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L/O/G/O 1 ThemeGallery PowerTemplate www.themegallery.com Advocacy Workshop for Professionals Working with Victim/Survivors of Sexual Violence.

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Presentation on theme: "L/O/G/O 1 ThemeGallery PowerTemplate www.themegallery.com Advocacy Workshop for Professionals Working with Victim/Survivors of Sexual Violence."— Presentation transcript:

1 L/O/G/O 1 ThemeGallery PowerTemplate Advocacy Workshop for Professionals Working with Victim/Survivors of Sexual Violence

2 2 Context 2 Literature Reviews Advocacy Roles & Advocacy Skills Advocacy Standards & Advocacy Domains Advocacy Role Workshop WA participants and agencies National Opportunities FaHCSIA Advocacy Project July March 2013 Reference Group Virtual Tour and Consultations Research George Jones Advocacy Centre March Child & Family Advocates MOU with Police, DCP, DoTAG, Health

3 3 Sexual Violence context Between 15 to 30% of females and 3 to 5 % of males are sexually abused as children (Fergusson & Mullen, 1999). About 1 in 5 women and 1 in 20 men have experienced sexual violence since the age of 15 years (ABS 2006) The trauma or impact of sexual violence can be extensive and lifelong with physiological, psychological & social injuries: –reducing a person’s capacity to study, work –effects on building & maintaining friendship and family networks –impact raising of children –Increased likelihood of suicide and self-harm, mental health issues and drug use –doubling of the risk of adult sexual violence for women of those who were abused as a child (54% versus 26%)

4 4 Literature Reviews Advocacy roles are well established in : Mental Health, Disability Services, Aged Services, Domestic Violence Advocacy with victim/survivors of sexual violence is an emerging area of proficiency. USA Child and Family Advocate/Victim Advocates (1980s), UK Independent Sexual Violence Advisors late 1990s, Australia has some Counsellor/Advocate positions (Victoria, Queensland, WA) Victims of crime, particularly sexual violence are vulnerable because of the nature of the violence they have experienced as well as the nature of some services aligned with the criminal-justice (rather than victim-justice) system. Victims/survivors seek flexible and practical forms of support in the immediate aftermath of sexual violence. Support, advocacy and information were their priority requirements.

5 5 Advocacy roles have enhanced the work of multi-disciplinary or interagency teams, enabled service providers such as police investigators to focus on their core duties, decreased the attrition rates in justice systems and led to increased reporting to police. Full-time advocates emphasise independence of their role from the criminal justice system and importance of consistent, continued support from ‘report to court’ or for as long as required Despite increased understanding of the needs of victims of sexual violence and some changes to the criminal justice system victims/survivors mostly continue to choose not to report; conviction rates have gone down in Australia, Canada, England and Wales; victims/survivors generally don’t feel justice is served; There is an urgent and long-standing need for broad based, victim/survivor focused, advocacy type roles to complement and enhance existing justice, health and social-welfare services Literature Reviews

6 6 Benefits of ISVA Involvement More positive experience for the victim Victim is well informed and therefore empowered to seek justice through the courts Victim feels integral to the case and is less likely to withdraw (less attrition) Confidence in the System increases (leading to wider public confidence) The victim is less anxious and more capable as a witness A support network ensures that the victim is able to access appropriate on-going support, leading to a healthy lifestyle “As a reform to a system that is effective, cost effective and affordable the ISVA is hard to beat”. “They have had a substantial impact on victims they have supported to date” The Stern Review Home Office UK 2010

7 7 Continue Learning in Workplace Connect with Own Role Practice Issues for Each Element Learning Outcomes Elements of Advocacy Role 1 Peer Support - Networking 5

8 8 Workplace Learning Reflective Practices Coaching, Mentoring, Supervision Flexible Learning Opportunities Pre- Workshop Preparation Course context Course context Professional Qualification Strength based Strength based Child abuse Child abuse Cultural Systems Trauma & Attachment Trauma & Attachment Sexual Violence

9 9 Workshop goals Focus During Workshop Focus During Workshop. Confirm Your text in here Challenge Confirm what you know & do Confirm what you know & do Collect something new Collect something new Challenge your ideas and practice Collect

