Four‐Year‐Old Children’s Negotiation Strategies to Influence and Deal with a Primary Child Health Care Situation

In Sweden, children’s health and development are promoted through Primary Child Health Care (PCHC) visits. The children participate in these visits from their own perspective through bodily and verbal expressions. This study explores four‐year‐old children’s expressions when they as actors take part in a PCHC situation. The conceptualisation of the children’s expressions reveals various actions that exhibit their affirmative and delaying negotiation strategies to influence and deal with these situations. For PCHC nurses, these findings may encourage to view children as negotiating participants and inspire to sensitivity when inviting children and guiding them through health visits. © 2011 The Author(s). Children & Society © 2011 National Children’s Bureau and Blackwell Publishing Limited     

Going to the Courts Twice: A Critical Appraisal of the UK’s Policy of Re‐adoption for Intercountry Adoptions

The policy of re‐adoption for UK‐citizen parents of intercountry adopted children is designed to protect children and safeguard their best interests, but in fact may breach a variety of rights and international Conventions, and when applied to specific cases can lead to more harm than good. In this review, I want to argue that the policy of re‐adoption be reconsidered to minimise the distress to families when they return to the UK with their already legally adopted children. © 2011 The Author(s). Children & Society © 2011 National Children’s Bureau and Blackwell Publishing Limited.     

Violence and Vulnerability: Children’s Strategies and the Logic of Violence in Burundi

This study explores how children in conflict‐affected Burundi deal with violence in their everyday lives. Focusing on schools as a context in which children are prepared for further roles in society, child‐centred, qualitative and mixed‐methods research was conducted at 36 primary schools throughout Burundi. Findings reveal that children use a variety of strategies to deal with violence they encounter. These strategies reflect a learned ‘logic of violence’, matching dynamics of violence and vulnerability in society at large. Children’s strategies are ultimately aimed at reducing vulnerability to (future) violence and indicative of the omnipresence of violence and uncertainty in Burundi.     

Children as Peer Researchers: Reflections on a Journey of Mutual Discovery

This article is based on a small‐scale study evaluating the work of an emotional literacy project in the North West of England. It focuses on the research process and the challenging experience of involving children as peer researchers. The author draws on theoretical and epistemological insights from feminism and the sociology of childhood to explore some of the enduring tensions and contradictions facing adults involved in children’s research. The primary intention is to use post‐research reflections to raise questions and stimulate debate amongst children’s researchers rather than offer solutions. © 2010 The Author(s). Children & Society © 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Conducting Large‐Scale Surveys in Secondary Schools: The Case of the Youth On Religion (YOR) Project

There are few published articles on conducting large‐scale surveys in secondary schools, and this paper seeks to fill this gap. Drawing on the experiences of the Youth On Religion project, it discusses the politics of gaining access to these schools and the considerations leading to the adoption and administration of an online survey. It is concluded that successful research in schools has to be planned carefully in collaboration with key members of staff, and justified as an educational activity. Providing speedy feedback was helpful to ensure schools benefited from the research and to keep them engaged with the project. © 2011 The Author(s). Children & Society © 2011 National Children’s Bureau and Blackwell Publishing Limited     

A longitudinal study of children’s outcomes in a residential special school

ABSTRACT

This study presents findings from a longitudinal study of the Mulberry Bush School (MBS), a therapeutic residential special school in England which provides an integrated approach to education and care for children aged between 5 and 13 years. Four cohorts were followed (23 = boys; 13 = girls), each for a consecutive 3-year period, approximating children’s time at the MBS. Children showed significant improvements in their socio-emotional, behavioural and academic development. The picture is more mixed for children’s attachment representations, which might be expected of the vulnerable and severely traumatised children who make up the MBS population. The importance of these improvements stem from the fact that they were achieved in the face of the exceptional disadvantages and challenges that characterise the lives of all children who attend the MBS. This is testimony to their achievement, and to the potential of the residential special school as a therapeutic learning environment.     

Interprofessional education: a curriculum response to work with children and young people

This paper charts the development of undergraduate teaching material produced at the Open University in the United Kingdom. The School of Health and Social Welfare at the University has a long history of providing open and distance learning and multiprofessionally focused education and training opportunities. In this instance two courses, entitled ‘Working with Young People’ and ‘Working with Children and Families’, were created to meet the needs of a diverse student audience working across the public, voluntary and private social care, health and education sectors. The materials produced were underpinned by the desire of their academic authors to challenge long‐established assumptions about the nature of children and young people's lives. Crucially though, both course developments reflected a requirement to demonstrate how policies and services for children and young people might be significantly improved. Accordingly, the paper offers some useful indications as to how interprofessional working with children and young people could be fostered. Copyright © 2002 John Wiley & Sons, Ltd.     

Children’s Experiences of Completing a Computer‐Based Violence Survey: Ethical Implications

This article aims to contribute to the discussion about the ethics of research on children when studying sensitive issues such as violence. The empirical analysis is based on the accounts given by children (11 377) who completed a computer‐based questionnaire about their experiences of violence (‘The Finnish Child Victim Survey 2008’) and their reflections on the survey. We argue that experiences of violence should not be excluded from the research agenda on children due to ethical reasons, but that a more sophisticated practice should be developed instead to meet the needs and rights of children as informants. © 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Listening to children with cancer

Many children now live with cancer rather than die from it, and such children need both to continue their social, emotional and cognitive development and to make long‐term psychological adjustments. This paper has its foundations in the findings of a research project set up to explore issues pertinent to the current provision of an activity week experience for a group of British paediatric cancer patients. This research suggested that the activity week appeals to children who are confident, active and able to separate from parents and whose parents are keen to encourage independence and new experiences. Children diagnosed and treated at a younger age and further away from treatment are more likely to express concerns about homesickness and safety and to not apply for the week. In this paper, issues of protection, independence and disability are discussed with reference to the importance of parental attitude on children's psychological accommodation to disease and treatment. Copyright © 2000 John Wiley & Sons, Ltd.     

