Advocacy Roles, Standards and Training for those working with Victims/Survivors of Sexual Violence Literature Review: Advocacy Skills Literature Review: Advocacy Skills Page 1 Literature Review: Advocacy Skills for Professionals working with Victims/Survivors of Child and Adult Sexual Violence Parkerville Children and Youth Care February 2013 Acknowledgements This literature review was completed as part of the Advocacy Roles, Skills and Training Project (Project) funded by the Australian Government: Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) under the auspices of the National Framework for Protecting Australia‟s Children. The project aimed to contribute to the second objective of the FaHCSIA Child Aware Approaches grants ‘to improve or enhance the service response for children and young people experiencing, exposed to or at risk of exposure to domestic/ family violence, mental illness and sexual abuse, recognising that substance abuse issues may intersect with these risks.’ The Project goals also aligned to the National Framework for Protecting Australia‟s Children, Outcome 6 which is: child sexual abuse and exploitation is prevented and survivors receive adequate support. The Project team is employed by Parkerville Children and Youth Care Inc., a not for profit organisation in Western Australia. Established in 1903, this agency provides services for vulnerable children, young people and families. More information about Parkerville Children and Youth Care and the Project is available at www.parkerville.org.au and www.parkervillechildadvocacycentre.com.au An electronic version of this document along with a range of other Advocacy Role materials can be found at www.advocacyrole.org Suggested Citation for this document Parkerville Children and Youth Care (2013) Literature Review: Advocacy Skills. Perth, Australia. Cover artwork was produced by Darcie Hall (11 years). Literature Review: Advocacy Skills Page i Literature Review: Advocacy Skills Page ii Table of Contents Executive Summary ........................................................................................................ 1 Introduction .................................................................................................................... 1 Main Findings ................................................................................................................ 1 Preface, context, terminology and the advocacy role................................................... 4 i Preface and background to the literature review........................................................... 4 ii Context in which this literature review and research was conducted............................ 5 iii Terminology ................................................................................................................ 6 iv Advocacy Roles with Victims/Survivors of Child and Adult Sexual Violence ............... 7 1 Introduction .................................................................................................................. 8 2 Professional Skills........................................................................................................ 9 Vulnerable Children and Young People ......................................................................... 9 Cultural Competency ................................................................................................... 11 Trauma Informed Approaches...................................................................................... 12 3 Context Skills.............................................................................................................. 13 Sexual Violence Context .............................................................................................. 13 Child Protection............................................................................................................ 15 4 Role Skills ................................................................................................................... 16 Types of Advocacy....................................................................................................... 18 Victims/Survivors Views ............................................................................................... 19 Advocacy Specific Role vs. Advocacy in role ............................................................... 20 5 Conclusion .................................................................................................................. 22 References ..................................................................................................................... 23 Appendix 1: Independent Sexual Violence Advisor (ISVA) Sample Job Description ........................................................................................................................................ 26 Appendix 2: Advocacy Domains Document ............................................................... 27 Literature Review: Advocacy Skills Page iii Executive Summary Introduction The aim of this literature review is to examine advocacy skills required by professionals working with children and adult victim/survivors of sexual violence. This includes those whose job roles are generally described as advocacy positions as well as the advocacy responsibilities within other roles such as counsellors, child protection officers or court support staff. This research follows the first review of the Project Team which focused on Advocacy Roles with Victim/Survivors of Child and Adult Sexual Violence. Advocacy roles aim to support victims/survivors to navigate their way through the justice, welfare and health systems, to help them get back on their feet, to be on their side and to lobby for systemic change when indicated. Advocacy roles are highly valued by victims/survivors as well as professionals who work alongside and with advocates. The first review pointed to an urgent and longstanding need for broad based, victim/survivor advocacy type roles and positions to complement and enhance (rather than compete with or undermine) existing justice, health and social-welfare services. Given this finding, this second review aims to articulate the skills required by professionals working in advocacy roles, skills which are aimed at promoting quality service provision and improving outcomes for victim/survivors. Main Findings This research entailed exploring advocacy skills in the literature, training packages and occupational standards. Particular attention was paid to research that captured the views and feedback of children and adults who had experienced advocacy and victim/survivors of sexual violence. In isolating and untangling advocacy skills for professionals working with victim/survivors of sexual assault from other skills sets, it is helpful to consider advocacy skills from three perspectives: 1. generic front-line type advocacy skills shared across different service areas (aged care, mental health, out of home care, disability services); 2. specific context skills and focus (in this case sexual violence); and 3. the distinction between full-time advocacy roles and advocacy within other roles. Generic advocacy skills are well articulated in the Advocacy Charter in which advocacy in all contexts involves “taking action to help people say what they want, secure their rights, represent their interests and obtain services they need. Advocates and advocacy schemes Literature Review: Advocacy Skills Page 1 work in partnership with the people they support and take their side. Advocacy promotes social inclusion, equality and social justice” (Action for Advocacy, 2004). Contextual skills, in this instance relate to skills and knowledge specific to the area of sexual violence against children, young people or adults, whether the violence is recent/acute or historical. In this context skills in working with people who have experienced trauma, knowledge of dynamics of child sexual abuse and understanding and capacity to work alongside victim/survivors in the criminal justice and other systems are required. Through contextual knowledge, professionals will understand why victims/survivors often do not report sexual violence or describe their involvement with the justice system as negative and re-traumatising. The skills and