

counseling and other services can be of help.

One approach to prevention of child abuse is early detection through a well-designed

program to determine the existence (Thorman, 1980). Social workers, counselors and

Children's Protective Services can be used as resources. Teachers, administrators and school

personnel must be educated to recognize abused children or those from violent homes.

24

Pre-service teacher education on child abuse has been outlined by Barber and Burns (1986).

The authors stress primary prevention through the development of non-abusive learning

environments, as well as parenting education. Roscoe (1986) has provided guidelines for

identification and interaction with victims of sexual abuse. Through attendance at inservice

meetings and workshops teachers can learn to aid these students by eliminating stresses in the

classroom and teaching skills to help them cope with their problems.

Gladbach and Wheeler (1986) suggested a need for preservice and inservice education

to prepare teachers to work with abused and neglected children. These educators proposed a

curriculum based on four functions of the school's role in addressing the problem of domestic

violence. The functions include identification, prevention, reporting and treatment. The types

of child abuse were addressed in each of the components.

A team approach to helping abused children has been developed by Keitt and Wagner

(1985). The team includes the teacher, school counselor and the social worker. Others who

can assist are doctors, school nurses and members of the administration. Prompt action by

school officials, child welfare services, police and courts may help prevent reoccurrence of

violent incidents.

The establishment and maintenance of a central registry of child abuse cases has been

proposed by Thorman (1980) as a possible solution to the problem. Miller and Miller (1980)

stress the need for increased funds for child daycare services. Latchkey children are in a

situation that offers opportunities for sibling abuse. The problem of latchkey children has

been addressed by Hall (1985). She suggested after-school programs, shared child-sitting costs

and service projects by the Future Homemakers of America as possible solutions to sibling

abuse.

Crisis intervention may include temporary foster care for children or homes for

battered women. These services provide immediate needs of family members. The Women's

25

Protective Services have established homes for battered spouses in Texas, These homes supply

basic needs, emotional support and counseling for battered spouses and thefr children.

Workers can help victims become aware of the existing resources in the community, and of the

laws, procedures, and costs that pertain to their problems (Star, 1980).

Steinmetz (1980) reported that long-term prevention focuses on two general premises.

One is the value and belief that nonviolent interactions are desirable. A second is that

education can and must help prepare partners and parents for family roles. Steinmetz (1980)

sees education as a critical link in reducing any kind of negative behavior, including family

violence.

Secondary family-life classes need to include skills for functioning in society (Lanabee

& Wilson, 1981). Rowe (1981) stated that the role of educators is to develop and strengthen

character through the skills of critical thinking, decision-making, problem solving and

recognizing social responsibilities. Communication skills and nonviolent ways of interacting

with friends and family are important if families are to cope successfully in their environment.

Schools can help adolescents strengthen these skills in three ways. First they can provide

students with a wide range of opportunities to make decisions and assume responsibilities

through extra-curricular activities. Second, schools can employ staff who are positive models

for the students. Finally, schools can provide courses that focus on decision-making skills and

assuming responsibility (Rowe, 1981),

In 1985, the state of Kentucky developed a cuniculum guide for the prevention of

family violence. It was revised in 1989 and includes child abuse, spouse abuse, dating violence,

elderly abuse, violence in the media and rape. Students enrolled in these classes have become

aware of the domestic violence problem in their locale. The program has helped minimize the

dropout rate in parenting and family life education classes. Students have volunteered to work

26

with community hotlines and have participated in FHA public speaking contests on child

abuse (Gaskins, 1989).

A curriculum developed for the city of Boston focuses on interpersonal violence

between teens. This program has been successful in involving parents through violence-

prevention workshops at churches and community service agencies. The students are taught

through role playing, brainstorming and group discussions. The program has been successful,

as measured by observations and interviews, in helping students resolve conflicts and accept

responsibility for behavior (Gaskins, 1989).

A family violence unit, to be taught in the middle schools, has been developed by

White and DeFrancis (1990). The unit is designed for intervention with adolescent students

and aims to increase students' knowledge about domestic violence, enhance positive attitudes

among the students and provide for skill development in communications and assertiveness.

Evaluations (test scores) indicate that the unit has had a positive impact upon the students.

Students showed an interest in community activities associated with domestic violence and

developed projects to assist the local family violence shelter.

Courses in violence against women are being developed and taught at the college level.

Cross-cultural courses on violence against women are being taught by Brett, Gabel, and Reyes

(1985) at the University of Connecticut. White (1985) has developed a course entitled

Women and Violence in Literature and the Media at the University of Wisconsin at Stevens

Point. These courses provide students with information on how violence is directed toward

women in our society. The Carnegie Council on Adolescent Development (1989) suggests

that young people need training in skills that will enable them to resist negative behaviours.

These life skills would help the students increase self-control, reduce stress, become more

assertive and increase self-esteem.

27

In summary, educators are beginning to realize the severity of the domestic violence

issue and the ways in which they can deal with it. Education can help provide students with

the skills needed for handling stress, decision-making, accepting responsibility and engaging in

nonviolent interactions.

Summary

Domestic violence has been known to exist since biblical times. Throughout history

lethal forms of violence were used by parents and spouses. Such behavior was not only

permitted, but in some instances condoned.

The forms of domestic violence include child, spouse, sibling, elder, parent and

courtship abuse. Domestic violence has been directed at people of all ages, family members

and those involved in both serious and casual relationships.

There are many factors associated with domestic violence. The cycle of violence is

found in cases of both child and spouse abuse. Aggressive role models are observed and

imitated by children as young as twelve months of age. Social isolation, lower socioeconomic

level and alcohol/drug abuse are contributing factors to domestic violence.

Preventing domestic violence involves many challenges. Prevention programs must deal

with the stresses that contribute to the problem as well as the immediate needs of family

members. The cooperation of teachers, administrators and school personnel in the early

detection of child abuse is one approach. Educating students to handle stress, make decisions

and accept responsibility is another direction to help solve the problem of domestic violence.

CHAPTER III

METHODS AND PROCEDURES

The major purpose of the study was to ascertain perceptions of Consumer and

Homemaking teachers concerning their preparation to teach domestic violence concepts. A

second purpose was to determine the importance placed on selected domestic violence

concepts for inclusion in secondary Consumer and Homemaking courses. A further purpose

was to determine which concepts are taught by Consumer and Homemaking teachers. The

final purpose was to determine the importance placed on the concepts by domestic violence

professionals. The data collected were used to determine if there were relationships between:

(1) the perceived adequacy of preparation to teach domestic violence concepts and the

degree of importance placed on the concepts;

(2) the frequency of teaching the concepts and the teacher's perceived preparation to

teach them;

(3) the importance teachers placed on the concepts and the frequency with which they

taught them; and,

(4) the importance placed on the concepts by Consumer and Homemaking Teachers

and by professionals in the field of domestic violence.

Design and Development of the Domestic Violence Education Questionnaire

The Domestic Violence Education Questionnaire was developed by the researcher since

there was no existing instrument that could be used or adapted for this study. A literature

search and discussions with experts in the area of domestic violence yielded concepts for

inclusion in the questionnaire. A tentative questionnaire was submitted to the dissertation

committee for evaluation of the general format and specific items.

28

29

After revisions, the questionnaire was sent to a panel of experts to critique.

Composition of the panel included: two consultants with the Texas Council on Family

Violence; 10 directors of shelters for victims of domestic violence; and two university

professors teaching courses in family crisis or related subject areas. Panel members were

contacted by telephone or letter to explain the purpose of the study and request their

cooperation.

Following suggestions from the panel of experts the list of concepts was submitted to

10 doctoral students currently enrolled in the departments of Home Economics Education,

Human Development and Family Studies and the five members of the dissertation committee.

Members of the doctoral student panel were asked to validate concept inclusion under seven

topical headings. Tentative topical headings were:

(1) New trends in family life

(2) Health issues

(3) Factors associated with family violence

(4) Coping in society

(5) Domestic violence issues

(6) Domestic relationships

(7) Other.

The topical headings were selected after a search of literature and review of current

curriculum guides. Validation packets were prepared with a cover letter to each graduate

student and committee member providing instructions relative to the validation process. The

panel members were instructed to read each domestic violence concept and categorize it under

one of the seven topical headings. If a concept did not fit into one of the topical categories,

the panel member was instructed to specify an appropriate category for the concept. The

panel member was then instructed to place the slip of paper in an envelope labeled "Other."

30

Responses from the members of the panel were tallied under each of the topical

headings. A consensus was obtained when eight of 15, or 53%, or more panel members

placed a concept under the same heading. Concepts that did not receive consensus were

eliminated. Three concepts were eliminated. Suggestions were made by panel members for

changes in the topical headings. The headings were changed to the following:

(1) Trends in family life

(2) Social issues

(3) Causes/ symptoms of violence

(4) Coping in society

(5) Types of abuse

(6) Domestic relationships.

A list of clusters and concepts can be found in Appendix A.

Following the validation of concepts, the questionnaire was further revised and mailed

to a systematic sample of 30 Consumer and Homemaking teachers in Region I for pilot

testing, before being sent to the final sample. The systematic sample consisted of selecting

every twentieth teacher from a list acquired from the Texas Education Agency. Teachers in

the pilot sample were not included in the study sample. Cronbach's Alpha was utilized to

determine reliability of the instrument in the pilot test. Total instrument reliability was .98.

Reliability for the three response categories were: preparation .95, importance .94 and

frequency .97.

Format of the Domestic Violence Education Questionnaire

The Domestic Violence Education Questionnaire (DVEQ) was composed of two parts.

Part I included a list of 52 concepts with a 4-point rating scale (Appendix B). Part II

31

was an information form that provided demographic data about the respondents (Appendix

C).

Part I. Preparation, Importance and Concepts Taught

Domestic violence concepts were listed on the left side of the instrument. Three

response categories relative to the concepts were placed in boxes to the right of each concept.

Preparation for Teaching the Concept, Importance of Teaching the Concept and Frequency of

Teaching the Concept were used as headings of the response categories. The response

categories for preparation were as follows: much preparation, moderate preparation, little

preparation and no preparation. The response categories for importance were: very

important, somewhat important, of little importance and unimportant. The response

categories for frequency included: teach frequently, teach occasionally, do not teach and not

permitted to teach. Each category was assigned a weight from one to four. The most

favorable statements were assigned the highest weights. Three pages of the questionnaire were

required for this portion. Respondents indicated with a check mark their perceived level of

preparation, the importance of each concept and frequency with which they taught each

concept.

Part II. Background Information

One page of the questionnaire was utilized to gain background information on each

respondent. The data included the following:

Sex

Age

Number of years teaching experience

Number of years in present position

Highest degree held

32

Ethnic make up of the student body in the school where the teacher was employed

Number of students in the school

Education for teaching domestic violence concepts

Domestic violence concepts currently taught

Courses currently taught

Size of town

Personal experience with domestic violence.

