The key to the gatekeepers: Passive consent and other ethical issues surrounding the rights of children to speak on issues that concern them

Carroll-Lind, Janis; Chapman, James W.; Gregory, Janet E.; Maxwell, Gabrielle

doi:10.1016/j.chiabu.2005.11.013

Cited by 34 publications

(24 citation statements)

References 7 publications

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“…Factors influencing the decision to gain consent without parental permission included Youthline NZ's own policy of maintaining confidentiality unless a crisis precipitated the need to involve emergency services. There are precedents in sensitive research for not involving parents in consent where this might place a young person in a difficult situation had their seeking support or counselling been made known (Carroll-Lind, Chapman, Gregory, & Maxwell, 2006). In addition, as young people were seen as competent in seeking support on their own initiative, it was seen as appropriate that they comment on their own experiences of that service.…”

Section: Ethical Considerationsmentioning

confidence: 99%

On becoming textually active at Youthline, New Zealand

Haxell

2014

British Journal of Guidance & Counselling

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The phones hardly ring at Youthline New Zealand anymore; youth still have problems and seek help, but it mostly happens silently. This article reports on experiences of texting at a 24-hour crisis helpline for young people. To date, there has been no formal evidence base for this practice; however, for new practice, there never is. In prompting discussion, this article attends to the tight constraints that texting imposes, returning to the necessary and sufficient conditions of any effective therapeutic relationship particularly in regard to working with young people. New possibilities are demonstrated with emotional support being demonstrated even in the tightly constrained space of a text-based medium.

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Section: Ethical Considerationsmentioning

confidence: 99%

On becoming textually active at Youthline, New Zealand

Haxell

2014

British Journal of Guidance & Counselling

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“…Convention on the Rights of the Child, children have the right to speak on matters that directly affect them (Carroll-Lind et al 2006). Children's reports of their own experiences are vital, especially in light of the fact that many parents are unaware of the extent of their children's involvement in bullying (Ma 2001).…”

Section: Educational Researchmentioning

confidence: 99%

Bullying among primary school children in New Zealand: relationships with prosocial behaviour and classroom climate

Raskauskas

Gregory

Harvey

et al. 2010

Educational Research

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113

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Background: Bullying is a problem for schools in many countries, especially, according to various surveys, in New Zealand. Students' involvement in bullying as bullies, victims or bystanders has serious implication for emotional, social and academic development. Purpose: The purpose of this research was to examine the relationships between bullying, victimisation, prosocial behaviour, and classroom climate. A secondary purpose was to examine the use of the Peer Relations Questionnaire in New Zealand. Sample: A stratified randomised sample of 15 schools were included in this study; 1168 school children (48% male, 52% female) participated. All students were in school years 4-8 (approximately 8-13 years of age). Design and methods: Cross-sectional design was used with students completing anonymous surveys on bullying and other features of their school and classroom experiences. Results: Self-reported data indicated that involvement in bullying was related to empathy and classroom climate, with bullies and bully/victims having lowest connection to school and poorest relationships with their teachers. The Peer Relations Questionnaire was found to be useful with New Zealand youth. Conclusions: These are the first findings on these relationships in New Zealand. The findings have implications for interventions designed to enhance children's emotional experiences at school through enhancing positive teacher-student relationships, empathy and social skills.

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“…This was done for the first time at an early stage in the work and then repeated, where possible, once the work had been completed. In fact, while all the therapists and all the parents were interviewed, "gate keeping" issues (Carroll-Lind, Chapman, Gregory, & Maxwell, 2006) and parents were concerned about the potential for research interviews to be distressing for children and were reluctant to ask them to consider becoming involved. Consequently, children's perspectives are not well represented in the findings.…”

Section: Downloaded By [Kungliga Tekniska Hogskola] At 06:31 04 Octobmentioning

confidence: 99%

Factors Influencing the Degree and Pattern of Parental Involvement in Play Therapy for Sexually Abused Children

Hill

2009

Journal of Child Sexual Abuse

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Although much has been written about the role of therapists in children's recovery from child sexual abuse, relatively little attention has been paid to the role of nonoffending parents. This study investigated the work of a team of therapists who sometimes included such parents in therapy sessions with children. The study sought to understand what factors were influencing the degree and pattern of parental involvement and to understand what effect these patterns of parental involvement were having on the process and outcomes of therapy. The study successfully identified a range of factors influencing the patterns of parental involvement, but more research will be needed to understand the effect on outcomes.

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The key to the gatekeepers: Passive consent and other ethical issues surrounding the rights of children to speak on issues that concern them

Cited by 34 publications

References 7 publications

On becoming textually active at Youthline, New Zealand

On becoming textually active at Youthline, New Zealand

Bullying among primary school children in New Zealand: relationships with prosocial behaviour and classroom climate

Factors Influencing the Degree and Pattern of Parental Involvement in Play Therapy for Sexually Abused Children

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