Peer-reviewed article
How Do Child Welfare Workers Understand and Practice Child Participation?
Berit Skauge, Anita Skårstad Storhaug ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study explores how child welfare workers in Norway understand and practise child participation across different phases of child welfare work, including assessment, supportive measures, and out-of-home placements. Researchers interviewed 24 child welfare employees and identified two main forms of participation: indirect participation where children are observed or communicate through other professionals, and direct participation where children speak directly to workers. The study found that workers' understandings of child participation shape what forms of participation are offered and how children are positioned within the system. The researchers argue that child welfare systems need more nuanced approaches to participation and greater awareness of how different contexts affect children's opportunities to participate.
Key points
- Two distinct forms of child participation were identified: indirect participation (child observed or communicating through others) and direct participation (child speaking directly to worker)
- Topics of conversations with children fall into two categories: general everyday life topics and child welfare-related topics about the case and child's situation
- Workers' understandings of child participation fundamentally shape what forms and content of participation are offered to children
- Children are assigned different positions in the participation process, ranging from primary participant in direct interaction to being represented or observed by adults
- The study argues for more nuanced understanding of child participation and increased awareness of how different forms and contexts affect participation opportunities
Limitations
This qualitative study based on worker focus groups captures only how workers understand and report their practices, not direct observation of actual participation with children or children's own perspectives on their participation experiences. The findings are specific to the Norwegian child welfare system and may not generalise to other contexts.
Abstract
ABSTRACT Child participation is strongly emphasized as a value and a right in the Norwegian child welfare (CW) system. Based on focus group interviews with 24 CW employees, we explore how CW workers understand and practice child participation in various work phases: assessment; supportive measures in the home; out‐of‐home placements. Two main forms of participation were identified: indirect participation, where the child is observed or communicates with other professionals, and direct participation, where the child speaks to a CW worker. The topics of conversations with children are divided into two categories: general topics regarding the child's everyday life and CW‐related topics, associated with the case and the child's situation. CW workers' understandings of children's participation provide the basis for the form and content of participation offered and lead to the child being assigned various positions. This ranges from direct participation where the child is positioned as the primary participant in direct interaction about their situation to indirect participation where the child is represented or observed by adults. We argue for a more nuanced understanding of what child participation implies and increased awareness of how different forms and contexts affect opportunities for children's participation.