Childhood Today by Owen Alex;

Author:Owen, Alex;
Language: eng
Format: epub
ISBN: 9781526425775
Publisher: SAGE Publications, Limited
Published: 2020-11-06T20:24:25.628044+00:00

Judging by CYPs’ responses, they did not have CAF terms and processes explained in an age-appropriate manner and in advance. One primary-aged child, when asked what CAF meant, replied ‘You go there and, like, have a drink and that … ’ In other words, he confused CAF with a café. There was little evidence of modifications being made to meetings of professionals to include and increase the accessibility to participation of CYP. These CYP did not appear to be able to exercise their right to express their views in all matters affecting them or to have due weight given to these in accordance with their age and maturity (UN, 1989). Working flexibly did help them to depict their CAF journeys, in pictures and text, with younger children assisted by a scribe. Central to this was the need to listen carefully. This empowered them and increased their confidence, self-esteem and well-being.

These findings question the current definitions, terms and professional meanings provided for vulnerable CYP. They also question the adequacy of CAF procedures in terms of the rights of vulnerable CYP. In the context of CAF, they have a right to be allowed to make an active contribution to their home and school lives and to improve the professional services they receive. The participatory approach used served to address some of the power imbalance between the researchers and CYP, compounded where the adult is a professional who is able to make powerful decisions about home and school.

Involving CYP more fully in CAF processes would ensure that decisions made remained grounded in their lived experiences. Allowing them to help identify appropriate methodologies for gathering views also ensured that the tools constructed were relevant. Flexibility allowed not only for variety in response but also for the variation in social context so that CYP worked as individuals, pairs or trios. By such means they shared insights and perspectives that were accessible to one another. Incorporating CYPs’ perspectives acknowledges that child, home and family, school and professionals, provide complementary perspectives to ensure that the best decisions about their lives are made.

More fundamentally, the project findings suggest that the universal and absolute right for the child in regard to participation, in practice, is tempered by age and maturity. Whilst all children must be treated with equal respect, irrespective of their age and competency, they must understand the ground rules and power relations established at the beginning. Participation must be voluntary and children must be allowed to leave at any time. This suggests that adults must grant and indeed facilitate participation and take active steps to enable and empower children.

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