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20,788 reports · page 1871 of 2079
The paper is part of a collaborative research organized by the International Association of Youth and Family Judges and Magistrates (AIMJF/IAYFJM) on child participation in family and protection matters. The article explains the legal, institutional and procedural aspects of child participation in the Justice System in Georgia
Anna Arganashvili
The paper is part of a collaborative research organized by the International Association of Youth and Family Judges and Magistrates (AIMJF/IAYFJM) on child participation in family and protection matters. The article explains the legal, institutional and procedural aspects of child participation in the Justice System in Uganda
Fionah Sheila Angura
Children have a right to participate in all decisions affecting them according to international human rights law. In the context of parental separation, many decisions need to be made regarding children’s lives in which their right to be heard should be safeguarded. From a theoretical perspective, meaningful child participation is considered beneficial to them, but when parents have separated it can also be dysfunctional, bringing risks to the children involved. To better grasp child participation and its anticipated benefits and risks, we developed and validated the Child Participation Post-separation Scale ( ChiPPS ). Throughout the developmental phase, a panel of youth experts by experience ( n = 15) was consulted to ensure its content and face validity. Based on a sample of N = 218 adolescents ( M = 15.9; SD = 2.25), five lower-order subscales ( expressing views, feeling heard, dysfunctional, influence, feedback ) and 2 higher-order subscales ( decision process, due weight ) were identified in the factor analyses. All subscales showed good internal consistency and were meaningfully associated with single-item measures of children’s involvement and satisfaction with the decisions made, and adolescent reports of parenting, psychological need satisfaction, and adjustment (convergence validity). Overall, the ChiPPS captured multiple distinct, yet intertwined dimensions of children’s experiences, feelings and understanding in the decision-making process regarding their living arrangements following parental separation. This provides researchers with a reliable instrument to measure child participation post-separation that is meaningful both in terms of children’s rights and in relation to their adjustment.
Rianne van Dijk, Charlotte Mol, Zoë Rejaän et al.
Background: Child participation is critical for evaluation in the light of all Sustainable Development Goals (SDGs) and leaving no one behind. Resilience Analysis Consulting developed a child-friendly version (CFV) of the National Child Participation Framework (NCPF). To ensure participation and optimal use of the document, children were included in all aspects of the document development. Objectives: In this study children reflect on their experiences. This provides insight for document development and more widely into child participation in interventions for children and the evaluation of such interventions. It further highlights the value of child participation and encourages evaluators to include children. Methods: The children who assisted in the development of the document were asked to reflect on the process and their experiences through an open-ended survey. Scales were used to investigate the benefits. Open-ended questions were thematically analysed. Results: The experiences included the following main themes: (1) enjoyment of the project activities, (2) satisfaction with contributions, (3) learning new information, (4) being more aware of children’s rights and participation in society, (5) contributing to other children’s lives and (6) the importance of recognition and being valued. Seeing their ideas, artwork and recommendations in print made them feel that they were taken seriously. Conclusion: A participatory approach when developing materials for children enhances the uptake and dissemination of information. Children contribute unique and valuable perspectives to the evaluation process. Evaluators wrongly assume negative consequences, preventing them from including children, while children report positive outcomes. The process empowered child participants.
Madri Jansen van Rensburg, Desiré Jansen van Rensburg
Abstract In this article, we develop a model for child participation in child welfare services (CPC). Child participation has gained increasing attention in research, policy and practice in the last couple of decades. Two perspectives have concurrently moved this agenda forward—childhood sociology and children's rights—leading to an almost irrefutable understanding of children as social actors with independent rights. We integrate these perspectives in one model in our CPC model. We base the model on the rights‐based Lundy model of child participation and develop it with theoretical insights from childhood sociology and social work as well as empirical insights from the literature on CPC. To capture the specific conditions of child welfare services and the social world of the child, we add contexts as a new overarching element in our CPC model. We also expand the four elements in the original Lundy model to include time and space, voices, direct and indirect audiences and influence and statutory power. The CPC model is designed to conceptualize how child participation unfolds as both a right of the child a social practice within the specific setting of child welfare services.
