Peri-natal evaluation: Maternal mental wellbeing, Quarriers Ruchazie

First paragraph: The peri-natal service at Quarriers was formally established in 2017 with funding from Comic Relief and the Tampon Tax Fund. During this period, the service has supported 371 individuals, including mums, dads, children and other significant family members. The service offers a wide variety of activities designed to support the mental health and wellbeing of the individuals who attend. Since 2017, Quarriers have delivered one-to- one sessions with women, provided 9 post-natal groups, 1 antenatal group as part of a pilot, and a drop in service that has been supporting 13 mothers and babies and will this year move towards a peer model support group. The centre also offers a baby massage group, which since 2017 has been delivered to 47 mothers and babies, with 3 fathers taking part. Additionally, all families accessing the service are encouraged to attend activities such as Growing Together, Book Bug and Funday Monday, if they wish

The "Reducing the Impact of Sexual Exploitation" (RISE) Project: An Implementation evaluation

This project reports on the implementation evaluation of a two year pilot "Reducing the Impact of Sexual Exploitation (RISE)", that ran in Aberdeen and Dundee. The project was designed to address the Scottish Government’s National Action Plan to Prevent and Tackle Child Sexual Exploitation (2014, 2016), through the deployment of CSE advisors. The overall aim of RISE is to identify, protect and support children and young people who are vulnerable or at risk of CSE, and those who have been identified as victims, and to prevent CSE by disrupting patterns of perpetration. The work of the CSE Advisors has three major strands: training and consultation; direct work with children and families; and improving intelligence sharing. Evaluation Aims: The aim of this research was to evaluate the implementation of RISE, and to identify early indications of potential impact. Four main research objectives underpin this principle aim: i) To examine the processes and structures which have been put in place to implement the project ii) To assess the effectiveness of these processes and structures across the two pilot sites iii) To provide an indication of the overall impact of the project – by gaining insights into the impact the project has on the intended outcomes of the pilot iv) To identify the key lessons learned in implementation of the project and identify potential challenges and opportunities for the future delivery and sustainability of the project Method The implementation evaluation takes a mixed method approach to examine the impact of the RISE project on the service landscape in the two pilot sites. Focus groups were conducted with 31 professionals from policing, social care, education, health and the voluntary sector in each site. Individual interviews were conducted with the CSE Advisors. In addition, the research team examined routinely collected service data, including anonymised and aggregated outcomes data for children and young people, and self-assessment questionnaires for participants on CSE training programmes. Qualitative data was analysed thematically (Braun and Clarke 2006) and quantitative data was analysed descriptively and using a repeated measures ANOVA. Data was then mapped against an implementation framework using a matrix based analysis, to explore service and implementation outcomes. Findings The CSE Advisor role was highly valued in both pilot sites, and was viewed as an effective way to support an improved and more appropriate response to children and young people who are at risk of or have experienced CSE. The introduction of the CSE Advisor role was seen as an effective way to improve professional responses to CSE, to provide targeted support for children, young people and carers, to enhance professional knowledge and skills. CSE Advisors have played a vital role in improving multiagency collaboration and information sharing, and multiagency and police partners indicated that the implementation of the CSE Advisor role has resulted in more trauma-aware practice, and trauma sensitive systems. Stakeholder professionals also indicated that there was evidence that the role had supported more effective disruption of perpetration

Young children's narrations of relational recovery: A school-based group for children who have experienced domestic violence

In the UK, domestic violence (DV) is one of the most common safeguarding concerns children and young people report (CAADA, 2014). However, little is known about how children experience participation in interventions that aim to support their recovery if they have been affected by DV. This study aims to understand children’s experiences of participating in a group programme facilitated by a DV organisation in the UK. Interviews were conducted with four children (aged 7–10) using a flexible, creative and child-led approach. A thematic narrative analysis was used, using a small story approach to narrative data. Results indicate that issues of children’s agency, choice and intersecting identities are central to not only how children experience DV but also how they experience recovery. Findings highlight the experiential and relational aspect of therapeutic spaces that can enable children to form relationships and construct meaningful identities. Conclusions suggest that children need to be consulted in inclusive ways in order to contribute to the development and accessibility of services designed to support them when they have been affected by DV