10 10 Advocacy Elements Advocacy Key Elements Feedback Complaints Empower Interagency Justice Support Informed Decisions Client Led AccessibleKnown Practical Emotional Support Independent

11 11 Definition of Advocacy Advocacy is an approach which aims to protect the personal, legal, and societal rights of an individual.. “Advocacy is taking action to help people: “Advocacy is taking action to help people: say what they wantsay what they want secure their rightssecure their rights represent their interests andrepresent their interests and obtain services they need.obtain services they need. Advocates and advocacy schemes work in partnership with the people they support andwork in partnership with the people they support and take their side.take their side. Advocacy promotes social inclusion, equality and social justice.”social inclusion, equality and social justice.” The United Kingdom’s Action for Advocacy definition is:

12 12 Types of Advocacy Individual Systems Self Peer Professional representation & support Advocate for self May require support A cause or broad political, legislative, community system Support from someone who has/had similar issues

13 13 Other Types of Advocacy Legal Smile Citizens Professional Legal representation Volunteer community member Because you can … Paid & trained in advocacy & related field

14 14 Role Boundaries How much of your role centres around advocacy? Are there any tricky boundary areas within you role or across professions? How is advocacy work and professional development supported (or is it just taken for granted staff know how to do it)?

15 15 Tip… “The most important principal to remember is effective support requires all workers to ensure a survivor’s active choices are made BY the survivor, not FOR the survivor.” (South East Centres Against Sexual Assault, 2012)

16 16 Advocacy within in various roles Advocate Role Independence Accessibility Participation Consistency Wellbeing Choices Advocacy Counsellor Role Past Trauma Recent Trauma Recovery Justice/Protection Roles Child Protection Police Prosecution Investigation Court Support Safety

17 17 Scenario Court preparation officer * 14 year old Aboriginal girl Small rural community Wants to give evidence * * * Pressure from grandmother & community *

18 18 Kathleen’s Advocacy Practice Engaging – built trust * Respectful of prosecutor Believed concerns Followed client’s lead * * * Decision making technique Stated role boundary * Facilitated self-advocacy Genuine * * *

19 19 Independence & Bias Cultural Independence Organisational Independence Operational Independence Professional Independence Psychological Independence

20 20 C) Don’t Know B) Aboriginal Younger, Rural What you know… A) Middle Class Who will have a more difficult time dealing with and healing from a sexual assault? A 35 year old, white, middle- class woman with many social & agency supports A young Aboriginal girl, small country town, minimal agency supports ????

21 21 C) Don’t Know What you know… Every person is different Individual prediction = prejudge = bias C) is the correct answer You really just don’t know till you learn from them…

22 22 Intersectionality Intersectionality looks at the intersection of things like culture, gender, class and education; their relation to oppression and how this manifests in individuals. It also asks professionals to critically review themselves as part of the dominant culture which is also part of the intersectionality of the victim/survivors experience

23 23 1)Ordering, commanding, directing 2)Threatening, warning 3)Advising, giving solutions 4)Lecturing, arguing 5)Moralizing, preaching Dr Gordon’s 12 roadblocks You’re not smart enough It’s not safe / I’m uncomfortable There’s something wrong with you 6)Judging, blaming, criticizing 7)Praising, agreeing 8)Name-calling, ridiculing, shaming 9)Interpreting, diagnosing, analyzing 10)Reassuring, sympathizing 11)Probing, questioning, interrogating 12)Withdrawing, distracting, humoring

24 24 Advocates follow the R.U.L.E. R R esist the “righting reflex” or need to fix it U U nderstand victim/survivor’s motivations L L isten to the client E E mpower More engagement skills

25 25 Informed decision-making It reflects the ethical principle that a person has the right to decide what is appropriate for them, taking into account their personal circumstances, beliefs and priorities. This includes the right to accept or to decline the offer of services and to change that decision. In order to exercise this right to decide, people require the information that is relevant to them. Queensland Health Guide to Informed Decision-making in Healthcare 2012

