Community groups for children
exposed to domestic violence
A pan London project supported with
funding from Comic Relief
A celebration of the work so far and a
discussion about the work to come…
What Children Tell Us
I would shout and stand in the middle… it
didn’t work but I tried my best…it was worse
if I didn’t do it.
Lucy, aged 14
He would push me away and give me a back
hander…so I called the Police.
He ruined all my birthdays.
Sarah, aged 7
He said I was naughty and pushed me on the
floor, sat on top of me and began punching
me. My sister helped pull him off.
Raj, aged 9
I used to scream and shout “stop it” but I did
nothing else. I was too scared I would get
hit.
Andrew, aged 11
My step dad hit me on the head and the top of my
cheek.
Jade, aged 14
He used to punch us all over my body and it was
worse if I tried to help mum.
Stephen, aged 15
He threatened to beat me if I called the Police.
He threatened to kill me when I put only Mum’s
name on the Easter card. He forced us to watch
and wouldn’t let us leave. One day it was from
10.00 in the morning until 10.00 at night.
Sometimes he pushed me and he would slap
me round the face.
Ahmed, aged 14
“Certainly think the DV project has put the subject high on
people’s agenda. I think in general social workers ask the
questions more as a matter of routine, partly because they
know there is a service which will respond!”
Manager, Family Centre
“Health Visitors feel more confident about domestic violence as they
have you as a resource and there is now something locally to support
families, beginning to give them the confidence to ask the question.”
Manager, Health Visiting Service
“We are able to work together more effectively with some of
the people who have attended your conference and now have
a better understanding of the effects of violence on children
and how they can be helped to recover.”
Manager, Women’s Centre
“This work has put domestic violence where it firmly belongs as
‘everybody’s issue’. The project has done more to raise the DV
profile than years of ACPC training.”
Manager, Sutton Behaviour Support Team
“I learnt a huge amount from you about couple counselling
when there is domestic violence. You advised against this,
however the Family Therapist pursued this and I witnessed for
myself the effects, which was escalating violence.”
Project Worker, Family Centre
Welcome
Davina James-Hanman
Director of AVA
Comic Relief
Rachel Billett
UK Grants Programme Manager -Violence
Against Women
The Programme
Is an integrated community group programme
for children and their mothers who have
experienced domestic abuse aged 4 – 16
years
Children’s groups help children begin the
healing process.....
Mothers groups support women in
understanding how to help their children
recover
Guiding Principles
Core Concepts
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Validation Of Experience
Safety Planning
Identification Of Abuse
Exploration Of Issues Related To Responsibility
Exploration Of Issues Related To The
Appropriate Versus Inappropriate Expressions
Of Emotion
• Groups Needs To Be As Positive And As
Funfilled As Possible
Programme Information
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12 week programme
Perpetrator no longer lives in the family home
Suitable for children aged 4 -16 years
Sessions 1/1.5 hours per week for children
Mums start group before the child
Thorough assessment process to look at suitability
Desirable but not compulsory for mothers to attend
Programme Content
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Getting to know you
Breaking the silence
Thinking about feelings
What happened in our family
Keeping safe
Understanding responsibility
• Dealing with anger
• Solving problems
• Family changes
• Keeping safe – social
networking and sexual
abuse
• Self esteem-All about
me
• Celebration and saying
goodbye
What Children Say About Group
• LOVE THE SNACKS
• LOVE THE SNACKS
• Good to meet other children with similar
experiences
• Good to know it can happen in all families
• I know how to keep safe now
• There are people I can talk to
• I know it’s not my fault
• I no longer believe I’ll turn out like dad
Programme History
Based on early research by Peter Jaffe et al in
London Ontario
1986 First manual and groups for children
1996 Favourable evaluation
1997 practitioners manual published
2004 London Borough of Sutton pilot the
programme
1994 programme evaluation
Positive satisfaction ratings post group from mothers and children
Children improved in ability to identify abusive actions and
behaviours
Far fewer children indicate they would try to intervene in abusive
incidents post group
Far fewer children condoned any type of violence post group
Fewer children felt that they were the cause or responsible for
parental fights
Children improved in their strategies to manage interpersonal
conflict
Programme Evaluations
Canada, London, Scotland
Positive satisfaction ratings post group from mothers and children
Children improved in ability to identify abusive actions and
behaviours
Far fewer children indicate they would try to intervene in abusive
incidents post group
Far fewer children condoned any type of violence post group
Fewer children felt that they were the cause or responsible for
parental fights
Children improved in their strategies to manage interpersonal
