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W4387100022 abstract "Abstract The objective of the chapter is to provide an integrative appraisal of recent participatory research projects with children on violence and maltreatment conducted by members of the COST Action CA 19106 working group on children's participation (WG3) and their colleagues to identify what is working well and what needs to change in future research. The evaluation of research examples clustered around four key questions: Why, when, how and how much do children participate in research? Data were collected using a unified tool designed to characterise participatory research, which was distributed among WG3 members. In addition, chapters of the current book were another source of data about participatory research. Overall, data on 19 studies involving 46,761 children were collected and analysed using Shier's matrix. Findings show that most studies (n = 10) engaged children as consultants to adults in data collection, whereas a few studies (n = 5) demonstrated a more children-led research approach. The analysis uncovered specific areas where more progress is required, including engaging children in decisions about the research topic, involving young children, utilising methods that are more natural and familiar to children, and gaining children's reflective accounts about their participation experience. The authors encourage scholars to publish their work to advance evidence-based knowledge and skills in participatory research with children about sensitive topics. Keywords Research design Participatory methods Adult-led research approach Child-led research approach Shier's matrix Violence Citation Alfandari, R., Crous, G. and Fuentes-Peláez, N. (2023), Children's Participation in Research on Violence Affecting Them: A European Overview, Roth, M., Alfandari, R. and Crous, G. (Ed.) Participatory Research on Child Maltreatment with Children and Adult Survivors (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Bingley, pp. 27-49. https://doi.org/10.1108/978-1-80455-526-220231003 Publisher: Emerald Publishing Limited Copyright © 2023 Ravit Alfandari, Gemma Crous and Nuria Fuentes-Peláez. Published under exclusive licence by Emerald Publishing Limited. These works are published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode. License These works are published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode. Introduction Participatory research with children is a highly controversial issue in the scientific literature (Kiili & Moilanen, 2019; Liebenberg et al., 2020; Pavarini et al., 2019; Schelbe et al., 2015). Generally, children's participation in research is an ideological or rights-laden issue, depending on the social and cultural contexts, that in practice imposes particular logistical, methodological, and ethical considerations – for example, in relation to gaining access via gatekeepers, managing informed consent, ensuring freedom to decline or withdraw participation at any time, dealing with possible breach of confidentiality in high-risk situations and providing compensation (Carnevale, 2020; Lundy et al., 2011; Nigel, 2015; Schelbe et al., 2015). In addition, as demonstrated throughout this book, when aiming to empirically study children's realities of abuse, neglect and violence, the challenges and complexities of participatory research increase to a great extent (Bovarnick et al., 2018; Kiili & Moilanen, 2019). See Chapters 1 and 5 for discussions about influences of sociocultural factors on children's participation, Chapter 3 about data protection practices and Chapter 4 about ethical considerations. Nonetheless, inclusion of children in research was shown to enhance the quality of empirical investigation and its outcomes – for example, by refining data collection tools and adding to the richness, relevance and credibility of research findings (Bovarnick et al., 2018; Pavarini et al., 2019). Evidence of the impact of participation on children is very scarce (Pavarini et al., 2019). Scholars have suggested that involvement in research can be beneficial for children as an opportunity to enhance confidence, resilience and agency; acquire new knowledge and skills; and offer a therapeutic quality in the context of violence victimisation (Bovarnick et al., 2018; Lundy et al., 2011). Although children's involvement in social science and health research has grown markedly during the last few decades (Nigel, 2015) and especially in Europe (Schelbe et al., 2015), participation in research about violence and maltreatment is still insufficiently developed (Bovarnick et al., 2018). The objective of the current chapter is to provide an integrative appraisal of recent participatory research projects with children on violence and maltreatment conducted by professionals and researchers, members of the COST Action CA 19106 working group on children's participation (WG3) and their colleagues to identify what is working well and what needs to change in future research. Outcomes of our analysis can direct future avenues of investigation and shed light on the skills and knowledge required to facilitate meaningful, ethical and effective participation of children in research in this field. To advance progress, the evaluation of practice examples purposefully focused on recognised weak points or shortfalls of research with children in general that have been reported in the literature. The exploration of practice clustered around four key questions: Why, when, how and how much do children participate in research? Why, When, How and How Much? Starting with the issue of why children participate in research, this topic draws attention to research objectives and questions. Lundy and her colleagues (2011) argued that the actualisation