Skip to main content
SpringerLink
Log in

A Child-Friendly Supervision: Inviting Children to Participate

  • Chapter
  • First Online:
Relational Processes in Counselling and Psychotherapy Supervision

Part of the book series: Palgrave Texts in Counselling and Psychotherapy ((PTCP))

  • 627 Accesses

Abstract

There is a longstanding tradition to leave children out when making decisions about their lives. It is an important ethical decision of inviting children to participate. Themes in this chapter are how supervisors can support a practice for children’s participation, strengthening agency and supporting the professionals to gain competence in talking with children. It is sometimes a challenge to develop new ways of working, which assumes the characteristics of learning organizations, because individual changes will not be sufficient to change values the organizations are based on, or the professionals’ habits or attitudes. Children’s participation assumes agency. Supervisors might strengthen professionals’ agency, which in turn support the development of children’s agency.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ahern, E. C., Andrews, S. J., Stolzenberg, S. N., & Lyon, T. D. (2015). The productivity of wh-promts in child forensic interviews. Journal of Interpersonal Violence, 33(13), 2007–2015. https://doi.org/10.1177/0886260515621084.

    Article  PubMed  Google Scholar 

  • Andersen, D., & Kjærulf, A. (2003). Hva kan børn svare på? Om børn som respondenter i kvantitative spørgeskemaundersøgelser [Children as respondents on quantitative questionnaires]. Socialforskningsinstituttet.

    Google Scholar 

  • Andrews, S. J., Ahern, E. C., Stolzenberg, S. N., & Lyon, T. D. (2016). The productivity of wh- prompts when children testify. Applied Cognitive Psychology, 30(3), 341–349. https://doi.org/10.1002/acp.3204.

    Article  Google Scholar 

  • Andrews, S. J., & Lamb, M. E. (2014). The effects of age and delay on responses to repeated questions in forensic interviews with children alleging sexual abuse. Law and Human Behavior, 38(2), 171–180. https://doi.org/10.1037/lhb000064.

    Article  PubMed  Google Scholar 

  • Andrews, S. J., & Lamb, M. E. (2016). How do lawyers examine and cross-examine children in Scotland? Applied Cognitive Psychology, 30(6), 953–971. https://doi.org/10.1002/acp.3286.

    Article  Google Scholar 

  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 124–148. https://doi.org/10.1521/jscp.1986.4.3.359.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

    Google Scholar 

  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x.

    Article  PubMed  Google Scholar 

  • Bandura, A. (2007). Reflections on an agentic theory of human behavior. Tidsskrift for Norsk Psykologforening, 44(8), 995–1004.

    Google Scholar 

  • Bishop, D. V. M. (2014). Uncommon understanding: Development and disorders of language comprehension in children. Psychology Press.

    Google Scholar 

  • Berg, R. C., Munthe‐Kaas, H. M., Baiju, N., Muller, A. E., & Brurberg, K. G. (2019). The accuracy of using openended questions in structured conversations with children: A systematic review. Folkehelseinstituttet.

    Google Scholar 

  • Castaneda, D. I., Manrique, L. F., & Cuellar, S. (2018). Is organizational learning being absorbed by knowledge management? A systematic review. Journal of Knowledge Management, 22(2), 299–325. https://doi.org/10.1108/JKM-01-2017-0041.

    Article  Google Scholar 

  • Cossar, J., Brandon, M., & Jordan, P. (2014). You’ve got to trust her and she’s got to trust you: Children’s views on participation in the child protection system. Child and Family Social Work, 21(1), 103–112.

    Article  Google Scholar 

  • Diesendruck, G., & Lindenbaum, T. (2009). Self-protective optimism: Children’s biased beliefs about the stability of traits. Social Development, 18(4), 946–961. https://doi.org/10.1111/j.1467-9507.2008.00494.x.

    Article  Google Scholar 

  • Droit-Volet, S. (2013). Time perception in children: A neurodevelopmental approach. Neuropsychologia, 51(2), 220–234. https://doi.org/10.1016/j.neuropsychologia.2012.09.023.

  • Einarsdottir, j, Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early Child Development and Care, 179(2), 217–232. https://doi.org/10.1080/03004430802666999.

    Article  Google Scholar 

  • Erdelyi, M. H., & Becker, J. (1974). Hypermnesia for pictures: Incremental memory for pictures but not words in multiple recall trials. Cognitive Psychology, 6(1), 159–171.

    Google Scholar 

  • Fiol, C. M., & Lyles, M. A. (1985). Organizational learning. Academy of Management Review, 10, 803–813.

    Article  Google Scholar 

  • Forman, H. (2015). Events and children’s sense of time: A perspective on the origins of everyday time-keeping. Frontiers in Psychology, 6, 259. https://doi.org/10.3389/fpsyg.2015.00259.

  • Gentle, M., Powell, M. B., & Sharman, S. J. (2014). Mental context reinstatement or drawing: Which better enhances children’s recall of witnessed events and protects against suggestive questions? Australian Journal of Psychology, 66(3), 158–167. https://doi.org/10.1111/ajpy.12040.

    Article  Google Scholar 

  • Gernhardt, A., Keller, H., & Rübelling, H. (2016). Children’s family drawings as expressions of attachment representations across cultures: Possibilities and limitations. Child Development, 87(4), 1069–1078. https://doi.org/10.1111/cdev.12516.

    Article  PubMed  Google Scholar 

  • Gherardi, S. (2000). Practice-based theorizing on learning and knowing in organizations. Organization, 7, 211–223.

    Article  Google Scholar 

  • Gosse, L. L., & Roberts, K. P. (2014). Children’s use of a «time line» to indicate when events occurred. Journal of Police and Criminal Psychology, 29(1), 36–43. https://doi.org/10.1007/s11896-013-9118-x.

