Doing
Research and Evaluation
Planning
A Guide from reason
Embedding the Voice
of Children and
Young People
in Service Evaluation
This Guide introduces commissioners,
service managers and practitioners
to some of the key principles of
including the voice of children and
young people in service evaluation. It
outlines why this is important, builds on
established theory and practice, and
looks at different approaches to achieve
effective and meaningful participation.
www.reason-network.org.uk
A Guide from reason
This Guide defines what we mean by ‘voice’ and introduces you to some of the principles and key
elements of practice involved in including the voice of children and young people in service evaluation.
It builds on established theory and practice in relation to effective and meaningful participation and
outlines why it is important to ensure children and young people (CYP) have a voice. It also looks at
some different approaches to providing children and young people with opportunities to participate in
service evaluation and identifies the key ethical considerations around this.
What do we mean by ‘voice’ and why does it matter?
Having a voice means that children and young people have the opportunity to participate in
decisions and activities which shape and influence policies or services that can impact on their
lives. It contributes to their sense of belonging, it helps communities become stronger, and
increases the likelihood that services have the best chance of making an impact.
Every child has the right to a voice on matters that affect them and to have their views taken
seriously – in accordance with their age and maturity.
(UNICEF, 2009)
Participation means that it is my right to be involved in making decisions, planning and reviewing
an action that might affect me. Having a voice, having a choice.
(Welsh Assembly Government, 2004)
There is a legal requirement for local authorities to provide effective mechanisms for children and
young people to influence policies, services and decisions that affect their lives (The Children Act
1989). This right to a voice in matters that affect them is supported by many organisations and is
protected by bodies such as the Children’s Commissioner and the UN Convention on the Rights of
the Child.
Local authorities must take steps to ascertain the views of young people and to take them
into account in making decisions about services and activities for them, in line with Article 12
of the United Nations Convention on the Rights of the Child (UNCRC). They should establish
and maintain structured arrangements for doing so. To inform continuous improvement, these
arrangements should enable young people to inspect and report at least annually on the quality
and accessibility of provision. As appropriate they should also be involved actively in service
design, delivery and governance.
(Statutory Guidance for Local Authorities on Services and Activities to Improve Young People’s
Wellbeing, June 2012)
Ensuring children and young people have a voice contributes to their sense of belonging and
ownership, it helps communities become stronger, and increases the likelihood that services have
the best chance of making an impact. Making sure that voice activities are embedded in service
evaluation means that voice is planned and structured rather than an ‘add-on’.
Levels of involvement
There are many ways in which children and young people can be involved in, and have a ‘voice’ in,
service evaluation. Some methods involve more in-depth participation than others, and the most
appropriate level of involvement will depend on a number of factors, including the age and ability
of the children and young people who you want to involve, the amount of impact their voice can
realistically have, as well as the amount of time and resource required for participation.
There are a number of theoretical models of ‘participation’ – that is, involving children and young
people in making the decisions that affect them and in driving service improvement and change.
These models might help you to think about the different ways in which children and young people
could be involved in activities around service evaluations.
Continued on next page
www.reason-network.org.uk
[email protected]
2
A Guide from reason
Embedding the Voice of Children and Young People in Service Evaluation
One such model, developed by Treseder (1997), is illustrated in Figure 2. Treseder’s model is
helpful in that it clarifies the different roles adults and CYP can adopt on a project to project
basis, or even within any given project or evaluation. It ranges from simply consulting with CYP,
to young people initiating and running the project/evaluation independently as far as possible.
Figure 2: Treseder’s model of participation
Assigned but informed
Adults decide on the project and
young people volunteer for it. The
young people understand the
project, and they know who decides
to involve them and why. Adults
respect young people’s views.
Consulted and informed
The project is designed and run
by adults, but young people
are consulted. They have a full
understanding of the process and
their opinions are taken seriously.
Degrees of
participation
Young people-initiated shared
decisions with adults
Young people have the ideas, set
up projects and come to adults for
advice, discussion and support.
The adults do not direct but offer
their expertise for young people to
consider.
Adult-initiated shared decisions
with young people
Adults have the initial idea but young
people are involved in every step of
the planning and implementation.
Not only are their views considered,
but young people are also involved
in taking decisions.
Young people-initiated and
directed
Young people have the initial idea
and decide how the project is to be
carried out. Adults are available but
do not take charge.
Based on: Treseder P Empowering Children and Young People. (Save the Children, 1997)
In Treseder’s model the different levels of participation are considered different but equally valid.
Other models, such as the two in Figure 3, are hierarchical and imply that one type of activity is
better than another. Hart’s ‘ladder’, for example, acknowledges that people can use so-called
‘participation’ in manipulative or tokenistic ways which are potentially harmful and unethical.
Ethical considerations relating to enabling children and young people to participate and have a
voice in service evaluations are discussed later in this Guide.
Continued on next page
www.reason-network.org.uk
[email protected]
3
A Guide from reason
Embedding the Voice of Children and Young People in Service Evaluation
Figure 3: Hart’s ladder of participation
Degrees of participation
Non-participation
Adapted from: Hart’s (1992) ladder of Children’s Participation from Tokenism to Citizenship
The above model refers to the participation of children and young people in decision-making more
generally rather than specifically relating to research or evaluation of services. The National Children’s
Bureau (NCB) has combined elements of Treseder’s and Hart’s models and produced a new model that
describes a continuum of children and young people’s involvement in research and evaluation (see Figure
4). It identifies four ways in which children and young people can be involved:
•
as respondents/sources of data
•
being consulted about research
•
collaborating in research
•
having ownership of the research.
Continued on next page
www.reason-network.org.uk
[email protected]
4