Sofie Henze‐Pedersen, Tea Torbenfeldt Bengtsson
Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children’s participation rights. A large body of literature suggests that child participation in making decisions on matters that affect them is not only essential from a child rights perspective, but also that it is associated with several positive outcomes from the individual to societal level. In OECD countries there are many domains in which children can and do actively participate in making decisions, including regarding their education. This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
Francesca Gottschalk, Hannah Borhan
This article deals with children’s right to participation through legal representatives in the Swedish child protection system, with a specific focus on if and how children are given the possibility to influence decisions made about them in this context. An overall question is whether the regulation is clear as to what should be achieved when it comes to participation for children and what weight children’s wishes and views should be given. Based on a critical legal analysis it is shown that the Swedish system, although having a clear ‘child-friendly image’, is problematic in both these aspects. At present, child participation in the Swedish system is emphasised in theory and in goal-oriented statutes, while at the same time, children to a large extent are ‘legally protected’ from involvement, not the least from influencing decisions made. It is suggested that, for the Swedish child protection system to truly meet its “child-friendly” image and honestly look into how to become more child-inclusive, there is a need to re-think how to best achieve participation for children and also clarify what participation is intended to mean in practice.
Pernilla Leviner
Abstract The chances that children have to participate in child protection services are largely contingent upon the attitudes and skills of case managers. They have a crucial role in ensuring that a child's voice is being listened to and acknowledged in often sensitive dialogues. Therefore, the aim of this study is to investigate what case managers need to facilitate child participation. By handing case managers a participation toolbox developed by children and through the use of reflexive monitoring in action, we elaborated on the barriers faced in practice. The results show that the intention to facilitate child participation is quickly overruled by often subconscious thoughts and beliefs, stemming from the complex interplay of child image, protection, and participation. Case managers need to be aware of this interplay and how this unknowingly steers their actions. Therefore, iterative reflection should be facilitated within organizations for an actual change in their daily practice and to amplify the role of children in the decision‐making processes within child protection services.
Ganna G. van Bijleveld, Joske Bunders, Christine W. M. Dedding
OBJECTIVES: The coronavirus disease 2019 (COVID-19) vaccine represents a cornerstone in tackling the pandemic and with the approval of the BNT162b2 mRNA vaccine in December 2020, it has become a beacon of hope for people around the world, including children. This study aimed to present the data on the humoral response and safety of vaccine in a cohort of patients with paediatric rheumatic diseases receiving immunomodulatory treatments. METHODS: Forty-one children with paediatric rheumatic diseases were included and were vaccinated with the BNT162b2 mRNA vaccine (two doses of 30 µg administered 3-4 weeks apart). To assess the humoral response, IgG antibodies developed against the S1/Receptor-binding domain (RBD) of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) spike protein at baseline and 3-4 weeks after the second dose were measured. The possible local and systemic side effects and disease activity scores were evaluated during the study period. RESULTS: After the second dose of vaccine, markedly elevated anti-RBD IgG titres were observed in all patients with a median titre of 20 474 AU/ml [interquartile range (IQR) 6534-36 151] with a good safety profile. The median disease duration was 4.3 (IQR 3.5-5.6) years. In the cohort, 14 (34.1%) received conventional DMARDs (cDMARDs), 16 (39%) received biologic DMARDs (bDMARDs) and 11 (26.8%) received a combined therapy (cDMARDs and bDMARDs). Patients treated with combined therapy [median 4695 (IQR 2764-26 491)] had significantly lower median titres of anti-RBD IgG than those receiving only cDMARDs. CONCLUSION: Paediatric rheumatic diseases patients receiving immunomodulatory treatments were able to mount an effective humoral response after two dose regimens of BNT162b2 mRNA vaccine safely without interrupting their current treatments.
Özlem Akgün, Figen Çakmak, Vafa Guliyeva et al.
As digital technologies increasingly shape the everyday lives of young learners, primary education must respond with proactive, structured strategies to promote cybersecurity awareness. This paper presents a practical, four-pillar, classroom-based framework for introducing key elements of digital safety to children aged 6–12 (Grades 1-6). Inspired by direct teaching practice in Greek primary schools, the proposed model emphasizes age-appropriate instruction on online safety, safe password practices, recognizing and avoiding harmful software, and responsible use of digital communication tools. Teaching strategies include highly interactive and relevant methods such as role-playing phishing scenarios, identifying typosquatted URLs during online searches, avoiding or handling bogus pop-up windows depending on age, and discussing real-life risks of social media chat with strangers – particularly on apps like Snapchat and Viber, which are commonly used by students. The model also integrates relatable examples from students’ family experiences to reinforce learning. Implementation of this framework demonstrated a significant increase in student identification of common cyber risks and a marked improvement in safe online behaviors. Grounded in educational theory and aligned with ICT integration goals, this paper highlights how cybersecurity awareness can be effectively cultivated in the classroom using engaging, low-cost, and adaptable methods. It offers a practical guide, providing educators a scalable pathway toward building digital resilience in the next generation and ultimately contributing to a safer global digital citizenship.
Ilias Krikelas
