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.
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.
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.
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.
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.
This paper aims to raise awareness of cyberbullying and online safety among health practitioners and provide some useful advice and key messages to help facilitate conversations with children and young people about internet use. The paper also discusses the role of 'SOCKS' (Stamp Out Cyberbullying & Keep Safe), a novel teaching workshop aimed at primary school children, which aims to generate awareness and understanding before they become regularly exposed to the dangers of the online world.
The CO:RE project is a Coordination and Support Action within the Horizon 2020 framework, which aims to build an international knowledge base on the impact of technological transformations on children and youth.Part of the knowledge base is a series of short reports on relevant topics that provide an overview of the state of research.This part is
Emicizumab is a bispecific, humanized, monoclonal antibody mimicking the factor (F) VIII cofactor activity in mediating the generation of FXa by FIXa in patients with hemophilia A (HA). This subcutaneous non-factor agent has been recently extensively approved for the prophylaxis of patients of HA patients with and without FVIII-inhibitors of all ages, although few data are currently available in children. In Phase 3 clinical trials and case series, emicizumab prophylaxis significantly reduced bleeding rates compared to previous treatment in HA adolescents and children with or without FVIII-inhibitors and was generally well tolerated. In addition, subcutaneous administration of emicizumab provided beneficial effects on health-related quality of life, and lessened the burden of the disease in HA patients as well as in their caregivers. However, additional prospective studies are required to evaluate the long-term safety of emicizumab prophylaxis in very young patients, including previously untreated patients. The aim of this paper was to review the limited data available on the use of emicizumab prophylaxis in children and to highlight the need for further studies to address remaining concerns.
In today’s world, the Internet has become a regular part of our youth’s life. Forward-thinking teachers can no longer ignore the incredible potential of utilizing Web 2.0 tools and social media in an educational context. Embracing the possibilities of online interaction is one of the steps towards raising technologically savvy adults, but for this to happen responsibly, it is imperative that we consider the issue of online safety and privacy. Teaching young children to behave responsibly online can be a difficult task due to the serious and often dry nature of the subject matter. Literature in the field demonstrates the importance of taking a different approach when teaching young ones how to become better digital citizens. This project addresses this issue as it offers a response to the critical question, ‘How can intermediate teachers effectively reach their students and inform them about online safety, privacy and citizenship in a fun and engaging way?’ The ensuing eWarrior workshop was developed as a blended learning opportunity composed of a child-friendly website populated by lighthearted characters and an accompanying workbook. Through a series of varied and interactive hands-on tasks, the eWarrior crew guides students in a quest towards better digital citizenship so that they too may become eWarriors. Activities align with the BC Ministry of Education’s Grades 3 to 6 Curriculum as well as with the Core Competencies for those grades. Several printable materials are available as well as a walkthrough guide for teachers. Initial feedback was very positive, with respondents asserting they believed the website and activities had met the goals of the project, and many teachers hoping to try the workshop with their classes in the coming year.
