Short term change in attitude and motivating factors to change abusive behavior of male batterers after participating in a group intervention program.

The Domestic Abuse Education Project (DAEP), in Burlington, Middlebury, and St. Albans, Vermont, is a group based domestic abuse intervention program, based in a pro-feminist and cognitive-behavioral approach for domestic violence intervention and prevention. A pre and post-test instrument was developed and implemented to determine short-term change in attitude of participants and motivating factors to change behavior, after completing the twenty-seven session program. After the program, participants reported a positive change in attitudes regarding their abusive behavior and stereotypical beliefs about women. Participants were also more motivated to change their behavior by the effect abuse has on their family relationships.

However, many participants continued to agree that insecurity, jealousy, and alcohol and drug use can cause violence. The positive changes in attitude and motivational factors show that this is an effective model in changing underlying batterer attitudes that provide rationale for abusive behavior.

Cranwell, M., J. Kolodinsky, G. Carsten, F. Schmidt, M. Larson, and C. MacLachlan. (2007). Short term change in attitude and motivating factors to change abusive behavior of male batterers after participating in a group intervention program based on the pro-feminist and cognitive-behavioral approach. Journal of Family Violence 22(2).

Evaluating a domestic violence task force: Methods to strengthen a community collaboration.

A domestic violence collaborative was surveyed to evaluate and make recommendations for strengthening membership, structure, and cohesiveness.

This article presents the evaluation methods, key findings, recommendations, and the outcome of their implementation. Areas identified for improvement include: membership diversification, membership-driven agenda, improved sub-committees, and increased community involvement through outreach. A revised meeting format, agenda setting strategy, sub-committee parameters, and the addition of quarterly meetings were recommended and implemented. This model received positive feedback as a method to strengthen collaboratives.

The case study demonstrates how evaluation research can be linked to practice to make real improvements to a community collaborative.

Cranwell, M., J. Kolodinsky, K. Anderson, and F. Schmidt. (2004). Evaluating a domestic violence task force: Methods to strengthen a community collaboration." Journal of Extension, 42(6).

Bridging the generation gap accross the digital divide: teens teaching internet skills to senior citizens.

With the intent of closing the digital divide, the Teens Teaching Internet Skills Pilot Project engaged youth from 4-H Technology Teams in six states in training senior citizens to navigate and obtain information from the Medicare Web site. The teens perceived an improvement in working with seniors, project management, teaching, public speaking, and leadership. The workshops had a positive effect on seniors' comfort and skill levels towards technology.

This intergenerational experience in leadership and technology training provided learning and skill development for both groups and led to positive changes in attitudes towards the other generation.

Cranwell, M., J. Kolodinsky, and E. Rowe. (2002). Bridging the generation gap accross the digital divide: teens teaching internet skills to senior citizens. Journal of Extension, 40(3).