Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction

Ericsson, Stina; Boyd, Sally

doi:10.1177/0907568216688246

Cited by 22 publications

(24 citation statements)

References 25 publications

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“…The skills associated with competence divide between the technical (e.g. mathematical competence in Anthony and Walshaw, 2009), the cognitive in as much as understanding or knowledge are relevant (such as the competence to be a research participant discussed by Ericsson and Boyd (2017) and Macdonald (2013)), and the social or practical such as the range of skills acquired through experience, work and living circumstances by children living in Ghana (Sackey and Johannesen, 2015), Uganda (Kendrick and Kakuru, 2012) or Zambia (Payne, 2012).…”

Section: Key Findingsmentioning

confidence: 99%

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

Moran-Ellis

Tisdall

2019

Global Studies of Childhood

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Recent debates about children’s participation rights, formulated in the UN Convention on the Rights of the Child, primarily focus on ‘effectiveness’ of implementation. However, children’s participation remains problematic, its limited impact on adult power in decision-making or on the nature of decisions made persists, and implicated in both are reservations about children’s competence as participants. In respect of this, we analysed conceptualisations of competence in 67 articles, published between 2007 and 2017 in six childhood studies journals, in which ‘competence’ and its variations appear in the abstract. Although competence was rarely defined, conceptualisations were wide-ranging, covering competence as skills, as compliance with adult views, and as a trope signalling the field of childhood studies. As a result of our findings, we argue that epistemological clarity is vital for this concept to be useful regarding children’s participation and that attention must be paid to the different kinds of competences relevant for ‘effective’ participation.

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Section: Key Findingsmentioning

confidence: 99%

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

Moran-Ellis

Tisdall

2019

Global Studies of Childhood

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“…What happens when we put lab coats on children, empowering them as researchers? Engaging with even younger, pre-school and pre-literate children can be challenging, but for example Crump and Phipps (2013) and Almér (2017) have provided some methodological ideas, and Ericsson and Boyd (2017) reflect on how to engage such children in research in an ethically appropriate way.…”

Section: Methodological Approachesmentioning

confidence: 99%

12 Future prospects and visions for family language policy research

Palviainen¹

2020

Handbook of Home Language Maintenance and Development

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This chapter takes the current state of the research field of family language policy (FLP) as its point of departure and discusses topics that need further attention in future FLP research in order to give the necessary attention to multilingual family constellations and the conditions that form them as we enter the 2020s. The first part of the chapter starts out with a discussion of the concept of FLP-making as a dynamic enterprise across time and space and then outlines three major themes that need further recognition: taking the perspective of the child, including (non-linguistic) emotions, and including the contemporary mobile digital context in the study of FLP. The second part of the chapter puts forward some practical suggestions as to how these perspectives can be implemented in research: how to define the family as an object of study, what research questions may be asked, and what methodologies can be used.It is concluded that in order to find its future identity, the FLP research field needs to grow, develop and adapt in step with the changing times, and that this can be achieved through cross-disciplinary initiatives and the courage to think outside the box both theoretically and methodologically.

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“…The assent process was run as a creative workshop, with experiential activities intended to enhance participant understanding of what was required if they chose to engage with the research (Musicka-Williams, 2018). Recognizing the potential for participants to experience ongoing challenges with comprehending research tasks and aims, an ongoing process of assent was negotiated (Ericsson and Boyd, 2017).…”

Section: Consent Processmentioning

confidence: 99%

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

Musicka-Williams

2020

Front. Psychol.

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This paper focuses on doctoral research which explored relationships and interpersonal learning through group dramatherapy and creative interviewing with adolescents in special education. A constructivist grounded theory study, positioning adolescents with intellectual/developmental disabilities as experts of their own relational experiences, revealed a tendency to “copy others.” The final grounded theory presented “copying” as a tool which participants consciously employed “to play with,” “learn from,” and “join in with” others. Commonly experiencing social ostracism, participants reflected awareness of their tendency to “copy others” being underpinned by a need to belong. Belonging was therefore expressed as the ultimate therapeutic experience participants wished to have. Participant responses which link dramatic imitation to a self-identified tendency “to copy,” are discussed with regard to how imitation provides an accessible point of dramatic entry from which adolescents in special education begin to explore new ways of being and inter-relating. Recommendations for how dramatherapists might centralize imitative aspects of the dramatic process to achieve therapeutic intent when working alongside adolescents in special education are discussed with specific focus on creating a space of belonging.Note on type: Participant quotes extracted from the data are included throughout this article. In order to highlight participant’s contributions quotes are italicized and presented within speech marks.

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Children’s ongoing and relational negotiation of informed assent in child–researcher, child–child and child–parent interaction

Cited by 22 publications

References 25 publications

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

The relevance of ‘competence’ for enhancing or limiting children’s participation: Unpicking conceptual confusion

12 Future prospects and visions for family language policy research

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

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