This article examines how domestic violence impacts the lives and education of young children, children, and young people and how they can be supported within the education system. Schools are often the service in closest and longest contact with a child living with domestic violence; teachers can play a vital role in helping families access welfare services. In the wake of high profile cases of child abuse and neglect, concerns have been raised about the effectiveness of multi-agency responses to children living with abuse. In the United Kingdom, the case of 4-year-old Daniel Pelka who died in 2012 following abuse and starvation by his mother, who experienced domestic violence, and her partner, led to a serious case review. It found recording systems in Daniel’s school were not used consistently, and details held by different agencies were not collated to enable the formation of a coherent assessment. The lack of integrated working cited in the report echoes findings from previous serious case reviews. A strong correlation exists between domestic abuse and child abuse, with approximately half of all domestic violence situations involving direct child abuse. Children can also be affected indirectly by violence occurring in their home by seeing or hearing it taking place. This article examines the impact of domestic violence on the mental health of children, and the impact on their education. Violence in children’s lives often causes disruption to their schooling and harms the quality of their educational experiences and outcomes. The abuse children experience can result in emotional trauma, physical and psychological barriers to learning, and disruptive behavior in school, while the underlying causes of these problems remain hidden. Knowing when and how to seek advice from multi-agency professionals is an essential part of effective practice among school staff. Despite their vital role in identifying signs of abuse and signposting referral pathways, research indicates teachers often lack confidence and knowledge for such work. The article examines how the professional learning and professional confidence of teachers can be developed, and how recent policy and practice developments in the United Kingdom have the potential to influence work in this area.
There is strong evidence indicating that inflammatory bowel disease (IBD) is increasing among black and minority ethnic (BME) communities. Despite this rise in prevalence, there is a paucity of research relating to ethnicity and IBD outside the USA. Furthermore, the symptoms of IBD are reported to start during childhood or adolescence in 20-25% of people with the condition. It is therefore important that young people's experiences of diagnosis, treatment and living with IBD are fully understood to ensure effective services and information provision. The study reported on in this paper was commissioned by a UK charity (Crohn's and Colitis UK) with the aim of increasing understanding of the specific issues and service needs of young people with IBD from BME communities. Empirical research entailed in-depth semi-structured interviews with 20 young people from BME groups accessed through gastroenterology departments at three collaborating NHS hospitals in England serving ethnically diverse populations. Interviews were carried out from June to December 2010 and sought to capture young people's views with IBD. A thematic analysis of their experiences identified many commonalities with other young people with IBD, such as the problematic route to formal diagnosis and the impact of IBD on education. The young people also experienced tensions between effective self-management strategies and cultural norms and practices relating to food. Moreover, the ability of parents to provide support was hampered for some young people by the absence of culturally competent services that were responsive to the families' communication needs. The findings highlight the need for more culturally appropriate information concerning IBD, and improved responsiveness to young people with IBD within primary care and the education system, as well as culturally competent messaging relating to the specific nature of the condition among the wider South Asian and black communities.
News media are in a position to project certain perspectives on domestic violence while marginalizing others, which has implications for public understanding and policy development. This study applies discourse analysis to articles on domestic violence in two U.K. national daily newspapers published in 2001-2002 and 2011-2012 to evaluate evidence of change over a 10-year time span. The research examines how discourses of domestic violence are constructed through newspaper representations of victims, predominantly women, and perpetrators, predominantly men. Although one of the newspapers adopts a respectful position toward women, the textual and visual techniques adopted by the other reveal a tendency for blaming the victim and sexualizing violence related to perceptions of "deserving" or "undeserving" women victims.
Abstract:Objective: Research shows that women experiencing domestic violence and mental health problems often fall into gaps in services between support for domestic violence and support for mental health. This article reports on an action research project adopting a strengths-based approach to recovery funded by the European Commission. Multi-method research was carried out in five European countries examining how interconnections of domestic violence and mental health impact the lives of women, how their lives can be improved by empowering strategies, and how service providers' professional learning can be developed. Women survivors' strengths and post-traumatic growth in the context of domestic violence remains a considerably under-researched area and the study provides new insights into adopting a strengthsbased framework. Method: Free training programs were designed, delivered and evaluated for two groups of participants (n=136) pertaining to women service users, and mental health service providers (men and women) working with abused women. Results: Program evaluation data gained through surveys and focus groups show that women participants reported growth in self-esteem and coping skills, while professionals felt better equipped to address the tandem issues of domestic violence and mental health. Conclusions: Findings extend current knowledge about the barriers and facilitators to empowerment and strengths-based recovery perspectives, professional learning, and offer a more nuanced understanding of women's agential ability for post-traumatic growth. Thank you for submitting a revision. We appreciate your work on this. However, there are some outstanding issues that require addressing before your manuscript can be accepted for publication.There are three key points that you still need to address: You need to provide considerably more evidence to support the statements:'The RSE Scale has high ratings in reliability, the CES-D Scale has high internal consistency and repeatability, and the NAI demonstrates excellent internal consistency and good test-retest reliability.' And 'PREMIS is a reliable tool for measuring physician preparedness for managing cases of IPV.' We have supported these statements with references to literature. Page 18 -the paragraph beginning 'Mental health providers' completed…' need to make it explicit that the PREMIS measure was implemented prior to the training programme. This also needs to be explicit in the heading of Table 2. You need to explain in your limitations section why the measure wasn't used again following the training to assess change. The lack of any quantitative measure of change consequent to the training is a weakness of the study. The PREMIS measure was used again at the 6-month follow-up stage following the training but we had thought the number of participants (n=25) was too low to use the data. On reflection, we believe the responses are useful and in the revised manuscript we have compared the T1 and T3 data, and changed There are a number of other amendments re...
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