Advisory groups of children in research on gender-based violence.

Involving children in research is not only advisable but mandatory from both a child rights and an academic perspective. Indeed, recent research has shown that children's participation enriches knowledge and contributes to an in-depth understanding of complex issues, even in sensitive questions such as gender-based violence, leading to improved policy and practice interventions. This article analyses the participation of children both as experts and informants in a research project aimed at creating an early detection model of gender violence applicable in schools. The aims of the study are as follows: i) to analyse the participation strategies used in the research conducted with children in the field of gender-based violence from an ethical and methodological point of view, focusing on strengths and weaknesses, and to identify improvements to be implemented; ii) to collect the experiences of children in this regard. Six expert groups were created specifically for this research project in different locations around Catalonia (Spain). A total of 45 children aged 10-16 participated in all stages of the research, including instrument design (children's questionnaire), discussion of results, building outcomes (model) and dissemination activities (final conference). The questionnaire was answered by a representative sample of 3664 schoolchildren attending 106 schools in Catalonia. This article discusses methodological questions, analysing the benefits and obstacles encountered in working with children, including power relationships, children's voices, engagement, protection, recognitions of capacities and remuneration.

What do children say about seeking help in situations of gender-based violence? Different perspectives depending on whether they have experienced such situations or not.

BACKGROUND: As highlighted in recent studies, children could have a relevant role to play in seeking help in cases of gender-based violence at home, contributing to early detection and empowering them as rights holders and masters of their own lives. Notwithstanding, multiple obstacles to them doing so have been detected. OBJECTIVE: To find out expectations of help among children, seeking the differences between those who have experienced gender-based violence at home and those who have not, by gender and age. PARTICIPANTS AND SETTING: 3664 schoolchildren from 8 to 18 years old (Meanage = 13.16, girls = 50.7 %, secondary school = 64.6 %, primary school = 35.4 %) in Catalonia (Spain). METHODS: Quantitative study. Children responded to an on-line questionnaire. Bivariate analysis and binary multiple logistic regression were used. RESULTS: Children would like to take an active role in seeking help, but were afraid of the consequences and did not know how, or who to ask. Older children and those who had experienced gender-based violence at home were less likely to ask for help (ß = -0.66, [-0.99 - -0.34], p < .001 and ß = -0.67, [-1.04 - -0.27], p < .001, respectively), and were less trusting of adults. CONCLUSIONS: In seeking help, children demand safe services, with clearly identifiable helpers available, able to protect them and their family. Training adults they can trust such as teachers is key. Educating children about what gender-based violence is and where they can seek help is also important.

The views of children in residential care on the COVID-19 lockdown: Implications for and their well-being and psychosocial intervention.

BACKGROUND: Recent international research has warned of the impact of the COVID-19 lockdown on vulnerable children. However, little is known regarding the in-care population. OBJECTIVE: To find out how children in residential care perceived the influence of the COVID-19 lockdown in their everyday life, relationships and subjective well-being. PARTICIPANTS AND SETTING: 856 children from 10 to 17 years old (Mage = 15.5, males = 71.2%, females = 28.8%) living in residential centres in Catalonia. METHODS: Cross-sectional study. Children responded to an on-line questionnaire administered between June and July 2020. Bivariate analysis and multiple linear regression were used comparing the answers by sex. RESULTS: Better relationships with caregivers (ß = 9.156, [4.089-14.22], r2 = 0.244, p < .01) and having a person of trust (ß = 4.588, [2.041-7.134], r2 = 0.244, p < .01) were found to be relevant for children's subjective well-being. For girls, improving their grades (ß = 14.86, [8.560-21.15], r2 = 0.234, p < .01) were relevant while boys' subjective well-being was significantly affected by an increase in use of social networks (ß = 8.917, [2.733-15.10], r2 = 0.234, p < .01). CONCLUSIONS: A gender perspective is needed to help girls in situations of vulnerability. We should continue to listen to children's opinions, giving them the opportunity to participate in improving the children's home and its immediate environment and ensuring they have access to stable adult role models.