77335 Integrative Case Study: Reflection on Practice and Theory

This case study reflects on a co-facilitator's experience in the Kids Against Violence Experience (KAVE) program at Parentline, focusing on children affected by family violence. The study details the assessment process, including understanding user needs, engagement strategies, and intervention activities. It explores the program's objectives, which include strengthening bonds, addressing safety issues, and promoting positive social outcomes. The paper critically evaluates the practice, applying theories, models, and approaches, alongside a critical assessment of relevant policies, legal frameworks, and academic literature. The study also includes reflections on the facilitator's role, communication techniques, and the application of Maori cultural concepts within the program. The case study demonstrates how the program aims to promote resilience and support children through group-based activities and individualised interventions, considering factors like peer relationships, family dynamics, and potential developmental issues such as Fetal Alcohol Syndrome. The paper concludes with an overview of the program's impact and its contribution to positive outcomes for children experiencing violence.

Running head: 77335 INTEGRATED CASE STUDY
77335 Integrated Case Study
Name of the Student:
Name of the University:
Author Note:

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Table of Contents
Introduction..............................................................................................................................2
Part A -The practice.................................................................................................................3
Part B – Critical Practice......................................................................................................11
B1. Reflection......................................................................................................................11
B2. Critical Evaluation......................................................................................................13
B3. Policies and Legal frameworks...................................................................................17
B4. Appraisal of academic literature................................................................................19
B5. Promoting Social Outcomes........................................................................................23
Conclusion...............................................................................................................................23
References...............................................................................................................................24

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Introduction
Children are the most unsuspecting victims of family violence and abuse (Chappell &
Curtin, 2013). Not only do they get affected physically, it takes a toll on their mental
wellbeing as well. Children as victims of family violence suffer from personality disorders
that impact their lifestyle (Burford, 2017). My work as a co-facilitator in the Kids Against
Violence Experience at Parentline has provided me with exposure to different children with
varying personality traits. They display behavioural discrepancies like aggression, violence
towards other children and parents, victims as well as perpetrators of bullying, disobedience,
depressive moods, lack of self-esteem, anxiety and low coping mechanisms (Straus & Gelles,
2017).
As a co-facilitator, my task was to engage children in various tasks that would make
them feel less left out and help build positive approach towards the aforementioned issues.
This paper also focuses on the activities to describe how they can be used to evaluate the
behavioural discrepancies in children and enforce a trait of positivity, compassion,
understanding, empathy and gratitude in them (Beddoe, 2014).
The activities are group based programs which runs for 8 weeks, on each Thursday
from 9-11 am. Eight children in the age group of 6-9 years are involved in this activity, 7
boys and 1 girl. Owing to their behaviour in and out of school being of concern, they have
been referred by their schools, the Oranga Tamariki Ministry for children and various other
external organisations.
The program targets the following objectives through the activities:
 Risk and Protective factors form on the basis of the program
 Strengthening the bond between child and parent/caregiver
 Addressing safety issues

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 Group based program
 “Breaking the family secret” of domestic violence
 Helping children understand protection orders
 Developing safety plans
 Building support networks
 Addressing and discussing separation, loss, grief and family changes
Since the consent of the parents had already been received initially, it was agreed upon
that further consent was not required. A release of information sheet was signed.
Part A -The practice
Prior to the beginning of the programme, I would meet with the facilitator and discuss
the day’s agenda. Thus we know what is to be expected and we can avoid complications due
to confusion or misunderstanding. That is crucial given that we are dealing with a sensitive
issue like family violence.
Assessment
The first stage of the practice is an assessment stage which is done to determine the
suitability of children in the intake process. This process involves that the client meets the
requirement of the program that relates to family violence and abuse. The entire assessment
process ensures that a better understanding and insight is gained in terms of background,
family and friends’ dynamics and environment of the child. Three aspects were categorised in
terms of peer relationship in school and home.

