Violence and Abuse Issues Cross Cultural Perspectives for

Health and Social Services 1st Edition

Visit the link below to download the full version of this book:

https://medidownload.com/product/violence-and-abuse-issues-cross-cultural-perspe
ctives-for-health-and-social-services-1st-edition/

Click Download Now

To victim/survivors, their advocates, and professionals worldwide: May you never
abandon the mission of violence prevention, but also take care of yourselves as you
stay the course on advancing the right of all to be free of violence and abuse from
intimates, family, strangers, and the state.
Contents

List of illustrations xiv

Acknowledgements xv
Preface xvii

PART I
Overview, theoretical perspective and essential content 1

1 Violence prevention and victim/survivor care: an international

public health issue 3
Background and overview 4
Purpose and scope 6
Disciplinary and interdisciplinary issues 8
Unresolved issues in global perspective 9
Cross-cultural approach to education on violence issues 10
References 13

2 Theoretical framework and assumptions 15

LEE ANN HOFF AND MAGUEYE SECK

A psychosociocultural perspective 15
Definition of violence 17
Violence as a human rights violation 18
Violence in and beyond the family 19
Victims and survivors 20
Violence, values, and culture 20
Victim-blaming 22
Clients’ experience and empowerment as base 24
Incidence of abuse: facts/myths 24
Violence and learned behavior 25
Social theory and constructs of gender and race 25
Conflict analysis, gender roles and male liberation 26
Critique of feminist philosophies: relevance to violence
prevention 26
Social support in victim/survivor care 28
viii Contents
Understanding racial violence 28
Teamwork and preventive focus 30
Collaboration in building theory, public health policy, and responsive health services 30
References 32

3 CORE content: essential knowledge, attitudes, and skills 36

The concept of CORE content 37
Primary, secondary, and tertiary prevention 37
Primary prevention 38
Secondary prevention 38
Tertiary prevention 39
General and specific functions of health professionals 39
Knowledge 41
Attitudes 42
Skills 44
Illustration of CORE content 45
References 46

PART II
Illustrations of violence issues across cultures: life stories and applications to
clinical practice 49

4 Intimate partner and gender-based violence 51

International perspective 52
The PAHO study – Central and South America 52
Key concepts and practice implications 53
Case example: wife abuse, child custody, the “Final Blow” (Israel) 55
Key concepts underpinning practice 55
Case example: marriage, abuse, and coping (China) 56
Key concepts underpinning practice 57
Commonalities and differences cross-culturally 58
The power of values and beliefs, and policy implications 59
Practice implications for early identification and prevention 60
Case example: opening the door (Australia) 61
References 62

5 Sexual assault and physical abuse during childhood and adolescence 64

Overview: child abuse from ancient to contemporary times 64
Case example: physical battering, neglect, and abuse – Bobby and his mother (Canada) 65
Case example: Amelia with disabilities (Australia) 66
Key concepts and practice implications 66
Complexities and prevention focus 67
Case example: violence and abuse in dating relationships – Jennifer
(Canada) 71
 Contents ix
Key concepts and practice implications 72
Case example: neglect and violence in late adolescence – Kendall
(the Caribbean) 73
Sociocultural factors contributing to child neglect and abuse 74
Hope and growth potential vs. pathologizing wounded and alienated youth 74
The Circle of Courage 74
The ROPE program: Rite Of Passage Experience 76
References 77

6 Sexual assault of adults: intimate partner and war victims 78

Overview: sexual assault – worldwide prevalence 79
Rape as the spoils of war 80
Rape legacy from Rwanda genocide 81
War survivors: Women for Women International 82
Rape survivors in Portugal – a qualitative study 82
Participatory study method and collaborators 83
Rape and Portuguese culture 83
Legal definition and types of rape in Portugal 84
The consequences of rape: individual and socioeconomic 85
Myths about rape affecting Portuguese survivors 86
Reporting rape: the police, court, and health systems 87
Study conclusions and implications for service to survivors 90
Case example: a lesbian survivor of rape and childhood sexual abuse
(Canada) 90
Key issues and concepts 92
Values and diversity issues 93
Related violence and abuse issues 93
Clinical practice implications across cultures 93
Interdisciplinary, generalist, specialist, and student roles 94
The SANE program: Sexual Assault Nurse Examiners 94
Preventing rape and sexual assault 95
References 96

