ABSTRACT
The majority of research on children and violence in the home has originated in the Global North, within a psychological framework which highlights the adverse consequences of violence for individual children's physical, cognitive and emotional development (Kitzmann et al. 2003). Few studies have explored children's own perspectives, experiences and responses, as actors within their own ‘social worlds’ (Overlien and Hyden 2009: 480). Not all children exposed to violence develop psychological difficulties, but rather generate their own meanings and responses to violence and so manage, or indeed succeed, in the face of adversity (Cairns and Dawes 1996; Boyden and Mann 2006).
