!REAKTHROUGH" !"#$%&'(!!)#*+, " !"#$%!&'()&*! *+,!-./,!0+1,.2!34!56.1437816!!3/8269138!09/2:! !"#$%&'($)*%+,$-&.+$$ $ /0! !"#$%&'(#)*+(! !,$-./!0)11*-2'34! 5$//)-/!5$%#-$6!! %-6! 7*'*#$!82#$9'2)-/:! 53"$/9+37E=! #&(,0,9+!0H!(3..6IJK!(+L!! $ $ $$$$$ (,9,7!$H!0+6MK!(+L! 12$$ 342$ $ 5+.+6$$ $ $782942$ -./,!0+1,.2!34!56.1437816!!3/8269138!;7689!<=!>?@@ABC! $/D/E9!FGGB! A study of the first twenty years of the !"#$%&'"()*'+ ,#-./+0(,,)-1&2+ Lessons Learned and Future Directions Seth S. Pollack, Ph.D. Peter A. Shaw, Ph.D. Funded by: Blue Shield of California Foundation Blue Shield Against Violence August, 2008 Breakthrough Men’s Community: Lessons Learned and Future Directions DRAFT –page 2 Breakthrough Men’s Community: Lessons Learned and Future Directions Executive Summary 3 1. Introduction 8 2. A Short History of Breakthrough 12 3. The Domestic Violence Prevention Field: Concerns over the Effectiveness 28 of Batterer Intervention Programs (BIPs) 4. Study Methodology and Procedures 34 5. Findings: Survey & Focus Groups 5.1. Who is the Breakthrough Men’s Community: 39 Demographics and Motivations for Joining 5.2. The Course Content of Breakthrough 47 5.3. Approach to Teaching and Learning 57 5.4. General Impact of the Program 67 5.5. Impact on Anger and Violence 87 5.6. Participation in Breakthrough Community Activities 100 5.7. Men, the Father, and the Male Role 116 5.8. Insights from Partners and Spouses 122 5.9. Recommendations for the Future of Breakthrough 133 5.10. Relevance of Breakthrough to Domestic Violence Prevention 143 6. Summary and Discussion: The Impact of the Breakthrough Program 149 7. Summary and Discussion: Implications for the Domestic Violence Prevention Field 155 Breakthrough Men’s Community: Lessons Learned and Future Directions DRAFT –page 3 8. Summary and Discussion: Breakthrough Organization Development 163 (by Horacio Trujillo) Appreciations and Acknowledgements 177 Appendices: I. Glossary of Terms 178 II. BT Board Retreat Notes 184 III. The survey instrument IV. Invitation to the survey parties V. Focus group handouts VI. Organizational Development Group Meeting I (by Robert Weston) VII. May 8, 2008: Town Hall Agenda VIII. June 19, 2008: Community-Wide Presentation of the Study: Agenda IX. Summer Retreat 2008 Flyer Breakthrough Men’s Community: Lessons Learned and Future Directions DRAFT –page 4 Executive Summary OVERVIEW OF BREAKTHROUGH MEN’S COMMUNITY The Breakthrough Men's Community (BMC) consists of the more than 600 graduates of the Breakthrough program. Its central activities are the staffing and running of the Breakthrough program, which consists of two extended workshops - Breakthrough 1 (BT1) and Breakthrough 2 (BT2) – which together total 33 weeks and involve weekly 3-hour meetings and several day- long or weekend retreats. In addition, the small, self-led groups (also known as Breakthrough 3), which form after participants graduate from BT2, are supported by the wider community; information is circulated !"#$%&'"()*'+,$-#.+/0+123#4++ through a newsletter and a weekly e mail set of 5+12-#+26,&#$.+(3+7(826*4+ announcements; special events (guest speakers, workshops) are organized regularly; and there is an annual Summer Retreat, attended each year by about 90 men. The fundamental purpose of Breakthrough is neatly captured in its vision statement: Our vision is to create community by championing the full humanity and gifts of men and all people. In other words, the program aims to strengthen the hearts and minds of men so they can re-evaluate what it means to be fully human and male and to create and live the life they want. BACKGROUND TO THE STUDY In 2006, the Breakthrough Men's Community solicited and received funds from the Blue Shield of California Foundation in order to conduct an assessment of the program as it passed its twentieth year of operation. The purpose was to characterize the impact of its signature workshops and other community activities and identify what has been especially successful and powerful; to create an organizational development plan for the future; and to identify the aspects of the program most effective in addressing issues of domestic violence. This grant enabled Breakthrough to explore the impact of its programs in some detail, through a series of individual interviews, a 20-page written survey completed by 164 graduates, and a sequence of focus group interviews. These activities, conducted between October 2006 and March 2008, produced a bank of data which is presented and explored in the full report. In addition, an external consultant facilitated a series of discussions leading to a document outlining future possibilities for the growth and development of the organization. DEMOGRAPHICS OF PARTICIPANTS The survey participants form a relatively homogeneous population: of the 164 respondents, 88% are white; the average age is 54; and 69% have attended college. Not unexpectedly, the respondents are generally more involved in the Breakthrough community: one third had at some point volunteered to be part of a workshop teaching team; 82% are or 5+'$.