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Northumberland Domestic Abuse Needs Assessment 

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Northumberland Domestic Abuse Needs Assessment 

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Effective Help For Children Exposed to DA

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Effective Help For Children Exposed to DA

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Final policy report In plain sight - effective help for children exposed to domestic abuse

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Welcome to Acorns We offer a range of services to support families affected by domestic abuse in North Tyneside and Northumberland Our work aims to: Improve physical and mental health and well-being Increase personal resources by building self-esteem, confidence and assertiveness Empower families to increase resilience and live safely and independently We do this by [...]

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Topic: Domestic Abuse

Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

The resources in this tool-kit are designed to be flexible and adaptable to meet individual needs, suitability and time; adaptable for KS3, KS4 and Post 16, they can be used in one or across multiple lessons.

There is vast range of valuable resources made available by a host of other organisations, providing advice and materials to support work relating to this topic; the link below gives access to a directory of useful resources.

Aims

1. To develop understanding of what Domestic Abuse is

2. To develop understanding of what offences are linked to Domestic Abuse

3. To develop understanding of who can be affected by Domestic Abuse

4. To develop knowledge of how and where to get support

Learning Outcomes

Pupil to understand what constitutes a Domestic Incident in law

Pupil can think about how and who can be affected

Pupil is able to recognise and respond to types of offending behaviour

Pupil will know of support services available and how to access them.

Lesson Resources

Step by step guidance and links to all materials can be found in the Lesson delivery and activity guidance which can be found via the link below.  Resource materials will depend upon the activities you choose from the toolkit; plan ahead of the lesson to ensure that you have everything you need.

Welfare Advice

Getting started

Setting the Learning Environment and Welfare

Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.

Welfare

Ensure pupils have been prepared for the topic prior to this lesson.

Ensure follow-on work is planned to develop further learning

Be mindful of the nature or sensitivity of the subject and AVOID personalising or directing questions at individuals, i.e. ‘Has anyone ever seen/done/been affected by……’

Be aware of Safeguarding policy regarding disclosures or concerns for welfare and safety.

Reassure pupils that they are not expected to give real life experiences

Explain procedure for leaving the class if pupils feel upset or uncomfortable; where/who to go to.

Ensure you sign-post pupils to follow-on support; include staff in school and other services recommended in this resource or network directory.

Given the nature or sensitivity of the topic, consider pupils who may wish to ask questions, express views or share their experiences in forms other than verbally.

Suggestion: site a ‘post box’ in classroom/school.

Ground Rules

Introduce topic, explaining the consideration needed when contributing i.e. feelings and values of others

Inform pupils of boundaries: what is expected, what won’t be tolerated and any subsequent consequences

Explain objectives, process, and the value of exploring the topic and allowing pupils time to prepare themselves for learning

Explain value of peer-learning through sharing values, views and knowledge; and the added value of listening if choosing not to contribute verbally.

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Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

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Received an Operation Encompass call/notification?

Want free advice/consultation with an educational/child psychologist?

Call the Operation Encompass Teachers' National Helpline
8.00am to 11.00am
Monday to Friday on 0845 646 0890

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Northumbria Police Operation Encompass The Next Steps

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Received an Operation Encompass call/notification? Want free advice/consultation with an educational/child psychologist? Call the Operation Encompass Teachers' National Helpline 8.00am to 11.00am Monday to Friday on 0845 646 0890

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Curriculum

Supports the Relationships and Sex Education statutory guidance

Families

that there are different types of committed, stable relationships.
Respectful relationships, including friendships

the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.

practical steps they can take in a range of different contexts to improve or support respectful relationships.

Intimate and sexual relationships, including sexual health

how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.
Supports the PSHE curriculum KS3 Core theme 2: Relationships

R1 - about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them

R10 - the importance of trust in relationships and the behaviours that can undermine or build trust

KS4 Core theme 2: Relationships

R1 - the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality

R3 - to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary

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One-to-one relationships | PHE School Zone

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Students explore the qualities and signs of positive relationships

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The Expect Respect Healthy Relationships Toolkit

Expect Respect is a prevention toolkit that will help you to lead sessions around healthy relationships for children and young people aged 4-18. It contains age-appropriate activities that can be used in a range of spaces, but it can also be used with adults. It will help you to hold conversations about the root causes of violence, and educate young people on gender-based violence.

Each session in the toolkit is designed to be active, fun and engaging, but also challenging. Whilst not all of the session plans raise domestic abuse directly, they have been written using themes found to be effective in tackling domestic abuse, such as:

Challenging assumptions about gender, power and equality.

