DOCSLIB.ORG

The National Plan to End Violence Across the Lifespan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The National Plan to End Violence Across the Lifespan An Awesome Opportunity: The National Plan to End Violence across the Lifespan Prepared by the National Partnership to End Interpersonal Violence INTRODUCTION: SEEING PAST THE NUMBERS ......................................................................... 10 The Impact of Violence ...................................................................................................................... 12 Like a footprint in wet cement: the impact of violence throughout life .......................... 12 The Impact of Adverse Childhood Experiences: Calculating ACE Scores ......................... 13 Violence begets violence: the importance of poly‐victimization research ..................... 14 The interconnection of all violence and the necessity of ending silos ............................. 15 SEIZING OUR AWESOME OPPORTUNITY: THE PLAN FOR ENDING VIOLENCE IN THE UNITED STATES ................................................................................................................................... 17 I. IMPROVING EDUCATION AND TRAINING ................................................................................ 18 A. Improving training at the undergraduate and graduate level ....................................... 18 Overview ................................................................................................................................................ 18 RECOMMENDATIONS ......................................................................................................................... 24 1. Undergraduate and Graduate Reforms .................................................................................................. 24 Within 5 years, every state must have at least two colleges or universities that have implemented a child and adult advocacy studies (CAAST) minor that provides rigorous, experiential instruction to social work, criminal justice, nursing psychology, education and other students on addressing violence across the lifespan (child abuse, interpersonal violence, bullying, elder abuse, etc). ............................ 24 2. Medical school reforms........................................................................................................................... 26 Within 5 years, at least 25% of accredited medical schools in the United States must have at least one course dedicated to addressing violence across the lifespan ................................................................. 26 b. Within 5 years, at least 25% of residency programs in the United States, irrespective of specialty, must provide specific, experiential coursework in recognizing and responding to violence across the lifespan ................................................................................................................................................... 26 3. Law Schools and Continuing Legal Education ......................................................................................... 28 Within 5 years, 25% of accredited law schools in the United States must have at least one elective course addressing violence across the lifespan ...................................................................................... 28 4. Seminaries and other Faith Based Educational Institutions ................................................................... 31 Within 5 years, at least 25% of accredited seminaries in the United States must have at least one elective course addressing violence across the lifespan ......................................................................... 31 5. Establish National Accreditation Standards Across Disciplines .............................................................. 31 Within 5 years, there must be a national accreditation process so that employers can make better informed decisions in hiring social workers, criminal justice professionals, medical and mental health professionals, pastoral care and other workers who may work with children or adults who have endured trauma ...................................................................................................................................... 31 6. Develop Mentorship Program ................................................................................................................ 32 Working with the Academy on Violence & Abuse (AVA) and other groups that have implemented a mentoring program, NPEIV should develop a wider scale mentoring program whereby students attending accredited CAAST institutions can be mentored by leading professionals in a more formal 2 manner. This program should be up and running, and fully funded, within three years. Within 5 years, the program should be providing mentoring to at least 500 future professionals annually. ................. 32 B. Improving Training in the Field ................................................................................................ 33 Overview ................................................................................................................................................ 33 RECOMMENDATIONS ......................................................................................................................... 36 1. Professional Standards ............................................................................................................................ 36 Within 1 year, NPEIV should establish nationally recognized minimal and ongoing training standards and, within 5 years, all professionals addressing violence across the lifespan must meet these standards. ............................................................................................................................................... 