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Minnesota Center Against Violence and Abuse

Family Violence Nursing Curriculum

Marlene Jezierski, BAN, RN
Violence Prevention Educator
Partners for Violence PRevention, Allina Hospitals and Clinics

Maura Lynch, BA
Coordinator
Community Violence Prevention Institute, Metropolitan State University

Margaret Dexheimer Pharris, PhD, RN, MPH, FAAN
Associate Professor
College of St Catherine

Judi Sateren MS, RN
Associate Professor
Minnesota Associate Intercollegiate Nursing Consortium

Published: January, 2004

Acknowledgements
Position Statement
How to Use this Curriculum
Competencies
Scope of the Problem
Statistics
Relationship of family violence to societal violence
Definitions
Violence
Domestic/intimate partner/family violence
Elder abuse
Vulnerable adult abuse
Categories of abuse
Sample Teaching Strategies: Definitions
Dynamics
Cultural/societal attitudes, beliefs, myths
Power and control
Limitations of the Cycle of Abuse Theory
Understanding the process of change
Considerations for various populations
Correlates
Sample Teaching Strategies: Dynamics
Health Care Implications: "It's Not Just a Social Problem"
Health care role
The effect of family violence on health
Selected empirical evidence of health care implications
Sample Teaching Strategies: Health Care Implications
Integrating into Routine Assessment
Barriers to discussing family violence
Process of screening
Sample Teaching Strategies: Integrating into Routine Assessment
Interventions
Responses to suspected child abuse
Responses to adolescent and adult victims of intimate partner violence.
Potential responses to suspected abuse of elders/vulnerable adults/those with disabilities
Sample Teaching Strategies: Interventions
Legal and Ethical Issues
Standards of Care
Mandatory reporting requirements in Minnesota
Exceptions to mandatory reporting
Sample Teaching Strategies: Legal and Ethical Issues
Prevention
Levels of Prevention
Prevention strategies consistent with the MDH Public Health Nursing Section public health nursing intervention wheel
Sample Teaching Strategies: Prevention
Appendices
Appendix A: History of Child Protection
Appendix B: Family Violence: Myths and Misconceptions
Appendix C: Myths about Batterers
Appendix D: The ABC's of Men Who Batter
Appendix E: Men Who Sexually Abuse Children
Appendix F: Power and Control Wheel
Appendix G: Challenges to Change
Appendix H: Thoughts on the "Cycle Theory of Violence" and the Dynamics of Domestic Abuse
Appendix I: Domestic Violence Theories
Appendix J: Speaking to Health Care Providers: Notes to Survivors
Appendix K: Gloria's Story
Appendix L: Quiz: Have You Ever?.....
Appendix M: Family Violence Awareness Exercise
Appendix N: Systems Review
Appendix O: Victims of Violence: Health Care Provider Needs Assessment and Intervention
Appendix P: Barriers to Abuse Assessment and Intervention
Appendix Q: Family Violence Screening and Response Tool
Appendix R: Small Group Case Scenario Discussions
Appendix S: Culturally Sensitive Responses to Victims of Intimate partner Violence
Appendix T: Safety Plan---Alexandra House, Blaine, MN (used with permission)
Appendix U: The Role of a Domestic Violence Advocate
Appendix V: Elder Domestic Abuse, Vulnerable Adult Abuse, and Caregiver Stress
Caregiver Stress
Elder Domestic Abuse
Vulnerable Adult Abuse
Appendix W:Elder Intimate Partner Violence Chutes and Ladders (Chutes and Ladders Exercise (2000 WCADV/National Clearinghouse on Abuse in Later Life, NCALL: 608.255.0539 ( revised by M. D. Pharris))
References

Acknowledgements

The authors would like to thank Marion Kershner, MS, RN, PHN; David McCollum, M.D.; and Cindy Pins, MS, RN for their editorial contributions.

Position Statement

Nurses are in a unique position to make a significant impact on the problem of family violence. Caring is the essence of nursing and sets the stage for a partnership, which fosters the autonomy and strengths of individuals, families, and communities, supporting them toward health. It has been established that the most important determinant of people being able to discuss the abuse experience is a supportive, nonjudging attitude ( McCauley, York, Jenckes, & Ford, 1998 ).

Despite the increased emphasis on the importance of including interpersonal violence content in nursing curricula, many nursing programs in Minnesota lack the necessary integration of violence content across the lifespan. In addition to the American Association of Colleges of Nursing ( 1999 ) and the American Nurses Association ( 1991 ), several nurse scholars have directly identified this need and how to address it ( Blair & Wallace, 2002 ; Gayan, 2003 ; Woodtli & Breslin, 2002 ).

The content of this curriculum grew out of the 1999 AACN competencies. While working as members of the Practice Guidelines Committee of the Minnesota Healthcare Coalition (1996-2001), we informally surveyed Minnesota nursing faculty about their inclusion of family violence education in their curricula. This document was developed in response to those findings to provide Minnesota nursing faculty essential curricular information to develop student competence in preventing, assessing, and responding to family violence across the lifespan. Our names as authors are placed in a circle at the beginning of this document to illustrate the collaborative nature of the process of synthesizing the literature on family violence into a meaningful curriculum outline. We met for hours and sometimes days at a time over a two-year period and all information in this document was collaboratively written in an iterative process.

While nurses must be able to respond skillfully to victims of all types of violence, responding to victims of family violence requires sensitivity rooted in understanding how it differs from other types of violence. Distinguishing features of family violence include the

  • parties' intimate knowledge of one another;

  • perpetrator's ongoing access to the victim;

  • secret nature of the problem, generally happening out of public view;

  • perpetrator's ability to avoid being caught; and

  • perpetrator's ability to influence consequences if caught.

While this document does not address assaults by strangers, many of the skills taught in working with victims of family violence are transferable to working with victims of stranger violence.

Key points to consider when utilizing this material include:

  • A significant percent of students and faculty will have or are experiencing personal violence and have been deeply affected by the experiences. Faculty members who have experienced family violence will benefit from self-awareness and self-care when teaching this content. Recognizing that there are survivors in the classroom sets the stage for an open, supportive, nonjudgmental, and sensitive learning environment. Making affirming statements and providing resource information benefits survivors in the classroom.

  • The material builds on, but does not include, content on family systems and working with families with limited adaptive ranges and boundary issues.

  • When working with patients with a history of family violence, nurses must respect the validity of the patient's point of view rather than imposing their own view of what is best for the patient. The role of the nurse is to be a source of support and resources. Patients make informed decisions when provided with objective and relevant information. However, when children and vulnerable adults are being victimized, nurses have a legal and ethical obligation to intervene.

  • Nurses can effectively establish trusting relationships with their patients if they understand the basic dynamics of abusive relationships. This includes understanding the process of change from victim to survivor. The term victim legitimately refers to anyone who has experienced family violence, however some take offense at the term victim and prefer to be called survivor because it recognizes their accomplishment in overcoming the violence.

  • Perpetrators of violence may also have been victims of violence. Nurses provide care to victims and perpetrators alike and need to know helpful nursing responses to all patients.

