Perceived Pathways of Change in an Interpersonal Violence Intervention for Mothers: The Importance of Self-Compassion
Bibliographic record
Abstract
Interventions to support mothers experiencing interpersonal violence are critical, yet most evaluation research focuses on outcome evaluation, rather than understanding the pathways of change. The goal of the current study was to understand, via mothers’ own perspectives, the specific key pathways through which participation in an interpersonal violence intervention resulted in perceptions of change for mothers and their children. The participants (N = 43, 18–43 years old) were mothers who attended and completed a 6–8-week interpersonal violence intervention within 11 community organizations across Canada. Approximately 1–2 months following the intervention, participants completed semi-structured interviews or focus groups wherein they were asked open-ended questions about their experiences in the intervention. Using a phenomenological approach, the results indicated that (1) mothers were able to identify changes in their cognitions and behaviors across three key domains (self, relationships, and parenting), (2) mothers linked these changes to their experiences in the intervention. We integrated and mapped the perceived pathways of change experienced by mothers, which included critical pathways involving self-compassion and self-forgiveness leading to self-esteem and empowerment. The results have implications for our ability to effectively deliver this interpersonal violence intervention, as well as more broadly to improve our understanding of the pathways of change for mothers experiencing violence in relationships.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".