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“Domestic violence refers to acts of violence that occur between people who have, or
have had, an intimate relationship” (COAG, 2009, p. 2). Domestic violence can occur in
a series of forms, one of the most common includes physical abuse such as direct
assaults on the body and/or children. Other categories include sexual abuse which
involves any form of pressured or unwanted sex, emotional abuse which is made up of
any violence that undermines the self-esteem and self-worth of a person and
psychological abuse which encompasses threats being made about custody of children
as well as destroying property (Mitchell, 2018). Children are often indirectly involved in
domestic violence disputes through association. More than half the women who
experience violence have children in their care (Domestic Violence Prevention Centre,
2018) Children can be involved in domestic violence both as a victim and a witness,
both of which can have significant effects on the child. As a witness, children from
homes with violence are much more likely to experience significant psychological
Pearson and Hester (2007) supported this by explaining the correlation of being
exposed to domestic violence and having childhood problems. The CDVA (2014) goes
on to explain that children of domestic violence are 3 times more likely to repeat the
means of conflict resolution and is part of family relationships” (Cousins & Callary, 2009,
pp 11).
According to Gluck (2016), the most common causes of domestic violence are
disagreements between partners, abusive tactics that have been developed over a
period of time, or that the abusers have yet to be stopped or reported to authorities.
Studies on psychopathology have also found that domestic violence can be developed
in an abusive household through generations (Gluck, 2016). This proposes that a child
growing up in an abusive environment may reflect these actions on their future family in
years to come and continue the cycle, if the issue is yet to be resolved properly.
There are various ways in which educators can collaborate with others to give their
students the appropriate support they need. Domestic violence not only affects the the
way children perform at school, but the The New Jersey Department of Education
(2009) states that in order for effective collaboration to take place, teachers must build
trust relationships, understand the roles and responsibilities whilst presenting the
involve hosting meetings at suited times and locations, everyone having the same
should collaborate with the school counsellor when seeking support for students facing
domestic violence. However if the school does not have a counsellor, the teacher
should research what is available throughout the local community that supports this
issue or in situations where the child is severely affected, they should contact the
engage children facing domestic violence within their families; Teachers must use the
correct techniques when providing support to these students. “It is important that the
student feels you will be able to deal with the information they disclose in a way that is
respectful, non-judgemental and that will not put them in danger” (Cousins & Callary,
2009, pp 13). This particular quote outlines how essential it is that teachers support
these students in such way that they feel assurance and care. Teachers should
Keats (2009) asserts that classes about abusive relationships are becoming mandatory
for students as young as five years of age. Exposing students to these discussions
helps them understand where they can seek support and how to deal with domestic
violence; if it were to occur within in their family. Teachers can also include activities
within the classroom that promote domestic violence awareness, thus stopping violence
effective learning activity could be assigning the students to create a poster of which
they believe promotes domestic violence awareness; this could be done in groups or
individually.
many documents and guidelines such as the EYLF (Early Years Learning Framework),
AITSL (Australian Institute of Teaching and School Leadership) and the VIT (Victorian
EYLF outcomes one and three address the safety and wellbeing of a child. Outcome
one looks at the safety of a child and encourages an educator to ensure that an
(DEEWR,2009, pp21). A student’s safety can be affected when put in a situation where
events occur that make the child feel unsafe. The third outcome focuses on the
student’s social and emotional wellbeing. The educator should provide opportunities for
students to express their emotions so that they are able to do so in times of “distress,
confusion and frustration” (DEEWR, 2009, pp31)- emotions that could surface when a
knowledge, educators must know the learners within the classroom as well as the way
they learn (Australian Institute for Teaching and School Leadership, 2011). Teachers
who know their students well will be able to easily identify changes in the student’s
emotions and behaviours within the classroom. These changes could occur as a result
of a traumatic event and the educator can provide the student with the guidance they
require once they have recognised that the student is being affected by issues at home.
They can also come up with ways to keep the student engaged within the classroom
Australian Professional Standards for Teachers. (2011). 1st ed. [ebook] Carlton South:
Australian Institure for Teaching and School Leadership, p.3. Available at:
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf [Accessed 22 Mar.
2018].
Keates, C. (2009, 25 November). What role should teachers have in preventing domestic
violence?. [Weblog]. Retrieved 20 March 2018, from
https://www.theguardian.com/education/mortarboard/2009/nov/25/role-teachers-
domestic-violence
New Jersey Department of Education (2009). Strategies for Effective Collaboration with
Parents, Schools and Community Members. Rutgers Safe and Drug-Free Schools and
Communities Project: New Jersey
Pearson, C., & Hester, M. (2007). Making an impact children and domestic violence : A
reader(2nd ed.). Philadelphia: J. Kingsley.
ASSESSMENT TASK 1 RUBRIC TOPIC ANALYSIS NAMES: Cameron Samy and Emma Bonanno
Draws on a wide
range of limited and not
a range of very a range of credible range of credible,
credible credible. Barely
credible and current and current mostly recent
research, uses readings
research research research to
including provided and
throughout to throughout to support key ideas
Referencing readings, to does not link
support and extend support and extend and uses APA
support most research with
analysis. APA analysis. APA format correctly
key points. points being
referencing correct referencing correct both within and at
Fairly good use made. Does not
throughout. throughout. the end of the
of APA format. use APA format.
work.