  • Legal references are current at the time of writing. Since law is an expression of public will, it changes and evolves over time. Most recent legislative changes can be accessed on the Internet at http://www.leg.state.mn.us/leg/statutes.htm

How to Use this Curriculum

Although some nursing curricula have a specific course on family violence, most nursing programs in Minnesota place the content into a number of courses. The standard to strive for is weaving it in a purposeful way throughout the curricula. In considering where and how to integrate family violence content, Gayan ( 2003 ) suggests that, "placement of content reflects faculty's value of the content and sends a message to students about relevancy" (p. 48).

Some ways to integrate family violence include

  • incorporating signs and symptoms of abuse into physical and psychosocial assessment classes and labs;

  • teaching dynamics of violent relationships and helpful nursing responses in mental health courses;

  • emphasizing ways of phrasing family violence assessment questions when teaching communication skills;

  • using role-plays in clinical conferences to teach screening skills;

  • including screening questions for abuse in health history interviews students conduct with peers;

  • having students complete independent study assignments on-line (see Section III: Dynamics: teaching strategies); and

  • including the health effects of abuse when discussing physical and psychological disorders. Examples might include

    • the prevalence of irritable bowel syndrome in patients who have a history of physical and/or sexual abuse;

    • the risk of being abused during pregnancy; and

    • the high rate of depression, suicide, eating disorders in patients who have a history of family violence.

Competencies

Family Violence Screening and Intervention Competencies for Registered Nurses

The following competencies were extracted from the Position Statement on Violence as a Public Health Problem, Competencies Necessary for Nurses to Provide High-Quality Care to Victims of Domestic Violence, Appendix C, American Association of Colleges of Nursing ( 1999, pp. 12-13 ). The AACN competencies were revised with AACN permission to reflect best practices in the state of Minnesota. Changes are indicated in bold.

  1. Competencies related to acknowledging the scope of the problem.

    1. Recognize the prevalence of family violence in all its forms.

    2. Recognize risk factors for both victimization and perpetration of family violence.

    3. Recognize the potential significant physical and mental health effects of both ongoing and prior family violence.

    4. Recognize the effects of violence across the life span, including the long-term effects for children who are either victims or witnesses of family violence.

    5. Recognize one's own attitudes about family violence, including the possibility of one's own friends' or family members' victimization and the need to address ongoing issues arising from such experiences.

  2. Competencies related to explaining the dynamics of abusive relationships

    1. Demonstrate understanding of the concepts of power and control in relationships.

    2. Demonstrate understanding of the cycle theory of violence and its misapplications.

    3. Demonstrate understanding of common myths and facts related to abusers and survivors.

    4. Demonstrate understanding of the process of change.

  3. Competencies related to identification and documentation of abuse and its health effects.

    1. Recognize the necessity and value of universal screening of all patients---male and female, all ages, all conditions.

    2. Articulate developmentally appropriate questions to be used in screening in various settings.

    3. If physical violence has occurred, recently or in the past, assess particularly for nonconsensual sexual contact, mental health status, old undiagnosed injuries, risk of suicide and/or homicide through interviews, review of medical records, and physical examination.

    4. Assess for current and/or past threats and acts of family violence, particularly child abuse and neglect; intimate partner violence; elder/vulnerable adult abuse, neglect, and financial or material exploitation.

    5. Thoroughly document all findings related to abuse, neglect and exploitation.

  4. Competencies related to interventions to reduce vulnerability and increase safety, especially of women, children and elders.

    1. Know local, state, and national domestic violence referral resources, including shelters and safe houses.

    2. Communicate non-judgmentally and compassionately.

    3. Conduct safety planning.

    4. Refer to community advocacy programs, social worker, shelter and legal counsel as appropriate.

    5. Know the role of community advocates.

  5. Competencies related to ethical, legal and cultural issues of reporting and treatment.

    1. Know state and national legal mandates regarding family violence, including mandatory reporting responsibilities and limitations.

    2. Know appropriate methods for collection and documentation of data so that both the patient and the provider are protected.

    3. Know the ethical principles that apply to patient confidentiality.

    4. Recognize that ethical dilemmas often arise from cultural differences.

    5. Recognize that cultural factors are important in influencing the occurrence and patterns of and responses to violence in individuals, families, and communities.

    6. Provide culturally competent assessment and intervention while maintaining human rights.

    7. Understand the ethical implications of public policy which fails to protect people who are immigrants, particularly those who are undocumented.

  6. Competencies related to prevention activities.

    1. Increase public awareness of family violence.

    2. Promote activities to address prevention with populations at risk (e.g. child witnesses, pregnant women, vulnerable adults, and dependent-frail elderly).

    3. Empower individuals and families to prevent and/or reduce violence and to promote family health.

    4. Recognize the need to establish programs to support victims, their family members, and the abuser.

Scope of the Problem

Statistics

Since it is essential that nurses understand the magnitude of family violence, statistics are a necessary part of the curriculum. However, it should be emphasized to students that the numbers themselves are not as important as the overall impact of violence on individual and family systems.

Underreporting, as well as variations in definitions of violence and abuse account for the differences in statistical data often found in the literature. In addition, care must be taken when interpreting racial and ethnic differences in reported rates of violence. The ANA ( 1998 ), in its Culturally Competent Assessment for Family Violence , clearly points out that differences in rates of violence between racial groups tend to disappear when income is controlled.

Reliable family violence sources: Bureau of Justice Statistics: http://www.ojp.usdoj.gov/bjs/ Elder Abuse Prevention and Treatment Resources: http://www.aoa.gov/eldfam/Elder_Rights/Elder_Abuse/Elder_Abuse.asp Family Violence Prevention Fund: http://www.endabuse.org Minnesota Center Against Violence and Abuse: http://www.mincava.umn.edu National Center for Injury Prevention and Control: http://www.cdc.gov/ncipc/wisqars/ National Clearinghouse on Child Abuse and Prevention (DHHS): http://nccanch.acf.hhs.gov/ Office of Juvenile Justice and Delinquency Prevention: http://www.ojjdp.ncjrs.org/

Obtain local statistics through your community health department, advocacy programs, law enforcement agencies, and state department of health and center for crime victim services.

Health care cost

Intimate partner violence (IPV) is an enormous health problem, with annual excess health care costs of billions of dollars annually in the U.S ( NCIPC, 2003 ). There is an increased relative risk of both overall and diagnosis-specific hospitalizations among abused women. Intimate partner violence has a significant impact on women's health and use of health care ( Kernic, 2000 ). Among female Medica enrollees within the Allina Health Care System alone, it is estimated that over $6 million excess dollars are spent annually to provide health care services to female victims of IPV ( Bohn, 2001 ).

Wisner, Gilmer, Saltzman and Zink ( 1999 ) found female victims of IPV to incur health care costs approximately 92% greater than a random sample of female patients. Contrary to the findings of other studies, use of emergency room services was not a driving factor in the higher cost.

Heterosexual

A wide range of studies conducted in the past 20+ years have found that 89-100% of reported cases of physical IPV involve women abused by men. While it is known that abuse occurs in gay, lesbian, bisexual, and transgender relationships, and there are men who are abused by female partners, the vast majority of abuse victims who report IPV are women abused by men. Health care professionals should realize that IPV is perpetrated primarily by men whether against male or female partners and the vast majority of IPV victims are women ( Tjaden & Thoennes, 1998 ).