conflict
Scottish Women’s Aid 2011
• Children and mothers develop a greater
understanding of domestic abuse
• Children learn how to manage emotions and actions
• Children have greater knowledge of safety planning
and support
• Groups have positive impact on mother – child
relationships
• Families have a more positive future outlook
Interagency collaboration
• Working together to secure positive outcomes
for children
Interagency collaboration
Group facilitators from diverse agencies, both
statutory and voluntary, with an understanding of
the issue of domestic abuse and it’s impact on
children
Partner agencies ‘buy in’ support of the programme
in recognition of the importance of the service
Domestic violence is in every agency
Benefits of a Collaborative Approach
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Raised
awareness across
agencies of
impact and issues
for mothers and
children
Increased
individual
expertise and
knowledge
Skills obtained at
group are
transferable to
other settings
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Agencies come
together and take
shared responsibility
for domestic
violence
Communication
across agencies
improves and sound
relationships
develop
Staff from different
agencies jointly
collaborate to
achieve best
outcomes for mums
and children
Inter-agency Collaboration
Programme
Probation
Coordinator
Service
Behaviour
Voluntary Support
Sector
Team
Education
School
Nurses Health CAHMS Social Welfare
Services
Visitors
“Certainly think the DV project has put the subject high on
people’s agenda. I think in general social workers ask the
questions more as a matter of routine, partly because they
know there is a service which will respond!”
Manager, Family Centre
“Health Visitors feel more confident about domestic violence as they
have you as a resource and there is now something locally to support
families, beginning to give them the confidence to ask the question.”
Manager, Health Visiting Service
“We are able to work together more effectively with some of
the people who have attended your conference and now have
a better understanding of the effects of violence on children
and how they can be helped to recover.”
Manager, Women’s Centre
“This work has put domestic violence where it firmly belongs as
‘everybody’s issue’. The project has done more to raise the DV
profile than years of ACPC training.”
Manager, Sutton Behaviour Support Team
“I learnt a huge amount from you about couple counselling
when there is domestic violence. You advised against this,
however the Family Therapist pursued this and I witnessed for
myself the effects, which was escalating violence.”
Project Worker, Family Centre
Programme Snapshot
50 Children:
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Child Protection Register – 10
Child with Disability – 2
Child in Need – 10
Youth Offending Team – 2
Local Authority Care – 1 current/2 past
Concerns for Child - 8
Referrals
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Social Workers – 38%
CAMHS – 22%
Behaviour Support Team – 14%
Education (HT/POW) – 12%
Health (HV/SN) – 8%
Voluntary Organisation – 4%
Probation – 2%
Funded by Comic Relief 2009
• Initial funding for 3 years to encourage participation
across 33 London Boroughs;
• Extended now for a further year;
• Initial showcase event to promote interest;
• Training offered – two levels – coordination and
facilitation;
• Thematic networking events;
• Email support and consultation.
Progress so far…
• Currently 11 Boroughs are running groups
• 5 boroughs are preparing / planning to run
groups
• 3 boroughs provide an alternate service for
children but are in consultation with AVA
about the community groups project
• To date AVA has provided training to 217
staff across 27 boroughs
• National interest is also emerging
What working
with children
has taught me
Dermot Brady.
AVA March 2012
Three main themes
• Developing programmes and networks
• Direct work with children
• Professional development
What you can learn from working with
Linda
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Early groups in Sutton
Make friends not enemies
A lot for a little and nothing for nothing
Mentor the next generation
Unintended benefits
What about me?
Direct work
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Make the tea
Surprisingly resilient?
Children learn quickly
Behaviour outweighs everything
Start early but don’t walk away
Listen carefully, talk even more carefully
Start early
Professionally…
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Stick to the programme
Collaboration is essential
Change is a narrative, not a balance sheet
Get your staff to do it
Listening to children?
Protect the mother to protect the child
Invite the father to take responsibility
Strengths
• Awareness raised nationally about the programme;
• More boroughs are running groups since the funding from Comic
Relief;
• Huge commitment at a practitioner level to participate in the work;
• Endorsement by the Canadian authors;
• Collaborative working with Scottish Women’s Aid;
• Permission gained to adapt and re-design manuals to UK context;
• Extended funding for 1 year;
• Support materials and guidance have been developed;
• Evaluation pre and post group measures available ;
• Free funding has enabled boroughs to have a pool of trained
facilitators.
