Raising the issue of domestic abuse in school

Alexander, Helen; MacDonald, Elspeth; Paton, Sandra

doi:10.1002/chi.837

Cited by 16 publications

(19 citation statements)

References 7 publications

(8 reference statements)

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“…As this and other research has shown the identification process is complicated by the veil of secrecy that surrounds violence in families. In line with previous studies (Huth-Bocks et al, 2001;Alexander et al, 2005) the data here indicate that children can experience feelings of embarrassment and divided loyalties to parents, as well as fear of repercussions such as bullying, making it unlikely that they will disclose the violence to others. Furthermore, there are many reasons why professionals find it difficult to identify children who are being exposed to domestic violence.…”

Section: Implications For Practicesupporting

confidence: 89%

“…Research indicates that secretiveness about family problems is particularly characteristic of school age children (Alexander et al, 2005) and the focus group findings in this study showed this to be a fairly universal trait among all age groups. Two young teenagers described how they would conceal what was going on at home for fear of being bullied and teased at school.…”

Section: Loss Of Confidence and Self-esteem Stigma And Secrecymentioning

confidence: 76%

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Listen to Me! Children's experiences of domestic violence

2007

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This paper reports on a study undertaken in the Republic of Ireland during 2005 and is based on the experiences of children and young people who have lived with domestic violence. The objectives of the study were to explore the impact of domestic violence on children, identify their needs and recommend appropriate interventions to be brokered through a centrally based women's support service. Data were gathered from 70 participants, including 37 service providers/ volunteers, 11 mothers and 22 children and young people who had lived in violent environments. The data indicated that children respond in unique ways to living with domestic violence, and that services to meet their needs must be tailored to suit their individual situations. The impact of domestic violence on their lives manifested itself with regard to their sense of fear and anxiety in relation to themselves, their siblings and their mothers; their self-esteem and sense of being 'different', their relationships (including ambivalent relationships with their fathers); their experiences of education and their sense of a lost childhood. The final report for the study was based on the total data collection, but this paper will concentrate primarily on the material elicited from the children and young people.

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Section: Implications For Practicesupporting

confidence: 89%

Section: Loss Of Confidence and Self-esteem Stigma And Secrecymentioning

confidence: 76%

Listen to Me! Children's experiences of domestic violence

2007

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“…Three papers in the quantitative review contained qualitative data 57,59,68 and three were wholly qualitative studies. [74][75][76] All of the studies reported the views of children and young people participating in programmes using their direct quotes, which was a key criterion for their inclusion in this part of the systematic review. Three programmes were delivered in the UK, two in the USA and one in Switzerland.…”

Section: Included Studiesmentioning

confidence: 99%

“…Alexander et al 74 tested an approach to working with young people in schools on the issue of domestic abuse in adult relationships and the programme focused on providing a safe and private space for young people to learn what domestic abuse is. The study was in part preliminary work to develop a primary prevention initiative.…”

Section: Summary Of Study Aims and Findingsmentioning

confidence: 99%

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Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

et al. 2015

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BackgroundA range of interventions that aim to prevent domestic abuse has been developed for children and young people in the general population. While these have been widely implemented, few have been rigorously evaluated. This study aimed to discover what was known about these interventions for children and what worked for whom in which settings.Review methodsThis mixed knowledge review was informed by realist principles and comprised four overlapping phases: an online mapping survey to identify current provision; a systematic review of the existing literature; a review of the UK ‘grey’ literature; and consultation with young people and experts. Information from these four sources of evidence informed analysis of costs and benefits.ResultsThe evidence for interventions achieving changes in knowledge and attitudes was stronger than that for behavioural change. Shifting social norms in the peer group emerged as a key mechanism of change. Media campaigns act to influence the wider social climate within which more targeted interventions are received, and they are also a source for programme materials. While most interventions are delivered in secondary schools, they are increasingly targeted at younger children. The review emphasised the importance of a school’s ‘readiness’ to introduce preventative interventions which need to be supported across all aspects of school life. Involving young people in the design and delivery of programmes increases authenticity and this emerged as a key ingredient in achieving impact. Longer interventions delivered by appropriately trained staff appeared likely to be more effective. Teachers emerged as well placed to embed interventions in schools but they require training and support from those with specialist knowledge in domestic abuse. There was evidence that small groups of students who were at higher risk might have accounted for some results regarding effectiveness and that programme effectiveness may vary for certain subgroups. Increasingly, boys are being identified as a target for change. The study identified a need for interventions for disabled children and children and young people from black, Asian, minority ethnic and refugee groups and a particular lack of materials designed for lesbian, gay, bisexual and transgender young people.LimitationsVery little evidence was identified on costs and cost-effectiveness. Few studies showed an effect at the level of significance set for the review. Where it did exist, the effect size was small, except in respect of improved knowledge. The inability to calculate a response rate for the mapping survey, which used a snowballing approach, limits the ability to generalise from it.ConclusionsWhile it is appropriate to continue to deliver interventions to whole populations of children and young people, effectiveness appeared to be influenced by high-risk children and young people, who should be directed to additional support. Programmes also need to make provision to manage any resulting disclosures. Interventions appear to be context specific, and so those already being widely delivered in the UK and which are likely to be acceptable should be robustly tested.FundingThe National Institute for Health Research Public Health Research programme.

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School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

Münger

Markström

2019

J Fam Viol

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The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals' responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child's symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a "gap" between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.

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Raising the issue of domestic abuse in school

Cited by 16 publications

References 7 publications

Listen to Me! Children's experiences of domestic violence

Listen to Me! Children's experiences of domestic violence

Preventing domestic abuse for children and young people (PEACH): a mixed knowledge scoping review

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

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