26 26 Empowerment em·power v. 1. invest with power, especially legal power or official authority. 2. to equip or supply with an ability; enable The word empower arose in the mid-17th century with the legalistic meaning (1) Shortly thereafter it began to be used with an infinitive in a more general way meaning (2)

27 27 Voice of a 13 year old Survivor “People just think because you are younger, what you have to say isn’t as important as what they have to say because they are older, which I don’t believe in at all. My advocate definitely takes what I have to say seriously. She doesn’t treat me as if just because I’m younger that my say isn’t important. She actually does the opposite.” George Jones Child Advocacy Centre

28 28 Parent of a 5 year old Survivor “I liked how they introduced themselves to both of us – and they included my daughter as much as me in all of our interactions together. She was involved in all the conversations when we were together as a group; you know I could tell they thought she was important.” George Jones Child Advocacy Centre

29 29 Summary Client-LedConscious Use client focus skills – e.g. listening Bias Reflective practice & supervision. When to lead, when to take charge. Sensitive Info Well packaged information & options.Decisions Facilitate decision-making

30 30 Implications of ‘justice’ statistics Detention Convicted Prosecution starts Reported to police Victims/Survivors 0% 20% 40% 60% 80% 100% 4.5 (0.7%) 11.5 (1.8%) 28 (4.3%) 100 (15.5%) 646 (100%) Adapted from Daly (2011) Conventional and innovative justice responses to sexual violence pp 4-5 Data from Australian victimisation surveys and findings from Australian attrition research What are the implications for advocates and the most vulnerable?

31 31 Accessible and known Who are these victims ? why don’t they report? Who are they most likely to tell? So…? Do you have a role with unseen clients? How? What? Your Role ? What has your agency done to reduce barriers or outreach?

32 32 False Forensically astute advocate True Advocates should know enough about the law to be able to help a victim/survivor work out which offence the offender should be charged with and which charge should be filed in court.

33 33 False False Forensically astute advocate Advocates don’t give legal advice !! - The police gather evidence and lay charges - The prosecutor decides what charges are filed in court

34 34 Feedback “I think an advocate is so vital at investigation – or pre- investigation stage- when survivors are grappling with the issue of whether to report or not.” Adult survivor “For many years, I think, police saw us as likely to contaminate the evidence or say something stupid … Once the police realise our role is not interfering in the process but supporting the victim through the process, and that this actually gives them some space to do their work … then they see the benefit.” (Director, Gold Coast CASV in Parkinson 2010)

35 35 Advocate’s legal/forensic role Maximise legal benefits Information & support Minimise harms Liaise & represent Safety Sense of justice Compensation Re-traumatisation Perpetrator danger Loss of control Loss of voice Processes & Steps Interviews, investigations, Medical & forensic evidence Support through processes Facilitate connections Victim focus not forensic focus Present client wishes Know what’s going on Advocate

36 36 Amy’s Story 13yr old girl Challenges – adolescence – older parents – older siblings parenting her History of school bullying, school refusal Counselling Incident of SA by older peer at school

37 37 Current Mainstream System Interview – Police Station – Specialist Child Interviewers Investigations – Child Protection – Police During Investigation Bullying worsens Amy asked to print off s related to Offender 2 serious suicide attempts Refused to continue with counselling Family struggling Amy acting out School refusal Bullying continues Charges laid Referral to Child Witness Service Dept Child Protection, Police Investigating Officer: 6 months Criminal Justice Process Court Support and Preparation Trial Victim Impact Statements Counsellor Child Witness Service Amy’s Story Cont… Counselling re bullying, not involved in planning

38 38 Child and Family Advocate Alternative System Interview –George Jones Advocacy Centre –Advocate support from day of interview –Specialist Child Interviewers Investigations –Child Protection –Police During Investigation Bullying worsens Amy to print s related to Offender 2 serious suicide attempts Support Amy during Investigations Family Support Tutoring Practical Assistance Information provided about CJS Introduced to a new counsellor at her pace Criminal Justice Process Advocate Liaises Police Advocate Liaise CWS DPP and Court input Trial and Follow up Support Counsellor Amy’s Story Cont… Ceases counselling Family struggling Amy acting out School refusal Bullying continues Charges laid Referral to Child Witness Service Dept Child Protection Police Investigating Officer: 6 months Child Witness Service