Family Violence Test

In addition to the previously described questionnaire each respondent was sent a

domestic violence test consisting of 20 true/false items (Appendix D). The test was designed

by the researcher to determine if the respondents possessed a basic knowledge of domestic

violence. The Domestic Violence Education Questionnaire (DVEQ) served as a table of

specifications for the test. Test items were adapted from the Domestic Violence Supplement

to the Kentucky State Curriculum Guide (Kentucky Education Agency, 1985) and included

concepts found in a search of literature. The test was mailed to the pilot sample along with

the DVEQ, Reliability of the test was ,67 (Cronbach's Alpha), The reliability of the test was

low due to length, degree of difficulty, and response format (Gronlund, 1985), However, the

reliability was deemed to be adequate for the purpose for which the test was used (Thorndike

& Hagen, 1961; Gay, 1987),

Domestic Violence Education Consent Form

The protection of human subjects was of concern in this study. Due to the sensitive

nature of questions on the information form, a proposal for Expedited Research was filed with

the Texas Tech University Institutional Review Board for the Protection of Human Subjects.

33

The Domestic Violence Education Consent Form accompanied each questionnaire

(Appendix E). It stated the purposes of the study and the benefits to be derived.

Respondents were to read the form, sign it, and return it with the questionnaire, giving their

consent to participate in the study and releasing the researcher from any liability.

Domestic Violence Education Questionnaire - P

A slightly different form of the DVEQ questionnaire was developed and mailed to a

sample of professionals in the field of domestic violence. The questionnaire was composed of

two parts. Part I included the same list of 52 concepts and the rating scale (Appendix F).

Part II consisted of an information form that yielded demographic data about the professionals

(Appendix G). The Domestic Violence Education Questionnaire was used as a basis for this

instrument.

One page of the questionnaire yielded demographic data on each respondent. This

information included the following:

Sex

Age

Number of years in present position

Size of town

Highest degree held

Certifications

Current position.

Selection of the Sample

The teacher population for the study was comprised of the 2600 Consumer and

Homemaking teachers in Texas during the school year. The subject's names and addresses

were acquired from the Texas Education Agency. A random sample of 450 (15%) teachers

34

was drawn from the list, using Gay's table of random numbers (Gay, 1981). Follow-up

postcards were mafled to the teachers one week after the questionnaires were mailed. One

hundred and eighty-eight (42% response rate) teachers participated in the study. The

professional sample was comprised of selected social workers, university professors, directors

of shelters for victims of abuse, directors of programs for perpetrators of abuse and members

of the Texas Council on Family Violence. Individuals were located by contacting the Texas

Department of Human Resources, the Texas Council on Family Violence, a literature search

and a review of college catalogs. Sixty questionnaires were mailed, yielding a 50% response

rate (n=30).

Data Collection

The questionnaires were mailed to the teacher sample along with a letter explaining the

nature of the study and the importance of the response, and requesting their participation. A

letter from the State Director for Vocational Home Economics, expressing her support for the

study, accompanied the questionnaires mailed to teachers (Appendix H). Follow-up requests

were made through the use of postcards mailed 10 days after the questionnaire.

The questionnaires were mailed to the professional respondents along with a letter

explaining the study and requesting their participation. Follow-up requests were made

through personal letters.

Treatment of Data

Analyses of the data were executed using the SPSS Statistical Package for Social

Sciences at the Computer Center at Texas Tech University. Data were analyzed using a

variety of methods. Demographic data describing the respondents were analyzed by using

descriptive statistics. Frequencies and percentages were used to analyze the data related to the

35

research questions 1, 2, and 4. Rank order of domestic violence education frequency scores

(question 3) was obtained by frequency counts.

Hypotheses 1, 2 and 3 were tested through the use of the Pearson product-moment

correlation test. The Pearson r was applied to determine the relationship between home

economics teachers' preparation scores and importance scores, the relationship between the

teachers* preparation scores and frequency scores, and the relationship between teachers'

importance and frequency scores. The t-test was utilized to determine if a difference existed

between what the teachers believed to be important concepts and what social agency

professionals believed to be important concepts in domestic violence education (Hypothesis 4),

A level of .05 was considered significant.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

The study was concerned with Consumer and Homemaking teachers' perceptions of

their preparation to teach domestic violence education concepts. Other concerns were the

frequency of teaching the concepts and the importance placed on the concepts by the teachers

and professionals in the field of domestic violence. The results of the analyses of data are

presented in this chapter. First is a description of the teachers' responses to the Domestic

Violence Test. This data gave an indication of the teachers' familiarity with domestic violence.

This is followed by the results of the research questions. Finally, information relevant to the

hypotheses is presented.

Description of Sample

The 188 respondents were Consumer and Homemaking teachers in Texas public

schools. The characteristics of the sample are described in Table 1. All were female, ranging

in age from 20 to 61 or more years. Sixty-four percent were between 31 and 50 years. All had

some teaching experience with 59% having taught 15 years or less. The majority of the

teachers (62%) had been in their present position 10 years or less.

As reported in Table 1, 67% of the respondents taught at the secondary level with

93% teaching in schools having an enrollment of 100 or more students. All of the schools

had a variety of ethnic groups represented in the student body. The mean percentage for

Anglo enrollment was 59, Hispanic 25, and Black 23. The population of the towns in which

the teachers worked ranged from under 1,000 to over 400,000 people. Sixty-one percent

taught in towns with a populations of 25,000 or less.

36

37

Table 1

Teacher Sample (N=188)

Variable Percent

100

14 38 26 19 3

18 23 18 16 11 6 8

34 28 13 0

12 9 2

19 67 9 4 1

Grade Level(s) Taught Junior high/Middle school 18 Senior high school 67 7 - 1 2 13 Other 2

Gender Female

Age 20 -31 -41 -51 -

30 40 50 60

61 or older

Years of Teaching Experience 1 - 5 6 11 -16 -21 -26 -

10 15 20 25 30

31 or more

Years in Present Position 1 6 11 -16 -21 -26 -

5 10 15 20 25 30

31 or more

Type of School Junior high/Middle school Senior high school 7 - 12 K -Other

12

38

Table 1 continued

Number of Students in School 99 or less 8 100 - 500 39 501 - 1,000 20 More than 1,000 34

Ethnic Composition of Student Body Anglo 59 Black 13 Hispanic 25 Other 2

Size of Town Under 1,000 19 1,000 - 10,000 28 10,001 - 25,000 14 25,001 - 100,000 10 100,001 - 200,000 12 200,001 - 400,000 4 Over 400,000 12

Highest Degree Held Bachelor 63 Masters 36 Doctorate 1

Education for Teaching Domestic Violence Concepts

College or univeristy course 48 Inservice meeting(s) 76 Meeting of professional organization 55 Other 21

Currently Teach Domestic Violence Concepts

Yes No

67 33

Reasons for Not Teaching Administrators disapprove 1 Concepts not important 1 Lack of community support 3 Lack of teaching aids or materials 20 Not adequately prepared 21 Not enough time ^^ Other 11

39

Table 1 continued

Home Economics Courses Taught Child Development Clothing and Textiles Comprehensive Home Economics Consumer Education Exploratory Family Life and Parenthood Foods and Nutrition Home Management Home Nursing Housing and Home Furnishings Other

Personal Experience With Domestic Violence

Friend was a victim I was a victim Family member was a victim Students were perpetrators Students who were victims Worked with agency/organization

in field of domestic violence Other

50 40 60 22 21 43 47 17 4

24 21

20 9

18 34 76

15 4

The respondents described in Table 1 taught a variety of homemaking courses. The

courses most frequently taught were Comprehensive Home Economics (60%), Child

Development (50%), Food and Nutrition (47%), Family Life and Parenthood (45%) and

Clothing and Textiles (45%).

The respondents were well educated with 36% holding a masters degree and 1% a

doctoral degree. All had received education for teaching domestic violence concepts; however,

the amount and sources of education varied. Seventy-six percent had attended inservice

meetings, 55% participated in meetings of professional organizations and 48% had taken

college or university courses that included domestic violence concepts. Twenty-one percent

40

had received information from other sources, such as personal study, work with domestic

violence related agencies and contact with professionals in the field (Table 1).

One third (33%) of the sample indicated that they did not teach domestic violence

concepts. Lack of adequate preparation was cited as the primary reason (21%). This was

followed by lack of teaching aids or materials (20%), not enough time (14%), lack of

community support (3%), concepts not important (1%) and administrative disapproval (1%),

Eleven percent listed other reasons, such as not permitted to teach or not in the curriculum

guides (Table 1),

Personal experiences with domestic violence were not uncommon to the teachers. As

shown in Table 1, 76% reported teaching students who were victims of abuse and 34% taught

students who were perpetrators of abuse. Twenty percent indicated that they had a friend who

was a victim, 18% a family member, and 9% were victims themselves. Fifteen percent

volunteered to work with an agency or organization in the field of domestic violence.

Professional Sample

The characteristics of the professional sample are identified in Table 2, The majority

of the 30 respondents in the professional sample were female (96%), They ranged in age from

20 to 60 years with 68% between the ages of 31 and 50 years. All respondents had some

professional experience related to domestic violence; however, 87% had ten years or less. All

had worked in their present position ten years or less.

As shown in Table 2, the size of the town or city in which the professionals were

located varied. Fifty-two percent worked in towns with a populations of 100,000 or less.

Another 24% worked in a city of 400,000 or more. None of the professionals worked in

towns with a population of less than 1,000. The ethnic classification of the sample was

41

predominately Anglo (89%). Black (9%), Hispanic (1%) and Oriental (1%) groups also were

represented.

Table 2

Professional Sample (N=30)

Variable Percent

Gender Female 96 Male 4

Age 20 - 30 29 31 - 40 32 41 - 50 36 5 1 - 6 0 4 61 or older 0

Number of Years of Experience 1 - 5 57 6 - 1 0 30 1 1 - 1 5 7 1 6 - 2 0 3 2 1 - 2 5 3 2 6 - 3 0 0 31 or more 0

Number of Years in Present Position 1 - 5 77 6 - 1 0 23 1 1 - 1 5 0 1 6 - 2 0 0 2 1 - 2 5 0 2 6 - 3 0 0 31 or more 0

Size of Town Under 1,000 0 1,000 - 10,000 10 10,001 - 25,000 14 25,001 - 100,000 28 100,001 - 200,000 10 200,001 - 400,000 14 Over 400,000 24

42

Table 2 continued

Highest Degree Held Bachelor 50 Masters 39 Doctorate U

Ethnic Classification Anglo 89 Black 9 Hispanic 1 Other 1

Type of Program Shelter for victims 80 Social work 10 Private counseling 10 Program for abusers 1 Hospital 0 College/University 7

Groups With Which Worked Children 69 Adolescents 66 Adults 93 Families 60

The respondents were well educated. Fifty percent held a bachelors degree while 39%

held a masters degree and 11% a doctoral degree. All had additional certifications, such as

Certified Social Worker or Certified Alcohol/Drug Abuse Counselor, The majority (80%) of

the respondents were associated with shelters for victims of abuse. Others were social workers

(10%), private counselors (10%), college or university professors (7%) or directors of

programs for abusers (1%). Many of the professionals indicated that they worked with more

than one type of program and with more than one kind of group. Ninety-three percent

worked with adults, 69% children, 66% adolescents and 60% with families (Table 2). None of

the professionals indicated that they worked with the elderly.

43

Results

Domestic Violence Test

The results of the 20 item test, presented in Table 3, indicate that the teachers were

knowledgeable about family violence. More than 80% answered 16 of the 20 cognitive items

correctly. The teachers were most knowledgeable in understanding that most child abuse does

not take place in child care centers (99%), that families sometimes need help in solving their

problems (99%) and that individuals who experience abuse as children are more likely to

become abusive parents. Ninety-eight percent knew that batterers often have difficulty

managing stress and contolling emotions. Ninety-seven percent knew that shelters for victims

of family violence do not break up families and 94% knew that most women who are raped do

not behave and dress in a way that encourages the rapist.

