Table 1.
Characteristics and outcomes in studies with individual‐level interventions
| Study location | Study design Sample | Intervention | Main outcome results |
|---|---|---|---|
| Berger et al. (2002) | Pre‐/post‐test survey design | Initial session a 30‐minute didactic session | 1. Attitudes and beliefs about DV: There was a high rate of correct responses to the knowledge questions in all groups at baseline. As a result the only knowledge‐based question in the post‐intervention was related to mandated reporting. After the training, there was no overall change in the number of correct responses to this question |
| Children's Hospital of Pittsburgh, PA, USA |
Trainees (n = 57; 51 paediatric and 6 medicine‐paediatric residents) Staff (n = 27; 5 registered nurse practitioners and 22 faculty) |
3 ‐months after the initial session, a 90‐minute teaching session (15‐minute didactic, 12‐minute videotape testimony from DV victims and a 45‐minute role‐play session) | 2. Change in the frequency of routine screening practices improved after the intervention. Seventy‐nine participants (96%) believed that screening for the presence of DV was part of their role as paediatric HCP. At baseline, 17 (21%) of the 82 participants reported that they were routinely screening for signs of IPV during well‐child care visits compared with 39 (46%) after attending the education programme (p = 0.005). Among participants who attended both educational sessions 25% (9/36) were routinely screening for DV prior to the intervention compared with 46% (16/35) after the intervention (p = 0.008) At baseline, 33 (40%) of the 82 participants had identified at least one case of DV in the prior 6 months compared to 45 (53%) after training. Prior to training, 18 participants (22%) were aware of resources for DV victims compared with 45 (53%) after training (p < 0.001) |
| Boursnell and Prosser (2010) | Pre‐/post‐test survey design | Collaborative project (quality improvement study) | 1. Awareness of DV policy: Nurses' self‐reported awareness of the policy relating to DV increased significantly after they had completed the training programme |
| Emergency Department (ED), New South Wales, Australia | Most ED participants (n = 49) were registered nurses (84% pre, 86% first post‐test, 89% second post‐test). The others were enrolled nurses or student nurses | The first phase involved the development of clear guidelines and frameworks acceptable to both ED nursing staff and those from the Violence, Abuse and Neglect Prevention team. This was followed by the development of a flowchart, designated as a ‘pathway’ for use in the identification of DV in ED. The further phases of the project involved the training programme, focus groups to assess the on‐going usefulness of the project and finally a series of file audits which sought to also assess improvements in practice | 2. Awareness of responsibilities to DV: Prior to training, approximately half of the nurses (52%, n = 25) said that they were not aware of their responsibilities in DV cases. When they completed the post‐training surveys, this had decreased to only one staff member continuing to report lack of awareness of these responsibilities |
| The training programme involved instruction on how to identify three key actions in the pathway for DV presentations in the ED | 3. Responding to DV indicators of DV: One month after training, fewer nurses (18%, n = 4) reported that they did not feel confident whilst most (82%, n = 18) of their nurses reported that they felt that their ability to identify DV had increased. The same finding occurred at the 6‐month follow‐up with most nurses (74%, n = 14) reporting that they still felt confident about their improvement in practice due to the project, with only a few of the nurses (25%, n = 5) reporting that did not feel that their improvement in practice had been maintained | ||
| 4. Knowledge about referral: After training the number of nurses who reported lack of ability to refer was reduced considerably (27%, n = 6) and remained relatively steady 6 months afterwards (32%, n = 13) Following training, the percentage of participants that reported being able to identify and respond appropriately increased from 48% (n = 24) to 82% (n = 18). This change was sustained at the second follow‐up occasion where a similar number (84%, n = 16) reported believing themselves able to respond appropriately. | |||
| Centers for Disease Control and Prevention (CDC (2000)) | Pre‐/post‐test survey design | The Pediatric Family Violence Awareness Project, a training project for maternal and child HCPs, promoted prevention of and intervention for IPV | Patient's screening status: Each patient's final screening status (ever or never screened) was based on combined data from each phase and was evaluated relative to patient demographics and visit characteristics by two separate logistic regression models |
