Monkey Wellbeing website review

Monkey Wellbeing website review

https://www.monkeywellbeing.com 

The Department of Health has been striving to include the views of service users within the NHS. They have generated several key guidance documents which identify the need to engage with and listen to the perspectives of service users (DH 2000; 2003; 2004; 2010; 2012).  From the perspective of the NHS, service user engagement is central to the United Kingdom (UK) healthcare modernisation agenda in which there is an emphasis on involving service users and carers in all aspects of healthcare, from commissioning of services and service design to contributing to research agendas. This involvement is grounded in a desire to make healthcare more responsive to the needs of the patient and enhance the quality of care and treatments.  Whilst the guiding principles of the UNCRC (1989) are explicit, the extent of service user and carers involvement across the range of healthcare provision remains patchy; (Atkinson, 2013). 

Information is a pre-re quisite for making decisions in all areas of the child’s life (Long and Liversley 2013).  Written information specifically for children and young people is often a neglected area. The UNCRC, Article 17 provides clarity that children have the right to information about their health through mass-media and children’s literature. The health media, in general, is however, aimed mainly at adults.  Finding information appropriate to the child’s age and stage of development can pose a challenge for parents and health care workers.  There are general publications which can be accessed from book suppliers and libraries to prepare children for hospital admission.  

The existence of such have great value to parents and health care workers looking for supportive resources, however, locating these can pose a challenge

Monkey wellbeing was developed by a teacher, whose own child received healthcare, and saw the potential for developing a growing range of resources for children.  Monkey wellbeing provides information for children in the areas of health and education.  Navigation around the website and resources is clearly signposted.  These resources can be used as a part of a lesson in school and also to raise awareness of the potential health care experiences for children.  Children are able to follow the experiences of monkey and can also gain an understanding of their own situation.  

From a sociological perspective, there are a number of organisations striving to ensure that there is an open approach where the voices of children and young people are listened to, beyond the purpose of consultation and where there are opportunities for participation which is age appropriate (Save the Children, 2005; Action for Children, 2009; National Children’s Bureau 2012).  

Whilst the overarching mechanisms are in place to acknowledge the participation of children in research and consultation, there is a dearth of media for children and young people to access.  How can children and young people be expected to participate in research or consultation about their healthcare, health environments and service user experiences when there is lack of clarity regarding what the reality of their experiences will be?  Monkey Wellbeing contains free resources and resources for purchase.  Collaboration between health and education can potentially improve the media that children and young people have access to.  There also DVD clips available on YouTube (https://www.youtube.com/user/MonkeysMission).  

References

Action for Children, 2009.  The Right Choice, involving children and young people in recruitment and selection, Action for Children, London

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Atinkson, M, 2013.  Foreward by the Children’s Commissioner, in Blades, R.,et al., We would like to make a change, Office of the Children’s Commisioner, London.

Department of Health, 2012. NHS Constitution 

Department of Health, 2012. Beyond Consultation: a guide for health commissioners.  How staff and service users can work together to improve health services,

 

Department of Health, 2010. Public & patient experience and engagement: Real Involvement for SHAs: Working with people to improve health and health services.

Department of Health, 2004. Patient and Public Involvement in Health: The evidence for policy implementation, a summary of the results of health in partnership research programme, London: Department of Health.

Department of Health, 2004.  Core Document, National Service Framework for Children, Young People and Maternity Services, London: Department of Health

Department of Health, 2003. Listening, Hearing and Responding: Department of Health Involving Children and Young People, London: Department of Health.

Department of Health 2012.Liberating the NHS: No Decision About Me, Without Me. The Stationery Office, London.

Department of Health 2010. Liberating the NHS: Greater Choice and Control. A Consultation on Proposals. The Stationery Office, London.

Department of Health 2010. Equity and Excellence: Liberating the NHS. The Stationery Office, London.

Dunford (2010) Review of the Office of the Children’s Commissioner (England), Department of Education. London

National Children’s Bureau, 2012.  Young Children’s voices network, Listening as a way of life, London

Save the Children 2005. DIY guide to improving your community, getting children and young people involved. Edinburgh

United Nations, 1989. Convention on the rights of the child. [Online]. Available at: http://www2.ohchr.org/english/law/crc.htm [Accessed 2nd March, 2011]. 

UNICEF, 2014. Rights Respecting Schools, http://www.unicef.org.uk/rrsa Last accessed 27th October, 2014

 

Children’s Commissioner for England website review

Children’s Commissioner for England website review

http://www.childrenscommissioner.gov.uk/ 

The post of the Children’s Commissioner for England came into being through the Children Act 2004 and in response to the death of Victoria Climbie  To date, there have been three Children’s Commissioners. The role of the Children’s Commissioner is to promote and protect children’s rights in England and ensure adults take into account the views children and young people. The ethos of the Children’s Commissioner is to listen to children and young people in line with United Nations Rights of the Child, Articles 12 and 13.  

