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Supporting Neurodivergent clients: A guide for practitioners facilitating domestic abuse perpetrator interventions

  • Supporting Neurodivergent Clients
  • Part 3: Neurodivergence and domestic abuse

Part 3: Neurodivergence and domestic abuse

  • 3.1 Understanding Coercive Structural Control

  • 3.1a Neurodivergence does not cause domestic abuse!

  • 3.2b Understanding differences between structural and coercive control

  • The Guide: Supporting Neurodivergent clients
    • Supporting Neurodivergent clients: A guide for practitioners facilitating domestic abuse perpetrator interventions
  • Executive Summary
    • Executive summary
  • Acknowledgements
    • Acknowledgements
  • Part 1: Introduction
    • 1.1 What is this guide about
    • 1.2 Structure of the Guide
    • 1.3 Definition of key terms and relevance to Domestic Abuse Perpetrator Interventions
    • 1.4 Who is this guide for?
    • 1.4.1 Service providers
    • 1.4.2 Client group
    • 1.5 How to use this guide
    • 1.6 Where did this information come from?
    • 1.6.1 Funding and project partners
    • 1.6.2 Building on previous research
    • 1.7 What is and is not within the scope of this guide?
    • 1.7.1 What aspects of neurodivergence are included in this guide?
    • 1.7.2 What else is outside the scope of this guide?
  • Part 2: An introduction to neurodivergence
    • 2.1 What is neurodivergence?
    • 2.2 Neuro-affirmative language and provision
    • 2.3 Key explanations about neurodivergence to support practice
    • 2.3.1 The neurodiversity paradigm
    • 2.3.2 Spiky profiles
    • 2.3.3 Executive functioning 
    • 2.3.4 The Double Empathy Problem
  • Part 3: Neurodivergence and domestic abuse
    • 3.1 Understanding Coercive Structural Control
    • 3.1a Neurodivergence does not cause domestic abuse!
    • 3.2b Understanding differences between structural and coercive control
  • Part 4: SPACE framework
    • 4.1 What is the SPACE framework?
    • 4.2 Adapted SPACE Framework
  • Part 5: Supporting Neurodivergent clients
    • 5. Supporting Neurodivergent clients
    • 5.1 Building and environment
    • 5.1a Building 
    • 5.1b Intervention rooms
    • 5.1c Scenario One: The Unknown
    • 5.2 Assessment of needs and adaptations
    • 5.2a Initial contact and planning
    • 5.2b Initial appointment and exploring neurodivergence
    • 5.2c Exploration of needs and adaptations
    • 5.2d Scenario two: Sensory overload
    • 5.2e Managing distress: identifying a client’s coping strategies.
    • 5.2f Identifying communication and learning needs
    • 5.3 Understanding risk to partner and children
    • 5.3a Understanding specific challenges in the home environment
    • 5.3b Identifying coping strategies in the home
    • 5.4 Supporting and maintaining engagement in an intervention
    • 5.4a Scenario three: conflict in the group
    • 5.4b Group and intervention rules and agreements 
    • 5.4c Statement on neurodiversity and respecting difference
    • 5.4d Providing predictability during sessions
    • 5.4e Communicating information and facilitating learning
    • 5.4f Recognising and preventing distress
    • 5.4g Responding to distress
    • 5.4h Group work: managing competing needs
    • 5.5 Addressing coercive structural control in behaviour change work
    • 5.5a Unpicking neurodivergence and coercive strategies
    • 5.5b Examples of reciprocal, non-abusive Neurodivergent/Neurodiverse relationships
    • 5.5c Taking individual responsibility for regulation
    • 5.6 Supporting safe intervention exit and sources of support
    • 5.6a Supporting safe intervention exit
    • 5.6b Identifying safe sources of support
  • Part 6: Supporting the development of neuroinclusive workplaces
    • 6.1 Valuing the contributions of Neurodivergent practitioners
    • 6.2 Recruitment practices
    • 6.3 Supportive environments
    • 6.4 Practitioner wellbeing and self-care
  • Part 7: Signposting, collaborative working and resources to support practice
    • 7.1 Acknowledging the challenges of signposting
    • 7.2 Resources for practice
    • 7.3 Reading
  • Appendix 1: Questions to explore with clients – a quick reference guide
    • A1a. Questions for exploring neurodivergence 
    • A1b. Questions for exploring communication and learning needs
    • A1c. Questions for exploring the home environment
    • A1d. Questions to support learning facilitation and check understanding
    • A1e. Questions to explore intent behind and impact of behaviour
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