Evaluation of a decision-making curriculum designed to empower women with mental retardation to resist abuse

By: Khemka, Ishita.
Contributor(s): Hickson, Linda | Reynolds, Gillian.
Series: American Journal on Mental Retardation 110 (3) 2005: 193-204.Publisher: 2005Content type: text Media type: unmediated Carrier type: volume Subject(s): ABUSE | WOMEN | CURRICULUM ASSESSMENT | DECISION MAKING | EVALUATIONSummary: Examined the effectiveness of an abuse-prevention curriculum, designed to empower women with mental retardation to become effective decision-makers able to protect themselves against abuse. Randomly assigned thirty-six women with mental retardation to either an intervention or a control group. Reports that the results indicate that the performance of the women in the intervention group was superior to that of the women in the control group on measures of knowledge, decision-making, and empowerment but not on a measure of stress management. Suggests that women with mental retardation can acquire effective decision-making strategies and apply them to situations of abuse in their lives.
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Examined the effectiveness of an abuse-prevention curriculum, designed to empower women with mental retardation to become effective decision-makers able to protect themselves against abuse. Randomly assigned thirty-six women with mental retardation to either an intervention or a control group. Reports that the results indicate that the performance of the women in the intervention group was superior to that of the women in the control group on measures of knowledge, decision-making, and empowerment but not on a measure of stress management. Suggests that women with mental retardation can acquire effective decision-making strategies and apply them to situations of abuse in their lives.

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