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National Domestic Abuse Delivery Plan for Children and Young People
PRIMARY PREVENTION THROUGH EDUCATION OVERVIEWAll children and young people are respected, responsible and achieving
For children and young people living with domestic abuse, school is often their one place of safety. Without a doubt though, the stress and instability in their home environment can prevent them from getting the most from their educational experience. They may struggle to concentrate and meet the demands of the curriculum. They sometimes exhibit serious behavioural disturbances, leading them to be labeled as 'troublesome' or 'disruptive' in class. Their attendance can also be erratic. Many children have to move house and school, sometimes more then once, to get away from the perpetrator. Young people "Oxandrolone Powder India" will often truant in the hope that staying at home with their mother will help keep her safe.
Furthermore, children and young people are likely to blame themselves for the violence at home with detrimental effect on their confidence and their self esteem. They may find it difficult to form friendships and they are at increased risk of being bullied. Fear and stigma associated with disclosing domestic abuse adds to their vulnerability. Children learn from an early age that domestic abuse must be kept secret. Their silence is a coping strategy but one which isolates them further from their peers and from adults in their lives.
As universal services, schools can play Tren Delantero Ford F100 72 a crucial role in the early identification and support for children and families affected by Buy Cheap Jintropin Online domestic abuse. The whole school community is uniquely positioned to break down the silence and stigma surrounding domestic abuse and to help these children achieve their full potential. It is also uniquely positioned to challenge the attitudes and behaviours that give rise to discrimination or abuse, and to ensure children and young people have opportunities, through the curriculum, to develop empathy, resilience and respect for self and others. These two activities are interlinked. Where schools are successfully engaged in challenging and preventing violence or abuse, children in those schools will have the confidence to talk about their own experiences knowing that they will be respected and supported.
There already exist a number of prevention education initiatives which can help schools in Scotland foster a culture that promotes equality for everyone and empowers children and young people to take responsibility for their actions and negotiate their relationships without using violence or abuse. The Delivery Plan Priority Area 10 builds on these existing initiatives and on recent policy developments, including Happy, Safe Achieving their Potential and A Curriculum for Excellence. It aims to ensure that schools and school staff are sufficiently skilled and resourced to contribute to the prevention of domestic abuse and to the early identification and support of children affected by such abuse. It outlines action to increase education professionals' understanding of the nature and impact of domestic abuse and to help them integrate work to promote gender equality and healthy relationships across the curriculum.
Schools, however, cannot work in isolation to improve outcomes "Oxandrolone Powder India" for children living with domestic abuse or to prevent Testosterone Enanthate Ucinky domestic abuse 4-chlorodehydromethyltestosteron in the future. They are only one element, albeit a crucial one, within a child's wider network which includes the child's family, friends and the services or facilities they access. A holistic approach to children affected by domestic abuse, underpinned by Getting it right principles and values, requires many different agencies and individuals working together to ensure that interventions are both proportionate and responsive to their needs. Equally, it is the personal responsibility of everyone within a child's network to act as a role model and help children learn skills to develop healthy relationships in preparation for their future roles in society. Messages about gender equality, respect and non violence if they are to be effective should be reinforced across the whole community. In particular, they should be reinforced across services designed to provide children and young people with positive learning opportunities. These include statutory or voluntary youth projects and organisations working with 'at risk' groups such as young people excluded from mainstream education, young parents or young offenders. Research also shows that, where possible, involving parents in the relationship education of their children, greatly enhances children's learning experience. In turn, this may contribute to increasing parents' own understanding and ability to respond to the issues.
At local level, a strategic community based approach to domestic abuse prevention education should seek to build schools' capacity to respond holistically to the support needs of children affected by domestic abuse, through strengthening the links between schools and networks of services for children and families. It should seek to support the extension of prevention initiatives beyond schools to other settings, including youth projects. Finally, it should promote opportunities for whole communities, both children and adults, to become involved, collectively and individually, in action to end domestic abuse and other forms of violence or discrimination. Action under Priority Area 11 focuses on improving the consistency of community based domestic abuse prevention education across Scotland, drawing on learning from those areas where progress has been most marked to identify the most appropriate resources and guidance needed to support local practice. Key to this is creating robust networks which promote information sharing and joint working opportunities between practitioners involved in prevention initiatives locally, and enable constructive dialogue between these practitioners and policy makers in government.
