Dr. Anita Byrne and Dr. Kathleen Nallen, Dundalk Institute of Technology (DkIT)

Evaluation of an Accredited Multidisciplinary Education Programme Related to Understanding

and Responding to Domestic Abuse in Ireland1

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Outline of PresentationBriefly detail the origins and delivery of the ‘Fundamentals in Understanding and Responding to Domestic Abuse’ (FURDA) Programme

Detail the Research Process / Study

Discuss Study Findings (Attitudes / Skills / Knowledge)

Present Key Conclusions

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Origins of the ‘FURDA’ Programme

• In 2014, multidisciplinary programme development team with representatives from the following agencies was convened to develop an accredited educational programme related to recognising and responding to domestic abuse:

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Background to the

‘Fundamentals in Understanding

and Responding to Domestic

Abuse’ (FURDA) Programme

Primary Research

indicated that 91% of

respondents had no

accredited qualification in

DA

Originated from a

discussion at a Children’s

Services Committee Led to the

convening of a multidisciplinary

programme development

team

Curriculum developed by

research findings and the

Multidisciplinary team

Commenced in September

2016

79% welcomed the introduction of an accredited programme related to domestic

abuse

Respondents worked in domestic

abuse support services,

health and education

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Fundamentals of Understanding and Responding to Domestic Abuse (FURDA): Programme Philosophy and Principles

Dynamic Curriculum based on current

evidence

13-week Blended Learning Design

and Delivery

Constructive Alignment between content, learning

approach and assessment

Multi-Disciplinary

Learning and

Teaching

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• AIM • Did the ‘Certificate in

Fundamentals of Understanding and Responding to Domestic Abuse’ impact on students’ knowledge, attitudes and skills in relation to domestic abuse?

• METHOD • A descriptive

quantitative research design was employed to evaluate participant’s pre and post knowledge of, attitudes towards and skills in recognising and responding to domestic abuse

• TOOL • The Doepel

Questionnaire was chosen as the most suitable tool to appraise students’ pre and post programme knowledge, attitude and skills. Slight vocabulary amendments were made with consent.

Eval

uatio

n St

udy

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Doe

pel Q

uest

ionn

aire

• Attitude

• Attitudes toward perpetrators, survivors, abusive relationships and personal and professional responses were measured using a 5-point Likert scale (26 questions).

• Skills

• Skills were measured through the use of ten multiple-choice questions addressing referral strategies, safety planning, initial communication and actions taken when responding to domestic abuse.

• Knowledge

• Knowledge was measured with ten multiple-choice and true-false question focusing on disclosure, abuser and survivor profiles, safety and follow-up actions.

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OVERVIEW

• 36 participants completed the pre-programme questionnaire.

•01• 22 participants

completed the post-programme questionnaire.

•02• Participant

matching between pre and post surveys did not take place (noted as a limitation)

•03• Due to the nature

of the programme, many participants had significant prior knowledge of domestic abuse care practices

•04

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Measuring Attitude, Skills and KnowledgeAttitudes, skills and knowledge were measured using either a 5-point Likert scale, a 4-point metric or true/false questions.

Answers were weighted from high to low determined by ‘most correct answer’.

Answers scoring highly demonstrate good or very good attitudes, skills and knowledge about DA.

Measures of central tendency (modal values) illustrate the ‘commonness’ or typical-ness of these answers.

Pre and post programme modal scores will be detailed.

‘Participants demonstrated very positive personal and professional attitudes, skills and knowledge pre-programme and these improved post programme’.

General Attitude, Skills and Knowledge Results

SKILLS ATTITUDE

KNOWLEDGE↑→

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Pre and Post Programme Participant AttitudeMODAL PERCENTAGES SCORING '4 or 5' PRE AND POST FURDA PROGRAMME

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

105

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26

PRE-FURDA POST-FURDA

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Pre and Post Programme Participant Skills

MODAL PERCENTAGES SCORING '3 or 4' PRE AND POST FURDA PROGRAMME

0

25

50

75

100

Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36

PRE-FURDA POST-FURDA

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Pre and Post Programme Participant KnowledgeMODAL PERCENTAGES SCORING '3 or 4' PRE AND

POST FURDA PROGRAMME

0

23

45

68

90

Q37 Q38 Q39 Q40

PRE-FURDA POST-FURDA

MODAL PERCENTAGE SCORING '2' PRE AND POST FURDA PROGRAMME

0

25

50

75

100

Q41 Q42 Q43 Q44 Q45 Q46

PRE-FURDA POST-FURDA

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Key Conclusions• Participants are better able recognise the complexity of the

issue of domestic abuse.

• Participants became less judgemental and demonstrated a change in attitude about where the responsibility for abusive behaviour lies.

• Results suggest that more survivors will be offered professional help as a result of the participants attending the FURDA Programme.

• More people will be safe.

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Recommendation

Key stakeholders and support agencies need to receive targeted education and training that will

enable them to adopt a more comprehensive and synchronized approach to working with and

supporting survivors of domestic abuse. This education should aim to improve knowledge of, attitudes towards and skills in recognising and

responding to domestic abuse

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