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Child Voice' (child + voice)

Distribution by Scientific Domains

Humanities and Social Sciences	100%

Selected Abstracts

Silence in the Context of ,Child Voice'

CHILDREN & SOCIETY, Issue 1 2010
Ann Lewis
Recent decades have seen growing enthusiasm internationally for the concept and practice of ,child voice'. This was encapsulated in, and stimulated, by Article 12 of the 1989 United Nations Convention on the Rights of the Child. This article presents the case for incorporating the equally important concept of ,child silence' in both research and applied contexts. ,Child voice' has become a powerful moral crusade and consequently criticism of voice has been muted. This is despite the growing articulation of reservations about ,child voice' in various research and applied contexts. Two particular sets of emerging concerns are discussed: one set is around the purposes behind such engagement with children; and one set relates to the ethical protocols involved. Finally, the article makes a series of recommendations for researchers working in the fields of ,child voice'. These concern five methodological aspects: recognising, noting, responding to, interpreting and reporting silence from children. It is concluded that it is timely to take a step back from assumed support for ,child voice' as necessarily ,a good thing'. Rather, we need to consider more reflexively how, why and when ,child voice' is realised in co-constructed research and professional contexts. [source]

Co-creating change within a child protection system: integrating art therapy with family therapy practice

JOURNAL OF FAMILY THERAPY, Issue 3 2003
Hilary Manicom
This paper considers family art therapy intervention using a partnership developed between an art therapist and a family therapist within a child protection system. The aim of this co-working relationship is to bring together skills that can amplify the child's voice within the family, using art as a means of extending the family story. The use of metaphor adds to the repertoire of skills available when working with families, and offers a particular form of communication in which children can more easily engage. By co-working, we also bring together our personal and professional stories, creating multiple ideas and ways of seeing and taking account of differences in the life experiences of individual families. [source]