The Voice of the Child

Caroline CarpenterSenior Educational Psychologist

Sarah DeloTrainee Educational Psychologist

Context

• In 1989, the United Nations Convention on the Rights of the Child provided a landmark in the development of rights for children, highlighting that children have a right to express an opinion and to have that opinion taken into account in any matters affecting them

• Working Together to Safeguard Children (2010) emphasises the importance of eliciting and responding to the views and experiences of children.

• Munro Review (2011) emphasising a child-centredsystem for child protection.

Why is the Child’s Voice important?

Why is the Child’s Voice important?

• Children feel listened to

• When children are involved, plans are more successful

• We can see their experience, from their point of view

• Children can develop their own story about what is happening in their lives

• Children have a lot to say about their interests, wishes, feelings, needs, hopes, fears and plans

(Bath & North East Somerset Council)

Why is the Child’s Voice important?

What happens when Children and Young People are not listened to?

• Children are less safe

• Children are less happy and their wellbeing is lower

• Children become less visible; adult needs can dominate

• Assumptions are made about children’s lives

• Knowledge about children is limited to their relationships with adults

(Bath & North East Somerset Council)

Skills

In order to communicate effectively with children we need to be confident and have a range of skills. These include:• active listening• empathising with the child’s point of view• developing trusting relationships• understanding non-verbal communication• building rapport• explaining, summarising and providing information• giving feedback in a clear way• understanding and explaining the boundaries of confidentiality (Dalzell and

Chamberlain, 2006).• Practitioners need to work at the child’s pace and tailor their communication style

to the best way of communicating with individual children and young people. This requires time, patience, space and resources (Luckock et al, 2006). There are a number of core skills that enhance communication between children and their social worker and these can be categorised under four domains:

• Practitioners need to work at the child’s pace and tailor their communication style to the best way of communicating with individual children and young people. This requires time, patience, space and resources (Luckock et al, 2006). There are a number of core skills that enhance communication between children and their social worker and these can be categorised under four domains:

• Doing: using a variety of tools, interviewing techniques, listening and creative techniques, going at the child’s pace, using child-centred communication

• Being (personal qualities): engaging and building relationships, building trust and safety, being caring, empathic, honest, sincere and warm

• Being (ethical commitment): eliciting children’s views, providing information, maintaining confidentiality (where possible), providing uninterrupted time, being reliable, respectful and non-judgemental

• Knowing and understanding: having knowledge and understanding of how the social work role affects communication and how experiences affect communication and child development. (Lefevre, 2013)

Tools

• Preparation –awareness of age, ability, interests and background information

• Environment – familiar, safe place

• It is important to have a variety of tools available to help communicate with children:

• Visual -toys, flashcards, puppets,

• Activity-based –writing, drawing, colouring, gluing, games

• Fun- use of timer, include physical activity

Blob Trees ( Pip Wilson 2003)

Blob Trees

Sample Questions.Warm Up/Starter.• Which Blob is happy?• Which Blob is sad?• Find a Blob that interests you.• Which Blob is definitely female?• Which Blob is definitely male?• Which is a cool Blob?• Which is an old Blob?• Which Blob is lonely?• Which Blob is most positive?• Which Blob is most negative?• Which Blob cares the most?• Which Blob do you not understand?

Main Questions.• Which Blob do you feel like?• Which Blob would you like to be?• Which Blob scares you? Why?• Which Blob reminds you of your dad/mum/brother/sister?• Which Blob reminds you of being at home?• Which Blob do you want to be?• Which Blob do you feel like you are when you are….. (e.g.

reading/playing/outside)?

Practice Example

Which emotions do you think the blob is showing?When have you felt like that?

1) Depression (trying to be like his friends and climb up, but can’t do it )2) Sadness (wants to join in, but no-one wants him to)3) Happiness (with his family having lots of fun )4) Happiness (having fun swinging, playing and watching others enjoying it too, being with brother).5) Proud/happy (feeling like they’ve achieved something really good - ‘I’m on top of the world!” – Maths C GCSE grade.

