TPC-Journal-V1-Issue3

The Professional Counselor \ Volume 1, Issue 1 229 although aware of the consequences of violent behavior, had themselves resorted to violence. This was especially evident with the perpetration of violence against the opposite sex, which supports findings by Lavoie and colleagues (2000). Female adolescents cited examples of hitting their peers and digging their fingernails into another’s skin to gain attention or to solve a conflict. This type of violent behavior by adolescent girls is alarming, as female aggression against peers has significantly predicted dating violence perpetration (Foshee et al., 2010). In addition to violence, participants suggested a number of strategies to intervene with dating violence, including prevention strategies, factors influencing reporting, and dating violence interventions. Prevention strategies included knowing your partner’s background, being aware of one’s own safety, and trusting one’s instincts. Consistent with previous research, participants indicated fear and reluctance to report dating violence due to either the potential for incarceration or further harm from the perpetrator (Close, 2005). The participants’ conceptualized personal interventions ranged from hitting or abusing the perpetrator back, leaving the relationship, telling someone, or hiding the violence. Counseling Implications This study fills a gap in the research on young adolescent conceptualizations of dating relationships. Adolescents exposed to dating violence are more likely to experience future relationship violence (Close, 2005). Thus, adolescence is an optimal time for school and community counselors to intervene to promote healthy dating relationships (Collins & Sroufe, 1999; Davis & Benshoff, 1999; Hays et al., 2009). Many adolescents are striving to form their identities within relationships. Without intervention, females experiencing dating violence might conceptualize themselves victims and seek future relationships to support this role (Klem, Owens, Ross, Edwards, & Cobia, 2009). However, supportive therapeutic interventions could assist adolescent females to learn healthy ways of relating to others (Klem et al., 2009). Counselors are in a position to recognize and respond to adolescent dating violence (Hays et al., 2009). Carlson (2003) asserted counselors working with youth must not only recognize violent actions, but also seek to understand the underlying issues causing such behavior. As counselors gain access to adolescent conceptualizations of dating violence, they can more appropriately and effectively intervene in harmful situations. In order to screen, intervene and measure dating violence interventions, counselors must partner with school and community leaders. Standardized dating violence screening could be administered at school, in the community or with a health care provider (Close, 2005). Counselors could modify their language to encourage student disclosure of violence by asking if students have experienced specific events (e.g., disparaging events, violating events, controlling events), rather than broadly asking about abuse (Draucker et al., 2010). Counselors can monitor middle school student behaviors for warning signs of possible dating violence, including physical or emotional complaints without explanation of the problem, depression, and academic decline (Close, 2005). Students experiencing dating violence often have difficulty concentrating and learning in school, as dating violence is most prevalent among adolescents earning low grades (Eaton, Davis, Barrios, Brener, & Noonan, 2007; Howard, Wang & Yan, 2007). When behavioral and emotional changes are witnessed, individuals can be assessed to determine if they are experiencing relationship violence and counselors can intervene accordingly (Draucker et al., 2010). There is no widely accepted intervention strategy to combat young adolescent dating violence in the schools. However, school counselors can rely on empirically tested prevention and intervention programs to target populations based on dating violence risk. School counselors could develop a three-tier model of support which includes (a) universal prevention programming offered to all students, (b) peer education and classroom guidance for individuals at moderate risk, and (c) support groups, individual response services and referrals for adolescents at the highest risk for dating violence (O’Leary, Woodin, & Fritz, 2006). Since adolescent dating violence is a problem with significant mental and physical health consequences, many prevention programs have been developed to target this vulnerable population (Draucker et al., 2010). Most dating violence prevention programs universally target middle or high school students in a brief, school-based venue (Whitaker et al., 2006). Empirically tested programs strive to increase participant knowledge about dating violence, levels of abuse, warning signs, and community resources using didactic and process-based learning (O’Leary, Woodin, & Fritz, 2006). Such programs alert participants to the deleterious impact dating violence has on both perpetrators and survivors, such as increased mental health issues, substance use and school disengagement (Ackard & Neumark-Sztainer, 2002; Banyard & Cross, 2008; Howard et al., 2007; O’Keefe, 2005). Several programs also incorporate communication and conflict management strategies. Student perceptions of dating violence can be discussed