Navigation around the website is clearly signposted.  The website attempts to have a child-orientated focus, although it would benefit from the inclusion of further interactive resources.

Children and young people can gain information about how to participate in the annual ‘Takeover Day’.  Reports and photographs of previous events are included within the website.  The scheme enables children and young people to work with adults and be involved in decision-making.  This facilitates the involvement of children and young people in participatory activities which may enable the acquisition of new skills.

There is a small group of children and young people who meet three times a year to share views, help interview adults for employment and to contribute to the Government policy making. The group is known as Amplify.  This is an opportunity for children and young people to come together, to have fun and meet new people with a common purpose.  The inclusion of children and young people poses challenges of access.  The Children’s Commissioner for England clearly provides a mechanism to communicate with children and young people, professionals and organisations.  There is also the opportunity to ensure that policies are disseminated.  There are similar Children’s Commissioner websites for Scotland, Wales and Northern Ireland.

During 2010, there was a Review of the Office of the Children’s Commissioner (Dunford, 2010) which directed the role of the children’s commission away from an outcomes driven agenda to a rights driven agenda.  This led to the archiving of the Every Child Matters guidance which has been replaced with a Rights Respecting Schools Agenda (UNICEF, 2014, Office of Children’s Commissioner, 2014). As more schools take on this agenda, children and young people will have more insight to the Rights they have been afforded. 

References

Dunford J. (2010) Review of the Office of the Children’s Commissioner (England), Department of Education. London

Office of the Children’s Commisioner for England, 2014. http://www.childrenscommissioner.gov.uk/ last accessed 24th March, 2015

Office of the Children’s Commissioner:2014. A rights-based approach to education:  What are the characteristics of an education system which protects and promotes children’s rights?, Children’s Commisioner, London

United Nations, 1989. Convention on the rights of the child. [Online]. Available at: http://www2.ohchr.org/english/law/crc.htm [Accessed 2nd March, 2011]. 

UNICEF, 2014. Rights Respecting Schools, http://www.unicef.org.uk/rrsa Last accessed 27th October, 2014

Children in Scotland Website Review.

http://www.childreninscotland.org.uk/policy-and-research

Children in Scotland web page review.

The web page I have chosen to critically evaluate is the Children in Scotland web page. It is a network of more than 450 voluntary, statutory and professional organisations and individuals working with children, young people and their families in Scotland.

Children in Scotland is a national agency that works with and on behalf of its members, acting as an intermediary to facilitate engagement, partnership, learning and communication with and between policy makers, practitioners and children and families, underpinned by the principles of Getting It Right For Every Child (GIRFEC).

Children in Scotland are involved in numerous projects, for example: work with Supporting the United Nations Convention on the Rights of the Child; a Life Skills project that involves educating young people to support their transition into work. A lot of projects are summarised only briefly. However, a contact e-mail is given if someone would like to receive further information on any of the projects. Children in Scotland also publishes a monthly subscription magazine, providing news and analysis on legislation, policies, research and highlighting practice with children.

Controversially, there is a fee for becoming a member of Children in Scotland group and to subscribe to the magazine. The fee for membership is paid on an annual basis and the price varies depending on salary and position. The membership entitles affiliates to discounts on training, events and publications, invitations to events and access to briefings and reports. I appreciate that funds may be required but the fees are expensive and may make the membership a rather exclusive environment and alienate those who cannot afford to join. It is surprising that this agency that advocates networking and collaborative partnerships with parents, families and concerned professionals would introduce such a barrier. How can this then include “Every Child” as GIRFEC proposes?

I find the site is very informative and professional, but again have concerns about the terminology and formatting of the website. I would not perceive it to be accessible to all, particularly children who it is supposed to be representing. For example “strategic priorities” is used instead of “aims” and a lot of this terminology is used throughout the site.  Punch warns against using the patronising term “child-friendly” and suggests terms like “research-friendly” or “person-friendly” are more appropriate and adults and parents might benefit from this approach also as it is more inclusive (2002, p337).  This approach would make the site accessible for all.