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The children who are being referred to Parentline must have experienced or witnessed
family violence at least once. The effect of the episode(s) determined the children’s
behaviour in various sectors. In multiple cases, traits of aggression and violence were
observed in the children while in multiple others children were seen to suffer from
depression, anxiety, loss of motivation to work, fear of closeness and contact with other
people, both adults and children of same age (Stien & Kendall, 2014). These information
while assessed and analysed provides important details about whether or not the client is
suitable for individual or group intervention.
Understanding User needs
All eight children in the group exhibit physical symptoms associated with behavioural
or emotional problems such as being physically aggressive to others, bullies, not sleeping
well, disruptive at school and home and imitating behaviours from others, anxiety and
depression, fear of contact or conversation with other people.
Among the eight children there are seven boys and one girl. There are two sets of
siblings and two individual children.
It was important to me to support collectiveness and inclusiveness between the
siblings and the individual children to avoid power and control from the groups over the
individuals. I did focus on the girl because of being the youngest that she has a voice and able
to speak up against her brothers. During the group I was considerate of her being the only girl
and I would rotate sitting next to her and the boys but, if we played a game I was always on
her side.
I noticed that the one of the boys gets easily annoyed and often appears angry more
than the others. He refuses to follow rules and often argues and throw temper tantrums in the
class. This behaviour started in week two and showed minimal improvement by week six. I

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demonstrated assertiveness because I was able to understand that he is unable to initiate
friendly connections or ask what he need. I understood his basic needs and knew that all
children needs must be met in order for them to focus on learning. We gave him the choice of
finishing his worksheet or to leave it. I could see that his emotions are having an impact on
his concentration and I gave him the choice to complete the worksheet once he felt better. I
was concerned for the child because his other siblings who are in the same group has shown
improvement in their behaviour except him.
My main facilitator had a discussion with the child’s grandfather who reported that
the child visits his mother every fortnight and once he is back home it is very difficult to get
him back into structure and routine.
Further to this, I have discussed this with my manager who used to be a nurse to get a
different perspective. After the group we debriefed and she told us that the child in question
may have “Fetal Alcohol Syndrome” because she noticed noticeable physical appearance of
the syndrome. Feta Alcohol Syndrome can have an effect on the physical, cognitive,
behavioural and neurological developmental disabilities due to excessive exposure to alcohol
during pregnancy. Knowing this information, I was able to show more empathy and used a
strength-based approach which focused on his strengths instead of deficits.
We played a game called STOP, THINK, GO and the purpose of the game is to help
the child to manage his own behaviour and emotions in high risk situations. The child in
question was able to lead the game appropriately and created order between the children. He
engaged well in the game and was able to identify certain emotions
I have also asked him to help me with Kai (food) preparation which gave him a
responsibility and he did very well.

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Engagement – What I did.
We started the engagement session with a review on the previous session. We talked to
the clients about general environment in their homes, how much of positive or negative
dynamics they have to live in. We discussed about any positive or negative events that has
happened over the week and how they felt about it (Melchiorre & Vis, 2013). Throughout the
conversation, I maintained the following aspects of communication:
 Listening – It is crucial, when dealing with an issue this sensitive, to be a good
listener (Gartner-Schmidt et al., 2016). This gives the children the feeling that their
words are being taken into account and this acts as a first step towards developing a
friendly relationship with the children.
 Nonverbal communication – Children in the age group of 6-9 years have low degree
of attention. Therefore focusing on non-verbal communication like body language,
eye contact, hand gestures and tone of voice etc. act as prompts for the children
(Mehrabian, 2017). Body movements, fluid tone of voice, maintaining eye contact
and using gestures help keep the children’s attention grabbed and aids engagement.
 Clarity and concision – Children in the mentioned age group are incapable of
understanding inherent verbal cues like adults. They need to be spoken to in a very
clear language without ambiguities. Thus it is important that when we are talking to
children, we speak clearly and avoid content that they will not be able to understand
(Yehuda, 2015). It is also important to remember that these children come from a
particular background and are used to a particular type of family dynamic. This would

