Child and Family Service Review Outcomes: Strategies to Improve Domestic Violence Responses in CFSR Program Improvement Plans

“I Thought It Was My Fault Just for Being Born”. A Review of an SEL Programme for Teenage Victims of Domestic Violence

Education Sciences ◽

10.3390/educsci11120784 ◽

2021 ◽

Vol 11 (12) ◽

pp. 784

Author(s):

Norah Sweetman

Keyword(s):

Domestic Violence ◽

Young People ◽

Family Relationships ◽

Leisure Activities ◽

Third Party ◽

Traumatic Experiences ◽

Family Service ◽

Self Blame ◽

Individual Interviews ◽

Communications Skills

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The researcher designed a 12-week multimedia programme, ‘up2talk’, to enhance the communications skills and emotional literacy of the participants. Parents and teenagers were fully informed of the aims and previously attended the family service hosting the programme. Domestic violence was identified as a core issue, without the expectation of personal disclosure. This approach enabled young people to voice and explore the effects of domestic violence on their lives. Participants developed the elements of the programme and a family worker co-facilitated the groups. The third-party approaches: ‘how would a teenager feel?’, artistic expression, assertiveness, debates and videoing drama increased SEL and generated discussion, while protecting privacy. Parents provided two interviews concerning their children, and teenagers provided three individual interviews and ongoing group reviews. A thematic analysis showed a reduction in shame and self-blame, enhanced self-esteem and self-efficacy, increased engagement in education and recreation and improved family relationships. Themes were triangulated by facilitators’ observations, interview data, artefacts, group reviews and parental feedback. All families were offered follow-up support. The effectiveness of the interactive group indicates opportunities for its development in educational and youth settings.

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Making an Impact: Children and Domestic Violence

Child Care Health and Development ◽

10.1046/j.1365-2214.2001.0190f.x ◽

2001 ◽

Vol 27 (4) ◽

pp. 381-382

Author(s):

M C Calder

Keyword(s):

Domestic Violence

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Domestic violence in England and Wales

Reproductive Health Matters ◽

10.1016/s0968-8080(98)90043-x ◽

1998 ◽

Vol 6 (12) ◽

pp. 169 ◽

Cited By ~ 1

Keyword(s):

Domestic Violence ◽

England And Wales

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Sustaining the Effects of Gatekeeper Suicide Prevention Training

Crisis ◽

10.1027/0227-5910/a000304 ◽

2015 ◽

Vol 36 (2) ◽

pp. 102-109 ◽

Cited By ~ 7

Author(s):

Annette Shtivelband ◽

Patricia A. Aloise-Young ◽

Peter Y. Chen

Keyword(s):

Suicide Prevention ◽

Community Outreach ◽

Program Improvement ◽

Further Education ◽

Research Approach ◽

Long Term Effects ◽

Gatekeeper Training ◽

Prevention Training ◽

Continued Learning ◽

Suicide Prevention Training

Background: Gatekeeper training is a promising suicide prevention strategy that is growing in popularity. Although gatekeeper training programs have been found to improve trainee knowledge, self-efficacy, and perceived skills, researchers have found that the benefit of gatekeeper training may not last over time. Aims: The purpose of this study was to identify strategies for strengthening the long-term effects of suicide prevention gatekeeper training. Method: In-depth interviews and focus groups were conducted with gatekeepers (N = 44) and data were analyzed using a qualitative research approach. Results: The results of this study suggest that posttraining interventions may be more effective if they include the following seven themes: (a) social network – connecting with other gatekeepers; (b) continued learning – further education; (c) community outreach – building awareness; (d) accessibility – convenience; (e) reminders – ongoing communication; (f) program improvement –- enhancing previous training; and (g) certification – accreditation. Conclusion: Posttraining interventions that incorporate the themes from this study offer a promising direction in which to sustain the effects of gatekeeper suicide prevention training.

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