Furthermore, new sociological approaches to childhood suggest that rather than viewing children as future adults in the making we should focus upon children's lives, perceptions and activities. This entails a shift away from the idea of a child as 'becoming' an adult to the 'being child', conceptualised as an active social agent (Harden, Scott et al. 2000, p1-18). I feel the involvement and the voice of children and the child as “an active social agent” on this website needs to be emphasised. It declares itself as “the Uniting voice in the children’s sector” but not one child’s opinion or thoughts are acknowledged on the site. I’m sure there is plenty of evidence of this in the research but it is not evident from the website.

The website is very informative, clear in its aims and objectives but requires more input and presence from children’s varied perspectives. If it was to become more “person-friendly” it would be more available to others and a review of their subscriptions also needs to be considered to allow the involvement of a more diverse and holistic community and societal voice.

References:

HARDEN, J., SCOTT, S., BACKETT-MILBURN, K. and JACKSON, S., 2000. Can't talk, won't talk? Methodological Issues in Researching Children.

PUNCH, S., 2002. Research with Children: The same or different from research with adults? Childhood, 9(3), pp. 321-341.

 

 

ChildLine Website Review

https://www.childline.org.uk/Pages/Home.aspx

ChildLine Website Review

ChildLine is a private and confidential service for children and young people up to the age of 19. Children can contact a ChildLine counsellor about anything by calling free on 0800 1111, have a 1-2-1 chat online or send an e-mail. I attended a presentation on the 24^th of November 2014, given by Susan Dobson, the ChildLine Services Manager who reported that 3.2 million children and young people have been helped by this charity since 1986. She stated that depression, unhappiness, family relationships and bullying are the top issues that they deal with. Furthermore she detailed that self-harm is the most increased concern over the last 3 years.

The web page is very interactive and consists of a play area with games, videos and fun; an explore part for advice, information and help and a Talk area where children can call e-mail or chat. Children have an area called the Locker where they can put and save their individual creations and information. They can change the wall paper to colours and designs of their choice. There is a General Advice area on: Bullying, On-line Bullying, Self-Harm, Your Rights, Depression, Feeling Sad and Family Relationships. The web page also includes a message board area and an on-line chatroom where a child can chat to a counsellor.

It is a very engaging and involving website that encourages children to voice and express their opinions in various ways. A very interesting article on “Researching Children: Research on, with, and by Children” acknowledges that the contemporary child research agenda promotes children as social actors and has placed the children’s lived experiences in the public arena (Mason, Watson 2014, p2789). I see the ChildLine web site as epitomising this approach the web page has engaged children and it is a constructed area that allows children to contribute to “resolving some of the structural impediments to repositioning children in knowledge production” (ibid, p2789). For example, it currently has a survey for a Mood Tracker and is asking children for their opinions on how it should be formatted or altered. Children need to be involved and have a voice if we are to fully understand and successfully engage and support them.

Moreover, according to Hill and his research, he suggests that fairness, effectiveness, agency, choice, openness, diversity, satisfaction and respect are fundamental considerations children require and have divulged to him in his research (2006 p, 85). Hill further develops this children’s own emphasis on fair representation by proposing that the methods used allow relevant and required persons a chance to be involved (ibid, p85).  The ChildLine webpage certainly allows for the involvement of support as Hill advocates, and actively asks and suggests ways everyone can become involved, including both adults and children.

The Childline Web Site is a very helpful, support, engaging and inclusive webpage that benefits many children. It is a very informative, non-judgemental and confidential area that allows children the freedom to express their own individual emotions and feelings, in a safe, reassuring environment. My one concern with the site is that it is a charity and therefore relies on handouts and its funding is not stable or guaranteed which is frightening, considering the amount of children who use it and find it so accommodating.

References:

HILL, M., 2006. Children’s Voices on Ways of Having a Voice Children’s and young people’s perspectives on methods used in research and consultation. Childhood, 13(1), pp. 69-89.

MASON, J. and WATSON, E., 2014. Researching Children: Research on, with, and by Children. Handbook of Child Well-Being. Springer, pp. 2757-2796.

 

Hello everyone

I am looking forward to meeting and working with you all for the next two days.  I am a senior lecturer at Anglia Ruskin University and I am a MPhil/PhD student.

Hello

Hello Everyone


I am looking forward to the course and to meeting you all.
I am a tutor at King's College London and a MPhil/PhD student


Lynne

Hello everyone.

hello Blogger team, thank you for the invitation to join the blog. It's hard to think that the course will begin quite soon "13 more sleeps" and I'll be flying over to Scotland to join you all. I've just been teaching a first year class of students on resilience (psychology lecture) and we were discussing the amazing programme "The secret world of 4 year olds". I watched it and laughter and smiled at the children's fascinating way of relating to each other. Looking forward to sharing, learning and enjoying the experience of meeting you all soon, warm regards, Mary