Barriers and facilitators of implementing integrated interventions for alcohol misuse and intimate partner violence: A qualitative examination with diverse experts

Author(s):  
Jennifer J. Mootz ◽  
Molly Fennig ◽  
Milton L. Wainberg
2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Weihai Zhan ◽  
Alla V Shaboltas ◽  
Roman V Skochilov ◽  
Andrei P Kozlov ◽  
Tatiana V Krasnoselskikh ◽  
...  

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Jennifer J. Mootz ◽  
Florence Kyoheirwe Muhanguzi ◽  
Pavel Panko ◽  
Patrick Onyango Mangen ◽  
Milton L. Wainberg ◽  
...  

Author(s):  
Ángel Romero-Martínez ◽  
Marisol Lila ◽  
Enrique Gracia ◽  
Luis Moya-Albiol

There is considerable interest in offering insight into the mechanisms that might explain why certain perpetrators of intimate partner violence against women (IPVAW) drop out of interventions. Although several socio-demographic variables and attitudes towards IPVAW have been proposed as risk factors for IPVAW perpetrators’ dropout, less attention has been paid to alcohol misuse, and its interactions with empathic and cognitive deficits, in the discontinuation of the treatment. Therefore, the main aim of this study was to compare the profile of a carefully selected sample of IPVAW perpetrators, divided into four groups: those who completed the intervention with low (n = 267) and high alcohol consumption (n = 67); and those who dropped out before the intervention ended with low (n = 62).and high alcohol consumption (n = 27). Furthermore, we also studied the initial risk before the intervention started and the official IPVAW recidivism during the first year after the intervention ended. Our results revealed that IPVAW perpetrators, especially those who did not complete the intervention and had high alcohol consumption/alcohol misuse, were less accurate in decoding emotional facial signals and presented more errors and perseverative errors than those who completed the intervention. These differences were particularly marked in comparison with those who showed less alcohol consumption. Furthermore, the first group also presented the highest risk (assessed by therapists) and official recidivism rate (official records). Conversely, the lowest rate of IPVAW reoffending was presented by IPVAW treatment completers with low alcohol consumption. Hence, our study identifies different targets that should be addressed during the initial stages of interventions in order to prevent or reduce IPVAW dropout, which in turn might reduce violence recidivism in the long term through their effects on emotional information processing and behavioural regulation.


2015 ◽  
Vol 32 (16) ◽  
pp. 2419-2432 ◽  
Author(s):  
Jodie Valpied ◽  
Karina Aprico ◽  
Janita Clewett ◽  
Kelsey Hegarty

Intimate partner violence (IPV) is a leading cause of morbidity and mortality among women of childbearing age. This study aimed to describe delivery of IPV education in Australian pre-vocational medical degrees, and barriers and facilitators influencing this delivery. Eighteen Australian medical schools offering pre-vocational medical degrees were identified. Two were excluded as they had not finalized new curricula. One declined to participate. At least one staff member from each of the remaining 15 schools completed a telephone survey. Main outcome measures included whether IPV education was delivered within the degree, at what stage, and whether it was compulsory; mode and number of hours of delivery; and barriers and facilitators to delivery. Twelve of the medical schools delivered IPV education (median time spent per course = 2 hr). IPV content was typically included as part of Obstetrics and Gynecology or General Practice curriculum. Barriers included time constraints and lack of faculty commitment, resources, and funding. The two schools that successfully implemented a comprehensive IPV curriculum used an integrated, advocacy-based approach, with careful forward planning. Most Australian pre-vocational medical students receive little or no IPV education. The need remains for a more consistent, comprehensive approach to IPV education in medical degrees.


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