SWB110

Violence is not motivated by control, rather it is used in response to a particular conflict or situation

Violence which has occurred in the context of separation

Violence primarily perpetrated by a man against his female partner in order to control her (most common form of Interpersonal Violence)

A person responds to coercive controlling violence

Refers to acts of violence that occur between people who have, or have had, an intimate relationship. Central element of DV is an ongoing pattern of behaviour aimed at controlling a partner through fear

Child rearing practices designed to promote socially acceptable behaviour - it's much more complex than just punishment

How we percieve and adapt to new information to fit in with our pre-existing ideas

How we alter existing ideas to accomodate new information

•Sensorimotor – experience through our senses; our actions

•Pre-operational – Pretend play; trouble seeing things from different perspectives; can’t yet follow logic; lots of why questions

•Concrete operational – concrete thinking, logic,

•Formal operations – abstract thinking (tends to time with adolescence), move to thinking about thinking

Involves the idea that we learn through observation - develop through role modelling

Changing someone's thoughts, emotions or behaviours (direct or indirect)

The processes that account for an individual's intensity, direction and persistence of effort towards attaining a goal

• The permissive parent - is highly supportive but makes rew rules and trusts rather than monitors ("I trust you'll do the right thing")
• The authoritative parent - is highly supportive AND closely monitors and set rules ("I care, and I'll give you the freedoms you earn; but for safety-related issues you'll do as I say")
• The uninvolved parent - sets few rules, does not monitor behaviour and offers little active support ("Kids will be kids - you'll learn from your mistakes")
• The authoritarian parent - sets many rules and closely monitors but offers little support ("You'll do as I say")

Childhoos events, varying in severity, occuring in a child's family or social environment that cause harm or disress, thereby disrupting the child's physical or psychological health and development

Adverse Childhood Experiences - the higer the number of ACE's the higher the chance of negative health outcomes in the future

      Both the capacity of individuals to naviagte their way to the psychological, social, cultural and physical resources that sustain their well-being & their capacity individually/collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways 

• Visualised or otherwise repeatedly percieved memories
• Repetivitve behaviours
• Trauma specific fears
• Changed attitudes about people, life and the future, suggesting expectation of future trauma 

The brain has the ability to change itself after trauma 

Separation from family/community supports

Lack of inclusion in new area - need to settle down takes time

Internal struggle - is it a good idea or not?

Members in a family will have different perspectives/reactions to the change

Independence may be lost (rural-urban) or activities that were usual may be restricted

Systems differ - education/employment etc.

Cultural norms may differ

Loss of social standing

Qualifications are not often recognised when moving - can cause financial stress

Infers choice to move - often associated with percieved economic or social benefit 

Forced migration - often due to violence and conflict where the person cannot return given well-founded fears of persecution

Claim for refugee status has not yet been assesed - sort of a limbo state 

Forced to flee but remain within national borders (can be due to natural disasters or political unrest)

• Four types of resources necessary to survive stressful times
  • Object resources (concrete basics for survival)
  • Condition resources (status that confers benefits or respect)
  • Personal resources (coping skills)
  • Energy resources (money, knowledge, time
• Loss in one area can affect other areas - 'loss spirals'
  • Can snowball the other way too (if someone gains one resource it will create momentum for the other resources to grow

• Prevents stagnation
• Stimulates interest and creativity
• Provides for problems to be examined
• Motivates problem solving
• Assists in personal growth, identity and development (differentiation)
• Promotes group identity and cohesion
• Encourages self-assessment and examination
• Promotes creativity and innovation