Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790754
Title: The role of school for children who have relocated because of domestic violence and abuse
Author: Stanton, A.
ISNI:       0000 0004 8499 2317
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
There is a scarcity of research that considers the role of school for children who have relocated because of domestic violence and abuse. In spite of this, the impact on school age children is well evidenced and can have severe long-lasting implications for a child in their ecosystem (CAADA, 2014; Sterne & Poole, 2010). This research used qualitative methodology and a social constructionist perspective underpinned by Bronfenbrenner's bioecological theory to investigate how children 7 - 10 years experienced school when they had relocated because of domestic violence and abuse. Data was collected from five children using vignettes and drawings. Four Deputy Head Teachers, one Inclusion Manager and five Educational Psychologists were interviewed using a semi-structured interview. Thematic Analysis was used to analyse the accounts of children and school professionals. The findings showed children felt under threat in the classroom and playground. They used strategies to self-protect and self-care at school and actively sought support from adults and peers to aid their resiliency. Children experienced complex emotions linked to school relocation. They described loss, sadness and frustration as well as the benefits of relocation related to renewed feelings of safety. School professionals reported social, emotional, behavioural and academic needs for children. They used individual, group, whole school and borough wide approaches to support children affected by domestic violence and abuse despite facing barriers related to the secrecy surrounding this social construct, role and resource restrictions. The findings of this study have direct implications for supporting children and families who have been affected by domestic violence and abuse as well as education, health and social care professionals working with them. Implications for educational psychology practice are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790754  DOI: Not available
Share: