Andrew Caress
The Child’s Champion - an exploratory study investigating the role of chaperones in supporting the mental wellbeing of child performers in professional UK theatre productions.
The use of paid child performers in professional theatre is one of the few areas that is exempt from the UK’s ban on child employment. In order to ensure that productions adhere to licensing requirements, and to support the welfare of the children, chaperones are employed to act as ‘the person to whom the child looks to for guidance, protection, clarification and support’.
This exploratory study investigates the views of chaperones working in professional UK theatres about how they view the role, discussing the skills they feel are necessary to support the wellbeing of the children. It also addresses their perception of the practicalities of undertaking the role, sharing their views about balancing the requirements of the show and the needs of the child.
Unlike other childcare roles in a position of acting in loco parentis such as nursery nurses, teachers or sports coaches, acting as a chaperone in professional theatre productions involves working with children who are in positions of paid employment, specifically performing on stage in front of a live audience. The expectations placed upon children can be significant, and there has long been concern over an association between child actors and poor psychological health. Part of the rationale for undertaking this dissertation was to investigate how chaperones view their role in supporting the wellbeing of child performers who are not only children in their care but also colleagues employed by a production company.
Due to the coronavirus pandemic, face-to-face interviews were impossible, so the decision was made to conduct a series of semi-structured online interviews using Skype. These were conducted at a time selected by the interviewees, in order to enable them to feel as comfortable and as accommodated as possible. The interviews were recorded and transcribed to ensure accurate recollection and representation of their views, and these were stored on a password-protected computer. Six chaperones (four female, two male) took part in the study after a call-out was made for chaperones with experience in working in professional theatre productions in the UK via a number of chaperone Facebook groups and via my professional networks. Confidentiality was assured through use of pseudonyms and the removal of any identifiable descriptive circumstances from the findings.
A small-scale exploratory study, the findings from the qualitative investigation identified the importance of establishing a trusting relationship with the children. Regarding training and whether the role should hold professional status, positives and negatives were identified. Wider issues are also discussed concerning the culture of professional theatre, and concerns are raised by participants about an inconsistency regarding the prioritisation of child performers’ wellbeing.
Rebecca Haycock
‘Our brains put together can work magic’: Participation as social justice and the creation of space for three-way learning.
Not including the voice of children and young people (CYP) in research is an ethical concern and exploring issues around participation and engagement with vulnerable groups is central to this study. The term participation is both familiar and unnameable. White and Pettit (2004, p.2) talk about participation as being a ‘hurrah’ word much like community and wellbeing. Participation within research and service provision can be a means for social justice but the colonisation of radical language can further shift balances of power. The current study was carried out between March and August 2022 with young people accessing a homelessness service in South Wales to gain understanding about what participation means to them. Standing on the edge and working with praxis the researcher worked with the service and the young people to [re]consider participation. Praxis is described by doing and relates to where theory and practice come together; it is about establishing trust through dialogue (Freire 2000). Research questions explored how the young people conceptualised participation by creating a reflective space for discussion and a focus group and follow up interview was carried out with three parties (the researcher, the service and three young people). A strong focus on member-checking sought to limit the mediation of young people’s voice. Young people were able to define participation and together look for the ‘shared cultural meanings or taken-for-granted ‘truths’’ (Ereaut and Whiting, 2008, p. 2) about how it can function in real life. Shared experiences of participation identified important conditions and findings offered three-way learning with and for the communities involved.
Tambay Mansaray
Promoting Rural Education in Sierra Leone
Education is a crucial catalyst for personal, societal, and national transformation. It empowers individuals to make sound judgments and think critically. Despite promises by authorities, educational opportunities in Sierra Leone have been concentrated in major cities, leaving rural areas with limited access to quality education. Access to quality and higher education for the rural communities has historically been challenging and was partly responsible for the devastating Civil War between 1991-2002, which according to the Truth and Reconciliation Commission (TRC) report, was a key factor in young people joining the ranks of the Rebel Movement. This paper focuses on the positive impact of rural and community-level education, especially for young people, focusing on the case study of the establishment of Saint. James College in a deprived rural community in Lungi, Sierra Leone. The school was founded as a result of a research I conducted on how young people who have completed high/secondary school were struggling to pursue higher education, because they cannot afford to travel to the big cities to pursue university education with high tuition and living costs. The school offers a comprehensive curriculum that includes computer packages, graphic design, business and entrepreneurship courses, media studies, and more. The school also has a partnership with local businesses to offer skill-based learning opportunities for those who are unable to meet college admission requirements but eager to learn trade skills. However, we face significant challenges: lack of teaching materials, particularly in computer training; inadequate electricity supply; students facing issues with substance abuse; and lack of community and family support. However, Initiatives like Saint James College can help young people have a better life by providing opportunities for them to get an education and learn new skills. This seminar will help us learn from each other and improve our work with young people.
The Child’s Champion - an exploratory study investigating the role of chaperones in supporting the mental wellbeing of child performers in professional UK theatre productions.
The use of paid child performers in professional theatre is one of the few areas that is exempt from the UK’s ban on child employment. In order to ensure that productions adhere to licensing requirements, and to support the welfare of the children, chaperones are employed to act as ‘the person to whom the child looks to for guidance, protection, clarification and support’.
This exploratory study investigates the views of chaperones working in professional UK theatres about how they view the role, discussing the skills they feel are necessary to support the wellbeing of the children. It also addresses their perception of the practicalities of undertaking the role, sharing their views about balancing the requirements of the show and the needs of the child.
Unlike other childcare roles in a position of acting in loco parentis such as nursery nurses, teachers or sports coaches, acting as a chaperone in professional theatre productions involves working with children who are in positions of paid employment, specifically performing on stage in front of a live audience. The expectations placed upon children can be significant, and there has long been concern over an association between child actors and poor psychological health. Part of the rationale for undertaking this dissertation was to investigate how chaperones view their role in supporting the wellbeing of child performers who are not only children in their care but also colleagues employed by a production company.
Due to the coronavirus pandemic, face-to-face interviews were impossible, so the decision was made to conduct a series of semi-structured online interviews using Skype. These were conducted at a time selected by the interviewees, in order to enable them to feel as comfortable and as accommodated as possible. The interviews were recorded and transcribed to ensure accurate recollection and representation of their views, and these were stored on a password-protected computer. Six chaperones (four female, two male) took part in the study after a call-out was made for chaperones with experience in working in professional theatre productions in the UK via a number of chaperone Facebook groups and via my professional networks. Confidentiality was assured through use of pseudonyms and the removal of any identifiable descriptive circumstances from the findings.
A small-scale exploratory study, the findings from the qualitative investigation identified the importance of establishing a trusting relationship with the children. Regarding training and whether the role should hold professional status, positives and negatives were identified. Wider issues are also discussed concerning the culture of professional theatre, and concerns are raised by participants about an inconsistency regarding the prioritisation of child performers’ wellbeing.
Rebecca Haycock
‘Our brains put together can work magic’: Participation as social justice and the creation of space for three-way learning.
Not including the voice of children and young people (CYP) in research is an ethical concern and exploring issues around participation and engagement with vulnerable groups is central to this study. The term participation is both familiar and unnameable. White and Pettit (2004, p.2) talk about participation as being a ‘hurrah’ word much like community and wellbeing. Participation within research and service provision can be a means for social justice but the colonisation of radical language can further shift balances of power. The current study was carried out between March and August 2022 with young people accessing a homelessness service in South Wales to gain understanding about what participation means to them. Standing on the edge and working with praxis the researcher worked with the service and the young people to [re]consider participation. Praxis is described by doing and relates to where theory and practice come together; it is about establishing trust through dialogue (Freire 2000). Research questions explored how the young people conceptualised participation by creating a reflective space for discussion and a focus group and follow up interview was carried out with three parties (the researcher, the service and three young people). A strong focus on member-checking sought to limit the mediation of young people’s voice. Young people were able to define participation and together look for the ‘shared cultural meanings or taken-for-granted ‘truths’’ (Ereaut and Whiting, 2008, p. 2) about how it can function in real life. Shared experiences of participation identified important conditions and findings offered three-way learning with and for the communities involved.
Tambay Mansaray
Promoting Rural Education in Sierra Leone
Education is a crucial catalyst for personal, societal, and national transformation. It empowers individuals to make sound judgments and think critically. Despite promises by authorities, educational opportunities in Sierra Leone have been concentrated in major cities, leaving rural areas with limited access to quality education. Access to quality and higher education for the rural communities has historically been challenging and was partly responsible for the devastating Civil War between 1991-2002, which according to the Truth and Reconciliation Commission (TRC) report, was a key factor in young people joining the ranks of the Rebel Movement. This paper focuses on the positive impact of rural and community-level education, especially for young people, focusing on the case study of the establishment of Saint. James College in a deprived rural community in Lungi, Sierra Leone. The school was founded as a result of a research I conducted on how young people who have completed high/secondary school were struggling to pursue higher education, because they cannot afford to travel to the big cities to pursue university education with high tuition and living costs. The school offers a comprehensive curriculum that includes computer packages, graphic design, business and entrepreneurship courses, media studies, and more. The school also has a partnership with local businesses to offer skill-based learning opportunities for those who are unable to meet college admission requirements but eager to learn trade skills. However, we face significant challenges: lack of teaching materials, particularly in computer training; inadequate electricity supply; students facing issues with substance abuse; and lack of community and family support. However, Initiatives like Saint James College can help young people have a better life by providing opportunities for them to get an education and learn new skills. This seminar will help us learn from each other and improve our work with young people.