Some statistics documenting the incidence include:

  • In a survey of 8,000 men and 8,000 women, 25% of women and 8% of men reported rape and/or physical assault by an intimate partner in their lifetime. Ninety-three percent of women and 86% of men who were raped and/or physically assaulted since the age of 18 were assaulted by a male ( Tjaden & Thoennes, 1998 ).

  • In large prospective emergency department (ED) studies, 37% to 54% of women seen in the ED have been abused by an intimate partner at some point in their lives. ( Abbott, Johnson, Koziol-McLain, & Lowenstein, 1998 ; Dearwater, Cohen, & Campbell, 1998 ).

Lesbian, Gay, Bisexual, and Transgender (LGBT)

Limited research has been conducted on the rate of LGBT domestic violence. Early research suggested that LGBT domestic violence was more prevalent than violence in heterosexual relationships. However, the National Violence Against Women Survey found that women living with female intimate partners experience less intimate partner violence than women living with male intimate partners and men living with male intimate partners experience more intimate partner violence than do men who live with female intimate partners ( Tjaden and Thoennes, 2000 ).

Greenwood, Reif, Huang, Pollack, Canchola, and Catania ( 2002 ) studied the prevalence of battering victimization among 2,881 men who have sex with men. They found that 39% of the men, who were from four major urban areas, reported experiencing at least one type of intimate partner battering during the previous five years. The strongest demographic correlate of overall violence was being 40 years of age or younger. The strongest demographic correlates for physical and psychological/symbolic violence were education and HIV serostatus. Race, ethnicity, income, sexual orientation, and city of residence were not correlated with violence.

Child and Teen

a. Child abuse

Child abuse is a serious public health problem due to children's vulnerability and the potential adverse long-term health outcomes. In a survey of more than 15,000 adults conducted by Vincent Felitti, Robert Anda, Dale Nordenberg and colleagues, 10.8% of adult patients acknowledge child physical abuse, 22% said they experienced sexual abuse in childhood, 12.5% indicated childhood exposure to domestic violence, and approximately 33% reported being emotionally abused ( Groves, 2001 ).

Young children are at the greatest risk for physical abuse. Forty-one percent of children killed by parents or caretakers are under 1 year of age and only 10% of child fatalities are over 4 years of age. Younger children are not only more physically vulnerable and less able to seek help, but they are also more likely to be suspected as victims and diagnosed as abused when injured, resulting in increased reporting rates ( Gelles, 1997 ).

Girls aged 10 to 12 are the most likely victims of sexual abuse by adults. Adolescents are underreported as victims of physical and sexual abuse. Not only are they less likely to be diagnosed and receive help, but they also are often considered delinquent, troublemakers, and contributors to their victimization ( Gelles, 1997 ).

These cases represent the following distribution of maltreatment types* ( NCCAN, 2001 ):

Neglect77.4%
Physical abuse24.8%
Sexual Abuse7.3%
Medical Neglect4.5%
Psychological Maltreatment1.0%

some cases involved more than one type of abuse/neglect

It is important to remember that these are only the rates of substantiated (reported, investigated, and adjudicated by law) cases. Physical and sexual abuse are difficult to substantiate because children are not brought in for medical care until signs of the abuse have disappeared. Furthermore, in cases where physical markers are present, it is often difficult to prove who is responsible.

b. Teen dating violence

Recent studies have pointed to intimate partner violence as a significant health issue for adolescents. It is associated with increased risk of substance use, unhealthy weight control behaviors, sexual risk behaviors, pregnancy, and suicidality. Approximately 1 in 5 female high school students report being physically and/or sexually abused by a dating partner ( Molidor, Tolman, & Kober, 2000 ; National Center for Injury Prevention and Control, 2001 ; Silverman, Raj, Mucci, & Hathaway, 2001 ).

A study done by Ackard and Neumark-Steiner ( 2001 ) reports results from the 1998 Minnesota Student Survey on dating violence. They found that one in ten girls and one in 20 boys report being raped or physically abused on dates and approximately six percent of Minnesota boys and girls report some type of date-related violence by the ninth grade. Youth who have been victimized by dating partners are more likely than their non-victimized peers to report having experienced emotional problems including suicidal thoughts, poor emotional well-being, low self esteem, and eating disorders.

Elder: domestic abuse, vulnerable adult abuse, and caregiver stress

These three categorizations or terms are often used interchangeably, but generally speaking refer to different situations. Studies have found that a significant portion of elder abuse is spousal abuse continuing into older age ( Brandl & Raymond, 1996 ). Elders can also be victimized by adult children, or other caregivers ( Brandl & Raymond, 1997 ).

The National Center for Injury Prevention and Control ( 2003 ) reports the following breakdown of elder maltreatment substantiated by adult protection agencies.

Table 1. Percent of Substantiated Cases of Elder Abuse in US

Neglect49%
Emotional/psychological abuse35%
Financial/material exploitation30%
Physical abuse26%
Abandonment4%
Sexual abuse0.3%
Other1.4%

Table 2. Relationship of Perpetrators to Victims in Elder Abuse (Percent of substantiated cases in the US)

NeglectPsych.Phys.Finan.Aban.
Child43%54%49%60%80%
Spouse30%13%23%5%6%
Grandchild9%9%6%9%7%
Other relative4%12%5%10%0%
Friend/neighbor1%10%10%9%0%
Sibling9%2%5%1%0%
In-home service provider4%1%0%2%7%

Relationship of family violence to societal violence

The "---isms"

It is important to understand the dynamics of abuse in relationships in the societal context of what are known as the "---isms:" racism, classism, homophobia and heterosexism, ageism, and ableism. The "---isms" are personal or institutional forms of discrimination committed by members of the dominant, often majority, culture against individuals or groups from whom they are different, based on characteristics over which neither has any control, such as skin color or physical ability.

There can be multiple intersections between the experience of family violence and the experience of the "---isms." Examples include

  • isolation (the victim of family violence being denied a social network is akin to the heterosexism of a gay person being forced to remain closeted by family pressures);

  • economic abuse (the victim being put on 'allowance' is akin to the sexism of a woman earning 76 cents on the dollar compared to $1 for the same work by a male counterpart); and

  • threats and intimidation (the victim being yelled at and cornered is akin to the racism of racial profiling or the classism of a caseworker who threatens to terminate benefits of someone on public assistance).

The barriers abuse victims face are confounded by experiences of racism for people of color, homophobia and heterosexism for lesbian, gay, bi-sexual and transgendered (LGBT) people, and so on. This is why ongoing development of cultural competency skills is so critical to effective nursing practice.

Evolution of health care response

The role of health care professionals in the area of primary, secondary, and tertiary prevention of family violence has slowly evolved as societal awareness has increased. Laws mandating the reporting of child abuse emerged in the 1960's (see appendix A, History of Child Protection). The first battered women's shelters were founded in the 1970s. In the late 1980s and early 1990s most states enacted elder abuse laws ( Haywood & Scott, 1999 ). In Minnesota, health care professionals are mandated to report all cases of suspected abuse of vulnerable adults. With the genesis of the community responses to domestic violence, partnerships evolved between health care organizations and domestic abuse advocacy services.

