EDUCATING STUDENTS ABOUT INTERPERSONAL VIOLENCE: COMPARING TWO METHODS

Abstract

This pilot study (N=63) used a mixed methods design to compare the impact ofpeer theater education, traditional peer education, and a comparison group onthe in-depth attitudes and knowledge concerning interpersonal violence (IPV)among social work students in an introductory social work course. Six focusgroups were conducted with students to assess their attitudes and thoughtsabout IPV prior to the intervention and 2 months after the intervention. Theresults indicate greater knowledge and healthier attitudes toward IPV for boththe peer education and peer theater groups, with little change in the comparisongroup. Participants in the peer theater group, however, communicated abetter ability to integrate their knowledge with real-life situations and practicallyapply this knowledge.