expectations of advocates are clear from the research regardless of if they are working in full-time roles or working in other job roles that have advocacy responsibilities. It is important for any professional to reflect on and be clear about his/her role, duties and skills. Whilst the professional may draw on existing skill sets he/she needs to identify any specific advocacy skills they need to develop or accentuate. The Venn diagram below encourages all professionals to identify their role responsibilities, the advocacy component involved and skills required. Advocate Role Independence Accessbility Counsellor Role Consistency Past Trauma Wellbeing advocacy Recent Trauma Choices Recovery Participation advocacy advocacy Justice/Protection Roles Investigation/Police Safety/Child Protection Prosecution Court Support An advocate‟s role and the skills required are influenced by their role purpose, role context and their professional qualifications. Primarily the skills of an advocate relate to: being on Literature Review: Advocacy Skills Page 2 the side of the victim/survivor, being client led and guided by their fundamental human rights; remaining independent and empowering the victim/survivor; and interpersonal skills required to work with vulnerable people which are already part of a professional‟s qualifications or experience base. If an advocate does not have an existing tertiary qualification in community services, health or welfare then it may be they will need to develop these interpersonal skills through additional training or study. Victims/survivors of sexual violence are entitled to sensitive, professional services from all service providers they come in contact with. Each service provider is potentially an advocate for the victim/survivor with their agency or system. Advocacy responsibilities exist for professionals within helping professions such as counsellors, social workers, psychologists, welfare officers, child protection workers; those in the legal or justice system - police, lawyers, prosecutors, magistrates, victim/witness support workers; and medical and health professionals. For all professionals there are core advocacy principles and common skill sets to develop. What victim/survivors seek from professionals in the service system is to be treated with honesty and respect and to receive help from professionals to access services, and make informed choices. Victims/survivors of sexual violence specifically valued advocates because they provided a consistent supportive relationship to the victim/survivor assisting them to have their needs met across service systems and agencies. Robinson (2009) found that victim/survivors also commented on the style of the advocate (approachable, friendly, non-judgemental) and frequency of their contact throughout the professional relationship. Essentially the „how‟ matters, interpersonal skills, honesty, availability and contact make for valued support. In order to the articulate the skills of advocacy and develop training for those working with victim/survivors of sexual violence the project team have developed nine advocacy role domains. These nine domains are designed to complement other key areas of knowledge and skill required by those working in the area of sexual violence such as: working with vulnerable children and young people; cultural competency; trauma informed practice; sexual violence and child protection contexts. The Advocacy Role Domains (within which skills of advocacy are clearly articulated in Appendix 2) are: Being Accessible Client Led Empowering Independent Emotional and Practical Support Literature Review: Advocacy Skills Page 3 Informed Decision Making Criminal Justice Supports Multi-agency Collaboration and Complaints and Feedback. The very nature of sexual violence tends to be disempowering and traumatising. Professionals who develop and enhance their skills in each of the above domains will be well placed to provide individualised, sensitive support to victim/survivors of sexual violence and to assist them to regain power and recover from trauma experienced. From a victim/survivor perspective, an advocate is trusted person who provides flexible, timely support, in the words of one victim/survivor the Independent Sexual Violence Advisor (ISVA), an advocate “wasn‟t my counsellor so there wasn‟t that barrier between you as professional and client, but I knew what her role was. I felt relaxed with her enough to say exactly what I wanted, when I needed to…. whenever I was wound up like a spring, I‟d have a meeting with [the ISVA] and she‟d unravel everything that was going through my mind and it was suddenly OK” (Robinson, 2009, pg. 4). As Robinson outlines advocates have or need to have “the expertise and knowledge to provide practical advice and information in a holistic way that covered all of the relevant systems, especially health, housing and the criminal justice system….. Providing what victims required, depending on their individual circumstances, was considered to be a defining feature of ISVAs‟ [advocate‟s] work,…the ISVA role was felt to encompass whatever forms of advice, guidance, information and support that the victims needed” (2009, pg. 27). This review provides guidance about the skills required to undertake the challenging and important work of advocacy with and for victim/survivors of sexual violence. It is hoped that professionals are encouraged to pause and reflect on their advocacy responsibilities and/or role and to consider the skills they need to develop, nurture and/or implement to improve services and responses to victim/survivors. Preface, context, terminology and the advocacy role i Preface and background to the literature review This literature review and research of skills required by those working in advocacy roles within the Child Protection and Adult Sexual Violence sectors nationally and internationally has been made possible with funding provided by the Australian Government: Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) under the auspices of the National Framework for Protecting Australia‟s Children. Literature Review: Advocacy Skills Page 4 The review is part of the Advocacy Roles, Skills and Training Project (Project) aiming to contribute to the second objective of the FaHCSIA Child Aware Approaches funding grants, ‘to improve or enhance the service response for children and young people experiencing, exposed to or at risk of exposure to domestic/ family violence, mental illness and sexual abuse, recognising that substance abuse issues may intersect with these risks.’ The Project goals also align to the National Framework for Protecting Australia‟s Children, Outcome 6 which is: child sexual abuse and exploitation is prevented and survivors receive adequate support. The Target Groups for this Project include Australian government and non-government agencies providing services to children, young people and/or adults who have experienced sexual violence(historical and recent) and are interested in developing/enhancing an advocate role within their current service provision. The Project team is employed by Parkerville Children and Youth Care, a not for profit organisation established in 1903 with nearly 110 years‟ experience in supporting vulnerable children, young people and families. Services include out of home care, youth services, therapeutic services, secondary family support services and the George Jones Child Advocacy Centre, which opened in Armadale, Western Australian on 1st March, 2011. ii Context in which this literature review and research was conducted The development of the George Jones Child Advocacy Centre (GJCAC) in WA and provision of victim/survivor advocacy services over the past 18 months is the backdrop against which this review was authored. That is, rather than being neutral, this work has been influenced by two years of service provision to children and their families and the subsequent feedback from service users. This feedback is summarised in the first literature review of the Project team Advocacy Roles with Victims/Survivors of Child and Adult Sexual Violence (Parkerville Children and Youth Care, 2013a). One of the roles of an advocate is to “do lobbying, policy research, and engage in other types of policy change techniques” (DeVita & Mosher-Williams, 2001). The