Child Agency and Therapy in Primary School

Autor/inn/en	Cedar, L.; Coleman, A.; Haythorne, D.; Jones, P.; Mercieca, D.; Ramsden, E.
Titel	Child Agency and Therapy in Primary School
Quelle	In: Education 3-13, 50 (2022) 4, S.452-470 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coleman, A.) ORCID (Ramsden, E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2052231
Schlagwörter	Personal Autonomy; Elementary School Students; Therapy; Barriers; Child Health; Childrens Rights; Childrens Attitudes; Student Attitudes; Foreign Countries; Art Therapy; Drama; Research Needs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Therapie; 'Children''s rights'; Kindesrecht; Schülerverhalten; Ausland; Kunsttherapie; Schauspiel; Forschungsbedarf
Abstract	The article reports on, and analyses, qualitative research involving children's therapy in two primary school contexts in England. It aims to explore the potentials of how agency as a concept can contribute to a challenge to existing theory, research and ways of working concerning therapy in primary school contexts. The article addresses how this challenge can be theorised: drawing on a critical review of how the fields of health, therapy, education and child rights connect to concepts of agency. Themes within this review include different disciplinary paradigms of childhood; how concepts of agency relate to those of child rights and voice; how a field such as therapy, created around concepts of welfare, can shift to acknowledge the presence of a child rights framework; and the complexities of child agency in therapy within primary school contexts. Data are included from the authors' research projects that access children's views of their therapy and that engages with them through a questionnaire, a member checking group and as co-researchers into their experiences of therapy. The analysis of the data reveals the challenges, potentials and advantages of recognising and listening to children as 'active agents' and 'experts' in relation to their therapy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01