ࡱ > @ l bjbj ; ؝ ؝ z 9 @ @ @ @ p 8 , p w r r r r _ ww yw yw yw yw yw yw $ y R { w m | w @ @ r r w . . . @ r r ww . ww . . 5M X 6 AQ r PEe N ( U ! w 0 w N | X x | P AQ T d @ @ @ @ AQ > | Q O . } ' O O O w w p p ^ p p Document Locator. Use this table to search for a document in the Document Store. The table is organised in date order, with the most recent first. The colour codes help you select the type of document you wish to find out about, then you follow the hyperlink, which is underlined, by using Ctrl-Click. This will take you to the full reference, a brief summary and the URL for instant access to the source document.
Publication title (abbreviated)
Main author
DateType
R Research/evidence
P Policy/strategy
T Toolkit/practice
S Standards/practiceCountry/area
UK UK/UK country
UR UK region/area
E Europe
W Worldwide/otherAge range
C All children/yp
A - Adolescent
Y Younger child
U - Universal/all age Focus
M Mental health
H Health
G General
O - OtherRPTSUKUREWCAYUMHGO HYPERLINK \l "cyp_involve" Children and young peoples involvement Day2008 HYPERLINK \l "Barriers_Facilitators" Barriers and Facilitators
Worrall-Davies2007 HYPERLINK \l "Leicester" Leicester Draft Participation Strategy
2007 HYPERLINK \l "Childrens_voices" Childrens Voices
Davies2007
HYPERLINK \l "Cohesion" Community Cohesion for Children, Young People and their Families Heth.2007 HYPERLINK \l "WelshStandards" The (Welsh) National Standards for Children and YP Participation 2007 HYPERLINK \l "commissioning_framework" Commissioning framework
DH2007
HYPERLINK \l "Learning" Learning perspectives
Rees2007
HYPERLINK \l "Hear_by_right" Hear by Right
NYA2006 HYPERLINK \l "Creative" Creative Tools: Civic Engagement of Young People. IICR2006 HYPERLINK \l "Northants" Children and Young Peoples Charter of Involvement Nhampton2006
Publication title (abbreviated)
Main author
DateType
R Research/evidence
P Policy/strategy
T Toolkit/practice
S Standards/practiceCountry/area
UK UK/UK country
UR UK region/area
E Europe
W Worldwide/otherAge range
C All children/yp
A - Adolescent
Y Younger child
U - Universal/all age Focus
M Mental health
H Health
G General
O - OtherRPTSUKUREWCAYUMHGO HYPERLINK \l "Gwynedd" Gwynedd Draft Participation Strategy
2006 HYPERLINK \l "Devon_standards" Devon Children's Rights
2006 HYPERLINK \l "Ready_steady_change" Ready Steady Change
CRAE2005 HYPERLINK \l "Commonwealth1" Participation in the Second Decade of Life What and Why? Commonwealth2005 HYPERLINK \l "Commonwealth2" Adolescent and Youth Participation Adults Get Ready! Commonwealth2005 HYPERLINK \l "Commonwealth3" Adolescent Participation and the Project Cycle Commonwealth2005 HYPERLINK \l "Strategic_processes" Participation in Strategic Processes
Childrens Fund2005 HYPERLINK \l "Cookbook" The Evaluators Cookbook
Childrens Fund2005 HYPERLINK \l "Participation_practice" Putting Participation Into Practice
Street2005 HYPERLINK \l "Minority_voices1" Minority Voices (1)
Kurtz2005 HYPERLINK \l "Minority_voices2" Minority Voices (2)
Kurtz2005 HYPERLINK \l "URvoice" Annual Report (UR Voice)
2005 HYPERLINK \l "Perceptions" Children and young peoples perceptions of mental health Swales2005 HYPERLINK \l "Young_children" Young children
Penny Lancaster2005
Publication title (abbreviated)
Main author
DateType
R Research/evidence
P Policy/strategy
T Toolkit/practice
S Standards/practiceCountry/area
UK UK/UK country
UR UK region/area
E Europe
W Worldwide/otherAge range
C All children/yp
A - Adolescent
Y Younger child
U - Universal/all age Focus
M Mental health
H Health
G General
O - OtherRPTSUKUREWCAYUMHGO HYPERLINK \l "save_children" Save the Children practice standards2005
HYPERLINK \l "Consulted" Consulted but not heard
Curtis2004 HYPERLINK \l "Listening" Listening to young voices
Clairevole2004 HYPERLINK \l "Somerset" Participation strategy for Somerset
2004 HYPERLINK \l "Service_users_too" Children are service users too
Fajerman2004
HYPERLINK \l "NSF" NSF Standard 3
DH2004
HYPERLINK \l "Young_citizen" Young childrens citizenship
Willow2004
HYPERLINK \l "Culture1" Building a Culture of Participation (1)
Kirby2003
HYPERLINK \l "Culture2" Building a Culture of Participation (2)
Kirby2003
HYPERLINK \l "Candy_floss" When are we having candyfloss
McAuliffe2003
HYPERLINK \l "Active" The Active Involvement of Young People YSDS2003 HYPERLINK \l "exploring_field" Exploring the field
Clarke2003
HYPERLINK \l "Listen_hear_respond" Listening, Hearing and Responding
DfES2002HYPERLINK \l "Learnin_to_listen"Learning to Listen
CYPU2001
Publication title (abbreviated)
Main author
DateType
R Research/evidence
P Policy/strategy
T Toolkit/practice
S Standards/practiceCountry/area
UK UK/UK country
UR UK region/area
E Europe
W Worldwide/otherAge range
C All children/yp
A - Adolescent
Y Younger child
U - Universal/all age Focus
M Mental health
H Health
G General
O - OtherRPTSUKUREWCAYUMHGO HYPERLINK \l "position_paper" Psychology position paper2001
HYPERLINK \l "quality_protects" Quality protects2000
HYPERLINK \l "Bright_futures" Bright Futures
MHF1999
HYPERLINK \l "Hearme" Hear me!
Laws1998
Web resources
Investing in Children Development Agency HYPERLINK "http://www.iic-uk.org/" http://www.iic-uk.org/ Participation Works
HYPERLINK "http://www.participationworks.org.uk" www.participationworks.org.uk
Designing for Civil Society
HYPERLINK "http://www.designingforcivilsociety.org/2004/11/ladder_of_parti.html"http://www.designingforcivilsociety.org/2004/11/ladder_of_parti.html
Framework for participation. Partnerships onlineHYPERLINK "http://www.partnerships.org.uk/guide/frame.htm"http://www.partnerships.org.uk/guide/frame.htm
Sherry R Arnsteins (original) ladder of participation HYPERLINK "http://lithgow-schmidt.dk/sherry-arnstein/ladder-of-citizen-participation.html" http://lithgow-schmidt.dk/sherry-arnstein/ladder-of-citizen-participation.html Children as Partners CAP HYPERLINK "http://web.uvic.ca/iicrd/proj_participation.html" http://web.uvic.ca/iicrd/proj_participation.html
Document Store. Here you will find the full reference, a brief summary of the document and the URL. Some documents have to be purchased and this is made clear, with a link to the relevant website. Summaries are in most cases drawn from the published abstracts, introductions and executive summaries of the original work. To go back to your search in the Document Locator, use Ctrl-Click on Return to list. This will take you back to where you last were.