successful application for funding to further develop the knowledge base, standards and training in this area of advocacy and to improve advocacy service provision is an outcome of this role. It is therefore acknowledged that the Project team is operating within a critical research paradigm or framework “which abandons pretence at neutrality and is openly committed to social change and reform” (McGlade, 2012, pg. 25). Being mindful of this bias has influenced the authors to incorporate a peer review process from within the project team as well as external to the team. Literature Review: Advocacy Skills Page 5 iii Terminology The Project team have chosen to quote the definitions of terms and language used in the National Association of Services Against Sexual Violence (Australia 1998) National Standards of Practice Manual for Services Against Sexual Violence (NSPMSASV) to be consistent and because language used in this manual seeks to reflect the beliefs and values articulated in the philosophical base of the National Association of Services against Sexual Violence. It is used to communicate and contribute to an accurate understanding of sexual violence and its impact on victim/survivors. Within this context the keywords listed below are defined and explained to assist in developing a better understanding and analysis of the issue of sexual violence. “Advocacy Acting and working within systems and agencies on behalf of individuals to ensure that their rights are upheld and their needs met. Advocacy can be proactive in terms of seeking out the full potential that a system may offer, as well as reactive in terms of working against the potential for systems and agencies to further traumatise victim/survivors. Empowerment A process through which service users may receive accurate information, control over decision making, and experience belief and respect. Offender/perpetrator Description of the person responsible for committing the crime. The term criminalises the action and also reinforces the innocence of the victim. Rapist may be used, although this term does not apply for circumstances of sexual violence other than rape. Sexual Violence A broad term used to describe sexual assault as a violation of human rights and a crime against the individual and the community. It includes all forms of forced or unwanted sexual activity ranging from sexual harassment, to rape with physical violence and threat to life. Whilst the individual State/Territory legal and criminal definitions of rape of adults and children vary, services against sexual violence - albeit with individual differences based on their respective mission statements - provide services to those who have suffered any form of sexual violence, in recognition of the significant emotional, social and political consequences of all forms of sexual violence. Literature Review: Advocacy Skills Page 6 Victims’ Rights Model A service delivery model which acknowledges the importance of offering “empowerment” to victim/survivors through the opportunity of exercising control over decisions and regaining power as service users, individuals and as citizens, and one which clearly defines the rights that service users have within a service. Victim/survivor “The term „victim‟ identifies and reinforces that the person has been a blameless victim of a crime. Linked with the word „survivor‟, the term then emphasises the capacity of people to recover from the trauma, and acknowledges the strengths and abilities of people to „survive‟, as opposed to always being a victim, which may be linked with stereotypes of helplessness”. (Dean, Hardiman & Draper, 1998, pg. 49-51). iv Advocacy Roles with Victims/Survivors of Child and Adult Sexual Violence This first literature review of the Project team, Parkerville Children and Youth Care (2013a) researched Advocacy Roles with Victims/Survivors of Child and Adult Sexual Violence. The review considered a few simple questions: what is victim/survivor advocacy? does advocacy improve the experience of victim/survivors? and is it needed? The literature review, inclusive of reports that capture the views of victim/survivors, found they seek flexible and practical forms of assistance in the immediate aftermath of sexual violence and that support, advocacy and information were their priority requirements. They value advocacy services that are tailored to their individual needs, promote their safety and recovery, prioritise support and empathy and improve collaborative interagency work regardless of whether their „case‟ has a legal pathway. Advocacy roles were found to have enhanced the work of multi-disciplinary or interagency teams, enabled service providers such as police investigators to focus on their core duties (rather than also trying to support the unsupported victim), decreased the attrition rates in justice systems (as victim/survivors are better able to cope with the demands of the justice system) and have even led to increased reporting to police (Parkerville Children and Youth Care, 2013a). The Project team concluded that based on national and international research there is “an urgent and long-standing need for broad based, victim/survivor focused, advocacy type roles and positions to complement and enhance (rather than compete with or undermine) existing justice, health and social-welfare services” (Parkerville Children and Youth Care, 2013a, pg. 7). Literature Review: Advocacy Skills Page 7 1 Introduction This literature review focuses on the skills required by those working in advocacy roles, or with advocacy responsibilities with victim/survivors of sexual violence and their families. The definition, justification and benefits of an advocacy role are articulated in the previous literature review of the Project team. Sexual violence perpetrated on children, young people and adults creates many needs for victims/survivors as well as for society at large. The very nature of sexual violence tends to be disempowering and traumatising. Despite reforms to the justice system in particular and to a lesser extent the child protection system, victim/survivors often commonly fail to report sexual violence and those who do often have negative and at times traumatising experiences from their dealings with these systems. Adding advocacy roles or enhancing advocacy responsibilities within existing positions improves service responses for children, young people and adults and their families. The role of an advocate is to support victims/survivors to navigate their way through the justice, welfare and health systems, to help them get back on their feet, to be on their side and to lobby for systemic change when indicated. It is a role which is highly valued by victim/survivors and also professionals who work alongside and with advocates (Parkerville Children and Youth Care, 2013a). Schnieder and Lester identify the key dimensions of advocacy as: “pleading or speaking on behalf of the disadvantaged, vulnerable, voiceless, and at risk; representing another; taking action; promoting change; accessing rights and benefits; serving as a supporter; demonstrating influence and political skills; securing social justice; empowering clients; promoting self-advocacy and independence; showing compassion and empathy; providing a degree of education/training; using a legal basis or framework” (2001, pg. 59). In articulating skills required by advocates within these roles it is hoped that individual professionals will be clearer about their role or the dimensions of their role and the demands upon them, and they will be able to identify professional development requirements and support requirements from their employers. These role dimensions or elements speak to the activities of advocates and hint at the skills they require. Professionals who undertake advocacy roles with victim/survivors of sexual violence skills require skills and knowledge bases such as those that relate to their Literature Review: Advocacy Skills Page 8 Profession (skills assumed to be a part of an individual‟s qualifications or capacity to work with vulnerable children, young people and adults), the Context in which they work with victim/survivors (Sexual Violence) and skills that relate to the advocacy Role (the dimensions of Advocacy as above). This review aims to focus specifically on the advocacy skills. From a victim/survivor‟s viewpoint the division of advocacy skills across three layers is not evident. What they should experience is flexible and professionally tailored advocacy support from a skilled professional who has additional context knowledge about sexual violence and the services available to victim/survivors and their families. 