Working with an Involuntary Domestic Violence GroupDuluth Model Domestic Abuse Intervention Program

Stephanie Brinkerhoff-RileyNicholas CassinVanessa Higdon

What the law says:

What is Domestic Abuse?IC 35-42-2-1.3Domestic battery:Sec. 1.3. (a) Except as provided in subsections (b) through (f), a person who knowingly or intentionally:(1)touches a family or household member in a rude, insolent, or

angry manner; or(2)(2) in a rude, insolent, or angry manner places any bodily fluid

or waste on a family or household member;

What the research says:Rakovec-Felser (2014) defined it “as any action of violence perpetrated within the context of significant interpersonal relationship”Rakovec-Felser (2014) “domestic violence can take place in any intimate relationship, the great majority of it is perpetrated by men against women and makes because of its frequency and severity a much larger problem in public health terms.”

Defining the PopulationCorey, Corey, and Corey (2014) pointed out men in an involuntary domestic abuse group “typically arrived with attitudes of resentment, blaming others, and operating under the conviction that they do not need counseling.”

They further stated: “Men who batter often begin group counseling in a state of denial. They typically externalize their problems, and they rarely attribute their problems to their violent behavior.” (2014)

The Duluth Model Basics• Coordinated Community Response to domestic violence • Limited to female victims• Includes police, community agencies, first responders

and the courts• Part of the program is court-ordered educational groups

for batterers (Domestic Abuse Intervention Program)• Started in 1981 in Duluth, MN• Largely developed by Ellen Pence and Michael Paymar• Most common batterer’s intervention program in the

U.S. • Based in feminist theory that domestic violence is the

result of patriarchal ideology in which men are encouraged and expected to control their partners• Battering is a pattern of actions used to

intentionally control or dominate an intimate partner 

• Societal conditions support men’s use of tactics of power and control over women

• Method to hold batterers accountable and keep victims safe

• Takes the blame off the victim

(“The Duluth Model,” n.d.; Miller (Ed.), 2010; Pender, 2012).

(“The Duluth Model.,” n.d.)

Duluth Model Educational Theme“Put yourself in motion with the men change. It’s not a facilitator’s responsibility to change men in the group but to be part of a responsethat improves women’s safety. My job is to help him become more self-reflective which makes her safer. The harm he is causing is not presentto him. Help him see how his struggle has structured him. If he can’t seeit, then he can’t change. Give him the power to see what he has learnedcan be unlearned.”

• Based on Paulo Freire’s idea of using codes• “…if people who had been taught to lead their lives in

uncritical or unreflective ways are to begin to think critically and reflectively, then the educational process must start in the real moments of their lives, not in the abstract.”

• DAIO uses video vignettes showing interchanges between men and their partners where the man uses abusive behaviors

• The videos are the codes, and the participants reflect on the code, take action based on the reflection and then reflect on the action

(Miller (Ed.), 2010, p. 1008 ).

Domestic Abuse Intervention Program• Psychoeducational group (90 minutes per week for 28

weeks)• Open group limited to Court-ordered participants offered at

the YWCA 8 core themes from the Power and Control Wheel

(Miller (Ed.), 2010; Pender, 2012).

Domestic Abuse Intervention Program• 7 of the themes are covered for 3 weeks each and one theme for 7

weeks • Each Power and Control theme coincides with themes from the

Equality Wheel

(Miller (Ed.), 2010; Pender, 2012).

Domestic Abuse Intervention Program Composed of 5 Core principles of intervention:• When possible the burden of confronting the perpetrator should

be placed on the community and not the survivor• For fundamental changes to occur a coordinated community

response must exist and practitioners must work within the scope of their training, job description and standard practices that are organized around the desired change

• Intervention should be in response to the totality of the harm endured by the violence and not specific incident or punishment focused

• Protection of the survivor should take precedence if multiple goals clash

• Intervention practices should represent a commitment to accountability to the survivor of the abuse(Pender, 2012).

Domestic Abuse Intervention ProgramFacilitators of the group take on 6 roles while leading the group:1. Participation in the community response to hold the

batterer accountable for past, current or new acts of domestic violence or failure to complete the program

2. Keeping the group focused on issues of violence, abuse, control

3. Promoting reflective and critical thinking4. Maintaining an atmosphere that is compassionate and

challenging 5. Educating group members about abuse and positive

relationship skills6. Providing a positive and affirming experience for group

members

(Pender, 2012).

