Acknowledgements 

We acknowledge the Aboriginal and Torres Strait Islander peoples as the Traditional Owners
of the lands and waterways of Australia. We support Aboriginal peoples’ right to self-determination and culturally safe services. We are committed to encouraging a culturally safe and supportive environment for all Aboriginal and Torres Strait Islander peoples who access our services or engage with our organisation. 

We recognise the lifelong impacts of childhood trauma. We recognise those who had children taken away from them. 

We are committed to inclusivity and providing safe, inclusive and accessible services for all people. We welcome members of lesbian, gay, bisexual, transgender, intersex, queer, asexual and other sexually or gender diverse (LGBTIQA+) communities to our organisation. 

Relationships Australia Victoria (RAV) acknowledges the funding it receives from the Australian and Victorian Governments. 

We also acknowledge our practitioners and all RAV employees for their work each day to create meaningful and lasting change in the lives of individuals, families and communities across Victoria. A special thanks to Kate Matthies-Brown for her assistance with preparing this report. 

Finally, we would like to thank our clients for sharing your stories with us. 

We use some stock photos in this report and advise that they are for illustrative purposes only. No association between the person/s pictured and the subject matter of the report is intended. 

Aboriginal and Torres Strait Islander people should be aware that this report may contain the images of people who may have since passed away.

References

Alla, K., Joss, N. (2021). What is an evidence-informed approach to practice and why is it important? Australian Institute of Family Studies. March 2021. https://aifs.gov.au/resources/short-articles/what-evidence-informed-approach-practice-and-why-it-important 

ANROWS (2020). Improved accountability: The role of perpetrator intervention systems. (Research report, 20/2020). Sydney: ANROWS. 

Australian Research Alliance for Children and Youth (ARACY) (2014). The Nest action agenda: Technical document. Canberra: ARACY.

Bell, C., & Coates, D. (2022). The effectiveness of interventions for perpetrators of domestic and family violence: An overview of findings from reviews (WW.22.02/1). ANROWS.

Caprara, G.V., Barbaranelli, C., Pastorelli, C., Bandura, A. & Zimbardo, P.G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4). https://doi.org/10.1111/1467-9280.00260.

Centre for Community Child Health (2022). Co-designing an Australian Early Years Relational Practice Framework. https://www.rch.org.au/uploadedFiles/Main/Content/ccch/images/2202-CCCH-Relational-Practice-Literature-Scan.pdf 

Crouch, E., Radcliff, E., Strompolis, M., & Srivastav, A. (2018). Safe, stable, and nurtured: Protective factors against poor physical and mental health outcomes following exposure to adverse childhood experiences (ACEs). Journal of Child & Adolescent Trauma, 12(2),165–173. https://doi.org/10.1007/s40653-018-0217-9 

Dart, J. (2018). Place-based evaluation framework: A national guide for evaluation of place based approaches. Queensland Government Department of Communities, Disability Services and Seniors (DCDSS) and the Australian Government Department of Social Services (DSS).

Davies, R. & Dart, J. (2005). The ‘Most Significant Change’ Technique – A Guide to Its Use. 

Denham, S. A., Brown, C. & Domitrovich, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21(5). https://doi.org/10.1080/10409289.2010.497450

Drennan, J., & Hyde, A. (2008). Controlling response shift bias: The use of the retrospective pre-test design in the evaluation of a master’s programme. Assessment & Evaluation in Higher Education, 33(6), 699–709. https://doi.org/10.1080/02602930701773026

Durlack, J. A., Weissberg, R. P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1). https://doi.org/10.1111/j.1467-8624.2010.01564.x

Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 40, 791-801.

Havighurst, S., Radovini, A., Hao, B., Kehoe, C. (2020). Emotion-focused parenting interventions for prevention and treatment of child and adolescent mental health problems: A review of recent literature. Curr Opin Psychiatry. 33(6):586-601. https://doi.org/10.1097/YCO.0000000000000647

Hervatin, M. & Hinkley, T., (2021). What works to improve young children’s social, emotional and behavioural wellbeing?. Child Family Community Australia. Australian Institute of Family Studies. https://aifs.gov.au/sites/default/files/publication-documents/2109_cfca_em_what_works_to_improve_childrens_social_emotional_behavioural_wellbeing_0.pdf

Ingram, R. and Smith, M. (2018). Relationship-based practice: Emergent themes in social work literature. Iriss Insight 41. https://www.iriss.org.uk/resources/insights/relationship-based-practice-emergent-themes-social-work-literature 

Miller, S. D., Hubble, M. A., Duncan, B. L., & Wampold, B. (2014). Delivering what works. In B. L. Duncan, S. D. Miller, B. E., Wampold, & M. A. Hubble (Eds.), The Heart and Soul of Change: Delivering What Works in Therapy (pp. 421–429). Washington D.C.: APA Press.

Moloney, L. (2016). Defining and delivering effective counselling and psychotherapy. Child Family Community Australia.

Moore, T., Arefadib, N., Deery, A., West, S. (2017). The First Thousand Days: An Evidence Paper. Centre for Community Child Health, Royal Children’s Hospital. Melbourne.

Moore, T.M. (2016). Towards a Model of Evidence-Informed Decision Making and Service Delivery. Centre for Community Child Health, Murdoch Children’s Research Institute. Parkville, Victoria.

Patton, M. Q. (2018). Principles-Focused Evaluation – The GUIDE. New York: Guilford Press.

Ramia, I., Powell, A., Stratton, K., Stokes, C., Meltzer, A., Muir, K. (2021). Roadmap to outcomes measurement. Your step-by-step guide to planning, measuring and communicating social impact. Centre for Social Impact. 

Schnyders, C.M. & Bruns, K. (2019). Therapeutic termination: Translating clinical responsibility into ethically-informed practice. International Journal on Responsibility, 3(2).

Toumbourou, J., Hartman, D., Field, K., Jeffery, R., Brady, J., Heaton, A., Heerde, J. (2017). Strengthening Prevention and Early Intervention Services for Families into the Future. Deakin University & FRSA.

Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s Needs III: Development, Prevention, and Intervention (pp. 1–13). National Association of School Psychologists.