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Chapter 19 - Working with Families and Children Exposed to Intimate Partner Violence

from Part IV - Family Intervention for Children at Risk Due to Family Dysfunction or Past Adversity

Published online by Cambridge University Press:  18 February 2021

By
Caitlin Rancher ,
Renee McDonald ,
Helena Draxler  and
Ernest N. Jouriles
Edited by
Jennifer L. Allen ,
David J. Hawes  and
Cecilia A. Essau
Jennifer L. Allen
Affiliation:
University of Bath
David J. Hawes
Affiliation:
University of Sydney
Cecilia A. Essau
Affiliation:
Roehampton University, London
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Summary

Project Support is a theory-driven, empirically based parenting intervention that reduces conduct problems of school-aged children exposed to frequent and severe family violence. It also increases the quality of the parent-child relationship by improving caregivers’ parenting skills. In addition to general clinical skills, such as effectively establishing and maintaining the therapeutic alliance, several specific competencies are required to administer Project Support. Clinicians need to understand theory and research on how exposure to violence can impact parenting and child behaviour, as well as the proposed mechanisms and theory behind behavioural interventions. This background knowledge helps inform specific competencies for Project Support, such as how to tailor the program to individual families and how to teach and execute the parenting skills properly. Clinicians also need to flexibly respond to changing family circumstances and address challenges to optimal treatment such as emerging crises, significant parental psychopathology or potential ongoing contact with a violent partner. This chapter summarizes the core competencies necessary for delivering Project Support and provides an illustrative case example.

Keywords

competenciesProject Supportintimate partner violencefamily violencechild interventionsparenting interventions
Type
Chapter
Information
Family-Based Intervention for Child and Adolescent Mental Health
A Core Competencies Approach
 , pp. 258 - 268
Publisher: Cambridge University Press
Print publication year: 2021

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