Safe Strong and Free Programme evaluation

This research was funded by Safe Strong and Free Highland. The Safe Strong and Free (SSF) project is an abuse prevention programme aimed at young children to reduce the vulnerability of young children to abuse and assault. The programme consists of a series of three workshops that are delivered to all pre-school children in all nurseries in the Highland area. The programme is partly funded by Highland Council. The workshops are interactive and include three topics: Bullying, Strangers and Secrets. In May 2017 SSF commissioned researchers at the Centre for Child Wellbeing and Protection (CCWP) to evaluate its programme. The primary aim of this evaluation is to consider the extent to which key messages conveyed during the workshops are learned and applied by the children who take part in the programme. This research was undertaken between January 2018 to June 2019. In order to gain an in depth understanding of the impact of the workshops from a range of perspectives, this research comprised of multiple methods. Workshops were observed at nine nurseries in a range of urban and rural locations. A total of 14 workshops were observed throughout the duration of the evaluation. Children from three of these nurseries participated in a follow-up activity with the researcher to explore the extent to which they remembered they key workshop messages. We also observed everyday life in two nurseries three months after participating in the SSF workshops to see to what extent children put into practice the messages learnt during the workshops. We found that in general, children engage well with the workshops. They particularly enjoy the interactive activities. It can be difficult to maintain the engagement of some children especially when groups are larger, or there are more distractions in the environment. The skills and qualities of SSF project workers are a valuable asset and for the most-part, they are able to keep children engaged, interested and focused. Children seem to mostly understand key messages, but some appear confusing to some children. Reinforcement, repetition and embedding the key messages into the culture and routines of nurseries and schools is beneficial. It is also necessary to consider accessibility and inclusion for children who have disabilities, additional support needs or who are not under the care of their parents or have parents who are identify as LGBTQ+. We also consulted with nursery staff and parents/carers. Nursery staff and parents/carers of children who participated in workshops were invited to complete a questionnaire or an online survey. Any parent/carer whose child participated in the workshops between 1997 to June 2018 were invited to complete the online survey. There were 90 respondents. Parents of all children who participated in a workshop throughout the duration of this evaluation, between January 2018 to June 2019 were invited to complete a questionnaire. There were 407 respondents. Parents whose child participated in a workshop that was observed during the first year of the evaluation were asked to complete a follow-up questionnaire. There were nine respondents. In addition, nursery staff completed a questionnaire. There were 134 respondents. We also interviewed 5 early years practitioners at two nurseries to explore their views regarding the SSF workshops in more depth. We found that the SSF workshops were highly valued by most respondents. Parents were grateful for the opportunity to discuss these topics with their children particularly topics they may find difficult to raise themselves. We found many examples of children putting into practice key messages, especially around bullying and strangers. Some children are confused by the secrets workshop, and some parents do not feel confident about talking about this with their children. For most children, most of the key messages seem to be understood well, though most participants felt 5 reinforcement and refresher workshops would be beneficial. Learning is therefore viewed as on-going and this is more possible if key messages are embedded into everyday lives of children. Parents and staff express a desire to be involved and help children learn. It is important that workshop materials and resources are accessible to nursery practitioners and parents in a way which suits them and is accessible to different abilities, including literacy and language needs. After analysing data from the first year of this evaluation we found that one area for development was the inclusion of children with additional support needs in the workshops. SSF had piloted a workshop for children with additional support needs, and during the second year of this evaluation (September 2018 to June 2019) we evaluated the delivery of the pilot workshops at one school for children with additional support needs. To do this, we carried out observations of refresher workshops delivered to four children, and we interviewed parents of children (n=3) and school and SSF staff members (n=5). We found that most children were enthusiastic to participate in workshops and some remembered key messages and could repeat them. Visual and interactive resources were highly valued, as were the skills, qualities and flexibility of the SSF project worker. This work requires the project worker to adapt materials to each individual child, and communication needs are a central part of this. Parent and school involvement are key to embedding this learning, and the workshops acted as an opportunity for parents to increase their awareness through education about the vulnerabilities of their child. Whilst this was challenging for them, it was also appreciated

