Graduate Thesis Or Dissertation
 

Critiquing Counseling Textbooks for Inclusive, Research Informed, and Non-Stigmatizing Intimate Partner Violence Concepts Using Directed Content Analysis

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  • Intimate partner violence (IPV) is a prevalent issue that impacts individuals around the world. Mental health professionals need comprehensive and inclusive IPV training to support victims/survivors well. The IPV literature posits several concerns surrounding the quality of IPV training that counselors-in-training (CITs) receive. Obtaining an understanding in how master’s level training curriculum present IPV can provide valuable insight into the current quality of IPV training practices. The purpose of this dual-manuscript dissertation is to provide insight into how popular textbooks used in Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited master’s level clinical mental health counseling (CMHC) programs present the issue of IPV. Manuscript 1 (presented in Chapter 2) explored the research question: How do textbooks utilized in crisis and trauma courses in CACREP accredited master’s level CMHC programs frame the issue of IPV and treatment for victims/survivors of IPV? Manuscript 2 (presented in Chapter 3) examined how textbooks used in marriage, family, and couples counseling courses in CACREP accredited master’s level CMHC programs frame the issue of IPV and treatment for victims/survivors of IPV. Both research studies employed a directed content analysis methodology that used a coding framework (developed using up-to-date IPV concepts denoted in the IPV literature) to analyze the textbook pool. Each study assessed eight commonly used textbooks, or textbooks used by 5% or more of the CACREP accredited CMHC program sample. The results of each study were concluded by considering the textbook pool performance and the coding framework category performance (n=7). Results were quantified by calculating the number of “textbook x category” assessment points (e.g., Textbook 1 x Category 1) where textbooks met the benchmark criteria of coding categories. Manuscript 1 found that criteria was met for only nine of the 56 “textbook x category” assessment points (seven for each of the eight textbooks) across the textbook pool (16.07%), with 1.125 assessment points being met on average by each textbook. Out of the seven coding categories, the study found that two coding categories had zero textbooks meet the benchmark criteria, three coding categories had one textbook meet the benchmark criteria, and two categories had two or more textbooks meet the benchmark criteria. Manuscript 2 found that only two of the 56 “textbook x category” assessment points were met across the entire textbook pool (3.57%), with 0.036 assessment points being met on average per textbook. Five of the coding categories in this study had zero textbooks meet the benchmark criteria and the remaining two categories had only one textbook meet the benchmark criteria. In general, these studies found that the 16 textbooks analyzed rarely included the up-to-date IPV concepts. The findings of this dissertation have important implications for the counseling profession in demonstrating that current training around IPV might be limited, outdated, or insufficient.
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  • Portland, Oregon
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  • Funding was awarded to this research through the WACES Research Grant.
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