New Manuals
- Updated
- New design
- New sections for teens
- More activities
- Wide consultation
- Support from Canada
- Will take evaluation
findings into account
- Currently being
designed and will be
available on usb sticks
(and hard copies?) very
soon….
The Challenges
• Current economic climate;
• Change in government and impact on policy and
practice;
• Staff redundancies, services being redefined, high
staff turnover especially in London;
• Identifying who the key stakeholders are to connect
with to promote the programme;
• Attempting to set up an intensive programme across
32 different areas;
• Funding only available for a further year.
What AVA can offer
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Free training for coordinators;
Free training for facilitators;
Thematic networking events;
Access to a members website
for group materials and
support;
• Consultation and support to
boroughs individually;
• AVA staff attendance at
relevant strategic meetings;
• Support with adapting
programme to meet the needs
of the local community.
• New updated electronic
manuals including a fuller
version for young people;
• Access to pre and post
group programme
measures;
• An e-forum to share ideas
and experiences with staff
involved in groups
elsewhere.
Break
Findings from the Evaluation of the
Community Group Programme for
Children & Young People
• Dr Sevasti-Melissa Nolas (Sussex),
• Dr Lucy Neville, and Dr Erin Sanders (both
Middlesex)
A reminder of where we started and
what’s happened since…
• Evaluation commissioned in July 2010
• Group meeting with coordinators to get
feedback on evaluation strategy, Sept 2010
Detailed ‘typology’ to help us gather information
on local delivery of community groups
▫ Useful tips from coordinators
• Interviews with 18 coordinators, Nov-Dec 2010
• Feedback of findings from coordinator
interviews at coordinator network meeting, Feb
2011
A reminder of where we started and
what’s happened since…
• Engagement of four areas with a track record of
delivering the groups, Mar-Jun 2011
• Interviews and focus groups with children,
mothers and facilitators, July-Dec 2011
• Participation in final conference event, Mar 2012
• Final report due, Mar 30th 2012 (next Friday)
Evaluation questions
• Process: how does the Community Group
Programme work?
• Impact: does the Community Group
Programme make a difference to practitioners,
children and mothers? If so, what difference?
• Salience: does the Community Group
Programme matter to practitioners, children and
mothers? If so, in what ways?
• Cost: what is the cost of the Community Group
Programme?
Methodology
• Mixed methods approach
▫ Quantitative strategies
▫ Qualitative strategies
Quantitative approach
1. Community Group Questionnaire:
knowledge, attitudes & skills
2. Kidscreen: independent health-related quality of life
measure
3. CHI-ESQ: experience of service questionnaire
Online access to outcome measure packs
Qualitative approach
• Interviews with 18 programme coordinators
▫ Structured questions, focus on detail
• Focus groups/interviews with a sample of 15
facilitators
• Focus groups/interviews with 18 mothers
• Focus groups/interviews with 24 children
Interviews with coordinators
Interviews with facilitators
Interviews with mothers
Analysis
Thematic analysis (Braun & Clarke, 2006; AttrideStirling, 2001)
Ecological systems theory
(Bronfenbrenner, 1994)
Findings
Outcomes measurement
• Issues around quantative data collection
• Small sample size (n=31) makes it difficult to
draw any firm conclusions
• However, trends in data indicate a generally
positive impact of CGP across knowledge,
attitudes and practice
Stopping Fighting
• Children were less likely to say that they should
try and stop parents fighting (χ2= 9.7; df=4;
p>.05)
Pre-group measurement
Post-group measurement
18%
30%
True
False
53%
True
14%
DK
DK
False
68%
17%
Aggressive Responses to Arguments
• Children were less likely to say they would shout
or scream at someone during an argument; hit,
punch or kick them; or break/throw things;
suggesting they had learnt more pro-social ways
of managing their own anger
• However none of these changes were
statistically significant
Calling 999
• While there was still an overall tendency for
children to want to stop their parents fighting,
there was a greater likelihood of children staying
in a safe place, and they were significantly more
likely to call ‘999’ (χ2= 7.6; df=2; p>.01)
CHI-Experience of Service Questionnaire
• Very positive results, with both mothers and
children feeling listened to and helped
• All mothers who responded would recommend
the CPG to friends who needed similar help;
and all but one of the children would too (one
didn’t know)
• All mothers and children felt the overall help
they’d been given was good
• However, low response rate: mothers (n=6),
children (n=8)
Description of children participants
in qualitative research
• 24 children from 4 areas of London
▫ Aged 6-14: mean age = 10
▫ Gender: 12 boys and 12 girls
▫ Ethnicity: White (12), Black or Black British (6),
Asian or British Asian (4), Mixed (2)
• Mothers’ descriptions of difficulties being faced
by children prior to groups:
▫ Externalising problems: anger, aggression,
arrogant behaviour, attitude
▫ Internalising problems: worry, confusion, tummy
aches, clingy
Findings
1. Children’s reflections on group composition &
dynamics
1. Children’s views and experiences compared
against programme guiding principles
2. Emergent themes
Children’s reflections on group
composition & dynamics
Gender balance in groups is important
… because you don’t want to be “one lion and a lot
kangaroos”!