While research clearly documents the major impact of family violence on health, many clinics, hospitals, and other health care sites across the country still resist universal screening. In fact, despite health care professionals in the US being in an optimal position to intervene, most states, including Minnesota, receive a failing grade in terms of training, screening, protocols, reporting, insurance, and legislation and public policy ( Family Violence Prevention Fund, 2001 ). There is much more that policy makers can and should do to improve the health care response. For example, something as simple as a best of practice standard has yet to be agreed upon. Nursing can and should take leadership in crafting those policies.

International trends

The occurrence of family violence is strongly influenced by cultural forces. Rates of family violence vary from country to country. It is difficult to make accurate country to country comparisons of the incidence of family violence because methods of data collection are not held constant. Generally speaking, cultures that value the care of children and elders, have strong social welfare policies, protect the rights of women, and have strong social sanctions against violent behavior have lower rates of family violence.

The United Nations Children's Fund ( UNICEF, 2000 ) reported that even with "spotty" statistics, one-fifth to one half of the female population in a given country has been abused by a family member or intimate partner, or dangerously neglected in childhood. Violence against women and girls continues to be a global epidemic that kills, tortures, and maims-physically, psychologically, sexually and economically.

Sports

More questions than answers exist in the area of sports and violence. However, violence experts frequently express concern about the behavior of athletes in general, and the lack of positive role modeling that exists in sports. Violent behavior by professional and amateur athletes, including assault, rape and domestic violence has been well documented ( Benedict, 1997 ; Benedict & Yaeger, 1999 ).

There are at least two areas of concern for nurses. The first is the experience of violence for youth involved in sports (i.e. win at all costs, intimidation and humiliation surrounding their performance, etc.). Nurses should take the opportunity to educate and intervene with children and teens involved in sports. Education could include principles of respect, good sportsmanship, and conflict management. Perhaps the most important task for nurses is to help parents encourage positive attitudes towards competition and physical activity, recognize signs of anxiety and aggressive behavior, and promote realistic expectations for their child's performance ( Hellstedt, 1988 ).

The second area of concern for nurses is the dynamic of college and professional contact sports athletes who commit violent acts and the failure of society to hold them accountable. Women victimized by professional athletes are highly pressured to keep silent.

Workplace

a. Domestic violence in the workplace

Domestic violence knows no boundaries. With the increasing number of working women, there is a correspondent increase in the incidence of domestic violence in the workplace. In a study of 118 battered women, Stanley ( 1992 ) found that 69.5% were employed at the time of the abuse. Of that number, 96% stated they experienced problems at work due to their abusive situations. 37% of women personally affected by domestic violence report that the abuse has had an impact on their work performance in the form of tardiness, missed work, a lost job or missed career promotions. ( EDK Associates, 1997 )

Intimate partner violence crosses the boundary of home and work in numerous ways. There are two issues to consider in this category. The first issue surrounds the effect intimate partner violence has on the workplace of the victim/survivor. Absenteeism, security concerns related to abusive partners, productivity, and the emotional impact on co-workers can affect workplaces. The second issue involves perpetrators in the workplace. Perpetrators often use the resources of their place of employment to harass their partner (phone calls, emails, etc.). Furthermore, perpetrators may exhibit the same abusive behavior at work as at home, targeting customers, coworkers, and others.

The total health care costs of family violence are estimated in the hundreds of millions each year, much of which is paid for by the employer ( Pennsylvania Blue Shield Institute, 1992 ).

In a survey commissioned by Liz Claiborne, Inc., Roper Starch Worldwide ( 2000 ) found that corporate leaders have grown more aware of domestic violence as an issue that affects their employees and have become less likely to dismiss the issue's bottom-line impact on business, according to a survey conducted for Liz Claiborne Inc, nine in ten senior executives (91%) believe that domestic violence affects both the private lives and the working lives of their employees (this is up from 44% in a similar study conducted in 1994 by the same company). Yet only 12 percent of corporate leaders surveyed say that corporations should play a major role in addressing the issue-the same percentage as when this question was first posed in 1994. Roper Starch Worldwide (2000) also point out that corporate leaders now rank domestic violence on par with terrorism (68%) as a major issue that affects society. But today, they are also significantly more likely to say that they are aware of employees in their company who have been affected by domestic violence (56% in 2002; 40% in 1994). And, while half thought that domestic violence had a negligible impact on the bottom line in 1994, this percentage has dropped significantly to just one-third (33%) saying so today.

b. Abusive work environments

In addition to the problems presented when domestic violence spills over into the workplace, employers are beginning to address abuse issues within the workplace itself. Often referred to as 'bullying' or 'incivility,' what these behaviors are actually describing is abuse.

Healthcare workplaces are known for harsh, abusive behavior within and between the allied professionals in those environments, particularly physicians and nurses. The Joint Commission on Accreditation of Healthcare Organizations has begun to examine this long-silent issue, and guidelines on "Diagnosing and Treating Workplace Abuse and Neglect in Health Care Organizations" are being written for publication by the American Medical Association. Leadership from the nursing profession will provide needed perspective on the nature of the problem and how to respond to it.

Bullying

There is a growing body of research pointing to the prevalence of childhood experiences of bullying. Children who are experiencing maltreatment at home are at increased risk for both victimization and perpetration of bullying ( Shields & Cicchetti, 2001 ). Childhood bullying may be an indicator of more extensive family violence and recognize the opportunity for screening and intervention.

Of over 15,000 children surveyed, 10.6% reported bullying others "sometimes" and 8.8% admitted to bullying others once a week or more, with children who bully showing significantly poorer psychosocial adjustment, such as loneliness, difficulty making friends, fighting, smoking, and using alcohol ( Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & Scheidt, 2001 ).

Media

The correlation between exposure to media violence and aggressive behavior has been the subject of numerous studies ( Huesmann, Moise-Titus, Podolski, & Eron, 2003 ). According to the American Academy of Pediatrics ( 1995 ) the vast majority of studies conclude that there is a causal relationship between exposure to media violence and real-life violence. For children exposed to violent behavior in their homes, the effect of media violence is more profound.

Sample Teaching Strategies: Scope of the Problem

Timed reminder

During the segment on statistics, consider using timed sounds to illustrate the frequency of the incidence of abuse, loss of life, or a similar statistic. Use a taped recording of a hand slapping loudly every 15 seconds to signify how often a woman is assaulted by an intimate partner in the U.S. (FBI, 1995 ). Play it as you cover the statistics section.

Participant Cards

As students come into the classroom, give them an index card with a statistic about family violence. Begin discussion of each of the various topics that the statistics address by having the student with the corresponding statistic read it out loud.

Videos

Web sites

Assessment and evaluation resources on the health of work and home environments as it relates to violence and providing direction to employers in seeing their role in addressing this issue:

Respond2, Inc. 1809 Lincoln Ave. St. Paul, MN 55105. 651.699.6565 Deborah Anderson, President

Definitions

Various definitions exist of the types of violence that occurs among intimates.

