Martin Manby

Involving children in health and social research: ?Human becomings? or ?active beings??

This article draws on the authors’ experiences of undertaking health and social research involving children in Australia and England and focuses on securing the informed consent of children to participate in such research. A clear trend within literature, service provision, legislation and international conventions recognizes children as ‘active beings’ in all aspects of their lives. The services that are the focus of the research and evaluation projects in which the authors have been involved sought to empower children as active agents and decision-makers. Crucially, not only were these services available directly to children without requiring parental permission, but many children were also accessing these services without their parents’ knowledge. However, when it came to researching and evaluating users’ experiences of these services, the authors faced the problem that existing research gatekeeping systems tended to construct children as dependent, in need of protection and as ‘human becomings’. The authors found that research ethics committees would permit the research to take place only if both the child’s informed consent and that of his or her parents was obtained. The authors outline the implications of such dilemmas, which may not only be counter productive in terms of research objectives but also risk failing to afford children rightful regard in contemporary society. While the authors conclude that there are no quick fixes to the resolution of such dilemmas, they believe that researchers need to engage with the gatekeepers of research to ensure that the laudable effort to protect potentially vulnerable participants avoids overprotection, paternalism and the further disenfranchisement of already marginalized young people.

The contribution of group work programmes to early intervention and improving children’s emotional well‐being

Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula.

Working with Families: Messages for Policy and Practice from an Evaluation of a School-Based Project.

In 2002 the authors evaluated a family support project known as Working with Families managed by the Childrens Society and located in a primary school on a large, mainly white council estate in Rochdale. Our reflections on some of the issues which emerged in relation to basing family support services in a school setting seem timely in the light of the apparent growth in such services as a result of investment by the Childrens Fund, and the proposals in the Green Paper, Every Child Matters, (Department for Education and Skills, 2003a) that schools should play a key role in the delivery of support services. Our experience of one such project is offered as a contribution to ongoing policy and practice developments. We highlight the strengths and difficulties of delivering support services from school settings and we offer some thoughts on whether integrated services which tackle childrens needs can be delivered from schools.

Children of Prisoners: Their Situation and Role in Long-Term Crime Prevention

Studies suggest that maintaining family ties can help reduce the likelihood of reoffending, and that while parental imprisonment can increase a child’s likelihood to offend, positive responses to the situation can aid the children’s well-being, attitude and attainment. Drawing on findings from the EU-funded COPING Project on the mental health of children of prisoners, this chapter explores the factors that aid a child’s ability to cope with parental imprisonment and the actions that different stakeholders can take to support them. It identifies some of the mental health impacts at different stages of parental imprisonment, the roles played by non-imprisoned parents/carers and by schools, and suggests options for further clarifying the factors that help and hinder children of prisoners in the short and long term.

Evaluating the Impact of Pyramid for Parents Courses in North Town in 2009/10: Listening to the Views of Mothers and Fathers of Primary School Children.

Nine Children’s Services Department Pyramid for Parents courses were attended by a total of 68 parents whose children attend primary schools in North Town. The evaluation gave particular emphasis to the views of 45 mothers and 13 fathers who contributed to semi-structured discussions about what they hoped to gain from participation and whether and how the course had contributed to improvements in interactions with their children. Qualitative data are augmented by ‘before’ and ‘after’ data from Rosenburg Self-Esteem measures and a variety of internal documents. Parents agreed to attend courses, usually at the suggestion of and with encouragement from professionals. Several had current involvement from children’s social care and some were involved in care proceedings. The programme was funded through the Beacon Healthy Schools Peer Parenting Support Project and was one of seven projects being evaluated. The qualitative data suggest very high levels of satisfaction with the course, facilitators and immediate outcomes. Rosenburg Self-Esteem data indicate an increase in self-esteem amongst a majority of participants. Overall, the findings suggest that Pyramid for Parents provided a beneficial resource for these parents. They welcomed its flexibility and highlighted the importance of appropriate styles of facilitation and of support from other participants.