II European Conference on Domestic Violence
Bibliographic record
Abstract
Positioning interventions as 'restoring' or 'fixing' children who have experienced DVA to a former state of being, prior to their experiences of DVA (Evans & Lindsay, 2008), may overlook children's agency and how they already demonstrate existing ways of coping (Alexander, Callaghan, Sixsmith, & Fellin, 2016).Many authors suggest that paradoxically children can demonstrate resilience (see Callaghan & Alexander, 2015; Katz, 2015; verlien, 2014; verlien & Hydn, 2009), exceeding assumptions about what consists a 'normal' childhood (Burman, 2016).Thus, consideration should be given to how interventions are presented so that children's agency in their experiences of DVA can be acknowledged.The findings also show that how children are perceived as being impacted by DVA can influence what support they receive, if any.Quiet or withdrawn children may be viewed in less need of being 'fixed' by a service and may not have the same access to services compared to those who exhibit more observable and challenging behaviours.Establishing the motivations of parents seeking services for children is therefore important for ensuring that certain groups of children who have experienced DVA are not excluded from receiving support.When given the opportunity, children are very capable of expressing their perspectives and taking an active role in research, challenging pre-conceived ideas that they are incapable and too vulnerable.Whilst children have the right to protection, they also have the right to make their voices heard in matters that concern them (verlien & Holt, 2017).This has implications on prioritising the voice of the child, particularly within the context of interventions, where children have the right to make their invaluable contributions to the development and improvement of services (Sinclair & Franklin, 2000), whilst being protected from exploitation. Conclusion:How we perceive children in DVA has implications on research and professional practice, and how interventions for children are evidenced.Understanding a range of stakeholders' experiences of interventions and emphasising the voice of the child can provide helpful implications for intervention development and evaluation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.007 | 0.006 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".