| Literature DB >> 35564770 |
Hulda S Bryngeirsdottir1, Sigridur Halldorsdottir1.
Abstract
In this study, we identified 14 obstacles experienced by female survivors of intimate partner violence who had, nonetheless, reached post-traumatic growth (PTG), which is a positive psychological change by a person following serious difficulties or traumatic events. Intimate partner violence (IPV) is such a trauma. The purpose of this study was to analyze the obstacles to PTG as experienced by women who have succeeded in reaching PTG following traumatic IPV. Participants were twenty-two women aged 23-56 who self-reported their PTG according to the working definition used. The participants reported feelings of diminished self-worth that had negatively influenced their lives and how these negative feelings delayed their PTG. The overriding theme of the study was "It was all so confusing", which expressed the essence of the participants' feelings when describing the obstacles they encountered on their journey to PTG. Most of those obstacles were intrapersonal, i.e., negative personal feelings and negative perspectives towards themselves. Other obstacles reported by participants were physical and psychological health problems, challenging personal circumstances, and the perpetrator, as well as laws, regulations, and institutional social systems. This study reveals the broad range of obstacles encountered by women on their journey to PTG following IPV, emphasizing the necessity of an interdisciplinary approach when holistically considering their situation and supporting them on their journey towards PTG.Entities:
Keywords: gender-based violence (GBV); interdisciplinary approach; intimate partner violence (IPV); phenomenology; post-traumatic growth (PTG); public health; qualitative research; rehabilitation; trauma recovery; women’s health
Mesh:
Year: 2022 PMID: 35564770 PMCID: PMC9101378 DOI: 10.3390/ijerph19095377
Source DB: PubMed Journal: Int J Environ Res Public Health ISSN: 1660-4601 Impact factor: 4.614
The working definition of post-traumatic growth (PTG) used in the study ([8], (p. 4)).
| An individual who has reached post-traumatic growth experiences positive personal changes as a result of a struggle with a traumatic event. The individual has increased personal strength, improved relationships with others, experiences positive changes in attitudes and appreciation towards life, and sees new possibilities in life. The experience, though negative in itself, has had positive meaning for the person. |
The 12 basic research steps of the Vancouver School process and how they were followed in the present study.
| Steps | Description of Steps | What Was Done in This Study |
|---|---|---|
| Efforts are made to select participants who have both typical and nontypical experiences of the phenomenon. | Twenty-two female survivors of IPV, aged 23–56, who self-identified as having reached PTG participated in the study. | |
| Preconceived ideas are considered, written down, and deliberately set aside. | The researchers reflected on their preconceived ideas and consciously set them aside as much as possible. | |
| One or two interviews are conducted with each participant. The number of participants is not determined in advance. It is determined by data saturation i.e., how many participants are interviewed and how many interviews are conducted, often 12–18 interviews. | Each participant was interviewed once by the first author, in all 22 interviews because not much is known about the obstacles to PTG. In the interviews, the first author who conducted all the interviews listened reflectively. | |
| All interviews are recorded, transcribed verbatim on a computer, and encrypted. Data analysis starts in the interviews and therefore data collection and data analysis run concurrently. After transcribing the interviews, the transcripts are treated as text and the researcher reads the transcripts reflectively. | All the interviews were recorded, transcribed verbatim on a computer, and encrypted. The first author then repeatedly read the transcripts and analyzed them in detail by marking texts and writing comments in the margins, which contributed to answering the research question. Nvivo 12 was also used in the data analysis. | |
| The researcher reads the transcripts again, repeatedly pondering on what is the essence of what this participant is saying together with finding key phrases and their meaning. The researcher then analyzes the text into main themes and subthemes. | Every interview was further analyzed through labeling, categorizing, and organizing the data into main themes and subthemes to begin constructing the essence of the experience. | |
| To understand the overall picture of each individual’s experience, the main themes in each participant’s story are highlighted and the main points are presented in an analytical model for each individual. | The main themes and subthemes in each woman’s story were emphasized and the most significant themes were built into an individual analytic framework. | |
| Each individual analytic model involves a specific interpretation of the researcher. Each participant is asked to confirm the researcher’s interpretation. | Owing to circumstances, this step was not performed, unfortunately, which is a methodological limitation of the study. | |
| The researcher tries to understand the overall analytic framework of the phenomenon itself, to realize what the participants’ shared experience is and what is different. The researcher constructs an overall analytic framework for all participants. | To construct one main analytic framework, all individual analytic frameworks were compared. It was in this final data analysis that the second author stepped in and the two authors reflected on the data and reconstructed part of the preliminary findings together. | |
| The researcher compares the written interviews with the overall analytic model. | For verification, all the interviews were re-read and compared to the final analytic framework. | |
| The researcher presents the essence of the phenomenon, which is a conclusion about the phenomenon in a nutshell. That becomes the main theme of the study. | The first author constructed the essence of the experience of obstacles on the journey from IPV to PTG: “It was all so confusing”. | |
| The development of a holistic analytic model is always based to some extent on the researcher’s interpretation. This interpretation needs to be confirmed by some participants. | Owing to circumstances, unfortunately, this step was not performed. This is a methodological limitation of the study. | |
| When writing the results of the study, the researcher uses direct quotations from the participants so that their voices can be heard, which increases the credibility and trustworthiness of the results. This step results in a multivoiced reconstruction. | The participants were quoted directly to increase the credibility and trustworthiness of the findings and conclusions. |
Figure 1The research process of phenomenology in the Vancouver School ([39], p. 56). Reprinted with permission from Ref. [39]. 2000, Sigridur Halldorsdottir. This cycle is repeated in every step of the research process of the Vancouver School method.
Examples of questions from the interview guide used in this study.
| Questions From the Interview Guide |
|---|
|
|
|
Can you identify some of your own personal feelings and state of mind you felt were obstacles to your PTG? |
|
Did you experience that your physical and psychological health in some way were obstacles to your PTG? |
|
Did you experience any other obstacles to PTG? |
|
Is there something you would like to add to what you have already told me? |
Overview of the fourteen main obstacles on the participants’ journey towards PTG following IPV.
| Main Obstacles on the Journey towards PTG Following IPV | |
|---|---|
| Feeling of | Self-blaming thoughts, fear of losing credibility, fear of being stigmatized, prevented from finding appropriate support, feeling of less worth (i.e., all my fault, should have seen this coming, could not ask anyone for help, did not belong anymore). |
| Suicidal | Difficulties of finding purpose in life, burden of responsibility for the violence, feeling of things being better in their absence (i.e., always doing the wrong things, will ruin the child, best to end this). |
| Broken | Negative attitudes and severe self-criticism. Destructive behavior towards self and body image (i.e., do not deserve anything good, have an appalling body, allowed the violence to happen). |
| Insecurity | Feeling anxious and insecure. Difficulties in knowing who they were, feeling aimless in life (i.e., similar to free fall, did not realize she could “fly”). |
| Feeling Alone | Isolation and feeling of loneliness leading to increased vulnerability (i.e., no one was left anymore, uncomfortable to be all alone). |
| Triggers | Triggers related to their experience of IPV that led to bad feelings and had negative effects on wellbeing. Needed to be processed (i.e., yellow car, pregnancy, column in the paper). |
| Mixed Negative Feelings | Variety of negative feelings that needed to be processed (i.e., grief, anger, regret, fear, vulnerability). |
| Emotional | Problems with trusting other people, triggers in later romantic relationships, difficulties in starting new romantic relationships (i.e., always waiting for something bad to happen, overreacting to triggers, feeling of not belonging or not being equal to others). |
| Physical and | Various health problems due to severe, long-term stress, and gaslighting in the violent relationship (i.e., various physical diseases, broken spirit, feeling of fatigue, reduction or loss of working capacity, and hostility towards self). |
| Personal | Financial troubles, social isolation, continuing codependency, fear of others judging them and victim-blaming them. Diminished working capacity and other traumatic events (i.e., poverty, lack of security net, troubles in setting boundaries, fear of confiding their feelings to others, loss of routine, loss of a loved one). |
| The Perpe- | Continuing harassment and threats, flashbacks, increased psychological violence, constant reminder. (i.e., stalking, scaring children, complaining, trying to force themselves back into back into their lives). |
| The Children | Sorrow and anger on behalf of the children because of the violence (i.e., witnessing violence against their mother, previous and current violence against the children themselves, reminders of their own childhood experience of violence). |
| Law and | Forced to communicate and settle with the perpetrator regarding assets, children, and divorce. Children obliged to meet their father. Fear of child protection (i.e., took a long time, gave the perpetrator certain powers, participants could not access their assets, did not get the financial and social support they were entitled to, children were often afraid of their father, perpetrator used children and lawyers as weapons in the battle with the woman). |