Table 5.

The third‐order constructs for the interpersonal level of the ecological model: Relational factors shaping readiness to engage (all respondents). Source material from all papers and high quality papers

Respondents	Third‐order constructs	All papers	High‐“quality” papers
The role of supportive relationships with practitioners in priming readiness to engage
Practitioners	Facilitation of intervention (timing and readiness of mothers) by practitioners	Humphreys et al. (2011)	Humphreys et al. (2011)
Parents	Mothers feel that children are in a safe and confidential intervention/space/setting	Ermentrout et al. (2014)	Ermentrout et al. (2014)
Priming work might be needed
Practitioners	Priming of mothers before introducing the intervention may be worthwhile. Priming or preparatory work with parents on the impact of DVA on their child. Priming children in advance of the intervention might be worthwhile	Humphreys et al. (2006) Peled and Edleson (1992) Ermentrout et al. (2014)	Peled and Edleson (1992) Ermentrout et al. (2014)
Parents	Interference by coparents may prevent child attending	Ermentrout et al. (2014)	Ermentrout et al. (2014)
Interpersonal trust between recipients
Practitioners/children	Peer bonding gives support and aids dialogue	Paris (1999) Ermentrout et al. (2014) Thompson (2009) Thompson (2011)	Paris (1999) Ermentrout et al. (2014) Thompson (2009) Thompson (2011)
Interpersonal trust between recipients and providers of interventions
Practitioners	Developing a shared understanding between the parent and child of their situations	Humphreys et al. (2011)	Humphreys et al. (2011)
Parents	“I am not alone”/learning from each other (comes through process of being in a group)	Kearney and Cushing (2012)
Children	Hesitancy to share what has happened. Readiness to talk. Developing trust in the group. Children need time to develop trust in the group	Peled and Edleson (1992) Paris (1999) Thompson (2009) Thompson (2011) Cater (2014) Jarman (2014) Ermentrout et al. (2014)	Peled and Edleson (1992) Paris (1999) Thompson (2009) Thompson (2011) Cater (2014) Ermentrout et al. (2014)
Children	Being specifically asked (by counsellor) about violence was a key to opening up	Cater (2014)	Cater (2014)
Children	Child must trust the counsellor to participate	Cater (2014)	Cater (2014)
Children	Safe uninvolved adult was preferred	Cater (2014)	Cater (2014)
Power in child adult relationship may constrain child participation
Parents	Parents (main carer) may prevent children attending intervention (Differential readiness)	Cater (2014)	Cater (2014)
Parents	Children may opt not to engage even if they are attending (in defiance of adult's wishes)	Cater (2014)	Cater (2014)
Practitioner	Interference by co‐parents may prevent child attending (Differential readiness)	Ermentrout et al. (2014)	Ermentrout et al. (2014)
Rules of the group helped children develop trust
Children	Developing group norms and rules, for example, confidentiality “Ok not to talk” feeling supported in the group and not compelled to talk	Peled and Edleson (1992)	Peled and Edleson (1992)