Day, C., (2008) Childrens and Young Peoples Involvement and Participation in Mental Health Care. Child and Adolescent Mental Health Volume 13, No. 1, 2008, pp. 28
HYPERLINK "http://www3.interscience.wiley.com/cgi-bin/fulltext/119421670/PDFSTART" http://www3.interscience.wiley.com/cgi-bin/fulltext/119421670/PDFSTART Accountability to service users and the wider public has become a guiding principle for the NHS and a central theme of consecutive pieces of policy that place participation and involvement at the centre of clinical practice and service provision. This paper looks at the background and objectives of children and young peoples participation in two key policy areas: their own mental health care, and the planning and delivery of child and adolescent mental health services (CAMHS). The paper highlights children and young peoples unique contribution to clinical care and examine current knowledge and practice that encourages their involvement in clinical processes and service development.
HYPERLINK \l "one" Return to listWorrall-Davies, A., (2007). Barriers and Facilitators to Children's and Young People's Views Affecting CAMHS Planning and Delivery Child and Adolescent Mental Health. Online Early Articles
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HYPERLINK "http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475-3588.2007.00456.x" http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475-3588.2007.00456.x The views of children and young people about the mental health services they receive are central to the tenets of recent government health services policymaking. But do changes to service delivery result from research or projects eliciting children's and young people's views? This article presents evidence that changes may well not result and then discusses what prevents or facilitates CAMHS acting on recommendations gained from user views.
If you ask for the views of young people and parents in developing or changing your service, make sure that management and organisational structures are willing and able to change.
Adopting both top-down and bottom-up approaches probably facilitates change most effectively.
Asking for young people's views and then not acting on them is unethical. Ensure you make it clear to young people to what extent their views can influence change before you ask them to participate.
HYPERLINK \l "two"Return to listDavies, J., & Wright, J., (2007) Childrens Voices: A Review of the Literature Pertinent to Looked-After Childrens Views of Mental Health Services. Child and Adolescent Mental Health
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HYPERLINK "http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475-3588.2007.00458.x?cookieSet=1&journalCode=camh" http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475-3588.2007.00458.x?cookieSet=1&journalCode=camh Service-user involvement is an essential component of mental health service provision. This review aims to synthesise literature that has attempted to elicit childrens experiences of mental health services with particular reference to looked-after children. The review is limited to qualitative research with study inclusion based on a synthesis of good quality criteria. Identification of gaps in the literature, directions for further research and implications for service developments are discussed.
HYPERLINK \l "four" Return to listLeicester City Council Children And Young Peoples Services, (2007). Draft Participation Strategy.
HYPERLINK "http://www.leicester.gov.uk/your-council--services/education--lifelong-learning/about-us/participation-strategy-consultation/your-feedback---adult" http://www.leicester.gov.uk/your-council--services/education--lifelong-learning/about-us/participation-strategy-consultation/your-feedback---adult The strategy states the children and young peoples strategic partnership (C&YPSP) firmly believes that children and young people themselves should influence the strategic direction and priorities of the Partnership and be fully involved in the design, delivery and evaluation of services that form the partnership. Children and young people have valuable opinions and by involving them in the political and democratic processes of the city they can improve the services delivered and invigorate local democracy. The strategy promotes participative practice that is of good quality and uses consistent standards to build sustainable participation at both local community level and city wide level. It seeks to connect and extend existing participation networks and activity to build a city wide reference mechanism whilst maximising the Citys resources and minimising duplication.
HYPERLINK \l "three" Return to listHetherington, M., Benefield, P., Lines, A., Paterson, C., Ries, J. and Shuayb, M. (2007). Community Cohesion for Children, Young People and their Families: a rapid review of policy, practice and research in local authorities. Slough: NFER.
HYPERLINK "http://www.nfer.ac.uk/emie/detail.asp?id_content=195&id_category=6&id_Ref=3855&level=&detail=news" http://www.nfer.ac.uk/emie/detail.asp?id_content=195&id_category=6&id_Ref=3855&level=&detail=news There is a wealth of policy, guidance and information about community cohesion from central government and other organisations.
To date, there appears to be a paucity of research on community cohesion. For this reason, it is not possible to identify definitive evidence of good practice in community cohesion in the research reports found for this review.
The majority of research studies on community cohesion are concerned with adults.
There is a limited research focus on the role of children and young people in community cohesion outside of school.
HYPERLINK \l "five" Return to listThe Welsh Assembly (2007) National Standards for Children and Young Peoples Participation (aka Funky Dragon)
HYPERLINK "http://new.wales.gov.uk/docrepos/40382/4038232/403829/403829/1295328/nat-standards-young-people-1.pdf?lang=en" http://new.wales.gov.uk/docrepos/40382/4038232/403829/403829/1295328/nat-standards-young-people-1.pdf?lang=en The Welsh Assembly Governments approach to children and young peoples participation is based on the principles enshrined in the UN Convention on the rights of the child. Article 12 sets out the right of all children and young people to express an opinion and to have that opinion taken into account in any matter or procedure which affects them. In order to take forward participation at a national level in Wales, the Welsh Assembly Government supports a Participation Consortium which is facilitated by Save the Children Cymru and involves representatives from children and young peoples umbrella organisations throughout Wales.
The Participation Consortium and the Participation Unit within Save the Children Cymru have developed a set of National Standards of Participation. These are quality standards that can be used to determine bench marks and provide a means for inspecting and assessing participatory practice.
HYPERLINK \l "six" Return to listDepartment of Health (2007) Commissioning framework for health and well being
HYPERLINK "http://www.dh.gov.uk/en/publicationsandstatistics/publications/publicationspolicyandguidance/dh_072604"http://www.dh.gov.uk/en/publicationsandstatistics/publications/publicationspolicyandguidance/dh_072604This framework builds on the White Paper Our health, our care, our say, which promised to help people stay healthy and independent, to give people choice in their care services, to deliver services closer to home and to tackle inequalities. The aim of this document is to help commissioners do this by showing how they can provide personalised services, promote health and well-being, proactively prevent ill health, and work in partnership to reduce health inequalities by focusing on outcomes for children and adults.
HYPERLINK \l "seven" Return to list
Rees, D., (2007) Learning Perspectives from the National Child and Adolescent Mental Health Service improvement programme September 2003 December 2006. London: Department of Health
HYPERLINK "http://www.csip.org.uk/silo/files/ncss-learning-perspectives.pdf"http://www.csip.org.uk/silo/files/ncss-learning-perspectives.pdfThis report sets out the principles underpinning the workstreams within the National CAMHS Support Service (NCSS) and describes the scope of the work undertaken by the team, articulating what has been learned about what conditions, relationships and activity lead to improvements in the commissioning and delivery of a comprehensive CAMHS. It lists the challenges that remain in relation to delivering a comprehensive CAMHS as described in Standard 9 of the NSF and offers a guide to prioritising future CAMHS development, encouraging readers to act on the learning from
developing local partnerships and disseminating best practice examples from regions within England.
HYPERLINK \l "eight" Return to listNational Youth Agency (2006) Hear by Right
Standards framework
HYPERLINK "http://www.nya.org.uk/hearbyright/page.asp?cid=181" http://www.nya.org.uk/hearbyright/page.asp?cid=181 Hear by Right is a tried and tested standards framework for organisations across the statutory and voluntary sectors to assess and improve practice and policy on the active involvement of children and young people.
The standards framework in Hear by Right is based on the Seven S model of organisational change: Shared values; Strategy; Structures; Systems; Staff; Skills and knowledge and Style of leadership. It relies on self-assessment, divided into three levels of 'emerging', 'established' and 'advanced', with each level building on the last. This ensures that young people's involvement is built in and not just bolted on.
HYPERLINK \l "nine" Return to listInternational institute for child rights and development, (2006) Creative Tools: Civic Engagement of Young People. Canada.