Without a doubt children and young people themselves are Turinabol Roid Plus the most effective change makers. Research shows that the majority of boys and girls think that domestic abuse is not acceptable, and that their views can have a positive influence on the attitude and behaviour of their peers and adults. They understand that domestic abuse is a widespread and serious social problem and want opportunities to take responsibility for preventing it. Equally, they want the knowledge and skills to help their friends who may be experiencing domestic abuse within their home environment or their own relationships. Priority Area 12 explores ways that will enable children and young people to take a lead in raising awareness about domestic abuse, through national public education campaigns and initiatives, recognising that children's voices and views are different and, in many ways, more powerful than adults'. It also looks at ways to develop, in partnership with children and young people, resources such as websites and phone lines, which will enable them to independently access information and advice, so that they know what to do and where they can get help if they, or their friends, are affected by domestic abuse. The provision of anonymous, confidential sources of information and support is especially important for children and young people who are themselves living with domestic abuse and who are likely to fear the stigma and consequences of directly disclosing abuse to others. Prevention work with children and young people is not just about changing attitudes and influencing behaviour, although that is its main focus. In raising the issues, it also produces a need to support children and young people who may have been abused themselves or witnessed the abuse of their mother. ( Preventing Domestic Abuse A National Strategy, 2003)
The "Raising the Issue of Domestic Abuse in School" Study revealed that 32% of pupils in one secondary school in Scotland disclosed anonymously that they were currently experiencing domestic abuse. ( Alexander et al, 2005)
A recent Scottish study involving 1395 young people aged 14 18 found that a third of young men and a sixth of young women thought that using violence in intimate relationships was acceptable under certain circumstances. The same study found that 17% of young women had experienced violence or abuse in their own relationships with a boyfriend. ( Burman Cartmel, 2005)
To address these attitudes and behaviours, a whole school approach "Buy Cheap Jintropin Online" to promoting healthy relationships will ensure the work is embedded in the curriculum and wider school activities, and will aim to develop a non violent school culture. Proceeding from the bottom line value of respect, domestic abuse prevention education initiatives should focus on attaining equality and respect for everyone whilst acknowledging gender inequality and making the links to other forms of violence reduction in areas such as homophobia, racism and bullying. Education on these issues should start early and be reinforced at all stages of the curriculum. ( Ellis, 2008).
A robust approach to improving the way schools respond to domestic abuse will involve ensuring school staff have the knowledge base, skills and resources to take ownership of delivering prevention education initiatives and to provide a caring and nurturing environment for pupils with experience of such abuse. Key to this approach is linking schools into a network of external specialist agencies able to meet the continuing professional development needs of school staff and to contribute to the holistic support of children, young people and their families. Also key is providing children and young people themselves with the skills and understanding to support their friends and peers who are affected by domestic abuse. Building on existing programmes in schools, such as peer mentoring or befriending initiatives, is an effective way of achieving this. ( Ellis, 2008)
The delivery of prevention education around domestic abuse will support better outcomes for children, young people and their families under a number of Scottish policy initiatives including the Curriculum for Excellence, the Schools (Health Promotion and Nutrition) (Scotland) Act 2007, the Additional Support for Learning Code of Practice, the Gender Equality Duty, Restorative justice in schools, Happy, Safe Achieving their Potential and Healthy Respect, the National Demonstration Project on Sexual Health Relationships.
Because of the relatively high parent staff contact time in nurseries, and because it is often the mother who becomes more involved in the child's pre school education, pre school staff tend to receive a significant number of disclosures. Awareness raising amongst nursery staff, including providing them with information leaflets they can pass on to parents, is likely to be an important mechanism for early identification of domestic abuse. ( National Children Young People's Network, 2007)
What children and young people have told us
Children vividly describe how living with domestic abuse affects their experience of life in school. Some children were scared to even go to school
"Because I was scared in case, like, he battered her and she went away and then I went hame and she wasnae there and it was just me left and him." (Girl 13 in Stafford et al, 2007)
Others spoke of being bullied or of difficulties maintaining friends, and about their schoolwork suffering
"I went from a straight 'A' student to failing every class because I was concentrating on what was going on at home" (Girl in Houghton, 2008a)
All children and young people consulted on the Delivery Plan felt that a priority should be "making more help available at school" ( Houghton, 2008a) as children's own experience of getting help in school was not always positive
"When you're at school, teachers don't always understand, they don't know how to react to you, sometimes some of them get it, some of them don't. So I think we need to teach teachers how to respect the pupils experiencing (domestic abuse) situations, maybe make allowances, now that sounds like an excuse but if you've got a big homework assignment and you're sleeping on a floor they don't get it and you try to explain it to them and they just say right that's an excuse, 'whatever', they wont believe you." (Boy in Houghton, 2008a)
As well as teachers, children felt that other pupils should know more about domestic abuse
"Not only is teachers an issue it's also students at the schools they sometimes won't treat you very nicely at all and I've personal experience of this, and this all over can ead to students being very depressed and not wanting to go to school, at all, so its important that we change that and get students and teachers and staff to understand this." (Boy in Houghton, 2008a)