Child trafficking in Scotland

First paragraph: The Scottish Government Trafficking and Exploitation Strategy (2017) identified the need for Scotland-wide research to explore experiences of child trafficking in Scotland. This study, commissioned by the Scottish Government, aimed to provide an overview of how many children and young people had been identified as victims of human trafficking, to establish their geographic and demographic routes into Scotland and their experiences of professional responses. The research employed case file analysis and interviews with young people and professionals to illuminate these issues. For the index time-period for the research, no UK nationals were identified for the case file analysis. Consequently, the focus of the research was on children and young people who came to the UK across international borders

Child Trafficking in Scotland

First paragraph: The Scottish Government Trafficking and Exploitation Strategy (2017) identified the need for Scotland-wide research to explore experiences of child trafficking in Scotland. This study, commissioned by the Scottish Government, aimed to provide an overview of how many children and young people had been identified as victims of human trafficking, to establish their geographic and demographic routes into Scotland and their experiences of professional responses. The research employed case file analysis and interviews with young people and professionals to illuminate these issues. For the index time-period for the research, no UK nationals were identified for the case file analysis. Consequently, the focus of the research was on children and young people who came to the UK across international borders

British Psychological Society response to the Home Office Violence Against Women and Girls (VAWG) strategy 2021-2024: Survey

In this document The Psychology of Women and Equalities Section (POWES) of the British Psychological Society (BPS) presents an initial responsei to the “Tackling Violence Against Women and Girls Strategy Call for Evidence – Public Survey”. In this initial response, POWES deems it necessary to urgently draw the Home Office’s attention to several shortcomings in both survey design and conceptualisation of VAWG. This approach will render data gathered from this survey impossible to analyse meaningfully therefore calling in to question any empirical conclusions. In addition to these issues, POWES highlights limitations in the ethical treatment of those who have experienced gendered violence

"Give me some space" : exploring youth to parent aggression and violence

A small scale qualitative project, undertaken by an interdisciplinary domestic violence research group involving academic researchers and research assistants, with colleagues from Independent Domestic Abuse Services (IDAS), investigated youth aggression and violence against parents. Following the literature review, data was generated through several research conversations with young people (n = 2), through semi-structured interviews with mothers (n = 3) and practitioners (n = 5), and through a practitioner focus group (n = 8). Thematic analysis and triangulation of the data from parents, practitioners and young people, elicited interconnected and complex overarching themes. Young people could be both victim and perpetrator. The witnessing or experiencing of domestic aggression and violence raised the concept of ‘bystander children’. The impact of young people experiencing familial violence was underestimated by parents. For practitioners, the effects of working with domestic violence was shown to be significant - both positively and negatively

Transitions to young adulthood after domestic abuse in childhood: A narrative analysis of young women's stories

Those who experience domestic abuse in childhood have been recognised as directly impacted by these experiences. However, existing literature tends to focus on coping, resilience and outcomes, producing a picture that does not always capture other aspects of people’s stories. There is a lack of qualitative research about developmental transitions to young adulthood and how that is experienced by those who grew up with domestic abuse. This thesis explores the developmental transitions of young adult women who experienced domestic abuse in childhood. I interviewed women and used a voice-centred dialogical narrative analysis to explore their accounts. The analysis explores three narrative typologies that capture young women’s stories. These are: transitions, recoveries, and battles. Instead of linear stories, women’s transitions to young adulthood and their navigations of young adulthood consisted of ambiguities, multiplicities and contradictions. Stories of recoveries and transitions to young adulthood were not just shaped by individual biographies, relationships and histories, but they were also socially and culturally located. Women’s stories were shaped by neoliberal and gendered discourses surrounding ideologies of normative childhood, family life and recovery from adversities or trauma, which can offer useful stories to tell but can also significantly constrain how young women articulate their stories. This thesis concludes that it is necessary to attend to the nuances and pluralities of people’s experiences. Drawing on a dialogical philosophy, I conclude that attending to multiple stories and sometimes those that do not align to the dominant ‘script’, can shine light on experiences that are often marginalised. I suggest that feminist listening practices can support the listener to tune into these ambiguities and the ‘messiness’ of storied lives. Further, feminist listening practices can help the listener to reflexively lean into how their presence, knowledge and experiences may also shape what is speakable and how