| Boston, Massachusetts, USA | Child health care providers (HCPs) n = 14 HCPs, 642 patients and 1352 patient visits | Phase 1 followed a 2‐hour group training session to teach HCPs to implement a brief screening protocol of female patients and mothers of paediatric patients aged 0–12 years during routine visits using a recommended screening schedule | Eleven (79%) of 14 HCPs did not demonstrate increased screening during phase 2, following on‐site services implementation |
| Phase 2 followed implementation of on‐site victim services that offered weekly support groups separately for battered women and children using the identical protocol as in phase 1. Between the end of phase 1 and the beginning of phase 2, there was a 3‐month period | Unadjusted individual HCP screening rates varied during both phases from 1.8% to 92.8% during phase 1 and from 0% to 94.9% during phase 2. The degree of change in HCP screening rates also varied widely | ||
| Coonrod et al. (2000) | Randomised control trial Participants were randomised prior to recruitment (using a computer and stratifying by sex and specialty) | Experimental group: | 1. Self‐reported diagnosis of a case of DV sometime between the intervention and the follow‐up (9–12 months after the intervention) Seventy‐one per cent of the residents in the experimental group diagnosed as DV; 52% in the control group did so (RR, 1.35; 95% CI 0.96–1.90; p = 0.07) in the 9 to 12 months post‐intervention. Rates of diagnosis differed by specialty (p < 0.01) |
| Maricopa Medical Centre, Phoenix, Arizona, USA | Maryland, medical residents entering in 1995 and 1996 | 1995: A 20‐minute video presentation Domestic Violence: More Prevalent Than You Think, emphasising the importance of screening for DV | 2. Change in knowledge on DV; There was a significant effect (p < 0.002) of group on post‐intervention: 11 residents in the control group scored a mean percentage correct of 56%; in the experimental group (n = 12) the mean percentage correct was 73% |
| Experimental group: n = 53/68 randomised Control group: n = 49/68 randomised | 1996: A 20‐minute programme comprising a 9‐minute videotape, Domestic Violence: The Bottom Line and a role‐play demonstrating interview techniques for detecting DV | ||
| Cross and Cerulli (2007) | Post‐test survey design | The conference, entitled ‘Understanding Children Exposed to Community Violence: A Conference for Attorneys Committed to Children’, was a typical single‐day professional development training. The conference featured four local speakers who provided information on community violence, local community statistics, evidence‐based research on the impact of violence on children, and the rationale and specific strategies for interviewing children as part of the law guardian role. The main goal was to increase law guardians' knowledge about community and DV and to assist them in identifying and providing appropriate service for child clients | Attendees and a comparison group of non‐attendees also completed a 15‐item questionnaire that was based on a validated instrument designed to test trainees' knowledge, attitudes/efficacy, beliefs and intended practice behaviours following training on IPV (Short et al., Unpublished manuscript) |
| Mid‐size city in upstate New York, USA | Law Guardian Program attorneys | ||
| Conference group (n = 41) Comparisongroup (n = 28) | Each participant was provided additional reference materials including articles on the topics and copies of the presentations | Results showed that the comparison and conference groups were not significantly different on any demographic variable. T‐tests were conducted to test differences on knowledge, efficacy and practice behaviours for the two groups. Results showed that the groups differed on two of the three variables. Conference participants had statistically significantly higher scores on efficacy and practice behaviours. There was a trend for the conference group to have higher knowledge scores | |
| Dubowitz et al. (2011) | Cluster randomised trial | The SEEK Model | 1. The Health Professional Questionnaire (HPQ): Comparing baseline scores with 6‐, 18‐ and 36‐month follow‐up data, the HPQ |
