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Final Project

Sara Thompson

Post University

EDU 623 Designing Learning Environments

Dr. Stephanie Fells

December 15, 2020

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Final Project

Introduction

This instructional module covers a serious and widespread problem, intimate partner

violence (IPV). Intimate partner violence and domestic violence (DV) are used interchangeably,

yet there is a distinction between the two terms, domestic violence refers to violence within a

relationship under one roof, whereas intimate partner violence refers to any violence that occurs

in an intimate relationship and the individuals do not have to live together. Hence, the term IPV

covers violence in dating relationships, marriages, two individuals living together and involves

heterosexual and same sex relationships. A key point to be mindful of, IPV knows no boundaries

(i.e., IPV does not discriminate), this type of interrelationship violence occurs in all

communities, within all socioeconomic statuses (SES), and according to the Centers for Disease

Control and Prevention, National Center for Injury Prevention and Control, Division of Violence

Prevention (2018) in 2015 1 in 3 women (43.6 million women) and 1 in 3 men (37.3 million)

experienced some form of IPV during the course of their lifetime.

The effects of IPV can be long lasting, victim survivors of IPV may experience mental

health issues, substance abuse issues, experience difficulty with platonic and romantic

relationships and youth who witness or experience the violence are often affected long-term

(Anxiety and Depression Association of America, 2019). In fact, the National Center for Injury

Prevention and Control, Division of Violence Control (2020) considers IPV a public health issue

and insists that communities train and strategize to address violence that occurs within many

relationships. Accordingly, recognizing the signs of IPV, understanding the dynamics of IPV,

being aware of the barriers to leaving a violent relationship, analyzing the ethical components of

IPV, examining the impact of this violence on youth who witness or experience IPV, and
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determining the actions to take in situations of IPV should not be left solely to front-line workers

(e.g., mental health counselors or domestic violence advocates).

Analysis

Needs Analysis

IPV is considered a serious public health issue that effects all socioeconomic, ethnic,

religious and cultural groups, and can lead to long-term effects on the victim survivor’s physical

and mental health wellbeing (Anxiety and Depression Association of America, 2019). With IPV

affecting all groups it is prudent for community members as well as mental health professionals

and anyone interested in understanding the seriousness of IPV to participate in this training. This

training will educate participants about the cycle of abuse, the signs of IPV, how to help a person

affected by IPV, the effects of IPV on a person’s overall wellbeing and identify community

resources. This training will cover several key topics associated with IPV at a layperson’s level,

in hopes that participants are encouraged to share what they learned with other community

members and recognize that within their community and neighborhoods this violence exists.

Hence, this training will get the message out about the seriousness of IPV by making community

members more aware.

Learner Analysis

The intended audience for this training about IPV is community members who are

unaware of the seriousness of IPV across the nation and within their own community. Although

this training is developed for community members, the content is a beneficial refresher for

mental health professionals as well college students in a counseling and/or human services

program. Truly, anyone interested in learning about IPV is recommended to take this training.
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Since this training is developed for community members, no prior knowledge of IPV is

necessary. The content will be applicable to all demographics, educational background, and

learning styles. The training will be developed in English which may be a barrier for non-English

speaking and reading individuals who want to learn more about IPV.

Environment Analysis

The organization this training is being developed for is a community domestic violence

agency. The key stakeholders are the Executive Director and DV/IPV advocates that

work/volunteer for the agency; the town manager; K-12 educators and counselors; 2 board

members that serve on the agency’s board; and victim survivors of IPV. Their vested interest is in

educating the community about IPV to reduce incidents of IPV, connect victim survivors with

community resources, and identify gaps in available resources.

This training will be developed to meet the needs of synchronous learning. The training

will be conducted synchronously at the community domestic violence agency and through Zoom,

and the training will be recorded for quality assurance. The technology needed for the

synchronous training is a laptop/PC and projector screen, both of which are readily available

within the agency, and participants attending via Zoom will need a laptop/PC and the Zoom app.

Task Analysis

The skills learners will need to learn and master follow the learning objectives and in this order.

