Family Law Proceedings, Domestic Violence and the Impact upon School: A Neglected Area of Research

Eriksson, Maria; Bruno, Linnéa; Näsman, Elisabet

doi:10.1111/j.1099-0860.2011.00394.x

Cited by 10 publications

(26 citation statements)

References 22 publications

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“…For example, Overlien and Hyden () investigated children's ‘actions or absence of actions during a domestic violence episode ’ (p. 479, my emphasis), while Eriksson et al . () note that most children are ‘aware of what is going on and… witnessing violence can be traumatic for children’ (p. 82, my emphasis). Similarly, Clarke and Wydall () describe how ‘children who witness adult violence in the home… are rarely passive observers… they experience it from the position of subjects and not objects’ (p. 181, my emphasis), and Stanley () notes that children can take ‘active roles in coping with domestic violence, protecting their mothers and siblings and seeking help at the time of the incident ’ (p. 27, my emphasis).…”

Section: The Lag In the Adoption Of Coercive Control To Understand Chmentioning

confidence: 99%

Beyond the Physical Incident Model: How Children Living with Domestic Violence are Harmed By and Resist Regimes of Coercive Control

2015

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This article begins to build knowledge of how non-violent coercive controlling behaviours can be central to children"s experiences of domestic violence. It considers how children can be harmed by, and resist, coercive controlling tactics perpetrated by their father/father-figure against their mother. Already, we know much about how women/mothers experience non-physical forms of domestic violence, including psychological/emotional/verbal and financial abuse, isolation and monitoring of their activities. However, this knowledge has not yet reached most research on children and domestic violence, which tends to focus on children"s exposure to physical violence. In this qualitative study, 30 participants from the UK, 15 mothers and 15 of their children (most aged 10-14) who had separated from domestic violence perpetrators, participated in semi-structured interviews. All participants were living in the community. Using the Framework approach to thematically analyse the data, findings indicated that perpetrators"/fathers" coercive control often prevented children from spending time with their mothers and grandparents, visiting other children"s houses and engaging in extracurricular activities. These non-violent behaviours from perpetrators/fathers placed children in isolated, disempowering and constrained worlds which could hamper children"s resilience and development and contribute to emotional/behavioural problems. Implications for practice and the need to empower children in these circumstances are discussed. KEY PRACTITIONER MESSAGES: Children experiencing domestic violence may be affected by more than the physical violence perpetrated by one parent against the other.  Children may be harmed by non-physical abusive behaviours inherent to coercive control-based domestic violence, including continual monitoring, isolation and verbal/emotional/psychological and financial abuses.  Responsibility for the impacts on children of coercive control-based domestic violence should be placed with the perpetrator (usually fathers/ father-figures) and not with the victimised parent (usually mothers).

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Section: The Lag In the Adoption Of Coercive Control To Understand Chmentioning

confidence: 99%

Beyond the Physical Incident Model: How Children Living with Domestic Violence are Harmed By and Resist Regimes of Coercive Control

2015

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“…Statistics for how many children are living with domestic violence in Sweden are not available, but it is thought that at least one in twenty children can be described as living with domestic violence every year (Annerbäck et al 2010), while 14% of the pupils in secondary schools and upper secondary schools reported that they had experienced violence between adults in the family (Jernbro and Jansson 2017). In Sweden, as in many other countries, the identification of these children is often a result of the family already being in contact with the child protection services (CPS) (Eriksson et al 2013a, 2013b. The CPS have the overall responsibility for child protection in Sweden.…”

Section: Introductionmentioning

confidence: 99%

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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“…The interviewees argue that they often lack confidence in the CPS as an institution because they do not think they get enough or the right information, they do not get support regarding how to act at school and they distrust the capacity of the CPS to support the child and family (Eriksson, Bruno, and Näsman 2013a). In other words, the argument here is that reporting is seen to cause more harm than good (cf.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…There is a large amount of international research regarding CPS (Coohey 2007;Eriksson and Näsman 2008;Humphreys and Absler 2011;Münger 2015;Stanley et al 2011), but a lack of studies regarding preschool and school institutions (Eriksson, Bruno, and Näsman 2013a) in how professionals identify, report and support children that are affected by EDV. Research is mainly focused on prevalence (e.g.…”

Section: Previous Researchmentioning

confidence: 99%

“…Earlier studies, both international as national, show that professionals at pre/school are often concerned about and receptive to the subject of the maltreatment of children, but that they do not have an adequate level of knowledge to identify child abuse and to know how to act (Eriksson, Bruno, and Näsman 2013a;Usakli 2012). These circumstances indicate the importance of obtaining more and deeper knowledge about what prevents teachers and other school staff from filing a report when they suspect that a child is affected by EDV, and what encourages them to do so.…”

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confidence: 99%

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The decision whether to report on children exposed to domestic violence: perceptions and experiences of teachers and school health staff

Markström

Münger

2017

Nordic Social Work Research

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Family Law Proceedings, Domestic Violence and the Impact upon School: A Neglected Area of Research

Cited by 10 publications

References 22 publications

Beyond the Physical Incident Model: How Children Living with Domestic Violence are Harmed By and Resist Regimes of Coercive Control

Beyond the Physical Incident Model: How Children Living with Domestic Violence are Harmed By and Resist Regimes of Coercive Control

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

The decision whether to report on children exposed to domestic violence: perceptions and experiences of teachers and school health staff

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