In the past few years, the focus of the domestic violence services has placed a greater attention on the children. The effects on children who witness domestic violence are immense and can last a lifetime. There are a variety of reactions for children who have been exposed to domestic violence. These experiences can perpetuate “significant negative effects on a child’s behavioral, emotional, social, and cognitive development” (Carter, Aweithorn, Behwman, 1999). In 2001, the local domestic violence shelter provided a safe haven for 111 women and 141 children. As we became involved in the agency throughout senior practicum, we became aware of the lack of attention in the children’s program. The urgency for a reform was apparent after learning about the implications of children witnessing domestic violence. A children’s program existed at the shelter but the children’s counseling room was disorganized. Rearranging the contents of the room would not only utilize the therapy materials for the children but benefit future generations and have an impact on the community.
Statement of Need
Before we began reconstructing the children’s program there were a number of questions we needed answered. First, we needed to further explore the subject to acquire a greater understanding of the needs of the children. Then, we interviewed the professionals about their view of the current program and what they felt the children’s program should include. To gain a consumer’s view of the children’s program, we interviewed past clients whose children had participated in the children’s program. Lastly, we interviewed other domestic violence shelters in California and learned how others in the field have been working with these children.
The research findings were astounding. According to the Journal of Interpersonal Violence, every year there are approximately 3.3 million children that may witness their mother being abused (Sullivan, Juras, Bybee, Nguyen, 2000). With this statistic it is imperative that these children receive appropriate treatment to insure normal behavioral and psychological development. More severely, Fisher (1999) stated, “Symptoms of full-blown PTSD have been reported in younger children exposed to violence. Such symptoms will frequently include; recurrent nightmares, flashbacks, and serious emotional and behavioral problems” (p. 25). One theory relates that the serious effects of domestic violence on a witnessing child are the theory that a male child will grow up to become an abuser and a female child will grow up to be in an abusive relationship. Currently there is no concrete evidence to support this theory; however, in our experience at the shelter we have noticed a reoccurring theme in our client’s abusers. Many of them were abused as children and or come from families where domestic violence occurred.
There are many adverse affects on a child when witnessing domestic violence, ranging from unspoken feelings to developmental delays. Children generally experience feelings of anger, confusion, guilt and helplessness after an episode of domestic violence. When these feelings are not voiced or resolved, children will then begin to withdrawal or expression feelings in an aggressive manner. Sometimes, as a result of domestic violence, children have to adjust to new living environments, which can be stressful. As a result a child’s schoolwork may be affected as well as relationships with peers and teachers (Children’s Advocate, 1997). The implications of domestic violence are extreme and early intervention is vital.
The research found on other interventions was very helpful. Other programs included weekly play therapy sessions, using a counseling room and utilizing therapeutic tools such as puppets, games, and coloring utensils, (Child Witness to Violence Project, 1998). Suggestions also included immediate attention to a child who may be finding adjustment to the shelter difficult and working with children on their problem solving skills which many of these children lack, due to their disconcerting experiences (Carter, Aweithorn, Behwman, 1999). After reviewing the literature, it was apparent that the program needed to have an emphasis on empowerment, teaching life skills, and helping children distinguish their strengths.
The next step was to interview the professionals. We interviewed the executive director of the agency, the shelter director, the children’s advocate, and consumers. The interviews played a large part in guiding us on our path to the restructuring of the children’s program. Those who were interviewed related importance on the need to cleaning up the room and finding other funding sources. From the suggestions in our interview and the research, we sought to develop a program that would be simple to implement and provide a beneficial experience for the children.
Description of the Intervention
The changes made to the children’s program stemmed from the current one. We began with the alteration of the room. The walls were painted blue and a giraffe and tree where painted tall to encourage lifting of one’s head. A curtain was draped over the project material shelves for tidiness and all the therapeutic tools were placed on a separate shelf.
Next, we gathered the worksheets and activities from our resources and formulated a binder with original copies of each activity. The binder divided the activities into sections to distinguish purpose of the activity, e.g. safety, feelings, self esteem, violence prevention, getting along with others, and problem solving. There were multiple copies made of the activities they were filed in the desk in the room for future sessions. The files were labeled with the activity name and a range of ages so it is clear what age group the activity could be used for. The files are also labeled by colored stickers to signify the section the activities fall under. For example, the pink represents the safety chapter. All the therapy tools targeted toward learning safety are labeled pink and the safety books are as well. The titles of the activities, games and books were also written on color cards of their corresponding chapters and placed in a jar for the children to pick from at the beginning of their session. When learning about safety, a child picks an activity from the jar that is on the pink paper. That way the child takes part in his or her own intervention with the children’s advocate.
When children first arrive at the shelter they are provided with a care package of toiletries, stuffed animal and quilt. Within the first 48 hours of the child’s arrival the children’s advocate should meet with the children and complete an intake with the child. This allows for the children’s advocate to get to know the children a little bit and provide anything the child may need, e.g. school supplies, socks, and other items. The children’s advocate then does the children’s agreement with the children which reviews the house rules. The children’s advocate provides stickers for children to place after reading each rule. The children are then provided with a large envelope to decorate with their name. All the activities appropriate for that child’s age would then be pulled from the files. In future sessions a chore chart is complete (to give the children an opportunity to win prizes!), the child puts their hand print on the Hands are NOT for Hitting wall and the future sessions are in congruence with the chapters in the binder.
This newly organized program was created with the idea of empowering the children. We work with the children to build a positive self concept through giving the children an opportunity to express their needs in the initial intake, identify their feelings and through discussing how to develop a self esteem. The program also promotes empowerment through working with the children to learning about their environment. We do this by reviewing house rules, and by discussing how to keep them safe. The program also promotes how to identifying one’s resources. There is a session where the child’s support system is determined and a child is made aware of all the services the shelter provides for him or her.
Our project also included writing a grant proposal for more materials for the children’s program. The request included parenting classes, a new computer with internet access, funds for more therapeutic games, field trips, and a budget for school supplies and academic games. Notification on whether our grant proposal is approved is in June 2003.
Reflections on the Project
Our project remains a great success. During the year we have become the children’s advocate and have been able to implement the use of the binder and maintain organization of the room. We’ve been fortunate to see the effects of the new intervention. The children take great pleasure in picking their activity and the excitement can be witnesses in many of the children for the remainder of the session. We often reiterate lessons covered in the session throughout the week in my interaction with the child. We hear the information learned in the session repeated by the children in daily interaction with the people who surrounded them.
The accessibility of the materials and the structure of the curriculum assist us in our job to provided meaningful meetings with the children. We can prepare for sessions more easily. This saves us time and in turn, there is a greater focus on the children.
References
Carter, L. S., Aweithorn., Behwman, E., (1999, Winter). Domestic violence and children: Analysis and recommendations. The Future of Children. Retrieved September 20, 2002, from http://www.thefutureofchildren.org/information286/information_show.htm?doc_id=70475
Children’s Advocate, (1997). Action Alliance for Children. www.4children.org/news/7-97fact.htm
Children Witness to Violence Project (CWVP) Information (1998). Retrieved September 25, 2002 from http://www.nal.usda.gov/pavnet/yt/ytewvp.htmd
Fisher, D. (1999). Preventing Childhood Trauma Resulting Form Exposure to Domestic Violence. Preventing School Failure. Vol.44, Issue.1, p.25, 3p..
Sullivan, C. M., & Juras, J., & Bybee, D., & Nguyen, H., & Allen, N. (2000, June). How Children’s Adjustment is Affect By their Relationship to their Mother’s Abusers. Journal of Interpersonal Violence. Vol.15, Issue.6, p.587, 16p.
^top