of children's right to participate via engaging them in research should not undermine their right to have their best interest considered (United Nations, 1989, Article 3). This can be interpreted in this context as expectations that research outcomes will be beneficial for children – for example, by leading to improvements in their communities and services. By and large, participatory research with children focuses on problems identified by adults in children's environments such as schools, communities and services settings with the aim of generating effective solutions or services (Nigel, 2015). In other words, in general, the best interests of children, in most cases, arise from adults. In terms of when children participate in research, this question has two distinctive dimensions: (a) the child's age and (b) the stage in the research process. In relation to children's age, evidence shows that children younger than eight years old are less involved in research than older children (Lundy et al., 2011). Although some researchers have argued that young children lack the competence and skills to engage in research, others posited that children's contribution to research is not age dependent but rather a factor of the child's life experiences, including in research processes, and how research is tailored to the child's developmental level and meets the child's supportive needs (Lundy et al., 2011; Schelbe et al., 2015). Turning to the research process, in general, participation is not consistent along all research stages and is most common during data collection phases (Kiili & Moilanen, 2019). There is limited evidence of children being involved in decisions about research questions, study design, data analysis or interpretation processes, although their participation at these stages is essential to ensuring the findings reflect their realties in an accurate and insightful way (Kiili & Moilanen, 2019; Liebenberg et al., 2020; Lundy et al., 2011; Nigel, 2015). In addition, examples of children's involvement in research outcome dissemination and utilisation initiatives are also scarce (Carnevale, 2020; Kiili & Moilanen, 2019). Scholars have argued that children's engagement in data analysis and dissemination is essential if researchers are to meet their obligation to give children's views due weight (Liebenberg et al., 2020; Lundy et al., 2011). The question of how children participate directs our attention to research methodology. Some researchers highlighted the advantages of using qualitative data collection techniques in gaining a meaningful, thorough and contextual understanding of children's life experiences and perspectives (Carnevale, 2020; Schelbe et al., 2015). In addition, Carnevale (2020) argued for using qualitative data collection approaches that emphasise the relational dimension of the interaction to promote trust, neutralise the power imbalance between adult researcher and child and follow the natural ways children engage and communicate with their environment. For example, researchers could use participant observation, informal interviews, art-based research and play (Carnevale, 2020). Evidence shows a wide range of age-appropriate creative strategies to involve children in research as participants. For example, research with young children with limited or lack of literacy and numeracy skills could emphasise visual and kinaesthetic strategies such as drawing, storytelling, tours and photography (Kiili & Moilanen, 2019; Lundy et al., 2011), whereas research with young adults could involve the use of digital games and applications, text messages and social media (Kiili & Moilanen, 2019; Liebenberg et al., 2020; Pavarini et al., 2019). For more discussion about the utilisation of digital applications in research, see Chapter 8. Finally, the question of how much children participate is directly linked to the discussion presented in the introduction chapter about the lack of a unified, agreed-upon definition of participatory practice (Kiili & Moilanen, 2019). As mentioned, the concept of participation is used in the literature to describe varied forms of children's engagement in research, ranging on a continuum from children being consulted on issues such as research design and tools, to child–researcher collaboration on different research tasks, to children coleading or independently leading the research process (Kiili & Moilanen, 2019; Lansdown & O'Kane, 2015; Shier, 2019). The lack of precision and clarity in the use of the concept of participation in research can be interpreted as a barrier to children's participation (Skauge et al., 2021). Methods Data Collection Data collection for this chapter was not designed to meet standards of representativeness. Rather, we sought to provide an overall comprehensive reflection about current work by researchers and professionals, members of WG3 and their colleagues. During our group's regular bimonthly online meetings in 2021, we asked colleagues to gather local examples of successful participatory research with children about violence and maltreatment. Members received a unified data collection tool drafted by the authors for this purpose to support documentation of detailed information. Seven group members used the tool to report on 12 studies carried out by them or their colleagues. In addition, we included in the data analysis studies presented in Section 2 of this book (see Chapters 6–12). All in all, data on 19 studies 1 were collected and analysed. The key merit of such approach is the ability to collect data that goes beyond articles published in peer-reviewed journal, including grey literature such as research reports. Moreover, we could access data published in languages other than English that otherwise would have not been accessible