“But I was the only boy. Yeah, I was only one boy
and there was girls and me…. No good because I
was like the only boy… it wasn’t fair…Because it’s
like there’s one tiger and then there’s like groups of
girl tigers… or, or, or it’s like this: one lion and a lot
of kangaroos.” (Frank, age 9 ½)
Other considerations about group
composition & dynamics
On siblings being in group together:
“…my sister was not in the group… we used to be more happier
because when my sister is around she’s like arrrghghghhgh. She
annoys me.” (MJ, age 11)
Owning choice to participate is important to children
Group rules were valued
Group timing not always good, especially if children were
missing out on important activities they wanted to
participate in at school (2 out of the 24 children)
Children’s views and experiences
compared against programme guiding
principles
Recommending the programme
Children would recommend groups to other children
“I would say yes, you should go because you get
some experience … she’ll think it’s quite a good idea. I
won’t tell her the end of the group because it won’t be
fair because then she’ll know what we’re doing, at the
end of the group, having this, that, the other, beginning
of the group we’re having, we’re making these, and in
the middle of the group we’re making volcano. It
wouldn’t be a fair thing to her.” (Elena, age 8)
Recommending the programme (mum’s
perspective)
“I noticed the difference in him straight away; he
absolutely loved it. He really, really enjoyed it. And
every week, it was, like, the highlight of his week. Oh
today, I've got [group].” (Focus Group 2)
“Mine would start from Friday right up until Sunday,
don't forget, Mum. And then Monday morning, don't
forget, Mum, you're picking me up at… Okay, Jane.”
(Focus Group 2)
Convergence with quantitative findings
Children and mothers views about recommending the
programme echo CHI-ESQ findings
Comparing children’s views and
experiences against programme guiding
principles
Evidence that most children internalised the messages
of 4 out of the 7 guiding principles to varying degrees.
Children give different emphasis to the 7 guiding
principles. This means that the salience of the guiding
principles is different for children and professionals.
Manual
Children’s experiences
Is the group providing opportunities for
children to tell their stories and be heard,
believed, and validated?
Does the group explore the expression
of anger and other feelings and provide
healthy strategies to manage feelings?
Does the group ensure that the children
know how to protect themselves
emotionally and physically by developing
and practicing safety plans?
Does the group convey the message that all
types of abuse are unacceptable?
Does the group provide a positive
environment where activities are esteembuilding, child-centred and fun?
Does the group convey the message that
children are not responsible for what
happened between their parents?
Is the group providing opportunities for
children to tell their stories and be
heard, believed, and validated?
Does the group ensure that the children
know how to protect themselves
emotionally and physically by developing
and practicing safety plans?
Does the group explore the expression of
anger and other feelings and provide
healthy strategies to manage feelings?
Does the group convey the message that
children are not responsible for what
happened between their parents?
Does the group explore and practice
effective problem solving skills?
Does the group explore and practice
effective problem solving skills?
Does the group provide a positive
environment where activities are esteembuilding, child-centred and fun?
Does the group convey the message that all
types of abuse are unacceptable?
Exception
Does the group convey the message that all types
of abuse are unacceptable?
None of the children we interviewed made
reference to this message in any way that mirrored
the strong and definitive message encapsulated in
this guiding principle.
