scholarly journals Disabled children write their own book: ensuring disabled children’s rights, well-being, and interests in their services

2021 ◽  
Author(s):  
Jaclyn Ederman
Keyword(s):  
Service Providers ◽  
Traditional Approach ◽  
Well Being ◽  
Children's Rights ◽  
Formal Structure ◽  
Children’S Rights ◽  
Disabled Children ◽  
Community Based ◽  
Social Actors ◽  
Traditional Approaches

While the importance of disabled children’s rights, well-being, and interests are frequently discussed internationally, how they are incorporated in services is rarely mentioned. This study explores traditional and non-traditional approaches by interviewing two community-based service-providers to illuminate which approach comes closer to ensuring disabled children’s rights, well-being, and interests. Thematic analysis produced findings that acknowledged the extent to which the services differ including: service provided, program plans, benefits, and approach to challenges with children. The traditional approach positions disabled children as silent actors by taking control and by its formal structure. The non-traditional approach acknowledges disabled children as social actors by incorporating ways for children to exercise control of their own lives and by its informality, which promotes disabled children’s individuality. These factors suggest the non-traditional approach comes closer to ensuring disabled children’s rights, well-being, and interests. Implications are significant for reconsidering practice and policies in the hope that disabled children’s rights in services are ensured for future generations.

scholarly journals Disabled children write their own book: ensuring disabled children’s rights, well-being, and interests in their services

2021 ◽  
Author(s):  
Jaclyn Ederman
Keyword(s):  
Service Providers ◽  
Traditional Approach ◽  
Well Being ◽  
Children's Rights ◽  
Formal Structure ◽  
Children’S Rights ◽  
Disabled Children ◽  
Community Based ◽  
Social Actors ◽  
Traditional Approaches

While the importance of disabled children’s rights, well-being, and interests are frequently discussed internationally, how they are incorporated in services is rarely mentioned. This study explores traditional and non-traditional approaches by interviewing two community-based service-providers to illuminate which approach comes closer to ensuring disabled children’s rights, well-being, and interests. Thematic analysis produced findings that acknowledged the extent to which the services differ including: service provided, program plans, benefits, and approach to challenges with children. The traditional approach positions disabled children as silent actors by taking control and by its formal structure. The non-traditional approach acknowledges disabled children as social actors by incorporating ways for children to exercise control of their own lives and by its informality, which promotes disabled children’s individuality. These factors suggest the non-traditional approach comes closer to ensuring disabled children’s rights, well-being, and interests. Implications are significant for reconsidering practice and policies in the hope that disabled children’s rights in services are ensured for future generations.

scholarly journals Integrating Sustainable Development and Children’s Rights: A Case Study on Wales

2021 ◽  
Vol 10 (3) ◽  
pp. 100
Author(s):  
Rhian Croke ◽  
Helen Dale ◽  
Ally Dunhill ◽  
Arwyn Roberts ◽  
Malvika Unnithan ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Integrated Approach ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
The Sustainable Development ◽  
Rights Of The Child ◽  
Development Goals ◽  
Deliberative Processes

The global disconnect between the Sustainable Development Goals (SDGs) and the Convention on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, although they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent guidance to Welsh public bodies for implementation attempts to contribute to a more integrated approach. It suggests that successful integration requires recognition of the importance of including children in deliberative processes, using both formal mechanisms, such as local authority youth forums, pupil councils and a national youth parliament, and informal mechanisms, such as child-led research, that enable children to initiate and influence sustainable change.

scholarly journals Multiple Practices of Social Pedagogy: The Case of The Smile of the Child , a Non-Profit Organization Dedicated to Children’s Protection and Well-Being

2015 ◽  
Author(s):  
Costas Yannopoulos ◽  
Stefanos Alevizos ◽  
Marina Kavallieraki
Keyword(s):  
Psychological Health ◽  
Child Protection ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Voluntary Organization ◽  
Non Profit ◽  
Social Pedagogy ◽  
Physical And Psychological Health

