Inconsistencies have been noted in how moral agency is conceived in childhood, leading to variations in children’s levels of inclusion/exclusion from discussions and decisions affecting them in children’s services and research. Through a scoping review of 261 articles, we examined the different ways in which children’s moral agency is imagined in the literature across different disciplines: education, health, law, psychology, and social services. A developmental psychology perspective dominated the results, while other viewpoints were less prevalent (e.g., children as active moral agents). We discuss how the different perspectives could be bridged to advance more integrated perspectives on interdisciplinary knowledge and practices related to childhood ethics.
Invitation to review a manuscript for publication marks an exciting milestone in graduate and postgraduate students’ training. Yet, peer reviewing is seldom explicitly taught. First-time reviewers approaching this task often lack mentorship, guidelines, and confidence. The ongoing debate about how to judge the quality of qualitative research can further complicate the task. In this article, we introduce an innovative model for conducting group peer reviews in the context of qualitative research training. After setting out the model's principles and process, we discuss its merits and reflect on our experiences as trainees and supervisor using the approach. In addition to providing opportunities for mentorship in appraisal methods, writing strategies, and approaches for framing constructive feedback, we suggest the model has the potential to advance trainees’ development as collegial peers and their overall learning as qualitative researchers. Finally, we discuss potential ways forward to extend the model in other contexts.
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