Violence

Violence is the threatened or actual use of force against a person or a group that either results in or is likely to result in injury, death, emotional damage or coerced behavior ( Governor's Task Force on Violence as a Public Health Problem, 1996 ).

Domestic/intimate partner/family violence

There is little consensus on how to define these terms and what to call the various forms of abuse and violence among intimates ( Tjaden & Thoennes, 2000 ).

We have found the following to be a good general working definition:

"A systematic pattern of repeated psycho-social/emotional abuse, coercive control, progressive social isolation, intimidation and violence, injury or sexual assault. The intention of this behavior is to punish, abuse, and ultimately control the thoughts, beliefs and actions of the victim" ( Minnesota Coalition for Battered Women ).

Elder abuse

An elder can be a victim of family violence without meeting the legal criteria for being a vulnerable adult in the state of Minnesota. A significant portion of what is typically identified as 'elder abuse' is actually abuse by a partner in long-term, intimate relationships. Elders may also be victims of abuse by adult children or others living in their home. In long-term abusive relationships, physical violence/threats as a tactic of control may diminish with old age, but other controlling behaviors often replace them in order to maintain the same control.

Other types of violence and neglect of older persons exist but are not domestic violence. Domestic violence is not

  • self-neglect,

  • stranger abuse (muggings, scams),

  • abuse by paid caregivers (institutional elder abuse),

  • caregiver stress (e.g. overburdened adult children), or

  • abuse by a partner whose abusive behavior is caused by a medical or mental health condition or reaction to medication.

Vulnerable adult abuse

Minnesota statute defines vulnerable adult abuse as physical, sexual, or emotional abuse; neglect, or financial/material exploitation of a person who is at least 18 years of age and is dependent on others for care. Health care professionals are mandated by Minnesota statute to report abuse of vulnerable adults by people responsible for their care and acts of violence resulting from a failure to protect vulnerable adults.

Categories of abuse

  1. Physical: actual or threatened infliction of physical harm which is intentional. Physical violence can include a range of threatened or actual behaviors from slapping and hitting to using a gun.

  2. Sexual: any actual or threatened unwanted or coercive sexual contact and/or penetration. Sexual abuse also includes sexual contact with a minor child or vulnerable adult by someone responsible for their care (or, in the case of minors, by someone in a position of authority or in a significant relationship with them). Routine care provided in accordance with standards of practice for health care professionals, and commonly accepted care by parents, guardians, etc. is not sexual contact.

  3. Emotional/psychological: the use of coercion, threats, put-downs, insults, and other verbal or nonverbal measures which control another person and results in the loss of self esteem as well as victims believing they deserve the abuse.

  4. Neglect: a failure to protect or a failure to fulfill any part of a person's obligations or duties to a vulnerable adult or a child. Neglect also includes abandonment of a child or vulnerable adult on the part of the person who is legally responsible for that person.

  5. Financial and material exploitation of vulnerable adults: the illegal or improper use of a vulnerable adult's funds, property, or assets. Examples include but are not limited to: cashing checks without authorization/ permission; forging a signature; misusing or stealing money or possessions; coercing or deceiving a vulnerable person into signing any document (e.g., contracts or will); and the improper use of conservatorship, guardianship, or power of attorney.

Sample Teaching Strategies: Definitions

Definition word scramble: Take your definition and divide it into relevant phrases. Put each phrase on a separate large post-it note or flip chart sheet. Scramble them up. Add words and phrases that don't belong in the definition on other post it notes. This is much like a magnetic poetry game. This could be done by teams with a prize awarded to the winning team.

Definition development: Tell the students you will give them a standard definition for the types of family violence, but you'd like them to create their own. Have students work together to create the most inclusive, yet concise definition possible. Have each group present their definition and see how it compares to the commonly accepted definition.

Websites

Dynamics

The ability to provide supportive care is dependent upon understanding the factors influencing individuals in abusive relationships.

Cultural/societal attitudes, beliefs, myths

Survivor myths and facts

See Appendix B: Family violence: Myths and misconceptions

There is a great deal of misinformation and many false assumptions about individuals in abusive situations. Health care professionals who understand the error of these myths are better equipped to provide care, support, and resources to individuals who indicate they are experiencing abuse.

MythFact
1. Family violence occurs only in the lower socioeconomic classAlthough poor families are likely to experience interpersonal violence, it occurs at all income levels. Poor families may be identified more often because they often have more contact with social service agencies.
2. Alcohol and drugs are the cause of family violenceThere is an association between drinking/drug use and family violence, but it is not the root cause. Abusive individuals are abusive whether they are sober or intoxicated ( Kantor & Strauss, 1990 ).
3. Family violence is rareResearch consistently shows that women and children are more likely to be assaulted in their homes than on the streets of the most violent American cities ( Bachman & Satzman, 1996 ).

Abuser myths and facts

See Appendix C: Myths About Batterers, Appendix D: The ABCs of Men Who Batter, and Appendix E: Men who Sexually Abuse Children.

Many believe that only 'sick', 'evil' people are abusive. On the contrary, abusers usually lead 'normal' lives in most respects except they believe they are entitled to use violence and abuse to control the lives of their partners and families. Abusers come from every walk of life, every culture, and every socioeconomic level. They do not recognize their behavior as being violence. Often, these unacceptable behaviors are not challenged by society ( Bennett & Williams, 1999 ).

The primary treatment objective for abusers is for the abuser to take responsibility for the abusive behavior and to be held accountable through a variety of measures such as legal consequences and reeducation programs. According to the Standards for Batterers Treatment Programs-Philosophy Statement issued by the Domestic Abuse Project in Minneapolis, effective batterer reeducation includes

  • violence can never be condoned under any circumstances;

  • abusive behavior is the sole responsibility of the batterer;

  • provision for the safety of victims/survivors and their children should be utmost in any decision or policy;

  • violence as a choice is a learned behavior response and can be unlearned in an educational/therapeutic group setting;

  • the primary goal of treatment programs for batterers is to end the violent, abusive, and controlling behaviors; and

  • domestic violence and alcohol abuse are often intertwined, however a causal relationship has not been established. They must be treated as separate issues and perpetrators must address the chemical abuse issue before beginning a domestic abuse program.

Power and control

Domestic violence is much more than simply physical violence. Emotional and psychological abuse is present in all family violence situations. Many survivors of emotional abuse describe it as being more difficult to name, access support for, and ultimately overcome than physical abuse.

There are various Power and Control Wheels that describe the dynamics of family violence (see Appendix F: Power and Control Wheels). The behaviors, which form the spokes within the wheel depend on and reinforce each other. Sexual and physical violence, forming the outer rim, reinforce the entire system of control. Physical and sexual violence are not always present in abusive relationships; however, emotional abuse is always present. The wheels illustrate the interdependent and systematic nature of violence in relationships.

Economic abuse prevents victims/survivors from gaining financial freedom, which could help them escape the violence. Isolation destroys the support system of relatives and friends who might be able to provide information, support and resources. Threats instill fear. The interweaving of these dynamics builds barriers that prevent escape from an abusive relationship (see Appendix G: Challenges to Change: Issues Keeping Family Violence Survivors from Seeking Help).

