Children’s encounters with professionals – recognition and respect during collaboration

Abstract

In the context of Child Welfare, collaboration is used to ensure that families receive the best public services. In these working processes children have the legal right to participate. Research has demonstrated that children are sensitive to whether they feel they are treated with respect. The issue of partnership relations can be demanding. This article examines children’s experiences with recognition in the context of service collaboration. Based on a Norwegian qualitative research project about professional-child interactions in the context of public services and a narrative analysis of two accounts, we have identified key professional actions associated with recognition in collaborative processes with children. A dialogical form of communication, as well as the exploration of children’s troubles, abilities and skills, highlighted the children’s experiences of recognition and respect. Further research should concentrate on how to ensure that recognition occurs during communication with children in Child Welfare Services.