Table 3

Family Violence Test Results (N=188)

Question

Correct Response Percent T F Correct Incorrect

Most child abuse takes place in child care centers or other institutions outside the home.

Families should solve their own problems without involving others.

Individuals who experience abuse as children are more likely to become abusive parents.

99

99

99

Table 3 continued

44

Question

Correct Response T F

Percent Correct Incorrect

Batterers often have diffi­culty managing stress and controlling emotions.

Shelters for victims of family violence break up families.

98

97

8,

Some men abuse family members because they want power and control.

Good communication skills can decrease the number of violent incidents in a familiy.

Most women who are raped behave and dress in a way that encourages the rapist.

Substance abuse is often associated with family violence.

96

95

94

93

10. Violence during dating and courtship is rare,

11. In half of the wife-abusing families, the children are also abused.

93

92 8

12, Marital rape is not consi­dered family violence,

13. As the number of latchkey children has increased, sibling violence has also increased.

90

88

10

12

45

Table 3 continued

Question

Correct Response Percent T F Correct Incorrect

14, Over half the men in prison grew up in a violent home,

15, Violence is found primarily in low income and poorly educated families.

16, Police often underestimate the danger in a violent familiy situatin,

17, Violence is often found in families with rigid, stereo­typed roles.

18, Most victims of familiy violence are women,

19, The incidence of reported child abuse tends to be higher in single-parent families.

20, Battering often starts when the woman becomes pregnant.

T

88

86

82

74

57

44

41

12

14

18

26

43

56

59

Fewer than half (41%) knew that battering often starts when the woman becomes

pregnant. Only 44% knew that the incidence of reported child abuse tends to be higher in

single-parent families. Fifty-seven percent knew that most victims of family violence are

women and only 74% knew that violence is often found in families with rigid, stereotyped

roles.

46

Research Question One

Which domestic violence concepts are ranked highest/lowest as related to adequacy of

preparation by Consumer and Homemaking teachers?

The range of possible domestic violence education preparation scores assigned to each

of the 52 concepts was from 1 to 4. On the Likert-type rating scale 1 indicated "no

preparation," 2 "little preparation," 3 "moderate preparation" and 4 "much preparation." The

mean preparation scores ranged from a high of 3.72 to a low of 2.09. There was a mean

difference of 1.63 between the highest and lowest ranked scores.

The teachers did not feel adequately prepared, as indicated by a mean 3.0 or higher, to

teach 60% of the domestic violence concepts. The respondents felt most adequately prepared

to teach those concepts traditionally associated with home economics. The ten concepts with

highest rankings are reported in Table 4. The developmental stages of children was ranked

highest (mean=3,72), Ninety-six percent of the teachers felt they had much or moderate

preparation in this area. Decision-making ranked second (3.66) with 94% of the teachers

feeling adequately prepared. Mate selection ranked third (3.49) with 93% reporting adequate

preparation.

The teachers felt least adequately prepared to teach the concepts directly related to

domestic violence. The ten concepts with lowest rankings are reported in Table 5. Truancy

(2.09) was ranked last. Only 31% of the teachers perceived themselves as adequately prepared

47

to teach it. Twenty-nine percent of the teachers felt adequately prepared to teach marital rape

(2.10) and ex-spouse abuse (2.12). A complete table of preparation scores is reported in

Appendix I.

Table 4

Domestic Violence Concepts Ranked Highest By Consumer And Homemaking Teachers By Preparation (N=188)

Preparation (Percent) Concepts Much Moderate Little None Mean

Developmental stages of children

Decision-making

Mate selection

Pregnancy

Adolescent pregnancy

Accepting responsi­bility

Guidance/discipline

Love relationships

Communication skills

Financial problems

76

73

59

64

60

56

51

49

50

47

20

21

34

23

26

33

40

44

39

44

3

6

6

10

12

10

10

6

10

9

1

0

1

3

2

2

0

1

1

0

3.72

3.66

3.49

3.49

3.43

3.42

3.41

3.40

3.38

3.37

48

Table 5

Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Preparation (N=188)

Preparation (Percenf) Concepts Much Moderate Little None Mean

Parent abuse 14 37 35 15 2.50

Iitcest 15 34 35 16 2.49

Elderly abuse

Sibling abuse

Crime and delinquency

Power and control

Runaway

Ex-spouse abuse

Marital rape

Truancy

14

16

8

9

9

10

8

7

32

25

39

32

27

19

21

24

36

43

53

40

43

42

44

40

19

16

17

19

22

28

27

29

2.42

2.40

2.37

2.31

2.23

2.12

2.10

2.09

Research Question Two

Which domestic violence concepts are ranked by Consumer and Homemaking

teachers as most/least important to teach?

The range of possible domestic violence education importance scores assigned to

each of the 52 concepts was from 1 to 4. On the rating scale a 1 indicated "unimportant," 2

"of little importance," 3 "somewhat important" and 4 "very important." The 52 concepts were

ranked by mean scores. The mean importance scores ranged from a high of 3.93 to a low of

2.87. There was a mean difference of 1.05 between the highest and lowest ranked scores.

49

All of the concepts except ex-spouse abuse were considered by the teachers as

somewhat or very important for inclusion in Consumer and Homemaking programs, as

indicated by mean scores of 3.0 or higher. The respondents placed greater importance on

several concepts traditionally associated with home economics. However, such societal

concerns as substance abuse/chemical dependency, sexually transmitted diseases and single-

parent families also were ranked as very important. The ten concepts with highest rankings

are reported in Table 6,

Table 6

Domestic Violence Concepts Ranked Highest By Consumer And Homemaking Teachers By Importance (N=188)

Importance (Percent) Concept Very Somewhat Little None Mean

Accepting responsibility

Mate selection

Substance abuse/ chemical dependency

Pregnancy

Adolescent pregnancy

Decision-making

Sexually transmitted diseases

Single-parent families

Communication skills

Guidance/discipline

94

92

91

93

91

90

8S

85

85

85

5

8

1

6

8

10

11

1

14

14

1

0

8

1

1

0

1

14

1

1

1

0

1

0

0

0

0

1

0

0

3.93

3.92

3.92

3.92

3.90

3.90

3.88

3.86

3.85

3.84

50

Accepting responsibility (3.93) was given the highest ranking. Ninety-nine percent of

the teachers felt that this concept was somewhat or very important. Mate selection (3.92) was

ranked second with 100% of the respondents indicating somewhat or very important. The

third ranked concepts (3.92) were substance abuse/chemical dependency and pregnancy.

The lowest ranked importance scores (Table 7) were primarily those related directly to

domestic violence. The lowest ranked concept was ex-spouse abuse (2.87) with only 68% of

the teachers finding it very or somewhat important. Marital rape (3.08) was next in

Table 7 Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Importance (N=188)

Concept

Runaway

Family networks

Sibling abuse

Date abuse

Crime and delinquency

Truancy

Family mobility

Power and control

Marital rape

Ex-spouse abuse

Very

94

48

47

48

42

41

34

32

31

21

Importance Somewhat

5

45

43

43

52

46

54

53

47

47

(Percent) Little

1

5

9

8

5

13

11

14

20

30

None

1

2

0

1

1

1

1

2

2

2

Mean

3.43

3.40

3.38

3.37

3.36

3.27

3.21

3.14

3.08

2.87

51

importance, with 78% of the respondents ranking it as very or somewhat important. Power

and control (3.14) was considered very important or somewhat important by 85% of the

teachers. A complete table of importance scores is reported in Appendix J.

Research Question Three

Which domestic violence concepts are taught most/least frequently by Consumer and

Homemaking teachers?

Possible responses for the "Frequency of Teaching" column were teach frequently,

teach occasionally, do not teach and not permitted to teach. The concepts were ranked by

percentages of respondents who indicated that they "teach frequently". The percentages

ranged from a high of 82% to a low of 6%. There was a difference of 76% between the

highest and lowest ranked concepts.

Sixty percent of the teachers taught the same 46 of the 52 concepts. However, the

respondents taught the concepts traditionally associated with home economics most frequently.

The ten concepts with the highest rankings are reported in Table 8. Accepting responsibility

(82%) received the highest ranking. Decision-making (80%) was ranked second and

developmental stages of children (76%) was third.

52

Table 8.

Domestic Violence Concepts Ranked Highest By Consumer And Homemaking Teachers By Frequency Of Teaching (N=188)

Frequency (Percent) Concept Frequently Occasionally Do Not Not Permitted

Accepting

responsiblity 82 17 i 0

Decision-making 80 18 2 0

Developmental

stages of children 76

Pregnancy 71

Adolescent pregnancy 69

Communication skills 66

Guidance/discpline 64 32 4 0

Mate selection 59 29 11 1

Love relationships 56 34 10 0

Dual earner marriages 55 36 9 0

18

20

23

31

6

7

8

3

0

2

1

0

Concepts related directly to domestic violence were taught least frequently. The ten

concepts taught least frequently by Consumer and Homemaking teachers are reported in Table

9. The lowest ranked concepts included marital rape (6%), ex-spouse abuse (7%) and crime

and delinquency (10%). The complete list of 52 concepts ranked by frequency of teaching is

reported in Appendix K,

53

Table 9

Domestic Violence Concepts Ranked Lowest By Consumer And Homemaking Teachers By Frequency Of Teaching (N=188)

Concept

Parent abuse

Sibling abuse

Truancy

Incest

Runaway

Power and control

Elderly abuse

Crime and delinquency

Ex-spouse abuse

Marital rape

Frequently

18

17

15

14

14

13

12

10

7

6

Frequency (Percent) Occasionally Do Not

47

44

37

47

37

40

43

47

26

29

35

38

46

37

48

46

44

43

65

62

Not Permitted

1

1

2

2

1

1

1

0

2

3

Research Question Four

Which domestic violence concepts are ranked by professionals as most/least important

to teach?

The 52 concepts were ranked by mean importance scores, ranging from a high of 3.97

to a low of 2.50. There was a mean difference of 1.47 between the highest and lowest ranked

concepts. The domestic violence professionals ranked 91% of the concepts somewhat or very

important for inclusion in Consumer and Homemaking programs.

54

The concepts ranked highest by domestic violence professionals were those directly

related to domestic violence. Table 10 reports the ten concepts ranked highest by

professionals. Physical abuse (mean 3.97) was ranked highest. One hundred percent of the

respondents considered physical abuse somewhat or very important. Mental abuse (3.93)

ranked second with 100% of the professionals considering it very or somewhat important.

Spouse abuse (3.90), sexual abuse (3.90), and emotional abuse (3.90) ranked third.