  • Gross, J., Hayne, H., & Drury, T. (2009). Drawing facilitates children’s reports of factual and narrative information: Implications for educational contexts. Applied Cognitive Psychology, 23(7), 953–971. https://doi.org/10.1002/ACP.1518.

    Article  Google Scholar 

  • Huysman, M. (2002). Organizational learning and communities of practice: A social constructivist perspective. Retrieved March 5, 2010 from http://apollon1.alba.edu.gr/OKLC2002/athens2.pdf.

  • Lamotte, M., Izaute, M., & Droit-Volet, S. (2012). Awareness of time distortions and its relation with time judgment: A metacognitive approach. Consciousness and Cognition, 21(2), 835–842. https://doi.org/10.1016/j.concog.2012.02.012.

  • La Rooy, D., Pipe, M. & Murray, J. E. (2005). Reminiscence and hypermnesia in children’s eyewitness memory. Journal of Experimental Child Psychology, 90(3), 235–254.

    Google Scholar 

  • LaPuglia, J. A., Wilford, M. M., Rivard, J. R., Chan, J. C. K., & Fisher, R. P. (2014). Misleading suggestions can alter later memory reports even following a cognitive interview. Applied Cognitive Psychology, 28(1), 1–9. https://doi.org/10.1002/acp.2950.

    Article  Google Scholar 

  • Lockhart, K. L., Goddu, M. K., & Keil, F. C. (2016). Overoptimism about future knowledge: Early arrogance? The Journal of Positive Psychology. https://doi.org/10.1080/17439760.2016.1167939.

    Article  Google Scholar 

  • London, K., Hall, A. K., & Lytle, N. E. (2017). Does it help, hurt, or something else? The effect of a something else response alternative on children’s performance on forced-choice questions. Psychology, Public Policy, and Law, 23(3), 281–289. https://doi.org/10.1037/law0000129.

    Article  Google Scholar 

  • Ogden, R. S., Samuels, M., Simmons, F., Wearden, J. & Montgomery, C. (2017). The differential recruitment of short[1]term memory and executive functions during time, number, and length perception: An individual differences approach. The Quarterly Journal of Experimental Psychology, 71(3), 657–669. https://doi.org/10.1080/17470218.2016.1271445.

  • Otgaar, H., Howe, M. L., Merckelbach, H., & Muris, P. (2018). Who is the better eyewitness? Sometimes adults but at other times children. Current Directions in Psychological Science, 27(5), 378–385. https://doi.org/10.1177/0963721418770998.

  • Patterson, T., & Hayne, H. (2011). Does drawing facilitate older children’s reports of emotionally laden events? Applied Cognitive Psychology, 25(1), 119–126. https://doi.org/10.1002/acp.1650.

    Article  Google Scholar 

  • Pipe, M.-E., & Salmon, K. (2009). Dolls, drawing, body diagrams, and other props: Role of props in investigative interviews. In K. Kuehnle & M. Connell (Eds.), The evaluation of child sexual abuse allegations: A comprehensive guide to assessment and testimony (pp. 365–395). Wiley.

    Google Scholar 

  • Poole, D. A. (2016). Interviewing children: The science of conversation in forensic contexts. Washington, DC: The Ameri can Psychological Association.

    Book  Google Scholar 

  • Poole, D. A., Dickinson, J. J., & Brubacher, S. P. (2014). Sources of unreliable testimony from children. Roger Williams University Law Review, 19, 382–410.

    Google Scholar 

  • Simon, H. A. (1991). Bounded rationality and organizational learning. Organization Science, 2, 125–134.

    Article  Google Scholar 

  • Stolzenberg, S. N., Williams, S., McWilliams, K., Liang, C., & Lyon, T. D. (2019). The utility of direct questions in eliciting subjective content from children disclosing sexual abuse. Child Abuse and Neglect. https://doi.org/10.1016/j.chiabu.2019.02.014.

    Article  PubMed  Google Scholar 

  • Sun, P., & Scott, J. (2003). Exploring the divide – Organizational learning and learning organizations. The Learning Organization, 10(4), 202–215.

    Article  Google Scholar 

  • van Bijleveld, G. G., Bunders-Aelen, J. F. G., & Dedding, C. W. M. (2020). Exploring the essence of enabling child participation with child protection services. Child and Family Social Work, 25(2), 286–293. https://doi.org/10.1111/cfs.12684.

    Article  Google Scholar 

  • Waterhouse, G. F., Ridley, A. M., Bull, R., La Rooy, D. & Wilcock, R. (2016). Dynamics of repeated interviews with children. Applied Cognitive Psychology, 30(5), 713–721. https://doi.org/10.1002/acp.3246.

  • Zélanti, P., & Droit-Volet, S. (2011). Cognitive abilities explaining age-related changes in time perception of short and long durations. Journal of Experimental Child Psychology, 109(2), 143–157. https://doi.org/10.1016/j.jecp.2011.01.003.

Download references

Author information

Authors and Affiliations

  1. Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway

    Øyvind Kvello

Authors
  1. Øyvind Kvello
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Øyvind Kvello .

Editor information

Editors and Affiliations

  1. Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway

    Ottar Ness

  2. Department of Communication, University of New Hampshire, Durham, NH, USA

    Sheila McNamee

  3. Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway

    Øyvind Kvello

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kvello, Ø. (2021). A Child-Friendly Supervision: Inviting Children to Participate. In: Ness, O., McNamee, S., Kvello, Ø. (eds) Relational Processes in Counselling and Psychotherapy Supervision . Palgrave Texts in Counselling and Psychotherapy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-71010-1_8

Download citation

Publish with us

Policies and ethics

Search

Navigation