Wheels have also been developed to illustrate how to achieve relational health (see Appendix F: Power and Control Wheels). In addition to the wheels appended in this document, wheels from a Native American perspective, for nurturing children, and Spanish language wheels can be accessed from the Minnesota Program Development, Inc. website on the Duluth Model at www.duluth-model.org

Limitations of the Cycle of Abuse Theory

When studying current theories, thoughtful consideration should be given to the perspective of those experiencing battering (see Appendix H: Thoughts on the Cycle Theory of Violence and the Dynamics of Domestic Abuse and Appendix I: Theories on Domestic Violence) for in depth analysis of current thinking on the cycle theory.

Although most nursing texts present the Cycle of Abuse Theory ( Walker, 1979 ) there are serious limitations to this theoretical framework. The cycle is described in three phases: tension building, acute battering incident (explosion), and honeymoon. While individuals in abusive relationships may relate to some or all of the elements of this cycle, many survivors experience only parts. Ellen Pence ( 1987 ) points out that, the process of education must constantly compare theory to the real experiences of women so that we do not operate from false assumptions. Such assumptions lead us to actions that do not result in changing the system. Perhaps there is no better example of this than the cycle of violence theory and the many theories that have in the past few years dominated the work with batterers, resulting in hundreds of men's groups forming around the country which focus on teaching men who beat women into submission to reduce their stress level, to cope with anger differently, to express feelings differently rather than working with batterers on issues of power and dominance. These theories focus on the psychology of battering rather than on the political and social context of battering, and they analyze battering piecemeal (p. 22).

Understanding the process of change

It is very important that nurses recognize that their role is not to prescribe, decide, or judge what a patient should do, but rather to partner with the patient to provide information and resources for informed decisions. In perhaps no other health care situation is respect for patient self-determination as critical.

When working with people in abusive relationships, there is a temptation to jump to a "you've got to get out!" approach. This judgmental stance robs patients of the right to their own choices and creates a barrier between the nurse and patient that may never be overcome.

Key elements of nursing partnership include the following caring nursing actions:

  • talking with the victim/survivor in private;

  • accepting patient choices in a nonjudgmental manner;

  • expressing concern for safety;

  • making supportive statements (e.g. "you don't deserve this," "I'm sorry this happened to you," etc.); and

  • offering assistance when the person is ready.

Actions which could be harmful include

  • telling people what to do;

  • blaming the victim;

  • violating confidentiality; and

  • talking to the abuser about the abuse.

Considerations for various populations

Immigrant, refugee, undocumented

For immigrants experiencing family violence, nurses need to consider the cultural and familial context in which the violence occurred and how it is viewed by the victim. This underscores the imperative to engage the services of a professional interpreter when the nurse does not fluently speak the patient's language. Family, friends, and members of the extended community should not be used to assist in these cases. If a professional interpreter is not available on site, a phone interpreter should be utilized. Community pressures and language barriers can keep women trapped and isolated in violent relationships. Fear of immigration sanctions compound this isolation and entrapment.

It is important for nurses to consider the ramifications of actions taken to end the abuse, particularly when involving the legal system. In cases where the patient does not have full legal status in the U.S., contact with local law enforcement and the legal system is advised (without revealing the patient's identity) to ascertain whether the patient would be re-victimized by being reported to immigration.

Victims/survivors should be fully informed of the possible outcomes of various actions they might take to deal with the abusive situation. If a person without legal documentation reports a domestic assault to the police and is later deported to where she had been tortured as a political prisoner, reporting the domestic abuse was more dangerous than not reporting ( Jang, Marin, & Pendleton, 1997 ).

Many immigrants feel as though they must choose between freeing themselves from the abuse and maintaining connection to their family and cultural community (see Appendix F: Immigrant and Refugee Power and Control).

Teens

Adolescence is a time when independence, autonomy, sexual identity, and intimacy are mastered-all of which can be disrupted by an abusive relationship. Teens, whose major social goal is to "fit in," are often very reluctant to reveal abuse when it occurs. Some may not even know that they are being abused. Denial is often the only coping mechanism in their repertoire. While they attempt to suppress the cognitive recollection of the abuse, it becomes manifested in their actions. At least 10% will attempt suicide after the abuse ( Pharris & Nafstad, 2002 ). A nurse who develops rapport with the teen and specifically asks about victimization will be able to guide the teen toward healing.

A more effective way of dealing with teen violence is to prevent it. Nurses must look for opportunities to teach teens to differentiate between respectful and violent behavior. Several good resources exist for teaching teens about sexual abuse, healthy dating relationships, and teen dating violence ( Center for the Prevention of Sexual and Domestic Violence, 2000 ; Levy, 1998 ; Levy & Giggans, 1995 ;Quiet Storm Project, 2001 ).

Rural Populations

One study of 136 women seen in two rural medical clinics found 20-28% of the women had experienced recent intimate partner abuse ( Johnson & Elliot, 1997 ). Another study of 1693 Minnesota women showed the prevalence of physical, sexual and emotional abuse in rural women to parallel that of their urban counterparts ( Kershner, Long & Anderson, 1999 ).

Rural victims of violence have some unique challenges, including:

  • lack of access to public transportation and/or phone service;

  • lack of anonymity and confidentiality;

  • unavailability or ineffectiveness of legal and social services;

  • more hunting weapons in the home; and

  • fewer resources, such as jobs, child care, etc.

( Kershner & Anderson, 2002 , Kershner, Long, & Anderson, 1999 ).

Communities of Color

Family violence has been referred to as an "equal opportunity" problem because it happens to people in all demographic categories. Unfortunately, current research on the prevalence, health consequences, and responses to family violence in communities of color in particular has been limited, at best. For example, Torres, Campbell, Campbell, et al. ( 2000 ) point out that "few studies have specifically examined the relative prevalence of abuse during pregnancy in different ethnic groups" (p. 304). Campbell, Sharp, Campbell, and Lopez ( 2002 ) further note that "the theories currently used in domestic violence practice and research generally are one-dimensional in nature and applied uniformly across cultural groups...overall, the applicability of these theories...remains uncertain" (p. 5).

Nurses need to understand the diversity within and between racial/ethnic groups, that family violence happens in a larger cultural context, and the nature of institutional racism experienced daily by people of color. Nurses' responses to patients of color are informed by their own understanding and experiences of racism. The inclination of patients of color to disclose abuse is influenced by their perception of the race and the cultural sensitivity of the individuals and institutions caring for them. They are also influenced by the relevance and accessibility of the resources offered them.

Nurses demonstrate cultural competence through

  • an awareness of their own biases, prejudices, and knowledge;

  • an awareness of the extent to which racism is experienced by the people they serve;

  • a recognition of professional power, in order to avoid imposing one's own values on the patient;

  • knowledge concerning patients and their cultures; and

  • openness to listening to and respecting new ideas and different perspectives ( Fazio & Ruiz-Contrereas, 1998 ).

