Promoting Child Participation in Family Decision Making
Pennsylvania State University
York Campus
Abstract
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.
Barriers to Child Participation
•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)
Implications for Family Group Conferencing
Jamie L. Russell
Children’s Rights: A Legal Perspective
•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
Effective Approaches to Participation
•Children need the freedom to make choices. (Bell, 2002; Cashmore, 2002;
Franklin & Sloper, 2006; Gallagher et al., 2012; Holland & Rivett, 2008;
Sinclair, 2004)
Human Development and
Family Studies
The Right Advocate for the Job
•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.)
▪ 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)
•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.)
▪ Activities with a trusted advocate.
- 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)
Benefits of Child Participation
•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.
•Children need the opportunity to complain and express feelings regarding all
aspects of family group conferencing. (Cashmore, 2002; Gallagher et al.,
2012)
References
•Children need support from skilled advocates. (Bell, 2002; Cashmore, 2002;
Franklin & Sloper, 2006; Gallagher et al., 2012)
•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, 7485.
•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, 278286.
•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.
•Reduction in child maltreatment. (Morris & Connolly, 2012; Vis, Strandbu,
Hollan, & Thomas, 2011)
▪ Advocates speak for children when children are too intimidated to
speak for themselves.
▪ 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)
•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”.
•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)
Professional Skills &
Knowledge
▪ Empowering children includes giving them the opportunity to
provide feedback.
•Increase in placement stability. (Morris & Connolly, 2012)
•Increased support for the family from the kinship network:
Continuous,
Trusting
Relationship
Emotional
Availability
▪ More likely to comply if they feel they influenced key decisions.
▪ Support from Advocates when negative feelings are expressed by
others.
•Reduction in re-substantiated abuse. (Morris & Connolly, 2012; Vis et al.,
2011)
Neutral Advice & Direct
Support
▪ Increased decision making at home. (Chores, meals, etc.)
Access to
Information
Opportunity
to Make
Choices and
Provide
Feedback
Support
from Trusted
Advocates
Active Participation