From journal articles to Quick Guides and webinars, you will find tools and information to support.
David Burck from University of Queensland present preliminary themes from his research with young people using violence in the home.
This summary is designed for practitioners and policy-makers who want to know more about ANROWS research on the impacts of domestic and family violence (DFV) on children. It outlines the major issues found in ANROWS research relevant to children, the factors preventing effective service delivery and the policy and practice changes recommended by the researchers. It concludes with future research directions.
This research tool, prepared by staff at the ACU Institute of Child Protection Studies (ICPS) is designed for people who may be interested in funding or conducting research with Aboriginal and Torres Strait Islander children on the topic of family violence. Its guidance is informed by the views of Indigenous researchers, research ethics committee members, Elders and senior community members, service providers, parents and young people from remote, rural, regional and urban Australia.
This guide from ARACY gives practical guidance on how school communities can design and implement successful parent and family engagement practices. It draws from a wide body of research to provide evidence and examples of how you can make parent and family engagement relevant to your school and community.
This presentation, part of a workshop delivered by Gray Poehnell, shows how we can help disadvantaged young people to build resilience through helping them feel visible and recognised - ensuring that they feel they 'matter'.
This presentation - part of a workshop delivered by Gray Poehnell - shows how we can help disadvantaged young people to craft a better life story through hope-filled engagement. This is an important method for engaging hard to reach young people, and can help them to think about their career options as a part of their broader life story.
In this activity young people are encouraged to fill in the page with words or pictures identifying different points of connection at various levels. This will open up conversations about a young person’s place in the world and encourage them to see themselves as one part of a connected network of support. If a young person doesn’t have strong connections in “Family”, they may be led to see that they do have connections elsewhere – perhaps via a connection to nature, culture, or a particular worker or friend.
This presentation - part of a workshop delivered by Gray Poehnell - shows how we can help disadvantaged young people to think about who they are, and who they feel connected to. This strengths-based approach is part of helping a young person form a hope-filled story about themselves, which allows them to think about what they might want to pursue as a career.
An alternative to starting with the question, “What subjects are you good at in school”, recognising that for many disconnected young people this can trigger feelings of inadequacy and frustration. Instead, the activity encourages young people to simply reflect on things they like, not necessarily things they are good at or activities with a strong careers focus or pathway. This helps the young person with the practitioner to open up stories and reflection about favourite things, activities, people, and draw out useful stories and experiences that demonstrate skill, character, connection and competency.