Table 10

Domestic Violence Concepts Ranked Highest By Professionals By Importance (N=30)

Importance (Percent) Concept Very Somewhat Little None Mean

Physical abuse

Mental abuse

Spouse abuse

Sexual abuse

Emotional abuse

Power and control

Cycle of violence

Date abuse

Substance abuse/ chemical dependency

Conflict resolution skills

97

93

93

93

90

90

87

87

83

83

3

7

3

3

10

7

13

10

17

17

0

0

3

3

0

3

0

3

0

0

0

0

0

0

0

0

0

0

0

0

3.97

3.93

3.90

3.90

3.90

3.87

3.87

3.83

3.83

3.83

55

The concepts ranked lowest by professionals are reported in Table 11. The lowest

ranked concept was dual earner marriages (2.50) with only 50% of the professionals finding it

very or somewhat important. Latchkey children (2.62) was seen as important by 55% of the

respondents. The next lowest ranked concept was caring for the aged (2.63). Sixty percent of

the professionals saw it as important. A complete list of concepts and their importance

rankings is reported in Appendix L,

Table 11

Domestic Violence Concepts Ranked Lowest By Professionals By Importance (N=30)

Importance (Percent) Concept Very Somewhat Little None Mean

Sexually transmitted diseases

Crime and delinquency

Abortion

Employment loss

Family mobility

Truancy

Terminal illness/death, dying

Caring for the aged

Latchkey children

Dual earner marriages

37

27

33

17

25

25

7

17

17

13

33

47

37

50

36

36

61

43

38

37

20

23

19

27

25

25

21

27

34

37

10

3

11

7

14

14

11

13

10

13

2.97

2.97

2.93

2.77

2.71

2.71

2.64

2.63

2.62

2.50

56

Hypothesis I

The relationship between importance of teaching domestic violence concepts and

teachers' perceptions of preparation to teach the concepts was analyzed in terms of the first

hypothesis which states:

There is a positive relationship between the importance placed on selected

domestic violence concepts by Consumer and Homemaking teachers and their

perceptions of preparation to teach the concepts.

A Pearson product-moment correlation coefficient was calculated between importance

and preparation scores for each cluster of concepts and for the total scores. Although the

coefficient for Types of Abuse (.226) is low, it was significant because the sample was large.

The correlations are reported in Table 12. Correlations for all clusters and the total score

were significant at the .01 level or beyond. Therefore, Hypothesis I was accepted.

Hypothesis II

The relationship between frequency of teaching the concepts and preparation to teach

the concepts was analyzed in terms of the second hypothesis. This hypothesis stated:

There is a positive relationship between the frequency of domestic violence

concepts taught in Consumer and Homemaking courses and teachers'

perceptions of their preparation to teach the concepts.

For hypotheses II and III, the categories "Do Not Teach and "Not Permitted to Teach"

were collapsed to create a three point continuous scale . The three point scale consisted of

teach frequently, teach occasionally and do not teach. The Pearson product-moment

correlation coefficient was calculated between the frequency and preparation scores. The

57

Table 12

Pearson P-M Correlation Coefficients: Relationship Between Consumer And Homemaking Teachers' Importance And Preparation Scores (N=188)

Preparation

Trends in family life

Social issues

Causes/symptoms of violence

Coping in society

Types of abuse

Domestic relationships

Total Scores = .546

Trends in

Family Life

.531* (178)

* (140)

Social Issues

.394* (176)

Importance Causes/ Coping

Symptoms in of Society

Violence

.504* (168)

.432* (181)

Types of

Abuse

.226* (167)

Domestic Relation­

ships

.377* (172)

* p < .01

correlations are reported in Table 13. The correlations for all clusters were significant at the

.001 level. The correlation between total scores also was significant at the .001 level. The

second hypothesis was accepted.

58

Table 13

Pearson P-M Correlation Coefficients: Relationship Between Consumer And Homemaking Teachers' Frequency Of Teaching And Preparation Scores (N=188)

Preparation

Trends in family life

Social issues

Causes/symptoms of violence

Coping in society

Types of abuse

Domestic relationships

Trends in

Family Life

.571* (178)

Social Issues

.606* (172)

Importance Causes/ Coping

Symptoms in of Society

Violence

.634* (168)

.518* (176)

Types of

Abuse

.615* (165)

Domestic Relation­

ships

.451* (173)

Total Scores = .546* (140) p < ,001

Hypothesis III

The relationship between the importance placed on the domestic violence concepts

and the frequency with which they were taught was analyzed in terms of the third hypothesis

which stated:

There will be a positive relationship between the importance placed on

selected domestic violence concepts and the frequency with which the concepts

are taught by Consumer and Homemaking teachers.

59

The Pearson product-moment correlation coefficient was calculated between

importance and frequency scores for each cluster of concepts and for total scores. The

correlations are reported in Table 14. Correlations for all clusters and the total cluster were

significant at the .001 level or beyond. Hypothesis III was accepted.

Table 14

Pearson P-M Correlation Coefficients: Relationship Between Consumer And Homemaking Teachers' Importance And Frequency Of Teaching Scores (N=188)

Preparation

Trends in family life

Social issues

Causes/symptoms of violence

Coping in society

Types of abuse

Domestic relationships

Trends in

Family Life

.443* (175)

Social Issues

.425* (170)

Importance Causes/ Coping

Symptoms in of Society

Violence

.598* (162)

.401* (176)

Types of

Abuse

.509* (163)

Domestic Relation­

ships

.467* (169)

Total Scores = .454* (133) * p ^ .001

60

Hypothesis IV

The t-test was applied to test the fourth hypothesis which stated:

There is no difference in the importance placed on domestic violence concepts

by Consumer and Homemaking teachers and by professionals in the field.

Data related to this hypothesis are found in Table 15. Significant differences between

professionals and teachers were found for Trends in Family Life (t=8.01, p "< .001), Social

Table 15

t - test Analysis Of Difference Between Importance Placed On Domestic Violence Concepts By Consumer And Homemaking Teachers And Domestic Violence Professionals

Level of N Mean t-value Significance

8.01 .001 Trends in family life

Teachers Professionals

Social issues Teachers Professionals

Causes/symptoms of violence Teachers Professionals

Coping in society Teachers Professionals

Types of abuse Teachers Professionals

Domestic relationships Teachers Professionals

Total score Teachers Professionals

179 29

177 24

169 30

182 30

168 30

173 29

147 24

17.99 14.66

36.00 30.54

20.96 2L13

26.24 25.56

52.82 55.03

33.64 31.21

187.69 178.26

7.11 .001

0.03 (ns)

1.61 (ns)

2.09 .05

4.27 .001

2,70 .01

61

Issues (t=7.11, p < .001), Types of Abuse (t=2.09, p < .05), Domestic Relationships

(t=4.27, p < .001) and Total Scores (t=2.70, p < .01). The professionals perceived concepts

in the category Types of Abuse as significantly more important than did the teachers. The

teachers perceived the concepts as significantly more important for the other categories and

for the total instrument. The analyses revealed no significant difference for Causes/Symptoms

of Violence and Coping in Society. The hypothesis was rejected for the total score and for the

specific clusters Trends in Family Life, Social Issues, Types of Abuse, and Domestic

Relationships, The hypothesis was accepted for two clusters, Causes/Symptoms of Violence

and Coping in Society,

Summary of Data Analysis

In summary, the following were the major findings of the analysis of the data in the

study:

1, The range of domestic violence education preparation scores for the respondents

was 3,72 to 2,09 on a 4-point scale. In general the respondents reported more adequate

preparation for those concepts traditionally taught in home economics courses. They felt least

adequately prepared to teach concepts more directly related to domestic violence,

2, The range of domestic violence education importance scores for the respondents

was 3.93 to 2.87. The teachers placed the most importance on those concepts traditionally

associated with home economics. They placed less importance upon those concepts related

directly to domestic violence.

3, The range of domestic violence education percentage scores of the respondents

was 82 to 6. The concepts taught most frequently by the respondents were those traditionally

62

related to home economics. The concepts taught least frequently were those related more

directly to domestic violence.

4. The range of domestic violence education importance scores as reported by

domestic violence professionals was 3.97 to 2.50 on a 4-point scale. The professionals placed

more importance upon concepts directly related to domestic violence.

5. There was a significant positive relationship between the importance placed on

selected domestic violence concepts by the teachers and their perceptions of preparation to

teach the concepts.

6. A significant positive relationship existed between the frequency of domestic

violence concepts taught and the teachers' perceptions of preparation to teach the concepts.

7. A significant positive relationship existed between the importance placed on

selected domestic violence concepts and the frequency with which they are taught by

Consumer and Homemaking teachers.

8. There were significant differences in the importance placed upon the concepts by

the teachers and the professionals in the specific areas of Trends in Family Life, Social Issues,

Types of Abuse, Domestic Relationships and Totals Cluster Scores, Except for Types of

Abuse, teachers perceived the concepts to be more important for inclusion in Consumer and

Homemaking programs, than did the professionals.

CHAPTER V

SUMMARY, CONCLUSIONS AND DISCUSSION,

RECOMMENDATIONS FOR FURTHER RESEARCH

The purposes of this chapter are to summarize the study and draw conclusions.

Interpretation of the findings based on data analysis and implications are discussed. Finally,

recommendations for further research are given.

Summary of Study

The main purpose of this study was to determine the perceived preparation of

Consumer and Homemaking teachers to teach domestic violence concepts. A secondary

purpose was to determine the importance placed upon these concepts for inclusion in home

economics courses. Another aspect was to study the frequency with which the concepts were

taught by home economics teachers. A final aspect was to determine the importance placed

upon the concepts by professionals in the field of domestic violence.

Four hypotheses were tested in the study. The first hypothesis examined the

relationship between the importance placed on domestic violence concepts by Consumer and

Homemaking teachers and their perceptions of preparation to teach the concepts. The second

hypothesis explored the relationship between the frequency of domestic violence concepts

taught and the teachers' perceptions of preparation to teach them. The relationship between

the importance placed on selected domestic violence concepts and the frequency with which

the concepts are taught by Consumer and Homemaking teachers was also studied. Finally, the

difference in importance placed on domestic violence concepts by Consumer and Homemaking

teachers and by professionals in the field was explored.

The Domestic Violence Education Questionnaire (DVEQ) was developed by the

researcher. It was submitted to the dissertation committee for evaluation, revised and sent to

63

64

a panel of experts to critique. Following suggestions from the panel of experts the list of

concepts was submitted to a graduate student panel to validate and sort into clusters. The

questionnaire was ftirther revised and mailed to a systematic sample of 30 Consumer and

Homemaking teachers for pilot testing. Data from the pilot sample were used to determine

reliability of the instrument.

Following the pilot test the questionnaire was mailed to a random sample of 450

Consumer and Homemaking teachers in Texas. A cover letter was included with each

questionnaire. Accompanying the questionnaire were a letter from the State Director for

Vocational Home Economics, the Domestic Violence Education Consent Form and the

Domestic Violence Test. Follow-up postcards were sent one week after the questionnaires

were mailed. A total of 188 (42%) usable forms were returned.

The Domestic Violence Education Questionnaire-P (DVEQ-P) was mailed to a

convenience sample of 60 professionals in the field of domestic violence. The Domestic

Violence Education Questionnaire was used as a basis for this instrument, A cover letter was

included with the questionnaire and follow-up letters were mailed. Thirty questionnaires

(50%) were returned.

Analyses of the data were executed using the SPSS Statistical Package for Social

Sciences (Nie, Hull, Jenkins, Steinbrenner, & Bent, 1975), Data were analyzed through the

use of frequencies and percentages, Pearson Product-moment correlation and t-test.

Summary of Findings

The findings of the analysis of data were as follows:

1. The range of domestic violence education preparation mean scores for the

respondents was 2,09 to 3,72 of a possible range of 1,00 to 4.00, Responses ranged from no

preparation to much preparation.