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require attending to the topic in discussion with a level of care and concision that the
students would relate to but would not be something that they will be uncomfortable
talking about.
 Friendliness – Children belonging to a violent family background require to be talked
to in a manner that they would not find intimidating (Isaacs, 2013). I therefore tried to
maintain the friendliest behaviour possible with the children. These include making
small bits of jokes or fun between conversations to make them laugh and be
acclimatised to the setting.
 Confidence – Children are also very perceptive about people. Therefore, maintaining
a tone of confidence in the speech becomes important as they will understand who to
talk to whenever they require something (Kottler, 2017). This helps the process by
making the children familiar with a setting that they can work in.
 Empathy – Children who are suffering also require someone to understand their
problems since in that age group, they are mostly incapable of narrating events in
details. Therefore, I tried to empathise with them in the best way possible so that they
can believe they we care and we understand what they are going through because of
certain issues in their homes (Erskine, Moursund & Trautman, 2013).
In order to engage children in the age group of six to nine years, there are certain pre-
requisites that need to be taken care of (King, Currie & Petersen, 2014). Children are very
perceptive to colour, light and shade, objects in a room, even to the behaviour of other
people, food, games etc. (Cadima et al., 2015). Therefore we designed the room to be
children friendly and decorated the walls with colourful pictures, balloons and decorative
paper to bring out a feeling of playfulness (Almeda et al., 2014). We kept many toys in the
room with furniture specially designed to engage children. We also had multiple resources,

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for instance art and craft materials for the children to engage with (Fox & Schirrmacher,
2014).
To me, Verbal communication seemed like the best and the most obvious forms of
communication (Mckee, Schultz & Sartini, 2013). I would prompt the children with certain
words to encourage reflection on the events of the past week. Furthermore, I would engage in
playing games with them in order to encourage teamwork and peer involvement. We have
worksheets designed for the day that the children need to finish. I would help them with their
worksheet that is set out for the day. In order to improve the facilitator-children bond, I would
also prepare Kai (Food) according to their choice and needs.
Each of the eight sessions start with a game and the sessions focus on mainly four aspects
as mentioned below –
a. Tikanga – It is a Maori concept that deals with culture, custom, ethics,
tradition etc (Mead, 2016). The sessions tend to provide the children with an
understanding of the Tikanga or the Cultural values.
b. Whānaungatanga – Is another Maori concept that elaborates the close
connection between people and kin (Keelan, 2015). The sessions are targeted
towards helping the children understand the importance of kinship and imbibe
similar cultural values in them.
c. Manaakitanga – This is the concept of hospitality. In the Maori culture, this is
considered to be a highly important cultural value and is directed towards
making the travellers or tourist feel at home (Murphy & Gray, 2013). The
sessions are also designed to help the children understand the value of
hospitality and encourage them to engage in activities that build hospitality
traits.

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d. Rangatiratanga – In Maori culture, this means independence and is a
descendant of the term ‘Tino Rangatiratanga’- the historical indepence of the
state from the British Crown and the signing of the Treaty of Waitangi (Durie,
2013). The session would help the children understand the cultural
significance of independence.
Intervention
Intervention is the most crucial aspect of the entire programme as it actively attempts
to not just understand but modify the children’s behaviour and approach by intervening with
the ways they view a current situation and learn from it (Katz, 2015). The intervention, like
other parts of the process, needs to be deliberate, purposeful, evidence based and transparent
(Howarth et al., 2015). As a social work student, in the intervention process, my role was that
of a co-facilitator in a group setting which is intended to offer assistance to promote
behavioural change. I did debriefing sessions with the main facilitator and that helped me to
support the children through transitions by talking to the children and helping them make
sense of what is happening and how to manage their emotions, besides who and where to talk
to if certain situations get beyond their ability to control.
The eight sessions were designed to build an understanding of the child’s situation to
offer change in their lifestyle and habits. The sessions focus on safety plans, understanding
what is abuse, feelings and emotions, touching rules, violence and anger. Each session is
designed to help the child to understand and cope in difficult situations but, also to keep them
safe.
The following topics are covered over the eight weekly sessions-
 Safety plan/ Safe Adults
 Positive and Negative Feelings