7 Abuse and neglect of older adults 98

BONNIE JOYCE HALLISEY

Elder abuse: overview 99

Elder abuse, family situations, and violence 99
Caregiver issues 101
Self-neglect and coercive intervention 102
War as violence and abuse 103
Risk factors for elder abuse 104
Protective factors against elder abuse 107
Society’s services 108
Case example: a Haitian immigrant 109
x Contents
Key issues and concepts 109
Attitudes and values 111
Clinical practice skills 111
References 112

8 Oppression, abuse, and enslavement of indigenous people across

continents 115
Overview: violence, destruction of indigenous cultures, and its consequences 117
The historical power of Native women 117
Female and male sex roles 118
Cross-cultural examples 120
Australia 120
The Caribbean 120
Canada 121
The United States 122
Key concepts and commonalities across cultures 122
Survivors’ responses in rebuilding their cultures 123
Cangleska, Inc.: serving the Oglala Lakota people 124
Lakota Sioux values regarding sex roles and violence 124
The Older Native Women’s Health Project – Canada 126
Internalized oppression 126
Unnatural power and control vs. natural life-supporting power 127
Cangleska Healing Program for Offenders 129
The Indigenous Wellness Research Institute 131
Practice implications for non-indigenous professionals and students 131
References 132

9 Torture and trafficking survivors, and abuse of immigrants 134

Interrelated factors affecting immigrants and survivors of torture and
trafficking 135
A European study: trafficking of women and adolescents 136
Case example: a torture victim seeking asylum 138
Key concepts and practice implications 139
Universal human rights, greed, and criminal economic gain 139
Interviewing survivors of trafficking: WHO recommendations 139
Practice implications 141
Case example: an immigrant abused by family and the mental health
system 142
Key concepts and practice implications 143
Values and diversity issues 144
Practice implications and interdisciplinary applications 145
Specialized services for immigrants and survivors of torture and trafficking 145
Travelers Aid Family Services 146
International Institutes 146
 Contents xi
Medical and social services for torture survivors 147
References 147

10 Perpetrators of abuse and violence: individuals and states 149

MAGUEYE SECK AND LEE ANN HOFF

Views on battering and offenders 150

The scope of the problem 150
Emerge: a treatment and group education program for batterers 151
History 151
Philosophy 152
Ability and motivation for change 153
Program approach 155
Collaboration and contact with battered women’s programs 156
Male violence and alcohol abuse – an “excuse” or a context? 156
Training for nonviolence and abusers’ resistance 158
Primary, secondary, and tertiary prevention from the perspective of
perpetrators 158
Primary prevention 159
Secondary prevention 159
Tertiary prevention 159
International and multicultural perspectives 159
Cross-cultural field approaches to male violence issues 160
Botswana: healthcare workers’ views regarding violence 160
Cuba: domestic violence policies regarding patriarchal ownership and
control 160
Senegal and Ghana: violence and health providers’ role in refugee camps 161
The role of social institutions in curbing violence 164
The O. J. Simpson case: an example of race, class and gender issues in domestic
violence 164
South Africa: violence cannot be the solution 165
References 166

PART III
Professional, continuing education, and practice applications 169

11 Violence, bullying, and abuse in schools and the workplace 171

Violence and abuse: from home and mainstream culture to learning and work
environments 172
Accountability for violence: intersection of mental health and criminal
justice 172
Case example: September 11, 2001 – understanding and pathologizing
violence 173
Threats to safety in learning environments 174
xii Contents
Bullying as abuse and precursor to violent backlash 174
Primary prevention of violence in schools and colleges 175
Violence and abuse in the workplace 176
Types and extent of workplace violence 176
Case example: abuse and disrespect of immigrant workers – cleaning and
restaurant industries 177
Nursing: a high risk profession 178
Promoting healthy and safe employment in healthcare – the PHASE
study 179
The context and consequences of violence against nurses 180
Recognizing signs of danger and potential for assault and homicide 181
Violence prevention strategies 182
Assessment of individuals for danger 185
Case examples: assessment and service planning (Australia) 185
Example 1 185
Example 2 185
Crisis care and support of injured or threatened workers 186
Critical Incident Stress Debriefing (CISD): values and cautions 187
Personal and institutional strategies for violence prevention 187
Personal and sociopsychological strategies 187
Sociopolitical strategies 188
References 188