36 2. Experiential training methods ................................................................................................................. 38 Within 5 years the majority of training for professionals in the field must place an emphasis on experiential, laboratory training as opposed to lectures or less interactive models. ............................. 38 3. Expand number of training facilities ....................................................................................................... 39 Within 5 years, develop at least one laboratory, experiential learning facility in every state that includes mock houses, forensic interview rooms, courtrooms, medical and mental health facilities that can be used for intensive, realistic experiential training. ....................................................................... 39 4. Utilize online resources to disseminate information and training ......................................................... 40 Within 5 years, establish nationally recognized training portals to provide 24/7 instruction on basic skills for myriad disciplines responding to violence across the lifespan ................................................. 40 5. Account for unique challenges in rural settings ..................................................................................... 42 In every training initiative, instructors and organizations must take into account the unique needs of rural professionals .................................................................................................................................. 42 6. Inclusivity and Specificity ........................................................................................................................ 42 In every training initiative, instructors and organizations need to provide both “population inclusive” and “population specific” education dynamics of diverse groups .......................................................... 42 II. Improving Medical Health, Mental Health and Spiritual Care Responses to Instances of Violence ......................................................................................................................... 44 A. Improving medical and mental health care .......................................................................... 44 Overview ................................................................................................................................................ 44 RECOMMENDATIONS ......................................................................................................................... 45 1. Screen for ACES ....................................................................................................................................... 45 Within 5 years, every medical and mental health professional in the United States should be routinely screening for Adverse Childhood Experiences and responding with excellence ..................................... 45 2. “No Hit Zones” ........................................................................................................................................ 45 Within 10 years, every hospital, clinic or other medical facility in the United States must implement a “No Hit Zone” and every employee of these institutions must be trained in responding to actual or threatened instances of violence. ........................................................................................................... 45 3. Treat child abuse imagery as public health issue.................................................................................... 47 3 Medical professionals should regard violent pornography and media depicting child abuse and torture as public health issues facing children and work with families in addressing these issues ...................
Load more

Recommended publications
  • Bodily Practices As Vehicles for Dehumanization in an Institution for Mental Defectives
    Societies 2012, 2, 286–301; doi:10.3390/soc2040286 OPEN ACCESS societies ISSN 2075-4698 www.mdpi.com/journal/societies Article Bodily Practices as Vehicles for Dehumanization in an Institution for Mental Defectives Claudia Malacrida Department of Sociology, University of Lethbridge, 4401 University Drive, Lethbridge, Alberta, T1K 4L2, Canada; E-Mail: [email protected]; Tel.: +1-403-329-2738; Fax: +1-403-329-2085 Received: 24 August 2012; in revised form: 7 November 2012 / Accepted: 8 November 2012 / Published: 15 November 2012 Abstract: This article analyzes the processes of dehumanization that occurred in the Michener Center, a total institution for the purported care and training of people deemed to be mental defectives1 that operated in Alberta, Canada. I report on qualitative interviews with 22 survivors, three ex-workers, and the institutional archival record, drawing out the ways that dehumanization was accomplished through bodily means and the construction of embodied otherness along several axes. First, inmates’ bodies were erased or debased as unruly matter out of place that disturbed the order of rational modernity, a move that meant inmates were not seen as deserving or even requiring of normal human consideration. Spatial practices within the institution included panopticism and isolation, constructing inmates as not only docile but as unworthy of contact and interaction. Dehumanization was also seen as necessary to and facilitative of patient care; to produce inmates as subhuman permitted efficiency, but also neglect and abuse. Finally, practices of hygiene and sequestering the polluting bodies of those deemed mentally defective sustained and justified dehumanization. These practices had profound effects for inmates and also for those charged with caring for them.
