From journal articles to Quick Guides and webinars, you will find tools and information to support.
Highlights the lived experience, needs and challenges of multicultural young people when accessing the family violence service system.
The purpose of this research was to understand the experience of adoptive parents (in Canada) who self-report symptoms of secondary trauma in relation to their child’s symptoms of developmental trauma.
Drawing on qualitative interviews with 30 women teachers in Australia, researchers suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist ‘manfluencer’, Andrew Tate. Employing Connell’s hegemonic masculinity, they suggest boys’ sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive ‘male supremacy’. These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools.
A framework drawn from evidence and knowledge on what works to support First Nations' children and young people and their families to heal from experiences of violence.
The results suggest that the nature of the relation between screen time and aggressive behaviors depends on the type of digital platform through which such content is presented and suggest the need for policies focusing on protecting young users of digital media
This fact sheet provides an overview of technology facilitated abuse, warning signs, impacts on victim-survivors, and tips for practitioners to manage conversations about TFA with victim-survivors and people using violence.
The second session in Safe + Equal's 'Disability Inclusion' webinar series.
This article presents findings from a UK-based qualitative study that explored parents/carers experiences of young person violence from their child who has a neurodevelopmental difference.
