Pathways to participation: openings, opportunities and obligations

Shier, Harry

doi:10.1002/chi.617

Cited by 873 publications

(694 citation statements)

References 2 publications

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“…The researcher in the fourth and fifth steps listen to children"s thoughts but the researcher decides if these make any sense. It is only gradually from the sixth step and primarily in the eighth step that children fully participate in the decision-making [3]. Our discussion is based on these last four steps.…”

Section: Child-initiated Shared Decisions With Adultsmentioning

confidence: 99%

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Children’s voices – Differentiating a child perspective from a child’s perspective

Nilsson

Björkman

Almqvist

et al. 2013

Developmental Neurorehabilitation

101

112

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Objective: The aim of this paper was to discuss differences between having a child perspective and taking the child´s perspective based on the problem being investigated Methods: Conceptual paper based on narrative review.Results: The child´s perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the child"s perspective in conjunction with the need to know children"s opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adult"s view of children to solely the perspective of children themselves.Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, children"s capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand children"s opinions.

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Section: Child-initiated Shared Decisions With Adultsmentioning

confidence: 99%

“…Children´s possibility to participate in decision-making can differ from time to time. In relation to children"s rights Roger Hart [3] has divided children´s degree of participation in eight steps. These eight steps are: …”

Section: Introductionmentioning

confidence: 99%

Children’s voices – Differentiating a child perspective from a child’s perspective

Nilsson

Björkman

Almqvist

et al. 2013

Developmental Neurorehabilitation

101

112

View full text Add to dashboard Cite

show abstract

“…The added benefit of empowerment is that it provides the individuals with greater control in attaining healthy lifestyles that are sustainable (Laverack, 2017). According to Shier (2001), participation includes such aspects as listening to the adolescents, supporting them in expressing their views, taking the adolescents’ views into consideration, including them in decision-making processes, and sharing responsibility for decision-making with the adolescents. Participation is often conceptualized as both a process and a valued outcome in health-promotion programs (Potvin, 2007).…”

Section: Introductionmentioning

confidence: 99%

Empowering aspects for healthy food and physical activity habits: adolescents’ experiences of a school-based intervention in a disadvantaged urban community

Holmberg

Larsson

Korp

et al. 2018

International Journal of Qualitative Studies on Health and Well

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Purpose:This study aimed to describe adolescents’ experiences of participating in a health-promoting school-based intervention regarding food and physical activity, with a focus on empowering aspects. Method: The school was located in a urban disadvantaged community in Sweden, characterized by poorer self-reported health and lower life expectancy than the municipality average. Focus group interviews with adolescents (29 girls, 20 boys, 14–15 years) and their teachers (n = 4) were conducted two years after intervention. Data were categorized using qualitative content analysis. Results: A theme was generated, intersecting with all the categories: Gaining control over one’s health: deciding, trying, and practicing together, in new ways, using reflective tools. The adolescents appreciated influencing the components of the intervention and collaborating with peers in active learning activities such as practicing sports and preparing meals. They also reported acquiring new health information, that trying new activities was inspiring, and the use of pedometers and photo-food diaries helped them reflect on their health behaviours. The adolescents’ experiences were also echoed by their teachers. Conclusions: To facilitate empowerment and stimulate learning, health-promotion interventions targeting adolescents could enable active learning activities in groups, by using visualizing tools to facilitate self-reflection, and allowing adolescents to influence intervention activities.

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“…The recognised value of student voice in education has increased in recent years due in part to a greater acknowledgement of the rights of the child (Lundy, 2007;Robinson & Taylor, 2013;United Nations, 1989) and in response to emergent respect and empowerment imperatives (Shier, 2001). As such, the opportunities for greater student input into pedagogical and organisational decision making is potentiated (Brown, 2012;Kane & Chimwayange, 2014;Lundy & Cook-Sather, 2015;Niemi, Kumpulainen, & Lipponen, 2015;Quinn & Owen, 2016).…”

Section: Organisational Structurementioning

confidence: 99%

Assuring children’s human right to freedom of opinion and expression in education

Gillett-Swan

Sargeant

2017

International Journal of Speech-Language Pathology

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The Universal Declaration of Human Rights elaborated for children through the United Nations Convention on the Rights of the Child, mandates each child's right to participate in all matters affecting them. In particular, Article 19 includes the child's right to freedom of expression and opinion, access to information and communication choice. However, many barriers placed on children's daily lives often restrict or limit the enactment of children's participatory rights in practice, most noticeably in education. It is often the adult who decides what, when and how children can communicate, and the extent children's views and opinions are sought, considered or incorporated. This paper explores how children's daily lives are mediated in ways that restrict their expression, voice and communication rights. Children spend a significant proportion of their daily lives in education settings yet the restrictions on children's access to information and communication choices do not reflect contemporary pedagogical thinking. Many school settings perpetuate the key participation barriers of adult attitude and knowledge, pedagogical tradition, organisational structure and technological advancement. Such barriers to engagement stifle the realisation of the child's communication rights that then limits educational enhancement. Supporting children's right to communicate via a range of media enables pedagogy supporting voice-inclusive practice.

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Pathways to participation: openings, opportunities and obligations

Cited by 873 publications

References 2 publications

Children’s voices – Differentiating a child perspective from a child’s perspective

Children’s voices – Differentiating a child perspective from a child’s perspective

Empowering aspects for healthy food and physical activity habits: adolescents’ experiences of a school-based intervention in a disadvantaged urban community

Assuring children’s human right to freedom of opinion and expression in education

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