Links and References

Below is a selection of resources that our team has found useful and drawn upon during the participatory element of the CAFADA project.

Key principles for participation
Research projects involving children and young people with experience of domestic abuse
Children and young people’s expert advisory groups
Children and young people’s participation in research
Ethics
Outputs produced with and for children and young people
Monitoring and evaluating participation

Glossary of terms

Child

In this toolkit, a child is defined as a person up to the age of 18.[1]

[1] This broadly follows Article 1 of the UN Convention on the Rights of the Child (UNCRC),, where a child is defined up to the age of 18 unless legal majority is obtained earlier..

Young person

In this toolkit, we use young person to denote older children and young adults up to 25 years old.

Co-production

In research, co-production involves researchers and others (e.g. children and young people, practitioners, and/or parents/carers) working together and sharing power and responsibility from the start to the end of the project. This includes generating knowledge together.[1]

[1] Adapted from INVOLVE website https://www.invo.org.uk/posttypepublication/guidance-on-co-producing-a-research-project/ (21.9.20)

Child-led research

This describes processes where children lead their own research (e.g. designing the research, collecting information, analysing the results, and writing and disseminating the results). In this process, children may be assisted by an adult facilitator but this adult’s role is to help and support and they do not manage nor direct the research project.[1] 

[1] Adapted  from World Vision International https://www.wvi.org/sites/default/files/WV-CAY-Led-Research%20Methodology-03-11-2016%20FINAL.pdf (21.9.20)

Coercive control
Coercive control describes a course of oppressive behaviour grounded in gender-based privilege (Stark 2007). The term describes a strategic form of ongoing oppression designed to make a victim-survivor subordinate to the abuser, through a range of tactics including isolation and micro-regulation of everyday behaviours.
Disclosure

In the context of research on domestic abuse, disclosure refers to the process (verbally or otherwise) by which children and young people start to share their experiences of abuse with others. Children’s disclosures of abuse can be both intentional or unintended. Researchers need to be prepared to appropriately and sensitively respond to children’s disclosures of abuse both to maximise their safety and protection and minimise further distress or retraumatisation. Plans on how to respond for any disclosures should be a key part of ethics and project planning. 

Domestic abuse

Domestic abuse is any form of physical, financial, sexual, psychological or emotion abuse that takes place in the context of a relationship. In Scotland, within policy and law, this term refers exclusively to partners and ex-partners, whereas the legal definition of domestic abuse in England also includes other family members. Domestic abuse is a violation of human rights that is contextualised within the unequal distribution of power between men and women in society.[1]

[1] Based on UN Declaration on the Elimination of Violence Against Women, 1993; General Recommendation Number 19 adopted by the UN Convention on the Elimination of All Forms of Discrimination Against Women in 1992.

Intersectional

Adopting an intersectional lens or approach means recognising (and responding to) the complex and cumulative ways in which multiple forms of discrimination and oppression combine, overlap or intersect in the lives of marginalised individuals or groups.

Knowledge exchange

A collaborative, creative endeavour that translates knowledge and research into impact in society and the economy.

Participatory research

Participatory research is designed and executed in collaboration with the target population. It engages with individuals and communities as research partners in the process of producing knowledge. It involves sharing of power and decision making within the research process, and usually has an explicit aim of influencing constructive change.

Research impact

The demonstrable contribution that research makes to society and the economy.

References

Alderson, P. and Morrow, V. (2020) The Ethics of Research with Children and Young People: A practical handbook. 2nd edition. London: Sage.

Brady, L-M. and Graham, B. (2018) Social Research with Children and Young People: A practical guide. 1st edition. Bristol, UK: Policy Press.

Callaghan, J. E.., Alexander, J. H., Sixsmith, J., and Fellin, L. C. (2018) Beyond “Witnessing”: Children’s Experiences of Coercive Control in Domestic Violence and Abuse. Journal of Interpersonal Violence 30(10): 1551-1581. https://doi.org/10.1177/0886260515618946

Clark, A. and Moss, P. (2011) Listening To Young Children: The Mosaic Approach. 2nd edition, London: National Children’s Bureau.

Collins, T. M., Jamieson, L., Wright, L. H.V., Rizzini, I., Mayhew, A., Narang, J., Tisdall, E. K. M., and Ruiz-Casares, M. (2020) Involving child and youth advisors in academic research about child participation: The Child and Youth Advisory Committees of the International and Canadian Child Rights Partnership. Children and Youth Services Review, 109. https://doi.org/10.1016/j.childyouth.2019.104569

Hart, R. (1997) Children’s participation: The theory and practice of involving young citizens in community development and environmental care. New York/ London: Earthscan/ UNICEF Publications.

Houghton, C. (2015) Young People’s Perspectives on Participatory Ethics: Agency, Power and Impact in Domestic Abuse Research and Policy-Making. Child Abuse Review 24: 235-247. https://doi.org/10.1002/car.2407

Houghton, C. (2018) Voice, Agency, Power: A framework for young survivors’ participation in national domestic abuse policy-making, in S. Holt, C. Øverlien and J. Devaney (eds.) Responding to Domestic Violence, Emerging challenges for policy, practice and research in Europe. pp. 77-96, London, Jessica Kingsley Publishers.