65

2. In descending order, the domestic violence education concepts ranked highest

as related to preparation to teach were as follows: developmental stages of children, decision­

making, and mate selection.

3. In incremental order, the domestic violence education concepts which

respondents ranked lowest as related to their preparation to teach were as follows: truancy,

marital rape, and ex-spouse abuse,

4. The range of domestic violence education importance mean scores was from

2.87 to 3.93 of a possible 1.00 to 4.00.

5. In descending order, the domestic violence education concepts ranked highest

as related to importance for inclusion in junior/senior high home economics courses were as

follows: accepting responsibility, mate selection, substance abuse/chemical dependency,

pregnancy, adolescent pregnancy and decision-making.

6. The domestic violence education concepts ranked lowest as related to

importance, listed in incremental order, are: ex-spouse abuse, marital rape, power and

control.

7. The range of domestic violence education percentage scores was 6 to 82 in a

possible range of 0 to 100, Responses ranged from not permitted to teach or do not teach, to

teach frequently.

8. The respondents ranked the highest domestic violence education concepts in

descending order as follows: accepting responsibility, decision-making, and developmental

stages of children.

9. In incremental order, the domestic violence education concepts ranked lowest

in importance were: marital rape, ex-spouse abuse, and crime and delinquency.

66

10. The 52 domestic violence education mean importance scores ranked by

professionals ranged from 2.50 to 3.97 in a possible range of 1.00 to 4.00. Responses ranged

from unimportant to very important.

11. The domestic violence education concepts ranked most important by domestic

violence professionals are listed in descending order: physical abuse, mental abuse, spouse

abuse, sexual abuse, and emotional abuse.

12. The domestic violence education concepts ranked lowest by domestic violence

professionals are listed in incremental order as follows: dual-earner marriages, latchkey

children, caring for the aged, terminal illness/death/dying, and truancy.

13. A significant positive relationship existed between the importance placed on

selected domestic violence education concepts by Consumer and Homemaking teachers and

their perceptions of preparation to teach the concepts. Correlations for all cluster scores and

total scores were significant at the ,01 level or beyond,

14. A significant positive relationship existed between the frequency of domestic

violence concepts taught in Consumer and Homemaking courses and the teachers' perceptions

of their preparation to teach the concepts. Correlations for all cluster scores and total scores

were significant at the .001 level or beyond.

15. A positive relationship was found between the importance placed on selected

domestic violence concepts and the frequency with which the concepts are taught by Consumer

and Homemaking teachers. Correlations for all cluster scores and the total cluster score were

significant at the .001 level or beyond.

16. There were significant differences found between the professionals' and

teachers' mean importance scores for the following clusters: Trends in Family Life, Social

Issues, Types of Abuse, Domestic Relationships and the total cluster score. The professionals

perceived concepts related to Types of Abuse as significantly more important for inclusion in

67

Consumer and Homemaking programs than did the teachers. The teachers perceived the

concepts in the categories of Trends in Family Life, Social Issues and Domestic Relationships

as significantly more important. The total cluster score indicated that teachers perceived the

concepts as more important. No significant differences were found for the categories entitled

Causes/Symptoms of Violence and Coping in Society.

Conclusions and Discussion

Data acquired from the study were limited to 188 Consumer and Homemaking

teachers and 30 professionals in the field of domestic violence in Texas. The analysis of data

and interpretations of the findings indicate the following conclusions to be appropriate:

1. Results from the 20-item cognitive test showed respondents to be familiar

with family violence. More than 80% answered 16 of the 20 cognitive items correctly.

However, the results suggest that teachers may be less knowledgeable about child abuse in

single parent families, wife battering during pregnancy, why most victims of violence are

women, and the relationship between family violence and rigid stereotyped roles. Additional

study of home economics teachers' knowledge of family violence, using a more realiable

instrument is needed before firm conclusions can be drawn.

2. Data from the Information Form indicated the respondents were attempting

to become knowledgeable about domestic violence by attending inservice and professional

meetings, enrolling in university classes, contacting professionals in the field, and through

independent study. This indicates a need to increase opportunities for teacher education.

Local, regional and state teacher inservice meetings and workshops do provide some of this

information through state education agencies and the Regional Education Service Centers;

however, more needs to be done in this area. State and national meetings of professional

organizations provide another arena for educational programs focusing on the problem of

68

domestic violence. Over 50% of the teachers indicated that they received information at these

meetings. Almost one-half (48%) of the teachers had enrolled in university classes related to

domestic violence while pursuing a degree or after completing the degree. Summer workshops

are still another avenue for providing information. These results support findings by Roscoe

(1986) and Barker and Burns (1986). Both studies suggest a need for preservice education,

inservice meetings and workshops for teachers with emphasis on educating teachers to

recognize children from violent homes and teaching them to cope with their problems.

3. One-third of the respondents reported that they did not teach domestic

violence concepts. However, in the questionnaire the teachers indicated that they did teach

specific concepts such as: decision-making, developmental stages of children and managing

stress. This discrepancy suggests that they did not make a connection between many of the

concepts and domestic violence. Inservice meetings and workshops, university courses, and

meetings of professional organizations need to focus on helping teachers make the connection

between domestic violence and the concepts they teach. For example, teachers need to know

(and teach) that child abuse often results from unrealistic expectations of children's behavior

at different stages of development.

4. Nine percent of the teachers in the sample reported being victims of abuse.

This percent is higher than expected and may have influenced the results of the study. The

fact that some of the teachers had been abused may have caused them to respond to the study.

It was not asked if any of the teachers had perpetrated abuse. This information might give

more insight into the teacher sample.

5. Overall, the teachers felt most adequately prepared to teach those concepts

traditionally associated with home economics content, including relationships, family life

trends, and coping strategies (decision-making and communication, for example). They also

placed more importance on the concepts and taught them more frequently. The concepts

69

apparently were more familiar to the respondents and they were, therefore, more comfortable

in teaching them. This would indicate the need to educate the teachers in those areas in

which they felt inadequately prepared such as Causes/symptoms of Abuse and Types of Abuse,

The concepts in these two clusters should be included in teacher preparation programs at the

undergraduate level. Teacher education programs should be evaluated to be sure that all

aspects of domestic violence are included in Human Development and Family Studies courses.

When Home Economics Education majors are given an opportunity to elect courses. Families

in Crisis, a course which could address domestic violence, would be appropriate.

In general, the teachers considered all of the domestic violence concepts important for

inclusion in home economics programs. However, fewer than half of the teachers felt

adequately prepared to teach them. One-third of the sample indicated that they did not teach

domestic violence concepts; the most frequently cited reason was inadequate preparation.

These findings can be used to modify and expand preservice and inservice teacher education

programs so that home economics teachers will be better prepared to teach about domestic

violence issues.

6. It was concluded that home economics teachers support the inclusion of

family violence concepts in home economics programs. Many of the teachers have had

personal experiences with domestic violence or had reported teaching either victims or

perpetrators of abuse. This may have motivated them to return the questionnaire.

7. The professionals viewed 83% of the domestic violence concepts as being

important for inclusion in home economics programs. Overall, they placed more emphasis on

concepts dealing with the immediate welfare of the victims of abuse (physical abuse, mental

abuse), possibly because these problems were encountered by some of the professionals on a

daily basis. The professionals' perspective can help teachers focus more on those concepts

that the professionals felt needed to be stressed. The professionals did see a need to educate

70

the students to cope with daify living and crisis as a way to help them cope with their

problems. These concepts can be incorporated into the Consumer and Homemaking

curriculum.

8. A significant positive relationship existed between the importance placed on

the domestic violence concepts by the teachers and their perceptions of preparation to teach

the concepts. If the teachers felt prepared to teach the concepts, they viewed them as

important or if they viewed a concept as important they sought the information needed to

teach it. Educating the teachers in those areas where they perceived little preparation might

motivate them to view the concepts as being more important. This finding supports the need

for a domestic violence curriculum component in pre-service and inservice teacher education

suggested by Gladbach and Wheeler (1986).

9. A significant positive relationship existed between the frequency of domestic

violence concepts taught by Consumer and Homemaking teachers and their perceptions of

preparation to teach the concepts. The teachers taught the concepts they felt prepared to

teach or they prepared themselves to teach concepts they were expected to teach. This is an

indication that the teachers might include more of the concepts in their lessons if they felt

better prepared to teach them.

10. A positive relationship existed between the importance placed on domestic

violence concepts by the teachers and the frequency with which they taught the concepts. The

teachers taught most frequently the concepts that they felt were most important for inclusion

in home economics programs. Preparation appears to be a key factor, because it is positively

related to both frequency of teaching and importance of teaching. By educating the teachers

to become better prepared to teach the concepts they may view them as being more important

and perhaps might teach them more often.

71

11. There were significant differences between the importance placed on domestic

violence concept clusters by the teachers and the professionals. The professionals perceived

concepts in the category Types of Abuse as being significantfy more important than did the

teachers. These aspects of domestic violence are experienced by some of the professionals on

a daily basis. They also are the concepts that the teachers felt least prepared to teach and

taught least frequently, although they did consider them important for inclusion in home

economics programs.

The teachers perceived three categories, (Trends in Family Life, Social Issues, and

Domestic Relationships) to be more important for inclusion in homemaking programs than

did the professionals. These aspects of domestic violence included traditional home

economics concepts, which the teachers perceived themselves as better prepared to teach,

viewed as more important, and taught more often.

Both samples agreed as to the importance of skills for Coping in Society, Specific

skills include decision-making, accepting responsibility, and communications skills. This

finding lends support to the study by Larrabee and Wilson (1981) which stated that secondary

family-life classes need to include skills for functioning in society. The two groups also agreed

on Causes/Symptoms of Violence as being important. This cluster includes such concepts as

power and control, financial problems and employment loss.

Overall, the teachers considered the concepts more important for inclusion in home

economics programs than did the professionals. One possible explanation for this difference is

that the professionals may not have been familiar with home economics programs and,

therefore, did not feel that some of the concepts were important for inclusion. Also, they may

or may not see home economics as the place to teach the concepts. By including domestic

violence professionals on home economics advisory councils, we can familiarize the

professionals with home economics programs and use their expertise to improve the programs.

72

Keitt and Wagner (1985) suggested a team approach to helping abused children, using

teachers, school counselors and other professionals such as social workers. The team

approach can be applied broadly to develop effective domestic violence education programs.

Forty-two percent of the teachers returned the questionnaire. Although the return

rate was low it was adequate because of the sensitive nature of the issues being addressed.

The teachers who did not respond may have felt that the concepts were not important. It is

also possible that they were not familiar with domestic violence and did not teach it. They

may have taught courses that did not include the concepts. The questionnaire was mailed to

the teachers near the end of the school year. This may have prevented some teachers from

responding.

Eighty percent of the domestic violence professionals worked with shelters for victims

of abuse. They see the results of domestic violence on a daily basis. This might have

influenced them to rank the concepts in the category Types of Abuse as more important for

inclusion in Consumer and Homemaking programs. Only 1% of the professionals worked

with programs for abusers and none worked with hospitals. A higher percent from these two

areas might have influenced the results of the study. Ninety-three percent of the professionals

reported working with adults. Those working with children (69%), adolescents (66%), and

families (60%) were well represented. None of the respondents reported working with the

elderly. Representation by this group might have had an effect on the results of the study.