1. Explain the cycle of abuse;

2. Identify the signs of an IPV relationship;

3. Analyze the barriers for leaving an abusive relationship;

4. Examine the consequences of experiencing IPV;

5. Evaluate current resources for individuals effected by IPV.

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Situational Analysis

There are a few potential barriers/challenges for delivering this training effectively, the

most serious challenge is the intended audience themselves, the community members. As a

trained DV advocate, Chair of a counseling and human services program, and psychologist, this

training developer has interacted with individuals who do not think or want to think that IPV

exists within their community. There is actually the thought that IPV does not exist in their

neighborhood and only occurs in poor and undereducated communities, however that could not

be farther from the truth. To overcome this challenge, it is necessary for community members to

be invested in this topic, and to do that, the seriousness of IPV will be explained and emphasis

will be placed on how their knowledge of IPV may potentially save a life. By explaining to the

community why the training is necessary and how it can help the community they live in,

community members will hopefully want to participate in the training.

Another potential barrier for this training is technology. Those who attend the training

face to face will not need to have their own laptop or electronic device, however, participants

attending synchronously will need to have access to a PC, laptop, tablet or smartphone and

access to Zoom to take the training. A statement that access to a PC/laptop is required if not

attending in person must be included in the training advertisement. Another workaround removes

technology all together, whereby the training is made into a PDF for those without access to

technology, however participants would not be ablet to interact with case vignette assignments.

Potential design constraints are the budget and time frame for completion. As with many

community social/human services agencies, the agency has a limited budget for the essential

training. Thus, the design of this training will either take advantage of the developer’s access to

authoring tools or use an authoring tool that has a free trial. A concern with a free trial is not
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being able to access this critical training after the trial period ends. The agency will be

encouraged to apply for a grant to cover the expenses of the training design and development as

well as delivery of the training.

Due to the seriousness of IPV, the development of this training will be a rapid design.

Nevertheless, care must be taken to ensure all topics are covered, the content and assessments

relate directly to the identified learner outcomes and quality assurance is a priority (Larson,

2014). It also helps immensely that this designer is also a DV/IPV subject matter expert (SME),

thus by collaborating with other trained IPV/DV advocates and subject matter experts this

training should come to fruition within 8 weeks.

Media/Technology Analysis

The design, development and implementation of this training requires the following

technology: PC/laptop, PC/laptop microphone and speakers, projector and screen, and Zoom

with breakout rooms for synchronous participants. Media for this training will include images,

text, videos, audio, and interactive case vignettes. In the future, Articulate Storyline 360 and Rise

360 will be used to develop and implement the training asynchronously.

Design

Development Schedule

This project will be developed as a rapid design project.

Analyze

The complete analysis phase for this project took 5 hours and covered the following

analyses, need, learner, environmental, task, situational, and media/technology.

Design
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The design phase will take 5 days, and covers the learning objectives, lesson structure,

activities, and the assessments used to measure achievement of the learning outcomes.

Develop

The development phase of this project will take one week, and an additional 3 days will

be allotted for revisions based upon feedback received.

Implement

The project will be piloted at a local domestic violence agency with their current DV

advocates and 5 community volunteers who want to learn more about to become an advocate.

The pilot is expected to take 2 weeks. One week for the training itself and another week has been

designated for revisions based upon the pilot group members’ feedback.

Evaluate

The final project will be evaluated several times, after the pilot and then after each

training workshop to confirm the effectiveness of the training. The evaluation of the pilot

training will take one day, and each subsequent training session will be evaluated within one

week of implementation and each evaluation should take approximately one to two hours. Three

days will be set aside for course revisions from the pilot training evaluation.

Course Learning Objectives

Upon completion of this course learners will be able to:

1. Explain the cycle of abuse;

2. Identify the signs of an IPV relationship;

3. Analyze the barriers for leaving an abusive relationship;

4. Examine the consequences of experiencing IPV;

5. Evaluate current resources for individuals effected by IPV.

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6. Be a trained advocate.