2 Professional Skills A profession is a “vocation requiring knowledge of some department of learning or science” (Dictionary, 2012). Development of vocational or professional knowledge, understanding and skills occurs within tertiary education settings. Professionals desiring to work with children, young people and adults who are vulnerable may choose to study a variety of courses including community services social work, psychology, law, justice and health sciences. These courses provide learning in foundational „people skills‟ including: communication (verbal and non-verbal), engagement, emotional support, assessment, case formulation and planning, documentation/record keeping and liaison/networking. Completion of tertiary education in a relevant field and student placements in work settings provides students and new professionals with base line professional skills which they will continue to develop throughout their careers. For the purpose of this review it is assumed that people working in advocacy roles with victim/survivors of sexual violence have pre-existing professional skills. This review will not attempt to emulate the rationale or details of existing tertiary education courses aimed at skill development of new professionals. Some key areas of professional knowledge and skills will however be outlined. It is acknowledged that some professionals may not have a tertiary qualification in a relevant field and yet have been employed by an agency because of their life experience, personal qualities or other relevant experience. Where this occurs an agency works with the staff person to identify any gaps in their skill base that may require development and the professional may be required to attend specifically designed training. Vulnerable Children and Young People Professionals working within child welfare services will have skills and knowledge that draw heavily on Bronfenbrenner's ecological theory of human development (Bronfenbrenner, 1979). Ecological systems theory places the wellbeing of children in the context of their Literature Review: Advocacy Skills Page 9 families and community and recognises the complex interplay of internal, individual or biological factors, with external, social, environmental and relational factors (Garbarino, 1990). Professionals required skills in family-centred, strengths-based and capacity-building approaches to service delivery as research indicates these positively influence both child and family outcomes. Sexual violence and victimisation of children occurs at a much higher rate than that of adults with 67% of assaults being reported to have occurred to children and young people 0-17 years of age (Australian Bureau of Statistics, 2009). Therefore skills of professionals in working with children and young people who have experienced harm and their families are particularly important. Engaging and involving children and their families are base line professional skills required to ensure participation of children in processes, systems and decision making. As emphasised by Cashmore (2002) involvement of children can give them a sense of being active participants in their own lives rather than reinforcing that they are powerless victims at the whim of adults. Professionals working with children, young people and their families will be cognisant that a child‟s recovery will be enhanced by the support the child receives from their parent or family and will work closely with families to enhance the parent‟s knowledge, skills and capacity to support and to advocate for the child (Parkerville Children and Youth Care, 2013a). Grosz, Kempe & Kelly (2000) found in their research that a “significant factor in recovery for child victims was the parents‟ capacity to resolve their own distress and to support the child victim”. They consider a family focused approach to intervention essential. Research with children and young people now informs the work and skills development of professionals. Children and young people are able to articulate well the skills they value in professionals regardless of their role or context, skills that describe essentially good practice: help us to feel comfortable, feel connected and know what to expect; be accessible, listen and communicate openly and provide confidentiality; be non-judgemental, recognise our achievements and we value flexible and unique approaches, including use of technology. (ReachOut n.d.) Bell (2011) emphasises the importance of child participation in decision making in professional services they receive and she describes in detail skills required in working with children and young people and suggests these are a combination of personal and professional skills. Personal skills come from being in tune with oneself when interacting with others and include: Literature Review: Advocacy Skills Page 10 availability - physically and emotionally; attitude: treating children as individuals, with respect; attunement: active listening and appropriate responses; kindness: being supportive and companionable; providing safe boundaries; and awareness of one‟s own power. Professional skills relate to the acknowledged formal relationship between the professional and the child/young person and describe what can be expected of the professional: continuity of relationship; reliability and availability; setting ground rules and forming written working agreements; making all information accessible promoting self-care skills; proving concrete help; being clear and honest; offering genuine choice and distinctive options; encouraging the child to direct the work; Good, collaborative record keeping and storage (Bell, 2011) Development of a positive professional relationship with children and young people relies on professionals utilising the above skills but is equally dependent on allowing time to build a relationship, building trust and listening to children, taking them seriously and responding to their wishes and feelings – even where these wishes cannot be fulfilled (De Boer & Coady, 2007). Cultural Competency It is assumed professionals working with people who are vulnerable will also have knowledge, understanding and skills in being culturally competent. Being culturally competent requires an individual to first understand their own culture, and the values, beliefs and biases which have shaped that culture. Individual professionals must recognise how their power is perceived and used, including race, gender, class, professional status, and physical and mental state (Hovane, 2007). Culturally competent professionals, in advocate and other roles will appreciate diversity and provide appropriate responses to people with differences and similarities to their own culture. Working competently with people from diverse backgrounds, particularly vulnerable, at risk Literature Review: Advocacy Skills Page 11 and marginalised people, requires continued individual reflection and skill development by the professional. Professionals need to be aware of how they work competently with others, including Aboriginal and Torres Strait Islander peoples1, refugee groups, people with mental illness, children and young people (as discussed above), homeless people, people addicted to alcohol or other drugs, those who have a disability, and gay, bi-sexual, lesbian, transgender people. Furthermore professionals should be cognizant that discrimination has evolved and tends to no longer be overt, but subtle, multi-layered, systemic, environmental and institutionalized. Discrimination is a unique experience of the individual based on the intersection of factors they experience. This intersectional awareness recognises “...categories of discrimination may overlap, and... individuals may suffer historical exclusion on the basis of both race and gender, age and physical handicap, or some other combination. The situation of individuals who confront multiple grounds of disadvantage is particularly complex. Categorizing such discrimination