No abstract

The purpose of this article is to describe the Community Readiness Model implemented by the San Antonio Safe Family Coalition in Bexar County, Texas, a coordinated community response to prevent intimate partner violence. The project used a participatory action process to (a) determine the city's and county's stage of readiness to prevent intimate partner violence; (b) identify differences in the city and county by dividing the area into sectors for the assessment; (c) engage the community in determining the accuracy and usefulness of the results of the assessment; (d) develop targeted strategies to move the city and county to a higher stage of readiness for prevention of intimate partner violence; and (e) evaluate the results of the project.

This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRCfunded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning and prior learning, and how those connections can variously support or confound children's acquisition of new knowledge and understanding.

Pregnant women whose lives are affected by intimate partner violence and unintended pregnancy are often faced with the decision for abortion. In this qualitative research, the authors explored women's experiences of unintended pregnancy and intimate partner violence (IPV) from the perspective of adult pregnant women seeking abortion. Women were assessed for intimate partner violence and study inclusion by means of two IPV screening tools. The authors collected data during one-to two-hour semi-structured interviews with eight pregnant women. At the completion of the interviews, all women were assessed for safety using an assessment of danger tool. Safety planning and referrals were provided for all women. Qualitative data collection and data analysis were guided by naturalistic inquiry to identify prevalent themes. Three major themes emerged from the data: (1) It Wasn't That Bad, (2) Then It Got Worse, and (3) If I Have the Baby He'll Come Back. Descriptive statistics were used to tabulate and describe the women's responses to the three tools.

While clinicians should be vigilant for the presence of domestic violence with all clients, it is important to know when a woman experiences increased risk for violence. The findings indicate a need for education for communities, those who provide care for women and children, and people in whom victims may confide.