Abstract
Research has failed to clarify how nontraditional adult learners experience and perceive relationship abuse curriculum designed to teach the warning signs of unhealthy relationship behaviors and encourage bystander action. The purpose of this transcendental phenomenological study was to understand the experiences and perceptions of nontraditional adult learners who completed a 90-minute relationship abuse workshop. The theoretical framework directing the study focused on program theory, adult learners, and care ethics. The question guiding this study: what are the lived experiences and perceptions of nontraditional adult learners who completed the relationship abuse and violence awareness and prevention workshop? The population and sample included nontraditional adult learners who either completed the workshop in 2019, 2020, or 2021 or participated in a focus group in 2022. Data analysis consisted of the modified Stevick-Colaizzi-Keen method. This study found (1) relationship abuse curriculum is relevant for nontraditional adult learners, (2) more research is necessary to understand how to navigate identifying unhealthy relationships when meeting with others in a virtual environment, and (3) discussing the topic of relationship abuse to increase awareness is beneficial. All members within the higher education space can shape campus environments and make difficult conversations the norm by embracing the reality of the far-reaching impact relationship abuse has on communities. Future research recommendations include extending relationship abuse programs to more nontraditional adult learners and developing knowledge-based guidance for navigating relationship abuse recognition and response in a virtual environment.
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