This presentation discusses the impact of domestic violence on children from different ages and stages of development. Witnessing or experiencing domestic violence can negatively impact children's physical, emotional and mental health. Effects may include physical injury, psychological trauma, sleep and eating issues, poor school performance, low self-esteem, and learning that violence is a normal way to resolve conflicts. Cultural factors may also influence domestic violence situations and how children are affected. The presenter aims to help resolve children's distress from witnessing violence by teaching conflict resolution skills and showing that violence is unacceptable.
2. This presentation discusses domestic violence
and impact on children. The content of this
presentation may trigger distress. Please do what
is necessary to take care of your needs during
this presentation in the event of distress.
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3. Domestic Violence and Children
Ages and Stages
Culture
Piagetian Theory and our Role as Helpers
4. Hostile, abusive or neglectful behaviour targeted at the
child directly by parent or adult in the home
Child’s direct exposure to acts of violence between adults
in the home as in the case of seeing, hearing or smelling
abusive behaviour
Child’s indirect exposure to acts of violence as when seeing
bruises, broken objects, distressed parent, blood or other
evidence in the aftermath
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5. Ways of Being Drawn In Effects of Abuse
Seeing it Physical injury
Hearing it Death
Being awakened by it Fright
Being injured by it Being traumatized by it
Being ripped from mother's arms Sleep disturbances
Having toys broken Eating disturbances
Being born prematurely Being colicky or sick
Being hit while in mom's arms Insecurity because of being
Being thrown cared for by a traumatized mom
Not responsive or cuddly
Source:
http://www.familyrefugecenter.com/effecton.html
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6. Ways of Being Drawn In Effects of Abuse
Seeing it Acting out violently
Hearing it Withdrawal
Trying to stop altercation Trouble with other kids
Becoming abused themselves Delayed toileting
Being used as a physical Eating problems
weapon against the victim Nervous, jumpy
Being interrogated by Sleep problems
perpetrator about victims Insecurity, fear and Depression
activities
Being held hostage by
perpetrator
Source:
http://www.familyrefugecenter.com/effecton.html
www.yoursocialworker.com
7. Ways of Being Drawn In Effects of Abuse
Seeing & hearing it Fear & insecurity
Picking 1 parent to defend
Low self esteem
Physically intervening
Withdrawal/depression
Calling the police
Running to neighbors for help Running away
Being used as a spy against Early drug/alcohol use
Mom School problems
Forced to participate in attack on Bedwetting
Mom Sexual activity
Being physically or sexually
Becoming caretaker of adults
abused to control Mom
Being restricted from contact Being embarrassed by one's
with others family
Source:
http://www.familyrefugecenter.com/effecton.html
www.yoursocialworker.com
8. Ways of Being Drawn In Effects of Abuse
Killing/trying to kill perpetrator School problems
Trying to stop the abuse Social problems
Sexual activity
Hitting parent or siblings Shamed & embarrassed
Becoming physically abused Truancy
Being used as a spy Super-achiever at school
Being used as a confidante Tendency to get serious
relationships too early to escape
Being coerced by perpetrator to home
be abusive to mom Depression
Suicide
Alcohol/drug use
Confusion about gender roles
Source:
http://www.familyrefugecenter.com/effecton.html
www.yoursocialworker.com
9. Effects Specific to Boys Effects Specific to Girls
Learning that males are violent Learning that male violence is
Learning to disrespect women normal
Using violence in his own Learning that women don't get
relationships respect
Confusion or insecurity about Accepting violence in her own
being a man relationships
Attacking parents or siblings Embarrassed about being
female
Becoming pregnant
Source:
http://www.familyrefugecenter.com/effecton.html
www.yoursocialworker.com
10. Thinking constantly about the traumatic event.
Having nightmares.
Avoiding places, people, or activities that re-mind them
of the event.
Losing interest in doing things that they liked before.
Feeling alone, empty, sad, anxious, or uncaring.
Becoming irritable, angry, and easily startled.
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11. Behavioral, social, and emotional problems
◦ higher levels of aggression, anger, hostility,
oppositional behavior, and disobedience; fear, anxiety,
withdrawal, and depression; poor peer, sibling, and
social relationships; low self-esteem.
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12. Cognitive and attitudinal problems
◦ lower cognitive functioning, poor school performance,
lack of conflict resolution skills, limited problem-solving
skills, acceptance of violent behaviors and attitudes,
belief in rigid gender stereotypes and male privilege.
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13. Long-term problems
◦ higher levels of adult depression and trauma
symptoms, increased tolerance for and use of violence
in adult relationships
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14. Difficulty with trust
Difficulty forming relationships
Mental health issues -
anxiety/depression/PTSD
Shame, Embarrassment
Desensitization to violence and abuse which
may result in an inability in both victim and
perpetrator to assess risk.
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15. Culture: The system of shared beliefs,
values, customs, behaviours, and artifacts
that the members of society use to cope
with their world and with one another, and
that are transmitted from generation to
generation through (social) learning.
(Italics mine)
http://www.umanitoba.ca/faculties/arts/anthropology/courses/122/module1/culture.htm
l
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16. …shared beliefs, values, customs,
Family
behaviours, and artifacts that the
members of society use to cope
with their world and with one
another…
Immediate Larger
Community Community
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17. Infants and toddlers Family
Preschoolers
School age
Adolescence
Immediate Larger
Community Community
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18. Patriarchally organized families
Isolation,
Fear of racism, (I’m already different
enough)
Language barriers,
Uncertain immigration status,
Pressures to keep the marriage going
Children as chattel
View of “Authorities”
19. A schema is the basic building block of intelligence and
serves as a representation of an aspect of the world;
When new information that challenges a schema is
encountered, the person goes through a process of
disequilibrium (cognitive dissonance) until the challenge to
the schema is resolved.
The disequilibrium is resolved through the processes of
assimilation and accommodation.
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20. Assimilation
Schema: New experience: New schema:
Dog = 4 legs Dog licks and barks Dog = 4 legs
Tail disequilibrium Tail
Floppy ears Floppy ears
furry Furry
Licks
Barks
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21. Accommodation
Schema: New New Schema
Dog = 4 legs experience: CAT! = 4 legs
Tail Animal Tail
Ears meows! Ears
Furry disequilibrium Furry
Licks Licks
Barks Barks
Meow
Meows
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22. Resolution?
(Depends upon experience)
Assimilation:
I get bullied – I'm not safe
anywhere; I am not of value…
Accommodation:
Someone intervenes and keeps
me safe – Violence is
unacceptable and I am of
value…
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23. We are here to help keep people safe and to resolve the
disequilibrium:
◦ Violence is unacceptable regardless of culture.
◦ Everyone has the right to safety and security of the person.
◦ Conflict resolution is a skill that can be taught/learned.
◦ Resolving dysfunctional cognitive schema in favour of functional
cognitive schema.
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24. Intervening on behalf of children subject to
domestic violence with due consideration to
cultural variables.
[Session I–Thursday November 22: 2:45-4:15 pm]
Gary Direnfeld, MSW, RSW
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