Weaker evidence for effectiveness of groups
Conveying messages that children are not responsible
for happened between their parents:
• Only 3 / 22 children spoke about the groups teaching
them that they were not to blame
• Theme of responsibility more prominent in mothers’
accounts
• In all the pre-questionnaire data none of the children
have responded that mum is responsible for getting hit
• Research on this area suggests that children know who
to hold responsible for violence/abuse, and that tends
not to be themselves (Mullender et al, 2002:149)
Weaker evidence for effectiveness of groups
In exploring and practicing effective problem solving
skills
• Only one child made direct reference to problem
solving skills
“we did a puppet roll play… it was about some
problems, we had to think of problems that was real or
not real, and then you get these puppets and you have
to act it…they were doing people fighting and they had
to tell the teacher.” (Mal, age 10)
Volcano is for anger!
“The volcano
represents our
feelings”
(Elena, age 8)
Rayman: We poured vinegar…
Nel: … and baking powder…
Rayman: … and then we poured it into…
Sonic: … the mini volcano thing.
Rayman: … and then…
Sonic: … but first we had to make the mould…[…]
Rayman: And we, erm, mixed it up together, and then
we poured it into the volcano really quick, and then
we put the stick above the top of it to see how far,
how high the explosion went.
SMN: And what happened next? Did it explode?
All: Yeah! (age 10 and 11)
Learning pro-social ways to deal with
own anger and feelings
“you’re only allowed to be angry but you’re not allowed to throw things and
shouldn’t punch people” (Tornado, age 8)
“Like to calm down, like my temper… Like when my friends would normally
come up to me and like try and start a fight with me, I’ll just walk away.” (Ed,
age 10)
“I used to think like fighting was an option, that it was a good option, but it
wasn’t. And like I learnt that fighting wasn’t good, and that I should go to
someone about it instead of fighting. And like the whole group made me think
about what I do and it’s changed me as a person. And it’s a good change.”
(Lena, age 12)
“it helped me like with anger. Because before I would usually punch my
brother in the face and tease him but now I don’t. I would probably like think
before punching but I wouldn’t, I would just get angry and call him an idiot or
something.” (Geno, age 13)
Dealing with anger (mums’ perspectives)
“We do it at home now, when she says that she’s feeling angry and all the
rest of it, she asks if we can make a volcano, and she’s like, that’s how I feel.
So she’s getting ways of describing it, and she’s like, she tells me, I feel it
bubbling mummy.” (Focus Group 3)
“This is since, yeah, this was after, you know. Um, because, obviously, you
know, further down the line, it kind of… they may forget and they go into their
old patterns but, you know, um, that’s only sort of for a split second and then
you sort of remind them and then… but now it’s, I mean, it’s obviously, it’s
less and less now. I hardly ever mention it now because they’ve just got used
to being, um, you know, with life very differently; very calm and non-violent
[laughs]. So you know, the normal, as they’d say, the normal life. Um, so yes,
you know, it did… obviously, throughout the period of time, it just sort of
retrained them, if you like. Just retraining them.” (Interview 6)
“…they were actually sitting down and starting to actually play instead of
fighting 24/7…” (Focus Group 3)
“…My son comes before, he’s really angry about everything, the group didn’t
really help… nope, still the same.” (Interview 4)
Fun, fun, and more fun!
“The piata (sic, piñata). Hey, d’you know what I done? I go
like this: bam! (demonstrates hitting the piñata hard) And
look sweeties fall out! And d’you know? D’you know what
he done? He kicked the piata and it’s falling down, and he
keep on do that and it keep on falling down.” (BatmanSuperman, age 6).
“…it’s fun and you learn, and you’ll be interested and you’ll
be happy because you’ll be taking a box home and get a
certificate and you get to have fun and hide from the
parents and all that” (Cherry, age 12).
“…keep it fun and don’t let the kids get bored.” (Sonic,
age 10)
Fun as a change mechanism
“Well, take a chance and go for it, because it’s really fun
thing and actually it’s a very, it’s very easy to express
yourse, your feelings when you’re having fun.” (Sonic, age
10)
Remembering the developmental
importance of play
“I think it’s like with the kids as well, getting to know new
people or making new friends, you know, it’s just a change,
a change of atmosphere for them, whereas before with my
lot, they didn’t have that, they were always kept in, they
weren’t allowed out to play, whereas now, they can go out
to play, run amuck and you know…” (Interview 3)
Building confidence
“It makes you confident.” (Geno, age 13)
“Well they helped me doooo, (pause) how did they
help me, (inaudible) my shield, and the volcano,
they helped me express my feelings, and helped
me realize that you can speak out to people, all my
friends and my family.” (Elena, age 8)
Listening to children
“Just listen to the children. Because like (pause),
not to be horrible, but it’s like, it’s like, unless
you’ve gone through it yourself, you really don’t
understand how they feel, so you can’t put yourself
in their shoes. Because as much as you’ll try, it’s
just the most brutal can ever go through and it
does ruin lives, and unless you know how that
feels you can’t just tell them what to do. Like if, if
they tell you what’s happened, how they feel about
it, you can give them advice that would help but if
you haven’t then you don’t know. Like not to be
horrible.” (Lena, age 12)
“All the kind people and that you didn’t have to say
what you wanted to say.” (Rayman, age 10)
“They were really kind and helpful. And they help
you, it helps you can talk to them…” (Elena, age 8)
“She’s the best! She’s kind and she’s funny.”
