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Education Groups for Men Who Batter: The Duluth Model

NCJ Number
E Pence; M Paymar
Date Published
212 pages
Following the presentation of a theoretical framework for understanding battering, this book profiles the program design and curriculum for a male batterers' education group, which is designed to diminish batterers' need to exercise power over their victims and to explore with each abusive man the intent and source of his violence and the possibilities for change by developing a different kind of relationship with women.
A discussion of the project design addresses court referral, intake, participant screening, and partner contacts. The program is based in the cooperation of various community agencies involved in a comprehensive response to the male battering of women. The Duluth model, begun in Duluth, Minnesota, is an educational and counseling approach that focuses on the use of violence by a batterer to establish power and control over his partner. The curriculum presented was developed to ensure consistency in how groups are structured and conducted. The curriculum is based on eight themes, each of which is explored over a 3-week period. Each theme represents an aspect of nonviolent and respectful relationships: negotiation and fairness, nonthreatening behavior, respect, trust and support, honesty and accountability, responsible parenting, shared responsibility, and economic partnership. Each week of the curriculum uses teaching tools designed to focus the group on men's violence toward women. The check-in is used at the beginning of each session to identify specific steps the men are taking toward change. They record these steps on their action plans. During the first week, the group analyzes a short video or role play by using a control log. The second week requires men to explore their own use of abusive behaviors, again using the control log; and the third week they practice alternative nonviolent behaviors in role plays and group exercises. Also included in the book are a discussion of the facilitator's role, guidance for the evaluation of domestic abuse intervention programs, and accountability issues. Chapter references, appended supplementary material, and a subject index


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