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Children and Domestic Violence: Emotional Competencies in Embodied and Relational Contexts

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dc.contributor.author Callaghan, J. E. M., Fellin, L. C., Alexander, J. H., Mavrou, S., & Papathanasiou, M.
dc.date.accessioned 2017-12-07T18:26:03Z
dc.date.available 2017-12-07T18:26:03Z
dc.date.issued 2017
dc.identifier.citation Callaghan, J. E. M., Fellin, L. C., Alexander, J. H., Mavrou, S., & Papathanasiou, M. (2017). Children and Domestic Violence: Emotional Competencies in Embodied and Relational Contexts. en_US
dc.identifier.uri http://nectar.northampton.ac.uk/9209/3/Callaghan20179209.pdf
dc.identifier.uri http://hdl.handle.net/11212/3654
dc.description.abstract Objective: This article engages critically with the claim, present in most psychological literature, that children who live with domestic violence are likely to be emotionally incompetent and dysregulated. We explore how children who experience domestic violence make sense of and experience their emotions. Method: There were 107 young people aged 8–18 (44 boys, 63 girls) from Greece, Italy, Spain, and the United Kingdom who participated in semistructured and photo elicitation based interviews. These interviews were analyzed using Interpretive Interactionism. Results: We identified 3 common themes relevant to children’s experience of emotions. In the theme Constrained Articulation – Expressing Emotions we explore how children use complex and contextually specific verbal and nonverbal ways to express embodied emotionality. The theme Emotion, Embodiment and Relationality considers how children’s emotionality is not experienced in social isolation, but in relationship with others. The third theme Catharsis, Comfort and Self-Soothing explores children’s strategies for coping with difficult emotions. Conclusions: As reflexive and agentic beings, children experience, manage, and express their emotional lives as relational and contextually located. We challenge dominant explanatory models that conceptualize children who live with domestic violence as emotionally incompetent and dysregulated. We argue that these models underestimate the complexity of children’s emotional responses by decontextualizing and individualizing them as a set of abstract social skills. (Author Abstract) en_US
dc.language.iso en en_US
dc.publisher Psychology of Violence en_US
dc.subject child abuse en_US
dc.subject family violence en_US
dc.subject child witness to interpersonal violence en_US
dc.subject exposure to violence en_US
dc.subject psychological effects en_US
dc.subject coping en_US
dc.subject resilience en_US
dc.subject research en_US
dc.subject International Resources en_US
dc.title Children and Domestic Violence: Emotional Competencies in Embodied and Relational Contexts en_US
dc.type Article en_US


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