12. Social learning theory can be applied in home economics programs. This

theory assumes a clear slate or "tabula rasa" concept for individuals. Behavior is learned in

situations which provide the individual with knowledge about a response and when it may be

appropriately applied (Burr et al., 1979). Many of the teachers reported teaching both victims

and perpetrators of abuse. By basing their teaching on social learning theory, the teachers

73

could work directly with students to discourage undesirable behavior and reward appropriate

behavior.

Teachers in home economics programs should be aware that they may serve as role

models for students in their classes. Bandura, Ross, and Ross (1961) found that subjects who

observed aggressive models later reproduced much of the physical and verbal aggression they

observed. The subjects who were exposed to the nonaggressive models seldom exhibited

aggressive responses. Teachers who project non-aggressive images may influence students to

accept the same behavior. They should use non-aggressive methods of handling conflict and

communicating with other people. It is important that they exhibit skills for handling stress in

their owa lives.

Social learning theory postulates that the family serves as a training ground for violent

behavior (Bandura, Ross, & Ross, 1961), Ninety-four percent of the teachers in the study

taught either Child Development or Family Life and Parenthood courses. By including skills

to help students function in a positive way as family members, many violent situations might

be avoided or defused, Rowe (1981) suggested such skills as decision-making, problem-

solving, communication skills and accepting responsibility as being important. These skills

were ranked among the most important, by teachers in this study, for inclusion in home

economics courses. Home economics programs can focus on these skills by giving students

opportunities for decision-making and accepting responsibility in the classroom and through

student organizations.

The cycle of violence has been cited (Gelles, 1980) in connection with both child and

spouse abuse. Individuals who have experienced abuse as children either as victims or through

observation of role models, are more likely to become abusive as adults. Singer (1971)

proposed that violent behavior can be learned by viewing violent behavior in role models.

The domestic violence professionals in this study ranked the cycle of violence in the top ten

74

concepts for inclusion in secondary home economics programs. The teachers ranked this

concept in the bottom 13 for inclusion in home economics programs. By teaching life skills

such as self-control and reducing stress, the cycle of violence might be broken.

Recommendations for Further Research

1. The study should be replicated with a larger and more representative sample

of Texas Consumer and Homemaking teachers to determine if results would be consistent.

This would provide a stronger basis for recommendations based on the study. The study

should include professionals who work with the elderly. They were not represented in the

professional sample in this study. Junior high and middle school teachers need to be better

represented. They made up only 19% of the teacher sample.

2. The study should be replicated including Consumer and Homemaking teachers

in each of the 50 states comprising a nationwide sample to investigate how the sample in this

study compares with Consumer and Homemaking teachers elsewhere as related to preparation

to teach domestic violence concepts. This analysis would be helpful in determining if home

economics teachers in other areas of the country have similar perceptions of their

preparations to teach domestic violence concepts.

3. Current teacher education programs need to be examined to determine if

domestic violence concepts are presented in required course work, and if the material is

presented in such a way that a connection is made between the concepts and domestic

violence. If the concepts are not presented in the required courses, these courses perhaps

need to be revised or appropriate elective courses should be suggested to the students. A

study could be conducted of the content of specific college courses that include domestic

violence concepts. This analysis could determine where Home Economics Education majors

can receive instruction related to domestic violence.

75

4. A study should be designed to assess home economics teachers' knowledge of

domestic violence. The cognitive test used in this study might be used as the basis for

developing a more valid and reliable instrument for this purpose. In particular, the test needs

to be lengthened, the level of difficulty should be increased, and a different response format

should be utilized (Gronlund, 1985).

5. A content analysis of current curriculum guides and textbooks should be

conducted to determine if content includes domestic violence concepts. If the concepts are

not included, a supplement to the guides and textbooks might be appropriate. Future revised

editions of curriculum guides should include the concepts. Curriculum guidelines (essential

elements) in home economics and other courses need to be evaluated to determine if the

guidelines adequately address the needs of the students in the area of domestic violence.

6. A model domestic violence educational program could be developed and

tested for the high school. This model could serve as a basis for development of other

programs and testing of new resource materials. The resources could accompany curriculum

guides and textbooks.

7. An examination of the demographic data of the teacher sample should be

conducted. For example, are there differences in perceptions of experienced/inexperienced

teachers, teacher in urban/rural schools or teachers of minority/majority students?

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— I iiiiinwnT»n~^ "•^'

APPENDIX A

Domestic Violence Education Questionnaire Clusters

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84

CO-eSTIC VIQLQvJCE EDUCATICfJ CXJESTIOvMAIRE CLUSTERS

I . Trends i n Fami ly L i f e

1. Single-parent families 2. Latchkey children 3. Family mobility 4. Dual career roles 5. Changing sex roles

II. Social Issues

1. Truancy 2. Terminal illness/death/dying 3. Suicide. 4. Substance abuse/chemical dependency 5. Sexually transmitted diseases 6. Runaway 7. Crime and delinquency 8. Caring for the aged 9. Adolescent pregnancy VI 10. Abortion

III. Causes/Symptoms of Violence

1. Power and control 2. Financial problems 3. Employment loss 4. Cycle of violence 5. Characteristics of abused 6. Characteristics of abuser

IV. Coping in Society

V. Types of Abuse

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Spouse abuse Sibling abuse Sexual abuse Rape Physical abuse Parent abuse Neglect r ental abuse Marital rape Incest Ex—spouse abuse Emotional abuse Elderly abuse Date abuse Child abuse

Domestic Relationships

Pregnancy Mate selection

3. Marital stress 4. Love relationships

Human sexuality. Guidance/discipline Family structures Family networks Developmental stages of children

1 2

5. 6. 7. a. 9.

1. Managing stress 2. Decision-making 3. Controlling emotions 4. Conflict resolution skills 5. Community resources 6. Communication skills 7. Accepting responsibility

APPENDIX B

Domestic Violence Education Questionnaire

85

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APPENDIX C

Information Form

89

90

INFORnATiON FORM

D i r e c c l o n s ; P l e a s e respond to Che f o l l o w i n g i tems by check ing ( • ) the appropriate blanks-Write a response when n e c e s s a r y .

_(A) 51-60 '(5) 61 or o l d e r

1. Gender: Male

^_^ Female 2 . Age:

(1) 20-30 (2) 31-AO (3) 41-50

3 . Number of years of t each ing e x p e r i e n c e : (1) 1-5 (5) 21-25 (2) 6-10 (6) 26-30 ( 3 ) 1 1 - 1 5 (7) 31 or more ( 4 ) 1 6 - 2 0

4 . Number of years in present p o s i t i o n : (1) 1-5 (5) 21-25 (2) 6-10 (6) 26-30 ( 3 ) 1 1 - 1 5 (7) 31 or more ( 4 ) 1 6 - 2 0

5 . Do you t e a c h in a: (1) Junior high/Middle schoo l (2) Senior high school (3) 7-12 (4) K-12 (5) Other(s ) ( p l e a s e l i s t )

Grade l e v e l ( s ) you t each: (1) Junior high/middle schoo l (2) Senior high school (3) 7-12 (4) Other(s ) ( p l e a s e l i s t )

Number of s tudents enro l l ed a t your s choo l : (1) 99 or l e s s (2) 100-500 (3) 501-1000 (4) More than 1000

Ethnic composit ion of the s tudent body a t your s c h o o l : ( g i v e approximate p e r c e n t s )

(1) Anglo (2) Black (3) Hispanic (4) Other(s) ( p l e a s e l i s t )

9, S i z e of town in which you t e a c h : (1) Under 1000 (2) 1001-10.000 (3) 10 ,001-25 ,000 (4) 25 ,001 -100 ,000 (5) 100 ,001-200 ,000 (6) 200 ,001-400 ,000 (7) Over 400 ,000

10, Highest degree h e l d : (1) Bachelor (2) Masters (3) Doctorate

1 1 . I n d i c a t e the educat ion you have had for teaching domestic v i o l e n c e c o n c e p t s by checking a l l that apply:

(1) C o l l e g e or u n i v e r s i t y course (2) I n s e r v i c e m e e t i n g ( s ) (3) Meet ing(s ) of p r o f e s s i o n a l organ iza t ion (4) Other(s) ( p l e a s e l i s t )

12, Do you c u r r e n t l y teach domest ic v i o l e n c e concepts?

Yes No

1 3 , I f your answer to q u e s t i o n number 12 i s no , p l e a s e check a l l reasons tha t apply .

(1) Adminis trators d i sapprove (2) Concepts not important (3) Lack of community support (4) Lack of t each ing a i d s or m a t e r i a l s (5) Not adequate ly prepared to teach them (6) Not enough time (7) Other(s ) ( p l e a s e l i s t )

14, What home economics c o u r s e s are you teaching t h i s year . Check a l l tha t a p p l y .

(1) Child Development (2) Clothing and T e x t i l e s (3) Comprehensive Home Economics Courses (4) Consumer Education (5) Exploratory (6) Family L i f e and Parenthood (7) Foods and N u t r i t i o n (8) Home Management (9) Home Nursing (lO)Housing and Home Furn i sh ings ( l l ) O t h e r ( s ) ( p l e a s e l i s t )

15. Have you had any personal experiences with domestic violence? Check all that apply

(1) Friend was a victim (2) I was a victim (3) Member of my family was a victim (4) Taught students who were perpetrators

of abuse (5) Taught s t u d e n t s who were v i c t i m s (6) Uorked wi th an a g e n c y / o r g a n i z a t i o n

in the f i e l d of domest ic v i o l e n c e (7) Other(s) ( p l e a s e l i s t )

APPENDIX D

Family Violence Test

91

92

FAMILY VIOLENCE

D i r e c t i o n s : Bes ide Che number, p l a c e a T_ If t h e s ta tement i s t r u e or an F i f t h e s t a t emen t i s f a l s e .

1. S h e l t e r s fo r v i c t i m s of f ami ly v i o l e n c e break up f a m i l i e s .

2 . The i n c i d e n c e of r e p o r t e d c h i l d abuse t e n d s to be h igher in s i n g l e - p a r e n t f a m i l i e s .

3 . Most v i c t i m s of fami ly v i o l e n c e a r e women,

_ 4 , As t h e number of l a t c h k e y c h i l d r e n has i n c r e a s e d , s i b l i n g v i o l e n c e has a l s o i n c r e a s e d .

5 . Most c h i l d abuse t a k e s p l a c e in c h i l d c a r e c e n t e r s or o t h e r i n s t i t u t i o n s o u t s i d e t h e home.

6. V i o l e n c e i s found p r i m a r i l y i n low income and poor ly educated f a m i l i e s .

7 . F a m i l i e s should s o l v e t h e i r own problems wi thout invo lv ing o t h e r s .

8 . V i o l e n c e i s o f t e n found in f a m i l i e s w i t h r i g i d , s t e r eo typed r o l e s .

9. B a t t e r e r s o f t e n have d i f f i c u l t y managing s t r e s s and c o n t r o l l i n g emot ions .

1 0 . Good communication s k i l l s can d e c r e a s e t h e number of v i o l e n t i n c i d e n t s i n a f a m i l y .

1 1 . Most women who a r e raped behave and d r e s s in a way t h a t encourages t h e r a p i s t .

12 . Over ha l f t h e men in p r i s o n grew up in a v i o l e n t home.

