Domestic Violence Analysis

“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

problems short- and long-term (Childhood Domestic Violence Association, 2014).

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

cycle in adulthood, as growing up with domestic violence is the most significant

predictor of whether or not someone will be engaged in domestic violence later in

life.“Witnessing domestic violence teaches children that violence is an acceptable

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

necessary information to those involved. Building these trust relationships should

involve hosting meetings at suited times and locations, everyone having the same

information on the issue and providing credibility to different viewpoints. Teachers

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

Department of Community services (Cousins & Callary, 2009).

Within education settings, teachers must find ways to modify their curriculum in order to

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

incorporate class discussions on domestic violence within their classroom practice.

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

and encouraging respect (Domestic violence resource centre victoria, 2018). An

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.

Domestic Violence is not addressed specifically in one policy or legislation, however

many documents and guidelines such as the EYLF (Early Years Learning Framework),

AITSL (Australian Institute of Teaching and School Leadership) and the VIT (Victorian

Institute of Teaching) provides standards teachers need to withhold in relation to the

safety and wellbeing of students. These standards address the effects that domestic

violence may have on a student.

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

environment is created where a student feels “safe, secure and supported”

(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

child witnesses or is the victim of domestic violence.

As indicated in the VIT/AITSL standards, specifically in the domain of professional

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

despite the issues they are experiencing.

References:

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].

Council of Australian Governments. (2009a). National Plan to Reduce Violence Against

Women and Their Children. Canberra: Commonwealth of Australia.

Cousins, M & Callary, M. (2009). TEACH Journal of Christian Education. Domestic

Violence: An Important Social Issue for Schools, 3(1), 10-13.

Department of Education, Employment and Workforce Relations (DEEWR) 2010,

Educators Belonging, Being and Becoming; Education Guide to Early Years Learning
Framework for Australia, Commonwealth of Australia, Canberra

Domestic violence resource centre victoria (2018) DVRCV.org.au Retrieved 21 March,

2018, from http://www.dvrcv.org.au/teachers

Gluck, S. (2016, 26 May). Causes of Domestic Violence, Domestic Abuse . [Weblog].

Retrieved 12 March 2018, from https://www.healthyplace.com/abuse/domestic-
violence/causes-of-domestic-violence-domestic-abuse/

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

Mitchell, L. (2018). Domestic violence in Australia—an overview of the issues –

Parliament of Australia. [online] Aph.gov.au. Available at:
https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Li
brary/pubs/BN/2011-2012/DVAustralia#_ftn4 [Accessed 19 Mar. 2018].

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

CRITERION High Distinction Distinction Credit Pass Fail

Exceptional quality
and extremely
Explicitly,
meticulous,
accurately and
accurate, insightful
insightfully used
use in significant Explicit, accurate
in significant
ways. High level and factual use in Explicitly used.
ways. Very well
and consistent significant ways. Generally
considered Fails to use source
selection of Appropriate appropriate
relevant and explicitly, poor
relevant and recent relevant and selection,
recent selection, and/or limited
literature, including recent selection, including limited
Sources/ including selection,
exceptional including some reference to recent
literature excellent explicit inaccurate and/or
investigation and thoughtful academic journal
connections to inappropriate
critique of the reference to recent articles and/or
unit readings, reference to
connections to unit academic journal valid/ supported
recent academic sources.
readings, high articles and valid/ web- based
journal articles
quality recent supported web- material.
and
academic journal based material.
valid/supported
articles and
web-based
valid/supported
material.
web-based
material.
Comprehensive Sound knowledge Generally factual Limited or
Outstanding clarity
detailed of topic. Most knowledge base inaccurate
and insightful
Questions knowledge of the questions and some knowledge of
knowledge of, the
answered, area. All answered with questions topic. Points hard
area. High level
argument, questions clear description answered with to identify.
descriptions,
points answered with and clearly stated clearly stated Questions poorly
explicitly stated
made with clear points that form a points and some answered or not
points that form a
specific descriptions, logical approach support from the answered. Poor
very
examples explicitly stated that is supported literature. Some use of or no
knowledgeable,
points that form a by the literature examples taken support from the
logical,
logical, very well used. Effective from the literature literature. No,
exceptionally well
developed
developed
approach to the
approach to the application of
topic and relevant
topic. Exceptional knowledge about
questions. limited or
ability to apply the topic. Well
Exceptional ability inaccurate
knowledge about considered - Some sound
to apply knowledge application of
the topic. specific examples application of
(research and knowledge about
Excellent specific taken from the knowledge about
experience) about the topic. Limited
examples taken literature the topic.
the topic to the or no specific
from the literature thoughtfully
inclusive school/ examples.
clearly described described and
classroom
and insightfully connected.
situation.
connected.
Outstanding
specific examples
 taken from the
literature, very
clearly described,
insightfully
connected.
Thoughtful and
Extremely
insightful
thoughtful and
information,
perceptive
offering a well-
information
supported and
supported by high No, poor or very
carefully Good effective Satisfactory
quality literature. limited information
evaluated information with information with
Exceptional and support of
argument of the support for support for
discerning selected
selected selected selected
evaluation of the legislation, policy,
Focused legislation, legislation, policy, legislation, policy,
legislation, policy collaborative and
summary policy, collaborative and collaborative and
and collaborative support personnel.
evaluated collaborative and support personnel. support personnel.
and support Poor, limited or no
and support Good Satisfactory
personnel. recommendations.
supported personnel. Very recommendations. recommendations.
Outstanding Generally
well considered A relevant, Generally relevant,
recommendations irrelevant,
recommendations realistic and realistic and
for adapting unrealistic and/or
for adapting connected connected
curriculum and poorly connected
curriculum and approach. approach.
teaching strategies. approach.
teaching
Outstanding
strategies. Highly
relevant, realistic
relevant, realistic
and connected
and connected
approach.
approach.

Outstandingly Excellently Adheres well to Appropriate Poor academic

Academic
crafted academic crafted academic the conventions of academic writing. writing. Research
writing &
writing. Draws on writing. Draws on academic writing. Uses a good support very

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.