| 1. |
- Selvik, Sabreen, et al.
(författare)
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Children with multiple stays at Nordic refuges for abused women : conclusions, challenges, and causes for concern
- 2015
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Ingår i: Nordic Social Work Research. - 2156-857X .- 2156-8588. ; 5:2, s. 98-112
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Tidskriftsartikel (refereegranskat)abstract
- This article sheds light on the situation of children in refuges for abused women in the Nordic countries, with a special focus on children with multiple stays. Almost as many children as women live in refuges, but research on this marginalised group of children is scarce. This article overviews and summarises existing quantitative and qualitative data to examine what we know about children in refuges in a Nordic context (Denmark, Iceland, Finland, Norway and Sweden). The literature shows that focus on children at the refuges is gradually increasing. However, major discrepancies among the Nordic countries exist in terms of which data are collected (if any), how it is presented, and what services and help are provided to children. The article also identifies and discusses some of the challenges faced by children with multiple stays at refuges: their prolonged exposure to domestic violence, disruptions in close relationships and repeated disruptions in preschool and school attendance. The available literature suggests reason for concern in regard to the risks of developing social and psychological difficulties, limited access to resources that can help develop resilience to violence, and school failure and drop-out. The article calls for further research on this particularly vulnerable group of children.
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| 2. |
- Selvik, Sabreen, et al.
(författare)
-
Children with multiple stays at refuges for abused women and their experiences of teacher recognition
- 2017
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 32:3, s. 463-481
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Tidskriftsartikel (refereegranskat)abstract
- Numerous children around the world are forced to make multiple moves with their mothers in and out of refuges for abused women. Each time, they experience a sudden upheaval of their familiar environment. For these children, domestic violence and flight from violence is not an isolated event but part of their upbringing. Few statistics and little research exist on their living conditions and experiences. This article adopts the children’s perspective, examining the ways their teachers recognize their situation and offer them support. Experiences were collected in qualitative interviews with 20 children of ages 6–16 residing at Norwegian refuges. The choice of “mutual recognition” (Schibbye 2009) as a theoretical framework was inductively generated from the data. The constructivist grounded theory coding system was implemented as a data analysis method (Charmaz 2014). The analysis produced five different forms of teacher recognition—formal, practical, third-party, forced, and coincidental—through which teachers offered children various forms of support.
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