Economic alternatives and childhood poverty

Current national and international economic policies are exerting ever more direct pressures on children's lives and futures. This paper reviews key concerns and contradictions in neoliberal economic policies' effects on childhood. Alternative feminist and green economics and critical theory critiques of neoliberalism are summarised and their implications for childhood poverty are considered. In conclusion there are suggestions about sustainable green economics for childhood to take account of the problems of advocating perpetual economic growth in a finite planet. Copyright © 2008, Inderscience Publishers

Research by Children

This paper draws on an international literature to consider ways in which children work as researchers. Children’s and teenagers’ activities at various stages of research projects, their levels of participation, and their use of a range of research methods are described, with a review of some of the problems and advantages of children doing research

Parents' consent to neonatal decisions about feeding and discharge

English law requires health care practitioners to obtain parents' consent before all touching of their child. However, nurses tend to leave doctors to request parents' consent to intensive care interventions, and it is generally assumed that before parents can start to care for their baby, they need to have practitioners', mainly nurses', permission. This paper reviews examples of neonatal feeding and discharge decisions that illustrate how consent can be an undeveloped concept in nursing care. Through the sharing of information and medical decision making, the consent process involves implicit or explicit negotiation of anxiety, trust and risk. Decisions about neonatal feeding and discharge can also involve anxiety and risk, and it is suggested that, while avoiding legalistic formalities, more overt sharing of information and decisions about the options could be to the advantage of nurses, babies and parents. © 2005 Neonatal Nurses Association

Competent children?: minors’ consent to health care treatment and research

This paper concentrates on controversies about children's consent, and reviews how children's changing status as competent decision makers about healthcare and research has gradually gained greater respect. Criteria for competence have moved from age towards individual children's experience and understanding. Uncertain and shifting concepts of competence and its identification with adulthood and childhood are examined, together with levels of decision-making and models for assessing children's competence. Risks and uncertainties, methods of calculating the frequency and severity of risks, the concept of 'therapeutic research' and problems of expanding consent beyond its remit are considered. The paper ends by considering how strengths and limitations in children's status and capacities to consent can be mirrored in researchers' and practitioners' own status and capacities. Examples are drawn from empirical research studies about decision-making in healthcare and research involving children in the UK

School students' views on school councils and daily life at school

This article reports a survey conducted in schools in Great Britain and Northern Ireland during 1997–8 with 2,272 students aged seven to 17 years. The 24‐page booklet questionnaire included six groups of questions about school councils. The question of whether pupils who have a council see it as effective was cross‐tabulated with a range of other questions, in order to examine associations between students' views about their school councils with their views on other aspects of school. About half the students reported that they had a school council. Of these, the ones who thought their council was effective generally had positive views about their school's social and academic activities, whereas the ones who said their council was ineffective generally had more negative attitudes. Some schools find that creating an effective school council can considerably improve standards of behaviour, but this process has to involve further changes in systems and relationships in the school. Simply introducing a token council can increase students' scepticism