HYPERLINK "http://www.growingupincities.ca/english/toolkit.php" http://www.growingupincities.ca/english/toolkit.php The approach and tools in the kit build on the combined experience of working with young people. They were field tested in three different Canadian cities: Vancouver, Halifax, and Gatineau, and provide a Canadian example of real municipal child and youth civic participation. The tools themselves are designed to be youth-friendly, fun and stimulating, and to provide a practical basis for gathering young peoples perceptions on the strengths and challenges in their local communities.
HYPERLINK \l "ten" Return to listNorthamptonshire Children and Young Peoples Partnership, (2006). The Northamptonshire Children and Young Peoples Charter of Involvement.
HYPERLINK "http://www.northamptonshire.gov.uk/NR/rdonlyres/378F1439-6949-4567-8990-2C11913F4F73/0/CHARTER.pdf" http://www.northamptonshire.gov.uk/NR/rdonlyres/378F1439-6949-4567-8990-2C11913F4F73/0/CHARTER.pdf
The Children and Young Peoples Strategic Active Involvement Task Group is made up of young people aged between 13 and 19 who have worked to develop this charter of involvement following a consultation conference held on 29 November 2005. The Charter is based on the National Youth Agencys Hear by Right model which sets out seven standards for the involvement of children and young people. Each of the Charters principles links to the five outcomes from the Every Child Matters guidance. The Charter sits alongside Quality Standards that Partners will put into practice in their own organisations.
HYPERLINK \l "eleven" Return to listGwynedd Children and Young People's Partnerships, (2006). Gwynedd Children And Young Peoples Draft Participation Strategy.
HYPERLINK "http://www.gwynedd.gov.uk/upload/public/attachments/867/Participation_Strategy_StrategaethCyfranogiv5s.pdf" http://www.gwynedd.gov.uk/upload/public/attachments/867/Participation_Strategy_StrategaethCyfranogiv5s.pdf The definition of participation offered is taking part. Participation implies that every child and young person is entitled to take part in the decisions, planning and monitoring to do with an activity that could impact on them. Participation involves a spectrum of extent of power in participation, of expressing a view on a question set already for adult to decide on (consultation), to get young people to select their agenda and make their own decisions (full participation). Participation is a process and not an event, and the outcome is empowerment. All agencies and partnerships in Gwynedd involved with children and young people have pledged to support children and young people to participate in all aspects of the evaluation of those services which they receive and when establishing new schemes and services. In so doing, agencies recognise the importance of participation and accept that promoting participation promotes services and schemes which are more likely to meet the actual needs of children and young people in a manner that is respectful of them.
HYPERLINK \l "A" Return to listDevon Children's Rights Participation Standards
HYPERLINK "http://www.devonchildrensrights.org.uk/participation_standards.htm" http://www.devonchildrensrights.org.uk/participation_standards.htm
Devon Childrens Rights was a Project of The Children's Society working with children and young people who were involved with Devon County Councils Social Services Department. The project closed on March 31st 2006.
HYPERLINK \l "B" Return to list
Childrens Rights Alliance for England CRAE (2005) Ready Steady Change
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HYPERLINK "http://www.crae.org.uk/cms/index.php?page=shop.product_details&flypage=shop.flypage&product_id=43&category_id=2&option=com_phpshop&Itemid=167" http://www.crae.org.uk/cms/index.php?page=shop.product_details&flypage=shop.flypage&product_id=43&category_id=2&option=com_phpshop&Itemid=167
Two participation training handbooks: one to increase the skills, knowledge and confidence of children and young people (aged 17 and under); the other to increase the skills, knowledge and confidence of all those working with children and young people.
Look what's changing DVD participation in practice.
Ready Steady Change newspapers (one for children and young people; the other for adults) to get participants thinking about children's rights before they come on the Ready Steady Change course.
Children and young people were involved in all aspects of developing Ready Steady Change programme.
HYPERLINK \l "C" Return to listCommonwealth Youth Programme, (2005a). Participation in the Second Decade of Life What and Why? London: Commonwealth Secretariat.
HYPERLINK "http://www.thecommonwealth.org/Shared_ASP_Files/UploadedFiles/9C041EDE-14F5-4DA7-AF21-EAF03F7C4A55_One-ParticipationintheSecondDecadeofLife.WhatandWhy.pdf" http://www.thecommonwealth.org/Shared_ASP_Files/UploadedFiles/9C041EDE-14F5-4DA7-AF21-EAF03F7C4A55_One-ParticipationintheSecondDecadeofLife.WhatandWhy.pdf This booklet explains:
What we mean by participation
Why is participation so important to adolescents (10-19 year olds) development in particular
The series is intended for practical application by programme staff of development agencies, practitioners and everyone with an interest in adolescents development at community, national and global levels. Together, the booklets form part of a common framework for participation. It is recommended that within this framework, strategies are adjusted and adapted to ensure that they are culturally, socially and politically appropriate.
HYPERLINK \l "D" Return to listCommonwealth Youth Programme, (2005b). Adolescent and Youth Participation Adults Get Ready! London: Commonwealth Secretariat.
HYPERLINK "http://www.thecommonwealth.org/shared_asp_files/uploadedfiles/111B17B2-67A0-45A6-8AB7-327CDB0D9261_Two-AdolescentandYouthParticipation.AdultsGetReady.pdf" http://www.thecommonwealth.org/shared_asp_files/uploadedfiles/111B17B2-67A0-45A6-8AB7-327CDB0D9261_Two-AdolescentandYouthParticipation.AdultsGetReady.pdf
This booklet describes:
Roles adults can play in creating an enabling environment for adolescents participation
Ideas and tools for preparing adults to take on these roles
Adolescent participation is a two-way process, building partnership between adolescents and adults. It should be stressed that adults roles in supporting adolescent participation cannot be decided for them. Their roles emerge through the process. The importance of a partnership with adolescents in the participatory process cannot be over-emphasised. Adolescent participation should not interfere with the vital and critical role adults must play; rather it should involve adults sharing responsibility with adolescents in a partnership setting.
HYPERLINK \l "E" Return to listCommonwealth Youth Programme, (2005c). Adolescent Participation and the Project Cycle. London: Commonwealth Secretariat.
HYPERLINK "http://www.thecommonwealth.org/document/154211/162033/162037/book_three___adolescent_participation_and_the_proj.htm" http://www.thecommonwealth.org/document/154211/162033/162037/book_three___adolescent_participation_and_the_proj.htm
This booklet is the third in a series containing practical models and tools for putting the ideas and commitments of the 2002 UN Special Session on Children into practice. Taken together the set can help create opportunities and develop capacities of adolescents and young people to be able to participate effectively in decision-making on issues which affect their lives. The series is designed for programme staff of development agencies; teachers; policy-makers everyone with an interest in adolescents development, community development, and national and global development. It gives organising principles for:
discovering what roles adolescents and adults can play as part of the project development and implementation processes
achieving adolescent participation at all stages of a project These principles do not imply the creation of stand-alone participation projects but rather integration of youth participation in projects of all shapes, sizes and sectors.
HYPERLINK \l "F" Return to listSpicer, N., & Evans, R., (2005) Developing Children and Young Peoples Participation in Strategic Processes: The Experience of the Childrens Fund Initiative. Social Policy & Society 5:2, 177188
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HYPERLINK "http://journals.cambridge.org/action/displayAbstract;jsessionid=4E492B423EA97DCFBC6BE52B35313493.tomcat1?fromPage=online&aid=431642" http://journals.cambridge.org/action/displayAbstract;jsessionid=4E492B423EA97DCFBC6BE52B35313493.tomcat1?fromPage=online&aid=431642 The extent of childrens and young peoples participation activities has increased considerably among statutory, voluntary and community sector organisations across the UK in recent years. The Childrens Fund, a major government initiative launched in 2000, represents a systematic drive towards promoting children and young peoples participation in planning, implementing and evaluating preventative services within all 149 local authority areas in England. Based on research carried out by the National Evaluation of the Childrens Fund, this paper explores the experience of Childrens Fund partnerships of engaging children and young people in strategic processes.