    [Show full text]
  • Children Exposed to Violence: Current Status, Gaps, and Research Priorities
    Children Exposed to Violence: Current Status, Gaps, and Research Priorities WASHINGTON, D.C. JULY 24-26, 2002 Workshop Summary WORKSHOP ORGANZING SPONSORS: National Institute of Child Health and Human Development, National Institutes of Health National Institute on Drug Abuse, National Institutes of Health National Institute of Mental Health, National Institutes of Health Fogarty International Center, National Institutes of Health Office of Behavioral and Social Sciences Research, National Institutes of Health Office of the Assistant Secretary for Planning and Evaluation Centers for Disease Control and Prevention Substance Abuse and Mental Health Services Administration U.S. Department of Health and Human Services National Institute of Justice Department of Justice Office of Special Education Programs U.S. Department of Education The statements, conclusions, and recommendations contained in this document reflect both individual and collective opinions of the symposium participants and are not intended to represent the official position of the U.S. Department of Health and Human Services, the National Institutes of Health, the U.S. Department of Justice, or the U.S. Department of Education. Prepared by Analytical Sciences, Inc. July 2002 NICHD Workshop on Children Exposed to Violence, July 24-26, 2002 TABLE OF CONTENTS I. Introduction..........................................................................................................................1 II. Setting the Context: Definitional and Measurement Issues.................................................2
    [Show full text]
  • Sexual Violence and Victims' Justice Interests
    Sexual Violence and Victims’ Justice Interests by Kathleen Daly Professor Kathleen Daly School of Criminology and Criminal Justice Mt Gravatt Campus Griffith University QLD 4111 AUSTRALIA of +61 (0)7 3735-5625 email: [email protected] www.griffith.edu.au/professional-page/professor-kathleen-daly Paper prepared for Estelle Zinsstag and Marie Keenan (eds.), Sexual Violence and Restorative Justice: Legal, Social and Therapeutic Dimensions. London: Routledge (forthcoming, 2017). Please do not quote or cite without permission of the author. © Kathleen Daly 23 October 2016 1 Sexual violence and victims’ justice interests 1. Introduction The idea of using restorative justice for adult sexual violence cases was almost unthinkable not so long ago. Beginning in about 2010, a discernible shift occurred and has been building ever since.1 More commentators today—academics, policy makers, community advocate groups, judicial officers, among others—are saying that formal justice processes alone cannot effectively handle the complexity and range of sexual violence cases. In addition, many victims or survivors do not wish to engage formal processes and are seeking other avenues of response. Although effective criminal law and conventional justice responses are required, there is growing interest to develop other justice avenues for victims in the aftermath of sexual violence. These may work alongside criminal justice (Naylor, 2010) and outside the realm of criminal law (Powell, Flynn & Henry, 2015). The European Commission Daphne project on restorative
    [Show full text]
  • Sydney Program Guide
    10/24/2019 prtten04.networkten.com.au:7778/pls/DWHPROD/Program_Reports.Dsp_ELEVEN_Guide?psStartDate=27-Oct-19&psEndDate=0… SYDNEY PROGRAM GUIDE Sunday 27th October 2019 06:00 am Toasted TV G Want the lowdown on what's hot in the playground? Join the team for the latest in pranks, movies, music, sport, games and other seriously fun stuff! Featuring a variety of your favourite cartoons. 06:05 am The Amazing Spiez (Rpt) G Buzz Off The spies investigate when scientists are abducted. 06:30 am Rekkit Rabbit (Rpt) G After purchasing a magic hat, Jay finds himself the proud new owner of a giant, magic crazed rabbit. Find out what kind of fun and magical adventures they go on together. 06:55 am Toasted TV G Want the lowdown on what's hot in the playground? Join the team for the latest in pranks, movies, music, sport, games and other seriously fun stuff! Featuring a variety of your favourite cartoons. 07:00 am Mia & Me (Rpt) G Ziggo Moves Out The bad guys treat Panthea's former cat Ziggo very badly, so he moves out! Ziggo knows that Panthea once possessed a Heart Crystal, and takes it with him. 07:25 am Toasted TV G Want the lowdown on what's hot in the playground? Join the team for the latest in pranks, movies, music, sport, games and other seriously fun stuff! Featuring a variety of your favourite cartoons. 07:30 am Mia & Me (Rpt) G Return To Crystal Cave Our heroes visit the Crystal Cave to find a Heart Crystal.