Other Blob Tree examples…

Scaling and Card Sorts

Scaling Examples:

• Using a scaling chart to explore child’s views about different aspect of their learning and schooling, provided the following responses (1 least enjoyable; 10 = most enjoyable).

• Using scaling to explore child’s view about relationships with key people in child’s life (1 = very poor relationship; 10 = excellent relationship).

1______2______3______4______5______6______7______8______9______10

English Maths Writing Cooking Maths Science Reading P.E. Writing

Playtime

1______2______3______4______5______6______7______8______9______10

English Teacher Brother Dad Classteacher Friend Friend

-

Mum

Scaling and Card Sorts

Sort a set of pre-made cards (relating to aspects of the child’s life) into categories:

For example:

“Like and Dislike”

“Happy and Sad”

“Like me and Not Like me”

Card Sorts

What do you like?What do you

dislike?

Activity: Who are you?

1. If I were to say to you ‘who are you?’, what three things would you say? (exploration questions– Is it important for you to be..?, Why? Who might say it wasn’t important? Why?)

2. This time I would like to know what sort of a person you are. If I were to ask you ‘what sort of a person are you?’ what three things would you say? (exploration questions –How would you describe someone not like that? Is it important for you to be like that? How would you like to be?

3. I would now like to know how you think other people might see you. If I were to ask your ..(mum)what sort of a gilr you are, what three things would she say? (exploration –Does your mum think it’s important for someone to be like that? What has led her to seeing you like that?

I have, I am, I can• Ask the child to complete the

sentence ‘I am..’. Using a timer ask him/her to think of as many sentences starting with ‘I am…’ in a specified time ie, 20 seconds

• Repeat for ‘I have…’ and ‘I can…’

• Sentences can be recorded on diagram and pictures added.

I have

I canI am

Three Comments Mum

-She works

-She reads

-She writes

Dad

-Good at work

-Plays a little bit

Teacher

-Behind in my work

-Good at writing

-She’s trying to read

Child View

-I like reading

-I like maths

-I like writing

Not like me:

- Nicer than me

- They know more than me

- They are kind to me

Would like to be different:

- Like to learn

- Like to know more things

- Be a bit taller

For these things to happen, the following changes need to be made:

- Have to concentrate more

- Listen a bit more

- Have to grow

What three things would people say about you?

What is not like you?

What would like to be different?

Conclusion

• Not easy –be prepared!

• Include observation and what child may be communicating through his/her behaviour.

• Allow time

• Be creative, make it fun

• Word of caution on reporting –interpretation of views, who is the audience?

• Bag of tricks!

‘Every child, whatever their age or ability, is capable of self-expression. Children's imaginations, ideas, opinions, feelings, needs and worries can be expressed in so many different ways – through words for those able to talk or sign, as well as physical movements and body language, non-verbal sounds, or creative expression like play, dance, music and art. The people in charge of reforming children's services must embrace the clear message that children's voices must be heard, listened to and understood.’

Bob Reitemeier, Chief Executive of the Children's Society

Other resources:

• The ‘Little Box of Big Questions’ by Professor Irvine Gersch and Dr Anna Lipscomb (www.smalworld.co.uk) provides prompts for a meaningful and positive conversation with a young person in order to elicit their views and aspirations. The box contains a set of 12 cards covering 4 areas of discussion (identity, important people, meaning and purpose and thinking and planning).

• Talking Mats http://www.talkingmats.com/

• Mosaic approach http://www.hertsdirect.org/infobase/docs/pdfstore/mosaicapp.pdf

• Let’s Talk http://www.solentpsychology.co.uk/bright-ideas/let’stalk

Useful links/resources

• http://www.communitycare.co.uk/2011/11/07/social-work-tools-for-direct-work-with-children-drawing/

• http://fosteringandadoption.rip.org.uk/topics/communicating-effectively/

• Sheffkids.co.uk

• https://www.worldforumfoundation.org/are-we-listening -hearing-the-voice-fo-the-child