Many victims of domestic violence face continued exposure to abuse through technology because intimate partners may use technology as weapon against them. Some domestic violence service professionals lack necessary information or training to educate victims. The impact on victims has not been thoroughly examined. The purpose of this qualitative case study was to assess the impact on women when domestic violence service providers do not provide current information about technology-related abuse to promote safety when providing service to victims. The conceptual framework was the Duluth model of power and control and the feminist perspective on intimate partner violence. The primary research question centered on the impact of domestic violence service providers' knowledge of trending issues with technology-facilitated violence on victims after they seek assistance. Another research question concerned the role that the victim's level of education plays in making protective decisions when using technology. The analytical procedures included taking notes, developing codes, and identifying themes. A conclusion was that domestic violence service providers are not consistently soliciting information on technology-facilitated abuse at the point of service and that some victims are continuing to experience technology-facilitated abuse and subsequent emotional and psychological trauma. Additionally, a woman's level of education is not associated with following proper safety protocols when using technology. Implications for social change include consistent legislation by policy makers and improved dissemination of information about technology-facilitated abuse by governments, courts, law enforcement, and advocacy groups.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-7982 |
| Date | 01 January 2019 |
| Creators | White, Nadine |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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