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 Emotions
 Types of abuse
 Touching rules
 What is family
 What is violence
 Bullies
 Self-esteem
 Self-Confidence
An example of one of the above topics is given as follows –
In session four the children learned about touching rules and the effects of family
violence. They watched a DVD about family violence incidents and what they can do to keep
themselves safe given all of them have been exposed to extensive family violence episodes.
The purpose for the topics at that session is to help the child visually experience the
effects of family violence and to gain confidence to speak up (Kay & Shipman, 2014). This
information gives the child the ability to recognise and challenge the behaviour through open
discussion with the main facilitator and me because they have built a rapport and trust with us
which has helped them to think of options and consequences (Purvis et al., 2013).
Evaluation
The following steps were ensured for steady and thorough evaluation of the entire process
 Each child was given a folder at the start of the class and there is a section for the
parents to complete if they have any issues/concerns.
 Client satisfaction form gets completed at the end of session eight.

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 Post- Assessment – questionnaire and forms get completed to determine any changes
or concerns. From the information an analysis gets completed to establish if the child
needs further interventions for example; one-on-one counselling.
The aforementioned steps make sure that the process reaches a state of equal transfer of
information and service. The information that is provided to us through the response sheets
and forms help us understand where the process is going right and where it is failing and
therefore my Facilitator and I had a better understanding of what kind of services are
beneficial for the client.
Part B – Critical Practice
B1. Reflection
What I did well.
 When the children need to reflect on the previous weeks work, I would give them
hints. I would prompt them by asking questions and allowing them to answer.
 I have organised the games well and engaged the children actively.
 I did a lot of encouragement and helped to create a child friendly environment.
 I was open minded in finding alternative approaches.
 I always stayed calm and explained the kawa (rules) at every session so that the
children understand the expectations.
 I offered choices to the children regarding activities, decisions, food, etc.
 I have praised good behaviour and calmly made them understand why bad behaviour
doesn’t suit people.

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What I could have done differently
 This is the first time being a co-facilitator in a group setting with children so, I did not
know any better. On reflection I would have address my concerns with my facilitator
earlier that we re-iterate the Kawa (rules) before we start each session instead of
leaving it to almost the end.
 I think it would have been important that we had an emotions chart before they leave
for school to give them a voice of how they feel. Having this understanding of how
they felt after leaving the group could have help us make changes and/or
improvements if needed.
Ethical Issues
 I have experienced an ethical issue because I did face a conflict between the behaviours
of the children and my personal values (Vacc & Loesch, 2013). I did find it difficult to
understand the chaos in the environment in the class and the children being disrespectful.
I understood that these children in the group experienced significant family violence
episodes which resulted in dire consequences. For example; all of the children were
moved to different careers, schools and neighbourhoods etc. which impacted on their
well-being. However, I maintained my professionalism and talked about my concerns in
supervision and continued to respect, care and being concerned for the children.
 I also took care to not evoke issues that pertain to ethnicity, social background, economic
conditions, as well as make the children feel inferior or unattended because of their
behaviour (Turner, Jensen-Doss & Heffer, 2015). I took care to make sure that every
child is treated equally and no special treatment is given to anyone which ensured that
everyone got the opportunity at an equal development (Grocke, Rossano & Tomassello,

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2015). For example; my main facilitator did warn me that certain topics at a certain time
will evoke more negative behaviour and I must not pay too much attention to it instead I
should trust the process. On reflection, as the behaviour presents itself we dealt with the
anger and emotions appropriately (Sanders et al., 2015).
Areas for future development
• I felt that the area on which I can develop further was engagement of the kids. I
think developing more games and activities that would engage all the children
together would be instrumental in helping the children with overall development.
• A study based qualitative research can be developed which would provide
information about impact of family violence on children to people around the
world. Even though this practice is limited to a specific group of people, the study
would be able to generalise the scenario and involve a more global crowd in the
context.
B2. Critical Evaluation
Theories, approaches and models used
1. Te Whare Tapa Wha – The maori philosophy towards health is structured upon this
model which is a holistic wellness and health model developed by Dr. Mason Durie in
1982. The model incorporates four different aspects of health, namely
a. Te taha hinengaro (psychological health) – it focuses on emotions and establishes
that the mind and the body are connected elements.