1 3 . Subs tance abuse i s o f t e n a s s o c i a t e d w i t h fami ly v i o l e n c e .

_14. Vio lence dur ing d a t i n g and c o u r t s h i p i s r a r e .

_15. B a t t e r i n g o f t e n s t a r t s when t h e woman becomes p r egnan t .

16 . Some men abuse family members because they want power and c o n t r o l .

17. M a r i t a l r a p e i s not c o n s i d e r e d fami ly v i o l e n c e .

1 8 . I n d i v i d u a l s who e x p e r i e n c e abuse a s c h i l d r e n a r e more l i k e l y to become a b u s i v e p a r e n t s .

.19.. In ha l f of t h e w i fe -abus ing f a m i l i e s , t h e c h i l d r e n a r e a l s o b a t t e r e d .

2Q. P o l i c e o f t e n u n d e r e s t i m a t e t h e danger in a v i o l e n t family s i t u a t i o n .

i i r n i ir • •I'll r •"•

FAMILY VIOLENCE

D i r e c t i o n s : Beside t h e number, p l a c e a T if t h e s ta tement i s t r u e or an F i f t h e s t a t ement i s f a l s e .

1. S h e l t e r s fo r v i c t i m s of fami ly v i o l e n c e break up f a m i l i es .

_ 2 . The i n c i d e n c e of r e p o r t e d c h i l d abuse t ends to be higher in s i n g l e - p a r e n t f a m i l i e s .

_ 3 . Most v i c t i m s of fami ly v i o l e n c e a r e women,

_ 4 . As t h e number of l a t c h k e y c h i l d r e n has i n c r e a s e d , s i b l i n g v i o l e n c e has a l s o i n c r e a s e d .

_ 5 . Most c h i l d abuse t a k e s p l a c e in c h i l d c a r e c e n t e r s or o t h e r i n s t i t u t i o n s o u t s i d e t h e home,

_ 6. V i o l e n c e i s found p r i m a r i l y in low income and poor ly educated f a m i l i e s .

7. Families should solve t he i r own problems without involving o the r s .

8. Violence i s often found in famil ies with r i g i d , stereotyped r o l e s .

9. Ba t t e re r s often have d i f f i c u l t y managing s t r e s s and control l ing emotions.

_10. Good communication s k i l l s can decrease the number of v iolent incidents in a family.

_11. Most women who are raped behave and dress in a way that encourages the r a p i s t .

_12. Over half the men in prison grew up in a v io lent home,

_13. Substance abuse i s often associated with family v io lence .

_14. Violence during dating and courtship i s r a r e ,

_15. Battering often s t a r t s when the woman becomes pregnant.

_16. Some men abuse family members because they want power and con t ro l ,

_17, Marital rape i s not considered family v io lence .

18, Indiv iduals who experience abuse as chi ldren are more l i ke ly to become abusive parents .

_19. In half of the wife-abusing fami l ies , the children are also ba t t e red .

2Q. Police often underestimate the danger in a v io lent family s i t u a t i o n .

92

APPENDIX E

Domestic Violence Education Consent Form

93

94

DOMESTIC VIOLENCE EDUCATION CONSENT FORM

I hereby give my consent for my participation in the project entitled: Home Economics Teachers' Perception of Preparation to Teach Domestic Violence Concepts, I understand that the people responsible for this project are: Anna P, McArthur (doctoral candidate) and Dr. Anna Sue Couch (Dissertation Committee Chairman) telephone number 806 1 hi 3037, These studies are a part of a project that has the following objectives: 1) determine which domestic violence concepts will be ranked highest/lowest as related to adequacy of preparation bv Texas Consumer and Homemaking; teachers, 2) determine which domestic violence concepts are rated bv these teachers as most/least important for teaching, and 3) determine which domestic violence concepts are taught most/least frequently bv Texas Consumer and Homemaking teachers.

Ms McArthur (Doctoral Candidate) and Dr. Couch (Dissertation Committee Chairman) have explained the procedures to be followed. They have described the benefits to be expected and that there are no risks of more than negligible probability and/or severity. I realize that I am not required to answer any questions that will cause discomfort,

Ms McArthur (Doctoral Candidate) and Dr, Couch (Dissertation Committee Chairman) have agreed to answer any inquiries I may have concerning the procedures. I understand that I may contact the Texas Tech University Institutional Review Board for the Protection of Human Subjects by writing them in care of the Office of Research Services, Texas Tech University, Lubbock, Texas 79A09, or by calling 806 742-3884.

If this research project causes any physical injury to participants in this project, treatment is not necessarily available at Texas Tech University or the Student Health Center, nor is there necessarily any insurance carried by the University or its personnel applicable to cover any such injury. Financial compensation for any such injury must be provided through the participant's own insurance program. Further information about these matters may be obtained from Dr. Donald R. Haragan, Vice President for Academic Affairs and Research, 806 742 2184, Room 108 Administration Building, Texas_Tech University, Lubbock, Texas 79409,

I understand that I may not derive therapeutic treatment from participation in this study. I understand that I may discontinue this study at any time I choose without penalty.

Signature of Subject: Date:

Signature of Project Director or her Authorized Representative:

APPENDIX F

Domestic Violence Education Questionnaire-P

95

96

DOMESTIC VIOLENCE EDUCATION QUESIION'N'AIRE (P)

Directions: Below is a list of concepts directly or indirectly related to domestic violence. For each concept place a check G/) in the box to the right to indicate how important you think the concept is for inclusion in educational programs in junior and senior high schools. Suggestions and comments may be written in the area to the far right of the boxes.

r

Domestic Violence Concepts

1. Truancy

2. Terminal illness/death/dying

3. Suicide

4. Substance abuse/chemical dependency

5. Spouse abuse

6. Single-parent families

7. Sibling abuse

8. Sexually transmitted diseases

9. Sexual abuse

10. Runaway

11. Rape

12. Pregnancy

13. Power and control

14. Physical abuse

15. Parent abuse

16. Neglect

17- Mental abuse

18. Mate selection

19. Marital stress

20. Marital rape

21. Managing stress

22. Love relationships

23. Latchkey children

24. Incest

25. Human sexuality

Importance of Teaching Concept

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Directions: For each concept place a check (•) in the box to the right to indicate how important you think the concept is for inclusion in educational programs in junior and senior high schools.

Domestic Violence Concepts

26. Guidance/discipline

27. Financial problems

28. Family structures

29. Family networks

30. Family mobility

31. Ex-spouse abuse

32. Employment loss

33. Emotional abuse

34. Elderly abuse

35. Dual earner marriages

36. Developmental stages of children

37. Dec i s ion-mak ing

38 . Date a b u s e

39 . Cycle of v i o l e n c e

40. Crime and d e l i n q u e n c y

4 1 . C o n t r o l l i n g emot ions

42 . C o n f l i c t r e s o l u t i o n s k i l l s

4 3 . Community r e s o u r c e s

44 . Communication s k i l l s

4 5 . Child abuse

46. Changing sex roles

47. Characteristics of abused

48. Characteristics of abuser

49. Caring for the aged

50. Adolescent pregnancy

51. Accepting responsibility

52. Abortion

Importance of Teaching Concept

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APPENDIX G

Information Sheet - Domestic Violence Professionals

98

99

INFOR.MATION SHEET

DOMESTIC VIOLENCE PROFESSIONALS

D i r e c t i o n s : P l e a s e r e s p o n d t o t h e f o l l o w i n g i t e m s by c h e c k i n g (/) t h e a p p r o p r i a t e b l a n k s .

1 . G e n d e r : (1 ) Male (2 ) Female

2 , Age: (1 ) 2 0 - 3 0

•(2) 3 1 - 4 0 "(3) 4 1 - 5 0

(4) 5 1 - 6 0 '(.5) 61 o r O l d e r

Number of y e a r s of p r o f e s s i o n a l e x p e r i e n c e r e l a t e d t o d o m e s t i c v i o l e n c e :

(1 ) 1-5 "(2) 6-10 •(3) 11 -15 *(4) 1 6 - 2 0

(5) 21 -25 "(6) 2 6 - 3 0 "(7) 31 o r More

8 . E t h n i c c l a s s i f i c a t i o n : (1) Anglo (2) B l a c k (3) H i s p a n i c (4) O t h e r ( P l e a s e l i s t )

9 , I n d i c a t e t h e t y p e of program w i t h which you a r e a s s o c i a t e d .

(1) S h e l t e r f o r V i c t i m s of Abuse (2) S o c i a l Work (3) Private Counseling (4) Program for Abusers (5) Hospital (6) College/University Program (7) Other(s) (Please list)

Number of y e a r s i n p r e s e n t p o s i t i o n : (1) 1-5 (.5) 2 1 - 2 5 C2) 6-10 ~ (3) 1 1 - 1 5 (4) 1 6 - 2 0

(6) 26 -30 "(7) 31 o r More

5 . S i z e o f town o r c i t y i n wh ich you work :

(1 ) Under 1000 "(2) 1001 - 1 0 , 0 0 0 •(3) 1 0 , 0 0 1 - 2 5 , 0 0 0 "(4) 2 5 , 0 0 1 - 1 0 0 , 0 0 0 "(5) 1 0 0 , 0 0 1 - 2 0 0 , 0 0 0 •(6) 2 0 0 , 0 0 1 - 4 0 0 , 0 0 0 "(7) Over 4 0 0 , 0 0 0

1 0 . I n d i c a t e t h e g r o u p s w i t h i w h i c h you w o r k . ( P l e a s e c h e c k a l l t h a t a p p l y . )

(1) C h i l d r e n (2) A d o l e s c e n t s (3) A d u l t s (4) F a m i l i e s (5) O t h e r ( s ) ( P l e a s e l i s t )

6 . H i g h e s t d e g r e e h e l d : (1 ) B a c h e l o r (2) M a s t e r s (3) D o c t o r a t e

7 . L i s t a l l c e r t i f i c a t e s e a r n e d :

APPENDIX H

Cover Letter

100

1 0 1

Texas Education

r^MJ.uf>':j'':uz:. &:x

January 15, 1988

TO: Vocational Home Economics Teacher Addressed

Anna P. McArthur, Doctoral Candidate, Texas Tech University, is working on a doctoral dissertation in Home Economics Education titled Home Economics Teachers^ Perception of Preparation to Teach Domestic Violence Concepts. The results of the research could contribute to future inservice training and curriculum development projects sponsored by the Texas Education Agency. Your participation in the research would not only help Ms McArthur but you, the classroom teacher. For that reason, I support her efforts and look forward to the information that she has agreed to share with the Texas Education Agency's Vocational Home Economics Education personnel.

As you know, courses in home economics education are preventative education. They seek to provide students with the knowledge and skills needed to decrease family dysfunction and to cope with crises in an effective manner when they arise. The quality of family life influences the health, happiness, security, and motivations of each individual citizen and affects the efficiency of workers in every vocation.

One does not have to wonder if family violence is an issue in this state or country. All it takes for us to know the depth of the problem is to look around us, to look at the students in our classrooms, or pick up a newspaper or magazine. Where I do not believe home economics education can solve such problems alone nor should anyone expect it to, I do know that home economics educators can go a long way in helping others to help themselves and those to come.

I wish Ms. Anna McArthur success in her research and look forward to the findings.