| Maryland, Baltimore, USA | 18 private practices stratified for size (small, medium, large) Practices ranged from solo to 1 with 32 HPs | Experimental group: HP training The focus was on the significance of targeted problems (parental depression, major stress, substance abuse and IPV) for children's health, development and safety, and how to briefly assess identified problems, including principles of motivational interviewing | revealed significant (p < .05) improvement in the SEEK group compared with controls on addressing depression (6 months), substance abuse (18 months), IPV 6 and 18 months) and stress (6, 18 and 36 months), and in their comfort level and perceived competence (both at 6, 18 and 36 months) |
| Experimental group: 7 practices, median practice size = 5, range = 1–32. 56 participants | The Parent Screening Questionnaire | 2. Review of children's medical records: Before the study, SEEK and control HPs rarely screened for the problems. By medical record data, SEEK HPs improved by >20 percentage points in screening for each risk factor. Controls barely changed | |
| Control group: 11 practices, median practice size = 3, range = 1–12. 46 participants | A 20‐item yes/no screen for the targeted psychosocial risk factors. It was to be given to ALL parents bringing their child (0‐5) for acheck‐up ‐ its completion was optional | 3. Observation of HPs conducting Child Health Supervision Visits: SEEK HP screened for targeted problems more often than did controls based on observations 24 months after the initial training and the medical records (p < .001) | |
| Parent hand‐outs | |||
| Customised parent hand‐outs for each practice (i.e. local resources) and a web‐based directory of community resources Social worker: A project social worker spent a half‐ or full‐day per week in each SEEK practice. She was available by telephone to HPs and parents during the regular work week | |||
| Feigelman et al. (2011) | Randomised control trial | The SEEK Model (for description see above) | 1. The Physician Questionnaire on residents' knowledge, attitudes, comfort level, perceived competence and practice Intervention group residents improved more than control subjects on three psychosocial problem scales: Depression, IPV and Stress. This improvement was sustained over 18 months (p < 0.01, p < 0.03, p < 0.04, respectively) |
| Primary care continuity clinics of a medium‐sized inner‐city paediatric practice, Maryland, Baltimore, USA | Categorical paediatric and combined medicine‐paediatric residents who provided care in continuity clinics | 2. Children's medical records were reviewed toward the end of the study to determine physician practice in addressing the risk factors. After the training, intervention residents were far more likely than control subjects to screen parents for the targeted risk factors | |
| Experimental group: 50 participants | 3. Parents' satisfaction regarding doctor‐parent interaction. Parents of children seen by intervention doctors were more satisfied with their child's doctor compared to those seen by control doctors (17.4 vs. 16.9; p < 0.01). Group differences were not found, however, at the 6‐month evaluation | ||
| Control group: 45 participants | |||
| Haas et al. (2011) | Post‐test survey design | The curriculum was designed to provide participants with an understanding of the dynamics of DV, the process that follows a report of child abuse and/or neglect, and the impact on families when these problems co‐occur. Participants were also exposed to the guiding principles of the three main systems (i.e. child protective services, DV services and courts) as well as law enforcement. Each system was described in terms of their respective roles and responsibilities, risk assessment and safety planning | 1. Knowledge (on extent of understanding the legal and/or procedural roles and responsibilities of DV advocates, law enforcement officers and court personnel). The findings indicate that the training did not result in statistically significant changes in the mean levels of these measures. However, there is evidence that the training resulted in some improvements and that these changes varied across DV advocates, law enforcement personnel and court representatives |
| West Virginia, USA | CPS workers(n = 146 total) | The curriculum was to be delivered by a multidisciplinary training team – to a multidisciplinary audience – of DV advocates, child protective service workers, law enforcement officers and court representatives. A series of 10 regional cross‐disciplinary workshops were conducted throughout the state | 2. Attitudes toward collaboration with their interagency partners; whether participants had a positive or negative view of their collaborations with each of the three groups over the past 6 months. Knowledge of the legal roles and responsibilities of other co‐occurrence partners and attitudes based on prior collaborations were shown to be more favourable in the post‐training sample in most cases as there were statistically significant correlations with CPS workers' self‐reported levels of collaboration. Both composite measures between the knowledge and attitudes of CPS workers and levels of collaboration were statistically significant in the comparison and post‐training sample |
