Violence Flashcards
(35 cards)
1
Q
Violence is?
A
- An integral aspect of life for all whether experienced directly or not
- Violence is a complex social and public health problem, strongly associated with social + structural determinants of health
- Has deep roots in cultural, political and economic contexts
2
Q
What is violence?
A
- WHO defines it as, “The intentional use of physical force or power against yourself, another person, or a group or community”
- The word POWER and “use of physical force” are used to expand the understanding of psychological harm, maldevelopment, or deprivation
- Can include threats and intimidation
3
Q
Role of the CHN in Violence
A
- Unique position
- Public policies
- Capacity building across disciplines and sectors
- Violence prevention
- Evidence-based strategies
4
Q
Family Violence
A
- Any form of abuse or neglect that a child or adult experiences from a family member or someone with whom they have an intimate relationship
- Some of it is against the law
- Many terms with similar meanings
5
Q
Domestic Violence/Intimate Partner Violence
A
- Women are more likely to experience the most severe forms of spousal violence (sexual assault, beaten or choked), have injuries, and suffer long-term psychological consequences including PTSD
- Universal screening is recommended for all girls + women >12y/o
6
Q
Child Abuse
A
Child maltreatment or neglect
7
Q
Elder Abuse
A
Neglect
8
Q
Who is the most at risk of violence?
A
- Are all at a greater threat of experiencing family violence
- Women + Children
- First Nations, Inuit, and Metis people
- People with disabilities
- People who identify as 2SLGBTQIA+
- Family violence affects Canadians in all types of families and relationships - no matter
how old they are, where they live, or how much money, education or type of job they
have - It can affect people of every race, religion, and sexual orientation
9
Q
Micro-aggression
A
Associated with ageism, genders, heterosexism, sexism, and racism are common forms of violence
- For example: LGBT youth experience verbal homophobic abuse that is often preceded by physical abuse
- For example: In Canada, the violence of genocide, including cultural genocide against First Nations, Inuit, and Metis people is a well-documented form of violence that impacts Indigenous people and the country
10
Q
Cost of violence
A
- Lifelong ill health
- Early death
- Costs the health, criminal justice, social and welfare, and economic sectors billons of dollars per year
- ACE Pyramid
11
Q
ACE Study is…
A
- Adverse Childhood Experience (ACE) study
- One of the largest investigations of childhood abuse and neglect + household challenges and later-life health and well-being
- Conducted from 1995-1997 in two waves
12
Q
ACE events are categorized into three groups…
A
- Abuse, neglect, and household challenges
- Participant demographics are available by age, gender, race, and education
13
Q
How to use the ACE study
A
- Anticipate and recognize current risk for ACEs in children and history of ACEs in adults
- Refer patients for effective support
- Link adults to family-centred treatment approaches that include substance abuse treatments and parenting interventions
- Employers can adopt and support family-friendly policies like paid family leave and flexible schedules
- Communities can improve access to childcare by expanding eligibility, activities offered, and family involvement
14
Q
Root Causes of Societal Violence
A
- CHN’s need to address larger systemic power structures (They’re called “structures” because they are a part of the political, economic, and social structure of society and the culture that forms them)
- Approaching from a structural perspective enables us to think about the role of systemic processes and how they create violence.
- Violence is framed and organized by health care systems , legal systems, and other societal institutions
15
Q
Systemic Oppression includes…
A
- Heterosexism, racism, and sexism are all examples of these structures
- Systemic oppression is a broad term describing systemic injustice that intersect and impede peoples aspirations, progression, and quality of life
16
Q
Privilege happens in tandem with power
A
- Examples of privilege include: white privilege, settler privilege, heterosexual privilege, male privilege, and class privilege
- These are some of the underlying structures that create and sustain the many forms of violence
- Privilege gives people/groups access to unearned power more than others
- It is very difficult to see for some people
17
Q
White Privilege
A
- Finding children’s books that overwhelmingly present caucasian race
- Learning about caucasian race in school curriculum
- Media biased towards caucasian race (humanizing white killers while dehumanizing people of colour)
18
Q
Heterosexual Privilege
A
- Not being identified or labeled - politically, socially, economically, or otherwise by your sexual orientation
- No one questions the “normality” of your sexuality or believes it was “caused” by psychological trauma, sin, or abuse
- Not having fear that family/friends/coworkers will find out about your sexual orientation, and it will have negative consequences
19
Q
Settler Privilege
A
- Not being forcefully relocated to a different area
- Not being denied the right to vote on decisions affecting land owned by your ancestors for a millennia (FN people didn’t have the right to vote federally until
1960) - Being able to access clean drinking water in your community
- Having your medical concerns listened to in hospital
- Knowing that if a member of your family went missing, an effort would be made to find them
20
Q
Male Privilege
A
- Being less likely to be interrupted when you’re speaking
- People automatically assume you know what you’re talking about
- Social norms allow you to take up more physical space
- You can buy clothes with functional pockets at better prices
- You’re less likely to experience IPV, stalked, or be a victim of revenge porn
21
Q
Class Privilege
A
- Buying what you want without worry
- Knowing people of similar class background by exclusively frequenting places people gather (school, clubs, workplace)
