Children's Voices: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive

Aubrey, Carol; Dahl, Sarah

doi:10.1093/bjsw/bch249

Cited by 69 publications

(61 citation statements)

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“…As found in other studies (Aubrey & Dahl, 2006;Berger, 2006;Greene & Hill, 2005), all the children responded positively to the introduction and use of a computer. At the outset, it appeared to have a relaxing influence and they showed obvious pleasure using this medium.…”

Section: Resultssupporting

confidence: 83%

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

Barrow¹,

Hannah

2012

School Psychology International

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This article explores the use of computer-assisted interviewing (CAI) as a tool for consulting with children with autism spectrum disorders (ASD). This is considered within the context of a research study which utilized one CAI programme, In My Shoes, to investigate children and young people's views of provision, support, and participation in meetings and involvement in decision making. Based on a process of reflection through dialogue, the authors report on the perceived value of this methodology compared with traditional semi-structured interviewing. The researchers conclude that this approach offers potential in interviewing children with ASD. Implications for practitioners and avenues for future research are considered.

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Section: Resultssupporting

confidence: 83%

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

Barrow¹,

Hannah

2012

School Psychology International

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“…There is therefore not only a moral but also a legal obligation (Lundy, 2005:939) to take account of a child's wishes and feelings in decisions that affect them. This has led to the development of techniques and processes for building relational interaction with children (Nind and Hewett, 2006), for consulting children about their environment (Clark and Moss, 2012), to involve them in research (Kellett, 2010), to comment on services and support (Aubery & Dahl, 2006) and to help schools incorporate consultation with disabled children into their programmes (Porter et al, 2008;Porter et al, 2010).…”

Section: Policy and Research Contextmentioning

confidence: 99%

Young children shaping interprofessional practice in early years settings: Towards a conceptual framework for understanding experiences and participation

Payler

Georgeson²,

Wong

2016

Learning, Culture and Social Interaction

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The value of interprofessional service provision for children and families has had widespread support internationally. However, researchers have called for greater focus on service users' experiences to inform future development. Nonetheless, young children's experiences of such practice in early years settings are under researched.Drawing on findings from a study of interprofessional practice from the perspectives of five young children with additional needs, this article suggests a theoretical and methodological conceptual framework as a guide to understanding how children participate in and shape integrated service provision.The stance is framed by social practice theory, whereby our everyday practice draws on,

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“…Young children identified as vulnerable are not always asked for their views by those making decisions about their lives (Aubrey & Dahl, 2006) and this is a significant gap in the research literature on childhood obesity. • Developing work with partner agencies and families to attenuate the adverse associations between weight status and poor psychosocial outcomes.…”

Section: Implications For Educational Psychology Practicementioning

confidence: 99%

Childhood obesity: psychosocial outcomes and the role of weight bias and stigma

Bromfield¹

2009

Educational Psychology in Practice

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Research, policy and media discourses highlight negative physical and nonphysical outcomes for overweight/obese children and adolescents compared with their non-overweight/obese peers. The research findings that have positioned this "vulnerable" group are reviewed with particular reference to the desired outcomes of the Every Child Matters agenda. The mediating role of weight bias and stigma is also explored. The relevance of these issues with regard to educational psychology service delivery priorities is also considered. A key question is how educational psychologists position themselves in relation to challenging some of the discourses alongside providing support for children, families, schools, and other service providers for whom the phenomenon of childhood obesity is a concern.

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Children's Voices: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive

Cited by 69 publications

References 0 publications

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

Young children shaping interprofessional practice in early years settings: Towards a conceptual framework for understanding experiences and participation

Childhood obesity: psychosocial outcomes and the role of weight bias and stigma

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