Changing beliefs and attitudes about men and women.

Managing feelings and accepting responsibility for one's own feeling and behaviours.

Helping to resolve conflict.

Knowing the difference between abusive and non-abusive relationships.

Understanding our digital footprints.

Promoting the consistent message that abuse is not acceptable.

Understanding that domestic abuse is a crime.

Highlighting the role of peers in providing support.

Understanding consent online and offline.

Being aware of red flags in early relationships.

Giving information about where to get help.

What are Expect Respect Advocates?
Expect Respect Advocates are at the frontline of delivering this groundbreaking project, and will be best placed to start conversations that will have a significant impact on children and young people's lives.

All our Advocates will receive initial training from Women's Aid to deliver the toolkit sessions to children and young people.

Advocates will be expected to share their progress with Women's Aid, to help reach the global goal of reaching 2 million children and young people by 2023.

What support do Advocates get?

Free toolkit to download (above)

Free training on how to use the toolkit

Access to a network of other professionals

Regular updates and supportive information

Support from the lead for children and young people at Women's Aid

We want to reach as many children and young people as possible and need your help to change cultures around inequality and violence.

By running sessions with children and young people you work with, you help us reach children and young people across the UK to raise awareness, challenge and change attitudes, as well as offer support to children and young people who need it.

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Expect Respect is a prevention toolkit that will help you to lead sessions around healthy relationships for children and young people aged 4-18. It contains age-appropriate activities that can be used in a range of spaces, but it can also be used with adults.

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MindEd is a free educational resource on children and young people's mental health for all adults. This session reviews the nature and prevalence of domestic abuse, and its psychological effects on children’s development.

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MindEd is a free educational resource on children and young people's mental health for all adults. This session reviews the nature and prevalence of domestic abuse, and its psychological effects on children's development.

MindEd: victims including domestic abuse

This session is aimed at a universal audience and provides information to help recognise and respond...

View resource

National Domestic Violence Helpline

Information, support and advice about all aspects of domestic violence, including help finding local...

View resource

Report domestic abuse

Directory of useful organisations for anyone concerned about domestic abuse.

View resource

Sexuality and mental health training

This training session is aimed at a universal audience and looks at how sexuality can influence...

View resource

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MindEd: domestic abuse : Mentally Healthy Schools

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MindEd is a free educational resource on children and young people's mental health for all adults. This session reviews the nature and prevalence of domestic abuse, and its psychological effects on children's development. This session is aimed at a universal audience and provides information to help recognise and respond...

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Short Sesame Street video for children on creating a safe space

Wherever possible, we have identified and included resources from the UK. However, some are from non-UK organisations. These have been through the same quality assurance process and have been included as the content is still valid and useful. If you would like to suggest a UK alternative, please let us know.

Transitioning to secondary tips

Tips sheet for pupils transitioning to secondary school.

View resource

Ready for school

Activity sheet to help children anticipate going to and dressing for their new school.

View resource

Moving on to secondary school

Guides for children, parents and teachers.

View resource

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I can feel safe : Mentally Healthy Schools

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Short Sesame Street video for children on creating a safe space Wherever possible, we have identified and included resources from the UK. However, some are from non-UK organisations. These have been through the same quality assurance process and have been included as the content is still valid and useful.

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Spectrum Project- Lesson Plans for healthy Relationships

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Spectrum Project- Lesson Plans for healthy Relationships

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HWB.GOV.WALES uses cookies which are essential for the site to work. Non-essential cookies are also used to tailor and improve services. By continuing to use this site, you agree to our use of cookies.

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HWB.GOV.WALES uses cookies which are essential for the site to work. Non-essential cookies are also used to tailor and improve services. By continuing to use this site, you agree to our use of cookies.

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Making a First Response referral

For young people age 11+ requiring more immediate support in response to crisis, it may be appropriate to refer into our First Response Service. Please refer to our First Response information and referral form

Counselling and therapy placements

Here at Acorns we provide a limited number of student/volunteering placement opportunities within our Adult Counselling service only. We usually recruit when we have capacity to take on more students/volunteers, so please keep an eye out for job adverts, in order to apply.

Our training placements are generally only suitable for students who are in the their 2 nd year of the foundation degree (level 5) or above and who have had some previous placement experience already. Ideally some experience of working with domestic abuse, trauma or in other helping professions would be required also.

Volunteer counsellor/therapist placements would suit people who are already qualified at least to foundation degree level in counselling or in other therapeutic modalities and who are looking to increase their experience and knowledge of working in the field of domestic abuse. We don't currently offer other forms of volunteering opportunities.