Sincerely,

Judith A. HetheffyrCTrector Vocational Home Economics Education

APPENDIX I

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Preparation

102

1 0 3

Domestic Violence c::oncepts Ranked By Consumer And Homemaking Teachers By Preparation (N= 188)

Concepts

Developmental stages of children

Decision-making

Mate selection

Pregnancy

Adolescent pregnancy

Accepting responsibility

Guidance/discipline

Love relationships

Communication skills

Financial problems

Family structure

Child abuse

Dual earner marriages

Human sexuality

Marital stress

Changing sex roles

Sexually transmitted diseases

Single-parent families

(Community resources

Substance abuse/ chemical abuse

Family networks

Controlling emotions

Much

76

73

59

64

60

56

51

49

50

47

51

48

47

45

36

42

37

30

28

29

33

28

Preparation Moderate

20

21

34

23

26

33

40

44

39

44

35

39

41

39

47

38

42

47

49

47

40

49

(•percent) Little

3

6

6

10

12

10

10

6

10

9

12

9

10

13

17

15

15

20

20

20

21

20

None

1

0

2

3

2

2

0

1

1

0

2

3

3

3

1

6

6

3

3

4

6

3

Mean

3.72

3.66

3.49

3.49

3.43

3.42

3.41

3.40

3.38

3.37

3.35

3.33

3.32

3.27

3.18

3.16

3.09

3.02

3.02

3.01

3.00

3.02

r 104

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Preparation (N= 188) continued

Concepts Much Preparation (Percent)

Moderate Little Mean

None

Abortion

Latchkey children

Characteristics of abused

Neglea

Emotional abuse

Characteristics of abuser

Physical abuse

Caring for the aged

Family mobility

Sexual abuse

Conflict resolution skills

Suicide

Mental abuse

Employment loss

Rape

Date abuse

Terminal illness, death/dying

Spouse abuse

Clyde of violence

Parent abuse

Incest

Elderly abuse

31

24

29

24

27

26

23

24

22

22

21

17

19

19

18

17

11

17

19

14

15

14

37

47

38

43

39

38

41

38

41

41

44

46

35

37

41

37

48

34

31

37

34

32

22

24

24

25

28

24

28

30

30

28

24

27

36

30

27

34

28

34

32

35

35

36

191

2.88

9

8

9

11

8

8

7

9

10

10

10

13

14

12

12

16

18

15

16

19

2.86

2,82

2,82

2,80

2,80

2.79

2.79

2,76

2.76

2.70

2,63

2,63

2,62

2,60

2.58

2,51

2,51

2.50

2.49

2.42

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Preparation (N= 188) continued

105

Concepts

Sibling abuse

Crime and delinquency

Power and control

Runaway

Ex-spouse abuse

Marital rape

Truancy

Much

16

8

9

9

10

8

7

Preparation Moderate

25

39

32

27

19

21

24

(Percent) Little

43

53

40

43

42

44

40

None

16

17

19

22

28

27

29

Mean

2.40

2.37

2.31

2.23

2.12

2.10

2.09

APPENDIX J

Domestic Violence (Concepts Ranked By Consumer And Homemaking Teachers By Importance

106

1 0 7

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Importance (N=188)

Importance (Percent) Mean (Concept Very Somewhat Little None

Accepting

responsibility 94 5 1

Mate Selection 92 8 0

Substance abuse/

chemical dependency 91 1 8

Pregnancy 93 6 1

Adolescent pregnancy 91 8 1

Decision-making 90 10 0

Sexually transmitted

diseases 88 11 1

Single-parent families 85 1 14

Communication skills 85 14 1

Guidance/discipline 85 14 1

Managing stress 84 14 2

ChHd abuse 83 16 1

Love relationships 81 18 1

Developmental stages

of children 80 20 1

Suicide 76 1 21

Sexual abuse 74 25 1

Financial problems 74 25 1

Human sexuality 77 21 1

Dual earner marriages 75 23 1

Marital stress 76 21 3

Controlling emotions 69 39 2

Physical abuse 66 33 1

1

0

1

0

0

0

0

1

0

0

3

1

0

0

2

2

2

0

1

0

1

0

3.93

3.92

3.92

3.92

3.90

3.90

3.88

3.86

3.85

3.84

3.81

3.81

3.81

3.78

3.76

3.74

3.74

3.73

3.73

3.73

3.66

3.66

1 0 8 Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Importance (N=188), continued

Concept Very Importance (Percent)

Somewhat Little None Mean

Rape

Emotional abuse

Neglect

Latchkey children

Characteristics of abused

Characteristics of abuser

Changing sex roles

Conflict resolution skills

Family structures

Spouse abuse

Elder abuse

Incest

Terminal illness, death/dying

Community resources

Parent abuse

Mental abuse

Cycle of violence

Caring for the aged

Employment loss

Runaway

Family networks

Sibling abuse

64

65

63

63

64

63

64

63

56

58

43

55

54

53

52

51

55

52

53

94

48

47

34

31

35

35

31

33

31

33

43

40

46

41

42

43

43

44

35

41

39

5

45

43

2

2

4

4

4

4

1

2

9

3

4

3

4

4

9

6

8

1

5

9

0

1

0

0

1

1

1

1

0

1

2

1

0

1

1

1

1

1

1

1

2

0

3.62

3.61

3.60

3.60

3.60

3.58

3.58

3.58

3.55

3.54

3.32

3.51

3.49

3.49

3.47

3.47

3.46

3.46

3.45

3.43

3.40

3.38

109

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Importance (N=188), continued

Importance (Percent) Mean

Concept . Very Somewhat Little None

Date abuse 48 43 8 1 3.37

Crime and delinquency 42 52 5 1 3.36

Truancy 41 46 13 1 3.27

Family mobility 34 54 11 1 3.21

Power and control 32 53 14 2 3.14

Marital rape 31 47 20 2 3.08

Ex-spouse abuse 21 47 30 2 2.87

APPENDIX K

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Frequency Of Teaching

110

Ill

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Frequency of Teaching (N=188)

Concept Frcqucntiv Occasionallv

Accepting responsibility

Decision-making

Developmental stages of children

Pregnancy

Adolescent pregnancy

Communication skills

Guidance/discipline

Mate selection

Love relationships

Dual earner marriages

Child abuse

Single-parent families

Changing sex roles

Substance abuse/ chemical abuse

Managing stress

Financial problems

82

80

76

71

69

66

64

59

56

55

55

53

53

49

48

47

Sexually transmitted diseases 46

Marital stress

Human sexuality

Family structures

Controlling emotions

Community resources

Neglect

44

45

43

38

36

36

Frcqucncv (Percent) Do Not Not Permitted

17

18

18

20

23

31

32

29

34

36

35

38

35

44

43

46

41

36

40

46

50

53

50

1

2

6

7

8

3

4

11

10

9

10

9

11

6

8

7

11

18

14

10

12

1

14

0

0

0

2

1

0

0

1

0

0

0

1

1

0

0

0

2

1

2

0

0

0

1

1 1 2

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Frequency of Teaching (N = 188)

Concept Frequently

Characteristics of abuser

Emotional abuse

Physical abuse

Abortion

Family networks

(Conflict resolution skills

Sexual abuse

Suicide 26

Latchkey children

Employment loss

Rape

Family mobility

Terminal illness, death/dying

Mental abuse

C:aring for the aged

Date abuse

Cvcle of violence

Spouse abuse

Parent abuse

Sibling abuse

Truancy

Incest

Runaway

Occasionallv

34

31

30

30

30

29

28

54

25

25

24

23

21

21

21

20

20

19

18

17

15

14

14

Frcqucncv (Percent) Do Not Not Permitted

41

53

52

43

47

54

46

18

52

48

44

53

56

57

51

47

35

53

47

44

37

47

37

25

16

17

22

21

18

23

2

23

27

30

24

22

22

28

33

45

27

35

38

46

37

48

1

0

0

5

0

0

3

0

0

2

0

1

0

0

0

1

1

1

1

2

2

1

1 1 3

Domestic Violence Concepts Ranked By Consumer And Homemaking Teachers By Frequency of Teaching (N= 188)

Concept Frequentiv

Power and control

Elderly abuse

Crime and delinquency

Ex-spouse abuse

Marital rape

Occasionn

13

12

10

7

6

llv Frequency (Percent)

Do Not Not Permitted

40

43

47

26

29

46

44

43

65

62

1

1

0

2

3

APPENDIX L

Domestic Violence Concepts Ranked By Domestic Violence Professionals By Importance

114

1 1 5

Domestic Violence Concepts Ranked By Professionals By Importance (N=30)

Concept Verv Importance (Percent)

Somewhat Little None Mean

Physical abuse

Mental abuse

Spouse abuse

Sexual abuse

Emotional abuse

Power and control

Cycle of violence

Date abuse

Substance abuse/ chemical dependency

Conflict resolution skills

(Tommunication skills

Child abuse

Characteristics of abuser

Decision-making

Characteristics of abused

Accepting responsibility

Rape

Mate selection

Marital rape

Marital stress

Incest

Changing sex roles

Managing stress

Parent abuse

97

93

93

93

90

90

87

87

83

83

80

80

77

80

73

77

73

73

70

70

73

67

60

60

3

3

10

7

13

10

17

17

20

20

20

13

23

17

23

23

37

23

17

27

37

33

0

0

3

3

0

3

0

3

0

0

0

0

3

3

3

7

3

3

3

7

7

7

3

7

0

0

0

0

0

0

0

0

0

0

0

0

0

3

0

0

0

0

0

0

3

0

0

0

3.97

3.93

3.90

3.90

3.90

3.87

3.87

3.83

3.83

3.83

3.80

3.80

3.73

3.70

3.70

3.70

3.67

3.67

3.67

3.63

3.60

3.57

3.53

Domestic Violence Concepts Ranked By Professionals By Imponance (N=30) continued

Concept

Controlling emotions

Family structure

Neglea

Love relationships

Community resources

Suicide

Human sexuality

Sibling abuse

Pregnancy

Ex-spouse abuse

Guidance/discipline

Family networks

Developmental stages of children

Single-parent families

Elderly abuse

Adolescent pregnancy

Runaway

Financial problems

Sexually transmitted diseases

Crime and delinquency

Abortion

Employment loss

Family mobility

Very

60

60

53

63

57

54

59

43

57

50

40

50

50

47

37

57

45

33

37

27

33

17

17

Importance (Percent) Somewhat

33

33

37

20

30

36

31

50

27

40

53

40

33

40

60

13

34

47

33

47

37

57

50

Little

3

3

10

13

13

11

, 3

7

13

7

7

3

13

3

10

20

10

17

20

23

19

23

27

None

3

3

0

3

0

0

7

0

3

3

0

7

3

10

0

0

10

3

10

3

11

3

7

Mean

3.50

3.43

3.43

3.43

3.43

3.41

3.37

3.37

3.37

3.33

3.33

3.30

3.23

3.20

3.17

3.14

3.10

2.97

2.97

193

2.S7

2.77

116

^^-

Domestic Violence Concepts Ranked By Professionals By Importance (N=30)

Concept Importance (Percent)

Very Somewhat Little None

1 1 7

Mean

Truancy 25 36 25 14 2.71

Terminal illness, death/dying

Caring for the aged

Latchkey children

Dual earner marriages

7

17

17

13

61

43

38

37

21

27

34

37

11

13

10

13

2.64

2.63

2.62

2.50

y^ "~\