The chapter listed below is from a school services sourcebook and discusses the implications for school professionals for domestic and dating violence. Extremely relevant and useful! This chapter offers steps and issues to consider for appropriately tackling issues of domestic and dating violence in schools and is all supported by research. It also includes sample lessons from the Expect Respect Curriculum.
Black, B.M. & Weisz, A.N. (2006). Effective interventions with dating violence and domestic violence. p. 519-525.
-Chapter from The school services sourcebook: A guide for school-based professionals.
Link to Chapter
Tuesday, June 8, 2010
Research Study on Children and DV
This research study examines the effects of children ages 3-5 and their mothers who were exposed to domestic violence. The exposed children were found to be 3.7 times more likely to develop internalizing and externalizing problems. Chronic domestic violence was found to be related to difficult child temperament and maternal depression,
Torteya, C. M., Bogat, A. G., Von Eye, A., & Levendosky, A. A. (2009). Resilience among children exposed to domestic violence: The role of risk and protective factors. Child Development, 80, 562-577.
Torteya, C. M., Bogat, A. G., Von Eye, A., & Levendosky, A. A. (2009). Resilience among children exposed to domestic violence: The role of risk and protective factors. Child Development, 80, 562-577.
Meta-Analysis - School Violence
The Evaluation of School-Based Violence Prevention Programs: A Meta-Analysis
By: Hyoun-Kyoung Park-Higgerson, Suzanne Perumean-Chaney, Alfred Bartolucci, Diane Grimley, & Karan Singh
Out of five hypothesis, 1 successful program strategy was identified.
"The use of a single-approach programs had a mild positive effect on reducing violence in children and adolescents independently when compared to programs using multiple-approach programs that involved the family, peers, and/or community. Although multiple approaches to reduce adolescents' violence have been broadly recognized as desirable, this meta-analysis suggests otherwise and instead supports a focused single-component approach to reducing school-based violence."
By: Hyoun-Kyoung Park-Higgerson, Suzanne Perumean-Chaney, Alfred Bartolucci, Diane Grimley, & Karan Singh
Out of five hypothesis, 1 successful program strategy was identified.
"The use of a single-approach programs had a mild positive effect on reducing violence in children and adolescents independently when compared to programs using multiple-approach programs that involved the family, peers, and/or community. Although multiple approaches to reduce adolescents' violence have been broadly recognized as desirable, this meta-analysis suggests otherwise and instead supports a focused single-component approach to reducing school-based violence."
Safeguard Your Community Against Domestic Violence
Bill Moyers Journal
*Site has multiple resources and links to agencies
www.pbs.org/moyers/journal/03202009/profile4.html
*Site has multiple resources and links to agencies
www.pbs.org/moyers/journal/03202009/profile4.html
MERLOT Information
MERLOT Resources:
Global Violence Prevention
www.globalvp.umn.edu/cgi-bin/index.pl
National Criminal Justice Reference Service (NCJRS) - Family Violence
www.ncjrs.gov/spotlight/family_violence/summary.html
Teen Pregnancy & Dating Violence
When Teen Pregnancy Is No Accident - NPR
Article - 5/27/2010
Article - 5/27/2010
www.npr.org/templates/story/story.php?storyId=127209931
A Memoir Of Domestic Violence And 'Crazy Love'
NPR - Author Leslie Morgan Steiner of "Crazy Love"
8 min. 19 sec. Interview
www.npr.org/templates/story/story.php?storyId=102661841
What can school personnel do to help?
What we can do in the schools:
At Tier 1:
~Develop educational presentations for the schools so children learn that it is not okay for adults in their family to hurt them or to hurt other adults, that they should tell someone they can trust about it, and to call 911 if that is happening.
~Educate staff about dating violence, not everyone knows what this is! Incorporate peer education, more students can be reached this way.
~The best time to target universal knowledge about dating violence is during middle school, kids have not yet established a dating pattern, there is still time to intervene.
~Keep parents involved, educate them too and let them know what their children are learning.
~Train teachers to identify children who may be in a domestic violence situation and help teachers learn ways to address the issue.
~Develop coordinated efforts of schools, churches, community organizations, and the social welfare system so that all are working toward preventing domestic violence and keeping victims and their children safe.
At Tier 2:
~Identify assess and support within non -specialist services – health, education, early years, housing management.
~Make it clear to at-risk students that you are approachable and nonjudgmental.
~Create a domestic violence response team made up of school personnel with specialized training in conducting in-depth assessments, safety planning, making appropriate community referrals, and facilitating linkages with appropriate services.
~Develop and implement a policy whereby, at the parent’s request, a dated note is placed in the student’s record indicating that the parent wishes to be informed if the abusive parent contacts the school or comes into or near the school.
At Tier 3:
~Offer counseling and support services for those involved in violent or abusive relationships, make these sessions interactive.
~Collaborate with parents who have restraining orders and help them meet the safety needs of themselves and their children.
~Through individual or group work, help children make sense of any unresolved trauma and learn ways to stay safe and build non-violent relationships. Such services should also work with non-abusing parents to build their capacity to help their children to understand and come to terms with the abuse they have suffered; they also enable them to regain confidence to resume their role as a parent.
~Create counseling groups for students who are victims of domestic or dating violence. Groups decrease isolation and increase youth's openness.
~Always use research-based programs.
~Listen with empathy rather than giving advice.
~Do not force victims to tell parents or legal authorities about dating violence.
It is better to help the victim explore advantages and disadvantages.
~Develop safety plans for use if violence occurs again and is imminent.
At Tier 1:
~Develop educational presentations for the schools so children learn that it is not okay for adults in their family to hurt them or to hurt other adults, that they should tell someone they can trust about it, and to call 911 if that is happening.
~Educate staff about dating violence, not everyone knows what this is! Incorporate peer education, more students can be reached this way.
~The best time to target universal knowledge about dating violence is during middle school, kids have not yet established a dating pattern, there is still time to intervene.
~Keep parents involved, educate them too and let them know what their children are learning.
~Train teachers to identify children who may be in a domestic violence situation and help teachers learn ways to address the issue.
~Develop coordinated efforts of schools, churches, community organizations, and the social welfare system so that all are working toward preventing domestic violence and keeping victims and their children safe.
At Tier 2:
~Identify assess and support within non -specialist services – health, education, early years, housing management.
~Make it clear to at-risk students that you are approachable and nonjudgmental.
~Create a domestic violence response team made up of school personnel with specialized training in conducting in-depth assessments, safety planning, making appropriate community referrals, and facilitating linkages with appropriate services.
~Develop and implement a policy whereby, at the parent’s request, a dated note is placed in the student’s record indicating that the parent wishes to be informed if the abusive parent contacts the school or comes into or near the school.
At Tier 3:
~Offer counseling and support services for those involved in violent or abusive relationships, make these sessions interactive.
~Collaborate with parents who have restraining orders and help them meet the safety needs of themselves and their children.
~Through individual or group work, help children make sense of any unresolved trauma and learn ways to stay safe and build non-violent relationships. Such services should also work with non-abusing parents to build their capacity to help their children to understand and come to terms with the abuse they have suffered; they also enable them to regain confidence to resume their role as a parent.
~Create counseling groups for students who are victims of domestic or dating violence. Groups decrease isolation and increase youth's openness.
~Always use research-based programs.
~Listen with empathy rather than giving advice.
~Do not force victims to tell parents or legal authorities about dating violence.
It is better to help the victim explore advantages and disadvantages.
~Develop safety plans for use if violence occurs again and is imminent.
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