| Survey respondents represented two samples | 3. Perception of the presence or absence of barriers to collaboration. A greater proportion of CPS workers viewed barriers to be related to system‐level factors. Such system‐level factors as high turnover rates, time constraints and too few staff were perceived to be important barriers prior to and after the training. Over 60% of CPS workers in both groups reported these to be important barriers to collaboration. On the contrary, 40% or fewer of respondents viewed individual‐level barriers to be important in curtailing collaboration | ||
| There were significant reductions in the perception of some barriers among CPS workers. An examination of the mean scores showed statistically significant declines for ‘too few staff’ (t = 3.011; p = 0.003) and ‘lack of contact between agencies’ (t = 2.617; p = 0.010) as perceived barriers to collaboration. Likewise, the perception of ‘lack of interpersonal relationships’ as an obstacle to collaborative efforts was lower in the post‐training sample (t = 3.720; p = 0.000). The ‘lack of confidence in counterpart knowledge’ was significantly lower in the post‐training group (t = 2.820; p = 0.006) | |||
| 1st sample (n = 75) completed the survey on‐site prior to the start of the first training module (comparison group) | |||
| 2nd sample (n = 71) received survey six months after attending training (training/treatment group) | |||
| Johnson et al. (2009)Freestanding tertiary care midwestern children's hospital, USA | Pre‐/post‐test survey design (with 3‐month follow‐up)Registered nurses (n = 68 total, female = 65, male = 3) | The 30‐minute educational curriculum for IPV screening As part of the educational session, nurses in groups of two or more viewed a 20‐minute hospital‐produced video about IPV, read through a scripted role‐play and had a discussion | Factor analysis was performed on the baseline Self‐efficacy for Screening for IPV Questionnaire using varimax rotation. Five factors were identified: conflict, fear of offending parent, self‐confidence, appropriateness and attitude. Only fear of offending parent was significantly different from times 1 to 3, indicating that nurses were less fearful after the training. Nurses reported significant improvement (baseline to 3‐month follow‐up) in several self‐efficacy items |
| Knapp et al. (2006) | Pre‐/post‐test survey design (with 6‐month follow‐up) | An instructional programme called It's Time to Ask to aid in the identification and intervention for IPV in the paediatric acute care setting | 1. Attitudes and beliefs: Participants had consistent, positive changes in attitudes after training that persisted at the 6‐month follow‐up for five items on the questionnaire. Attitudes that did not change showed baseline means already in disagreement with questionnaire statements |
| Children's Mercy Hospitals and Clinics, Kansas City, MO, USA | Paediatric ED staff (physician, nurses, and social workers) n = 79 | The 2‐hour course consisted of three modules and included an evaluation component. First module: basic definitions and concepts regarding IPV in the paediatric health care setting. Second module: addressed attitudes, beliefs and behaviours identified as barriers to screening and intervention. Third module: presented a model protocol for use in the paediatric acute care setting | 2. Self‐efficacy: Participants reported significant, positive changes for all seven self‐efficacy statements at one or both of the post‐training evaluations |
| 3. Behaviours/clinical practice: The only changes in behaviour were observed at 6 months | |||
| Lelli (2011) | Pre‐/post‐test survey design | Bibliotherapy: reading professional literature and children's literature pertaining to DV | The pre and post survey responses were analysed and coded to determine if preservice teachers' attitudes and views about identifying signs of DV changed after the professional development and readings of the given literature |
| Catholic liberal arts college in southeastern Pennsylvania, USA | 40 undergraduate students from three classes of a reading methods course which is generally taken during senior year prior to student teaching | The results showed an increase in preservice teachers' knowledge and skills pertaining to recognizing signs of DV in behaviours of the students they teach. The data further revealed that the increase was due to the use of children's literature as part of instruction and trade journal articles as a part of teachers' professional development | |