Houghton, C., Mazur, J., Kansour-Sinclair, L. and Tisdall, E. K. M. (2023) Being a young political actor: reflections with young domestic abuse survivors from the frontline of transformative participation, in B. Percy-Smith, N. Thomas, C. O’Kane and A. Twum-Danso Imoh (eds.) A Handbook on Children and Young People’s Participation, pp. 222-229, London: Routledge

Johnson, V. (2014) Change-Scape Theory: Applications in Participatory Practice, in J. Westwood, C. Larkin, D. Moxon, Y. Perry, and N. Thomas (eds.) Participation, Citizenship and Intergenerational Relations in Children and Young People’s Lives: Children and Adults in Conversation, pp. 94–108, London: Palgrave Macmillan

Katz, E. (2016) Beyond the physical incident model: How children living with domestic violence are harmed by and resist regimes of coercive control. Child Abuse Review 25: 46-59. https://doi.org/10.1002/car.2422

Kelly, L. (1988) Surviving sexual violence. Cambridge: Polity Press.

Kustatscher, M. (2020) Participatory digital methodologies with young people in ‘fragile’ contexts in times of COVID-19Blog. Available at: https://blogs.ed.ac.uk/cysrg/2020/12/07/participatory-digital-methodologies-young-people-covid19-fragile-contexts/

Lansdown, G., and O’Kane, C. (2014) A Toolkit for Monitoring and Evaluating Children’s Participation, Booklet 1. Save the Children. Available at: https://resourcecentre.savethechildren.net/node/8102/pdf/me_toolkit_booklet_1.pdf

Lundy, L. (2007) ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal 33(6): 927–942. https://doi.org/10.1080/01411920701657033 

Matheson, F. I., Daoud, N., Hamilton-Wright, S., Borenstein, H., Pederson, C. and O’Campo, P. (2015) Where did she go? The transformation of self-esteem, self-identity, and mental well-being among women who have experienced intimate partner violence. Women’s Health Issues 25(5): 561-569. https://doi.org/10.1016/j.whi.2015.04.006

McCarry, M. (2012) Who benefits? A critical reflection of children and young people’s participation in sensitive research. International Journal of Social Research Methodology 15(1): 55-68. https://doi.org/10.1080/13645579.2011.568196

Moore, T., Noble-Carr, D. and McArthur, M. (2016) Changing things for the better: the use of children and young people’s reference groups in social research. International Journal of Social Research Methodology 19(2): 241–256. https://doi.org/10.1080/13645579.2014.989640

Mullender A., Hague G., Imam U., Kelly L., Malos, E. and Regan, L. (2002) Children’s Perspectives on Domestic Violence. London: Sage. 

Øverlien, C. and Holt, S. (2017) Including children and adolescents in domestic violence research, in S. Holt, C. Øverlien and J. Devaney (eds.) Responding to Domestic Violence: Emerging Challenges for Policy, Practice and Research in Europe, pp. 99-114, London: Jessica Kingsley Publishers.

Scottish Government (2023) Violence Against Women and Girls – Independent Strategic Review of Funding and Commissioning of Services: report. Available at: https://www.gov.scot/publications/violence-against-women-girls-independent-strategic-review-funding-commissioning-services-report/

Shaw, C., Brady, L-M. and Davey, C. (2011) Guidelines for research with children and young people. London: NCB.

Shier, H. (2010) Pathways to participation’ revisited: Learning from Nicaragua’s child coffee workers, in B. Percy-Smith and N. Thomas (eds.), A Handbook of Children and Young People’s Participation: Perspectives from theory and practice, pp. 215–227, London: Routledge.

Stark, E. (2009) Coercive control: How men entrap women in personal life. Oxford: Oxford University Press.

Tisdall, E. K. M. (2015) Participation, Rights and ‘Participatory’ Methods, in A. Farrell, S. L. Kagan and E. K.M. Tisdall (eds.) The SAGE Handbook of Early Childhood Research, pp. 73-87, London: Sage.

Tisdall, E. K. M. (2015) Children and Young People’s Participation: A critical consideration of Article 12, in W Vandenhole, E. Desmet, D. Reynaert and S. Lembrechts (eds.) Routledge International Handbook of Children’s Rights Studies, pp. 185-200, London: Routledge.

Tisdall, E.K.M., Davis, J., Fry, D., Konstantoni, K., Kustatscher, M., Maternowska, C., and Weiner, L. (2023) Critical Childhood Studies: Global Perspectives. New York: Bloomsbury Academic.

UN Committee on the Rights of the Child (2009) General Comment No. 12 The right to be heard. Available at: https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2FC%2FGC%2F12&Lang=en

Westmarland, N. and Kelly, L. (2013) Why extending measurements of ‘success’ in domestic violence perpetrator programmes matters for social work. British Journal of Social Work 43(6): 1092-1110 https://doi.org/10.1093/bjsw/bcs049

Wright, L.H.V., Kustatscher, M., Konstantoni, K., Padilla, K., Davidson, E. and Tisdall, E. K. M. (2024) Rethinking child and youth activism in challenging times. Children & Society 28(3): 729-743. https://doi.org/10.1111/chso.12837

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