Bridges Ana J, Karlsson Marie, Lindly Elizabeth
University of Arkansas, Fayetteville, USA
University of Arkansas, Fayetteville, USA.
J Interpers Violence. 2015 Jan;30(2):272-94. doi: 10.1177/0886260514534775. Epub 2014 May 23.
This study explored the benefits of brief, passive psychoeducation about intimate partner violence (IPV) in two diverse samples. Participants were 100 college students from the United States and Argentina. The experimental group received brief psychoeducation about IPV, whereas control subjects did not. Results indicated that participants receiving brief, passive psychoeducation did significantly better on a subsequent IPV knowledge quiz and were significantly more likely to label IPV scenarios as abusive than participants in the control group. Mean differences were largest for the more subtle forms of IPV (e.g., social and economic abuse). In contrast, mean differences were negligible for physical and sexual abuse, in part because nearly all participants saw these acts as abusive regardless of condition. There were no significant differences in knowledge improvement as a function of cultural group. Prevention and intervention efforts are discussed.
本研究在两个不同样本中探讨了关于亲密伴侣暴力（IPV）的简短、被动式心理教育的益处。参与者为来自美国和阿根廷的100名大学生。实验组接受了关于IPV的简短心理教育，而对照组则没有。结果表明，接受简短、被动式心理教育的参与者在随后的IPV知识测验中表现明显更好，并且比对照组参与者更有可能将IPV情景标记为虐待行为。对于更微妙形式的IPV（例如社会和经济虐待），平均差异最大。相比之下，身体和性虐待的平均差异可以忽略不计，部分原因是几乎所有参与者无论处于何种情况都将这些行为视为虐待行为。作为文化群体的函数，知识改善方面没有显著差异。文中讨论了预防和干预措施。