The Smile of the Child is a Greek non-profit, voluntary organization in the field of social pedagogy. It has been an NGO active in the field of child protection and children’s rights since 1996. It began as the dream of 10-year old Andreas Yannopoulos, who, shortly before losing his own battle for life, documented his vision in his journal. The Smile of the Child, empowered by committed employees and the support of hundreds of volunteers, provides services 24 hours a day throughout the year, including programmes for children’s welfare and protection of their physical and psychological health, as well as for the safety of thousands of children in danger in Greece.

scholarly journals A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

2016 ◽  
Vol 41 (3) ◽  
pp. 38 ◽  
Author(s):  
Rachel Caplan ◽  
Colleen Loomis ◽  
Aurelia Di Santo
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Rights ◽  
Early Learning ◽  
Children’S Rights ◽  
Integrative Approach ◽  
Early Childhood Curriculum ◽  
Community Based ◽  
Curriculum Frameworks ◽  
Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

scholarly journals Recognising and responding to the maltreatment of disabled children: A children’s rights approach

2015 ◽  
Vol 17 (3) ◽  
pp. 61-77
Author(s):  
J Hernon ◽  
M Brandon ◽  
J Cossar ◽  
T Shakespeare
Keyword(s):  
Young People ◽  
Child Protection ◽  
Children's Rights ◽  
Children’S Rights ◽  
Disabled Children ◽  
The Uk ◽  
To Receive

Research has established that disabled young people are at greater risk of experiencing all forms of maltreatment, especially neglect (Jones et al, 2012). Despite increasing awareness of their heightened vulnerability, the maltreatment of disabled children remains under-recognised and is under-reported. Disabled children have the same rights as all children to be protected from maltreatment; to have their concerns listened to; to participate fully in decisions made about them; and to receive help to recover from maltreatment. In this paper Cossar et al’s (2013) framework for understanding the processes of recognition, telling and receiving help following maltreatment from the child’s perspective, is applied to disabled children. The particular barriers that disabled children and those working with them face in recognising and responding to maltreatment are analysed by reviewing what is known about child protection practice with disabled children, mainly in the UK. Suggestions are made about how practice with disabled children could be improved.

scholarly journals Family Support as a right of the child

2020 ◽  
Vol 21 (2) ◽  
pp. 8-26 ◽  
Author(s):  
Patrick Dolan ◽  
Nevenca Zegarac ◽  
Jelena Arsic
Keyword(s):  
Family Support ◽  
Family Environment ◽  
Well Being ◽  
Children's Rights ◽  
Theory And Practice ◽  
Children’S Rights ◽  
Legal Standards ◽  
Rights Of The Child ◽  
The Family ◽  
The Relationship

This paper considers Family Support as a fundamental right of the child. It examines the relationship between the well-being of the child as the core concept of contemporary legal and welfare systems and family as a vital institution in society for the protection, development and ensuring the overall well-being of the child. Considering the fact that international legal standards recognise that children’s rights are best met in the family environment, the paper analyses what kind of support is being provided to families by the modern societies in the exercising of children’s rights and with what rhetoric and outcomes. Family Support is also considered as a specific, theoretically grounded and empirically tested practical approach to exercising and protecting the rights of the child. Finally, international legal standards are observed in the context of contemporary theory and practice of Family Support, while the conclusion provides the implications of such an approach.

scholarly journals Children’s rights and the regulations on the transfer of young players in football

2018 ◽  
Vol 55 (1) ◽  
pp. 115-124 ◽  
Author(s):  
Serhat Yilmaz ◽  
James Esson ◽  
Paul Darby ◽  
Eleanor Drywood ◽  
Carolynne Mason
Keyword(s):  
Young People ◽  
Monitoring And Evaluation ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Best Interests ◽  
Football Players ◽  
Transfer Processes ◽  
Regulatory Frameworks ◽  
The Status

