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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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.

Ethical Approaches to Gathering Information from Children and Adolescents in International Settings: Guidelines and Resources

Katie Schenk and Jan Williamson, 2005

Practical guidelines emphasizing the importance of and rationale for ethical standards in child-related research. Annexes include country-specific resources and example documents.

I Can Save: A Savings Program for Children in Primary School

Victoria Gonzalez-Rubio, 2005

This document highlights a children’s saving program in the state of Missouri, USA. The five-year initiative focuses on increasing financial knowledge and self-efficacy, as well as saving accounts, among children and parents. The end goal is to increase student engagement in post-secondary education and training.

How Communities are Coping with the Impact of HIV and AIDS on Children: Findings from Uganda and Zambia

Jane Chege, 2005

Assessment of pilot programs employing World Vision Community Care Coalition model in Uganda and Zambia.

Working with Children and Families Vol 2., Children's Activities

Louise Melville, British Council, Jordan, 2005

Guidance and examples of group activities which promote development and self-esteem, and the role of the worker in providing activities on a regular basis.

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.

Transforming Orphanage Care: A Case Example in Zimbabwe

Devi Dee, 2004

An informal evaluation of an NGO residential institution in Zimbabwe, based on the opinions of the child residents. Includes recommendations for the improvement of residential care.

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