Do participation and self-efficacy of mothers to children with ASD predict their children’s participation?

2016 ◽  
Vol 24 ◽  
pp. 1-10 ◽  
Author(s):  
Michal Avrech Bar ◽  
Limor Shelef ◽  
Orit Bart
Keyword(s):  
Self Efficacy ◽  
Children With Asd ◽  
Children’S Participation ◽  
Children's Participation

Impact of a school-based cooking programme on home cooking participation in Japan

2020 ◽  
pp. 001789692097404
Author(s):  
Emi Yoshii ◽  
Rie Akamatsu ◽  
Yoko Ishihara ◽  
Betty Izumi
Keyword(s):  
Self Efficacy ◽  
Comparison Group ◽  
Intervention Group ◽  
Number Of Children ◽  
Positive Effects ◽  
School Based ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Impact ◽  
At Home

Background: Children’s participation in cooking activities at home may have positive effects on diet quality. In Japan, schools are the primary site for food education, which includes cooking. Very few studies have assessed the impact of school-based cooking programmes on children’s participation in cooking activities at home. Objective: The objective of the study was to assess the impact of the cooking programme on children’s participation in cooking at home and their self-efficacy and attitudes towards cooking. Design: Quasi-experimental study with an intervention and a comparison group. Outcomes were measured using pre- and post-programme surveys. Setting: Two public elementary schools (A, B) in Tokyo, Japan. Method: One hundred-seventy children in the third and fourth grades at School A (intervention group) and 142 children at School B (comparison group) completed pre- and post-programme surveys. Students in the intervention school received three 45-minute cooking lessons, including two lessons that focused on peeling apples and one hands-on cooking experience. The main outcome measures were participation in cooking at home, attitudes towards cooking, and self-efficacy with respect to cooking and peeling apples. Results: The number of children participating in cooking-at-home activities increased in the intervention group ( p = .005). Children who started cooking at home during the intervention period improved their cooking self-efficacy ( p = .012) and attitudes towards cooking ( p = .002). Conclusion: Implementation of a short-duration cooking programme focused on improving children’s cooking attitudes, and self-efficacy can encourage participation in cooking activities at home.

Taking Part, Joining in, and Being Heard?

2020 ◽  
pp. 475-494
Author(s):  
Perpetua Kirby ◽  
Rebecca Webb
Keyword(s):  
Primary Schools ◽  
Specific Reference ◽  
School Life ◽  
Children’S Participation ◽  
Using Data ◽  
Children's Participation ◽  
The Voice

This chapter explores how Article 12 and the voice of the child are implemented. The chapter does so by making specific reference to ways in which children express themselves within two different English primary schools. The chapter introduces Article 12 as a commitment to giving due attention to children’s experiences. Using data vignettes, the chapter illustrates the value of paying attention to children by focusing on the micro moments of everyday school life. The chapter argues that children’s participation is necessarily political, suggesting that participation must be read as such and demonstrating how it is often subsumed within powerful dominant schooling discourses of conformity within different governmental climates that are regarded as beyond politics. The chapter identifies limited possibilities for transformation in the study’s research sites, discussed in terms of children achieving agency and enacting their own subjectivities. This is apparent even within the less coercive ethos of a school participating in the Rights Respecting Schools Initiative (UNICEF). The chapter argues that in order to open up possible transformational participatory spaces, adults in schools need to require opportunities to reflect together on the tensions within their own educational contexts and between supporting children’s participation and their conformity to wider schooling discourses. The chapter suggests that the provision of such opportunities will help to keep a focus on listening to children in line with the ambitions of Article 12.

Children’s Participation in Decision Making From Child Welfare Workers’ Perspectives: A Systematic Review

2021 ◽  
pp. 104973152098484 ◽  
Author(s):  
Karmen Toros
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Child Welfare ◽  
Child Protection ◽  
Child Welfare Workers ◽  
Children’S Participation ◽  
Participation In Decision Making ◽  
Children's Participation ◽  
Meta Analyses ◽  
Welfare Workers

This article explores child welfare workers’ experiences of children’s participation in decision making in the child protection system. The systematic review follows the principles of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and includes 12 peer-reviewed articles published in academic journals from 2009 to 2019. Findings indicate that children’s participation in decision making is generally limited or nonexistent. The age of the child is an important determining factor concerning whether the child is given the opportunity to participate in decision making. Potential harm for children that may result from participation is considered when deciding on whether to include a child in the decision-making process.

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