| McCauley et al. (2003) | Pre‐/post‐test survey design | The video, ASSERT: A Guide to Child, Elder, Sexual, and Domestic Abuse for Medical Professionals, was developed by experts from medicine, social work, nursing and law. The video featured role‐plays to demonstrate different approaches to these difficult clinical encounters. The settings for watching the video and completing the questionnaire varied from staff meetings, to in‐services, to CME meetings called specifically to view the video | A questionnaire with 13 knowledge and 12 attitude variables was specifically developed to assess knowledge and attitude changes |
| Baltimore, Maryland, USA | 120 physicians and 172 other personnel (e.g. nurses, social workers) at 24 sites associated with four academic medical centres completed paired questionnaires | 120 physicians and 172 other personnel (e.g. nurses, social workers) at 24 sites associated with 4 academic medical centres completed paired questionnaires. There was significant improvement for physicians in 77% of the knowledge items and 75% of the attitude items from pre‐ to post‐viewing questionnaires. A total of 73% of viewers would recommend the video to colleagues | |
| McColgan et al. (2010)Urban tertiary care paediatric hospital Philadelphia, PA, USA | Pre‐/post‐test (3‐ and 8‐months) survey designPaediatric residents (n = 52 baseline/ 72 recruited) | The multifaceted IPV intervention consisted of the following: IPV screening and intervention protocol. Paediatric residents were trained to screen all‐female caregivers for IPV according to the Family Violence Prevention Fund consensus statement Establishment of on an on‐site IPV counsellor: available on‐site Monday through Thursday (continuity clinic days) and via pager on Friday Resident ‘champions’ in each continuity clinic. Responsibilities of the resident ‘champions’ included: preparing and presenting a 25‐minute talk for their clinic team about ‘IPV screening in the paediatric setting’, encouraging IPV screening and obtaining monthly feedback from fellow residents about barriers to screening for IPV IPV training for the social work staff, attending physicians and resident ‘champions’. Five of the eight APC attending physicians and the four resident “champions” attended a 2‐hour training session on IPV screening in the paediatric setting. The medical Social Work Department received 5 hour of IPV training Training of paediatric residents. Consisted of the following: a 1‐ hour ‘grand rounds’ presentation to the medical staff; two 1‐hour ‘noon‐conference’ talks on IPV for the residents; and one 25 minute ‘pre‐clinic talk’ on IPV screening presented by the resident ‘champion’ of that continuity clinic team | Programme efficacy was evaluated through (1) resident surveys and (2) chart reviews 1. Resident questionnaire assessing their perceived knowledge, comfort, attitudes, barriers and screening practices regarding IPVChanges in attitudes, and perceived knowledge of IPV. Compared to baseline, the 3‐month follow‐up survey revealed significant improvements in perceived knowledge of appropriate IPV screening questions (47.1% vs. 100%), referral sources (34.3% vs. 82.9%), and the relationship between child abuse and IPV (52.9% vs. 97.1%) |
| Changes in barriers to IPV screening. ‘Knowledge of how to screen’ and ‘not knowing where to refer positive screens’ did not appear as barriers in the 3‐month follow‐up survey | |||
| 2. Chart review: Documentation of IPV screening and referrals to IPV counsellor Chart review: Changes to documentation of IVP screening. Significant and sustained improvements in documentation of IPV screening were noted. IPV screening rates improved from 0.9% at baseline to 36% at 3 months, and remained elevated to 33% at 8 months | |||
| Chart review: IPV counsellor's charts. The IPV counsellor had received 107 referrals for IPV during the first 12 months of the intervention: 50 during the first 6 months and 57 during the next 6 months. Of these, 25 (23%) were from the ambulatory paediatrics clinic and 77% were from other hospital departments | |||