in the international literature. Data Analysis For the analysis of data collected, we used an adaptation of Shier's (2019) matrix for analysing children's engagement in research processes. The tool was originally designed to help researchers explicitly consider children's involvement when initially planning and designing a study, yet it can also be used to evaluate research retrospectively (Shier, 2019). The tool breaks down the research process into nine distinctive stages or tasks related to framing, conducting and disseminating the study's results. Specific stages include generating the research question; designing the research and choosing methods; preparing research instruments; identifying and recruiting participants; collecting data; analysing the data and drawing conclusions; producing a report; disseminating the report and its findings; and advocating and mobilising to achieve policy impact. In relation to each stage, children's engagement is evaluated according to the level of decision-making power and control they employ – ranging from no involvement, to children being consulted by adult researchers, to children collaborating with adult researchers, to children directing and deciding on research processes for themselves, which is the highest level of exercising power and control. Through data analysis, each of the 19 studies was assessed according to the adopted matrix. Results The main characteristic of the 19 studies analysed are presented in Table 2.1. Table 2.1. Summary of Studies Main Characteristics. Author (Year), Country Study Duration Setting Sample Children's Key Vulnerability Research Aim Research Design Árnadóttir and Einarsdóttir (2023), Iceland 2016–2017 Community art exhibition about the UNCRC 1,437 notes (wishes) by children aged 3–17 attending preschool and compulsory school and three children aged 16 or 17 years from Child Welfare Youth Council Exposure to violence Develop art-based means to promote children's discussion of violence and abuse Qualitative: Children provided written comments (wishes) following participation in an exhibition. Wishes were hung on a ‘wishing tree’ or placed into a bird box inside the exhibition area Árnadóttir and lsdóttir (2019), Iceland 2019 Library in a culture centre 11 children aged 7–12 years Living in poverty (parents depend on income support) Understanding the experiences of children living in poverty Qualitative: Semistructured interviews including the use of drawings and pictures Beremenyi et al. (2016), Romania, Spain, United Kingdom, Lithuania, Italy, Cyprus, France, Bulgaria, Ireland 2012–2015 Schools, communities, nongovernmental organisations 500 children aged 12–18 years Roma youth victims of discrimination and violence in community and schools, early forced marriage, educational neglect, and poverty Design antidiscrimination policies to meet children's needs Mixed design Quantitative: Survey carried out by children Qualitative: Interviews carried out by children Action research: Development and implementation of action plans Change Factory (2020), Norway 2020 Local child protection offices 110 children aged 6–12 years Involved with child protection system (receiving care or support) Evaluate the service of child protection system Qualitative: Semistructured focus groups including individual and group assignments. Most children participated in two meetings David-Kacso et al. (2021), Romania 2021 Schools in poor rural communities 2,029 children aged 9–18 years attending elementary, middle, or high school Victims of school violence (by peers or teachers) Improving school climate and reducing violence in schools Mixed design Quantitative: Online survey of school climate Qualitative: Focus groups about the survey's items Action research: Development of action plans to improve school climate and reduce violence Fuentes-Peláez et al. (2023), Spain 2021 Nonkinship foster care 17 children aged 6–11 years or 12–17 years Live in foster care Evaluate the service of foster care Qualitative: Gamified interview: ‘Play & Talk’, including a version for each age group Korhonen, Lindholm, et al. (2023), Sweden 2021 National competence centre (Barnafrid) 14 children aged 15 or 18 years attending high school Exposure to violence of different types, e.g., at school, domestic, online Understanding the types of violence children are at risk of being exposed to Qualitative: Workshop Korhonen and Mattelin (2023), Sweden 2022 Schools and libraries 36 newly arrived children with refugee backgrounds aged 13–18 years attending high school Exposure to community violence Evaluate exposure to violence and other adversities among refugee children in the country of resettlement Qualitative: Workshop including different activities, e.g., identify critical words related to violence in public places Laszlo et al. (2023), Romania, Republic of Moldova, Ukraine 2020–present High schools in Romania 12 children aged 15–18 years originally from Moldova Left behind by parents who engaged or are engaging in labour migration Understanding the life experience of stay-behind children and its impacts Qualitative: Individual interviews, family interviews, focus groups Montserrat et al. (2022), Spain 2021 Carried out online, children participated from their homes or school 45 children, active members of local children's councils aged 10–16 years attending primary or secondary school Exposure to gender-based violence in school Explore children's perspectives on gender-based violence and the barriers and facilitators to disclosure in the school context Qualitative: Focus groups Nikolaidis, Petroulaki, et al. (2018), Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Macedonia, Greece, Romania, Serbia, Turkey 2013 School 42,194 children aged 11, 13, or 16 attending school Exposure