HYPERLINK \l "G" Return to listNational Evaluation of the Children's Fund, (2005). The Evaluators Cookbook. Participatory Evaluation Exercises: A resource for work with children and young people. Birmingham: NE-CF.
HYPERLINK "http://www.ne-cf.org/briefing.asp?section=000100040009&profile=000100080004&id=1297" http://www.ne-cf.org/briefing.asp?section=000100040009&profile=000100080004&id=1297
The idea of the Cookbook is to draw together examples of effective practice to create a national resource for those working with children and young people and prevent examples of innovative practice in this field being lost. The Cookbook is divided into three main sections;
Starters. These are short warm-up exercises which can be used to generate initial evaluation ideas and issues as well as setting a framework for evaluating individual sessions with participants
Main Courses. These are more substantial exercises. These aim to provide children and young people with opportunities to creatively explore the issues in their lives and generate evaluation information.
Puddings. These are again shorter exercises to round off and evaluate sessions with participants. HYPERLINK \l "H" Return to listStreet, C., & Herts, B., (2005). Putting Participation Into Practice. A guide for practitioners working in services to promote the mental health and well-being of children and young people. London: Young Minds.
HYPERLINK "http://www.youngminds.org.uk/publications/all-publications/putting-participation-into-practice-1/file" http://www.youngminds.org.uk/publications/all-publications/putting-participation-into-practice-1/file
This guide has been written for staff working in specialist Child and Adolescent Mental Health Services (CAMHS). It provides practical information about the participation of children and young people that staff can develop to suit the requirements of their particular service. The material draws upon the experience of a number of YoungMinds researchers and consultants in undertaking research and mental health service consultations involving young people. It considers evidence from work that young researchers have undertaken and is backed by an overview of the learning from a wide range of fields, including social care, youth counselling, services for children with disabilities and health promotion.
HYPERLINK \l "I" Return to listKurtz, Z., Stapelkamp, C., Taylor, E., Malek, M., & Street, C., (2005) Minority Voices. A guide to good practice in planning and providing services for the mental health of Black and minority ethnic young people. London: Young Minds.
HYPERLINK "http://www.youngminds.org.uk/publications/all-publications/minority-voices/?searchterm=minority%20voices" http://www.youngminds.org.uk/publications/all-publications/minority-voices/?searchterm=minority%20voices The report is aimed at policy-makers in government, service commissioners and those working with young people from Black and minority ethnic communities. It presents key themes and issues emerging from the data collected and highlights implications for improving service provision and access for this client group. The data have been gathered from:
A mapping of services across England and Wales primarily focused on Tier 1, but also drawing in services across all tiers that appeared to be focused on young people from Black and minority ethnic groups.
An in-depth study in four sample areas of services for the mental health of Black and minority ethnic young people in both the statutory and voluntary sectors.
Focus groups and individual interviews with young people - both users of mental health services and young people in high risk groups - and with staff working with them.
HYPERLINK \l "J" Return to listKurtz, Z., Stapelkamp, C., Taylor, E., Malek, M., & Street, C., (2005) Minority Voices. A guide to good practice in planning and providing services for the mental health of Black and minority ethnic young people. London: Young Minds.
HYPERLINK "http://www.youngminds.org.uk/publications/all-publications/minority-voices/?searchterm=minority%20voices" http://www.youngminds.org.uk/publications/all-publications/minority-voices/?searchterm=minority%20voices This guide is based upon the views of young people from Black and minority ethnic (BME) communities and the staff from a wide range of services who work with them - gathered from a national study of their perceptions and experience of services that can offer support for mental health problems, including specialist child and adolescent mental health services (CAMHS). The guide also takes account of the relevant findings from the published literature.
HYPERLINK \l "K" Return to listSwales, N., (2005). Barnados CAMHS User and Carer Participation Project Annual Report (UR Voice).
HYPERLINK "http://www.ru-ok.com/downloads/Barnardos%20annual%20report%202005.pdf" http://www.ru-ok.com/downloads/Barnardos%20annual%20report%202005.pdf The service aims to encourage the participation of users and carers in the design, delivery and planning of the Leeds CAMHS. The role of the Participation worker is to put in place structures that will integrate user involvement into the day to day operational and strategic activities within the Leeds CAMH serviceboth at individual and strategic level. Barnardos was given a budget of 90,000 for two years to host and run the participation service, funding the following:
Salary costs, providing CAMHS with a full time dedicated Participation Worker, support from a Sessional Worker and one off payments for administration.
Service wide internet based questionnaire through Viewpoint.
Provision of recognition and benefits including the possibility of accreditation and payment for an advisory group of young people.
Dissemination of learning through conference and training costs.
HYPERLINK \l "L" Return to listSwales, N., (2005). An exploration of children and young peoples perceptions of mental health and how services should be provided.
HYPERLINK "http://www.ru-ok.com/downloads/UR_voice_rep1.pdf" http://www.ru-ok.com/downloads/UR_voice_rep1.pdf
This consultation addresses children and young peoples perceptions of Mental Health and what services should be called, look like and be like to offer the help they need to deal with a mental health difficulty. This study was devised and conducted by specialist Leeds CAMHS, the Leeds CAMHS Participation Worker and ran in partnership with Youth on Health. This was a qualitative study involving a series of consultative sessions with 66 young people throughout the city. The consultation sessions worked through a timeline with the children and young people, from not dealing with a mental health issue to dealing with it. Throughout the day the children and young people moved from; creating a character - drawing what mental health and emotional wellbeing looks like; debating the title of the mental health services through group discussion; moving to a timeline conveyed through a group mural, drama, comic strips and drawing.
HYPERLINK \l "M" Return to listPenny Lancaster, Y., and Broadbent, V., (2005) Listening to young children. Open University Press
Purchase online from:
HYPERLINK "http://www.mcgraw-hill.co.uk/html/0335213723.html"http://www.mcgraw-hill.co.uk/html/0335213723.html
Listening to Young Children is a comprehensive resource, which:
Supports practitioners' and parents' understanding of what it means to include the voices of young children and to respond to what young children have to say
Enables practitioners and parents to develop and offer young children real opportunities to express their views of experiences and events in their daily lives
Promotes childrens participation in decision-making and problem-solving processes about matters that concern them
Acknowledges the existing strengths of families and communities by building on their capacity to participate actively.
HYPERLINK \l "N" Return to listSave the Children (2005) Practice standards in child participation.
HYPERLINK "http://www.savethechildren.org.uk/en/docs/practice_standards_participation.pdf" http://www.savethechildren.org.uk/en/docs/practice_standards_participation.pdf These practice standards state what children and others can expect of Save the Childrens practice in child participation. They are designed to apply to all Save the Childrens child participation work and represent minimum expectations of the ways in which staff will behave and operate. The standards have been developed through years of experience supporting childrens participation at both the local and global levels. This final set of standards is based on feedback and consultations with Save the Children staff, partner organisations and children in various countries and community settings.
HYPERLINK \l "O" Return to listCurtis, K., Liabo, K., Roberts, H., & Barker, M., (2004). Consulted but not heard: a qualitative study of young peoples views of their local health service. Health Expectations, 7, pp.149156.