39 39 Justice: more than conviction Information Validation Voice Control Outcomes Justice: more than conviction conviction Haley Clark Haley Clark

40 40 Crisis Intervention Defining the problem 1 Ensuring survivor safety 2 Providing support 3 Examining alternatives 4 Making plans 5 Obtaining a commitment 6 Prins & Ruzek

41 41 Maslow’s hierarchy of needs

42 42 Feedback “In my previous contact with services they have just closed the case without any support offered or referrals made…. [At this centre] I liked the continuity of the service, the constant reassurance, and the communication – all the time I felt like I knew what was happening. Also how they have involved the other networks in my daughter’s life – the school, GP and day-care” (Parent of child victim, George Jones Child Advocacy Centre).

43 43 P61 (VS4): I mean I’ve got to say, the whole organization, they’re so there for you all the time. You know, [ISVA] supported me all the way through with the Police and everything. She reported it for me, came to the interviews with the Police, she’s been to hospitals and doctors with me, she helped me get off alcohol, and drugs. I just can’t, you know what I mean, without these [people] I truly wouldn’t be here today. And I say that with my hand on my heart. And even when my husband’s phoned a couple of times to try to see what he can do, they’ve even tried to help him. They’re so supportive all the way down the line… Feedback

44 44 P43 (VS3): If I hadn’t had any support I really, to be honest I think I’d have ended up losing the plot, and me kids would have been in care, because I’d hit rock bottom with what had happened. I needed to be strong for me daughter and me family, and [ISVA] helped me do that (Robinson, 2009). Feedback

45 45 Workshop goals Focus During Workshop Focus During Workshop. Confirm Your text in here Challenge Confirm what you know & do Confirm what you know & do Collect something new Collect something new Challenge your ideas and practice Collect

46 46 Workplace tasks Link with supervisor re today’s issues including reflection on bias Review the Advocacy Role Web Note work advocacy practices

47 47 Advocacy Role Day 2

48 48 Advocacy Domains Advocacy Key Domains Empower Justice Support Informed Decisions Client Led AccessibleKnown Practical Emotional Support Independent

49 49 Action planning Children, young people & families System’s advocacy Today’s session Interagency support & collaboration 1 Skills self-assessment & Prof Dev 5

50 50 Advocacy Domains Advocacy Key Domains Feedback Complaints Interagency Children and Families

51 51 Possible Advocacy Inter Agency Roles Develop maintain teams Survivor complaints, praise & ideas Feedback explain decision Ensure agencies Survivor focused Present Survivor needs rights Case tracking Liaise with your Supervisor Broader systems advocacy

52 52 Victim/ survivor’s expectations Informed choices Expertise & confidence Victim/ Survivor Timely independent support Contact Closure Accessible to services Honesty

53 53 Interagency Collaboration Tony Morrison classified collaborative responses into 5 groups: 1. Communication: individuals from different disciplines talking together. 2. Co-operation: low key joint working on a case-by-case basis. 3. Co-ordination: more formalized joint working, but no sanctions for non-compliance. 4. Coalition: joint structures sacrificing some autonomy. 5. Integration: organizations merge to create new joint identity.

54 54 Interagency Work What kind of interagency, multi-agency multi-disciplinary or client focused planning groups are you involved in? What is working well within your groups? What could be improved?

55 55 Challenges What are the challenges in advocating for victim/survivors Within your own agency ? Within multi- agency teams ? Within multi-agency settings where you are not part of a MDT ?

56 56 What can help? Protocols (examples) Being clear about Confidentiality & Information Sharing Relationships (video) ? Other

57 57 Interagency partnership “I guess partnership working would be key… because we have such a cohesive communication strategy with paediatricians, social workers, children and adults services, probation, crown prosecution service, the voluntary agencies. If any agency saw that there was some kind of problem or had an issues or needed to discuss an issue, they would know exactly who to phone up to, and we would resolve things together” (ISVA in Robinson 2009.)