    [Show full text]
  • Maltreatment in Residential Child Protection Care: a Review of the Literature
    Dialogues in Clinical Neuroscience & Mental Health e-ISSN: 2585-2795 • Printed-ISSN: 2654-1432 DOI: 10.26386/obrela.v3i2.171 Maltreatment in residential child protection care: A review of the literature Fotine Konstantopoulou1 and Ioanna Mantziou2 1 Department of Psychiatry, Attikon University Hospital, Athnes, Greece 2 NGO The Smile of the Child, Greece Abstract The current literature review provides a conceptual and empirical framework for understanding child institution- al maltreatment. The challenges and vulnerabilities of children placed in alternative residential care are being ad- dressed. Research findings highlight the adversities children experience within residential care. Evidently, although residential settings are meant to protect and promote the wellbeing of children in danger, they expose them to mul- tiple risks including abusive experiences by peers and staff and eventually fuel the circle of abuse. Malpractices within care institutions include physically, psychologically and sexually abusive or neglectful practices. Non – institutional care is gradually gaining awareness along with the need to revolutionize family-based services. Keywords: Child protection, Residential care, System abuse, Structural Neglect, Deinstitutionalization, Family – based services Special Issue: “Sociocultural understanding of violence”, Quest Editor: Konstantina Sklavou Corresponding Author: Fotine Konstantopoulou, Psychologist M. A. Forensic Psychology, Attikon University Hospital, Department of Psychi- atry, [email protected] ,
    [Show full text]
  • Disloyal to Feminism: Abuse of Survivors Within the Domestic Violence Shelter System by Emi Koyama
    Disloyal to Feminism: Abuse of Survivors within the Domestic Violence Shelter System by Emi Koyama 1. A telephone rings at a feminist domestic violence shelter, and a worker picks up. First, the caller requests an Arabic-English translator to help her communicate, so the worker calls in a telephone translation service. The caller identifies herself as an immigrant who had come to the U.S. two years ago, who had never left her house by herself in these two years—until just now. Today she is calling from a local clinic, where she had sought emergency medical care for injuries arising from the battering by her husband the night before. She is afraid for her safety, but there is more than just the immediate safety that she is worried about: Where will she go? How will she take care of herself financially? Can she stay in this country, or can she even go back? The worker proceeds to screen her for services, but before the worker tells the woman that she is welcome to come over and stay at the shelter, her supervisor leaves a note on her desk saying “DON'T TAKE HER.” Puzzled, the worker puts the woman on hold and speaks to the supervisor. “We're seeing all those women of color come in, fail our program, and get kicked out,” says the supervisor, “we can't even get Spanish-speaking women to succeed in our program. I think it's a mistake to accept someone who only speaks Arabic.” Protest ensues, but in the end the worker tells the woman, who has been waiting on hold for several minutes, that she may not come to the shelter.
    [Show full text]
  • LGBT Elder Abuse Emily Crim.Pdf
    LGBT Elder Abuse: An Invisible Problem within an Invisible Community by Emily Crim, Greater Boston Legal Services The statistics on elder abuse are staggering. Each year, at least 5 million older Americans are abused, neglected, and exploited, and these numbers will likely rise with the continuous, rapid growth of the aged 65 and older population. However, elders do not experience abuse in a vacuum. The elder community, like the rest of the nation, is a diverse one, and factors like gender, race, class, ethnicity, and sexual orientation are critical to experiences of elder abuse as well as to experiences of aging generally. While elder abuse is one of the most serious and unacknowledged problems for all seniors in America, this is especially true for lesbian, gay, bisexual, and transgender (LGBT) elders, who often age invisibly and in isolation. Thus, part of our work here at the Elder Abuse Prevention Project has been exploring the intersection of sexual orientation, gender identity, and age in the context of elder abuse and identifying the unique risk factors and barriers to help facing LGBT elders. The LGBT rights movement has undoubtedly advanced and gained visibility in recent years, but many LGBT elders still spend their last years alone, closeted, and scared. It’s estimated that there are about 1.5 million LGBT adults aged 65 or older in the United States today, and most of these elders came of age at a time when LGBT people faced stigma, discrimination, and rejection in all areas of life. Being LGBT subjected a person to potential arrest, mental institutionalization, and estrangement from friends, families, and religious communities.
