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Autor/inn/enFerreira, Regardt J.; Buttell, Frederick P.
TitelCan a "Psychosocial Model" Help Explain Violence Perpetrated by Female Batterers?
QuelleIn: Research on Social Work Practice, 26 (2016) 4, S.362-371 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1049-7315
DOI10.1177/1049731514543665
SchlagwörterFemales; Family Violence; Dropouts; Predictor Variables; Intervention; Control Groups; Models; Social Desirability; Correlation; Likert Scales; Statistical Analysis; Participant Characteristics; Multiple Regression Analysis; Whites; African Americans; Intimacy; Interpersonal Relationship; Social Systems; Adults; Substance Abuse; Social Work; Racial Differences; Comparative Analysis; Questionnaires; Interviews; South Carolina
AbstractObjective: The purpose of the study was to evaluate the psychosocial predictors of propensity for abusiveness among a large sample of women ordered into a 26-week batterer intervention program (BIP). Method: The study employed a nonequivalent, control group design (comparing program completers to dropouts) in a secondary analysis of 485 women. Results: Analysis indicated that (1) there were no significant differences between program completers and dropouts on their propensity for abusiveness. (2) There are specific family of origin indicators associated with higher levels of propensity for abusiveness among women batterers. (3) Family of origin indicators leading to increased propensity for abusiveness were significantly different among racial groups. Conclusion: These findings reveal characteristics of women batterers, as they relate to the propensity for abusiveness and provide preliminary evidence suggesting exposure to various forms of violence in family of origin helps explain the use of violence by adult women against their intimate partners. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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