1. The 2019 Survey Clare Cannon, Ph.D.
Domestic Violence Perpetrator Treatment: Views from Researchers and Providers on Improving Cooperation and Advancing Evidence-Based Practice
The 2019 Survey   Clare Cannon, Ph.D.
John Hamel, Ph.D., LCSW IVAT 24th San Diego Summit September 7, 2019

2. Purpose
The purpose of the current study is to identify key relationships between IPV practitioner’s training and research on IPV treatment approaches.

3. Method
69-item questionnaire, the Domestic Violence Perpetrator Treatment Survey, sent to approximately 13,900 BIP directors, IPV scholars, mental health professionals, victim advocates, and affiliated justice personnel in U.S. and Canada
2,259 postcard invitations
11,500 ed invitations (1,695 opened)
Follow-up s sent every 2 weeks for a total of 6 weeks
Respondent contact information from state Coalitions Against Domestic Violence and various government agencies available on the internet (i.e. Batterer Intervention Services Coalition of Michigan’s online listing, at intervention-programs-listing-by-state/)
Large number of non-contacts  
Total responses: 411

4. DESCRIPTIVE RESULTS

5. Figure 1. Respondents by Race/Ethnicity

6. Figure 2. Respondents by educational attainment

7. Figure 3. Respondents by licensure

8. Figure 3b. Type agency respondents work at

9. Figure 3c. Position occupied by respondents

10. DOMESTIC VIOLENCE PRACTITIONERS

11. Figure 4. Estimated percentages of clients in treatment settings

12. Figure 5. Estimated percentages of clients who have been court-mandated to treatment

13. Figure 6. Reported Group Orientation
Figure 6b. Word cloud of other response to
treatment orientation

14. Figure 7. Frequency respondents reported using motivational interviewing
Motivational Interviewing is the one intervention found through replicated RCT research to be effective in promoting client engagement and lowering recidivism rates (Babcock et al., 2016).

15. Figure 8. Number of hours of domestic violence-related professional training reported received each year on average

16. Figure 8b. Reported number of hours of DV-related
professional training received online
Figure 8c. Reported number
of hours of DV-related
professional training in person

17. Figure 9. Where respondents typically receive in-person training
Figure 9b. Word Cloud of Other responses
for in-person training

18. Figure 10. Online resources used by respondents in the past year

19. evidence-based practices.
Figure 11. Respondents’ reporting how much they agree or disagree with APA definition of
evidence-based practices.
APA’s statement: "Evidence-based practice is
the integration of the best available research
with clinical expertise in the context of
patient characteristics, culture and preferences.”

20. Figure 11b. Respondents’ who disagree with the APA statement
“I have no issue with the statement itself. However, increasingly we are leaning toward a gentle "forcing" of treatment providers to fit a certain mold. I believe some evidence-based programming can be very helpful. In the large agency where I worked for some time however, training therapists in the preferred "evidence-based" program became a way to dominate and micromanage therapy. Sadly, I doubt this is unusual. In one case, we had a trainer who admitted he was an ineffective therapist (very charismatic, advanced quickly into administration). His need to dominate resulted in him not only teaching the evidence-based program but providing his inadequate methods of therapy mixed in, thus reducing their ability to connect effectively with the clients. In an observation by the evidence-based program directors who visited our site, he got very low marks, and yet nothing changed. When you're trying to reduce attitudes in clients of domination and disrespect, when ambitious administrators dominate therapists, it creates paradox and reduces effectiveness.”
One
respondent on
APA’s statement:

21. Figure 12. Respondents’ view of importance of evidence-based practice in working with DV clients

22. Table 1. Research topics in ascending order based on first place ranking by respondents

23. Figure 13. Average score of research topic by orientation of program for respondents
Note: Lower average scores for research topics mean ranked higher by respondents

24. Figure 13b. Average score of research topic by educational attainment of respondents
Note: Lower average scores for research topics mean ranked higher by respondents

25. 13c. Average score of research topic by type of agency of respondent
Note: Lower average scores for research topics mean ranked higher by respondents

26. 13d. Average score of research topic by frequency of using motivational interview by
respondent
Note: Lower average scores for research topics mean ranked higher by respondents

27. Figure 14. Satisfaction of working with researchers.
Figure 14b. Reported likeliness
of respondents working with
researchers

28. ADVIP

29. ADVIP
The Association of Domestic Violence Intervention Providers (ADVIP) was created by John Hamel and colleagues to provide a platform where researchers and providers could cooperate by exchanging information and resources.