+9##6+$+8$,&("+ have been part of a self-led group; and 68% had attended at least one 3("+/$60+0#$",:+9)&+ summer retreat. There were also commonalities in terms of motivation 2&+;$,+&'"()*'+ for joining the program: the great majority cited partner relationship !"#$%&'"()*'+&'$&+ issues as their primary concern; this was followed by lack of self- 5+3()6.+&'#+ esteem, isolation and depression. Only 9% identified domestic violence ,82"2&)$1+$6.+ as a reason for joining, while far more (30%) expressed a concern about #/(&2(6$1+'#$126*+ issues of anger. Clearly, this population turns their anger inward, with &'$&+5+'$.+$1;$0,+ the resulting isolation, depression and low self-esteem. 9##6+,##%26*4+ Breakthrough Men’s Community: Lessons Learned and Future Directions DRAFT –page 5 ASSESSMENT OF THE IMPACT OF THE BT CURRICULUM The survey respondents nominated the following as the most important concepts in the curriculum: boundaries, inherent nature, self-esteem and active listening. They represent the core notions of identifying and valuing one’s true nature, protecting it with a healthy boundary system, genuinely <=9#3("#+!"#$%&'"()*':+&'#+7'$"*#+;()1.+ connecting with people through effective communication 9#+$9()&+#-#"0&'26*+26+/0+123#+3(7),#.+26+ (6+&'2,+8$"&27)1$"+2,,)#4++>'#+"$*#+'$.+ skills, and using the boundary concept to avoid taking on 6(&'26*+&(+.(+;2&'+&'#+&(827+(3+/0+$6*#"+ the distress or shame of others. These were followed by $&+&'#+&2/#4++!"#$%&'"()*'+'#18#.+/#+ the bundle of concepts which permit the men to separate 1#$"6+'(;+&(+.2,7'$"*#+&'#+7'$"*#:+$6.+ their adult reality from the distress and patterns they carry /(-#+(64+?(6@&+'$-#+&(+9"26*+(6+$11+&'#+ from childhood, including the inner child (or “small boy”), (&'#"+7$""2#.+"$*#4++A(;:+5+'$-#+$+7'$"*#:+ the adaptive child, and carried feelings. It was also clear 5+,'$"#+2&:+$6.+2&+2,+.2,7'$"*#.4++5&+2,+(6+ that BT graduates value the healing component of the &(827:+$6.+6(&+$9()&+&'#+/0"2$.+(3+(&'#"+ course which enables them to identify and describe their ,'2&+&'$&+0()+,8#;4B+ boyhood traumas, discharge the feelings associated with them and then accurately identify their present time feelings and express them appropriately. Active listening skills were prized above all else as the most important tools that respondents learning through Breakthrough, followed by the use of boundaries and the ability to deal with issues and discharge feelings appropriately through peer interactions (known in Breakthrough as “sessions”). Also valued was the tool of affirmations, which combines with boundaries and the idea of inherent nature to facilitate increased self-esteem and the establishment of an adult reality. ASSESSMENT OF THE DELIVERY OF THE BT CURRICULUM Of the various pedagogical components of the Breakthrough program, the following were nominated as having the most significant impact: ! Demonstrations: after the presentation of new material in a given meeting, one of the teaching team takes a volunteer through the day’s exercise in which the new concepts and tools are processed and practiced; ! Small group sessions: after the demonstration, the participants break into groups of three, +!"#$%&'"()*'+"$.2$&#.+ with a teaching team member to facilitate as each of the '(8#+$6.+"#12#3+3"(/+8$264++ three men works through the set exercise; 5&+&(1.+&")&'+&(+/#+C23+5+ ! The all-day and weekend retreats; these extended ;$,+;21126*+&(+"2,%+(8#626*+ meetings were viewed as adding particular depth and )8:+2&+;()1.+8"(/2,#+&(+9#+$+ intensity to the two Breakthrough workshops; ,$3#&0+6#&:+$6.+5+7()1.+ ! Listening exercises; these are introduced early in BT1 9"#$%+/0+,21#67#+$6.+ and practiced throughout the program. 2,(1$&2(64++5+*(&+DEFG:+5+*(&+ ;2&6#,,#.:+5+;$,+8$"&+(3+$+ 7(//)6$1+7"#$&2-#+#-#6&4+ Overall, respondents felt that the teaching team members, volunteers who support the presenter (workshop leader) and conduct the small group sessions, have a vital role in the success of Breakthrough. They also acknowledged that the group became a powerful healing environment, as the men built meaningful connections and recognized the universality of their feelings and processes. Breakthrough Men’s Community: Lessons Learned and Future Directions DRAFT –page 6 GENERAL IMPACT OF BREAKTHROUGH One word best captures the impact of Breakthrough: transformative. 91% of survey respondents used the word “enormous” or “considerable” to describe the extent of the impact that Breakthrough has had on their lives. Extent to which Breakthrough has brought about change in Men described powerful shifts in both attitudes and behaviors as your life? a result of their involvement with BMC. The following # % categories emerged from the survey respondents’ descriptions of None 0 0% the nature of this transformation: ! Developing self-esteem, self-confidence, self- Very Slight 4 2% knowledge. Some 11 7% ! Moving from isolation, hopelessness, and depression to Considerable 66 40% feeling connected, hopeful and empowered. Enormous 83 51% ! Ability to identify and express emotions.