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5 - Domestic violence: bullying in the home
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- By Paul B. Naylor, Aston University, Laurie Petch, University of Sheffi eld, Parveen Azam Ali, University of Sheffield
- Edited by Claire P. Monks, University of Greenwich, Iain Coyne, University of Nottingham
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- Book:
- Bullying in Different Contexts
- Published online:
- 05 June 2012
- Print publication:
- 03 February 2011, pp 87-112
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Summary
In this chapter we consider domestic violence, including physical and psychological abuse, harm, bodily injury, assault and the infliction of fear between family or household members in the home. We suggest that almost all domestic violence constitutes bullying since it involves the ‘systematic abuse of power’ (Smith and Sharp, 1994, p. 2), which relies on the aggressor's and target's unequal access to power (Farrington, 1993). First, we consider the prevalence of abuse that occurs between adults in intimate relationships; the abuse of children and adolescents by adults; and abuse that occurs between child and adolescent siblings. This is followed by the correlates and impact of each of these types of abuse. We acknowledge that children and adolescents abuse their parents and carers and that this should not be minimised, but because studies of these topics are very sparse we do not consider them here. We then consider theoretical accounts of domestic violence where we feel that they cast light on the phenomenon. Finally, we conclude with implications, as we see them, for policy and professional practice, and with suggestions for further research in the field.
Nature and prevalence of domestic violence
Abuse between adults
The term domestic violence is often used to refer to men as perpetrators of violence in heterosexual relationships. A large proportion of domestic violence between adults consists of intimate partner violence (IPV). The World Health Organization (WHO, 1997) defined IPV in terms of what male intimate partners do to adult and adolescent women.
Impact of a mental health teaching programme on adolescents
- Paul B. Naylor, Helen A. Cowie, Stephen J. Walters, Lorenzo Talamelli, Judith Dawkins
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- Journal:
- The British Journal of Psychiatry / Volume 194 / Issue 4 / April 2009
- Published online by Cambridge University Press:
- 02 January 2018, pp. 365-370
- Print publication:
- April 2009
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- Article
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Background
Child and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.
AimsTo assess the impact of a mental health teaching programme on adolescent pupils' understanding.
MethodTwo-group pre-test–post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T1) and Time 2 (T2), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.
ResultsAt T2, pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.
ConclusionsTeaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.