Participatory work in child care draws on two broad currents of theory and practice: an older tradition of individually focused social work and psychological therapies, sensitive to children's needs and wishes and with an emphasis on empathic communication; and a newer tradition of empowerment, based on theories of children's rights and responsiveness to service users, and to some extent on new thinking about the social status and capabilities of children. Both traditions are reflected in this book (number 14 in the ‘Children in Charge’ series edited since the late 1990s by Mary John) which represents the fruit of the author's work over many years as a practitioner, a teacher and a researcher in social work with children. The first half of the book introduces and reviews children's participation in theory, policy and practice. The first chapter offers a broad overview of underpinning principles and how they have been expressed in different arenas. This is followed by a review of methods and means by which children can participate in decision-making — direct presence, representation, advocacy, consultation — and of the different factors that require to be taken into account. A little more could have been said here about the issue of age. Chapter 3 gives a thorough review of policy and guidance in the UK (or rather England). Chapter 4 is devoted to the different theoretical perspectives on which practitioners are encouraged to draw, eclectically but not uncritically. This account is more confident in handling psychological theories (cognitive development, attachment, etc.) than in relation to sociological paradigms. The final chapter in Part I is a very helpful review of the barriers to children's participation, particularly in relation to adult attitudes — at cultural, individual and organisational levels. On the last, a reference back to Shier's ‘pathways’ might have been helpful. Part II is devoted to four pieces of empirical research conducted by the author, singly or with colleagues. The first was a study of family group conferences, whose conclusions were broadly positive in that children did have a real sense of participation and influence. The second was a study of initial child protection investigations in which, perhaps unsurprisingly, there was little evidence of children being effectively engaged or even, in some cases, having much of a clue as to what was going on, and where for the few children who did participate the experience was not necessarily positive. Both studies were conducted more than a decade ago, but are still highly relevant. The third was a more recent study of electronic case recording under the Integrated Children's System, which focused in part on children's perspectives on the process and the scope for children's input. The fourth study looked broadly at children's involvement in service evaluation, on both an individual and a collective level. Each of these studies offers useful learning about the ways in which children can be supported to participate in their care and protection, and the author draws this out very clearly in each chapter. Because the focus is so much on her own research, at times less is made of other research than might have been helpful — in particular the (admittedly small) body of work that directly addresses children's participation in care, most of which is mentioned here but not discussed at much length. A slightly fuller review of some of this work could have added value to what is already a very useful text. There is a very good summing up of the learning from all four studies; although I was struck by the repeated statement that ‘the child must be seen alone’, i.e. presumably without parents or carers — but is it not sometimes helpful to see children together, whether they are siblings or sharing a place of residence? This book is primarily aimed at the thinking practitioner or manager who wants to make their work more responsive to children's claims for inclusion in the decisions that affect their lives. It offers them a sound review of the underpinning theories and principles, and an excellent research-based analysis of the barriers in practice and how they can be overcome. Although the foregrounding of ‘children's rights’ in the title is not really followed through in much of the writing, which tends to be couched more in terms of children's needs and best interests, the author does return to this theme in the conclusion. This book will certainly help those practitioners and organisations who want to adopt a rights-based approach to working with children, especially at the individual level. For children and young people's collective participation, it should probably be read alongside Mike Stein's gritty history of the development of Who Cares?, NAYPIC and A National Voice (Stein, 2011).
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