Educator interventions with students who witness domestic violence

Abstract

Domestic violence is a social problem plaguing America. Some three million children in America are living in homes where domestic violence occurs commonly suffer from negative social, emotional, behavioral, and psychological effects (Lemmey et. al, 2001; Jaffe, Wolfe, & Wilson, 1990; Matthews, 1998; Warshaw & Danley, 1998). Children living in violent homes are at an increased risk to be victims of child abuse and neglect (Straus & Gelles, 1996). Often the stress, chaos, fear, and confusion from living in a violent home impair the child's ability to thrive academically. These children may have few friends and know little about healthy, positive relationships. Tragically, children who witness violence at home are at risk to remain in a cycle of violence their entire life, either as abuser or the abused. Because the consequences for child witnesses of domestic violence are so grace, it is important that these children receive the help and assistance needed in order to break this horrific cycle. Educators have an exceptional ability to recognize and respond to child witnesses of domestic violence. The purpose of this study was to assess the perceived ability of educators to identify and intervene with student witnesses to domestic violence. Specifically, the study sought to answer these questions: Do educators understand how domestic violence is present? Are educators adequately trained and supported to intervene with suspected child witnesses of domestic violence? Educators in a rural school district were surveyed regarding their familiarity with children who witness domestic violence. With all educators in elementary schools being invited to participate, the potential sample size is approximately 88. Permission to conduct the study was obtained from administration. Those willing to participate in the survey completed the survey and returned it to the researcher in a sealed envelope. The data were analyzed using descriptive indicators in order to interpret the results and identify trends. Demographic information was used to provide broad categories for the researcher to identify patterns in educator training and intervention. However, individual survey responses were not identifiable by name, school, or subject taught. Following data analysis, results were available by request. The investigator provided information to participating schools, including statistics on children and domestic violence, characteristics of child witnesses to violence, and intervention approaches. Findings of this study showed that most educators felt inadequately trained to identify and refer students and/or families to domestic violence intervention services. The majority of participating educators reported not being familiar with the characteristics of child witnesses to domestic violence. Overall, data analysis indicated a need for participants to receive training on domestic violence and the impacts it has on children.