The Impact of Education and Gender on the Facilitation of the Duluth Model Anger Management Course

The Impact of Education and Gender on the Facilitation of the Duluth Model Anger Management Course by Charlise Hogue-Vincent MHS, Lincoln University, 2004 BA, College of New Rochelle, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Human Services Walden University February 2017 Abstract Domestic violence, specifically intimate partner violence (IPV), is a major social problem in the United States despite legislative efforts aimed at reducing it. The Duluth model, which is the preeminent domestic violence intervention model used in the United States, is a male-only group intervention based on feministic views that domestic violence stems from men’s behaviors to assert power and control in relationships. While the model is widely emulated, its policies and practices are under scrutiny from researchers who question the program efficiency, pointing to high recidivism rates. Guided by feminist theory, the purpose of this generic qualitative study was to examine perceptions of 7 male and female program facilitators with various educational backgrounds, specifically toward the effectiveness of the anger management component of the Duluth model. Individual in-depth interviews were collected and inductively analyzed, revealing a lack of diversity related to various cultures and client base, limited scope of the model in addressing causes or contributors of battering, lack of coordinated community response, and limited use as an orientation tool at the beginning of counseling to discuss violent behaviors and behavior modification. These findings provide insight for positive social change by addressing facilitators’ concerns and developing solutions to create positive social change at the individual and family level.Domestic violence, specifically intimate partner violence (IPV), is a major social problem in the United States despite legislative efforts aimed at reducing it. The Duluth model, which is the preeminent domestic violence intervention model used in the United States, is a male-only group intervention based on feministic views that domestic violence stems from men’s behaviors to assert power and control in relationships. While the model is widely emulated, its policies and practices are under scrutiny from researchers who question the program efficiency, pointing to high recidivism rates. Guided by feminist theory, the purpose of this generic qualitative study was to examine perceptions of 7 male and female program facilitators with various educational backgrounds, specifically toward the effectiveness of the anger management component of the Duluth model. Individual in-depth interviews were collected and inductively analyzed, revealing a lack of diversity related to various cultures and client base, limited scope of the model in addressing causes or contributors of battering, lack of coordinated community response, and limited use as an orientation tool at the beginning of counseling to discuss violent behaviors and behavior modification. These findings provide insight for positive social change by addressing facilitators’ concerns and developing solutions to create positive social change at the individual and family level. The Impact of Education and Gender on the Facilitation of the Duluth Model Anger Management Course by Charlise Hogue-Vincent MHS, Lincoln University, 2004 BA, College of New Rochelle, 1999 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Human Service Administration Walden University January 2017 Dedication This project is dedicated to my Father God, my Lord and Savior, and the Holy Spirit. To my dearest sister friend, Phyliss Arrington, whom I love dearly Phyliss, your sharing my vision; continuous typing, proofreading, and teaching me the importance of scholarly writing kept me focused throughout this academic journey. Your major contribution is why and how I got to the finish line. There are no words to express my gratitude. I love you Phyliss Arrington and I thank you from the depths of my soul. Acknowledgments I give honor and praise to my Father God who allowed me to take this academic journey by ensuring me that "I can do all things through Christ who strengthens me" said the Lord. This scripture is how I got to completion. The above words showed me how to keep the faith and trust the process. A special thank you to Walden University, an excellent institution, and its faculty for being there. I could not have chosen a better institution to attend. To my great committee Dr. R. Cicchetti, my chair, who was there at the twelfth hour and saying "Yes, I'll be your chair. “ Dr. C. , the sad part of this journey is leaving you. I thank you so much for being there and being the chair that you were. The lovely Dr. S. Kaneko, my methodologist, my heart cannot express how grateful I am and how I appreciate your guidance and leadership regarding methodology. Your communication style is the best. Dr. C. and Dr. Kaneko thank you for making this a smooth process. In addition, I would like to thank Dr. K. Farris of URR for your help, your suggestions were impactful and guided me throughout this process. Again, thank you my best friend Phyliss who would not allow me to give up by always saying "you can do this girl" and by calling me Dr. Lee. I thank my children for never complaining and always being supportive. To my grandchildren, greatgranddaughter, and great grandson I can be Madear again.