Lesson Structure

Below is the chronological order of the course topics. These topics are organized as such

because each topic lends to comprehension of the next topic. For example, the foundation of

understanding intimate partner violence is the cycle of violence, learners must first be able to

name the three parts of the cycle and list associated behaviors before they can begin to even

consider the barriers to leaving an abusive/violent relationship. Thus, the topics are scaffolded to

cover the scope of IPV.

Cycle of Violence

Course participants need to recognize that IPV follows a cycle that often repeats; hence,

the word cycle-the cycle of violence lays the foundation for the next four topics. The cycle of

violence is made up of three phases, tension building (e.g., insults, swearing, minor fights),

explosion (e.g., violent act of physical, sexual, psychological abuse occurs), and the honeymoon

phase (e.g., apologies, promises to seek professional help, and the common statement that it will

never happen again) (Domestic Violence Unit, DC, 2020).

Signs of an IPV Relationship

Being able to recognize the signs of IPV may ultimately save a life since many victims of

IPV do not report the abuse/violence (Wallace, 2015). This follows the cycle of violence because

to recognize signs of abuse/violence, the cyclic nature of IPV must first be examined.

Barriers to Leaving

This topic follows the cycle of violence; thus, learners already recognize these behaviors

often repeat, which brings forth reasons for why a victim of IPV may not leave their abuser.

Effects of IPV
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Examining the short- and long-term effects of IPV next assists course participants in

critically think about how the cycle of violence and the barriers for leaving contribute to serious

mental health issues, occupational and financial concerns, as well as death of the victim of IPV.

Resources

This topic is presented last to ensure course participants had ample opportunity to

interpret all aspects of IPV, consequently encouraging course participants to evaluate current

resources available to help those affected by IPV while also determining gaps in services.

Activities

This learning project includes text/readings, videos, open discussions with time for

questions and answers, interactive case vignettes, a quiz, and research. These activities were

chosen for this training to keep learners engaged in the course, and the use of interactive case

vignettes will aid course participants in recognizing the seriousness of IPV, explore why many

IPV victims choose to remain in the relationship despite the violence occurring while not

harming a real person. Since this training is for community members, it is plausible that the

interactive case vignettes are a newly learned skill.

The activities will lead to the achievement of the course objectives as described below:

1. Explain the three parts of the cycle of violence and their associated behaviors.

a. Text and an image of the cycle of violence, with descriptions are used to illustrate the

cycle of violence and course participants will discuss the topic as a group.

2. Identify three- five signs of an IPV relationship.

a. Text, videos, and an opportunity for discussion will be used to achieve this outcome.

3. Analyze the barriers for leaving an abusive/violent relationship.

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a. Text and interactive case vignettes will give course participants time to navigate realistic,

nonetheless hypothetical cases to understand the barriers that exist.

4. Examine the short- and long-term consequences of experiencing IPV.

a. Text, videos, and a quiz are the activities used to meet this course objective. Watching

videos and reading information provided, learners will better understand the effects of

experiencing IPV, as well as the consequences of leaving a violent relationship so that

they are prepared to take the course quiz. The final quiz will cover the first four topics

and will include T/F, fill in the blank and short answer.

5. Evaluate current resources for individuals effected by IPV.

a. The final course objective will utilize research, whereby course participants will be

provided with some community services for victims of IPV and through a search on their

own, find at least one additional resource that might benefit their community.

6. Be a trained advocate.

a. Passing the final knowledge check with at least an 80% and receive the signed certificate

of completion.

Assessment

A variety of formative assessments will be used in training to ensure assessments and

related activities align with the learning outcomes and this will hold the course developer as well

as course instructor accountable (Larson, 2014). Using a variety of formative assessments, the

training instructor can monitor and gauge learner progress, which will be rather useful during the

evaluation phase of the project (Larson, 2014).

Learning Objective: Explain the Cycle of Abuse and Associated Behavior

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Formative Assessment. The formative assessment will be a discussion of the cycle of

violence and related behaviors, with time allotted for questions and answers to check for

comprehension of the topic. The final quiz also assesses course participants knowledge.

Summative Assessment. The quiz at the end of learning module 4.

