Children's Perspectives on Domestic Violence by Audrey Mullender, Gill Hague, Umme F Imam, Liz Kelly, Ellen

By Audrey Mullender, Gill Hague, Umme F Imam, Liz Kelly, Ellen Malos, Linda Regan

This booklet examines kid's stories and views on dwelling with family violence. It deals an in depth clarification of the effect on young children residing with household violence, how young children make feel of and take care of their reports, the reaction they obtain from quite a few organizations and the healthy among what teenagers consider they want and what actually they obtain. Drawing at the most recent learn either within the uk and the world over, the authors assemble present coverage and perform with regards to young ones residing with abuse and provide a critique from the viewpoint of kid's voices.

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Example text

In practice, in the two cases in that study where children were identified through their mothers (who were also interviewed), both mother and child were asked to give permission for the interviews to proceed. In an overlapping field, Mahon et al. (1996), in their study of Children in Their Own Issue: A Shift of Approach 19 the Child Support Act 1991 which involved talking to children about their parents separating or living apart, wondered whether the interviews might be distressing for children.

Closer links between research and practice skills, techniques and values in work with children would be a most valuable sharing (Thomas and O’Kane, 2000). Most notably in respect of domestic violence, children’s workers in refuges have been sensitive listeners to children for over a quarter of a century now. In recent years, they have begun collecting together for publication children’s accounts of the violence and what it has meant in their lives (see, for example, Higgins, 1994). A notable example is a whole volume of poetry, drawings and other writings collated by Scottish Women’s Aid (undated).

Or, they might be relieved to find out that it happens to others. Others, too, might be upset by the content, for example being asked what made them unhappy, and the children wanted to know whether anyone would be on hand at the end, and whether the teacher might give an opportunity later on to ask how everyone had found completing the questionnaire, in case anyone had been upset but not shown it: ‘Just gone out to break or something’. Also, the research team learned that they might need to say several times that ‘You don’t have to fill in the questions if you don’t want to’.

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