Dating violence is the most common form of violence experienced by college students. Recent literature explores individual environmental factors, such as stress and childhood trauma, leading to such violence, but little is known about how these factors interact to explain dating violence. This paper explores General Strain Theory in combination with Social Learning Theory to examine how together, these theories more precisely explain the higher rates of dating violence experienced on college campuses. Previous research has found support for the theories individually. Experiencing childhood abuse and poor coping skills associated with academic and life strains have been found to be the greatest risk factor for dating violence victimization. Research suggests that teaching coping techniques, stress and anger management skills, as well as re-teaching socially acceptable peer interactions need to be included in a successful program to make college campuses safer for female students.
Table of Contents
1. Abstract
2. Introduction
3. Topic
4. Theory
5. Methods
6. Approach
7. Bibliography
Research Objectives and Key Topics
This study aims to examine the prevalence and underlying causes of dating violence among college students by integrating General Strain Theory (GST) and Social Learning Theory (SLT) to provide a comprehensive explanatory framework for intervention.
- Analysis of environmental and individual risk factors for dating violence on campus.
- Application of General Strain Theory regarding stress and unmet goals.
- Application of Social Learning Theory regarding peer influences and learned behaviors.
- Evaluation of current intervention models like "Men Stopping Violence".
- Proposal of a multi-phase preventative program for high-risk students.
Excerpt from the Book
Topic
Dating violence has gained heightened awareness during recent years. The National Center for Victims of crime defines dating violence as any controlling, abusive, and aggressive behavior in a romantic relationship. Violence can be psychological, physical, sexual, or emotional, but usually includes acts from all categories in varying degrees. According to The National Coalition against Domestic Violence (NCADV), women between the ages of 16 and 24 are at the highest risk of becoming victims of dating violence. A total of 21% of all college women report experiencing dating violence by a current partner and 32% report dating violence by a previous partner. Around 13% of college women report being the victims of stalking, of which 42% report being stalked by a current or former boyfriend. Studies performed by the NCADV show that as the seriousness and length of the relationship increases, the potential for violence also increases.
Summary of Chapters
Abstract: Provides a concise overview of the study, highlighting the combination of GST and SLT to explain dating violence and the necessity of targeted intervention programs on college campuses.
Introduction: Outlines the rising rates of dating violence on college campuses and introduces the theoretical basis of the study, emphasizing childhood abuse and academic stress as significant predictors.
Topic: Details the statistical prevalence of dating violence, stalking, and acquaintance rape among college students, while addressing the specific vulnerabilities of the college demographic.
Theory: Explains the core components of Social Learning Theory and General Strain Theory, and how previous research has utilized these frameworks to analyze violent behaviors.
Methods: Evaluates the limitations of previous studies and describes the methodology for the proposed research, including sample selection, survey distribution, and the use of the Conflict Tactics Scale 2.
Approach: Presents an innovative, three-phase intervention and prevention program inspired by the Men Stopping Violence model to assist high-risk students in adopting non-violent behaviors.
Bibliography: Lists the academic sources and data references used to support the research findings and the development of the proposed intervention program.
Keywords
dating violence, college students, General Strain Theory, Social Learning Theory, childhood abuse, intervention, prevention, academic stress, peer groups, victimization, interpersonal violence, campus safety, relationship abuse, mental health, offender rehabilitation.
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates the extent to which General Strain Theory and Social Learning Theory can explain the prevalence of dating violence among college students.
What are the primary theoretical frameworks used?
The study utilizes Social Learning Theory, which posits that violence is a learned behavior, and General Strain Theory, which examines how negative emotions from blocked goals lead to violent outcomes.
What is the main research goal?
The goal is to determine how these two theories interact to provide a more precise explanation for dating violence and to propose an effective prevention program based on these insights.
What scientific methodology is proposed for this study?
The proposed study intends to survey 2,000 college students using the Conflict Tactics Scale 2 (CTS2) and other stress-related assessment tools, followed by a bivariate correlation and multiple linear regression analysis.
What does the main body of the work cover?
It covers the statistical background of dating violence, a review of relevant criminological theories, an analysis of methodological limitations in previous studies, and a detailed outline of a new prevention program.
Which keywords best describe this study?
Key terms include dating violence, college students, General Strain Theory, Social Learning Theory, childhood abuse, and campus intervention programs.
Why is the "Men Stopping Violence" model mentioned?
It serves as the foundation for the author's proposed intervention program, focusing on challenging masculine stereotypes and retraining batterers to view women as equals.
How does the proposed program address social learning?
It incorporates weekly, individual sessions with family therapists to help students identify and mentally process past childhood abuse and family violence experiences.
What is the role of the mentor in the second phase of the program?
The mentor introduces the student to non-violent peer groups and facilitates community service, helping the student incorporate new, positive values into their belief system.
- Quote paper
- PhD Hassan Nawaz (Author), 2017, To what extent do Social Learning and General Strain Theories explain dating violence among college students?, Munich, GRIN Verlag, https://www.grin.com/document/371803