HYPERLINK "http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1369-7625.2004.00265.x?cookieSet=1" http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1369-7625.2004.00265.x?cookieSet=1 Alongside planning and environment issues, young people particularly emphasised the impact of communication and relationships with staff on their experience of health services. Using a range of flexible and age appropriate techniques, young people, even those as young as 4 or 5, are able to comment helpfully on their experiences of service provision. What children had to say is revealing but not astonishing to those working in the NHS. Clinicians and managers, to whom the findings were fed back, made this clear. The authors ask, If we have known for so long that the issues raised here are problems, why are we so poor at acting on this knowledge? and go on to suggest some explanations.
HYPERLINK \l "P" Return to listClaveirole, A., (2004) Listening to young voices: challenges of research with adolescent mental health service users. Journal of Psychiatric and Mental Health Nursing, 2004, 11, 253260.
HYPERLINK "http://pt.wkhealth.com/pt/re/ijmh/abstract.00134462-200609000-00003.htm;jsessionid=HB5L4KlC2JKdvdFytyrsPhHfFTwWz3pDfKV93GpssbnfvfJJBhP8!1390229169!181195629!8091!-1" http://pt.wkhealth.com/pt/re/ijmh/abstract.00134462-200609000-00003.htm;jsessionid=HB5L4KlC2JKdvdFytyrsPhHfFTwWz3pDfKV93GpssbnfvfJJBhP8!1390229169!181195629!8091!-1 Young people who have mental health problems and use the mental health services need to be consulted about their views regarding their experiences of care and treatment in the same way as adults do. Doing research with children and young people is relatively new but it is becoming more common and recent literature highlights a need to balance respect for their voices with responsibility for their best interests. This can be achieved by paying close attention to ethical and methodological issues throughout the course of every study. This paper reviews some of the issues involved in consultation research with adolescent mental health service users, and illustrates them with examples taken from an ongoing study into the experiences of young people in three Scottish child and adolescent mental health services.
HYPERLINK \l "Q" Return to listSomerset County Youth Service, (2004). Participation strategy for Somerset 2004 2007.
HYPERLINK "http://www.somersetyouth.co.uk/simple.cfm?y=y&page_id=1030&cat_id=8&CFID=6981&CFTOKEN=12861032" http://www.somersetyouth.co.uk/simple.cfm?y=y&page_id=1030&cat_id=8&CFID=6981&CFTOKEN=12861032 The purpose of the strategy is to ensure that a framework of structures, networks and activities are in place across the county to enable young people to participate and influence the decisions and the resources that affect their lives. It states that youth participation operates in two contexts: in society and in decision-making.Levels of participation in decision-making are identified using model of Roger Hart, which is represented by a ladder of eight rungs:
1 manipulation,
2 decoration,
3 tokenism.
4 assigned but informed,
5 consulted and informed
6 adult initiated with shared decisions with children,
7 child initiated and directed,
8 child initiated with shared decisions with adults.
HYPERLINK \l "R"Return to listFajerman, L., Treseder, P. & Connor, J. (2004). Children are service users too: a guide for consulting children and young people. London: Save the Children.
HYPERLINK "http://www.scie.org.uk/publications/practiceguides/practiceguide06/index.asp"http://www.scie.org.uk/publications/practiceguides/practiceguide06/index.asp
This guide offers social care organisations a framework for systematically developing the effective and meaningful participation of children and young people in the design, delivery and review of their services. It is designed to assist managers and practitioners in the social care sector to initiate and sustain the participation of children and young people in developing their services. The guide explores a number of areas and you will see these listed on the left hand menu. Focusing on a whole-systems approach to participation, the guide includes:
key research and policy findings
ideas from practice and practice examples
details of relevant legislation, guidance and standards
links to further information.
HYPERLINK \l "S" Return to listDepartment of Health (2004) The National Service Framework for children, young people and maternity services. Standard 3.
HYPERLINK "http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/Browsable/DH_4867287"http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/Browsable/DH_4867287The vision underpinning Standard 3 is:
Professionals communicating directly with children and young people, listening to them and attempting to see the world through their eyes. Children, young people and their families having equitable access to high quality, child-centred health promotion, prevention and care services, which are responsive to their individual developing needs and preferences. The views of children, young people and families being valued and taken into account in the planning, delivery and evaluation of services.
HYPERLINK \l "T" Return to listWillow, C., Marchant,R., Kirby, P and Neale, B (2004) Young childrens citizenship: Ideas into practice
HYPERLINK "http://www.jrf.org.uk/bookshop/eBooks/1859352243.pdf" http://www.jrf.org.uk/bookshop/eBooks/1859352243.pdf
This report sets out a new way of seeing children not simply as welfare dependants but as young citizens with an active contribution to make to society. Citizenship for children is defined as an entitlement to recognition, respect and participation. These basic needs are as crucial to childrens wellbeing as their needs for care and protection. Key challenges for the future are to apply these principles to younger children, and to find ways to integrate citizenship and welfare for children more effectively in public policy and professional practice.
HYPERLINK \l "U" Return to listKirby, P., Lanyon. C., Cronin, K., & Sinclair, R., (2003). Building a Culture of Participation, Involving children and young people in policy, service planning, delivery and evaluation RESEARCH REPORT. London: Department for Education and Skills.
HYPERLINK "http://www.dfes.gov.uk/listeningtolearn/downloads/BuildingaCultureofParticipation%5Breport%5D.pdf" http://www.dfes.gov.uk/listeningtolearn/downloads/BuildingaCultureofParticipation%5Breport%5D.pdf The study reported here has three purposes, which are to:
provide an overview of the range of participation activity currently being undertaken at local, regional and national levels.
draw on the experiences of a sample of organisations to describe the ways in which children and young people have been involved in decision-making; to point to practice that is genuinely participatory; to identify factors that seem to promote good outcomes; and to explore ways of developing participatory organisations.
report this and share it with others in order to advance thinking on participation and to assist in moving organisations towards cultures and infrastructures which will sustain and embed the participation of children and young people.
HYPERLINK \l "V" Return to listKirby, P., Lanyon. C., Cronin, K., & Sinclair, R., (2003). Building a Culture of Participation, Involving children and young people in policy, service planning, delivery and evaluation HANDBOOK. London: Department for Education and Skills.
HYPERLINK "http://www.dfes.gov.uk/listeningtolearn/downloads/BuildingaCultureofParticipation%5Bhandbook%5D.pdf" http://www.dfes.gov.uk/listeningtolearn/downloads/BuildingaCultureofParticipation%5Bhandbook%5D.pdf This Handbook draws on the findings of a research study that explored the experiences of 29 organisations in seeking to listen to young people and to take action on what they said. The research points to this being most likely to succeed where organisations had worked to sustain and embed their participation activity. This Handbook and the accompanying research report both aim to stimulate thinking and to provide useful ideas about how to actively involve children and young people within services and policy making. HYPERLINK \l "V" Return to listMcAuliffe, A., (2003) When are we having candyfloss?Report on a project to investigate consultation with very young children in early years services 2002-3. DfES Sure Start Unit
HYPERLINK "http://www.ncb.org.uk/dotpdf/open%20access%20-%20phase%201%20only/dfesreport_candyfloss.pdf"http://www.ncb.org.uk/dotpdf/open%20access%20-%20phase%201%20only/dfesreport_candyfloss.pdf
Listening to children is an integral part of understanding what they are feeling and what it is they need from an early years experience. Listening can come in many forms. The thematic analysis of four settings shows the important cycle of listening - observing, documenting, reflecting, taking action and feeding back. These factors are key to producing an environment in which children feel confident, safe and powerful. The report positions listening as a reflective practice where children lead their own learning and are given the opportunities to prove that even at the youngest ages they are very capable of contributing to the way in which early years services are provided for them.
HYPERLINK \l "W" Return to list Youth Support and Development Service, (2003). The Active Involvement of Young People.
HYPERLINK "http://www.rbkc.gov.uk/youthsupport/general/ysds_toolkit_3a.pdf" http://www.rbkc.gov.uk/youthsupport/general/ysds_toolkit_3a.pdf Hear By Right, issued by the Local Government Association and National Youth Agency in July 2001, aims to increase children and young people's active involvement with local authorities and their participation in local democracy. The Royal Borough of Kensington and Chelsea has adopted the Hear By Right principles which state that the active involvement of young people in local democracy will work best when:
The diversity of young people is recognised;
Young people are valued;
Involvement is underpinned by adequate resources of expertise, time, money and organisational systems and processes;
There are systems and processes for reviewing, evaluating and continuously improving young people's involvement. HYPERLINK \l "X" Return to listClark, A., McQuail, S and Moss, P., (2003) Exploring the Field of Listening to and Consulting with Young Children. London: Thomas Coram Research Unit
HYPERLINK "http://www.dcsf.gov.uk/research/data/uploadfiles/RR445.pdf"http://www.dcsf.gov.uk/research/data/uploadfiles/RR445.pdf
This research study was commissioned by the then Sure Start, Early Years and Childcare Unit. The aim was to carry out a State of the Art Review into listening to and consulting with young children, under five years old. The focus of the review was young childrens views and experiences of education and childcare. The principal objectives were to examine different approaches used in research and consultations for listening to young children (including those with special needs) and analyse the evidence gained of childrens experiences and priorities and any subsequent changes to attitudes and practice. The final stage of the review was to identify good practice in listening to and
consulting with young children, drawn from a range of early years provision.
HYPERLINK \l "Y" Return to listDepartment of Health, (2002). Listening, Hearing and Responding Department of Health Action Plan: Core Principles For the Involvement of Children and Young People.
HYPERLINK "http://www.dfes.gov.uk/qualityprotects/pdfs/listen.pdf" http://www.dfes.gov.uk/qualityprotects/pdfs/listen.pdf The vision is to improve the patients overall experience and the following themes underpin the first year of the action plan:
making the overall environment safe, comfortable and friendly;
better information and choice;
reducing waiting times;
creating baseline standards;
better communication with children, young people and parents;
parents fully engaged in decisions about their childs treatment and care.
HYPERLINK \l "Z" Return to list
Children and Young Peoples Unit, (2001). Learning to Listen, Core Principles for the Involvement of Children and Young People. London: Department for Education and Skills.
HYPERLINK "http://www.dfes.gov.uk/listeningtolearn/downloads/LearningtoListen-CorePrinciples.pdf" http://www.dfes.gov.uk/listeningtolearn/downloads/LearningtoListen-CorePrinciples.pdf The aim is to provide a common framework within which departments can develop tailored policies, action plans and effective practice to implement this important work successfully. The principles build on work already underway across government, for Service. The principles are also close to those being promoted within local authorities by the Local Government Association and the National Youth Agency. Within the devolved administrations the Scottish Executive and the Welsh Assembly are also working to increase participation.
The principles reflect Article 12 of the United Nations Convention on the Rights of the Child (to which the UK is a signatory) that children and young people have a right to say what they think about matters that affect them and a right to have those views taken seriously. HYPERLINK \l "AA" Return to listWolpert, M., Maguire, P., & Rowland, A. (2001). Children and young people special interest group position paper promoting user participation in clinical psychology services for children and young people Leicester: British Psychological Society. HYPERLINK "http://www.bps.org.uk/downloadfile.cfm?file_uuid=FDD7136B-1143-DFD0-7EFF-9725CBA0D311&ext=pdf" http://www.bps.org.uk/downloadfile.cfm?file_uuid=FDD7136B-1143-DFD0-7EFF-9725CBA0D311&ext=pdfThis paper focuses on children and young persons as user participants, since
this raises the keenest issues for clinical psychology as a profession. One of the fundamental difficulties raised is how to balance the voice of the child with the views and wishes of the parents and the views of professionals as to what are the childs best interests.
The document examines how children can and should be involved as users in
relation to the following areas:
Direct clinical practice.
Service evaluation.
Service development.
HYPERLINK \l "BB" Return to listSinclair, R., & Franklin, A. (2000). A quality protects research briefing: Young peoples participation. London: Department of Health. HYPERLINK "http://www.york.ac.uk/depts/spsw/mrc/documents/QPRNo3.pdf"http://www.york.ac.uk/depts/spsw/mrc/documents/QPRNo3.pdf
This report is predicated upon the principle that children have a right to participate and professionals have a responsibility to facilitate this. However, especially if it is to involve all children, participation can be challenging, in both principle and in practice. Children can participate in many ways - in matters that affect them personally or those that relate to children in need or to all young citizens. This briefing refers to research on all these aspects, drawing particularly on the views of children themselves.
While this paper focuses on children, many of the principles and practices in promoting their participation are equally applicable to participation by families and other service users. For the sake of brevity, the term children is used throughout.
HYPERLINK \l "CC" Return to list
Mental Health Foundation (1999) Bright Futures: Promoting Children and Young People's Mental Health. London: Mental Health Foundation
Purchase online from:
HYPERLINK "http://www.mentalhealth.org.uk/publications/?EntryId5=38563&q=0%c2%acbright+futures%c2%ac"http://www.mentalhealth.org.uk/publications/?EntryId5=38563&q=0%c2%acbright+futures%c2%ac Bright Futures was the result of a three-year inquiry looking at all of the factors affecting the mental health and emotional development of children and young people in the UK. The inquiry looked at the problems and issues, the factors that support mental health and emotional development, the services available and the views of a range of experts across the relevant disciplines, services providers, parents and children themselves. This report contains a practical framework for action designed to assist Government, public service providers and the wider community in achieving the shared aim of healthier children who develop into emotionally rounded and socially responsible adults.
HYPERLINK \l "DD" Return to listLaws, S. (1998). Hear me! Consulting with young people on mental health issues. London: Mental Health Foundation.
HYPERLINK "http://www.mhf.org.uk/publications/?EntryId=38721&cord=DESC&char=H" http://www.mhf.org.uk/publications/?EntryId=38721&cord=DESC&char=H This report draws together the learning from five projects funded by the Mental Health Foundation to experiment with methods of consulting with young people on mental health services. The projects worked in very different parts of England: Cornwall, Tyne and Wear, Sandwell in the Midlands, and Stockport and Bolton in the North West. They also used diverse and innovative methods to consult with young people.
HYPERLINK \l "EE" Return to list
Turning what young people say into what services do
INTERACTIVE ANNOTATED BIBLIOGRAPHY
Health and Social Care Advisory Service for the Department of Health 2008
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t < 0 3 + +5 55555p< kdil $$If l 4 ֈ
O!*t3` `
t < 0 3 4 4
l a p< s$$If !v h5 55.51515852515 15
15
05 15
+5
E50545152#v #v#v.#v1#v8#v2#v
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+#v
E#v0#v4#v1#v2:V l 4 $
t ִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ 0 3 + +5 55.5158525
15
05 15
+5
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O}Iz ! $=&h(*,/B1t3 . 1 1 8 2 1 1 1 0 1 + E 0 4 1 2 $
t ִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ 0 3 H H H H 4 4
l a pִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ q D y K G w y n e d d x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kdx $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K D e v o n _ s t a n d a r d s x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kd $$If l
O} =l ! $=&w(*,/B1t3 . 1 1 , 2 / ? 1 0 1 : 6 0 4 1 2 $ `
t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K R e a d y _ s t e a d y _ c h a n g e x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 } D y K C o m m o n w e a l t h 1 x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 } D y K C o m m o n w e a l t h 2 x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kdf $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 } D y K C o m m o n w e a l t h 3 x$$If !v h5 55.51515,525/5 ?5
15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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1 v< 64 kdG $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K S t r a t e g i c _ p r o c e s s e s x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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1 v< 64 kd4 $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 s D y K C o o k b o o k x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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1 v< 64 kd $$If l
O} =l ! $=&w(*,/B1t3 . 1 1 , 2 / ? 1 0 1 : 6 0 4 1 2 $ `
t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K P a r t i c i p a t i o n _ p r a c t i c e x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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t ִ l
1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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650545152pִ l
1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K M i n o r i t y _ v o i c e s 1 x$$If !v h5 55.51515,525/5 ?5
15
05 15
:5
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 D y K M i n o r i t y _ v o i c e s 2 x$$If !v h5 55.51515,525/5 ?5
15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
15
05 15
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1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
1 v< 64 q D y K U R v o i c e x$$If !v h5 55.51515,525/5 ?5
15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
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15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
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15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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1 v< 64 kda $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
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t < 0 3 + +5 55555p< kd $$If l 4 ֈ
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t < 0 3 4 4
l a p< s$$If !v h5 55.51515852515 15
15
05 15
:5
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6#v0#v4#v1#v=:V l 4 $
t ִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ 0 3 + +5 55.5158525
15
05 15
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O}Iz ! $=&w(*,/B13 . 1 1 8 2 1 1 1 0 1 : 6 0 4 1 = $
t ִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ 0 3 H H H H 4 4
l a pִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ } D y K s a v e _ c h i l d r e n t$$If !v h5 55.51515,525/5 ?5
15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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t ִ l
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l a pִ l
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15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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t ִ l
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l a pִ l
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15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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1 v< 64 kd $$If l
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
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15
05 15
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1 v< 64 0 3 5 55.515,525/5 ?5
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05 15
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t ִ l
1 v< 64 0 3 H H H H 4 4
l a pִ l
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15
05 15
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05 15
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t ִ l
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15
05 15
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05 15
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t ִ l
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l a pִ l
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15
05 15
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05 15
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t ִ l
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15
05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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05 15
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15
05 15
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15
05 15
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t ִ ֛ ֛ ֛ ֛ ٕ ٕ ٕ ٕ 0 3 H H H H 4 4
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05 15
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l a pִ l
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05 15
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15
05 15
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E n t r y I d 5 = 3 8 5 6 3 & q = 0 % c 2 % a c b r i g h t + f u t u r e s % c 2 % a c c c C C Q : h t t p : / / w w w . y o r k . a c . u k / d e p t s / s p s w / m r c / d o c u m e n t s / Q P R N o 3 . p d f b b B B D { } ^ h t t p : / / w w w . b p s . o r g . u k / d o w n l o a d f i l e . c f m ? f i l e _ u u i d = F D D 7 1 3 6 B - 1 1 4 3 - D F D 0 - 7 E F F - 9 7 2 5 C B A 0 D 3 1 1 & e x t = p d f a a z A A W w V h t t p : / / w w w . d f e s . g o v . u k / l i s t e n i n g t o l e a r n / d o w n l o a d s / L e a r n i n g t o L i s t e n - C o r e P r i n c i p l e s . p d f z t Z e d q 7 h t t p : / / w w w . d f e s . g o v . u k / q u a l i t y p r o t e c t s / p d f s / l i s t e n . p d f y n Y o p k ; h t t p : / / w w w . d c s f . g o v . u k / r e s e a r c h / d a t a / u p l o a d f i l e s / R R 4 4 5 . p d f x h X h 9 e @ h t t p : / / w w w . r b k c . g o v . u k / y o u t h s u p p o r t / g e n e r a l / y s d s _ t o o l k i t _ 3 a . p d f w b W 3 ] _ R h t t p : / / w w w . n c b . o r g . u k / d o t p d f / o p e n a c c e s s - p h a s e 1 o n l y / d f e s r e p o r t _ c a n d y f l o s s . p d f v \ V ~ b Y d h t t p : / / w w w . d f e s . g o v . u k / l i s t e n i n g t o l e a r n / d o w n l o a d s / B u i l d i n g a C u l t u r e o f P a r t i c i p a t i o n % 5 B h a n d b o o k % 5 D . p d f v V V S b h t t p : / / w w w . d f e s . g o v . u k / l i s t e n i n g t o l e a r n / d o w n l o a d s / B u i l d i n g a C u l t u r e o f P a r t i c i p a t i o n % 5 B r e p o r t % 5 D . p d f u P U M 5 h t t p : / / w w w . j r f . o r g . u k / b o o k s h o p / e B o o k s / 1 8 5 9 3 5 2 2 4 3 . p d f t J T $ G r h t t p : / / w w w . d h . g o v . u k / e n / P u b l i c a t i o n s a n d s t a t i s t i c s / P u b l i c a t i o n s / P u b l i c a t i o n s P o l i c y A n d G u i d a n c e / B r o w s a b l e / D H _ 4 8 6 7 2 8 7 s D S Z A M h t t p : / / w w w . s c i e . o r g . u k / p u b l i c a t i o n s / p r a c t i c e g u i d e s / p r a c t i c e g u i d e 0 6 / i n d e x . a s p r > R c 6 ; _ h t t p : / / w w w . s o m e r s e t y o u t h . c o . u k / s i m p l e . c f m ? y = y & p a g e _ i d = 1 0 3 0 & c a t _ i d = 8 & C F I D = 6 9 8 1 & C F T O K E N = 1 2 8 6 1 0 3 2 q 8 Q [ 5 h t t p : / / p t . w k h e a l t h . c o m / p t / r e / i j m h / a b s t r a c t . 0 0 1 3 4 4 6 2 - 2 0 0 6 0 9 0 0 0 - 0 0 0 0 3 . h t m ; j s e s s i o n i d = H B 5 L 4 K l C 2 J K d v d F y t y r s P h H f F T w W z 3 p D f K V 9 3 G p s s b n f v f J J B h P 8 ! 1 3 9 0 2 2 9 1 6 9 ! 1 8 1 1 9 5 6 2 9 ! 8 0 9 1 ! - 1 p 2 P N / V h t t p : / / w w w . b l a c k w e l l - s y n e r g y . c o m / d o i / p d f / 1 0 . 1 1 1 1 / j . 1 3 6 9 - 7 6 2 5 . 2 0 0 4 . 0 0 2 6 5 . x ? c o o k i e S e t = 1 o , O 6 + ) O h t t p : / / w w w . s a v e t h e c h i l d r e n . o r g . u k / e n / d o c s / p r a c t i c e _ s t a n d a r d s _ p a r t i c i p a t i o n . p d f n & N [ R # 2 h t t p : / / w w w . m c g r a w - h i l l . c o . u k / h t m l / 0 3 3 5 2 1 3 7 2 3 . h t m l m M A G 1 h t t p : / / w w w . r u - o k . c o m / d o w n l o a d s / U R _ v o i c e _ r e p 1 . p d f l L a b @ h t t p : / / w w w . r u - o k . c o m / d o w n l o a d s / B a r n a r d o s a n n u a l r e p o r t 2 0 0 5 . p d f k K E i h t t p : / / w w w . y o u n g m i n d s . o r g . u k / p u b l i c a t i o n s / a l l - p u b l i c a t i o n s / m i n o r i t y - v o i c e s / ? s e a r c h t e r m = m i n o r i t y % 2 0 v o i c e s j J E i h t t p : / / w w w . y o u n g m i n d s . o r g . u k / p u b l i c a t i o n s / a l l - p u b l i c a t i o n s / m i n o r i t y - v o i c e s / ? s e a r c h t e r m = m i n o r i t y % 2 0 v o i c e s i I @ M f h t t p : / / w w w . y o u n g m i n d s . o r g . u k / p u b l i c a t i o n s / a l l - p u b l i c a t i o n s / p u t t i n g - p a r t i c i p a t i o n - i n t o - p r a c t i c e - 1 / f i l e h H 2 q T h t t p : / / w w w . n e - c f . o r g / b r i e f i n g . a s p ? s e c t i o n = 0 0 0 1 0 0 0 4 0 0 0 9 & p r o f i l e = 0 0 0 1 0 0 0 8 0 0 0 4 & i d = 1 2 9 7 g G d h t t p : / / j o u r n a l s . c a m b r i d g e . o r g / a c t i o n / d i s p l a y A b s t r a c t ; j s e s s i o n i d = 4 E 4 9 2 B 4 2 3 E A 9 7 D C F B C 6 B E 5 2 B 3 5 3 1 3 4 9 3 . t o m c a t 1 ? f r o m P a g e = o n l i n e & a i d = 4 3 1 6 4 2 f F G t h t t p : / / w w w . t h e c o m m o n w e a l t h . o r g / d o c u m e n t / 1 5 4 2 1 1 / 1 6 2 0 3 3 / 1 6 2 0 3 7 / b o o k _ t h r e e _ _ _ a d o l e s c e n t _ p a r t i c i p a t i o n _ a n d _ t h e _ p r o j . h t m e E ` h t t p : / / w w w . t h e c o m m o n w e a l t h . o r g / s h a r e d _ a s p _ f i l e s / u p l o a d e d f i l e s / 1 1 1 B 1 7 B 2 - 6 7 A 0 - 4 5 A 6 - 8 A B 7 - 3 2 7 C D B 0 D 9 2 6 1 _ T w o - A d o l e s c e n t a n d Y o u t h P a r t i c i p a t i o n . A d u l t s G e t R e a d y . p d f d D N p h t t p : / / w w w . t h e c o m m o n w e a l t h . o r g / S h a r e d _ A S P _ F i l e s / U p l o a d e d F i l e s / 9 C 0 4 1 E D E - 1 4 F 5 - 4 D A 7 - A F 2 1 - E A F 0 3 F 7 C 4 A 5 5 _ O n e - P a r t i c i p a t i o n i n t h e S e c o n d D e c a d e o f L i f e . W h a t a n d W h y . p d f c C ' 4 h t t p : / / w w w . c r a e . o r g . u k / c m s / i n d e x . p h p ? p a g e = s h o p . p r o d u c t _ d e t a i l s & f l y p a g e = s h o p . f l y p a g e & p r o d u c t _ i d = 4 3 & c a t e g o r y _ i d = 2 & o p t i o n = c o m _ p h p s h o p & I t e m i d = 1 6 7 b B ! C h t t p : / / w w w . d e v o n c h i l d r e n s r i g h t s . o r g . u k / p a r t i c i p a t i o n _ s t a n d a r d s . h t m a A \ O k h t t p : / / w w w . g w y n e d d . g o v . u k / u p l o a d / p u b l i c / a t t a c h m e n t s / 8 6 7 / P a r t i c i p a t i o n _ S t r a t e g y _ S t r a t e g a e t h C y f r a n o g i v 5 s . p d f e t e l e v e n > a c h t t p : / / w w w . n o r t h a m p t o n s h i r e . g o v . u k / N R / r d o n l y r e s / 3 7 8 F 1 4 3 9 - 6 9 4 9 - 4 5 6 7 - 8 9 9 0 - 2 C 1 1 9 1 3 F 4 F 7 3 / 0 / C H A R T E R . p d f t e t e n m ~ 4 h t t p : / / w w w . g r o w i n g u p i n c i t i e s . c a / e n g l i s h / t o o l k i t . p h p n i n e # $ 3 h t t p : / / w w w . n y a . o r g . u k / h e a r b y r i g h t / p a g e . a s p ? c i d = 1 8 1 e i g h t A h t t p : / / w w w . c s i p . o r g . u k / s i l o / f i l e s / n c s s - l e a r n i n g - p e r s p e c t i v e s . p d f s e v e n $ _ g h t t p : / / w w w . d h . g o v . u k / e n / p u b l i c a t i o n s a n d s t a t i s t i c s / p u b l i c a t i o n s / p u b l i c a t i o n s p o l i c y a n d g u i d a n c e / d h _ 0 7 2 6 0 4 s i s i x X [ n h t t p : / / n e w . w a l e s . g o v . u k / d o c r e p o s / 4 0 3 8 2 / 4 0 3 8 2 3 2 / 4 0 3 8 2 9 / 4 0 3 8 2 9 / 1 2 9 5 3 2 8 / n a t - s t a n d a r d s - y o u n g - p e o p l e - 1 . p d f ? l a n g = e n f i v e j b h t t p : / / w w w . n f e r . a c . u k / e m i e / d e t a i l . a s p ? i d _ c o n t e n t = 1 9 5 & i d _ c a t e g o r y = 6 & i d _ R e f = 3 8 5 5 & l e v e l = & d e t a i l = n e w s
t h r e e 9 2 h t t p : / / w w w . l e i c e s t e r . g o v . u k / y o u r - c o u n c i l - - s e r v i c e s / e d u c a t i o n - - l i f e l o n g - l e a r n i n g / a b o u t - u s / p a r t i c i p a t i o n - s t r a t e g y - c o n s u l t a t i o n / y o u r - f e e d b a c k - - - a d u l t f o u r m v g h t t p : / / w w w . b l a c k w e l l - s y n e r g y . c o m / d o i / a b s / 1 0 . 1 1 1 1 / j . 1 4 7 5 - 3 5 8 8 . 2 0 0 7 . 0 0 4 5 8 . x ? c o o k i e S e t = 1 & j o u r n a l C o d e = c a m h t w t w o Q J h t t p : / / w w w . b l a c k w e l l - s y n e r g y . c o m / d o i / a b s / 1 0 . 1 1 1 1 / j . 1 4 7 5 - 3 5 8 8 . 2 0 0 7 . 0 0 4 5 6 . x o n o n e # r G h t t p : / / w w w 3 . i n t e r s c i e n c e . w i l e y . c o m / c g i - b i n / f u l l t e x t / 1 1 9 4 2 1 6 7 0 / P D F S T A R T V h 1 h t t p : / / w e b . u v i c . c a / i i c r d / p r o j _ p a r t i c i p a t i o n . h t m l b f O h t t p : / / l i t h g o w - s c h m i d t . d k / s h e r r y - a r n s t e i n / l a d d e r - o f - c i t i z e n - p a r t i c i p a t i o n . h t m l ` 8 / h t t p : / / w w w . p a r t n e r s h i p s . o r g . u k / g u i d e / f r a m e . h t m j < E h t t p : / / w w w . d e s i g n i n g f o r c i v i l s o c i e t y . o r g / 2 0 0 4 / 1 1 / l a d d e r _ o f _ p a r t i . h t m l F R & h t t p : / / w w w . p a r t i c i p a t i o n w o r k s . o r g . u k / w ' h t t p : / / w w w . i i c - u k . o r g / d r ~ H e a r m e Y r { B r i g h t _ f u t u r e s $ x q u a l i t y _ p r o t e c t s C s u p o s i t i o n _ p a p e r ; 4 r L e a r n i n _ t o _ l i s t e n \ ^ o L i s t e n _ h e a r _ r e s p o n d w R l e x p l o r i n g _ f i e l d c o i A c t i v e } E f C a n d y _ f l o s s A c C u l t u r e 2 B ` C u l t u r e 1 ; ] Y o u n g _ c i t i z e n n s Z N S F W S e r v i c e _ u s e r s _ t o o
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