Imagining Participatory Action Research in Collaboration with Children: an Introduction

Abstract

For decades, social science researchers have been studying programs, services, and settings that are explicitly designed to have an influence on children (e.g., mental health services for children, school classrooms, after school programs, families, neighborhoods). Researchers who are concerned with the contexts in which children develop, social issues that influence children, and/or social justice generally define and evaluate a problem related to these programs or settings, and sometimes create and assess an intervention. Consequently, these researchers are often the ones to determine the problem definition. Common definitions include poor developmental or educational outcomes, child abuse, child labor violations, and so forth. These problem definitions and subsequent conceptualizations then become part of a larger narrative about what or who needs fixing (Seidman and Rappaport 1986). Frequently, these problems are studied by collecting survey data from adults or by observing children. Generally, these measures and observational procedures are designed by adult researchers. In the field of community psychology, however, there has been a broad consensus that community members should also be involved in defining problems and solutions, as their participation improves the research and benefits the community. When thinking about issues that affect children, community psychologists have most frequently conceptualized important stakeholders as parents and extended family members, family advocates, teachers, mental health professionals, and other adults in children’s lives. These adults may be consulted in interviews or focus groups, usually responding to the problem as conceptualized by the researcher. Increasingly, adult stakeholders and older youth may take on more participatory roles. Rarely, however, are children consulted or asked to help formulate the problem definition or proximate solution. Indeed, research is typically done for children, but not with children. This special issue is a collection of papers about participatory action research with children who are middle school age or younger, and is intended to stimulate dialogue and to offer alternatives when conducting research that affects children.