Small Voices: Children's Rights and Representation in Social Work Research

Cousins, Wendy; Milner, Sharon

doi:10.1080/02615470601118589

Cited by 12 publications

(22 citation statements)

References 17 publications

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“…In addition, there are complex and much debated tensions surrounding children's' right to participate versus associated responsibilities, and for adults, there are potential tensions reconciling children's right to participate with their right to protection. This is particularly pronounced for practitioners with a 'duty of care' (Cousins and Milner, 2008;Murray, 2005).Within these tensions, there are also issues of power, not only general child versus adult inequalities but also how power is perceived. If power is viewed as 'zero sum' and either/or, this may hamper participation with adults fearing increased participation for children as a potential challenge to and reduction of their own power (Davis and Hill, 2006;Hill et al, 2004;Prout and Tisdall, 2006).…”

Section: Participation In Practicementioning

confidence: 99%

“…Past literature has discussed how research involving young people frequently involves negotiating access via adult gatekeepers, such as professionals and parents (Cousins and Milner, 2008;Kelly, 2007;Ware, 2004). This is a complex area due to issues of confidentiality and the need for parental consent (for minors) and is further complicated by the social and legal ambiguity that surrounds adult status in the UK (for a general discussion, see Morrow and Richards, 1996;Mayall, 1994).…”

Section: Issues Arisingmentioning

confidence: 99%

“…This is a complex area due to issues of confidentiality and the need for parental consent (for minors) and is further complicated by the social and legal ambiguity that surrounds adult status in the UK (for a general discussion, see Morrow and Richards, 1996;Mayall, 1994). For young people with learning and communication impairments there is the additional issue of competence; perceptions of their competence or lack of competence and ability to make informed decisions surrounding consent (Alderson, 1995;Cousins and Milner, 2008).…”

Section: Issues Arisingmentioning

confidence: 99%

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‘I know how I feel’

Mitchell

2009

Qualitative Social Work

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This is a repository copy of 'I know how I feel ': listening ReuseItems deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. This is an author produced version of the article published. This paper has been peer-reviewed but does not include the journal pagination. KeywordsYoung people with learning and communication impairments, non-verbal research methods, participation, longitudinal research, talking mats TM

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Section: Participation In Practicementioning

confidence: 99%

Section: Issues Arisingmentioning

confidence: 99%

Section: Issues Arisingmentioning

confidence: 99%

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‘I know how I feel’

Mitchell

2009

Qualitative Social Work

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Section: Issues Arising Working With and Acknowledging The Role Of 'Omentioning

confidence: 99%

“…Difficulties include issues of confidentiality and parental consent (for minors). For young people with learning disabilities and/or nonverbal communication, there is the additional issue of competence, perceptions of their competence and ability to make informed decisions surrounding consent (Cousins and Milner, 2007).…”

Section: Issues Arising Working With and Acknowledging The Role Of 'Omentioning

confidence: 99%

Working with Children with Learning Disabilities and/or who Communicate Non‐verbally: Research Experiences and their Implications for Social Work Education, Increased Participation and Social Inclusion

Mitchell

Franklin

Greco

et al. 2009

Social Work Education

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This is an author produced version of the article published. This paper has been peerreviewed but does not include the journal pagination.Link to the online version: http://www.informaworld.com/smpp/content~db=all~content=a909218673~frm=titlelink DOI: 10.1080/02615470802659530 http://eprints.whiterose.ac.uk/11165/ 2 Abstract Social exclusion, although much debated in the UK, frequently focuses on children as a key 'at risk' group. However, some groups, such as disabled children, receive less consideration. Similarly, despite both UK and international policy and guidance encouraging the involvement of disabled children and their right to participate in decision-making arenas, they are frequently denied this right. UK based evidence suggests that disabled children's participation lags behind that of their non-disabled peers, often due to social work practitioners' lack of skills, expertise and knowledge on how to facilitate participation. The exclusion of disabled children from decisionmaking in social care processes echoes their exclusion from participation in society.This paper seeks to begin to address this situation, and to provide some examples of tools that social work educators can introduce into pre-and post-qualifying training programmes, as well as in-service training. The paper draws on the experiences of researchers using non-traditional qualitative research methods, especially non-verbal methods, and describes two research projects; focusing on the methods employed to communicate with and involve disabled children, the barriers encountered and lessons learnt. Some of the ways in which these methods of communication can inform social work education are explored alongside wider issues of how and if increased communication can facilitate greater social inclusion.

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Research with Children of Prisoners

Flynn

Saunders

2015

Youth ‘At the Margins’

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Small Voices: Children's Rights and Representation in Social Work Research

Cited by 12 publications

References 17 publications

‘I know how I feel’

‘I know how I feel’

Working with Children with Learning Disabilities and/or who Communicate Non‐verbally: Research Experiences and their Implications for Social Work Education, Increased Participation and Social Inclusion

Research with Children of Prisoners

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