30. Figure 1. Reported usefulness of ADVIP websites’ current features

31. Table 2. Aside from ADVIP, what else might advance evidence-based treatment.
Figure 2. Minimum number of CEUs per year should be required for all court-approved
batterer intervention providers

32. Figure 4. Word cloud of suggestions to improve ADVIP

33. IPV RESEARCHERS

34. Figure 1. Percentage of research devoted to studying domestic violence
research that has included
cooperation with DV
treatment providers

35. Figure 3. Average percentage of treatment modalities of providers working with researchers
Figure 4. Reported likeliness
of researcher
to work with practitioner
in their research

36. CHI SQUARE ANALYSES

37. Series of chi square analyses were run with multiple socio-demographic explanatory (i.e., race, gender, educational attainment) and outcome variables of interest (i.e., frequency of motivational interviewing, agreement of APA evidence-based practices)
Educational attainment *Agreement APA definition of Evidence-based practices: .364* (*p<0.05).

38. Research question 1: Are there associations between a respondent’s endorsement of a particular theoretical model (i.e., CBT or Duluth) and their view on training and evidence-based practice?
There is a statistically significant low to moderate association between a program’s theoretical model and a respondent’s number of training hours on average annually (⏀ =.332**, χ2=33.82(16)).
There is a statistically significant low to moderate association between a program’s theoretical orientation and a respondent’s number of online training hours received each year (⏀ =.307+, χ2 =28.87(20)).
Note: +p<0.1,*p<0.05, **p<0.01, ***p<0.001

39. Research question 2: Is there an association between a program’s theoretical model and where a respondent gets their in-person training?
There is statistically significant low to moderate association between a program’s theoretical model and where a respondent gets their in-person training (⏀ =.317+,
χ2 = (16)).
Note: +p<0.1,*p<0.05, **p<0.01, ***p<0.001

40. Research question 3: Is there an association between a program’s theoretical model and how a respondent defines evidence-based practice?
There is no statistically significant relationship between a program’s theoretical model and the number of hours spent on training on EVB for respondents.
There is no statistically significant relationship between a program’s theoretical model and the expressed importance of EVB for respondents.

41. Research question 4: Is there an association between a program’s theoretical model and the expressed likelihood of a provider working with researchers?
There is no statistically significant relationship between a program’s theoretical model and the expressed likelihood of a respondent working with researchers.

42. Research question 5: Is there an association between a program’s theoretical model and the expressed value of ADVIP of a respondent?
There is no statistically significant relationship between a program’s theoretical model and the expressed value of ADVIP features to a respondent.

43. Note: +p<0.1,*p<0.05, **p<0.01, ***p<0.001
Research question 6: Is there an association between a program’s theoretical model and the expressed value of other means of advancing evidence-based practice other than ADVIP?
There is no statistically significant relationship between a program’s theoretical model and expressed view that state standards should be revised to mandate all perpetrator programs should be evidence based.
There is no statistically significant relationship between a program’s theoretical model and expressed view that initial certification of court-approved perpetrator programs should be taught by someone with substantial knowledge of domestic violence causes, dynamics, risk factors, consequences, assessment and treatment.
There is a statistically significant low association between a program’s theoretical model and expressed view that there are other mechanisms to advance evidence based treatment (⏀=.173+, χ2 =9.18(4)).
Note: +p<0.1,*p<0.05, **p<0.01, ***p<0.001

44. Figure 1. Word cloud of responses to Other for additional mechanisms that can advance evidence-based practices.

45. LIMITATIONS AND CONCLUSIONS

46. Limitations Small sample size of researchers (N~30).
For many questions have a total number of respondents is approximately 300.
Cross-sectional data

47. Conclusions
CBT and Duluth continue to be endorsed as primary treatment models; most providers have a Master’s level of education.
The large majority of treatment providers have a favorable view of evidence-based practice.
Endorse APA definition; few think it should be based on clinical experience only, or academic research only.
Say that 10 or more CEUs per year should be required.
Majority use M.I. “always” or “very often.”
Say that the initial certification of a court—approved batterer intervention provider should be taught by someone with substantial knowledge of partner abuse.

48. 66 % find the web pages of the Association of Domestic Violence Intervention Programs (ADVIP) to be “useful” or “very useful,” in particular the Program Research and Partner Abuse State of Knowledge features.
Both providers and researchers are willing to work with each other on relevant research.
Favorable views of research and evidence-based practice mostly unrelated to respondents’ theoretical orientation (e.g., Duluth or CBT).
As suggested by the quoted respondent, evidence-based practice should not be limited to a program’s curriculum but include how it is delivered – i.e., the Responsivity part of the Risk-Need-Responsivity model and client preferences part of APA definition, and as demonstrated by MI research.
Hamel/Tulane/UC Davis Group Process study.

49. Clare Cannon, PhD Department of Human Ecology University of California, Davis Research Fellow, Department of Social Work University of the Free State, Bloemfontein, South Africa (e:) (w:) clarecannon.ucdavis.edu