    [Show full text]
  • Institutional Abuse - Characteristics of Victims, Perpetrators And
    INSTITUTIONAL ABUSE - CHARACTERISTICS OF VICTIMS, PERPETRATORS AND ORGANSATIONS: A SYSTEMATIC REVIEW Abstract Background Abuse of vulnerable adults in institutional settings has been reported from various countries; however, there has been no systematic review of the characteristics of the victims and their abusers. Our aim was to identify and synthesize the literature on victims and perpetrators of abuse in institutions and the characteristics of the institutions where abuse occurs in order to inform interventions to prevent such abuse. Methods Searches of MEDLINE (OVID), CINHAL (EBSCO), EMBASE (OVID) and PsychINFO (OVID) databases identified 4279 references. After screening of titles and abstracts, 123 citations merited closer inspection. After applying inclusion and exclusion criteria, 22 articles were included in the review. Results Our review suggested that the evidence available on risk factors is not extensive but some conclusions can be drawn. Client, staff, institutional and environmental factors appear to play a role in increasing the risk of abuse. Cases of abuse may be underreported. Conclusions Vulnerable clients need closer monitoring. Clients and staff may lack the awareness and knowledge to identify and report abuse. Institutions should take proactive steps to monitor clients, train staff and devise systems that allow for the identification and reporting of incidents of abuse and take steps to prevent such incidents. Staff need education and awareness of institutional policies to identify and report abuse. There is a need for further research into the association between the individual client, staff and institutional characteristics and abuse. Such information may be useful in quantifying risk to individual clients and planning their care. Keywords Characteristics, staff, adults, vulnerable, caregiver, institution, abuse Introduction The prevalence of abuse of vulnerable adults is high and the number of incidents of abuse in institutions remains almost as high as that in the community.
    [Show full text]
  • BOT Report 09-Nov-20.Docx
    REPORT 9 OF THE BOARD OF TRUSTEES (November 2020) Bullying in the Practice of Medicine (Reference Committee D) EXECUTIVE SUMMARY At the 2019 Annual Meeting Resolution 402-A-19, “Bullying in the Practice of Medicine,” was introduced by the Young Physicians Section and referred by the House of Delegates (HOD) for report back at the 2020 Annual Meeting. The resolution asks the American Medical Association (AMA) to help (1) establish a clear definition of professional bullying, (2) establish prevalence and impact of professional bullying, and (3) establish guidelines for prevention of professional bullying. This report provides statistics and other information about the prevalence and impact of professional bullying in the practice of medicine, and makes recommendations for the adoption of a formal definition and guidelines for establishing policies and strategies for preventing and addressing incidents of bullying among the health care staff. Bullying in the practice of medicine for physicians can begin in medical school and can endure throughout a physician’s career. Bullying is not limited to physicians and can happen among other members of the health care team. Bullying has many definitions, all commonly referring to the repeated abuse of a target by a perpetrator in a work setting. Bullying occurs at different levels within the practice of medicine, and affects the victim as well as their patients, care teams, organizations, and families. Nationally recognized organizations have established guidelines on which health care employers can base their internal policies, and many organizations have implemented anti-bullying or anti-violence policies. Bullying in medicine needs to be stopped and prevented for the sake of patients and care quality, the well- being of the physician workforce, and the integrity of the medical profession.
    [Show full text]
  • Critical Issues
    Action for the Rights of Children (ARC) Critical Issues Abuse and Exploitation C ONTENTS BRIEFING NOTES FOR FACILITATORS Page Introduction............................................................................................................. 2 Topic 1: Defining Abuse and Exploitation ............................................................... 6 Topic 2: Refugee and Displaced Children are at Increased Risk.......................... 12 Topic 3: The Nature of Child Labour..................................................................... 16 Topic 4: Principal Forms of Sexual Exploitation – Perpetrators and Impact ......... 20 Topic 5: The Legal Basis for Protection................................................................ 25 Topic 6: Prevention Is the Most Effective Way of Protecting Children .................. 32 Topic 7: Protecting Child / Adolescent Workers from Labour Exploitation............ 37 Topic 8: Protecting Children / Adolescents Who Have Been Sexually Exploited.. 41 Topic 9: Child Abuse Within the Family ................................................................ 45 Sample Programme.............................................................................................. 53 TRAINING MATERIALS Overheads............................................................................................................ 61 Exercises.............................................................................................................. 75 Handout.............................................................................................................
