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Children’s right to involvement in practices that address their well-being is frequently highlighted, yet how children exercise involvement in face-to-face encounters has remained fairly unknown. To fulfil our aim of identifying, describing and defining children’s involvement, we conducted an inductive microanalysis of face-to-face dialogue on audiovisual recordings of naturally occurring therapy sessions with children attending social services departments and mental health clinics. The resulting operationalisation generated six dimensions of children’s involvement: participatory, directive, positional, emotional, agentive and narrative. By operationalising how children exercise involvement, we render the abstract concept more amenable to fine-grained analysis, systematic evaluation and criticism. The domains also offer tools to recognise children’s involvement in practice. Lastly, the article discusses practical implications and presents a compass for orientation. Since many conversational elements in institutional talks are generic, the dimensions are potentially transferable to other settings, including school counselling, child protection investigation and clinical psychology. A high inter-analyst agreement, together with similar findings on utterance functions and interactional dominance in other types of dialogues, also enhance the dimensions’ transferability.

Recognising children’s involvement in child and family therapy sessions: A microanalysis of audiovisual recordings of actual practice