6.7 Childhood policy and children's subjective indicators

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來自 University of Geneva 的課程

Children's Human Rights - An Interdisciplinary Introduction

377 個評分

University of Geneva

Children's Human Rights - An Interdisciplinary Introduction

377 個評分

Drawing on the contributions of several academic disciplines including law, psychology, sociology, history, educational and health sciences, economy and anthropology, an interdisciplinary approach guides the student into a selection of critical issues concerning children’s rights. Participants will gain insight relative to the development of this specific human rights category, as well as to the evolution of the challenges faced by children over time and society’s efforts to respond. Successful international strategies and programs promoting children’s rights will be highlighted, as well as the role of key actors involved in international organizations working in this field. This open online course provides an overview of the most important features of children’s human rights. A central portion of the MOOC will consist of a presentation of the international and regional standards on children’s rights and the related international and regional judicial and quasi-judicial bodies designed to ensure their implementation. No prerequisites or specific background is required to register for this MOOC. The course is conceived as an introductory level program, but participants, who wish to deepen their knowledge in the field of children’s rights, or already have some prior knowledge, will have access to additional reading material on a weekly basis. Participants who successfully complete the class activities and final assessment may request for a paid certificate of accomplishment signed by the Instructor and the main professors responsible for the program. However, no credits are awarded. The course consists of seven topical modules distributed on 4 weeks. English is the only language of instruction.

從本節課中

Children’s right to participation

Art. 12 to 17 and art. 31 UNCRC are considered to refer to “participation rights”. These rights are considered the most “revolutionary” under the provisions of the UNCRC because they challenge traditional and tokenistic conceptions of childhood. The challenge however also lies in the balance to be found, in all settings, between structural adaptations necessary to favour child participation and the evolving capacities of the children themselves, who can only progressively exert their own rights directly. Another aspect is participation of children as individuals or as groups, notably their collective decision-making capacity. It looks like practice has outstripped theory. The difference between the child as a subject of rights and the child’s real agency as a social actor needs more theoretical frameworks, as the problem of implementation is also a problem of our own understanding of agency. Among the modes of recognition, rights are only a limited part of the reality experienced by children mainly in terms of affection and esteem. The challenges of implementing children’s participation rights in a series of settings, as recommended by CRC General Comment Nr 12, are therefore conveying an analysis of the terms used (maturity, freely expressed views, etc.) that may include children’s own perspectives on these issues. Examples of procedures for the implementation of children’s participation rights highlight all these challenges and the difficulties of defining good indicators of child participation. Besides, child participation should also be guaranteed even when children are viewed as “deviant” or “delinquent”: the respect for child participation in judicial settings highlights the complex interplay between one’s status and one’s rights in practice. Eventually, as child participation should be guaranteed in all settings, research itself should be child-friendly and participative and ethical principles for researchers must be specified when dealing with children.

6.4 Children’s Rights and Recognition4:01

6.5 Children's participation as social actors6:56

6.6 Sampling of implementation procedure6:42

6.7 Childhood policy and children's subjective indicators6:06

6.8 The rights to be heard in judicial settings6:51

與講師見面

Roberta Ruggiero
Dr
Center for Children's Rights Studies
Philip D. Jaffé
Professor
Center for Children's Rights Studies
Jean Zermatten
Dr. h. c.
Center for Children's Rights Studies and International Institute for Children's Rights

[MUSIC]

Hello, in order to understand children's lives and children's roles,

we think that children must be considered key informant.

Not only others know about children's life, but

also, children's must be considered experts in their own lives.

For that reason, particularly from the 21st century, many research teams have

restarted to collect data of big samples of children in different countries.

Trying to understand aspects of children's lives which up to now we only analyze

it from adult's report, from adult's point of view.

And one of these films, it's objective well-being, and

since started to collect data from children about their own subjective

well-being, about their own perspectives, they are giving their opinions,

their evaluations, their even aspirations.

We have more and more found that some data were as expected, but

some data were unexpected.

In one of the unexpected results we have obtained more and

more frequently, and I would like to underline in this presentation.

Is the fact that in all countries we collected data

among adolescents 12 to 16 years old.

On their subjective well-being, we had evidence that subjective well-being

of children is decreasing, constantly decreasing in this experiment.

Satisfaction of children, of adolescents, on their overall lives.

Satisfaction with most of their life domains,

is constantly decreasing everywhere and we need to know that.

That was a new information we got after

developing research in different countries.

Now we know because of the children's world's projected data

that this decrease in many countries starts already at ten.

Because of the children most probably collect the data from eight,

ten and 12 years old.

But is it still a phenomena that is into debate?

We still don't understand.

This creating overall life satisfaction because our rules existed along

adolescent, is a new phenomenon.

Is a phenomenon only happening in the industrialized country because of

the stress who has submiting children at the schools.

We are under debate, but that's an example as I said

of new knowledge that we have when we start asking

children directly on their own perspective,

on their own opinion and assessments of life.

One important aspect is that we have started to analyze the correlations

within subjective well being, and data related with children's right situation.

And I am going to give a few examples, and these examples we started

to be able to discuss them after collecting data together with UNICEF

of a big representative sample of Spanish adolescents 12 year old.

That means adolescents in the first

year of compulsory secondary education in Spain.

And then we have incorporated some of these information in the children's worlds

project and we haven't started to collect data from many other countries.

First of all, we unexpectedly discovered that children reporting,

they know they're rights, and

they know the convention on the right of the child, United Nations conventions.

These children also score higher, significantly higher,

in their subjective well-being.

That's an interesting relationship between data, and

we think that's important to debate and gives us new opportunities to

analyze intervention projects with children and together with children.

We also, were to able to identify the children perceiving,

that they are participating in different life context.

That means, children that are listened to, they perceive they are listened to, and

take into account in decision making in their family.

They are listened at the school, by teachers.

Or, they are taking into account,

in decision taking,taken in their, late in municipality,

these children, score significantly higher, in their subjects well-being.

And that another important question to be taken into account.

Another fact that perhaps is not so unexpected, but is very important from

the point of view of children's rights, is that children that feel secure at home,

and children that feel secure at school, and

children that feel secure at the area and the neighborhood they live in,

are children that score significantly higher in their subjective well-being.

And less but not least, fourth example I would like to give you, is that,

the children that report, they perceive they are well treated,

well treated in the family, well treated by their friends,

well treated by their school mate, well treated by their teacher.

Each of these variables shows a significant

correlation with subjective well-being.

And children perceiving they are well treated

are children that score significantly higher in the subjective well-being.

That what I wanted to report this morning.

Thank you very much.

[MUSIC]

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