- Being in control of how you spend your time
- Can live where you choose, and move when/ where you choose + expect to be welcomed
- Believed to be innocent by the criminal justice system at least until proven guilty
22
Q
Role of CHN for Societal Violence
A
- CHN’s need to also focus on tackling the root, or structural, systemic cause of violence
and inequities - It’s important to re-frame vulnerable people as people under threat
- Pivotal role in violence prevention
- Prevention at all levels
23
Q
People, Poverty, Power Model (3P)
A
- Addresses violence and its economic, psychological, spiritual, and physical health impacts
- This model demonstrates that violence involves more than individual behaviour
- The model is a result of direct interaction between oppressive societal structures and social conditions ie. poverty
- Central to this model is trauma, poverty, power, violence, and people
24
Q
3P Model - Trauma
A
- Results from people’s cumulative stressful experiences
- It is different from stress, trauma is long-term, and has greater physiological, psychological, and spiritual impact
- Makes people more sensitive to perceived risk
- Different kinds of trauma intersect and can compound
25
3P Model - Poverty
- Central to experiences of community violence
- Related to factors and conditions usually found in poor neighbourhoods
- Directly + indirectly linked to structural oppression
- Power + poverty are supporting foundations of peoples trauma
- Can also experience social poverty as a result of inequities like lack of social support,
connection, community support, access to culturally safe care
26
3P Model - Violence
- Not only an output or outcome, but also input
- Model allows us to pay attention to the way violence manifests not only on the person, but through the intersection of poverty and power
- Poverty, privilege, and oppression lead to violence + are acts of violence themselves
27
The 3P Model...
- Highlights the importance of empathy to both address and prevent violence
- Encourages us to ask “how” and “why”
- Promotes systemic empathy and self- empathy to prevent violence
28
Mandatory Reporting
- In Canada there is no mandatory obligations to report IPV unless the person experiencing violence decides this is what they want to do
- Age of consent to sexual activity is 16 years old
- “Close-in-age” exceptions include people between 12-13y/o where the age differences between two people engaging in sexual activity is greater than 2 years, or the other person is in a position of trust/authority must be reported
- For those 14-15y/o the nurse must report the age difference if it is greater than 5 years, or the other person is in a position of trust/authority must be reported
- If IPV is happening in the home, and children are exposed emotionally, verbally or physically it must be reported to CAS
- Important to advise the person of this obligation
29
Social-Ecological Model (4 levels)
- Considers the interplay between individual, relationship, community, and societal factors
- Allows us to understand the range of factors that put people at risk for violence, or protect them from experiencing or perpetuating violence
- There can be overlap, as evidenced by the rings in the model
- It is necessary to act across multiple levels of the model at the same time, this is more
likely to sustain prevention efforts over time and achieve population-level impact
30
Individual Level of SE-Model
- Identifies biological and personal history factors that increase the likelihood of becoming
a victim, or perpetrator of violence
- Includes: age, education, income, substance use, or history of abuse
- Prevention strategies: promote attitudes, beliefs, and behaviours that prevent violence
- Specific approaches: conflict resolution and life skills training, social-emotional learning,
and safe sating and healthy relationship skills programs
31
Relationship Level of SE-Model
- Examines close relationships that may increase the risk of experiencing violence as a victim or perpetrator. A person’s closest social circle-peers, partners, and family members influence their behaviours and contribute to their experience.
- Prevention strategies: parenting or family focused prevention programs, mentoring and
peer programs designed to strengthen parent-child communication, promote positive peer norms, problem solving skills, and promote healthy relationships
32
Community Level of SE-Model
- Explores the settings ie. schools, workplaces, neighbourhoods in which social
relationships occur and seeks to identify the characteristics of these settings that are
associated with becoming a victim or perpetrator of violence.
- Prevention strategies: improving physical and social environments ie. by creating safe
places where people live, learn, work, and play. Also by addressing other conditions that give rise to violence ie neighbourhood poverty, residential segregation, instability, and high density of alcohol outlets
33
Societal Level of SE-Model
- Looks at broad societal factors that help create a climate in which violence is encouraged
or inhibited.
- These factors include: social and cultural norms that support violence as an acceptable way to resolve conflict. Other large factors include health, economic, educational, and social policies that help maintain economic or social inequalities between groups in society.
- Prevention strategies: efforts to promote societal norms that protect against violence as well as efforts to strengthen household financial security, education, and employment opportunities, and other policies that affect the structural determinants of health
34
Trauma and Violence Informed Care
- One treatment approach that aligns well with the diverse and interdependent needs of residents is trauma-informed care (TIC)
- TIC emerged as an approach to deliver mental health treatment
- TIC should be included in every facet of care delivery, as it establishes an environment of trust, safety, and stabilization
35
6 Principles of the TIC framework
- Safety
- Trustworthiness and Transparency
- Peer support
- Collaboration and Mutuality
- Empowerment, voice and choice
- Cultural, Historical and Gender Issues