| Mills and Yoshihama (2002) | Pre‐/post‐test survey design | Two types of training were developed and offered in 1995: The One‐Day Programme consisted of didactic teaching and a role‐play exercise that encouraged CSWs to test their new skills in a practice interview with a battered woman The Fellow's Programme consisted of six monthly one‐day workshops and was designed to provide in‐depth and leadership training for a selective group of CSWs and supervisors | At post‐test, the participants in the One‐Day Programme were significantly less tolerant of DV (t = −5.44, p < .001) and more likely to view DV as a social problem (t = 2.32, 12 < .001). They were more likely at post‐test to consider assessing whether the mother is being abused as one of the first tasks of a CSW (t = 3.93, p < .001) The likelihood of referring the mother and father to couples counselling decreased slightly following the training but not significantly. Participants were significantly less likely to view battered women as incapable of protecting children and more likely to view women staying in abusive relationships due to their fear of losing custody of the children (t = −3.92, p < .001; t = 7.66, 12 < .001, respectively). Participants perceived themselves significantly more competent to respond to DV cases following the training (t = 10.21, p < .001) |
| Orange County, Los Angeles, USA | Children's services workers (CSWs) n = 179 | ||
| Prather (2003) | Post‐test survey design (study 2) | Study 2 was designed to use the Knowledge and Attitudes Questionnaire (KAQ), Scenario Responses (SR) and student Journal Responses (JR) to evaluate the impact of the Child Abuse and Family Violence Course (CAFVC) on these obstacles | Study 2 measures: |
| USA | Post‐test scores of participants on the KAQ were compared with a matched control group selected from participants of Study 1 | 1. The KAQ developed and empirically evaluated in study 1 and used to examine changes in participants' avoidant reactions, prejudicial attitudes, attitudes about oppression and recognition of abuse Results indicate the CAFVC was effective in reducing the barriers of limited knowledge, avoidant reactions, beliefs about role and sexist attitudes in the context of abuse | |
| Participants were recruited from members in the National Association of School Psychologists, attendees at the British Columbia/Washington Association of School psychologists' annual conference and students from training institutions that prepare school psychologists Study 1: n = 186 Study 2: n = 23 students | The child abuse and family violence course (CAFVC) included specific content and pedagogy in order to directly address the barriers that keep professionals from effectively responding to child abuse and family violence. The course was taught at a large public university in the fall quarter of 2000. Course length was 10‐weeks, with class meeting for 2 hours of instruction once a week. The interdisciplinary guest speakers were used to provide information to participants as well as to allow students to form collaborative working relationships with them | 2. SR. Participants were presented with a hypothetical case and asked how they would respond. The same case scenario was used in the pre‐ and post‐tests. Paired‐sample t‐tests of participants' SR scores indicated the CAFVC increased the application of effective interventions3. JR. Participants were also asked to keep a weekly journal as a reflection of their thoughts, feelings and concerns in response to the CAFVC (to provide a means to evaluate whether there were negative effects of the course on participants and to examine affective reactions and avoidant behaviours). JR qualitative analyses indicated a three‐stage pattern of emotional activation that resulted in decreased avoidance | |
| Saunders et al. (2006)USA | Two types of evaluation designs were used: post‐test only and pre‐and post‐test | The state's DV training unit conducted the training and encouraged welfare managers and workers to attend a 1‐day training session aimed at helping them to identify and understand DV, develop safety plans and make referrals. It specifically covered several key issues: the definition and nature of DV, ways victims try to protect themselves and their children, guidelines for interviewing clients, initial interview questions, identifying DV, lethality indicators, helpful interventions and safety planning tools. A highly experienced DV specialist conducted 63 trainings at 10 sites throughout the state | Two vignettes were constructed for the study: one with obvious content about DV and one with DV risk markers but no mention of DV. Including this second vignette helped with the assessment of the ability to detect abuse Participants indicated the likelihood, from 0% to 100%, of their making various responses if they were interviewing the hypothetical client. Items were derived from the goals of the training and current policy |