Implementation of Assessments. After course participants complete all related activities

for this learning objective, at least 20-30 minutes (dependent upon class size) will be used to

have an open discussion about the cycle of violence and for course participants to ask questions.

Learning Objective 2: Identify 3-5 Signs of an IPV Relationship

Formative Assessment. The formative assessment will be a discussion of signs of IPV,

with time allotted for questions and answers to check for discernment of the topic. The final quiz

further assesses course participants knowledge of this topic.

Summative Assessment. The quiz at the end of learning module 4.

Implementation of Assessments. After course participants complete all related activities

for this learning objective, at least 20-30 minutes (dependent upon class size) will be used to

have an open discussion about the signs of IPV and for course participants to ask questions.

Learning Objective 3: Analyze the Barriers for Leaving an Abusive Relationship

Formative Assessment. The formative assessment will be a discussion of the barriers for

leaving a violent relationship, with time allotted for questions and answers to check for

understanding of the topic. Interactive case vignettes will also be used to assess for learner

comprehension, offering multiple opportunities to practice their skills. The final quiz also

assesses course participants understanding of the topic.

Summative Assessment. The quiz at the end of learning module 4.

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Implementation of Assessments. After course participants complete all related activities

for this learning objective, at least 10-15 minutes (dependent upon class size) will be used to

have an open discussion about the barriers of leaving a violent relationship and for course

participants to ask questions. This will be followed by two interactive case vignettes that course

participants will navigate, and this will be followed up with another open discussion for course

participants to share their observations and thoughts after completing the case vignette activities.

Learning Objective 4: Examine the Effects of Experiencing IPV

Formative Assessment. The formative assessment will be a discussion of the effects of

IPV, with time allotted for questions and answers to check for understanding. The final quiz

administered during this learning module assesses course participants learning of this topic as

well as topics 1-3.

Summative Assessment. The quiz at the end this learning module.

Implementation of Assessments. After course participants complete related activities, at

least 20-30 minutes (dependent upon class size) will be used to have an open discussion about

the effects of experiencing IPV and for course participants to ask questions. The quiz will not be

timed. Participants attending in the room will be administered a printed quiz and answer sheet,

and those participating through Zoom will take the quiz electronically.

Learning Objective 5: Evaluate Current Resources for Individuals Affected by IPV

Formative Assessment. The formative assessment for this topic is a discussion of

available resources as well as gaps in services to examine comprehension. Research of other

resources will also assess for learner understanding. The final formative assessment will ask

course participants for feedback regarding gaps in service they identified (Larson, 2014).
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Summative Assessment. There will be no summative assessment for this learning

objective other than administering a course survey.

Implementation of Assessments. Course participants will be divided into small groups

(2-4 participants) to conduct the research activity. Each group will share what they found with

the group at large. The course survey will be administered to each course participants and should

take no more than 10 minutes to complete.

Learning Objective 6: Be a trained domestic violence advocate.

Formative Assessment. Not applicable.

Summative Assessment. Passing the quiz with an 80% or better.

Implementation of Assessment. The final quiz.

Development

Please refer to the storyboard.

Implementation

The project will be piloted at a local domestic violence agency with their current

domestic violence advocates and 5 community volunteers who want to become an advocate. The

pilot is expected to take 2 weeks. One week for the training itself and another week for revisions

based upon the pilot group’s feedback.

The training will be delivered face to face at a local domestic violence agency in their

group meeting room and synchronously using Zoom with breakout rooms for discussion. The

training will be delivered by a domestic violence advocate who has worked with the agency for

at least two years. Participants will have access to register for the training through the agency’s

website or by phone. The training will be held Monday-Thursday from 6-8 PM.
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Since the trainer is considered a DV/IPV SME, the content will be familiar to them,

however the design of the course, the assessments and all content will need to be reviewed with

the trainer. The training developer will review the course with the trainer and if necessary, will

provide training on how to use Zoom and create breakout rooms.