Children Photographing Well‐being: Facilitating Participation in Research

Children aged 8–12 years took 723 photographs representing well‐being. Another group of children categorised the photographs, identified what was missing and discussed their inter‐relationships. The largest categories were ‘people I love the most (friends)’ (23.2%), ‘activities’ (18%), ‘food and drink’ (17.2%) and ‘animals/pets’ (12.8%). Children reported that the categories were all related and could be subsumed into the general category ‘the way I live’, reflecting their holistic integrationist perspective on well‐being which in turn mirrors the whole child perspective of the Irish National Children's Strategy. The usefulness and limitations of this approach to working with children are discussed. Copyright © 2005 National Children's Bureau.     

Children’s Concerns about their Parents’ Health and Well‐being: Researching with ChildLine Scotland

This paper reports on collaborative research conducted with ChildLine Scotland, a free, confidential, telephone counselling service, using their database. We focussed on children’s calls about parental health and well‐being and how this affected their own lives. Children’s concerns emerged within multi‐layered calls in which they discussed multiple issues and problems in their lives such as alcohol misuse, drug misuse, domestic violence, family relationships, depression, mental health problems and bereavement. We discuss how children were making sense of these experiences; how they were trying to get by in difficult family circumstances; whose help they valued; and conclude with implications for policy and practice.     

Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a ‘good’ childhood, and children’s ‘need’ for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children’s everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.     

On Childhood and Risk: An Exploration of Children's Everyday Experiences in Rural Peru

Drawing on data from Peru, this article explores how poverty mediates diverse risks in rural children's lives. It offers four main arguments. First, risk is not simply a feature of ‘extraordinary’ childhoods, but integral to everyday, ‘ordinary’ lives. Second, children's responses to adversity are crucially shaped by sociomoral considerations. Third, children participate actively in household risk mitigation, their engagement structured by individual (biographical) and collective factors. Fourth, changing circumstances present new opportunities and challenges for children living with adversity. Current approaches focusing on so‐called ‘objective’ risks neglect children's own priorities and subjective experiences.     

Developing Employment Opportunities for Care Leavers

This article describes an action research project carried out in North West England that aimed to assist Children’s Services Departments and Care Trusts in developing their strategies for supporting care leavers into employment and training. The study found a range of models and approaches that can be utilised to develop local and regional partnerships offering employment and training opportunities designed to meet the needs of care leavers. Relevant questions about the extent to which such opportunities should be ring‐fenced or targeted on particular fields of employment are identified. © 2010 The Author(s). Children & Society © 2010 National Children’s Bureau.     

Narratives of ‘mixed race’ youth in South Korea: racial order and in-betweenness

South Korea has long been regarded as a country with a single ethnicity. Honhyeol, which literally means ‘mixed blood’ in Korean, exemplifies this orientation. In recent years, the number of ‘mixed race’ children in the country has been on the rise due to the increase in international marriages, particularly between Korean men and foreign women. Drawing on the personal narratives of 56 youths (aged between 9 and 17) obtained from three essay contests, this article examines how, why, and in which contexts the racial hierarchies of ‘mixed race’ children in Korea are constructed. Narratives of ‘mixed race’ children and their peers show that a ‘hierarchical racial order’ – characterized by a color-coding system that simultaneously operates along the lines of national origin – is channeled into ‘mixed race’ people’s everyday lives, thus shaping their identity constructions.     

Supporting Children’s Social and Emotional Well‐being: Does ‘Having a Say’ Matter?

This article argues the importance of ensuring initiatives aimed at improving children’s social and emotional well‐being are based on sound participatory principles. The discussion posits links between the recognition of children, dialogic approaches to participation, changing conceptualisations of children and childhood, and children’s well‐being. It explores these links in light of one particular initiative, Seasons for Growth ( Graham, 1996, 2002 , Seasons for Growth; Loss and Grief Education Program. MacKillop Foundation), an education programme built around emerging evidence that giving children a voice assists them to adapt to family change. The paper concludes with insights into what is involved when we locate notions of ‘having a say’ as a key element in promoting children’s well‐being.© 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Violence Experiences in Care: Some Methodological Remarks based on the Finnish Child Victim Survey

The article examines violence experienced by children in substitute care and at home based on the survey results of the Finnish Child Victim Survey carried out in schools in 2008. The focus is on physical and psychological violence in conflict situations. Of the 13 459 respondents, pupils between 12 and 16 years of age, 233 children reported living in care or having lived in care. Children living in care were asked the same questions as children living at home about violence experienced by their care‐taking adults. The analysis compares the answers between those two groups and examines them in relation to information about children's psychosocial problems and measures of emotional wellbeing.

‘The focus is on physical and psychological violence in conflict situations’

According to the study, children report more physical and psychological violence by adults in their homes than children do in residential homes or foster homes. Substitute care is not, however, free of violence. Children with psychosocial problems experienced more violence at home than in substitute care. The article suggests a more thorough conceptual and methodological analysis of abuse in care. The conceptual and methodological tools employed should be sensitive to the particular nature of abuse in care and the studies should pay attention to a variety of forms and practices of violence. Copyright © 2011 John Wiley & Sons, Ltd.