Can you hear me?’ An exploratory study investigating the representation and impact of children’s views in multi‐agency meetings
Bibliographic Data
| ID | 14896830 |
|---|---|
| Authors | Kerry L Mitchell (University of Dundee School of Education and Social Work Dundee UK), Tracey Colville (0000-0003-1887-7962, University of Dundee School of Education and Social Work Dundee UK, corresponding author) |
| Year | 2022 |
| Volume | 36 |
| Issue | 4 |
| Pages | 472-493 |
| Publication date | 2022-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12506 |
| OpenAlex | W3204961876 |
| Language | EN |
| Citations received | 3 |
| References cited | 50 |
The study explored parent and professional perceptions of the representation of children's views in multi‐agency meetings in Scottish schools. Online survey (134 responses) and educational documents provided data sources that were subject to thematic and documentary analysis. The findings highlight the importance of professional beliefs around child capacity and their understanding of what constitutes a competent view. In turn, they influence the extent to which professionals find representations of children's views worthwhile. Implications for practice include raising professional awareness of evolving ontologies around the representation of children's views in multi‐agency meetings in line with policy and legislation
Agency (philosophy · Exploratory research · Legislation · Pedagogy · Perception · Political science · Public relations · Qualitative research · Representation (politics · Social science · Sociology · Subject (documents · Thematic analysis · Children's Rights and Participation · Computer Science · Early Childhood Education and Development · Law · Parental Involvement in Education · Psychology
Reconceptualising Agency and Childhood
Research Methods in Education
Constructing and Reconstructing Childhood
Doing Template Analysis
Meddling with Mosaic
Stepping Back from ‘The Ladder’
Reimagining Childhood Studies
Childhood Studies and child psychology
Can you hear me?’ An exploratory study investigating the representation and impact of children’s views in multi‐agency meetings
Fostering global dialogue
An Ontological Turn for Childhood Studies
Agency, autonomy and self-determination
Making children’s ‘agency’ visible
The relevance of ‘competence’ for enhancing or limiting children’s participation
The Utility of Template Analysis in Qualitative Psychology Research
Lost in translation
From childhood studies to childism
Children's agency in interprofessional collaborative meetings in child welfare work
Is the Honeymoon Over? Children and Young People's Participation in Public Decision-Making
Reflecting on Children and Young People's Participation in the UK
Children and Young People’s Participation Rights
Making Room for Children's Autonomy
Voice’ is not enough
Small Shoes, Big Steps! Empowering Children as Active Researchers
Critical Reflection to Identify Gaps between Espoused Theory and Theory-in-Use
Reconceptualising Children's Agency as Continuum and Interdependence
Agency as Vulnerability
The limits of children's voices
In defence of tokenism? Implementing children's right to participate in collective decision-making
Tracing the contribution of childhood studies
The Ambiguity of the Child's 'Voice' in Social Research
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |