I artiklen beskrives, hvordan et generelt samfundsmæssigt og forskningsmæssigt fokus på barnets rettigheder kan være med til at forstærke opfattelsen af barnet som et afgrænset individ og sløre perspektiver på børn og deres afhængighed af omgivelserne. Et fokus på barnet som et afgrænset individ sætter desuden bestemte forventninger til barnets stemme som entydig og informerende, hvilket tilsvarende kan sløre opmærksomheden på de flertydige, mangeartede og modsætningsfyldte oplevelser og ønsker, som barnet, ligesom voksne, også kan have. Et fokus på barnets ret til at blive hørt medfører nogle etiske dilemmaer. På baggrund af forfatterens erfaringer fra interviewsituationer vises, hvordan en generel etik i forhold til at høre barnets stemme ikke kan gennemføres i praksis. Tværtimod kræver det en metodisk fleksibilitet i de enkelte interviewsituationer at sikre, at forventningen til barnets stemme som entydig og afgrænset fra deres voksne om- sorgspersoner ikke bliver et krav og dermed endnu en overskridelse af barnets grænser. Artiklen indeholder metodologiske refleksioner på basis af kvalitative interview og dagbogsdiktafon med ti plejebørn og deres plejeforældre i forbindelse med et ph.d.-projekt om opfattelser af slægtskab og tilhørsforhold.Søgeord: plejebørn, udsatte børn, FN’s Børnekonvention, metodologi, etik, tilhørsforhold.The UN Convention on the Rights of the Child, The Danish Children’s Act (Barnets Reform) and the media’s current focus on children at risk are all examples of a general tendency in Denmark to focus on children’s participatory rights and the child’s own voice. The solution to the problems of the lives of children at risk is now sought with the children themselves; they need to be heard. This article discusses how a general focus in society and research on children’s voice and participatory rights is ambiguous, because it is grounded in a perspective of the child as a well-defined individual, which veils other aspects, such as children’s connectedness. The focus on the child as a well-defined individual also supports research perspectives that seek a synonymous and informative voice from the child, which at the same time veils the fact that children – as well as adults – also have multiple and often contrasting experiences and wishes. The focus on Children’s Universal Citizenship Rights support a child’s right to be heard, but can bring ethical problems when worked out in practice. This article shows how, through empirical examples from interview settings with children, universal ethical principles cannot be directly transferred into practice. Instead, some methodological flexibility is necessary to secure that wanting to hear the child’s own voice does not in itself become a transgression of this child. This article offers methodological reflections on the basis of the two methods interview and dictaphone diary that were used in a Ph.D. study about foster children and notions of kinship and belonging. Keywords: Foster children, children at risk, UN Convention on the Rights of the Child, children’s voices, ethics, methodology
A novel specific grading standard study of auto-segmentation of organs at risk in thorax: subjective–objective-combined grading standard
