Judging the Book by Its Cover: What Comprises a Cognitive Behavioral Intervention Program for Perpetrators of Intimate Partner Violence?
Judging the Book by Its Cover: What Comprises a Cognitive Behavioral Intervention Program for Perpetrators of Intimate Partner Violence?
Criminal Justice and Behavior, Ahead of Print.
Substantial literature has examined the effectiveness of intimate partner violence (IPV) interventions, and cognitive behavioral therapy (CBT) is noted as the second most common approach used in group interventions for partner violent men. However, as little research has examined how CBT principles are operationalized across program curricula, there is currently insufficient information from which to make recommendations for model CBT approaches in IPV interventions. In the current study, we review the literature to determine a set of core elements for comprehensive CBT interventions and use session-level curriculum data from 10 community-based programs to examine the presence of 14 components reflecting 4 CBT factors. Results suggest heterogeneity in the emphasis on CBT elements across programs, despite almost all managers listing CBT as a theoretical approach. Implications are discussed with a call for evaluators and meta-analysts to code for actual curriculum content as opposed to stated program labels.
Substantial literature has examined the effectiveness of intimate partner violence (IPV) interventions, and cognitive behavioral therapy (CBT) is noted as the second most common approach used in group interventions for partner violent men. However, as little research has examined how CBT principles are operationalized across program curricula, there is currently insufficient information from which to make recommendations for model CBT approaches in IPV interventions. In the current study, we review the literature to determine a set of core elements for comprehensive CBT interventions and use session-level curriculum data from 10 community-based programs to examine the presence of 14 components reflecting 4 CBT factors. Results suggest heterogeneity in the emphasis on CBT elements across programs, despite almost all managers listing CBT as a theoretical approach. Implications are discussed with a call for evaluators and meta-analysts to code for actual curriculum content as opposed to stated program labels.
Jennifer S. Wong