Abstract
Indashyikirwa is a Rwandan intimate partner violence (IPV) prevention program being implemented by CARE International Rwanda, Rwanda Women’s Network (RWN), and Rwanda Men’s Resource Centre (RWAMREC). A central aspect of the programme is a 20-session curriculum for heterosexual couples designed to support healthy, non-violent relationships. This paper draws on qualitative interviews with 15 couples (before and after the curriculum) and 9 field staff to assess couples’ impressions, comprehension of, and engagement with this innovative training. Thematic analysis was conducted to compare key findings from both data sources. Couples and staff offered positive assessments of the curriculum including the contextual relevance, the participatory approach, and a high level of dedication to the training was shown by the majority of couples. Many couples appreciated being trained together, and although some men dominated the first few sessions, participation gradually became more gender-balanced, and facilitators emphasized creating a safe environment for equal participation. Curriculum content that was initially resisted or difficult reportedly became easier through couples learning and trying new skills and experiencing relationship benefits first-hand, which emphasizes the value of the skills building component and take home exercises. Important insights for couples-based, educational approaches to IPV prevention are identified from this process review.
Highlights
Intimate partner violence (IPV), which includes physical or sexual forms of violence, psychological, and economic abuse within intimate relationships (Buzawa and Buzawa 2013), is the most common form of violence against women, with 30% of women globally experiencing it during their lifetime (Devries et al 2013)
This paper presents data from two rounds of interviews conducted with the same sub-set of couples in November 2015, and in May 2016, as well as with Rwanda Men’s Resource Centre (RWAMREC) staff in May 2016 to assess the process of this innovative couples curriculum
A field supervisor reflected on how the sequential design of the curriculum and relevant topics supported such active participation: “The way these sessions were aligned for starting the journey; the concept of power, triggers of violence, overcoming excessive alcohol, gender, sexuality, all these concepts were logically answering their questions to the extent that no one could dare to miss a session because every day was a hit.”
Summary
Intimate partner violence (IPV), which includes physical or sexual forms of violence, psychological, and economic abuse within intimate relationships (Buzawa and Buzawa 2013), is the most common form of violence against women, with 30% of women globally experiencing it during their lifetime (Devries et al 2013). Interventions responding to IPV have traditionally sought to establish support services for victims and improve the criminal and health sector responses (Abramsky et al 2012), Yet, there has been a more recent emphasis on interventions that prevent IPV. A promising IPV prevention approach is participatory group education to support individuals to identify the risk factors and consequences of IPV, and gain self-efficacy to prevent and respond to IPV (Campbell et al 2013). Drawing on Freire (1973) concept of ‘critical consciousness,’ individuals are encouraged to interrogate gendered and social norms that underlie IPV and inequitable relations and develop alternative norms promoting non-violence. Interventions that are ‘gender transformative’ for aiming to shift harmful gender norms have been found to reduce underlying attitudes of or levels of IPV (Heise 2011; Slegh et al 2013; Fulu et al 2014). A review conducted by the World Health Organization, and London
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