Citation

Riley DN. J. Aggression Maltreat. Trauma 1997; 1(2): 131-152.

Copyright

(Copyright © 1997, Informa - Taylor and Francis Group)

DOI

10.1300/J146v01n02_08

PMID

unavailable

Abstract

Violence and violent injury are recognized as major public health problems in America. Family physicians are in a primary position to detect and recognize violence and violent tendencies, and so to effect change in the morbidity, mortality, and risks of violence in the society (e.g., Stringham, 1994). The challenge of teaching about violence and reducing violence in our society id formidable. Teachers and learners alike may have concerns about the role of physicians in addressing broad social issues. Teachers may have little experience or knowledge of violence issues, or of techniques effective in teaching knowledge, skills and attitudes to promote effective physician develop skills to enable them to train knowledgeable and effective physicians, able to detect, recognize, and evaluate situations in which violent injury is likely or has already occurred, and to effectively refer patients and families for appropriate evaluation and treatment, and to prevent violence. In this article, brainstorming and role-playing exercises are outlined that can serve as components of a curriculum or initial discussion about violence. A focus statement related to violence is presented as the stimulus for the brainstorming exercise. The role-play centers around roles of violence victims and physicians' interactions with them. With monitored exercises, knowledge, skills and attitudes can be transmitted and fostered to enable physicians to address violence in their practices. Expanded activities can incorporate public health aspects and preventive components to the violence discussion or curriculum.