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b. Te taha wairua (Spiritual health) – This is recognised as one of the essential
elements of physical wellbeing and establishes that a spiritual understanding is
important in order to develop overall physical health.
c. Te taha tinana (physical health) – It focuses on the physical aspect of wellbeing
and health and emphasises bodily care. According to this, human health suffers
when the body is under stress.
d. Te taha whānau (Family health) – This is considered to be the most fundamental
unit of Maori society. Whānau can stand for family but in its essence it means a
group of individuals descended from a recent line of ancestry.
This model has been used to develop the activities in a manner that all the four aspects are
perfectly identifiable by the children and they understand the importance and value of those
aspects.
2. Ecological systems theory – This is a theoretical framework which is used by
community psychologists to examine and evaluate the relationship between an
individual and the wider community through a set of five systems (Bronfenbrenner,
1992; Espelage, 2013). The systems are
a. Individual – the gender, age, health etc.
b. Microsystem – family, friends and colleagues, school, church etc.
c. Mesosystem – The mid-system that connects microsystem and individual with the
next two systems
d. Exosystem – neighbours, locality, politics, industries, social services etc.
e. Macrosystem – culture, cultural identity, attitudes and ideologies.

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3. Tuckman’s team development model – This model has been heavily used in this
practice. This section will provide a description of how I used this theory to develop
and implement the activities.
Five stages according to Tuckman’s team development model includes forming,
storming, norming, performing, and adjusting (Raes et al., 2015).
Forming stage: Children in the groups were two sets of siblings and two children
who were on their own. At the beginning they did not know each other and we have
created a Kawa (rules) together to get an understanding of the expectations of each
and everyone in the group. Each child introduced themselves and during the group
they were able to share their opinions and feelings because all the children have
witnessed or experienced family violence. Setting the rules and boundaries clearly at
the start is designed to help the children to listen and to know what they can and
cannot do.
We used an ice breaking activity when we played “musical chairs’ with music to
create a relaxed and co-operative atmosphere. This gave them an opportunity to
communicate and engage with each other.
Storming stage:
 Each child in the group created their own goals and safety plan which have their own
thoughts and feelings in it. It was at this time where it became noticeable who
influence the group either negatively or positively. For example; we had one 6-year-
old female who was not taking any bullying from her two brothers but, it was also
visible her caring and supportive side to her brothers.

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 The children completed an individual worksheet which did not require little oral
communication with others. This worksheet asked each child to identify feelings and
emotions. We went to the play area and we played a game where each child stand on a
feeling and a caller will call a feeling and the person who stand on the feeling is out.
This activity asked the children to name them and deal with them in safe ways.
Emotions are event driven whereas, feelings are learned behavior.
 The task was to complete a worksheet on negative and positive feelings. There was
one child who became angry and disruptive by throwing chairs and papers when Main
facilitator spoke to him about his behavior.
 We played a Music feeling gave. Main facilitator asked the children to act out certain
feelings and emotions while the music is playing and when the music stop the child
are to freeze in that position.
EMOTIONS: Anger, fear, happiness, sadness, surprise
FEELINGS: Happy, alive, good, love, positive and strong
Norming stage:
 Kawa (rules) were discussed again due to unwanted behavior the week before.
 Children learned to worked together and respect each other’s opinions.
 The children communicated freely with each other and it was noticeable that trust was
forming.
 The game used in this stage is the “Touching Rules” and what is family and family
relationships. This topic is sensitive but the children in the group were comfortable
naming the private parts and which parts are not allowed to be touched.
 The children completed a feeling faces worksheet and a worksheet to name all the
body parts. The purpose is to teach the children how to deal with the effects of