58 58 Interagency relevance for me? Role now Approach, Skills Stories Success Discuss what’s happening for you and your agency re interagency work. 5 min small group, 10 min large group. My World

59 59 Reception Intake process Non direct work with Children/YP Children seen with family Direct work with children Evaluation/Feedback/ Complaints Child/Family Centred Practice Awareness/ recognition of workers/agencies strengths, limitations and biases Marcus McKay ‘Through a child's eyes’

60 60 Children & young people’s feedback 6 year old girl “she was great, she helped me to get my anger out”. 12 year old girl “my advocate is perfect we do things to help heal things from the past. I had been told I was lying at another place because all I did was play. Here my advocate believes me and that makes me happy”

61 61 Children & young people’s feedback cont… 14 year old girl “ The advice she gave was really helpful and she understands me and everything. Like she told me what I could do.... and gave me tutoring and stuff and said I could come here whenever I wanted to if I felt down or anything. She is always happy and smiling, bubbly and everything. She is probably the best person I have ever spoken to. I could trust her more and felt more comfortable.... not under any pressure. She’s really nice and easy to talk to and she is a good listener.

62 62 Children & young people’s feedback cont… 16 year old girl “It was helpful just having someone to talk to and we did some drawing and wrote stuff down... it was easier cause I didn’t really wanna talk about it. She listened and gave me good advice and different things to do. She helped me and my sister with strategies on how to deal with stuff... which was helpful. She just changed it and made everything seem easier to deal with and helped build trust between me and my mum and dad and just made everything easier with having someone to talk to.”

63 63 Feedback “I liked how they introduced themselves to both of us – and they included my daughter as much as me in all of our interactions together. She was involved in all the conversations when we were together as a group; you know I could tell they thought she was important. Staff of the advocacy centre understand that families go through unforeseen circumstances everyday day”. Parent of a 5 year old girl

64 64 “The Advocate was like a rock and supportive and listened to us. Basically she listened to all of us individually then worked with all of us and gave us strategies to work through it all. She was a really good mediator between the family, she kept the peace between the family and it was just really helpful. She pointed us in the right direction, giving strategies for the individual and the family. She spoke to me and my husband as well about having time to ourselves to keep our sanity..... it was good how she spoke to us all individually and also as a family.” Parent of 14 & 16 year old girls Feedback

65 65 Child & Family Advocacy Key Concepts Issues Rights based advocacy Child, Parent, Community Child Inclusive Child Informed Consent & Privacy Child Protection Mandatory Reporting Best Interests

66 66 Consent & Privacy Clear explanation Understanding Clear, simple language Verbal & written Development Language Consequences Age & Maturity Mental state Alcohol, drugs Hear back to confirm Language Signature Mature Minor Trauma & Severity Consent Know your agency’s Policy & Procedures

67 67 Gillick Competency "...whether or not a child is capable of giving the necessary consent will depend on the child’s maturity and understanding and the nature of the consent required. The child must be capable of making a reasonable assessment of the advantages and disadvantages of the treatment proposed, so the consent, if given, can be properly and fairly described as true consent”. Mr Justice Woolf See NSPCC Factsheet for more details

68 68 Summary: Advocacy Role with Children and Families Your comfort with working with children Child inclusive / child informed approaches Rights based advocacy Supporting the right of the non-offender parents Child protection and child safety Consent and Privacy – Parents, tweens &teens

69 69 Advocacy Domains Advocacy Key Domains Feedback Complaints

70 70 Domain – Client Feedback Before: Service Design During: Checking in re services being received, client led? Meeting needs? After: Client Feedback on services provided, outcomes achieved Feedback to whom? Service provider/MDT/others? Complaints/Concerns, Praise/Suggestions Utilising opportunities/systems in place Systems Advocacy

71 71 Ideas for Client Feedback Surveys Interviews Computer based surveys Others……..

72 72 Workshop goals Focus During Workshop Focus During Workshop. Confirm Your text in here Challenge Confirm what you know & do Confirm what you know & do Collect something new Collect something new Challenge your ideas and practice Collect

73 L/O/G/O 73 ThemeGallery PowerTemplate Thankyou for your attendance, your participation and your passion !!!


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