Children who interact with football’s recruitment and transfer processes encounter a complex web of regulations and practices. Debates over how to ensure that the interests and well-being of young football players are adequately protected, and that risks to their rights and welfare are identified and addressed, have become a topic of academic, political and media concern. This commentary article provides an overview of the Fédération Internationale de Football Association (FIFA) regulations concerning the mobility and representation of minors in player recruitment processes, in particular the Regulations on the Status and Transfer of Players and the Regulations on Working with Intermediaries. We examine these regulations through the lens of the United Nations Children’s Rights Conventions (UNCRC). In so doing, the article demonstrates how football’s regulatory frameworks and commercial practices inadvertently yield consequences that operate against the best interests of children involved in the sport. To counteract this, it is proposed that all planning, implementation, monitoring and evaluation of regulations involving the recruitment and transfer of young people should be explicitly informed by globally accepted standards of children’s rights, such as the UNCRC. More specifically, it is argued that FIFA should adopt an approach that places the child at the centre of regulatory frameworks and characterises the child as a ‘rights holder’.

Advances in children’s rights and children’s well-being measurement: Implications for school psychologists.

2014 ◽  
Vol 29 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Hanita Kosher ◽  
Xu Jiang ◽  
Asher Ben-Arieh ◽  
E. Scott Huebner
Keyword(s):  
School Psychologists ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights

Children's Rights: How Much Do Zimbabwe Urban Secondary School Pupils Know?

2011 ◽  
Vol 19 (2) ◽  
pp. 195-204 ◽  
Author(s):  
Pesanayi Gwirayi ◽  
Almon Shumba
Keyword(s):  
Secondary School ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Empowerment Theory ◽  
Urban District ◽  
Female Age ◽  
Rights Of The Child ◽  
Being There ◽  
Age Range

Abstract Research shows that the violation of the rights of the child manifests in various forms in our society. is study sought to investigate children's awareness about their rights and organisations which deal with their rights in Zimbabwean schools. The study is informed by the Empowerment Theory. Data were collected from a randomly selected sample of 376 secondary school children (200 male, 176 female; age range 12 to 16 years) from 3 schools in Gweru Urban District of Zimbabwe. Children were asked to list their rights and organisations which deal with child rights on given worksheets. The study found that most of the children were not aware about their rights and organisations which deal with their rights. The introduction of Children's Rights as a subject in schools can help increase children's safety, protection and well-being. There is also need to put more thrust on workshops and seminars on Children's Rights in Zimbabwean schools.

scholarly journals CHILD'S HEALTH CARE: LEGAL FRAMEWORK AND ONGOING CHALLENGES

2020 ◽  
Vol 73 (12) ◽  
pp. 2789-2794
Author(s):  
Oleksandr V. Petryshyn ◽  
Marianna I. Liubchenko ◽  
Oleksii O. Liubchenko
Keyword(s):  
Health Care ◽  
Human Rights ◽  
International Law ◽  
Well Being ◽  
Children's Rights ◽  
Legal Framework ◽  
Private Life ◽  
Children’S Rights ◽  
Dialectical Approach ◽  
Legal Method

The aim: Is to analyze the development of the modern legal framework for child's health care, to clarify the benefits of a human rights-based approach, which is now is mainstreaming for understanding the right of children to health and means of its protection. Materials and methods: To achieve this goal, as well as taking into account the specifics of the topic, the following research methods became relevant: the application of a dialectical approach and historical method made it possible to understand the patterns of formation and development of ideas of children's rights and health within the international community and national states; formal-legal method was used when studying legal texts (international law acts, both of universal and regional level, interpretation and clarification of human rights treaty bodies, expert reports and research, case law), and comparative-legal was used to compare different approaches on health protection in various international human rights mechanisms (US Supreme Court, Council of Europe). Conclusions: Today, perceptions of children's rights at the doctrinal and jurisprudential levels are quite developed due to a broad understanding and openness to progressive interpretation. In particular, the inclusion into the legal context such determinants as the inviolability of the dignity and private life of the child, proper understanding of the stages of adulthood, and an assessment of the child's developmental environment has made modern international law and national legal systems to become more viable in sense of protection of child's well-being in today's world.

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