Violence Against Women

Baroness Walmsley Excerpts

Thursday 13th January 2011 Lords Chamber

[Baroness Walmsley]

My Lords, I, too, thank the noble Baroness, Lady Gould, for introducing this debate. She has been an untiring campaigner on these issues, and long may she continue. It has been a very wide-ranging debate, and I hope to widen it even further with my small contribution. Earlier this week, I was very saddened to see on the front page of one of our national newspapers the face of a nine year-old girl. I think that Christina was her name. She was shot in Tucson, Arizona. She was born on a day of international violence, 9/11, and she died in a hail of bullets. The extremes of her life, the beginning and the end, were defined by violence.

That reminded me, if I needed any reminding, that, for many children, violence is a way of life. I want to concentrate on the early part of life in my contribution today. I believe that prevention is better than cure. We all know that it is more difficult and more expensive to put things right once they have gone wrong. I believe that violence occurs when people do not respect each other, do not know how to react and are unable to react sensibly to stress, so they resort to anger and violence.

There are many ways in which we can address those problems. I think that we must go right back to the very root of the problem. My noble kinsman mentioned the maternity unit, and that is not too early. As I have mentioned before in your Lordships' House—I hope that I will be excused for mentioning it again, because it is very important—research has shown that a major factor in the development of all violent tendencies lies in the structure of the developing infant brain. Early patterns are established, both psychologically and physiologically, which affect brain formation, the development of personality and consequent reaction to stimuli for the rest of the person's life. At birth, there are 100 billion neurones and 50 trillion synapses or connections between them, but by the age of three the number of synapses has increased twentyfold. Genes specify some of these connections, but others are the result of experience and are hard-wired by repeat experience. This is why the early experience of the baby is so vital and why early learned behaviour is so resistant to change.

The young brain is extremely vulnerable to trauma, in particular, to stress, which causes the brain to be awash with cortisol, the stress hormone. Cortisol gets in the way of synapses being properly established. That is why it matters and why we need to avoid stress in young babies. Problems will arise from many situations, for example, from violence against the mother or the child. The problem may be pre-natal alcohol or drug abuse. It may be postnatal depression or failure, for some reason, to bond with the mother, the father or any primary carer. A child who has experienced these sorts of stresses will often grow up unable to deal with stress or to establish healthy relationships and may be easily provoked to violence. It is not necessarily his fault.

That is why I welcome the fact that the Prime Minister has asked Graham Allen MP to produce a report about early intervention, which I believe will be published soon—next week, I think—and I pay tribute to him and those who have assisted him with his report. I also pay tribute to Iain Duncan Smith for realising the importance and value of early intervention. I look forward with eager anticipation to reading the report since I hope it will provide us with some of the ways forward to help deal with domestic and other violence at their roots, as well as with poverty, crime, ill health and lack of educational opportunity. I will judge the report, and I hope the Government will judge the report, on how early are the interventions it recommends and how rigorous the methodology used to select the interventions to fund. I hope the Government have put aside public money to invest in early intervention, since it will be a very good investment, but, of course, we must be sure that public money is being spent on the right things, so we must look very carefully at the report. I understand that there have been many submissions from experts emphasising the importance of the early years of life, and I wonder whether the Minister can tell me whether these submissions have been published because I would be very interested in reading them. If we as a Government have vision and if we are to be responsive to the mass of excellent research out there, we must tackle the roots of domestic violence with really early and proven interventions.

That is why, despite economic constraints, we must continue to invest in family support. Strong families produce well-balanced people with good emotional and mental health. Children learn to copy the behaviour of their parents, so we really need to put a full stop to physical violence against women and children in the home. A boy who is constantly being hit by his father and who watches his mother being hit by his father will think that is the normal thing to do, and when he grows up, he will probably decide to model that pattern and hit his partner, so we have to stop it at a very early stage.

However, there is a lot that can be done in schools, and I would like to tell your Lordships about two experiences I had before Christmas. They both relate to programmes with teenagers that I think also have an important place in our armoury against domestic violence. One was a visit to Winchmore School in north London where I saw young people exploring issues of domestic violence in their drama class. At lot has been said in this debate about the attitudes of teenagers, but I was impressed by the way the young people had identified the situations that might arise, analysed the issues and improvised little dramatised scenes to illustrate what happens. They had clearly picked up the fact that many violent offenders blame the woman for “provoking” them to violence, an excuse which the young people quite rightly did not accept at all.

The work also helped them to develop strategies for themselves and their fellow pupils to avoid violence and to respond appropriately to it when they came across it or experienced it themselves. The importance of being able to talk to their friends was very high up their list of things that can help. It is very important that we continue to have opportunities in schools for young people to explore these issues.

The other experience was chairing a seminar for the charity WOMANKIND about violence against women and girls. Two terrific groups of young people from schools many miles apart made a great impression on me. Noble Lords will not be surprised to learn, following the words of my noble kinsman Lord Thomas of Gresford, that one of them was from Wales, where they are ahead of us in many of these issues.

Both groups were acting as mentors or counsellors about violence and bullying in their own schools. They were girls and boys. Under the guidance of some very committed deputy head teachers, they told us how they worked. They made presentations to the rest of the school at assemblies, they worked through the school council to inform the rest of the school about the issues they had studied and learnt about and they made themselves available as a ready ear for troubled fellow pupils. Because of the guidance and support they had been given, they were able to direct pupils with problems to places where they could get further professional help if necessary. They claimed that their peers were now more likely to confide in them than in a teacher and that they had good training and support and knew what to do if serious matters arose. The whole school was more aware of the problems. Both groups claimed that bullying had decreased in the school, and—this is crucial—that the attitudes and respect of boys towards girls had very much improved. Such schemes have enormous value, and I hope they will continue to be funded. Many of them are funded by voluntary organisations.

Finally, may I put in a good word for the enormous value of high-quality personal, social, health and economic education in all schools at all levels, age-appropriate of course? All children need, and have a right to, such education to establish and maintain good relationships of all sorts throughout their lives and help them develop self-confidence and healthy attitudes to other people. We in this country are signatories to the UN Convention on the Rights of the Child. Articles 17, 24 and 29 oblige us to provide our children with such education. I hope that the forthcoming curriculum review will give PSHE the importance it deserves and I will continue to lobby Ministers for that.