to violence International comparison of the prevalence of exposure to violence Mixed design Quantitative: ICAST-CH survey: Child violence exposure screening tool (a 38-item self-report measure for children developed by ISPCAN) Qualitative: Focus groups including 392 children Nikolaidis, Ntinapogias, et al. (2018), Greece 2018 Open hospitality centres (camps) 38 Farsi- and Arabic-speaking refugee children aged 8–17 years Refugee Evaluate the municipal child protection system services for refugee and migrant children Qualitative: Structured focussed groups including group protocol and a series of mock cases (vignettes) Fernandes and Pereira (2023), Portugal 2013–2015 Schools and neighbourhoods in deprived communities associated with crime and deviant and risk behaviours, e.g., domestic violence, negligence, and abuse 38 children aged 9–12 years old Living in social deprivation and neglect Evaluate children's needs and means to achieve them Qualitative: Interviews, observations, analysis of text, field notes drawing, photographs, and videos Rácz (2017), Hungary 2013–2014 Foster care, residential care 35 children aged 15–20 years Living in institutional care (victims of neglect) Evaluate the service of child protection system Qualitative: Parliament discussion on one general open question (children write their answers) Rácz (2019), Hungary 2017–2020 Foster care, residential care 21 children aged 14–18 years or 19–25 years Living in institutional care (victims of neglect) Evaluate the service of child protection professionals and understand the meaning of family Qualitative:Semistructured focus groups for each age group Rácz and Sik (2023), Hungary 2020–2021 Local child protection services 50 children aged 14–25 years Involved with protection system e.g., mental health problems, psychosocial disabilities, no contact with family of origin, neglect and abuse, living in foster care Develop apps to support young people in everyday life situations when moving out of care Qualitative:Focus groups and interviews about the design of the app as well as later feedback on using the app Rockinghorse Childrights (2021), Hungary 2021 Online 101 children aged 14–20 years attending elementary and secondary schools Exposure to internet violence Evaluate children's knowledge and opinions on internet violence (i.e., cyberbullying) Quantitative:Online survey Sani et al. (2021), Portugal 2018 Clinics or sport facilities 40 children aged 12–18 years attending school: 20 undergoing psychological counselling (clinical group) and 20 without clinical follow-up (nonclinical group) Multiple exposures to violence Comparison between clinical and nonclinical children in relation to multiple victimisation and polyvictimisation Quantitative:Survey on exposure to 36 types of victimisation Voicu et al. (2016), Romania 2010–2012 Schools 30 children aged 11, 14, or 16 years Victims of family violence Understanding children's opinion on research ethics (i.e., necessity of parental consent) Mixed design: Quantitative:Survey Qualitative:Structured focus groups As can be seen in the table, overall, 46,761 children were included in 19 studies about sensitive issues such as experiencing violence, maltreatment, discrimination, social deprivation, poverty and living in out-of-home placements. The earliest study reported on was conducted between 2010 and 2012, and the latest is still in progress. About half of the studies (n = 9) were recent, conducted from 2020 onward. Studies were conducted in Hungary (n = 4), Romania (n = 2), Portugal (n = 2), Spain (n = 2), Iceland (n = 2), Sweden (n = 2), Greece (n = 1) and Norway (n = 1). In addition, three studies were international research projects involving between three and nine European countries. The most common research settings were community institutions or facilities such as schools (n = 7) and culture and leisure facilities (n = 4). Some studies were conducted in child protective services or placement settings (n = 6), and two studies were conducted online. Why Children Participate Most studies (n = 9) explored children's exposure to violence of different types (e.g. cyberbullying) and settings (e.g. home, school, community), aiming at identifying the degree and features of the problem and possible solutions. Second, some studies (n = 6) were designed to evaluate the quality of child protection systems' support and care services and their ability to address children's service needs. In addition, a few studies (n = 3) investigated the experience of living in severely deprived environments or transnational families, and one study focused on the ethical dimension of participatory research. When Children Participate Children's age ranged from 3 to 18 years, with some studies also including young adults up to 25 years old. Only four studies involved children younger than eight, including one study with children as young as three. Turning to the stage in the research process in which children were engaged, relevant findings are summarised in Table 2.2. As shown in the table, children were not included in all stages of the research process. Table 2.2. Summary of Studies (n = 19) by Tasks in Which Children Participated and Level of Participation (No Participation, Consulted, Collaborated, Led). Research Stage Framing the Study Conducting the Study Disseminating the Study Results Author (Year) Research Question Research Design and Methods Research Tools Participant Recruitment Data Collection Data Analysis Production of Report or Recommendations Dissemination of Report or Findings Advocacy for Policy Impact Árnadóttir and lsdóttir (2019) Change Factory (2020) Rockinghorse Childrights (2021) Korhonen and Mattelin (2023) Rácz (2017) Montserrat et al. (2022) Rácz (2019) Sani et al. (2021) Voicu et