Ann Marie Halpenny

CHANGE AND CONTINUITY AFTER PARENTAL SEPARATION Children's experiences of family transitions in Ireland

This article presents findings from a qualitative, interview-based study of children aged 8-12, conducted in the Irish Republic, which focused on childrens experiences of change in family life following parental separation. A good deal of continuity was evident in core aspects of childrens lives, such as residence and caregiving, and there were high levels of contact with non-resident parents and extended families. Children adapted best when they felt confident of contact with non-resident parents and received reassurances from both parents of their commitment to their relationships with children.

Children's Perspectives on Coping and Support following Parental Separation

Families represent the primary setting in which most childrens lives are shaped and determined. Increasingly, children experience ongoing change in family formation and structure, and such fluctuation may threaten or diminish their feelings of security with regard to established family roles, relationships and routines. A number of studies have explored available support for children in the context of family transition, focusing in particular upon those organisations providing services to children and families. However, in order to gain more precise insight into the mechanisms through which children can best be supported, it is necessary to consult children themselves and to elicit their perspectives and responses to the changes in their family contexts. A primary aim of the present study, therefore, is to gain an understanding of childrens strategies for coping with parental separation, and the sources of support that they find most helpful in order to adjust to these changes. The present study was carried out in the Republic of Ireland. Central to the framework of the study is the view that children are competent in expressing their perceptions and feelings regarding their relationships with their parents post-separation. Sixty children, in two age groups (8–11 years old, representing middle childhood, and 14–17 years old, representing adolescence) participated in the study. A qualitative approach was adopted with semi-structured interviews exploring childrens perspectives on the role played by different types of support, both informal (family, friends) and formal (counselling/peer support services, school). Key findings in the present study highlight the importance for children of being selective about whom they seek and accept support from, with the family being the preferred source of support for the majority of children. The study also highlights the need to provide a broad range of services in outside agencies in a non-stigmatising way and at various stages throughout the separation process.

A Place for Children? Children in Families Living in Emergency Accommodation: The Perspectives of Children, Parents and Professionals

This study uses a qualitative approach and draws upon the perspectives of children, adolescents and parents living in emergency accomodation in Dublin. Findings from twenty families are presented and discussed. The study builds on an ealrier study involving interviews with ten families living in emergency B&B and hostel accomodation (Halpenny et al., 2001). In the present study, the aim was to gain a deeper understanding of some of the realities of living in emergency accommodation. The interview with parents was semi-structured and covered information on family background and details of homelessness, such as how long families had been homeless and what their previous accommodation had consisted of. Interviews were tape-recorded and transcribed. Interviews with children were semi-structures and children were asked to talk about their families and their everyday lived in emergency accomodation.

Promoting the participation of seldom heard young people: a review of the literature on best practice principles.

1. Introduction p.1. 1.1 Background 1.2 Who participates? 1.3 Structure of the report 2. Methodology p.6. 2.1 Literature selection 2.2 Critical engagement and synthesis 2.3 Thematic structuring of the review 2.4 Research advisory group 3. Legislation and policy context p.9. 3.1 International context 3.2 European context 3.3 National context 3.4 Conclusion 4. Seldom heard young people p.24. 4.1 Who are ‘seldom heard’ young people? 4.2 Conclusion 5. Setting the context: the challenges and barriers to participation for seldom heard young people p.29. 5.1 Barriers and challenges to participation for seldom heard young people 5.2 Barriers and challenges to participation for seldom heard young people in school/student councils 5.3 Conclusion 6. Representing the perspectives of seldom heard young people in participation structures p35. 6.1 Improving seldom heard young people’s inclusion in participation structures 6.2 Conclusion 7. Improving participation experiences for seldom heard young people p.42. 7.1 Young people’s perspectives on meaningful participation 7.2 Levels of participation 7.3 Youth development versus youth involvement approaches 7.4 Methods of participation 7.5 Informal participation 7.6 The whole-systems approach 7.7 Outcomes from participation 7.8 Conclusion 8. Drawing key messages together p.53. 8.1 What do we mean by ‘seldom heard young people’? 8.2 Defining participation 8.3 Barriers and challenges to participation for seldom heard young people 8.4 Considerations for the development of more effective approaches to participation 9. References p.67