An introduction to domestic abuse.

1. An introduction to domestic abuse.

2. CPDO twilight – Domestic Abuse Aims: • Develop your knowledge of the nature and extent of domestic abuse • Increase your understanding of the effects of domestic abuse on women, children and young people • Raise awareness of the new teaching toolkit ‘Safe not Scared’ which has been produced by Angus teachers and partners.

3. Types of domestic abuse.. • Physical abuse • Emotional abuse • Sexual abuse • Financial abuse

4. Scottish Government Definition of Domestic Abuse “Domestic abuse (as gender-based abuse), can be perpetrated by partners or ex-partners and can include physical abuse (assault and physical attack involving a range of behaviour), sexual abuse (acts which degrade and humiliate women and are perpetrated against their will, including rape) and mental and emotional abuse (such as threats, verbal abuse, racial abuse, withholding money and other types of controlling behaviour such as isolation from family or friends).”

5. Tayside Domestic Abuse and Violence Against Women Training Consortium’s definition of domestic abuse. “It is the view of the consortium that domestic abuse is most commonly perpetrated by men against women and takes a number of identifiable forms. The existence of violence against men is not denied, nor is the existence of violence in same sex relationships, nor other forms of abuse but domestic abuse requires a response which takes account of gender specific elements and broader gender inequalities.”

6. How common is domestic abuse? Exact extent unknown – generally takes place in private settings Statistics refer mainly to physical violence Emotional, sexual and financial abuse often underestimated

7. Occurrence of domestic abuse…. Scottish Women’s Aid believes that 1 in 5 women will experience domestic abuse at some time in their lives The Scottish Crime Survey of 2000 reported that 19% of women surveyed reported experiencing threats or force from a partner at some time. This compares to 8% of men. In the UK, 2 women a week are killed by a partner or ex-partners

8. Domestic Abuse in Tayside In 2008/09 the police recorded 4045 incidents of domestic abuse across Tayside 1,586 of these were repeat incidents against the same victim

9. 2008/09 Figures 927 incidents were recorded in Perth & Kinross 981 incidents were recorded in Angus 2138 were recorded in Dundee

10. Tayside Domestic Abuse Consortium • On average, a woman is assaulted 35 times before seeking help (Dobash et al in Pahl, 1984). Once seeking help, woman contact on average 11 agencies before obtaining the help they need (rising to 17 agencies for black women) (Hamner & Saunders, 1993) • Child abuse and abuse of women co-occur in 40% to 60% of cases (Hughes et al, 1989)

11. Activity: Thinking about a child who lives in a home with domestic abuse. • Arrange yourselves into groups of 4 • One person should collect a piece of flipchart paper and a pen. • In a group make a list of the different behaviours / physical signs that you may see in a child living in a home with domestic violence. • If you think the behaviour would be seen in a primary child write (p) beside the description, if you think it would be seem in a secondary child write (s) or both (b)

12. Domestic abuse and it’s affects on young people. • Recent research has highlighted that children view domestic abuse as something that is happening to them as well as to mothers (Houghton,forthcoming; Mullender et al, 2003; Stafford et al, 2007). • Prior experiences of young people who have lived with domestic abuse include: • Numerous moves of accommodation, school and areas • Complex, sometimes disrupted relationships with the adults in their lives • Disrupted schooling • Significant loss: including the loss of valued possessions, friends and pets • High levels of fear and anxiety; even when they may be living in new situations and in relative safety • Concerns about safety, privacy, anonymity.

13. Physical / Emotional Effects of Domestic Abuse on Children… • Indirect injuries • Cognitive or language problems • Developmental delay • Stress –related physical ailments such as headaches, ulcers and rashes • Increased absence from school • Anxiety • Guilt (for not being able to stop the abuse or loving the abuser) • Fear of abandonment • Social isolation and difficulty interacting with peers and adults • Low self esteem • Children may become withdrawn, non-verbal and exhibit regressed behaviours such as clinging and whining

14. Dealing with disclosure • Disclosure’s can be made at any time. • Think about staff in your school who may first receive this information: • Teachers/SSA’s etc • School office staff • Parent’s evenings • 4.15pm on a Friday before a long weekend! • Follow child protection procedures!

15. Listening and Responding • Ask about the women’s / child’s safety. • Its always OK to ask about a person’s safety – most people will not be offended by your expressing concern for their well being. • This is true even for a woman who might not yet be ready to talk to you about her situation.

16. Listening and Responding • Avoid loaded words • Some women / children do not define their situation as “abusive” or recognise “domestic violence” • Ask about behaviours and feelings rather than use a label

17. Listening and Responding • If necessary, start with more general questions • How would you rate your stress level? • Have you noticed any change in your sleeping / eating habits or how you spend your free time?

18. Listening and Responding • Denial • On the other hand, denial will prevent a woman or child from recognising their immediate risk. If you think this is the case you must voice your concerns. • “I need to tell you that I am worried about your safety……You told me that……This makes me concerned that…..”

19. Education is key to change…. • We have a responsibility to teach children how to keep themselves safe. • Children of all ages need to be made aware what makes healthy and unhealthy relationship. • Giving young people the opportunity to look at respectful behaviour towards partners and family can give pupils the chance to make up their own minds about the right ways to treat people.

20. How to integrate domestic abuse into the curriculum… • Teachers from both primary and secondary and SFSS have developed a resource called Safe not Scared to increase your confidence in teaching children of all ages the issues around domestic abuse. • We would like to acknowledge Scottish Women’s Aid and Falkirk Council’s Pathfinder Project also for their support in producing the resource.

21. Aims of the resource: • raising awareness of the issue among children and young people and those working with children and young people • challenging attitudes and beliefs • empowering children and young people through the development of a range of skills • N.B This pack is by no means the only curricular approach that nurseries or schools can take. The resource sits within the wider framework of what the establishment wants to be, the qualities and beliefs they want to model, the essential experiences of feeling valued, sharing responsibility, working both cooperatively and independently, experiencing a sense of achievement, and giving and receiving feedback. It also articulates with on-going work within sexual health and healthy relationships education

22. What the resource will provide… • a brief factual introduction to domestic abuse • an opportunity to reflect on attitudes towards domestic abuse and underpinning values • discussion of the impact domestic abuse has on children • a summary of professional roles and responsibilities • an outline of the pupil resource included in the pack • resources you might want to use • a list of websites and help lines • a list of publications • a list of support services • a glossary of terms • a leaflet for parents

23. Examples of materials to use in primary schools….

24. Examples of materials to use in secondary schools….

25. Next steps… • The Domestic Abuse working group are meeting with Sandra Paton to bring resources together and identify any gaps. • The work will also discuss how to publish the resources (most likely to be through GLOW and/or as a pack).