Intimate Partner Violence Among Adolescents: Prevention and Intervention Using a Multi-Tiered Approach
Graduate Student Rachel Wiegand
Chapman University, 1 University Drive, 92866, Orange, United States
Number
22
Assigned to session
SW.02.05, 08-07-2022, 16:30 - 18:00Keywords
Mental health promotion and preventive interventions
Trauma intervention; crisis intervention
Abstract
Intimate partner violence (IPV) amongst adolescents impacts students in all demographics across the United States (U.S) and the world. Within the U.S., two-thirds of young people, ages 12-18, reported experiencing adolescent IPV (Mendoza & Mumford, 2018; Taylor et al., 2016). Current research indicates that one in 14 male and nearly one in 11 female high school students have experienced physical dating violence within the past year (Center for Disease Control and Prevention [CDC], 2021). Teens from traditionally marginalized backgrounds (e.g., certain racial/ethnic groups, members of the LGBTQIA+ population) are disproportionately impacted by different forms of violence (CDC, 2021). Global reports also indicate that youth worldwide disclosed experiencing and perpetrating violence in adolescent relationships further emphasizing the reach and urgency of IPV amongst school-aged populations (World Health Organization, 2012). Violence in relationships can lead to adverse outcomes for students, both short and long-term, potentially impacting their physical, mental, and emotional well-being. IPV in adolescence has also been linked to the continuation of IPV in adulthood (Mumford et al., 2019). Adolescents spend a substantial amount of time in school, positioning school psychologists to play a vital role in shaping the supports for all students and those currently grappling with intimate partner violence, also known as teen dating violence. A review of recent, peer-reviewed literature suggests that schools can implement many preventative and intervening programs to support students in fostering healthy relationships. This paper session will examine the various interventions educators can provide using a multi-tiered system of supports model.
Authors
