TPC-Journal-V1-Issue3

222 The Professional Counselor Volume 1, Issue 3 | Pages 222-233 © 2011 NBCC, Inc. & Affiliates www.nbcc.org http://tpcjournal.nbcc.org doi:10.15241/dgh.1.3.222 A Phenomenological Investigation of Adolescent Dating Relationships and Dating Violence Counseling Interventions Danica G. Hays, Rebecca E. Michel, Rebekah F. Cole, Kelly Emelianchik, Julia Forman, Sonya Lorelle, Rebecca McBride, April Sikes Despite the prevalence of dating violence, incidences often go unreported due to a lack of awareness among students as to appropriate dating behaviors. This phenomenology investigated how adolescents conceptualize and experience dating relationships. We explored adolescent females’ definitions of healthy and abusive relationships, experiences with unhealthy relationships, and responses to dating violence in order to develop effective strategies to intervene with this population. Implications for school counseling and mental health counseling practice, training, interventions and future research are discussed. Keywords: dating violence, adolescent, female, school counseling, mental health counseling, interventions Dating violence, which involves actual or threatened emotional, physical, and/or sexual abuse within a dating relationship, has become an increasing concern among counselors working with adolescent populations (Craigen, Sikes, Healey, & Hays, 2009; Hays, Green, Orr, & Flowers, 2007). There are significant mental, physical and behavioral consequences of adolescent dating violence, including depression, anxiety, PTSD, suicidal ideation, poor self-concept, disordered eating, substance use/abuse, risky sexual behavior, and school disengagement (Ackard & Neumark-Sztainer, 2002; Banyard & Cross, 2008; Howard, Beck, Kerr, & Shattuck, 2005; Howard, Wang, & Yan, 2007; Masho & Ahmed, 2007; O’Keefe, 2005; Silverman, Raj, Mucci, & Hathaway, 2001). Due to the severity of negative health outcomes, it is imperative for counselors to understand the experiences of adolescents to facilitate early intervention with this at risk population (Hays et al., 2007). Few studies have given voice to the individuals themselves. Dating serves as an important developmental milestone as individuals come to understand social and relational goals. For many, dating begins in adolescence, with an estimated 72% of 11- to 14-year-olds dating before age 14 (Teen Research Unlimited, 2008). Unfortunately, young adolescents may be unaware how to behave in a dating relationship, so they are vulnerable to inaccurate messages from their family of origin, peers and the media (Connolly, Friedlander, Pepler, Craig, & Laporte, 2010). With respect to family influences, many individuals are socialized that violence is a normal and appropriate response to conflict in intimate family relationships (Hays et al., 2007). Adolescents living in urban communities or experiencing socioeconomic disadvantages may be exposed to increased levels of family and community violence (Banyard, Cross, & Modecki, 2006; Vézina & Hébert 2007). Compared with their peers, female and male adolescents with a history of family violence are at a greater risk of dating violence victimization and perpetration, respectively (Laporte, Jiang, Pepler, & Chamberland, 2011). Peers and media also influence behaviors and attitudes. Research suggests between 50 to 80% of adolescents report knowing friends who were involved in dating violence (Ashley & Foshee, 2005; Halpern, Oslak, Young, Martin & Kupper, 2001; Teen Research Unlimited, 2008). Adolescents with friends who experience dating violence are more likely to perpetrate violence against their dating partner (Foshee, McNaughton, Reyes, & Ennett, 2010). Further, media exposure may impact adolescent attitudes surrounding dating violence, specifically the belief that violence is a way to resolve relationship problems (Manganello, 2008; Rivadeneyra & Lebo, 2008). Adolescents who prefer aggressive media such as physical or verbal violence in television, movies, music and video games are likely to exhibit violent relationship Danica G. Hays, NCC, is an Associate Professor and Department Chair at Old Dominion University. Rebecca E. Michel, NCC, is a doctoral candidate and Rebekah F. Cole, NCC, is an Adjunct Professor, both at Old Dominion University. Kelly Emelianchik, NCC is an Assistant Professor at Argosy University-Atlanta. Julia Forman, NCC, is an Instructor at Walden University. Sonya Lorelle, NCC, is an Adjunct Professor at the University of North Carolina–Charlotte. Rebecca McBride, NCC, is an Adjunct Professor at Old Dominion University. April Sikes, NCC, is an assistant Professor at Georgia State University. Correspondence can be addressed to Danica G. Hays Old Dominion University, 110 Education Building, Norfolk, VA, 23529, dhays@odu.edu.