12 Implementation issues: personal/professional victimization 191

Personal abuse history, provider stress, and relationship to caretaking 192
The “wounded healer” in diverse roles: practitioner, teacher, student 193
Abuse of practitioners: gender, class, and race relations 194
The culture of nursing and lateral violence 197
Health providers’ abuse of patients 199
Vicarious traumatization and boundary issues 199
The Victim-Rescuer-Persecutor triangle 200
Case examples of vicarious trauma and compassion fatigue 201
A family therapist 201
A professor of nursing 202
A humanitarian aid worker 202
An immigrant student from a poor country 203
Self-care and support programs for providers 204
Social change and professional strategies complementing self-care and
support 205
Strategies based on reason and research 205
Strategies based on re-education and attitude change 205
Power-coercive strategies 206
Professional strategies 206
References 206
 Contents xiii
13 Comprehensive service issues: health and criminal justice interface 209
LEE ANN HOFF AND MARILYNNE BELL

Interdisciplinary collaboration for primary, secondary, and tertiary care 210

A Crisis Paradigm and psychosociocultural perspective on victimization 211
Steps of formal crisis management 213
Community mental health and police roles 213
Victimization Assessment Tool 215
Illustration 1: comprehensive service – intimate partner violence 216
Prevention 218
Treatment of physical injury and obtaining forensic evidence 218
Crisis assessment, intervention, counseling, and coordination 218
Follow-up counseling and/or treatment 219
Mandated reporting of battering: a controversial issue 220
Illustration 2: comprehensive service – sexual assault victims 221
Prevention 222
Assessment, treatment, and obtaining forensic evidence 223
Crisis management 223
Comprehensive assessment and counseling 223
Follow-up counseling and treatment 223
Teaching issues in this case 224
SANE Avalon Centre program – Halifax, Nova Scotia 224
Psychiatric care of survivors: a cautionary note 225
Human rights, gender issues, and medical/professional ethics 226
The Tarasoff case and “duty to warn” 226
Female genital mutilation (FGM), surgical restoration of “virgin status,” and
cultural relativism 227
References 228

PART IV
Online bibliographic and teaching/learning resources 231

Index 233
Illustrations

Tables
3.1 Categories and functions of particular disciplines 40
11.1 Assault and Homicidal Danger Assessment Tool 184
13.1 Comprehensive service components by discipline 214
13.2 Comprehensive service components by student level 215
13.3 Victimization Assessment Tool 216

Figures
2.1 Abuse, the downward spiral, and alternative path 23
8.1 The Medicine Wheel 125
8.2 Unnatural power and control 128
13.1 A Crisis Paradigm 212

Exhibits
4.1 Screening for victimization and life-threatening behaviors: triage questions 61
5.1 Child screening checklist 69
Acknowledgements

This book would not have been possible without the inspiration from the young people I have
met in my work. Some have been impossible, some incredible, and all have, in so many different
ways, illustrated the complexities inherent within exploitative relationships. For those young
people, their friends, families and carers who have suffered (through intimidation, violence,
torture or murder), I intend this book to raise awareness to the damage that sexually exploitative
relationships can cause.
One of the most important resources for young people who have experienced sexual exploita-
tion is a sustained relationship with a practitioner. Indeed, many of the services have depended
upon the determination and resilience of many workers who have struggled to keep their
services going against all sorts of odds. They, with members of the National Working Group
for Sexually Exploited Children and Young People (NWG) have, as friends and colleagues,
informed and developed my thinking.
In particular, Nasima Patel has been with me from the start, with sustained friendship, a
clarity in thinking and a helpful insistence that child protection remain high on every agenda.
Sheila Taylor has, with the motto “where there’s a will there’s a way”, shown me the import-
ance of keeping sexual exploitation in the thinking of all child care policy and practice service
providers. Marilyn Haughton has always upheld the importance of the voice of the child with
a sense of humour second to none. She has shown me how education can be taken to young
people whom others might have abandoned. Ann Lucas has demonstrated how change can be
brought about within statutory services while Julie Harris and Paula Skidmore have maintained
the importance of good, thorough academic scrutiny, reaching out to research difficult topics
with a calm, sensitive and imaginative approach. Jo Phoenix has been a consistent strength,
always achieving the daunting challenge of really translating theory into practice, helping me to
balance awareness of the young person’s agency within their experiences as victims, questioning
an uncritical culture of risk and bringing intelligence into all debate. I feel indebted to Jo for
helping me to move through different processes from my start as a practitioner to now. Sue Jago
has brought clarity of thinking in the policy agenda for sexually exploited children and young
people. She has demonstrated, and helped me to understand, how policy can be developed
through a relationship between young people, the work carried out by their practitioners and
the policy writers. These people, and others such as Mandy from Leeds; Wendy Sheppard
from Middlesbrough; Sara Swann who really was, with Tink Palmer, a pioneer for this work;
Irene Iveson, who raised awareness of parents and families needs after the tragic murder of her
17 year old daughter, Fiona; Aravina from Coalition Against Removal of Pimping (CROP) has
continued to keep parents and families needs in mind, Martin Houghton-Brown and Charlie
Hedges whose work on missing children has been so important, have helped to raise the profile
of the needs of sexually exploited children and young people through their work.
xvi Acknowledgements
The book draws heavily on research work I carried out with Mary Williams and Christine
Galvin in 2002 funded by the Joseph Rowntree Foundation (JRF) and Middlesex University.
Charlie Lloyd from the JRF provided support and encouragement for the work to be
completed.
I also want to say a particular thank you to colleagues at Bedfordshire University: David
Barrett, John Pitts and Margaret Melrose have been central to the development of my work.
Their writing, their friendship, their critical appraisal of my work and their support as colleagues
has, with others from the department and faculty at Bedfordshire led by Ravi Kohli and Michael
Preston-Shoot respectively, developed one of the best team of colleagues that I have had the
privilege in working with.
Throughout all of my work in this area, Professor Susanne MacGregor has been there as a
mentor and role model. Her leadership in academic settings, in social policy, her thought and
care on all areas of work that she is involved with have been an inspiration.
Most importantly, I would like to thank my family, including my two daughters who are
amazing. They have patiently supported me through PhD, research projects and a working
life, kept me laughing and pushed me on, despite the odd comment about a school lunch box
with a mouldy bread sandwich! They have encouraged my work through every step of the way.
Finally, my partner, John Coleman has extended my horizons. With a “keep focused” motto, a
willingness to be a listening ear and a critical reader he has made this book possible.
Preface