| Post‐test evaluation (n = 192) (May 1998 and October 1998) | Training effects: Trained workers reported a greater likelihood of referring clients to couples counselling, developing a safety plan and reporting to CPS. However, the latter two findings did not hold after controlling for demographic and background variables. The difference on the safety planning item was not significant after controlling for gender, educational level, years of experience in social services and prior information obtained about DV. The difference on CPS reporting did not hold after controlling for years of experience. There were no significant differences on any of the other items | ||
| Pre‐/post‐test evaluation (n = 67) (July 2000 and December 2000) | |||
| Shefet et al. (2007) | Pre‐/post‐test (6‐month) survey design | The programme included three branches: IPV, child abuse and elder abuse. All branches shared common educational goals and differed in unique emphases related to each. Each branch developed an 8‐hour workshop, based on SPs. Each workshop was developed by a national committee of DV experts and included eight scenarios reflecting common DV‐related encounters with patients and/or family members and care takers. Each physician encountered two scenarios and actively viewed, via a one‐way mirror, four others. All encounters were audio‐visually recorded. Encounters lasted 12 minutes each, after which 4 minutes were allotted to documentation and comments, and another 4 minutes for a private, undocumented oral feedback by the actor. At two points during the workshop—halfway through and at the end—the participants assembled in a debriefing room and viewed selected segments of recordings from each encounter. Key points from each of the scenarios (content and/or communication skills) were discussed under the instruction of both a physician and a social worker specialising in DV | 1. Perceived capabilities Perceived capability in diagnostic skills, communication skills, knowledge of favourable intervention, graded on a scale of 1 (not at all capable) to 4 (capable to a large extent), had increased by 0.29 to 0.6. All increments were statistically significant (p < 0.05) |
| Israel Center of Medical Simulation, Israel | Physicians (including general practitioners, residents and specialists in relevant primary care fields, from both outpatient and inpatient settings) | 2. Reported case management Frequency of routine screening of DV (on a scale of 1 = always to 4 = never) has increased (mean score decreased by 0.19, p < 0.03). Reported actions: Participants were given a list of nine actions, and were asked how often, upon encountering a case suspicious of DV, they take these actions (on a scale of 1 = never, to 4 = always) All frequencies of reported actions taken were increased, including documentation of the violence in the medical chart, empowering the patient, providing the patient with relevant information and referring him/her to relevant agencies for treatment. All but one increment were of statistical significance | |
| Pre‐/post‐test (n = 74) (recruited n = 141) | 3. Perceived intervention barriers At follow‐up, lack of knowledge and lack of communication skills, as well as unfamiliarity with support systems (‘I don't know where to refer’) and psychological difficulties (‘I am afraid it will find it difficult to cope emotionally’) all received significantly lower scores, which indicates an improvement in the physicians' attitudes regarding these barriers | ||
| Young et al. (2008) | Pre‐/post‐test survey design | The Helping Child Victims of Domestic Violence: Implications for School Personnel training included information about the dynamics of DV, the effects on children, interventions and community resources The training was presented by personnel from the Rural Justice Institute (RJI), a research and service entity of Alfred University. Primary presenters included a doctoral‐level school psychologist and an educational specialist. When scheduling permitted, the local DV service provider also participated in the training by presenting the programme introduction (dynamics of DV) or providing the audience with a presentation of their services at the end of the training The workshop training was approximately an hour and a half in length | Scores in knowledge and attitudes regarding DV (12 statements at pre‐test, 11 items at post‐test) |
| Four counties (18 different locations) in rural western New York, USA | 644 school personnel | Overall results were favourable, with 10 out of 11 questions showed significant improvement (p < 0.001) from pre‐test to post‐test. |
HCP = Healthcare providers; ED = Emergency Department; HPs = Child health care professionals; CPS = Child protective service; CME = continuing medical education; APC = Ambulatory Pediatrics Clinic; SPs = standardized patients; IPV = intimate partner violence; CI = Confidence intervals; RR = Risk ratio; DV = domestic violence.