Child Participation

Children have the right to participate in matters affecting their lives and should be enabled to give their opinions, and to have those opinions taken into account. Through participation, children learn self-expression, empowerment and ultimately greater self-esteem. Children are a diverse group and therefore children of different ages, abilities, backgrounds, races, and both genders should ideally be included in a consultation process.

The views or wishes of children should never be assumed or overlooked, and such a process will ultimately help to formulate interventions which are more responsive. Whether investigating abuse, assessing a child’s needs, undertaking permanency planning, or evaluating standards of care, children’s opinions must form an integral part of the decision making process. The appointment of an independent guardian is a safeguard to ensure that the child has a voice and that his or her rights are protected.

The process of encouraging participation requires skill in communicating with children. Children should not be told what to say, intimidated, or judged. An environment of safety and respect is necessary to help the child feel comfortable to express her opinions, and therefore care should be taken regarding who else is present, the physical environment, and the way information is sought.

Children should be given a choice regarding participation, and where possible, parents and caretakers should be fully aware of the consultation process. Confidentiality of information is paramount and children should not be put in danger as a result of expressing their views. It is the responsibility of all professionals involved in the care of children to ensure that the process of participation is safe and that children will have support available where follow-up is necessary.

This section includes guidance on the process for consulting children, and example participation projects.

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First of All... The Social Part of Psycho-Social Support

Andy West, 2005

Emphasizes the social dimensions of psychosocial support interventions, including participatory groupwork and a focus on reducing stigma and discrimination. Argues that psychological interventions such as counseling should never be a first step.

Handbook on Psychosocial Assessment of Children and Communities in Emergencies

Regional Emergency Psychosocial Support Network, 2005

A guidebook focusing on the assessment to be conducted when an emergency first hits or just after a major event in an armed conflict. Outlines the preparation needs of an assessment team and describes what an assessment should concentrate on.

Protecting Children During Emergencies in Nigeria: A Toolkit for Trainers

Emily Delap, Fred Kasozi and Denis Onoise, 2005

A comprehensive training toolkit for organizations and individuals who are directly involved in child protection and welfare during emergencies. Covers key topics related to children in emergencies, and includes learning points, classroom and field exercises, suggested itineraries and handouts.

Working with Children and Families, Vol. 2. Life Story Work

Louise Melville, British Council, Jordan, 2005

Practitioner guidance on communicating and recording children’s care history in order to increase their understanding of what happened to them and to help prepare children for moves

Guidelines to Conduct an Assessment in Emergency

Save the Children, 2005

Guidelines for good practices in conducting assessments following an emergency.

HIV/AIDS and Vulnerability, Education, and Participation

Andy West and Chen Xuemei, 2005

Outlines the changing vulnerabilities of children in modern China. Underlines the problematic definition of vulnerability in child protection programmes and advocates holistic approaches that integrate child participation in decision-making.

Hubs and Centres for Developing Children's Participation and Child Protection in China

Andy West, 2005

Focuses on the general principles and actions for developing children’s centres in China. Centres would help initiate national child protection services and children’s participation.

UNICEF Programming for Psychosocial Support: Frequently Asked Questions

UNICEF, 31 Dec 2004

Helpful resource for defining key terms, issues, and practices in psychosocial support. Contains a short list of recommended tools for support and monitoring of psychosocial support interventions.

Children in Institutional Care: The Status of their Rights and Protection in Sri Lanka

Save the Children Sri Lanka and Save the Children Canada, 31 Dec 2004

A situation analysis of children in institutional care that includes policy implications and key recommendations.

Children on the Brink 2004: A Joint Report of New Orphan Estimates and a Framework for Action

UNAIDS, UNICEF and USAID, 2004

This report examines the current state of orphans and vulnerable children. It provides a regional overview, highlights trends, urges support for alternatives to institutional care and child participation, and presents a framework of protection and care of orphans and vulnerable children. Includes comprehensive data appendices.