Family Violence Support

5. Identifying family violence for all staff

Family violence identification tool

Schools must use MARAM processes to identify and respond to family violence. Using the Family violence identification tool (DOCX) ensures school staff are meeting their school’s MARAM responsibilities.

All staff can use the Family violence identification tool to record information if they:

• receive a disclosure of family violence
• observe:
  • signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence
  • family violence risk factors
  • narratives (for example, statements or stories) or behaviours that indicate a person is using family violence.

School staff must act, by following the Four Critical Actions, as soon as there is an incident, a disclosure or a suspicion that a child has been, or is at risk of being, abused. They do not have to directly witness the child abuse or know the source of the abuse.

The tool is self-contained and includes instructions. The information school staff record in this tool will help them decide next steps.

Observable signs of trauma in children and young people

The trauma of experiencing family violence may manifest in children and young people in different ways, depending on their age or stage of development. There are a range of behaviours school staff may observe in children and young people which may indicate that they are experiencing family violence, or another type of abuse or harm.

If school staff observe signs of trauma that may indicate a child or young person is experiencing, or is at risk of experiencing, family violence, they can use the Family violence identification tool (DOCX) to record them.

Family violence risk factors

Family violence risk factors are associated with family violence occurring and/or strongly linked to the likelihood of a perpetrator killing or seriously injuring a victim survivor.

It is important that school staff can recognise family violence risk factors, as they are vital for Child Protection, Victoria Police or family violence specialist services to understand and determine level of risk.

If school staff observe or become aware of family violence risk factors, they can use the Family violence identification tool (DOCX) to record them.

Narratives and behaviours which may indicate an adult is using violence

School staff may suspect an adult is using family violence due to the person’s account or description of experiences, themselves and their relationships (their narrative) or behaviours towards family members or professionals. To help school staff avoid collusion, it is useful to understand the narratives and behaviours which may be demonstrated by an adult using violence.

If school staff observe or become aware of narratives (for example, statements or stories) or behaviours that indicate a person is using family violence, they can use the Koorie Education policyto record them.

Young people using family violence

For adolescents and young people (aged 10 to 18 years old), school staff should use the term ‘young person who uses family violence’, rather than ‘perpetrator’.

It is important that this distinction be made from adults, as a more nuanced therapeutic response needs to be considered due to age, developmental stage, and that they may be victim survivors of family violence as well.

Young people using violence must still be accountable for the use of violence and to learn skills and abilities to move away from the use of violence.

Violence used by young people can be towards:

• a parent, carer or siblings, other family members, including grandparents, pets
• their own intimate partner.

Working collaboratively with children, young people and adult victim survivors from diverse communities

When engaging with children, young people and adult victim survivors with diverse identities, backgrounds or circumstances, school staff must ensure that equity is upheld and diverse needs are respected in policy and practice.

This can be done through the following actions:

• recognise diverse backgrounds, needs and circumstances
• identify and address challenges that people experience due to their diverse attributes
• put in place policies and strategies to help meet diverse needs
• participate in professional development and practice.

For more information, refer to Child Safe Standard 5: Schools – diversity and equity guidance.

Aboriginal communities, family violence and cultural safety

When working with Aboriginal people and communities, school staff should:

• acknowledge and respond to fears about Child Protection and the possibility of children being removed from their care when working with adult victim survivors
• make referrals to Aboriginal community-controlled organisations that support Aboriginal led decision making wherever possible (for nominated staff only)
• use a strengths-based approach that respects and values the collective strengths of Aboriginal knowledge, systems and expertise. Aboriginal people are the experts in their own lives
• acknowledge that family violence against Aboriginal people can include perpetrators denying or disconnecting victim survivors from cultural identity and connection to family, community and culture
• understand that Aboriginal family violence may relate to relationships that aren’t captured by the Western nuclear family model, for example, uncles and aunts, cousins and other community-and culturally-defined relationships.

For more information, refer to Child Safe Standard 1: culturally safe environments guidance and the Koorie Education policy.

Engaging with someone who is suspected or known to be using violence

There may be times when school staff come into contact with people (such as a parent, carer or adolescent) who they suspect may be using family violence.

School staff can use the Family violence identification tool (DOCX) to record any narratives (for example, statements or stories) or behaviours that may indicate an adult is using family violence.

It is the role of specialist family violence services to safely communicate with a person using violence and engage them with appropriate interventions and services.

If you are concerned for your safety or that of someone else, contact the police, and call 000 for emergency assistance.

Avoiding collusion

The term 'collusion' refers to ways that school staff might (usually unintentionally) reinforce, excuse, minimise or deny a person’s use of violence and the extent or impact of that violence. It can be expressed in a nod of agreement, a sympathetic smile or by laughing at a sexist or demeaning joke. Collusion can happen when a person’s excuses for violence are accepted without question.

School staff must actively avoid collusion by:

• not speaking directly with a person about their use of family violence (suspected or confirmed) – this is the role of specialist family violence services. Instead, talk to your school or service’s leadership team
• not asking a victim survivor questions in front of a person who may be using violence – this may increase the risk for a child and their family.

How to talk about family violence

There may be times when school staff need to talk to a child, young person and/or adult victim survivor about family violence. For example, they might need to:

• respond immediately if a child, young person and/or adult victim survivor discloses family violence to you
• start the conversation if you suspect a child, young person and/or adult victim survivor is experiencing some wellbeing concerns or not acting like their usual selves (for example, by asking prompting questions).

School staff should only talk to a child, young person and/or adult victim survivor if it is safe, appropriate and reasonable to do so.

For more information on managing disclosures, refer to: Report child abuse in schools – Strategies for managing a disclosure and Appendix B of the school’s Child Safety Responding and Reporting Obligations Policy and Procedures.