(Marcia, age 10)
“They are kind to me, and like, I don’t, I’m like good
and they be good back to me.” (Ed, age 10)
Safety planning
“When we was playing with the play dough… we was
making a safe place. I made a table, of a flower
table… it was in the kitchen… [when do you go to the
safe space?] when my mummy and daddy are
fighting.” (Tinkerbell, age 6)
“Oh yeah, and I remember we had this sheet that we
had to fill in, it was who do you think is the safest
person to talk to, who is, where is the most safe place,
no, which place is the place you feel (pause) safe
what’s the police’s phone number, and erm, I forgot
the rest.” (Sonic, age 10)
Ambivalence about stopping parents fighting
“Yeah, [we learnt] about hurting and fighting. If you see your
mum, like parents fighting, downstairs in the house, yeah,
and you don’t have, and you can’t do anything about it to
stop, you should call 999 or just go, you can just go, you
can just go to, if you have like someone to talk to you can
go to them and like speak to them, and all that…it’s good in
the group because they tell you where to go and call 999
and children’s, wait, wait, wait (trying to remember the
name of something), Children’s Line or something… I think
it’s called Children’s Line… (ChildLine?). Yeah!” (Frank, age
9½)
See Mullender et al (2002) study about complexity of
children’s decision making around intervention
Emergent themes
Confidentiality
“I think it’s because I felt safe where I was and like and
if I said something it wasn’t going to go anywhere
because it’s confidential.” (Lena, age 12)
Ending isolation, being with others with similar
experiences and socializing together
“’Cause, when, we didn’t all experience the same thing
and even if we didn’t see it we all understood each
other.” (Nel, age 11)
Emergent themes
Relationship with mum
“Mmm, like if you said something in group, like say you
didn’t talk to your mum or something, like Helen
(facilitator) would tell you why you should talk to them.
And then if you did it would actually go how Helen told
you it would. Helen said she would react like this and
she would.” (Joy, age 11)
“I never used to talk to my mum and then Helen, Mark
and Paul encouraged me to talk to my mum and now
I’m talking to my mum a whole lot more and it’s getting
better.” (Lena, age 12)
Summary
• Programme strengths:
▫ Enables children to be children, re-introduces fun and
play
▫ Providing children a confidential space in which to
explore what happened with others who have had similar
experiences.
▫ Providing children with imaginative and creative ways to
think about anger that helps them to think about nonviolent responses to difficult situations; from mums’
perspective programme helped children to “calm down”
▫ Provides children with a space in which they are listened
to and respected, and empowered to choose when to
participate and when to observe
▫ Builds confidence and self-esteem
▫ Opens communication channels between children and
mums
Summary
• More challenging:
▫ Evidence of learning safety planning in the
abstract (what should children do) but less strong
evidence about children’s desire to stop their
parents fighting in real life (what would you do)
▫ Children as social actors and complexity of
children’s decision making around intervention in
parent’s fighting
Summary
• Programme weaknesses:
▫ We don’t know anything about children’s thinking
around abuse
▫ We are unsure about how children think about
problems and problem solving
▫ The idea that children blame themselves for what
happened between their parents is perhaps out of
step with more recent research evidence
Assessment of evaluation
Weaknesses
• Uptake of quantitative measures was patchy
• Lots of staff turn over meant and local re
organisation, difficult to track delivery across
London
Strengths
• Slightly larger than planned sample of children
and mothers
Next Steps…
• Over the next year, what do you think we need
to focus on in order to ensure the groups are
embedded and sustainable?
• Please write your suggestions on post it notes,
and complete the evaluation form.
• We will be announcing the dates of the next
networking event and training dates shortly.
Community groups for children
exposed to domestic violence
A pan London project supported
with funding from Comic Relief