1. Promoting Child Participation in Family Decision Making Implications for Family Group Conferencing Jamie L. Russell Promoting Child Participation in Family Decision Making Implications for Family Group Conferencing Jamie L. Russell Abstract Barriers to Child Participation In recent years, Family Group Conferencing has made tremendous headway throughout the United States. As a result of Family Group Decision Making practices, families are able to identify strengths and concerns, and are empowered to achieve personal growth as a family unit. However, there is some skepticism in regards to children's participation in the planning process. Due to the power differential between adults and children, many feel that children are not given an equal voice when identifying and addressing family needs. While there is an emphasis on including children as equal contributors, many children do not participate in meaningful ways. Adequate preparation and age-appropriate activities are vital to children’s willingness to participate in the decision making process. In order to ensure their ideas are shared with equal value, adults have to make children feel comfortable being in control of the decisions that affect them. This includes family, social workers, and other service providers. The current research identifies barriers to children’s active participation and age-appropriate strategies that prepare them for family decision making tasks in the social services setting. In recent years, Family Group Conferencing has made tremendous headway throughout the United States. As a result of Family Group Decision Making practices, families are able to identify strengths and concerns, and are empowered to achieve personal growth as a family unit. However, there is some skepticism in regards to children's participation in the planning process. Due to the power differential between adults and children, many feel that children are not given an equal voice when identifying and addressing family needs. While there is an emphasis on including children as equal contributors, many children do not participate in meaningful ways. Adequate preparation and age-appropriate activities are vital to children’s willingness to participate in the decision making process. In order to ensure their ideas are shared with equal value, adults have to make children feel comfortable being in control of the decisions that affect them. This includes family, social workers, and other service providers. The current research identifies barriers to children’s active participation and age-appropriate strategies that prepare them for family decision making tasks in the social services setting. Children’s rights in the United Kingdom: ▪ 1989- United Nations Convention on the Rights of the Child (CRC) - Children have a right to participate in all decisions that affect them. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007; Morris & Connolly, 2012) -Children should be given equal weight according to age and maturity. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007) -Children have the right to be heard. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007) ▪ Children’s Act of 1991 -Children have the right to be treated as individuals. (Franklin & Sloper, 2006; Sinclair, 2004) ▪ Children’s Act of 2004 - Children have the right to be involved in policy, and the planning, delivery and evaluation of services. (McLeod, 2006, 2007) Children’s rights in the United States: ▪ 1970- National Commission on Resources for Youth - Promotes youth participation, youth voice, and youth empowerment. (Garman, 2007) ▪ 1989- United States participates in the CRC. (Garman, 2007) ▪ 1994- U.S. becomes a signatory member of the CRC but does not ratify the agreement. (Garman, 2007) ▪ Focus shifts to child protection. (Garman, 2007) Children’s rights in the United Kingdom: ▪ 1989- United Nations Convention on the Rights of the Child (CRC) - Children have a right to participate in all decisions that affect them. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007; Morris & Connolly, 2012) -Children should be given equal weight according to age and maturity. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007) -Children have the right to be heard. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Garman, 2007; McLeod, 2006, 2007) ▪ Children’s Act of 1991 -Children have the right to be treated as individuals. (Franklin & Sloper, 2006; Sinclair, 2004) ▪ Children’s Act of 2004 - Children have the right to be involved in policy, and the planning, delivery and evaluation of services. (McLeod, 2006, 2007) Children’s rights in the United States: ▪ 1970- National Commission on Resources for Youth - Promotes youth participation, youth voice, and youth empowerment. (Garman, 2007) ▪ 1989- United States participates in the CRC. (Garman, 2007) ▪ 1994- U.S. becomes a signatory member of the CRC but does not ratify the agreement. (Garman, 2007) ▪ Focus shifts to child protection. (Garman, 2007) Increase in placement stability. (Morris & Connolly, 2012) Reduction in child maltreatment. (Morris & Connolly, 2012; Vis, Strandbu, Hollan, & Thomas, 2011) Reduction in re-substantiated abuse. (Morris & Connolly, 2012; Vis et al., 2011) Increased support for the family from the kinship network: ▪ Emotional support, help