It is now widely accepted that living with domestic abuse (DA) can significantly affect children, with the effects of DA continuing to be felt into adulthood. The common conceptualisation of children as passive 'witnesses' of DA and the failure to recognise them as direct 'victims' in their own right, separate from adult victims, can act as a major barrier for professionals responding to children within this context. The first professionals with whom many child victims of DA come into contact often are members of the police. Yet, little is still known about how children and police officers experience these encounters. The aim of this paper is to conduct a narrative review of the existing literature on the police response to children at DA call outs through the lens of Emotional Intelligence (Goleman 1996). Reviewed studies state that a large number of police officers reported feelings of overwhelm and uncertainty at incidents of DA involving children. Children reported significant differences in empathy of officers, a key tenet of EI, which impacted their feelings of safety and visibility at incidents of DA. DA incidents are an emotionally challenging aspect of police work and most officers do not appear to have the skills to manage this effectively. The significance of speaking with children in these traumatic situations cannot be understated. EI appears to make an important contribution to the overall efficacy of officers at incidents of DA involving children.

Although the police have been identified as a key service provider when responding to domestic violence and abuse (DVA), very few studies have investigated their response in relation to children. This review aims to examine children’s experiences of police response in the context of DVA and to explore how the police understand and respond to children living with DVA. A rapid review of the empirical literature on the police response to DVA involving children was undertaken. PsycINFO, Web of Science and ProQuest were searched. Studies with a qualitative element, concerning children under 18 with experience of police involvement, or police experiences of children, in the context of DVA were included. The final sample comprised of six studies. Using reflexive thematic analysis, four key themes emerged in relation to children: children’s experiences of DVA; fear, uncertainty, and mistrust of police; confronting “childism”: a matter of children’s rights; and going beyond empathy: equality and justice. Regarding the police, three key themes emerged: variability in police response; limited view of police role; lack of professional competence. The findings underscore the need for awareness raising and an urgent review of the training officers receive regarding the impact of DVA on children. They also highlight the pivotal role of police when responding to DVA where children are present, as well as to advance the frontiers of research by including not only adults and professionals but also the most vulnerable DVA victim: the child.

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Purpose This paper examines implementation fidelity (IF) and the underpinning conceptual framework drawing on the evaluation of a UK-wide, manualized child abuse and neglect prevention program for elementary schools. We describe and assess our approach to assessing IF and consider how IF can inform program development. Method We drew on the literature on program fidelity and critical components of the program evaluated to identify three dimensions of IF: Coverage, Quality and Context. Data was collected through external observations using systemized observation schedules which were extracted to be scored using scoring protocols for each intervention type. Scores were calculated by two researchers with a random sample cross-checked by a third member of the research team. Results Observation analysis demonstrated consistency in the coverage of content when delivering assemblies for both younger and older children with at least 76% coverage of content across the assemblies. However, observation analysis revealed greater levels of variability in the delivery of workshops. Material on sexual abuse was less fully covered and children reported that some facilitators lacked confidence and clarity in delivering this material (Stanley et al., 2023). Conclusion Our results indicate the usefulness of systemized observations in capturing coverage of content, these findings underscore the importance of developing scoring protocols and training observers prior to evaluating program delivery. We highlight the significance of integrating implementation fidelity training for program facilitators and implementers to both assist with monitoring and to maintain quality, despite variations in the actual delivery and setting of the program.