Trust and Distrust
Listening to Children about Their Relationships with Professionals
Bibliographic Data
| ID | 5933376 |
|---|---|
| Authors | Hayley Davies (University of Leeds, corresponding author) |
| Year | 2019 |
| Volume | 8 |
| Issue | 9 |
| Pages | 251 |
| Publication date | 2019-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci8090251 |
| OpenAlex | W2972299827 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
This article explores trust in children's relationships with professionals in the context of safeguarding concerns. With exception, existing research with children about trust in professionals often fails to unpick trust. Using sociological conceptualisations of trust, most often considered in relation to adults, this article unravels this complex concept. It arrives at a conception of trust as socially situated, an attribute of relationships, and a combination of interpretation (knowledge and experience) and faith. This conceptualization of trust is examined in the context of interview accounts from children that were aged 8-10 in an English primary school. Interviews invited their perspectives on three fictional vignettes about peer conflict, domestic abuse, and child sexual abuse. My analysis, although small-scale, argues that focusing on the process of trust in children's professional relationships and the social, cultural, political, and relational contexts that shape this process, is a lucrative way to gain enhanced understandings of how trust is generated and what facilitates and undermines trust. It sheds light on children's interpretations of existing relationships and imagined interactions with professionals, revealing the knowledge that they hold and what they do not yet, or cannot know, and how this knowledge (or lack of) influences their trust. This analysis is socially situated attending to children's biographies, which offers insights that provide good grounds for improving children's relationships with professionals
Active listening · Conceptualization · Context (archaeology · Distrust · Safeguarding · Situated · Sociology · Child Abuse and Trauma · Children's Rights and Participation · Psychology · Social Psychology · Social Work Education and Practice
Boys and Schooling in the Early Years
Socialising Children
Participation, Citizenship and Trust in Children's Lives
Understanding Children’s Personal Lives and Relationships
Childhood and Society
The participation of vulnerable children in photographic research
Trust as a Social Reality
You Feel It in Your Body’
Becoming, Being and Having Been
Conducting research with children
The Significance of the Social for Child Well‐Being
The Everyday Costs of Poverty in Childhood
Children and young people's relationships, relational processes and social change
Sensitive topics in social research involving children
I wanna tell you a story
You've got to trust her and she's got to trust you’
If kids don't feel safe they don't do anything’
Can we Conquer Child Abuse if we don’t Outlaw Physical Chastisement of Children
The ‘Change for Children’ Programme in England
Building Trust with Children and Young People at Risk of Child Sexual Exploitation
Good’ Parenting Practices
Resisting the incitement to talk in child counselling
Being Related
The problem of interpretation in vignette methodology in research with young people
Putting it in context
Trust as a Process
Leaps of Faith' and MMR
Jumping off and being careful
The Nature of Trust
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |