TPC-Journal-V1-Issue3

230 The Professional Counselor \ Volume 1, Issue 1 through such school-wide initiatives. Adolescents place a high value on peer and dating relationships; thus, they may be more motivated to develop skills to improve their relationships (Davis & Benshoff, 1999). While many prevention programs demonstrate increases in participant knowledge about dating violence, most do not measure or report significant behavioral change or target at-risk populations (O’Leary, Woodin, & Fritz, 2006). Thus, at-risk students would benefit from additional school counseling interventions. At the next level of support, counselors could offer peer-support programs and classroom guidance lessons to teach students healthy strategies to interact with peers and partners without resorting to relationship violence (Weisz & Black, 2010). Peer education programs might include didactic presentations, skits, art, creative writing, and public service announcements. Benefits to this modality include peer role-modeling and personal knowledge of effective ways to target peers. However, coordinating peer education programs may be time consuming and require close monitoring in order to be effective (Weisz & Black, 2010). Classroom guidance interventions for middle school students should be age-appropriate and culturally sensitive, utilizing multiple learning modalities including role-plays, art projects, and interactive games (Close, 2005). The young females in this study affirmed that media outlets impact adolescent attitudes around violence, and research has shown a relationship between tolerant attitudes and perpetrating violence (Connolly et al., 2010; Josephson & Proulx, 2008; Manganello, 2008). Thus, counselors could initiate a dialogue to assess adolescent attitudes about violence by listening to clips from movies, television shows and popular music. Students could brainstorm dating violence prevention and intervention strategies through participation in interactive games. The young females in this study suggested knowing your partner’s background, being aware of one’s own safety, and trusting one’s instincts. The school counselor could discuss the pros and cons of each strategy in order to correct less effective strategies offered, such as resorting to violence or hiding the abuse. As the interviews suggested, adolescents lack effective communication skills and are likely to resort to aggressive or avoidant strategies to handle conflict (Draucker et al., 2010; Prospero, 2006). These young females could benefit from communication and conflict resolution skill training. Additionally, many young adolescents have friends experiencing dating violence and report relying on peers for support rather than disclosing dating violence to adults (Ashley & Foshee, 2005; Close, 2005). Thus, young adolescents must be prepared with how to appropriately respond when a friend is in trouble. Adolescents may not know how to support their friends, as individuals in this study discussed self-blame as an acceptable response to dating violence. Females often report a stronger emotional reaction to dating violence than males, so it would be important to assess their reactions to possible abuse (Sears & Byers, 2010). Counselors could encourage students to participate in interactive skits with fictional dating scenarios to explore healthy conflict resolution, strategies to intervene when friends are experiencing abuse, benefits of adult disclosure and reactions to abuse. At the most intensive level of support, school counselors would target individuals at serious risk for relationship violence. These might include individuals experiencing multiple forms of aggression, demonstrating aggression toward their peers, experiencing depression, using substances, or those with a family history of violence (Foshee et al., 2010; Laporte et al., 2011; Sears & Byers, 2010). Group and individual interventions targeted at females can address depression, self-esteem, substance use, aggression against peers, and anxiety, since these concerns are both risk factors and consequences of dating violence (Foshee et al., 2010). Counselors may offer support groups to adolescents experiencing dating violence. Rosen and Bezold (1996) implemented a school-based didactic support group to help young women (a) identify type and levels of abuse, (b) believe they are entitled to relationships without abuse, (c) discuss the personal consequences of dating violence, (d) enhance interpersonal skills, and (e) conceptualize themselves as able to make effective choices. Individual responsive services may include motivational interviewing, social skills development, anger management and relationship therapy (O’Leary et al., 2006). Counselors could educate students about dating violence risk factors, including peer aggression and family violence. Female adolescents view peer violence as an acceptable self-defense technique (Lavoie et al., 2000). Counselors could teach adolescents about the cycle of violence and healthier techniques to resolve relationship conflict. Counselors working with those witnessing relationship violence might identify areas of strength, enhance self-esteem, and explore problem-solving strategies (Fontes, 2000). Counselors should assess students for known consequences of dating violence, including depression, anxiety, poor self-concept, suicidal ideation, PTSD, disordered eating, and substance use (Ackard & Neumark-Sztainer, 2002; Banyard & Cross, 2008; Mashow & Ahmed,