Regardless of the racial/ethnic background of nurses and patients, the nursing profession and healthcare organizations must prioritize implementation of cultural competency education relevant to the communities in which they operate. This is best accomplished through partnership with community organizations.

People with disabilities

People with disabilities have more frequent contacts with health care professionals. It is important not to make any assumptions about people with disabilities and the nature of their relationships with others.

The greater the degree of dependence on others, the greater the likelihood of abuse and exploitation people with disabilities experience ( Pharris, 1999 ). In 1995-96 Berkeley Policy Associates conducted a survey of women with disabilities which found that women with disabilities were more likely to experience abuse by health care professionals and personal assistants, family members, intimate partners, or friends ( Curry & Navarro, 2002 ). Children and elders with disabilities are also more likely to be abused by people responsible for their care.

Factors to consider regarding the abuse of people with disabilities include:

  • Leaving abusive relationships may be more difficult because of the presence of a disability. Curry and Navarro ( 2002 ) make this point by drawing on the words of a survivor who states, "You finally say, 'Okay, this is it. I'm going to do whatever I can to change this marriage. And by the way, can you bring my scooter to me so I can leave you?'"

  • The traumatic stress of the abuse often compounds the sense of vulnerability that some people with disabilities feel. Coming to terms with this can be intense and further disabling.

  • People who have just gained some independence may be at risk for losing their newly gained independence and self-confidence.

  • Prosecuting a legal case may depend on proving the extent of the disability, in which case the person may become further stigmatized by the system in the process.

Lesbian, gay, bisexual, transgender (LGBT)

Abuse thrives in silence and isolation. Due to the compulsory secrecy many LGBT people experience about their sexual orientation and relationships, LGBT domestic violence is often referred to as 'the closet within the closet.' "Straight" is the assumed sexual orientation of "a battered woman" in the traditional health care model. LGBT patients fall outside the care model historically designed for non-battered members of the white, heterosexual population. Regardless of sexual orientation, many battering victims commonly face barriers of ignorance and prejudice in receiving supportive, appropriate care and services in medical settings. Battered LGBT patients often face barriers that can literally mean the difference between life and death.

There are many similarities in the dynamics of the abuse of power and control of LGBT and heterosexual relationships. It is important to understand, however, that LGBT domestic violence happens in a cultural context characterized by factors such as:

  • homophobia and heterosexism;

  • ignorance about LGBT people;

  • understanding that LGBT women can be perpetrators and LGBT men can be victims;

  • limited self-reporting ; and

  • limited-to-non-existent services for LGBT people.

Nurses can eliminate bias by not assuming the sexual orientation of patients and by using gender neutral language in relationship to the patient's partner. In accordance with the Code of Ethics for Nurses ( ANA, 2001 ), nurses must provide equally sensitive care to each patient.

Correlates

The impact on children who witness family violence.

In families where there is intimate partner violence, children are at high risk for being abused. There is a significant correlation between intimate partner abuse and abuse of children.

Children's responses to witnessing adult domestic violence vary considerably depending on the child's age, gender, level of violence in the home, degree of the child's exposure, whether or not they are abused, and the presence of other risk and protective factors. Some children have such resilience that they are able to cope with the chaos of a violent home in constructive ways. While children are affected by violence in their lives, not all experience long-term negative consequences.

Studies of children who witness domestic abuse have shown that the experience can have long-lasting emotional, behavioral, cognitive, spiritual, and physical effects. Children in violent homes may experience harmful circumstances

  • observing a parent being abused, which some have suggested may be as harmful as being abused themselves;

  • being abused themselves. It is often assumed the abuse in these circumstances is perpetrated by the abuser of the parent, however, sometimes the victimized parent is the one who abuses the child; and

  • being neglected

Kolbo ( 1996 ) points out that children from violent homes exhibit more aggressive and delinquent behavior, and more withdrawn, anxious behaviors compared to children from non-violent homes. They also perform significantly below their peers in academics, school sports and social activities. Studies have shown that children exposed to domestic violence have a significantly higher rate of psychiatric problems than other children. Exposure to violence in the home has been found to be one of the most significant predictors of an adolescent's later use of violence in the community ( Singer, Mille, Guo, Slovak & Frierson, 1998 ). Childhood exposure to domestic violence is the major predictor for being a perpetrator or victim of domestic violence in adulthood.

Behaviors vary in different age groups:

  • less than 1 year: crying, failure to thrive, exaggerated startle response, frozen posture, stillness, sad and withdrawn facial expression, and lack of interest in exploration.

  • Toddlers and preschoolers: aggression to adults and peers, defiant, noncompliant, night terrors, temper tantrums, intense separation anxiety, hyper-vigilance, multiple fears, emotional withdrawal. Toddlers become reckless and accident-prone.

  • School children and adolescents: all the same behaviors as younger children as well as early and excessive experimentation with sexuality and illegal substances, problems with authority figures, school failure, and criminal behavior ( Lieberman, 2000 ).

Child protective service and health care professionals often interpret children witnessing of domestic violence as a failure to protect on the part of the mother who is being battered. It is critical to remember, however, that this line of reasoning does not recognize that the perpetrator is responsible for creating the dangerous environment in the first place, and must be held accountable for stopping the violence. Generally speaking, the children are safe when the mother is safe.

Abuse of animals

Abusers use the threat or actual killing of animals as a way to establish or maintain control of their victim(s). Maiming or killing a pet is more than an act of aggression against the animal. Animal abuse is a likely indicator of abuse of family members. In the case of children who beat, torture, or mutilate animals, such behavior suggests serious psychopathology ( Robin, 1999 ).

Substance abuse

Abusers who use drugs and alcohol are more likely to inflict injury on family members ( Grisso, Schwarz, Hirschinger, Sammel, Brensinger, et al, 1999 ). However, while substance abuse may be a contributing factor, no evidence has been found to support a causal relationship between substance abuse and family violence. Not all batterers abuse substance and not all those who use substances batter. Abusers often use alcohol as an excuse for their violence and as a way to avoid responsibility for their behavior. Substance abuse treatment will not stop the violent behavior. Shared characteristics of alcoholism and family violence are denial, minimization, isolation, and intergenerational patterns.

Coping through substance abuse is a common response to family violence. Some women who have been battered also have substance abuse problems; however, this is not the reason they are being battered. Women who abuse substances have experienced more violence as children and experience significantly more abuse as adults compared to the general population ( Miller, Downs, & Gondoli, 1989 ; Miller & Downs, 1993 ).

Mental health

A review of the literature does not reveal a causal relationship between serious and persistent mental illness and the perpetration of abuse and violence. However, research indicates that intimate partner violence and child abuse increase the risk for mental health problems, particularly post traumatic stress disorder and depression, in those who have been abused ( Golding, 1999 ).

"Co-dependency"

Explaining family violence in an addiction framework is problematic because battering is neither an addiction nor a symptom of addiction; they are separate problems requiring separate solutions. Their relationship is sometimes contributory, but not causal. Equating them is dangerous for the victim and does not hold the perpetrator accountable. Furthermore, "co-dependency", an extension of addiction theory, is refuted by the following:

  • society still sanctions violence in intimate relationships,

  • the batterer is responsible for causing the power imbalance in the relationship by violating the standards for healthy, respectful relationships,

  • a change in the "co-dependent's" behavior will not stop the coercive control and violence;

  • "enabling" and "co-dependence" are simply euphemisms for survival tactics; and

  • the victim needs more than the perpetrator's sobriety alone to be safe.