    [Show full text]
  • Signs and Symptoms of Abuse and Neglect*
    SIGNS AND SYMPTOMS OF ABUSE AND NEGLECT* Possible signs of physical abuse • Unexplained, untreated or unusual • Withdrawal from physical contact injuries: bruises, burns, scalds, bite • Arms and legs kept covered in hot weather marks, particularly if frequent • Fear of returning home • Improbable excuses given to explain • Self destructive tendencies injuries or refusal to discuss injuries • Aggression towards others • Admission of punishment which • Running away appears excessive • Bald patches • Fear of parents being contacted • Physical abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health or if they live in a home where domestic abuse happens. • Babies and disabled children also have a higher risk of suffering physical abuse. • Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. • Physical abuse can lead directly to neurological damage, physical injuries, disability or - at the extreme - death. • Harm may be caused to children both by the abuse itself, and by the abuse taking place in a wider family or institutional context, (e.g. bullying) of conflict and aggression. • Physical abuse has been linked to aggressive behaviour in children, emotional and behavioural problems, and educational difficulties. Signs and symptoms of abuse and neglect - September 2017 Northumbria University SIGNS AND SYMPTOMS OF ABUSE AND NEGLECT* Possible signs of sexual abuse • Sudden changes in behaviour or • Distrust of a familiar adult, or anxiety about educational performance being left with a relative, baby sitter, lodger • Chronic throat infections and sexually • Unexplained gifts or money transmitted diseases • Depression or withdrawal • Displays of affection in a sexual way • Apparent secrecy • Tendency to cling or need constant • Wetting or soiling day or night - after being dry reassurance for some time • Tendency to cry easily • Sleep disturbance or nightmares • Regression to younger behaviour, e.g.
    [Show full text]
  • Conceptualising Institutional Abuse by Children
    Early Child Development and Care ISSN: 0300-4430 (Print) 1476-8275 (Online) Journal homepage: http://www.tandfonline.com/loi/gecd20 Who's to Blame: Conceptualising Institutional Abuse by Children Christine Barter To cite this article: Christine Barter (1997) Who's to Blame: Conceptualising Institutional Abuse by Children, Early Child Development and Care, 133:1, 101-114, DOI: 10.1080/0300443971330108 To link to this article: http://dx.doi.org/10.1080/0300443971330108 Published online: 07 Jul 2006. Submit your article to this journal Article views: 133 View related articles Citing articles: 8 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=gecd20 Download by: [b-on: Biblioteca do conhecimento online UL] Date: 06 June 2016, At: 07:03 Early Child Development and Care, 1997, Vol. 133, pp. 101-114 © 1997 OPA (Overseas Publishers Association) Reprints available directly from the publisher Amsterdam B.V. Published in The Netherlands under Photocopying permitted by license only license by Gordon and Breach Science Publishers Printed in Malaysia Who's to Blame: Conceptualising Institutional Abuse by Children CHRISTINE BARTER University of Luton, UK (Received 28 March 1997) The aim of this paper is to provide initial discussions surrounding conceptualising abuse by children within institutional settings. This will be achieved by reviewing literature and research from a number of different sources, exploring the assumptions held about peer behaviour, and the problems and dilemmas surrounding identifying when behaviour by residents should be viewed as abusive. Central to this discussion is how the dynamics of institutions effect these definitions and assumptions, and how these differ depending on the type of abuse involved.
    [Show full text]