Much of the recent literature on social research with children advocates the use of participatory techniques. This article attempts to rethink such techniques in several ways. The authors argue that participatory approaches, in their insistence that children should take part in research, may in fact involve children in processes that aim to regulate them. Using examples drawn from their own work, the authors question whether participatory methods are necessary for children to exercise agency in research encounters. They conclude by suggesting that researchers working with children might benefit from an attitude of methodological immaturity.

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Methodological immaturity in childhood research?: Thinking through 'participatory methods'

Drawing on relevant literature and a study carried out by the author and colleagues, this article reviews the evidence about children’s expressed views on methods used by adults to obtain chil dren’s views. It identifies key considerations deployed by children to account for those prefer ences. Children are normally passive with respect to method choice, but they negotiate differing degrees of engagement related to considerations such as time control, comfort with the research medium, rewardingness and privacy. Their views about methods of research and consultation are sharply affected by notions of inclusiveness and fairness.

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CHILDREN'S VOICES ON WAYS OF HAVING A VOICE Children's and young people's perspectives on methods used in research and consultation

In the past few decades, a growing body of literature examining children’s perspectives on their own lives has developed within a variety of disciplines, such as sociology, psychology, anthropology and geography. This article provides a brief up-to-date examination of methodological and ethical issues that researchers may need to consider when designing research studies involving children; and a review of some of the methods and techniques used to elicit their views. The article aims to encourage researchers to critically reflect on these methodological issues and the techniques they choose to use, since they will have implications for the data produced.

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Research with children: methodological issues and innovative techniques

This paper reviews the international research on young people leaving care. Set in the context of a social exclusion framework, it explores young people’s accelerated and compressed transitions to adulthood, and discusses the development and classification of leaving care services in responding to their needs. It then considers the evidence from outcome studies and argues that adopting a resilience framework suggests that young people leaving care may fall into three groups: young people ‘moving on’, ‘survivors’ and ‘victims’. In concluding, it argues that these three pathways are associated with the quality of care young people receive, their transitions from care and the support they receive after care.

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Research review: young people leaving care

This paper sets out an international review of literature and practice concerning listening to and consulting with young children in early childhood institutions. Most of the existing literature on children's participation has focused on children over five years old; however, a small number of studies have been undertaken with young children. Beginning with an examination of understandings of listening, the paper describes methodologies for gathering young children's perspectives, including traditional research methods and participatory approaches. Key themes will be described which have emerged from studies undertaken to date. Illustrative case studies undertaken as part of the review are used to support the limited published material in this field. The paper raises issues for policy, research and practice concerning the implications of listening to young children.

Listening to and involving young children: a review of research and practice

This article sets the scene for the other papers in this Special Issue on children's and young people's participation, by outlining the nature of the ESRC Seminar Series from which all are derived and by developing the main themes discussed at the seminars. The focus of this Issue is participation by children and young people as this relates to differing notions of social exclusion and inclusion. This article critically examines participation in the contexts of policy, practice, research and theory. In many respects the environments in each of these domains is supportive of increased participation, yet there is also much evidence of limited impact by recent participative measures and of disillusionment by many young people who have been engaged in consultation and decision-making. A way forward is suggested, which entails collaboration among all the key stakeholders including children and young people, connects participatory and social inclusion aims and mechanisms, and is committed to achieving tangible outcomes based on the wishes of children and young people.

Moving the Participation Agenda Forward

Social inclusion and participation have become policy mantras in the UK and Europe. As these concepts are being translated into policies and practice, it is a critical time to examine - and challenge - their interpretation, implementation and impacts. This book asks how far and in what way social inclusion policies are meeting the needs and rights of children and young people. Leading authors write from a variety of backgrounds and disciplines, including social policy, education, geography and sociology. The book: critically examines the concepts of participation and social inclusion and their links with children and childhoods; considers the geography of social inclusion and exclusion; explores young people's own conceptualisations of social inclusion and exclusion; and examines how these concepts have been expressed in policy at various levels. The book concludes with an agenda for progressing participation and social inclusion, both for and with children and young people. "Children, Young People And Social Inclusion" will be of interest to academics, students and policy makers, as well as to a wide range of practitioners, including teachers, youth workers, participation workers and those working in interagency settings.

Children, young people and social inclusion : participation for what?

Almost 3 million children in the UK live in households where at least one family member is affected by chronic illness or disability. A proportion of these children will be young carers. This paper begins with a brief review of the literature relating to young carers. Particular attention is paid to the adoption of a caring role, the'hidden' nature of caring including young people'sreluctance to discuss their caring, the impact of caring on education, and the location and type of services provided.The findings of a small-scale study carried out in Scotland are presented in order to highlight some of the issues raised in the literature. Discussion focuses on the implications for the field of guidance and counselling.

Does the covert nature of caring prohibit the development of effective services for young carers

The article interrogates how children and young people's participation in public decision-making has been promoted in the UK. It considers critically the reasons typically (and persuasively) put forward for such participation, which can be categorized as: the promotion of children's rights; alignment with consumerism and service user involvement; enhancing democracy; and developing children's well-being and development. Each of these reasons can appeal to particular agendas of policy-makers, professionals and other influential adults, to provide room and support for participation. But inevitably each reason has certain advantages and disadvantages, acted out in current trends and accompanying dilemmas in children and young people's participation activities.

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Reflecting on Children and Young People's Participation in the UK

HIV (Human Immunodeficiency Virus) is experienced as a highly stigmatized disease by those with HIV and their families. Moreover, it has been argued that it is the stigmatized nature of HIV that separates it from other chronic illnesses (Bor and Elford, 1998; Geballe and Gruendel, 1995). Drawing from a recently completed qualitative study conducted in Scotland, this article examines the impact of HIV stigma on children and young people with a parent or carer with HIV. The starting point for the research (and for this article) is the perspective of the children and young people themselves. The article gives an account of their understanding of stigma, and explores the different methods that they have adopted to cope with the effects of living with such a stigmatized illness in the family. The article concludes with a discussion of the implications of this study for social work policy and practice with children and young people affected by parental HIV.

Kay Tisdall

Papers

Moving the Participation Agenda Forward

Children, young people and social inclusion : participation for what?

Does the covert nature of caring prohibit the development of effective services for young carers

Reflecting on Children and Young People's Participation in the UK

Stigma and Parental HIV