No abstract

<p><strong><strong><span style="font-family: Times New Roman;">Children living in homes </span></strong></strong><span style="font-family: Times New Roman;"><span style="font-size: medium;">where intimate partner violence occurs are often exposed to such violence through witnessing, seeing its effects, hearing about it, or otherwise being made aware that violence is taking place between parents or caregivers. Exposure to intimate partner violence is considered to be a form of child maltreatment, and affected children are often also the victims of targeted child abuse. This paper presents findings from a comprehensive review of the literature on the impact of exposure to intimate partner violence for children and youth, focusing on: (a) neurological disorders; (b) physical health outcomes; (c) mental health challenges; (d) conduct and behavioural problems; (e) delinquency, crime, and victimization; and (f) academic and employment outcomes. </span><span style="font-size: medium;">The notion of cascading effects informed our framework and analysis as it became evident that the individual categories of impacts were not only closely related to one another, but in a dynamic fashion also influence each other in multiple and interconnected ways over time</span><span style="font-size: medium;">. The research reviewed clearly shows that children who are exposed to intimate partner violence are at significant risk for lifelong negative outcomes, and the consequences are felt widely in society.</span></span></p>

No abstract

The settlement and adaptation of immigrant and refugee youth in receiving countries is a long-term process with many challenges. In this study, we explored factors that influenced the settlement experiences of 14 immigrant and refugee youth who arrived in Canada as adolescents. The interviewees (9 male, 5 female) ranged in age from 19 to 32 years and represented 10 source countries. Analyses of the semi-structured interview transcripts revealed that their settlement and adaptation were negatively influenced by pre-migration experiences; difficult socioeconomic circumstances in Canada; lack of knowledge of Canadian laws and legal sanctions; challenging educational experiences; racism and discrimination; and cultural identity issues. However, several factors exerted a positive influence on participants' settlement experiences or served to mitigate the negative influences in their lives: in particular, strong support networks and involvement in prosocial community programs as participants and/or leaders. We make recommendations for facilitating the integration process in school settings and in the wider community.

Purpose -The purpose of this paper is to examine the use of popular theatre (PT) as a pedagogical tool around which a community service learning (CSL) senior undergraduate course was oriented, specifically assessing the university student learning experience from this work relative to PT processes and CSL objectives. Design/methodology/approach -This paper presents a case study based on participant observations made by the course instructor, and reflective journal entries written by the university student participants. Research limitations/implications -Educational partnership efforts of this nature require that they be tailored to contingent circumstances: locale, time constraints, spaces of interaction, willingness, effort and abilities of the group partners, and other particularities of community. Given this, we see learning outcomes as replicable, though shaped in various ways by the circumstances of specific situations. Practical implications -The paper demonstrates that by recognizing and relying upon the often unnoticed and neglected, strengths of differently-abled community members -both students from the university, and the clients from the partner social agency -this kind of community service learning team project transforms and enriches traditional academic outcomes. Findings -This paper reports on the outcomes of this experience from the student perspective, and highlights themes of boundary-breaking, pedagogical risk-taking and changes in understanding of community through the analysis of the student service-learning diaries and instructor participation. It also highlights some specific difficulties regarding group dynamics and student concerns that can emerge under learning environments like this, where course expectations, direction and outcomes may not be clearly defined at the outset. Originality/value -This paper describes a unique fusion of two alternative teaching and learning methods: CSL and PT. This fusion contributed significantly to student creativity and innovation, to their sense of accomplishment and confidence, and especially to their understanding of diversity and connection to community, all of which they take into the world beyond the university. This fusion of pedagogies is seen as a fruitful direction for institutions of higher education seeking innovative paths to learning, while noting that facilitators need to pay close attention to the unique dynamics of such learning environments.