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witnessing family violence and strategies around different family dynamics. Also, to
know that if somebody wants to touch them inappropriately, they are aware that it is
not okay.
Performing stage:
 The children can see their completed worksheets in their folders and they were all
working hard to perform to the best to their abilities.
Adjusting stage:
 The group has come to the end. From seeing each other weekly they got familiar with
each other which was nice to witness. Unfortunately, the older siblings have not been
coming for the last three sessions because they struggled to engage with the younger
children in the group and felt out of place.
 The children who were left completed activities around self-esteem and confidence
(Lin & Shih, 2018). They were asked to complete a worksheet “My Shining Star”
where they need to name their good qualities and qualities they need to work on.
B3. Policies and Legal frameworks
The Confidentiality Policy at Parentline recognizes that all staff act within the legal
requirements of:
 Vulnerable Children’s Act 2014
 Health and Disability Commissioner Act 1994
 Children Young Persons and Their Families Act 1994
 Human Rights Act 1993

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 Privacy Act 1993
 Education Act 1989/1998
 Domestic Violence Act 1995
Parentline aims to protect the confidentiality of client information with paramountcy of
the child being the prime responsibility.
All staff are required to adhere to the expectations of the Vulnerable Children’s Act in
limiting sharing of information to situations where the child is at risk by not sharing the
information.
When receiving a request for information, all information should be forwarded to the
leader in writing.
The staff member must inform the requesting person in writing that no information can be
shared until the leader has given consent.
No information is to be given in an informal way e.g. conversation or email.
National Level:
While working under the principles of the Treaty of Waitangi, the Child Protection Policy
adheres to the following Acts and Legal frameworks:
 Vulnerable Childrens Act 2014
 Health and Disability Commissioner Act 1994
 Children Young Persons and Their Families Act 1994
 Human Rights Act 1993
 Privacy Act 1993

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 Education Act 1989/1998
 Domestic Violence Act 1995
B4. Appraisal of academic literature.
Appraisal of academic literature
This section appraises an academic literature pertaining to the theme “What interventions
help to develop resilience”. The article chosen here is “Stories of survival and resilience: An
enquiry into what helps tamariki and rangatahi through whānau violence” By Anna Walters
and Fred Seymour, from the University of Auckland, New Zealand.
Introduction
This article studies the impacts of family (whānau) violence on the physical and mental
wellbeing of children, considering multiple researches and conducting a study. It talks about
heightened psychological distress, depression, anxious behavior and suicidal traits, disorder
of conduct, substance abuse and criminal tendencies in the children who are impacted by
family violence (Walters & Seymour, 2017). Based on this knowledge, they conducted a
study of individuals who had extensive experience of working with Maori people, and
attempted to identify similar cases and theorize a concept of development of resilience.
Research background
The data was collected through conducting interviews with individuals who had worked with
people who experienced family violence. The interviews lasted between 47 minutes to 2
hours and included questions that would provide answers for the following –

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What were the experiences like working with Maori individuals who experienced whānau
violence?
What were the perspectives that were identified that helped the Maori individuals survive
through the phase?
Has the coping mechanisms for said individuals changed over time with changing
professional roles?
What were the sources of strength that they identified which helped the maori individuals
cope with the phase and would those sources be useful for someone in the process of
experiencing something similar?
Out of the 18 participants, 11 were identified as Maori while the rest were Pakeha but had
extensive experience of working with Maori families. The ae range was 31 to 80 years and
experience years ranged between 4 and 45 years of working in various sectors like education,
healthcare, mental health, child protection, criminal justice etc.
Evaluation
Resilience in psychology stands for the traits that allow an individual to return to the pre-
crisis phase (Walsh, 2015). The primary findings indicated that most participants viewed
resilience as a complicated concept. In general they viewed resilience as an interplay between
the individual’s internal and external qualities that connects the individual to his environment
(Walters & Seymour, 2017).
The findings further suggested that the internal resources of a child contributes to developing
resilience. In fact several participants also spoke of having observed inherent qualities of
resilience in the Maori individuals that helped them survive the phase of violence.