with transportation and respite care. (Morris & Connolly, 2012) Strengthened family relationships. (Morris & Connolly, 2012; Vis et al., 2011) Improved home and school connections. (Morris & Connolly, 2012) Therapeutic and healing effects for family members. (Morris & Connolly, 2012; Vis et al., 2011) Leads to more accuracy and relevant decisions. (Sinclair, 2004) Enhances children’s skills for communication, negotiation, and prioritization. (Sinclair, 2004) Empowers and enhances children’s self-esteem. (Sinclair, 2004) Reinforces the effect of other interventions. (Vis et al., 2011) Provides service providers and adult family members with a deeper understanding of what is significant to children and youth. (Winter, 2010) Increase in placement stability. (Morris & Connolly, 2012) Reduction in child maltreatment. (Morris & Connolly, 2012; Vis, Strandbu, Hollan, & Thomas, 2011) Reduction in re-substantiated abuse. (Morris & Connolly, 2012; Vis et al., 2011) Increased support for the family from the kinship network: ▪ Emotional support, help with transportation and respite care. (Morris & Connolly, 2012) Strengthened family relationships. (Morris & Connolly, 2012; Vis et al., 2011) Improved home and school connections. (Morris & Connolly, 2012) Therapeutic and healing effects for family members. (Morris & Connolly, 2012; Vis et al., 2011) Leads to more accuracy and relevant decisions. (Sinclair, 2004) Enhances children’s skills for communication, negotiation, and prioritization. (Sinclair, 2004) Empowers and enhances children’s self-esteem. (Sinclair, 2004) Reinforces the effect of other interventions. (Vis et al., 2011) Provides service providers and adult family members with a deeper understanding of what is significant to children and youth. (Winter, 2010) Parents are not always available to support children’s emotional needs during stressful situations. (Bell, 2002) Children need a continuous, trusting relationship to support active participation in decision making. (Bell, 2002; Gallagher et al.) The Advocate relationship needs to be a good alternative to the parenting relationship in terms of warmth, interest, and guidance. (Bell, 2002; Cashmore, 2002) Family members who can maintain a neutral perspective and have daily contact with the child may be a natural choice for the position of the advocate. (Bell, 2002) Professionals acting as advocates have skills that family members may not have. (McLeod, 2007) Independent Advocates have a better ability to remain neutral and support children more directly. (Gallagher et al.) Parents are not always available to support children’s emotional needs during stressful situations. (Bell, 2002) Children need a continuous, trusting relationship to support active participation in decision making. (Bell, 2002; Gallagher et al.) The Advocate relationship needs to be a good alternative to the parenting relationship in terms of warmth, interest, and guidance. (Bell, 2002; Cashmore, 2002) Family members who can maintain a neutral perspective and have daily contact with the child may be a natural choice for the position of the advocate. (Bell, 2002) Professionals acting as advocates have skills that family members may not have. (McLeod, 2007) Independent Advocates have a better ability to remain neutral and support children more directly. (Gallagher et al.) Pennsylvania State University York Campus Human Development and Family Studies Dominant and intimidating interactions hinder the confidence of young children. (Bell, 2002; Gallagher, Smith, Hardy, & Wilkinson, 2012) Dismissive behaviors make children feel less important and emphasize their lack of control. (Bell, 2002) Children don’t often have experience with decision making. (Cashmore, 2002) Children can be overwhelmed by large groups of adults. (Cashmore, 2002; Gallagher et al., 2012) Children are not prepared well for participation. They lack access to information and control of how conferences are held. (Cashmore, 2002) Family meetings are formal. (Cashmore, 2002) Creating companionable relationships take time. (Franklin & Sloper, 2006; Gallagher et al., 2012; McLeod, 2007) Adults see children as incapable of making mature decisions and feel the need to protect children. (Franklin & Sloper, 2006; Gallagher et al., 2012; Shemmings, 2000) Social Services are dominated by professionals. (Franklin & Sloper, 2006; Holland & Rivett, 2008) Children view “listening” differently than adults do. (McLeod, 2006 Dominant and intimidating interactions hinder the confidence of young children. (Bell, 2002; Gallagher, Smith, Hardy, & Wilkinson, 2012) Dismissive behaviors make children feel less important and emphasize their lack of control. (Bell, 2002) Children don’t often have experience with decision making. (Cashmore, 2002) Children can be overwhelmed by large groups of adults. (Cashmore, 2002; Gallagher et al., 2012) Children are not prepared well for participation. They lack access to information and control of how conferences are held. (Cashmore, 2002) Family meetings are formal. (Cashmore, 2002) Creating companionable relationships take time. (Franklin & Sloper, 2006; Gallagher et al., 2012; McLeod, 2007) Adults see children as incapable of making mature decisions and feel the need to protect children. (Franklin & Sloper, 2006; Gallagher et al., 2012; Shemmings, 2000) Social Services are dominated by professionals. (Franklin & Sloper, 2006; Holland & Rivett, 2008) Children view “listening” differently than adults do. (McLeod, 2006 What Children Really Want Children want access to information and an explanation of details. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Sinclair, 2004) Children want to be involved in the process and have influence on decisions that affect them. (Bell, 2002; Cashmore, 2002; Holland & Rivett, 2008; Sinclair, 2004) It is more important to children to be heard than it is for them to make important decisions. If they feel “listened to” they are more satisfied with participation. Allowing family and service providers to make final decisions takes the burden of making a mistake away. (Bell, 2002; Cashmore, 2002; Holland & Rivett, 2008; Shemmings, 2000) Children appreciate the opportunity to express views about the decisions that have been made for them. (Franklin & Sloper, 2006; Gallagher et al., 2012; McLeod, 2006) Children want to be respected, empowered, and be seen as competent. (Holland & Rivett, 2008) Children want access to information and an explanation of details. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Sinclair, 2004) Children want to be involved in the process and have influence on decisions that affect them. (Bell, 2002; Cashmore, 2002; Holland & Rivett, 2008; Sinclair, 2004) It is more important to children to be heard than it is for them to make important decisions. If they feel “listened to” they are more satisfied with participation. Allowing family and service providers to make final decisions takes the burden of making a mistake away. (Bell, 2002; Cashmore, 2002; Holland & Rivett, 2008; Shemmings, 2000) Children appreciate the opportunity to express views about the decisions that have been made for them. (Franklin & Sloper, 2006; Gallagher et al., 2012; McLeod, 2006) Children want to be respected, empowered, and be seen as competent. (Holland & Rivett, 2008) Children’s Rights: A Legal Perspective Benefits of Child Participation Children need the freedom to make choices. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Holland & Rivett, 2008; Sinclair, 2004) ▪ When and how to participate. ▪ Who is invited. ▪ Location and choices about the specifics of the family meeting. ▪ Choices about the Advocate assigned. (Gender, personality etc.) Children need to understand and have access to information. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Sinclair, 2004) ▪ Clarity of information. ▪ Access to parent’s histories. ▪ Explanation of the plan and how their ideas contributed to the decisions. Children need to practice decision making skills before participating in family decision making. (Franklin & Sloper, 2006; Gallagher et al., 2012) ▪ Activities with a trusted advocate. ▪ Increased decision making at home. (Chores, meals, etc.) Children need to be able to influence key decisions. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006) ▪ Need to see the ideas they have being utilized by family and service providers. ▪ More likely to comply if they feel they influenced key decisions. Children need the opportunity to complain and express feelings regarding all aspects of family group conferencing. (Cashmore, 2002; Gallagher et al., 2012) ▪ Empowering children includes giving them the opportunity to provide feedback. Children need support from skilled advocates. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012) ▪ Support from Advocates when negative feelings are expressed by others. ▪ Advocates speak for children when children are too intimidated to speak for themselves. Adult attitudes toward participation need to focus on child competency. (Cashmore, 2002; Shemmings 2000; Sinclair, 2004) ▪ Adults need a shift of focus from protecting children to empowering them. ▪ Acceptance of children’s mistakes provides confidence in decision making skills as they practice. ▪ Power differential needs to be addressed. Children need to feel a sense of ownership. (Bell, 2002) ▪ Copy of their plan and explanation increases “buy in”. Children need the freedom to make choices. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Holland & Rivett, 2008; Sinclair, 2004) ▪ When and how to participate. ▪ Who is invited. ▪ Location and choices about the specifics of the family meeting. ▪ Choices about the Advocate assigned. (Gender, personality etc.) Children need to understand and have access to information. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012; Sinclair, 2004) ▪ Clarity of information. ▪ Access to parent’s histories. ▪ Explanation of the plan and how their ideas contributed to the decisions. Children need to practice decision making skills before participating in family decision making. (Franklin & Sloper, 2006; Gallagher et al., 2012) ▪ Activities with a trusted advocate. ▪ Increased decision making at home. (Chores, meals, etc.) Children need to be able to influence key decisions. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006) ▪ Need to see the ideas they have being utilized by family and service providers. ▪ More likely to comply if they feel they influenced key decisions. Children need the opportunity to complain and express feelings regarding all aspects of family group conferencing. (Cashmore, 2002; Gallagher et al., 2012) ▪ Empowering children includes giving them the opportunity to provide feedback. Children need support from skilled advocates. (Bell, 2002; Cashmore, 2002; Franklin & Sloper, 2006; Gallagher et al., 2012) ▪ Support from Advocates when negative feelings are expressed by others. ▪ Advocates speak for children when children are too intimidated to speak for themselves. Adult attitudes toward participation need to focus on child competency. (Cashmore, 2002; Shemmings 2000; Sinclair, 2004) ▪ Adults need a shift of focus from protecting children to empowering them. ▪ Acceptance of children’s mistakes provides confidence in decision making skills as they practice. ▪ Power differential needs to be addressed. Children need to feel a sense of ownership. (Bell, 2002) ▪ Copy of their plan and explanation increases “buy in”. Effective Approaches to Participation Access to Information Opportunity to Make Choices and Provide Feedback Support from Trusted Advocates Active Participation The Right Advocate for the Job References Bell, M. (2002). Promoting children's rights through the use of relationship. Child and Family Social Work, 7, 1-11. Cashmore, J. (2002). Promoting the participation of children and young people in care. Child Abuse and Neglect, 26, 837-847. Franklin, A., & Sloper, P. (2006). Participation of disabled children and young people in decision making. British Journal of Social Work, 36, 723-741. Gallagher, M., Smith, M., Hardy, M., & Wilkinson, H. (2012). Children and families' involvement in social work decision making. Children and Society, 26, 74- 85. Garman, J. J. (2007). International law and children's human rights: International, constitutional, and political conflicts. Valparaiso University Law Review, 41(2), 659-696. Holland, S., & Rivett, M. (2008). 'Everyone started shouting': making connections between the process of family group conferences and family therapy practice. British Journal of Social Work, 38, 21-38. McLeod, A. (2006). Respect or empowerment? Alternative understanding of 'listening' in childcare social work. Adoption and Fostering, 30, 43-52. McLeod, A. (2007). Whose agenda? Issues of power and relationship when listening to looked-after young people. Child and Family Social Work, 12, 278- 286. Morris, K., & Connolly, M. (2012). Family decision making in child welfare: Challenges in developing a knowledge base for practice. Child Abuse Review, 21, 41-52. Shemmings, D. (2000). Professionals’ attitudes to children’s participation in decision-making: dichotomous accounts and doctrinal contests.. Child and Family Social Work, 5, 235-245. Sinclair, R. (2004). Participation in practice: making it meaningful, effective and sustainable.. Children and Society, 18, 106-118. Vis, S. A., Strandbu, A., Hollan, A., & Thomas, N. (2011). Participation and health: A research review of child participation in planning and decision-making. Child and Family Social Work, 16, 325-335. Winter, K. (2010). The perspectives of young children in care about their circumstances and implications for social work practice. Child and Family Social Work, 15, 186-195. Bell, M. (2002). Promoting children's rights through the use of relationship. Child and Family Social Work, 7, 1-11. Cashmore, J. (2002). Promoting the participation of children and young people in care. Child Abuse and Neglect, 26, 837-847. Franklin, A., & Sloper, P. (2006). Participation of disabled children and young people in decision making. British Journal of Social Work, 36, 723-741. Gallagher, M., Smith, M., Hardy, M., & Wilkinson, H. (2012). Children and families' involvement in social work decision making. Children and Society, 26, 74- 85. Garman, J. J. (2007). International law and children's human rights: International, constitutional, and political conflicts. Valparaiso University Law Review, 41(2), 659-696. Holland, S., & Rivett, M. (2008). 'Everyone started shouting': making connections between the process of family group conferences and family therapy practice. British Journal of Social Work, 38, 21-38. McLeod, A. (2006). Respect or empowerment? Alternative understanding of 'listening' in childcare social work. Adoption and Fostering, 30, 43-52. McLeod, A. (2007). Whose agenda? Issues of power and relationship when listening to looked-after young people. Child and Family Social Work, 12, 278- 286. Morris, K., & Connolly, M. (2012). Family decision making in child welfare: Challenges in developing a knowledge base for practice. Child Abuse Review, 21, 41-52. Shemmings, D. (2000). Professionals’ attitudes to children’s participation in decision-making: dichotomous accounts and doctrinal contests.. Child and Family Social Work, 5, 235-245. Sinclair, R. (2004). Participation in practice: making it meaningful, effective and sustainable.. Children and Society, 18, 106-118. Vis, S. A., Strandbu, A., Hollan, A., & Thomas, N. (2011). Participation and health: A research review of child participation in planning and decision-making. Child and Family Social Work, 16, 325-335. Winter, K. (2010). The perspectives of young children in care about their circumstances and implications for social work practice. Child and Family Social Work, 15, 186-195. Neutral Advice & Direct Support Continuous, Trusting Relationship Professional Skills & Knowledge Emotional Availability