Writing this book has been one of the most challenging tasks of my professional career – at
personal, social and political levels. While I was already established as a mental health clinician
in the crisis field and embarking on doctoral research two decades ago, an esteemed professor in
my university department questioned (disparagingly) why I chose the topic of “woman abuse” as
a serious subject of study. Nevertheless, I plowed ahead with support from other distinguished
faculty, only to make this discovery from literature reviews and experience as a volunteer in a
women’s shelter: Clinicians and researchers like myself were viewed as “part of the problem” (as
in “victim-blaming”), not part of the solution to the plague of violence against women.
As a card-carrying member of these professional establishments, and from my experience
as a volunteer in a women’s shelter, I used the tools of my own clinical and academic trades to
examine findings that supported the common view of attributing violence and abuse to the
presumed “psychopathology” of the victim/survivors themselves as well as their abusers, or to
cultural norms deeply embedded in gender bias. My profoundly enriching interdisciplinary
studies across several academic experiences aided me in pulling together what I hope is a coher-
ent whole of the threads comprising the fabric of this book. When Erin Pizzey wrote Scream
Quietly or the Neighbors will Hear, she “opened the window” in England that had spawned the
“battered women’s movement.” Now, decades later, professionals and the lay public widely
agree that interpersonal violence is not just a private domestic secret, but is a public health issue
encompassing the broader arena of children, offenders, traffickers, and state-sponsored violence,
for which offenders are accountable.
Along the way toward the book’s core message I was inspired by a mentor, medical sociologist
Sol Levine’s term, “creative integration.” This theoretical approach led to my bridge building
efforts across disciplines, cultures, geographic boundaries, and the spectrum of violence as it
touches individuals, families, the wider community, and nations. Included were efforts to close
some of the theory-research-practice gaps that can inhibit progress on this urgent topic. In
this process I was greatly aided and supported by Canadian governmental initiatives and the
Institute for Applied Psychology (ISPA) in Lisbon, Portugal, feminist scholars and activists, and
many others. Together, these visionaries were central in my bringing this work to fruition and
to embracing two factors pivotal toward achieving the book’s aim: “The personal is political”
and, progress on this urgent topic is heavily dependent on collaboration among ourselves, not the
competitive and controlling relationships that underpin interpersonal violence and abuse.
My conviction about these principles was a firm buffer against many personal and profes-
sional obstacles. It included the determination never to assume a “victim” role, and never lose
sight of the millions of victim/survivors worldwide in much worse straits than my own – hence
my preferred term, victim/survivor.
Now, evidence reveals that academic questions about the “legitimacy” of this subject matter