al. (2016) Nikolaidis, Ntinapogias, et al. (2018) Fuentes-Peláez et al. (2023) Nikolaidis, Petroulaki, et al. (2018) Rácz and Sik (2023) Árnadóttir and Einarsdóttir (2023) Korhonen, Lindholm, et al. (2023) Beremenyi et al. (2016) Fernandes and Pereira (2023) David-Kacso et al. (2021) Laszlo et al. (2023) Note: White represents tasks in which children were not involved; light grey represents tasks in which children were consulted by adults; dark grey represents tasks in which children collaborated with adults; and black represents tasks that children led. In many studies (n = 10), children were only engaged in one task, and in a few studies (n = 6), children were involved in either two or three tasks. In three studies, children engaged in either four, five or six research tasks. Children's involvement was most missing in the initial stage of framing the study, including making decisions about the research questions, design and methods and preparing the study's instruments. Only four studies indicated children's participation in the task of preparing tools: In two studies, children were consulted about the study survey via focus groups (David-Kacso et al., 2021; Nikolaidis, Petroulaki, et al., 2018); in one study, children tested the tool in a pilot study (Fuentes-Peláez et al., 2023); and in one study, children and adults worked together on designing the research interview guide and invitation letter for possible participants (Laszlo et al., 2023). Children were mostly involved in the stage of conducting the study, particularly the data collection task. All studies (n = 19) included children in collecting data. Four studies also involved children in analysing the data and drawing conclusions. Participation in the final stage of the research process that focuses on dissemination of study results was infrequent and reported in only six studies. In these studies, children were involved in tasks such as producing the final research report, drafting recommendations and action plans, or presenting outcomes to professionals and policy-makers at conferences or official meetings (Beremenyi et al., 2016; David-Kacso et al., 2021; Korhonen, Lindholm, et al., 2023; Laszlo et al., 2023; Fernandes & Pereira, 2023; Rácz & Sik, 2023). How Children Participate Many studies (n = 13) applied a qualitative research design, using mainly interviews and focus groups as data collection methods. A few studies incorporated child-friendly interviewing techniques such as using drawings and pictures (Árnadóttir & Isdóttir, 2019; Fernandes & Pereira, 2023), the ‘play and talk’ game (Fuentes-Peláez et al., 2023; for more information, see Chapter 6) or asking children to hang notes on a ‘wish tree’ (Árnadóttir & Einarsdóttir, 2023; for more information, see Chapter 9). Four studies used mixed-methods designs that integrated data collected by surveys and focus groups. Two studies applied a quantitative approach, using surveys to collect data. How Much Children Participate Using Shier's (2019) matrix, we classified children's participation in distinctive research tasks according to the level of decision-making power and control they exercised, as illustrated in Table 2.2. Overall, as shown in the table, for most research tasks (n = 19 of 39 tasks), children had a low level of decision-making power and control, mainly being consulted by adult researchers. For example, most studies (n = 15) involved adults surveying or interviewing children (as individuals or in groups) on their opinions. Next were tasks (n = 14) on which children collaborated with adult researchers. Adults and children worked together mainly on data collection activities – for example, through a joint workshop (Korhonen, Lindholm, et al., 2023) or by conducting interviews and observations (documented in notes, pictures and videos) in schools and neighbourhoods (Laszlo et al., 2023; Fernandes & Pereira, 2023). They also collaborated on data analysis procedures, such as identifying key problems in school and neighbourhood environments (David-Kacso et al., 2021; Fernandes & Pereira, 2023), and presenting the research findings at conferences and meetings with formal policymakers such as local authorities, either themselves (Beremenyi et al., 2016; David-Kacso et al., 2021) or by generating materials later presented by the researchers (Laszlo et al., 2023). In one example, a video was presented at a national meeting on violence against children (Korhonen, Lindholm, et al., 2023). Less common were tasks (n = 6) that children led, directed and decided independently, which were evident in four studies. For example, in a study about transnational families affected by labour migration, children identified and recruited research participants (Laszlo et al., 2023). They later had the opportunity to choose whether to attend interviews led by an adult researcher or conduct the interviews themselves (individually or in pairs) with adult supervision. In an international study focused on the Roma population, children organised and carried out independent data collection activities using surveys and interviews (Beremenyi et al., 2016). Of note, children in some studies engaged independently in activities to disseminate study outcomes. Children used various means to raise awareness, advertise their ideas for solutions and promote policy change, including newspapers, documentaries, puppet shows and approaching influential policy-makers such as a city mayor (Beremenyi et al., 2016; Fernandes & Pereira, 2023). The international study among Roma population also described a fe" @default.
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W4387100022 title "Children's Participation in Research on Violence Affecting Them: A European Overview" @default.
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