An investigation into how educational psychologists’ conceptualise domestic violence

There is an increasing awareness of the impact of domestic violence (DV) on children’s psychological well-being. A cross-government strategy, Together We Can End Violence Against Women and Girls (VAWG) has recently been launched (HM Government 2009). Although, the role that education can play has previously been neglected, there is now a growing interest in the role of schools in combating DV. However, the contribution educational psychologists (EPs) can make to this debate has been neglected. A small scale study was conducted to explore how EPs conceptualised DV and the role EPs could have in working with schools and children and families. Five EPs from educational psychology services (EPS) in two local authorities were interviewed using a semi-structured interview. A thematic analysis was conducted and 4 main themes highlighted; knowledge of DV, experience of DV in work, facilitators and barriers to practice. The research concludes that EPs face challenges in working with DV. Issues of safe working practices and confidentiality, professional sensitivities and lack of clarity of the EP role are identified. It is argued that some of the inherent difficulties to EP practice occur due to the hidden nature of children within DV as children exposed to DV have been marginalised and minimised within the dominant DV discourse

Name dc:type.qualificationname

d_ae

Level dc:type.qualificationlevel

d_ae

Grantor dc:publisher.institution

University of Birmingham

Year dc:date.issued

2010

Author dc:creator

• Gallagher, Caroline Beatrice

• BF Psychology
• L Education (General)