as primarily racially oriented, or primarily gender-oriented, misconceives the reality of discrimination as it is experienced by individuals” (L‟Heureux-Dubé, 1993). Trauma Informed Approaches It has been recognised across many sectors including child protection, domestic violence, mental health and housing support that understanding trauma and its impact is essential to providing quality community, health and welfare services. Professionals working in programmes that serve trauma survivors are expected to be “trauma-informed” and have skills to respond empathically to the needs of trauma survivors, ensure their physical and emotional safety, develop realistic goals, and at the very least avoid re-traumatization. Many programmes are now provided through the lens of trauma. Examples include the Department of Human Services Children and their families, Best interests casepractice model, Specialist practice resource (2012 Australia) and the National Center on Family Homelessness, Trauma Informed Care (n.d. USA). Trauma, historical and current, experienced by individuals and families, impacts on how they cope on a daily basis, how they respond to any new trauma and stress and also how they perceive and interact with professionals, agencies and systems. “Often these families have experienced on-going trauma throughout their lives in the form of childhood abuse and neglect, domestic violence, community violence, and the trauma associated with poverty and the loss of home, safety and sense of security. These 1 The term „Aboriginal‟ will refer to Aboriginal and Torres Strait Islander peoples in the rest of these Standards Literature Review: Advocacy Skills Page 12 experiences have a significant impact on how people think, feel, behave, relate to others, and cope with future experiences. Families have learned to adapt to these traumatic circumstances in order to survive, but their ways of coping may seem confusing and out-ofplace in their current circumstances” (Guarino, et. al., 2009). 3 Context Skills Context skills relate to the context in which professionals in advocacy roles are working. These are the distinguishing features between advocates who work with the elderly, people with disabilities, mental health issues, parents of children who have been removed by authorities or victims of sexual violence. Core elements remain – professional skills such as those outlined previously (people skills, working with vulnerable groups, communication skills, trauma informed and cultural competency) however context skills are also required and relate largely to the needs of the presenting issues of the identified group of people and the system of services that are available to them. An example of context specific skills and training is the Office of Victims of Crime, US Department of Justice, which provides an online victim advocacy training program specifically for professionals working with victims of crime. The training topics include: Characteristics, prevalence and other information about 14 types of crimes Core skills needed by victim service providers, such as establishing rapport, problem solving and crisis intervention Information about specific topics and skills needed to provide services to specific populations Information about and skills needed to collaborate with various types of systems, such as community-based, criminal justice-based faith-based, and reservation-based systems Challenging situations faced by victim service providers (US Department of Justice, 2012) Sexual Violence Context A professional with an advocacy role working with victims of crime, or specifically victims/survivors of sexual violence requires context knowledge and skills related to the characteristics and prevalence of sexual violence, the impact of trauma, collaborating with professionals within the justice, health, police, child protection and mental health systems, and skills related to challenging situations faced by victim/survivors of sexual violence as well as their service providers. Professionals or advocates within the sexual violence sector will be based within organisations which recognise that sexual violence and sexual abuse have multiple and Literature Review: Advocacy Skills Page 13 complex causes and consequences involving psychological, physical, social and economic factors. These organisations and staff will be informed by gender-based violence and human rights knowledge bases. Victims of crime have Human Rights under the United Nations Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power (United Nations, 1985) and some have additional rights under Human Rights declarations for Indigenous people and for Children (United Nations, 1989). These human rights have been incorporated into legislation within some Australian states. At a minimum all victims have the right to be informed of the availability of health, social services, justice and other relevant assistance, and rights to participate in decision making that affects them. Professionals who provide services to victim/survivors have a responsibility to develop skills that are sensitive to the needs of victim/survivors (Parkerville Children and Youth Care, 2013a). In their 2004 study, Lovett, Regan & Kelly noted that victim/survivors wanted a „more flexible and practical form of support‟ in the immediate aftermath of sexual violence, and that support, advocacy and information were their priority requirements‟ (2004 pg. 74). Even though an advocate works within specific contexts (sexual violence/victims of crime) support or advocacy services may not be limited to the presenting issue of sexual violence or resultant trauma. Advocates in partnership with the victim/survivor will develop a plan that identifies the strengths, wishes, needs of and risks for the victim/survivor and plan a flexible response including links to other appropriate services. This may include facilitating the provision of advice and support across a wide range of issues, such as housing, health and education that will help to support the victim in the aftermath of the violence. Robinson‟s evaluation of the Independent Sexual Violence Advisory (ISVA) role in the UK outlines the typical support and proactive assistance provided to victim/survivors of sexual violence in the UK. The main responsibilities of ISVAs consistently includes: „providing crisis intervention and non-therapeutic support from time of referral; giving information and assistance through the criminal justice process if requested/required; providing other types of practical help and advice; and working with partner agencies to ensure coordinated service planning on behalf of individual victims‟ (2009). The National Occupancy Standards for ISVAs developed in the UK specify standards for service provision for ISVAs. These standards speak to the skills required by ISVAs or advocates who work in the context of sexual violence 1. Address callers regarding sexual violence with sensitivity 2. Establish and address requirement from callers regarding sexual violence 3. Communicate and engage with victim/survivors of sexual violence Literature Review: Advocacy Skills Page 14 4. Carry out an assessment to identify the needs of and risks to victim/survivors of sexual violence 5. Advocate on behalf of victim/survivors of sexual violence 6. Support victim/survivors of sexual violence through the court process 7. Support victim/survivors of sexual violence to provide evidence 8. Work in partnership with agencies to address sexual violence (United Kingdom Council for Employment and Skills, n.d.) For an example of a sample job description that articulates key responsibilities of an ISVA to meet the National Occupancy Standards see the example provided by the Survivors Trust UK in Appendix 1. This sample job description also identifies skills required by an ISVA. ISVAs and other professionals who work with victim/survivors of sexual violence also work within a trauma informed context as mentioned previously. In this context trauma-informed services are those in which service delivery is influenced by an understanding of the impact of interpersonal violence and victimization on an individual‟s life and development (Elliot, et al., 2005, pg. 471). Working in a trauma-informed context allows victims/survivors to be seen as the experts in their own