If successful at interview stage, we usually ask for a commitment of at least 6 months, but there may be scope to stay longer. We would expect our students and volunteers to be registered with the BACP or equivalent, but in-house clinical supervision/line management would be provided as would opportunities for CPD. Students and volunteers would be covered by our indemnity insurance and an enhanced DBS would be applied for.

If you have any further questions, please don't hesitate to contact us.

Visit us

We schedule regular visits and open days for those wishing to find out more about Acorns. If this is something that interests you, please contact us.

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Professionals We aim to work closely with relevant partners and professionals to ensure the best possible outcomes for children and young people Referral Criteria We accept referrals for children aged between 4 and 18 years who are living in North Tyneside or Northumberland. Referrals for our adult family services can be accepted once a child [...]

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There is considerable evidence to suggest that children's long-term outcomes are impacted by experiences of abuse where there has been intense, frequent and 'poorly resolved' conflict, where children have been afforded little control and respect (Harold et al., EIF, 2016):
Where they have experienced this abuse again and again, the cumulative, repetitive trauma alters the neural pathways and hormone responses.
The developmental stage at which children have encountered this abuse also plays a key factor. There is a particular risk for those children in the earliest years because of the potential impact on brain development, the foundations of which are happening during this period.

This information provides some examples of the types of behaviours, emotions and feelings children and young people may present at different ages but they, of course, overlap.

How they react will also depend on how they are supported (see 'What helps?')
0-2 year olds

Withdrawn

Apathetic

Stressed

Dysregulated

Can't get contingent social responsiveness so can't develop strategies to get the comfort and soothing they need

2-5 year olds

Severe tantrums

Aggression to others

Anxiety

Somatic pain, 'my tummy's hurting'

Regressions in Speech, Language, Toileting

Limited capacity to understand and express what they see

5-10 year olds

Social relationships: feel isolated

Self-esteem: feel shame

Progress in school: can't concentrate and focus

Shame - they realize that not everyone lives in a home like theirs

Beginning to connect with the feelings of the abused parent

Beginning to develop awareness that it might happen again

10-19 (Adolescents)

Take sides

Take on the behaviour of either the perpetrator or the victim (they internalize the model of intimate relationships)

Escape through risky behaviour

'Mindlessness': can't recognize own thoughts or feelings, work out what the right thing to do is; doesn't think about what it means for others

Ditch school

Self-harm

Fearful about what might be happening at home

All ages

Unhappy

Poor attendance/unhappy/knowledge of adult sexual activity (consider age of adolescent as to whether appropriate)

Can lead to:

insecure and disorganized attachment

inability to cope with stress

PTSD symptoms

major depressions

If a child has witnessed a lot of violence, time and time again, it is more likely that they will also experience PTSD symptoms:
Under 8

Regression

Repeated violence in play

Exaggerated startle reflection

8 and over (similar to how an adult will experience it)

Hyper-vigilant

Avoidant

Re-experiencing the event

What has Covid-19 and lockdown meant in terms of potential trauma due to domestic abuse?
During the first wave of coronavirus and lockdown:

The NSPCC say contacts to its helpline about domestic abuse rose by up to nearly 50%.

The charity School Home Support recorded a 750% increase in safeguarding referrals to social care.

The domestic abuse charity Refuge recorded, in June along, a 77% increase in contacts with a significant increase in the number of women seeking emergency accommodation.

One domestic abuse call was made to the police every 30 seconds in the first seven weeks of lockdown (data obtained by Women's Aid and Panorama from police forces through FOI laws).

A recent survey and services by the charity Safe Lives found that 61% of survivors were unable to reach out for support during lockdowns.

Studies by the NSPCC and Childline have identified, from calls with children and young people:

For some it will have been a continuation of existing abuse, but with nowhere to escape to for relief and safety.

For others this may be the first time they have realized that this abuse has been going on in their home and so may be in shock.

All will have been exposed to stress and trauma.

And:

There has also been a reduction in perpetrators or potential perpetrators getting the support they need to change their behaviour.

Some perpetrators have used the lockdown and Coronavirus situation to control their families more.

