Practical guide 3: Working with children and families through reference groups

Our research is based on collaboration between researchers, children and families, and professionals.

Our aim is to produce research that is meaningful and useful for children and families, and that can be quickly translated into practice. The goal is also to develop tools and resources that are easily accessible and usable by the target group.

We want to ensure that children and families play a central role not only as research participants but also, where appropriate, as collaborators (co-researchers), and that their input is respected and their perspectives are acknowledged and valued throughout the research process.

We want to ensure that research benefits children and families and contributes to greater inclusion of the target group in various contexts.

We aim to ensure that participants’ involvement in research projects is valued and, whenever possible, that they are compensated for their contributions.

Guidance for involving children and families in reference groups to build on their strengths and identify areas where they may need additional support:

1. Invite participation and input from children and families by offering them a role in reference groups for the research project.
2. Provide opportunities to be involved in the design of surveys, wording of texts, data collection, and analysis.
3. Discuss strategies and methods for disseminating the research findings.
4. Encourage participation in relevant groups and forums, such as interest organizations.

It is important to recognize that children and families are not a homogeneous group, and that these suggestions and examples may not be suitable for everyone.

Recruiting children and families to reference groups

To ensure inclusive recruitment, it is important to use various channels to communicate and share information regarding participation in reference groups.

Ensuring that the environment is adapted for children and families

Some considerations for making the environment where the research takes place more adapted for children and families:

• Create a calm and predictable environment and avoid distractions, interruptions, and surprises.
• Consider putting a “Do Not Disturb” sign on the door to minimize the risk of being interrupted.
• Avoid too much decoration on the walls or other visually distracting elements.
• Check the availability of a restroom near the meeting room. If possible, offer the opportunity to visit the location in advance so that the child and family can become familiar with the environment before the reference group meeting.
• If you are meeting several times, try to hold all meetings in the same room whenever possible. If you need to change the location, try to give that information as far in advance as possible. If it is a last-minute change, offer to meet the person at a familiar location and accompany them to the new one.
• Consider using visual supports during the meeting to clarify messages.
• If a long meeting is expected, it may be a good idea to consider splitting the time with a break.

Virtual meetings

Sometimes meetings are held in a virtual environment where participants join via a meeting platform. If there are different options for participation, check with the child and family what suits them best.

In cases where participants join via a virtual meeting, the researcher’s/meeting leader’s role is especially important to create good conditions for discussions as well as to work through and adhere to the meeting agenda.

Book meetings

• Use images, for example of the building and entrance, to help participants find the meeting location.
• Ensure that there are signs at the entrance, elevator, in corridors, etc.
• Offer parking permits if possible.
• Provide a mobile phone number where you can be reached.
• Be punctual and keep to the scheduled meeting time.

Supporting the participation of children and families/professionals

• Ensure that the agenda and meeting materials are distributed well in advance of the meeting.
• Create an opportunity for children and families to contact the research team before the meeting if they have questions or need clarification.
• Check with the child and family whether any specific measures need to be taken regarding environmental adaptations or other needs in connection with the meeting.

The more children and families understand the purpose of the meeting and what is expected of them, the greater the chance that they can participate and be engaged in the meeting.