Sí, Yo Puedo Curricula: Latinas Examining Domestic Violence and Self

•Purpose

Few culturally competent curricula and programs in the U.S. are designed to empower immigrant Latina women (ILW) to access resources and support systems in their communities (Perilla, Serrata, Weinberg, & Lippy, 2012). The Sí Yo Puedo (SYP) curriculum raises awareness, provides education on domestic violence (DV), and promotes self-esteem and healthy relationships within a cultural framework. The curriculum is a two-hour, topic-specific weekly educational program conducted entirely in Spanish that provides culturally competent resources to ILW in a group over 11 weeks (Marrs Fuchsel, 2014). In this study, we hypothesized that participation in the program would lead to increases in self-esteem. We also expected participation to lead to changes in attitudes and knowledge about DV; we analyzed participants’ open-ended responses for qualitative evidence regarding what changes in attitudes took place.

•Methods

We employed a multi-method design (i.e., action research and mixed-methods) over a four year period with two community-based agencies in a Midwestern state. A flyer was posted and circulated by staff for recruitment purposes. Eligible participants included ILW who were18 years or older, were currently in an intimate partner relationship, and spoke Spanish. Fifty women participants (age range = 18-82) comprised six independent groups. All participants (n = 50) completed an open-ended 5-item exit questionnaire. Questions consisted of experiences with the topics, group dynamics, and changes in self-esteem, relationships, and knowledge and attitudes towards DV. We conducted content analysis to develop sub-themes and themes. Participants in groups 5 and 6 (n = 14) completed a 41 item pre/post-test survey. We used two measurements (i.e., Rosenberg Self-Esteem Scale and Attitudes about Relationship Violence Questionnaire) in our statistical analysis (i.e., Paired t-test) to assess our hypotheses.

•Results

In groups 5 and 6, the results from a paired t-test (t[13] = 4.49, p < .001; 95% confidence intervals = 2.56, 7.30) indicated that self-esteem scores at post-test (M = 24.29, SD = 3.38) were significantly greater than self-esteem scores at the pre-test (M = 19.36, SD = 4.22). Analysis of changes in attitudes and knowledge about relationship violence in ILW did not yield a statistically significant result. Nonetheless, in all the groups (n =50), qualitative data indicated changes in self self-esteem and attitudes and knowledge of DV among participants. One participant reported, “Knowing how to detect domestic violence during dating and not wait until you live together to find out that you are in an abusive relationship is important.” Another participant reported, “I have more self-esteem, I love myself more, and I have more self-awareness.”

•Implications for Practice

Results indicated overall improvement in self-esteem and qualitative analysis examined changes in attitudes and knowledge about DV, relationships, and partners among participants. The curriculum may serve as a model for DV intervention for ILW with strategies for social workers within group settings. Social workers or other mental health professionals who work with ILW in group settings outside of community-based DV shelters or agencies can expose ILW to these types of programs and services toward feeling empowered to potentially positively change their lives.