Synchronous course participants will need to download Zoom onto their PC, and this

information will be emailed one day before the training. A brief tutorial of how to use Zoom and

breakout rooms will be sent to synchronous online course participants. All course participants

will be shown how to access the resources (e.g., clicking on hyperlink to save or print).

The room will need to be set up with a laptop/PC, projector, table, chairs, white board

and markers, and there should be a backup laptop available for “just in case”. Tissues will be

provided in the room. This will be done in advance of the start of the training and the trainer will

check to make sure all supplies are in the room at least one hour before the start of the training.

The implementation phase will also include marketing of the training which will be

conducted through word of mouth, flyers and the domestic violence agency’s website.

Evaluation

The final project will be evaluated several times, after the pilot and then after each

training to confirm the effectiveness of the training. The evaluation of the pilot will take one day,

and each subsequent training will be evaluated within one week of implementation and each

evaluation should take approximately one to two hours. Three days will be set aside for course

revisions based upon the pilot training evaluation. The trainer, staff of the domestic violence

agency and the instructional designer will evaluate the effectiveness of the training through a

review of participant surveys, comments shared by participants, successful completion rates on

the final quiz, and the number of course participants who register to be an advocate.
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Level 1 Evaluation

Please take a few minutes to complete the course survey, your feedback helps us to deliver an

exceptional training for future advocates. Thank you.

1. Strongly disagree; 2. Disagree; 3. Neutral, neither agree or disagree; 4. Agree; 5. Strongly

agree

Effectiveness of Training

Level 2

This level of evaluation focuses on the learning, such as the training participants’

performance on the quiz and group discussions to ensure that the assessments match the course

objectives, are appropriate and achievable, and this occurs during the training (McArdle, 2011).

Course participant success passing the quiz with at least an 80% and discussion participation will

measure completion of level 2.

Level 3

This level of evaluation focuses on the training transfer, such as, will the training

contribute to course participants being an effective advocate (McArdle, 2011). To measure this

level of effectiveness, within a week to a few months after the training the supervisor of the

advocates will assess success of the training in aiding advocates to do their job, such as knowing

resources available within the community, recognizing the signs of violence or abuse, and

validate the victim/survivor rather than blaming them for staying in the violent relationship.

Level 4
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At this level, the effect of the training on the organization is evaluated and should be

conducted three months to one year after the training (McArdle, 2011). Measurement

instruments for this training are focus groups, interviews with the advocates and/or

questionaries/surveys that were administered to clients receiving services as well as the advocate

(McArdle, 2011).

Summary

Domestic and intimate partner violence (DV/IPV) is a serious public health issue, making

the role of advocates exceptionally important, potentially lifesaving. This training meets the

needs of DV/IPV agencies in all communities, and without much time or additional resources

may be made available asynchronously, potentially leading to more community members

choosing to become a trained advocate. Additionally, the extensive analyses conducting also

support the urgency and necessity of this training. In conclusion, you and your family/friends are

encouraged to take this training, the more people educated about relationship violence the more

likely a life will be saved.

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References

Anxiety and Depression Association of America. (2019). Intimate partner violence-What is it

and what does it look like? https://adaa.org/learn-from-us/from-the-experts/blog-

posts/consumer/intimate-partner-violence-what-it-and-what-does

Centers for Disease Control and Prevention. National Center for Injury Prevention and Control.

Division of Violence Prevention. (2018). The national intimate partner and sexual

violence survey: 2015 data brief. https://www.cdc.gov/violenceprevention/pdf/2015data-

brief508.pdf

Domestic Violence Unit, DC. (2020). The cycle of violence. https://mpdc.dc.gov/page/cycle-

Violence

Larson, M. B. (2014). Streamlined ID: A practical guide to instructional design. Routledge.

McArdle, G. H. (2011). Instructional design for action learning. AMACOM

National Center for Injury Prevention and Control, Division of Violence Prevention. (2020). The

public health approach to violence prevention.

https://www.cdc.gov/violenceprevention/publichealthissue/publichealthapproach.html

Wallace, R. (2015). Identifying the signs of intimate partner violence.

https://inpublicsafety.com/2015/01/identifying-signs-of-intimate-partner-violence/