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A few participants reported that the Maori individuals having an understanding of Family
Violence can contribute a lot to surviving the violence. They emphasized upon understanding
that the violence they have experienced is not their fault and hence they should not be taking
responsibility for them.
Many participants even talked about goals, dreams and hopes being motivators that helped
the individuals survive the phase. They focused on having a good future and better prospects
that would also encourage others to survive the ordeal, as a driving factor for themselves.
Participants also reported to having observed that self-belief in the individual’s abilities can
help them as much as having a significant person to support them in their life. Significant
people can be a friend, a grandparent or even a counsellor. They also identified that having a
prosocial friends’ network and a safe place away from the violence can also help the
individuals survive through family violence.
Another crucial factor that was identified was a strong positive Maori identity. Almost all the
participants reported that having a positive cultural identity which if cultivated properly, can
have an amplifying effect in terms of resilience.
Lastly, the concept of Wairua, the spirit or the soul was considered by many participants as
“the heart of resilience”. Wairua was described by participants as a connection with the
feeling of wholeness with the universe and is expected to be a source for energy as well as a
safe haven for testing times. Maori individuals see Wairua as an opportunity to reach back to
their tipuna (ancestors) and harvest the power of positivity that would help them cope with
troubled situations like that of family violence.
The article describes various means of intervention that the participants identified as being
helpful in supporting the individuals through the times of family violence. The participants
emphasized that the primary step in the intervention they usually take is building a

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relationship with the individuals. The relationships are based upon trust and respect, non-
judgemental attributes, confidentiality, non-blaming, empathy and choice. These qualities are
said to be crucial in terms of building a strong rapport with the individuals and reach the core
of the problem through developing a sense of mutual connectedness.
Participants also identified that holistically approaching the problem is a better and more
efficient way of addressing the issue. They emphasized on working with families as a whole
while also stated the importance of working with individual children. This intervention
considering the whole family was seen as crucial in building strength and preventing further
violence.
How does this article help with my case study?
This article evaluates in depth, the various aspects of whānau violence, their impacts and the
means through which the effects can be minimized and overcome (Morgan & Coombes,
2013). The central concept of the article correlates to my chosen piece of practice as my work
also deals with children who have faced or are facing similar instances of whānau violence.
Thus the findings of this article can be a crucial source of knowledge that I can use in my
practice as well as in future research.
Ethical and Cultural considerations.
The few considerations that we should keep in mind are ethnic constraints, socio-political
background, socio-economic background, psychological factors and religion. The individual
we are working with belong to the Maori community and they have different approaches to
lifestyle than most people of the world. We should take care of not hurting their cultural and
religious sentiments by asking them to take part in activities or answer questions that directly
associate with the said factors. We should also consider the fact that these individuals have
experienced family violence and their psychological conditions can be far from stable. Thus

2377335 INTEGRATED CASE STUDY
we should be careful as to not trigger overwhelming emotional response in them that would
prove to be counterproductive to the practice.
B5. Promoting Social Outcomes
Social activists and work practitioners can use this case study as a template to build
upon their existing work that deals with violence in families and the implications of those
activities on the members of the family (Laing & Humphreys, 2013). They can identify the
activities and use them in independent settings of their own.
Furthermore, social work practitioners have knowledge of legal rights and policies and they
can be able to connect those policies with the acts of violence in order to develop counter
measures and legal counseling services for those who need (Abrams et al., 2015).
Conclusion
Family violence is a terrible case of destructive behavior that can affect the physical and
psychological wellbeing of the members of the family. The cruelest effects fall upon the
children of the family who get severely affected, both physically and mentally and suffer the
consequences later in their lives. Ranging from depression, anxiety and other psychological
effects to violence and aggressive behavior, the children suffer the most when it comes to the
effects of family violence. That is why, it becomes important to identify and provide the
children with a space and amenities that they can use to develop resilience and prevent long
term implications.

2477335 INTEGRATED CASE STUDY
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