Caregiver stress

Caregiver stress is commonly used to explain why a person is abused by a family member on whom they are dependent for care.

Three problems with naming this dynamic caregiver stress include:

  • it absolves the abusive party of responsibility for their abusive behavior;

  • it suggests that if the victim were not dependent on the caregiver, there would be no stress or abuse, thus blaming the victim for the situation; and

  • it prevents appropriate interventions from taking place (e.g. making a mandatory report to protective services, safety planning, offering information about power and control, and resource options) ( Practice Guidelines Education and Training Committee, 1998 ).

Sample Teaching Strategies: Dynamics

Interactive case scenarios: MINCAVA, Global Prevention ( www.globalvp.umn.edu/ ). This is an independent and interactive learning case scenario involving various aspects of community responses to a family violence situation. Students have an opportunity to answer questions about the scenario and refer to linked online articles for further information.

Survivor story: Hearing from someone who has experienced abuse is powerful and contributes significantly to the learning experience. A guide for preparing survivors to share their story is available (see Appendix J: Speaking to Health Care Professionals: Notes to Survivors). In the absence of having an individual who is comfortable sharing their story and willing to answer questions, various videos are available. Discussion could include identifying elements of power and control as well as barriers to change.

Slide show of images drawn by children who have witnessed domestic violence. The Domestic Abuse Project of Minneapolis has put together a slide show of children's art and commentaries. This work is available and may be downloaded from the Internet at: www.mincava.umn.

Interactive power and control discussion

  • Introduce the concept of the power and control wheel.

  • Define and/or give an example of one of the quadrants (e.g. the economic abuse section).

  • Ask the group to give examples of economic abuse (e.g. "can you think of examples of economic abuse in a power and control situation?").

  • Continue group discussion on other quadrants of the wheel.

Understanding dynamics

  • Gloria's story : A brief and very effective interactive skit to involve students in understanding the difficulties survivors face (Appendix K).

  • Quiz: Have you ever... : A series of questions designed to increase student awareness of abuse dynamics (Appendix L).

  • Family Violence Awareness Exercise : Reflective questions to help students explore their attitudes towards victims and perpetrators of abuse (Appendix M).

Videos

  • All Ways Welcome (1990). Active Living Alliance for Canadians with a Disability. Ontario Ministry of Citizenship, Culture, and Recreation (1-800-771-0663).

  • Broken Vows: Religious Perspectives on Domestic Violence (1994). Seattle, WA: Center for the Prevention of Sexual and Domestic Violence.

  • Elder Abuse: Five Case Stories. Terra Nova films. This film follows the real-life experience over time of five elders who are victims/survivors of family violence. Available from www.terranova.com

  • Domestic Violence Hurts Us All: Improving Accessibility for Domestic Abuse Victims among the Deaf and Hard of Hearing Community. This 25 minute film reviews dynamics of domestic abuse, myths and facts about people who are deaf or hard of hearing, and provides a tour of a battered women's shelter for women who are deaf or hard of hearing. Available from the Community Action Council, 15025 Glazier Ave., Suite 100, Apple Valley, MN 55124 and the B. Robert Lewis House (612-452-7466, TTY: 612-405-9455, FAX: 612-452-8027).

  • Just to Have a Peaceful Life. Pat's story: this is the true story of a life-long abusive relationship and the challenges that people face. This film powerfully illustrates the dynamics of leaving an abusive relationship for people in their 70s-80s. Available from www.terranova.com

  • Love---All That and More (2001). A set of three videos: What Do You Want (22 minutes), Let's Talk About Sex (19 minutes), and Putting it All Together (23 minutes). Center for the Prevention of Sexual and Domestic Violence, Seattle WA. Phone: 206-634-1903, fax: 206-634-0115, website: www.cpsdv.org

  • My Girlfriend Did It. Real-life stories of lesbian battering. Available from Casa de Esperanza 651-646-5553.

  • The Quiet Storm Project (2001). This video, produced by a coalition of domestic abuse service programs in Minnesota, could be used by faculty and students to teach teens in the community or on the college campus about the dynamics of teen dating violence. It tells the story of a young woman who becomes involved in a relationship in which control and violence unfold. There is also a segment of victims and perpetrators of teen dating violence discussing the dynamics of the abuse. Available through www.thequietstormproject.com

  • Reflections from the Heart of a Child. 1996. This video deals with the relationship between substance abuse and child development. The father in this video drinks and abuses the mother. Students experience the family dynamics through the eyes of the children in this family. Available from Hazelden Foundation.

  • When Help is There. This film has five multicultural scenarios of real-life elders who are survivors of family violence and how they were helped in their journey out of the violent situation. Available from Terra Nova films www.terranova.com

  • Elder Issues: Nutrition, Falls, and Abuse. (2002). ConceptMedia 1-800-233-7078 or www.conceptmedia.com

  • The Vulnerable Young Child: Child Maltreatment, Part I: Neglect and Sexual Abuse and Part II: Psychological and Physical Abuse (2000). Available from Concept Media.

Additional Resources

  • Animal Rights Coalition. 612-822-6161

  • The Humane Society of the United States. 1-888-213-0956.

  • Physicians for a Violence Free Society (2003). Abuse assessment response course: Systems approach to partner violence across the life span. San Francisco: Author. This curriculum is available on a CD. It is a comprehensive, well-organized multimedia educational tool with power points, videos, participant handouts, and instructor guides.

  • MS Foundation for Women ( www.ms.foundation.org ) has published Safety and Justice for All, a report that examines the role that the state's criminal justice system can play in preventing violence against women, particularly poor women, immigrant women, and women of color.

  • Minnesota Advocates for Human Rights is scheduled to release a report in Spring of 2004 entitled, "State and Community Responses to Domestic Violence Against Immigrant and Refugee Women in the Twin Cities." Minnesota Advocates for Human Rights, 650 Third Ave. South, Suite 550, Minneapolis, MN 55402-1940, 612-341-3302, hrights@mnadvocates.org , www.mnadvocates.org

Websites

Health Care Implications: "It's Not Just a Social Problem"

Health care role

Ethical considerations

Family violence violates human rights, has a major impact on health and causes great suffering. Physical and sexual abuse is illegal; emotional abuse is unethical and robs people of their basic rights to dignity and individuality.

Nursing practice is driven by a unique set of ethical principles focused on patient advocacy and empowerment. The 2001 American Nurses Association Code of Ethics for Nurses includes statements that say nurses should

  • practice with compassion and respect for the inherent dignity, worth and uniqueness of every individual;

  • promote, advocate for and strive to protect the health, safety and rights of the patient; and

  • safeguard the patient and the public when health care and safety are affected by incompetent, unethical or illegal practice of any person ( ANA, 2001 )

Ethical principles that apply to family violence include:

  • patient well being;

  • patient self-determination;

  • fairness;

  • non-malfeasance (