Transcript Document

Children's rights and children
place outside their home
Discussions and results from the workshop
in Torino, 15-16 Sept. 2012
Questions for workshop Day 1
• Before the placement: Who is making the
decision for the placement? What is the
process? How to include the child’s
perspective?
=>Are the legislative definitions, controls and
monitoring really sufficient for fully
implementing the Convention on the rights
of children and adolescents?
Formulate recommendations for your country
and in general and/or identify good practice
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How to inlcude the
child’s perspective? Group I
• System to ensure that the child is heard before the
placement
• Professionals who are specially trained to interview
children
• Ensure that what is written in the law should be carried
out in practice
• Make sure that all children are informed of their rights –
they should be nationally educated
• Status of social educator. Enforce a structure with
appropriate power => ensuring the quality of education
• Lack of power: we are weak professions for weak people
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How to inlcude the
child’s perspective? Group II
• Denmark, Italy, Norway, Spain => similar challenges
• Social Services are involved in the decision together with
judges, local authorities etc.
• Whoever takes the decision should know the perspective
of the children. Decisions should be based on facts and
thorough consideration
• How to include the child perspective? That remains the
difficult question.
• A good principle, but a lot of “buts…”
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How to include the
child’s perspective? Group III
• Be aware of different cultural perspectives
• Practice/Methods/Tools of listening are
important (direct listening/interpreting etc.)
• In every case are conflicts of interest. We
need to be aware of that.
• It needs special skills
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Most important issues
from Saturday I
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Gap between law and practice
Not matter where decision are made we have to hear the child
How to include the child‘s perspective
Different kind of laws in different countries – we have to look
whether we find the children in those laws and set certain standards
Big gap between intentions in the law and in the practice – power to
children and power to the professions who are working with them
important. We are there together with the childen. We have to show
how we can contribute.
Paper lives the perspective of the child – the social educator is an
enabler
Who knows what is good for a you? Always take a step a back when
considering this question.
Big responsibility: everyday we have to think about the right of the
minor.
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Most important issues
from Saturday II
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very important that the child is heard
Convention has to come to life
On of the main aims is empowerment
We need a village a crow a child
Document as a guideline and an instrument
AIEJI is representing a lot of social educators over the
world.
• The paper should be used worldwide.
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Questions for workshop Day 2
Which is the responsibility of every social
educator to enforce the children’s rights by
the UN Convention in his daily work and in
a Residential Child Care Center?
What are our strength and competences? What
methods and skills do we already have to make
sure the child’s perspective is met? Do you
have concrete examples? What are
recommendations?
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What are the skills/contributions of
Social Education? Group I
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Social educators should know the law (convention). It is an important working base.
To respect the rights of our clients and to work with them, is part of our education. We have the
necessary knowledge and the necessary tools.
We should make it more explicit the link between the convention and our methods and knowledge
Also in the light of the convention time for reflection and supervision of our actions is crucial
The ladder of participation is an important tool for reflection of our action.
Being aware of the ladder of participation in different situations: we have to ask which step of the
ladder is appropriate and possible for which situation? And an move from level four (where
participation starts) to a higher level?
Children are involved in daily life. It is our responsibility to create situations where their point of
view can come forward – use different instruments and methods for those situations
We could be responsible that other decision makers and parents have knowledge of the
perspective o the child – we are in the position to help children to come forward with their views.
How can we be objective? It is a big responsibility not to colour the view of the child.
Structure in residential care is a good structure to involve children. But need to have the ability to
also involve children outside formal structures.
There should be structures in society, who makes it possible to have participatory democracy –
create a space for the voice of children.
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What are the skills/contributions of
Social Education? Group II
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First steps of ladder of participation/it starts with information. How to inform children of their rights?
Have it in early age, when mother is pregnant
School and residential centre: information on the CRC must be available in these settings
Role of social educator to inform: e.g. children have the right to complain, social educators should
help to complain – how information could be provided, see website of ceesc as example
Social educators have the competences to make sure that the respective of the child is met. But
relationship is key and an important base.
The SE is the best enabler – relational competences
5th step of the ladder of participation: how can children be partner for decision making? Peer
Education is an interesting method often used in Italy
A child is just a child – this perspective is important – do not to consider the child for the problem
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What are the skills/contributions of
Social Education? Group III
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Our role: based on time and quality of time
Relationship is basic – social educators have the conditions in daily work and
necessary inside views to observe the needs of a child
Weakness: limited time
Methods: family groups in school
It is our responsibility to identify the child’s perspective – to chair the communication
of all different actors (e.g. during family conference)
We should not be afraid to observe the child need’s
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Questions at the end of the seminar
• Which is your favourite article / what do you like about the
convention?
• What was missing during the seminar?
• How do you take the paper forward?
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The next steps
15-16 September 2012: AIEJI seminar in Torino
=> re-edit the paper: Include data and examples from
different countries and recommendations from the
seminar
11-12 October 2012: AIEJI Board meeting in
Luxembourg
=> Discuss the paper, if needed re-edit, start
translations in AIEJI languages (FR/ES/IT/DE)
2-5 April 2013: AIEJI World Congress Luxembourg
=> Present the paper/discuss it in a work-shop /
promote paper
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