Professionals working with children and families who have had adverse childhood experiences

Abstract

UK professional networks and services have begun accommodating into their practices what is known about Adverse Childhood Experiences (ACEs). Including international research efforts, there is growing interest and awareness regarding their health and social impact. However, debate continues regarding the potentially reductionist and deterministic nature of the ACEs model, causing concern given growing public attention. A systematic literature review was conducted exploring education- and community-based interventions aiming to mitigate ACEs’ impact. The best available evidence was collated, synthesising eight empirical papers of varying research design and context. Papers were critically analysed, and results synthesised using their assessed quality and strength of findings. The findings mirror the depth and complexity of the ACEs model. Themes and differences across intervention content and impact are identified and discussed. Implications for the interpretation and use of the model are discussed, especially within education and connected services. Arising from this literature exploration, an action research project took place in a primary school. Collaborating with a staff working party, this explored the way in which Continuing Professional Development (CPD) about ACEs could be facilitated in school. Group data were analysed using an abbreviated constructionist grounded theory approach and findings are situated alongside Hope Theory. Further discussion focuses on the links between the two pieces of research and the personal decisions made regarding their significance. Ontological and theoretical underpinnings are explored, along with the impact of the complex positioning of the researcher when using an action research process and engaging in constructionist grounded theory analysis. Attention is also given to ethical issues.