lives and to maximise choice and control over their own recovery. The professional works with the victim/survivor in an empowering way helping the victim/survivor to recognise and make use of their strengths, emphasising skill building and problemsolving. Cox (2008), Cashmore (2002), Elliot et al., (2005), Robinson (2009) and Stern (2010) each emphasize the importance of responses for victims/survivors of sexual violence or harm being informed and or driven by the victim/survivor. An advocate‟s role is to support the victim/survivor to have information, make informed choices, to participate in decision making and to advocate for themselves as much as possible. The advocate in the sexual violence context is required to discern and assess the victim/survivor‟s current situation, level of informal supports, other complex issues and the impact of the violence and trauma itself. Working in a respectful and empowering way with the victim/survivor and their family, the advocate will be clearer about the level of support and advocacy required by each individual victim/survivor. Child Protection Another area of skill development for professionals based on context is for those working with children and young people and their families in the sexual violence/child protection area. Literature Review: Advocacy Skills Page 15 Historically criminal justice systems were designed for adults, and they can be confusing and frightening for children. Furthermore, sexual violence against children involves child protection authorities who are mandated to assess the safety and wellbeing of children. Supporting children in the context of child protection and criminal investigations is a unique area of work. Children and families have a host of concerns and needs during the assessment and investigation processes as well as potentially across other systems such as health, education and family support. Skills and knowledge required by professionals working with children and young people in this context include the dynamics of child abuse, impact of trauma on a child, the rights of children and supporting non offending family members. The National Children‟s Advocacy Center USA provides Family and Victim Advocacy training which focuses on skills development of professionals in this context, topics include: dynamics of non-offending caregivers; working with the multidisciplinary investigative team; rapport building and bonding with clients; implementing a support group for caregivers; accessing community services and tools and techniques for intervening with caregivers (National Children‟s Advocacy Centre, n.d.). 4 Role Skills When a professional is working in an advocate role, or is seeking to be clear about the advocacy component of their role (such as counsellor/advocates) it is important for the professional to reflect on and develop their knowledge and understanding of advocacy and types of advocacy and how these differ from other components of their role, previous roles they have held, and/or the roles or services provided by others. Advocacy exists across many domains including supporting the elderly, people with disabilities or mental health issues, family and domestic violence, and housing and for children in out of home care. Understanding the reasons why these individuals and groups require advocacy is related to the specific issues and context (as discussed previously), however universally “advocacy is taking action to help people say what they want, secure their rights, represent their interests and obtain services they need. Advocates and advocacy schemes work in partnership with the people they support and take their side. Advocacy promotes social inclusion, equality and social justice.” (Advocacy for Action, 2004) Literature Review: Advocacy Skills Page 16 People receiving advocacy services need to be clear about the Advocate‟s role, therefore an Advocate needs to be able to explain their role well. Other agencies and professionals that may also be working with the person or „client‟ must also understand the Advocate‟s role. An Advocates role must have role legitimacy, role clarity and role boundaries in order to avoid duplication, gaps, or confusion for anyone but most particularly the person receiving the advocacy service. All domains of the role need to be clear and the clarity of role will also allow for the identification of skills required by the advocate within the role. These role domains and skills are often included in job description forms, organisational standards, role titles and training modules (see example of a job description in Appendix 1). An Advocate‟s role may not only include services to be provided directly to individuals and families, but on behalf of them within service systems, Robinson in her evaluation of the ISVA role in the UK found the main responsibilities of these advisors/advocates could be grouped in three areas: “Advice and support: providing crisis intervention and non-therapeutic support to victims; providing other types of practical help and advice; Supporting victims through the CJS [Criminal Justice System]: giving information and assistance through the criminal justice process as requested/required; and, Multi-agency partnership working: liaising with partner agencies in a multi-agency context, providing „institutional advocacy” (2009). It is clear for the ISVA that multiagency partnership working is a key area of work and it has proven to be a role valued widely across the sexual violence sector in the UK. In his book, Advocacy and Social Work Practice, Wilks (2012) discusses specific skills related to advocacy, that if not existing within a professional‟s current skill set, need to be developed in recognition of the particular dimensions of an advocate role. These skills include: crisis management; information gathering; negotiation and assertiveness; presenting a case; working with groups; and empowerment. These role skills exist in partnership with or complement the existing professional skills of the advocate. In the guide for advocates who work with children and young people with learning disabilities, Speaking out (n.d.), the authors note that children and young people say it is not enough to simply be an advocate; you need to be a good one. Children and young people have described the skills they believe are important in good advocates, which include being: able to get to know the child and young person well a good listener and able to understand good at communication and easy to understand Literature Review: Advocacy Skills Page 17 polite and easy to get on with and neutral and independent. In the words of these children and young people “sometimes you need an advocate to help you be involved” and “there can be a conflict of interest when the advocate is not independent. They might water down their views and comments because they don‟t want to upset their employer.” (NSPCC, n.d., pg. 9-10). Role clarity and any role limitations (such as the extent of an advocate‟s independence) need to be clear to all. Lindley & Richards (2002) articulate the skills required of advocates and specifically skills related to an advocate role: equality of service provision for all families identifying and challenging any form of discrimination, for example on grounds of race, ethnicity, gender and disability; ability to manage conflict; confident, assertive communication and negotiation skills a diplomatic and constructive manner; an ability to be objective, independent and client focused. They go on to provide insight into the training and supervision required of advocates and the responsibilities of agencies that employ advocates for parents who have had their children removed by child protection authorities in the UK. Advocacy skills have been identified as a distinct area of skills development within tertiary institutions and training areas (often linked to context). An example of a tertiary course design for those working in advocacy roles is the CHC41012 Certificate IV in Community Services Advocacy, Australian Government Department of Education, Employment and Workplace Relations (2012). This course contains nine core units and six electives. Suggested electives have been packaged to reflect work with people in; tenant advice, social housing, alcohol and drug issues, mental health