The circumstances have made it even more difficult for a person to leave their abusive partner with the children: fears of catching the virus; less means - they are economically dependent on their partner

References: Victims Including Domestic Abuse: Domestic Abuse Useful Worksheets:
"I need you to..." Stepping into the shoes of a young person who has experienced trauma, loss & change: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_be3b2f0e7f234ec681970929a4fc0285.pdf

Compensate for my Brain State - Dr Bruce Perry's Arousal Continuum: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_93bb433f1bda429e86d50e4e7ff791d4.pdf
6 Steps of Trauma-Sensitive Connection: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_8f16a472439441c38878ea63c801e824.pdf
Supporting the Return to School with Hobfoll's Five Principles of Recovery: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_37828da6e19c4784bb9eb7fa6197daac.pdf

The Learning Triangle: A Model of Attachment & Learning by Heather Geddes: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_df0492697ee747759eee4172c0cbd9a1.pdf

"What if?" Using a trauma-informed lens to reframe behaviour: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_d4c7b62a27b44e768454d4f095b14a40.pdf

The Trauma-informed Classroom - Providing a Safe Base: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_4b1a3046c1d94ec4bdc7384f87f75444.pdf

Treating Trauma with Hope and Optimism: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_09dd554208a843d58091244c9ba82086.pdf

Applying the 4 Rs of Trauma-Informed approaches in the return to school: https://69298c72-1654-4c63-85a1-a648b04ea908.filesusr.com/ugd/f6f712_e174a369ed0649fd8c8a4cd616463a66.pdf

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Trauma and Domestic Abuse - Impact on Children and Young People - Barnardos Education Hub

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There is considerable evidence to suggest that children's long-term outcomes are impacted by experiences of abuse where there has been intense, frequent and 'poorly resolved' conflict, where children have been afforded little control and respect (Harold et al., EIF, 2016): Where they have experienced this abuse again and again, the cumulative, repetitive trauma alters the neural pathways and hormone responses.

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Collection of padlets from Be You, Ed Psychs, HINT, EAL, RSE

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Northumberland Education Resource Library - Northumberland Education

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Northumberland Early Years Cognition & Learning

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Enabling People in Northumberland to Improve Their Mental Health and Wellbeing

We are a friendly and committed group who are all passionate about empowering people to thrive and enjoy good mental health and wellbeing.

We are a local general counselling charity based in Ashington, Northumberland, who provide a range of services to those seeking to improve their mental health and wellbeing.

We are open Monday - Friday from 9am - 4:30pm, with our last counselling appointment starting at 3:30pm.

Please Note - We are not a Crisis Team nor are we open 24/7. Should you require immediate urgent help and/or we are closed, please click below for more options.

Click below for information regarding help and support for Covid-19.

Here at Cygnus Support, we have a large team of volunteer and associate counsellors. We are always looking to expand this team further. If you are interested in joining or wish to find out more information, click the link below.

Below are some quotes regarding the services we have provided:

Client - " Cygnus Support were brilliant, the counselling helped me through a difficult time and I learned strategies for coping in the future"
Volunteer - "Volunteering at Cygnus Support is such a positive experience. I support clients to improve their mental health and wellbeing and also get the chance to continue with my own learning and development"
With best wishes from all of us here at Cygnus Support.

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Cygnus Support provides quality mental health and wellbeing services to the people across Northumberland

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DASV Support Services 2022 listed in this newsletter

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Resource Library

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On this page

Here you'll find all the resources available across the website. You can use the search and filters either individually or combined to find what you need.

Find out more about the quality assurance behind our resources.

Theme

Location

Education phase

Showing 1 to 6 of 86 results

Primary

Domestic abuse - information for children

Information for children on dealing with domestic violence and abuse.

Primary

Report domestic abuse

Directory of useful organisations for anyone concerned about domestic abuse.

By:

Primary

MindEd: domestic abuse

MindEd is a free educational resource on children and young people's mental health for all adults. This session reviews the nature and prevalence of domestic abuse, and its psychological effects on children’s development.

By:

Primary

MindEd: victims including domestic abuse

This session is aimed at a universal audience and provides information to help recognise and respond to cases where children and young people are or have been victimised.

By:

Primary

Women's Aid

Range of information for anyone concerned about the safety and wellbeing of women and children, particularly in relation to domestic violence and abuse. Includes FAQs, a survivors forum and advice on staying safe.

By:

Primary

Expect Respect

Set of ‘expect respect’ PSHE teaching lesson plans and resources which aim to foster healthy attitudes to relationships. These are age adapted and span KS1 to KS2 and modules build on each other.

By:

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Resource library : Mentally Healthy Schools

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Find quality-assured resource to help support the mental health and wellbeing of pupils and staff at primary schools.

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Resource Library

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Resource library : Mentally Healthy Schools

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Find quality-assured resource to help support the mental health and wellbeing of pupils and staff at primary schools.