Domestic Violence and Children in a Multi-Cultural Context

Gary Direnfeld, MSW, RSW

www.yoursocialworker.com

 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.


Domestic Violence and Children
Ages and Stages
Culture
Piagetian Theory and our Role as Helpers

 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


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



 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:


 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:


 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:


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:


 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.


 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.


 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.


 Long-term problems
◦ higher levels of adult depression and trauma
symptoms, increased tolerance for and use of violence
in adult relationships


 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.


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


…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


Infants and toddlers Family
Preschoolers
School age
Adolescence

Immediate Larger
Community Community


 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”

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.


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


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


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…


 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.


 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


Domestic Violence and Children in a Multi-Cultural Context

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