The Safe and Together model A perpetrator pattern
- Slides: 34
The Safe and Together™ model: A perpetrator pattern, child centered, survivor strength based approach to the intersection of domestic violence and child maltreatment David Mandel, MA, LPC International Center for Innovation in Domestic Violence Practice (ICIDVP)
Objectives • Introduce the Safe and Together Model • Implications for Practice in West Lothian • Managing paperwork with a focus on domestic abuse
Mikey and Jools DVD (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
What is Domestic abuse? Domestic Abuse, as gendered based violence, can be perpetrated by partners or ex partners and can include physical abuse (assault and physical attack involving a range of behaviour), sexual abuse (acts which degrade and humiliate women and are perpetrated against their will, including rape) and mental and emotional abuse (such as threats, verbal abuse, racial abuse, withholding money and other types of controlling behaviour such as isolation from family and friends. Source: National Strategy to Address Domestic Abuse in Scotland, Scottish Partnership on Domestic Abuse, Edinburgh, November 2000
Safe & Together - Better Outcomes for Families & Systems Domestic Abuse Informed Child Welfare System • Improved Competencies • Improved Cross System Collaboration Foundation • Model Characteristics • Principles • Critical Components Better Outcomes for Families: Safety, Well Being & Permanency • Better Assessment • Better Partnerships • Better Case Plans Practice Tools • Mapping • Pivoting • Case Planning Guide • Supervisor Matrix • Pathways and Planning (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Safe & Together Is NOT a model which advocates that children should never be removed from the non offending parent (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
W. Lothian’s domestic abuse & CP audit Assessment Focus on physical violence Pattern of domestic abuse Impact on children Planning Focus on calling the police, separation, moving home Primarily focused on the actions of the victim Lack of recognition of other protective actions
Safe and Together™ Principles 1 2 3 Keeping child Safe and Together™ with non-offending parent Safety Healing from trauma Stability and nurturance Partnering with non-offending parent as default position Efficient Effective Child-centered Intervening with perpetrator to reduce risk and harm to child Engagement Accountability Courts
Safe and Together™ Critical Components Perpetrator’s pattern of coercive control Role of substance abuse, mental health, culture and other socioeconomic factors Adverse impact of the perpetrator’s behavior on the child Actions taken by the perpetrator to harm the child Full spectrum of the non-offending parent’s efforts to promote the safety and well being of the child
CCs 1 & 2 - Coercive Control & Actions taken to harm children • Perpetrator’s behavior - not the relationship • Perpetrator’s choice to be violent, abusive and controlling • Beyond current relationship o Ending the relationship does not equal safety o Risk assessments need to consider previous relationships • More than adult on adult behavior o Direct and indirect involvement of children in the pattern of behavior o Requires conscious look at gender based expectations about parenting (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
CC 3: Full spectrum of the nonoffending parent’s efforts to promote the safety and wellbeing of the child (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Exercise: Protective Efforts – Case Study • Read and discuss the case study. Underline strengths and protective factors. • What has the survivor done to promote the safety of the children, the wellbeing of the children, stability for the children and to nurture the children.
Partnering with Survivors Focus on Strengths Planning Based on Survivors’ Experiences and Strengths Shared Goal of Keeping Children Safe Identify Protective Efforts Focus on Perpetrators’ Choices as Source of Harm
Language Choices • • • Blaming Language Why haven’t you left? How did you trigger him (or what were you doing before he got violent? ) Didn’t you know he was going to be violent? It’s your job to protect the children. You’re choosing him over the children. Non-Blaming Language • Has (your partner) ever interfered with you trying to leave? • What was he like before he was violent? • I’m concerned that his behavior is harming the children. • It’s clear you’ve tried to protect the children but that he’s chosen to hurt them.
CC 4: Adverse impact of the perpetrator’s behavior on the child (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Critical Component Five: Role of substance abuse, mental health, culture and other socio-economic factors (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Safety Issues • Confidentiality • Reports • Meetings • Case Conferences
DASAT Criminal Justice The Almond Project Women’s Service Referral Source Police Agency /Self Specialist Court Advocacy Sexual Violence Project Generic/ Duty Children’s Service Agency /Self Lisa/ Project Agency /Self Open Secret/ Counselling Service
DASG and MARAC
Safe and Together Champions can do: Pivoting Case Mapping Consultation Briefings (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Coffee Break (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
Edweb and the Creation of CP files
Edweb
Intranet
Service Areas
Education Services
Child Protection
School Procedures
Contents Page
Scenario Decide on the action that needs to be taken in relation to the scenario provided and then complete the appropriate paperwork as the DMS
Scenario • Staff members have become aware that an S 4 pupil (aged 15) has sustained a black eye and bruising to her face. • She tells you that she fell down the stairs and hurt herself. • Friends of the pupil approach you and tell you that this has been sustained during sexual contact with her boyfriend and has been happening for the last few months. • The boyfriend is another S 4 pupil (aged 16) in your school. • Police Concern Form Arrives – 13 th January 2015 • Risk Management Plan
Risk Management Plan (c) 2013 David Mandel Associates LLC Do not reproduce or distribute without permission
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