issues, disabilities, settlement (migrant) work and child protection. While child protection includes elements of sexual violence, there are no core units or electives in this course which deals specifically with sexual violence. Bateman argues that advocacy skills are crucial to social work practice in general as “social workers devote considerable time and energy to fighting for resources for service users in a wide range of ways and ensuring that their voices are heard, and need skills in order to do this successfully” (2000, pg. 185). Types of Advocacy Professional advocacy is characterised by a specific role in an agency paid to provide services to people, it is distinct from citizen advocacy (volunteer advocates), self-advocacy Literature Review: Advocacy Skills Page 18 (an individual expressing their own needs, concerns or views), peer advocacy (the advocate has experienced or is experiencing similar difficulties to the person they are supporting) and legal advocacy (when a solicitor or lawyer works on someone‟s behalf) (Devon City Council, n.d.) The Australian Law Reform Commission (ALRC) first highlighted the need for advocacy for children and young people within legal systems in 1997. The ARLC described a number of types of advocacy functions, including advocacy for individuals within systems. The ARLC also clearly outlined a systems advocacy function, that is, advocacy for change in and across systems: “promoting the interests of children generally to ensure government and agency accountability monitoring compliance with international obligations scrutiny of legislation, programs and initiatives conducting and/or co-ordinating research to promote best practice in relation to children resolving complaints and conducting inquiries into individual concerns supporting and assisting particular children to access services or obtain redress for complaints and problems encouraging the development of structures to enable children and young people to be active participants in the decision making processes affecting their lives” (ALRC, 1997, 7.3). Professionals working within advocate roles will have differing levels of systems advocacy responsibilities depending on their agency, role design, independence, time and resources. Skills and strategies related to systems advocacy are articulated by the Advocacy Institute of Western Australia and include community education, influencing policy, lobbying politicians, mobilising groups, creating debate, media campaigns, and developing partnerships (Stafford et al., 2009). Victims/Survivors Views What victim/survivors seek from the service system or an advocate in particular is not as complex as articulating professional, role or context skills. In the simplest terms victim/survivors seek to be treated with honesty and respect by all professionals they meet. What the victim/survivor values from professionals is to have access to services, informed choices, confidence in the expertise of the professional, timely, independent support and to have contact with professionals involved in their „case‟. Advocates working with victims/survivors of sexual violence (child, young person or adult) provide a consistent Literature Review: Advocacy Skills Page 19 supportive relationship to the victim/survivor assisting them to have these needs met. What the victim/survivor values from an advocate/advisor can be visually outlined below: accessibility to services closure honesty Victim/ Survivor informed choices contact timely independent support expertise & confidence (adapted from Gee, 2012) Robinson found when interviewing victim/survivors for her evaluation study on ISVAs that victim/survivors were more likely to comment on the style of the ISVA (approachable, friendly, non-judgemental) and frequency of their contact throughout the professional relationship, rather than simply at first contact after the sexual violence (2009, pg. 25). Interpersonal skills, honesty, availability and contact make for valued support. The ability of ISVAs to tailor the method of contact to suit the individual victim/survivor‟s preference, just like their ability to meet the individual needs of victims in terms of the services they require, is a key benefit of an advisor/advocate role, regardless of the setting. Advocacy Specific Role vs. Advocacy in role As outlined previously Advocacy is not only the domain of full-time professionals employed specifically in an advocate role. Similarly, advocacy may be part of the role of other professionals working with the same victim/survivor. Professionals have a duty to advocate for the victim/survivor in the context in which they work such as in the health setting, police Literature Review: Advocacy Skills Page 20 force, court setting, or counseling service. When well-managed, overlap between service providers affords opportunities for collaboration over common goals. When not well managed, multidisciplinary misunderstandings can interfere with interagency and coordination. Functional interagency and multidisciplinary team work has been positively correlated with improved outcomes and satisfaction for victim/survivors. Coordination between agencies and disciplines, and discussion about potential role overlap, advocacy issues themselves and clarity for the victim/survivor is important. Advocate Role Independence Accessbility Counsellor Role Consistency Past Trauma Wellbeing advocacy Recent Trauma Choices Recovery Participation advocacy advocacy Justice/Protection Roles Investigation/Police Safety/Child Protection Prosecution Court Support In order to focus specifically on professionals working in advocacy roles in the sexual violence sector and to draw together professional skills, context and role skills outlined in this review, the Project Team have developed nine Advocacy Domains which articulate role functions, and skills required. These nine domains are designed to complement other key areas of knowledge and skill required by those working in the area of sexual violence such as: working with vulnerable children and young people; cultural competency; trauma informed practice; sexual violence and child protection contexts. The Advocacy Role Domains (within which skills of advocacy are clearly articulated) are: Being Accessible Client Led Empowering Independent Literature Review: Advocacy Skills Page 21 Emotional and Practical Support Informed Decision Making Criminal Justice Supports Multi-agency collaboration and Complaints and Feedback. The Advocacy Domains document (See Appendix 2) compliments the Advocacy Standards for Working with Children Young People and Adults who have Experienced Sexual Violence also developed by the Project team (Parkerville Children and Youth Care, 2013b). The Advocacy Domains and the Standards will be utilised to inform the development of training for professionals working in advocacy roles in the sexual violence sector. 5 Conclusion The very nature of sexual violence tends to be disempowering and traumatising for victim/survivors. Victims/survivors of sexual violence are entitled to sensitive, professional services from all service providers they come in contact with. Each professional is potentially an advocate for the victim/survivor with their agency or system. Core advocacy domains and skill sets need to be developed by those with advocacy responsibilities. Professionals who identify, develop and enhance their advocacy skills will be well placed to provide individualised, sensitive support to victim/survivors of sexual violence and to assist them to regain power and recover from trauma experienced. Literature Review: Advocacy Skills Page 22 References Advocacy for Action (2004). Advocacy Charter, London retrieved from www.actionforadvocacy.org.uk Australian Bureau of Statistics. (ABS) (2009). Recorded Crime - Victims. Australian Government Department of Education, Employment and Workplace Relations (2012) CHC41012 Certificate IV in Community Services Advocacy Australian Law Reform Commission. & Australian Human Rights Commission (1997). Seen and heard: priority for children in the legal process. Commonwealth of Australia, ARLC Report 84 Bateman, N. (2000) Advocacy Skills for Health and Social Care Professional. London Jessica Kingsley Publisher Bell, M. (2011). Promoting Children's Rights in Social Work and Social Care: A Guide to Participatory Practice. London: Jessica Kingsley Publishers. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design, Harvard University Press, Cambridge, MA. Cashmore, J. (2002). Promoting the participation of children and young people in care. Child Abuse & Neglect, 26(8), 837-847. Cox, D. (2008). Working with Indigenous survivors of sexual assault, ACSSA Wrap Australian Centre for the Study of Sexual Assault, No. 5 Dean, C., Hardiman, A., & Draper, G. (1998). National Standards of Practice Manual for Services Against Sexual Violence, CASA House, Centre Against Sexual Assault Department of Human Services (2012) Children and their families, Best interests case practice model, Specialist practice resource Victorian Government Department of Human Services, Melbourne, Australia. de Boer, C. & Coady, N. (2007) Good Helping Relationships in child welfare: learning from stories of success, Child and Family Social Work 12 (1), 32-42. DeVita, C.J., & Mosher-Williams, R. (Eds.) (2001) Who speaks for America’s children? The role of child advocates in public policy. Washington, DC: Urban Institute. Devon City Council (n.d.) Advocacy retrieved from www.devon.gov.uk/advocacy.htm#types United Kingdom Dictionary (n.d.) Profession definition retrieved from www.dictionary.reference.com/browse/profession Elliott D.E., Bjelajac P., Fallot, R.D., Markoff, L.S., & Glover Reed, B. (2005) Traumainformed or trauma-denied: principles and implementation of trauma-informed services for women. Journal Of Community Psychology, Vol. 33, No. 4, 461–477 Literature Review: Advocacy Skills Page 23 Garbarino, J. (1990). Future directions. In R. T. Ammerman, & M. Herson (Eds.), Children at risk: An evaluation of factors contributing to child abuse and neglect. New York: Plenum Press. Gee D. (2012) What Do Victims Say they Need? Presentation given at the forum on Improving Therapeutic and Justice Outcomes for Victims of Sexual Violence, April 2012 Edith Cowan University Western Australia. Grosz, C.A., Kempe, R.S., & Kelly, M. (2000). Extrafamilial sexual abuse: treatment for child victims and their families. Child Abuse & Neglect, 24(1), 9-23. Guarino, K., Soares, P., Konnath, K., Clervil, R., & Bassuk, E. (2009). Trauma-Informed Organizational Toolkit. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, and the Daniels Fund, the National Child Traumatic Stress Network, and the W.K. Kellogg Foundation. Available at www.homeless.samhsa.gov and www.familyhomelessness.org Hovane, V. (2007) White Privilege and the Fiction of Colour Blindness: Implications for Best Practice Standards for Aboriginal Victims of Family Violence. Retrieved from www.kooriweb.org/foley/resources/pdfs/177.pdf Lindley, B & Richards M (2002) Protocol on Advice and Advocacy for Parents (Child Protection) Centre for Family Research University of Cambridge , United Kingdom L‟Heureux-Dubé (1993) n Canada (A.G.) v. Mossop 1 S.C.R. 554 at 645-646 published by the Ontario Human Rights Commission retrieved from www.ohrc.on.ca/en/intersectional-approach-discrimination-addressing-multiplegrounds-human-rights-claims Lovett, J., Regan, L. & Kelly, L. (2004). Sexual Assault Referral Centres: developing good practice and maximising potentials. London, Home Office. McGlade, H. (2012). Our Greatest Challenge Aboriginal children and human rights. Canberra, ACT Australia: Aboriginal Studies Press. National Association of Services Against Sexual Violence (NASASV) (1998) National Standards of Practice Manual for Services Against Sexual Violence. National Children‟s Advocacy Center (n.d.) Family and Victim Advocacy Training. Alabama, USA. Retrieved from www.nationalcac.org. National Center on Family Homelessness Trauma Informed Care n.d. Retrieved from www.familyhomelessness.org/trauma.php?p=sm. National Society for the Prevention of Cruelty to Children (NSPCC) (n.d.). Speaking out. A guide for advocates for children and young people with learning disabilities. United Kingdom: National Society for the Prevention of Cruelty to Children, Retrieved from www.nspcc.org.uk/inform/publications/speaking_out_wda48689.html. Parkerville Children and Youth Care (2013a) Advocacy Roles with Victims/Survivors of Child and Adult Sexual Violence Perth, Australia. Retrieved from www.parkervillechildadvocacycentre.com.au. Literature Review: Advocacy Skills Page 24 Parkerville Children and Youth Care (2013b) Advocacy Standards for Working with Children Young People and Adults who have Experienced Sexual Violence Retrieved from www.parkervillechildadvocacycentre.com.au ReachOut (n.d.) Tips from Young People for Health Care Professionals, Australia. Retrieved from www.ReachOutPro.com.au Robinson, A. (2009). Independent Sexual Violence Advisors: A process evaluation. United Kingdom. Cardiff University, Retrieved from www.cf.ac.uk/socsi/research/researchprojects/violenceadvisors.html Schneider, R., & Lester, L. (2001) Social Work Advocacy. USA: Brooks/Cole Cengage Learning. Stafford J, Mitchell H, Stoneham M & Daube M. (2009) Advocacy in Action: a toolkit for Public Health Professionals. Second Edition. Perth: Public Health Advocacy Institute of Western Australia. Stern, V. (2010). The Stern Review: An Independent Review Into How Rape Complaints Are Handled by Public Authorities in England and Wales. United Kingdom. United Kingdom Commission for Employment and Skills (n.d.) National Occupancy Standards for Independent Sexual Violence Advocates retrieved from http://nos.ukces.org.uk United Nations, (1985) “Rights of victims” cited in Tenth United Nations Congress on the Prevention of Crime and the Treatment of Offenders, “Offenders Have Rights … But Do Victims?” Retrieved from www.un.org/events/10thcongress/2088a.htm. United Nations. (1989). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/ United States Department of Justice (2012) Victims Advocacy Training Office of Victims of Crime Retrieved from www.ovcttac.gov/views/TrainingMaterials/dspOnline_VATOnline.cfm Wilks, T. (2012) Advocacy and Social Work Practice Open University Press, London. Literature Review: Advocacy Skills Page 25 Appendix 1: Independent Sexual Violence Advisor (ISVA) Sample Job Description Provided by the Survivors Trust U.K. www.thesurvivorstrust.org Key Areas of responsibility: Managing a caseload of children and young people who have experienced sexual abuse and/or rape; undertaking a risk assessment/needs analysis and support planning Ensuring that the child or young person‟s voice/wishes/feelings are considered throughout all processes, CJS, CP etc Providing support to non-abusing members of family and friends Participation (as appropriate) in case conferences with the Police, CPS, and prosecuting barrister, Social Services, YSIP, YOP and NACRO, MARAC etc Working with agencies and professionals to train and/or raise awareness of the issues and promote partnership working Developing links with local schools/colleges/community settings to promote the service to children and young people Skills needed for this role: You must have relevant direct experience of working with Children and Young People You will have a good general standard of education, with a qualification in working specifically with C&YP You will, ideally, already be an accredited ISVA (either by TST or CAADA) You must be able to demonstrate knowledge of issues that affect victims/survivors of sexual abuse/sexual violence/rape Experience of undertaking needs and risk assessment and safety planning is essential You will have direct experience of working in a multi-agency environment, and experience of working within a legislative framework eg Safeguarding Children, Safeguarding Vulnerable People etc You will be confident and assertive, with clear speech You will demonstrate commitment to the work and philosophy of supporting victims/survivors of sexual abuse/sexual violence/rape and to the philosophy of your HOST agency You must be a driver with easy access to a vehicle Benefits This agency has a firm commitment to your training and development Literature Review: Advocacy Skills Page 26 Appendix 2: Advocacy Domains Document Literature Review: Advocacy Skills Page 27 Literature Review: Advocacy Skills Page 28 Literature Review: Advocacy Skills Page 29 Literature Review: Advocacy Skills Page 30 Literature Review: Advocacy Skills Page 31
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