Having spent the last few months thinking about the issues of delivering work to families online, interviewing practitioners (here and here) and a parent, and reading commentary and reports, I have formed in my head a series of questions, the responses to which seem fundamental to safe and respectful delivery of this particular type of work:
- Power. Who is defining the problem, the need, and the appropriate response? What demands are made in terms of compliance and availability? How are solutions negotiated and achieved?
- Technology. Access to devices, to broadband, to knowledge and skills.
- Space / Time. The possibility of being able to think clearly and speak safely. The possibility of making use of suggestions made within current family life. The possibility of escape.
- Monitoring of risk and safety. Awareness of coercive and controlling behaviours and their impact on the ability to monitor this remotely.
- Knowledge and skill sets. Including confidence in the issues and in technology, curiosity, creativity.
All of the work I have looked at so far has been designed originally for face-to-face delivery, and then adapted for online work. In contrast, The Kent Adolescent to Parent Violence programme for families with children aged 10-18 experiencing Child and Adolescent to Parent Violence (C/APV), currently being developed and piloted in Kent, has been written almost entirely with online delivery in mind. It was interesting then to see how these questions had been considered and answered. Elaine Simcock, Practice Development Officer within the CYP Directorate talked me through it. Continue reading
A couple of weeks ago I was talking with a colleague about our separate work around child to parent violence (CPV). As we rounded things up, a third person, who had been listening in, asked if they might make a comment. They told of a friend’s difficulties with their child, and commented that they had not thought about it in these terms before. I wasn’t surprised. Almost without fail, when I talk about my interest and work, whether at a conference, a party, to someone I know or a complete stranger, someone will seek me out later – ask for my contact details, request a private conversation, or perhaps share their own experience there and then. Barbara Cottrell first recorded this same experience in her book, When Teens Abuse their Parents. I have heard of similar experiences when a media outlet has covered this or another aspect of family violence. Suddenly there is much to-ing and fro-ing in the corridors, as reporters or other staff find someone safe to disclose their concerns to. Continue reading
This article was originally published on the Australian Government website: Australian Institute of Family Studies, Child and Family Community Australia on December 8th 2015.
Jo Howard describes the issue of adolescent violence in the home, and how it differs to adult family violence.
Adolescent violence in the home has many similarities to family violence, but there are some key differences.
Adolescents who abuse their parents use similar strategies to violent men to gain control and power. They often coerce, threaten and intimidate, destroy property and possessions and physically assault their parents. Global research indicates most victims are mothers and most offenders are males – a gendered presentation similar to adult family violence (Howard 2011). However, female adolescents are also offenders and fathers and other family relatives may be victims. Continue reading
There are exciting developments afoot in Australia, where the Victoria State government has agreed funding for a three year pilot of a programme for parents and young people, based on the Seattle Step-Up model. Jo Howard, of Peninsula Health, has been involved in the campaign for the last five years and views it as a huge achievement at a time of government cutbacks. Work is underway to set up staff and systems, and Jo reports that they are already inundated with parents. There is hope that, if successful, the model will be rolled out across the state and country as a whole. Continue reading