Domestic Abuse Intervention Program• Duluth Model is not an evidence-based practice but is listed as

having promising research evidence from its recent review in September of 2016

• Psychoeducational groups are not intended to be reparative or have a treatment orientation

• Psychoeducational groups use education methods to teach information and develop related meaning and skills

• The 3-week format for each theme provides for multiple learning and skills acquisition opportunities

• Group work has been shown to be an effective mode of treatment with a variety of populations

• Researchers have been unable to evaluate whether the Duluth Model meets ASGW Best Practice Standards• A significant question was found related to the training and

qualifications of facilitators, the level for which it adheres to the ASGW Best Practice Guidelines, the efficacy of the program, and the potential benefits and limitations of using the program(“Domestic Abuse Intervention Project - The Duluth Model (DAIP),” n.d.; Pender, 2012).

Treatment Goals

Herman, K., Rotunda, R., Williamson, G., & Vodanovich, S. (2014). Outcomes from a duluth model batterer intervention program atcompletion and long term follow-up. Journal of Offender Rehabilitation, 53(1), 1-18. doi:10.1080/10509674.2013.861316 Miller, S. (Ed.). (2010). Discussing the Duluth curriculum: Creating a process of change for men who batter. Violence Against Women, 16(9), 1007-1021.doi: 10.1177/1077801210379318Pender, R. (2012). ASGW best practice guidelines: An evaluation of the Duluth Model. The Journal for Specialists in GroupWork, 37(3), 218-231. doi: 1080/01933922.2011.632813

Overall Main goal: Reduction of Intimate Partner Violence

Education & working knowledge of abusive behaviors

Building:

◦ Communication skills

◦ Problem solving skills

◦ Stress or tension reduction techniques

Treatment Goals (continued)

Herman, K., Rotunda, R., Williamson, G., & Vodanovich, S. (2014). Outcomes from a duluth model batterer intervention program atcompletion and long term follow-up. Journal of Offender Rehabilitation, 53(1), 1-18. doi:10.1080/10509674.2013.861316

Miller, S. (Ed.). (2010). Discussing the Duluth curriculum: Creating a process of change for men who batter. Violence Against Women, 16(9),1007-1021. doi: 10.1177/1077801210379318

Recognizing times to “Taking a Break”

Understanding of ones own behaviors & experiences.

Exploring the context of situations & the intent of the behavior.

Defining, understanding, & replacing belief systems.

Treatment Assessment

Miller, S. (Ed.). (2010). Discussing the Duluth curriculum: Creating a process of change for menwho batter. Violence Against Women, 16(9), 1007-1021. doi: 10.1177/1077801210379318

Formal & informal means of assessment◦ Observations during sessions◦ Pre & post surveys

Herman, Rotunda, Williamson, & Vodanovich (2014) cited multiple studies that found lower recidivism rates for clients who completed the program versus those who did not.

Overall results are mixed.

More research is always needed.

ReferencesCorey, M., Corey, G., & Corey, C. (2014). Groups: Process and Practice, 9th Edition. Brooks/Cole, Cengage Learning. Belmont: CA

Duluth Model. Retrieved November 5, 2016 from http://www.cebc4cw.org/program/domestic-abuse-intervention-project/

Gondolf, E. (2007). Theoretical and research support for the Duluth Model: A reply to Dutton and Corvo. Retrieved from http://www.theduluthmodel.org/pdf/Theoretical%20and%20

Research%20Support.pdf

Herman, K., Rotunda, R., Williamson, G., & Vodanovich, S. (2014). Outcomes from a duluth model batterer

intervention program at completion and long term follow-up. Journal of Offender Rehabilitation, 53(1), 1-18. doi:10.1080/10509674.2013.861316

Miller, S. (Ed.). (2010). Discussing the Duluth curriculum: Creating a process of change for men who batter. Violence Against Women, 16(9), 1007-1021. doi: 10.1177/1077801210379318

Pender, R. (2012). ASGW best practice guidelines: An evaluation of the Duluth Model. The Journal for Specialists in Group Work, 37(3), 218-231. doi: 1080/01933922.2011.632813

Rakovec-Felser, Z. (2014). Domestic Violence and Abuse in Intimate Relationship from Public

Health Perspective. Health Psychology Research, 2(3), 1821.http://doi.org/10.4081/hpr.2014.1821

Indiana General Assembly. (2016). Indiana Criminal Code: 35-42-1.3. Retrieved November 21, 2016 from

http://iga.in.gov/legislative/laws/2016/ic/titles/035/articles/042/chapters/002/

The Duluth Model. Retrieved November 5, 2016 from http://www.theduluthmodel.org/about/index.html