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.

Displaying 361 - 370 of 371

Browse Other Topics

Child Needs Assessment Tool Kit

N/A, 2001

A comprehensive tool kit providing a methodology, questionnaire and software for assessing the needs of young children affected by the HIV/AIDS epidemic. Used to help design of service programs, secure funding, and monitor and evaluate programs specifically targeting the needs of young children and their families.

Who Will Teach Me To Learn? Creating Positive School Experiences for Youth in Care

Martha Kirby, 2001

Research project examining the problems faced in the education of youth in care in Canada. Provides recommendations for supporting high school education and for including children in their educational planning.

Youth: Care and Protection of Children in Emergencies: A Field Guide

Marc Sommers, 2001

An overview of the key challenges surrounding youth in crisis and the framework for dealing with these issues based on Save the Children principles in youth programming. Includes detailed examination of international programming examples.

Creating Space for Children's Participation: Planning with Street Children in Yangon, Myanmar

Karl Dorning and Tim O’Shaughnessy, 2001

Summarizes an empowerment evaluation of the Street and Working Children Program in Yangon and Mandalay. Includes detailed methodology and lessons learned.

Foundations: Community Mobilisation: Resource Pack

Action for the Rights of Children, 2001

Discusses the importance, benefits and challenges to community mobilisation for refugees and other displaced persons, with a particular emphasis on children. Includes facilitators notes, participatory exercises, overheads, and handouts.

A Framework For Responding to Vulnerable Children

Sarah Wise, 2001

Discusses the value of the UK Children in Need assessment framework for use by Victorian Family Services (Australia).

Children and Participation: Research, Monitoring and Evaluation with Children and Young People

John Wilkinson, 2000

Discusses good practices, ethics, and tools for participatory information gathering in research, monitoring and evaluation. Detailed reference lists highlight key information sources.

Child Landmine Survivors: An Inclusive Approach to Policy and Practice

International Save the Children Alliance: Children Affected by Armed Conflict and Displacement Workgroup, 2000

Guidance on principles and recommendations for work with children and adolescents who survive landmine injuries. Appendices include detailed lists of relevant resources.

Listening to Girls on the Street Tell Their Own Story

Apt, N.A. and M. Grieco - RESPONSE and UNICEF, Social Administration, Centre for Policy Studies, University of Ghana, 01 Apr 1995

The sections featured in this report provide case studies of 25 street girls and discussion and conclusions based on these case studies.

Voices and choices: young people participating in inspections - Summary

Pam Hibbert - Consortium: Barnardo’s, First Key, National Children’s Bureau, Save the Children, Social Services Inspectorate and The Children’s Society,

This report outlines the learning from a project aimed at involving care-experienced young people and the voluntary sector in the inspections of local authority children's services and identifies the added value of the approach and methods used.