Mihi
Tēnā rā koe i raro i ngā manaakitanga o te Ātua. Ānei rā tā mātau ripoata, Children and Youth in Aotearoa 2010:
Non-Governmental Organisations Alternative Periodic Report to the United Nations Committee on the Rights of the Child, o Niu Tirini te Totara wāhinga i waenganui o te pō raua ko te Awatea ko te ripoata e whai ake nei ko te hua o tō whakahautanga i a mātau kia whakatakotoria ki mua i to aroaro o ngā ahuatanga i kitea e mātau e tukino nei i ngā rōpū kaiāwhi ngā tamariki i raro i ngā tikanga a te kawenatanga toko i te ora. Ko te mea nui ko te whakatutuki i te whakaaro a ngā rōpū kāore te Kawana e ki nei “Nāu te rourou, naku te rourou ka ora te iwi.”
Kua oho rātau, ko ia tēnēi ko:- Children and Youth in Aotearoa 2010 o Niu Tirini, ko tāu e te komiti (United Nations Committee for the Rights of the Child), he whakahangai i ngā kaupapa kei roto i te ripoata.
Tēnā ra koe e te komiti te kai whakatakapōkai i te ao hou a tō tamariki ki te tau rua mano tekau ma rima, ā, ki tua atu.
WHAT IS THE AGENDA FOR CHILDREN?
The Agenda for Children is about making New Zealand a great place for children. It has a vision, a set of principles to guide decision-making, a new way of developing child policies and services, and a programme of action for the Government. These were developed by talking to New Zealanders, including children and young people, and people working for the Government.
The Agenda raises children’s status in society and promotes a “whole child” approach to developing government policy and services affecting children. It also invites individuals, families and wha¯ nau, schools, local government, community, iwi/Ma¯ ori organisations and other groups to think about what they can do to help make life better for children.
A VISION FOR CHILDREN
New Zealand/Aotearoa is a great place for children:
we look after one another
We will have achieved this vision when all children have:
• security of care – all children are loved, protected, cherished and nurtured
by the people around them;
• economic security – no children live in poverty;
• security of identity – all children know who they are, and feel respected
and valued;
• security of opportunity – all children are able to access education and
health care and reach their potential; and
• security of participation – all children have a say in the decisions that affect
them and their views are given due weight in accordance with their ability
and level of understanding.
At the heart of the Agenda for Children are ten principles.
• consistent with the United Nations Convention
on the Rights of the Child (UNCROC)
• preventative
• well co-ordinated
• child focused
• collaborative
• family and whanau oriented
• community focused
• inclusive
• culturally affirming
• evidence based
WHAT IS A WHOLE CHILD APPROACH?
The Agenda promotes a whole child approach to addressing children’s issues,
which means:
• focusing on the big picture – on the child’s whole life and circumstances, not just
isolated issues or problems;
• focusing from the outset on what children need for healthy development, rather than
simply reacting to problems as they arise; and
• getting government sectors to work together to support children’s healthy
development.
In line with UNCROC, this approach emphasises children’s rights and interests and
recognises that:
• children largely depend on others, but they are also continually learning and
developing the skills they need to look after themselves and make their own
decisions;
• children are shaped in part by the settings they live in, but they also shape their own lives through their thoughts and actions; and
• children are citizens in their own right, but also need to be seen within their
environment – with their parents, family and wha¯ nau, with friends and peers, in school,their community and in other important social and cultural settings.
KEY SETTINGS FOR TAMARIKI (CHILDREN).
Child, parents/caregivers,family and whanau
Wider kinship groups and networks of friends and peers
Community (Hello FRANK!), and its institutions – schools, workplaces etc
Broad social, cultural and economic environment
The UNCROC had its beginnings in the International Year of the Child 1979 and came into force in September 1990. Its 54 articles cover a wide range of rights relating to provision, protection and participation for children. The most important article in the context of this review is Article 12, which addresses the right of children to express their views and opinions. It states that:
1. States Parties shall assure to the child who is capable of forming his or her views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, whether directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law.
Article 13 is also important, stating that the child:
Should have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, either orally, in writing or in print, in the form of art, or through any media of the child’s choice. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) for respect of the rights or reputations of others; or (b) for the protection of national security or of public order or of public health or morals.
Article 42 of the UNCROC confers a duty on states that ratify it to inform and educate children about these rights. New Zealand is a signatory to the UNCROC.
The United Nations also adopted the World Programme of Action for Youth to the Year 2000 and Beyond as a framework for nations to increase their capacities to address youth needs and issues. The Lisbon Declaration followed, in which government leaders, including those from New Zealand, committed themselves to:
• ensuring and encouraging the active participation of youth in all spheres of society and in decision-making processes at national, regional and international levels
• promoting education and training in democratic processes and the spirit of citizenship and civic responsibility of young women and young men with a view to strengthening and facilitating their commitment to, participation in and full integration into society
• facilitating access by youth to legislative and policy-making bodies
• upholding and reinforcing policies that allow independent and democratic forms of associative life
• giving higher priority to marginalised, vulnerable and disadvantaged young women and young men
• giving priority to building communication channels with youth
• encouraging youth voluntarism as an important form of youth participation (Economic and Social Commission for Asia and the Pacific [ESCAP] 1999:10).
Taking part in decision-making not only gives children, young people and young adults a degree of influence over services and policies that affect them, it also helps them become clear about their own wants and needs.
In exercises that are truly participatory, children, young people and young adults learn to appreciate the realities of decision-making. They gain a better understanding of the social, political, economic, cultural and personal aspects of issues that affect them. They also learn to prioritise alternatives and to consider the implications of their decisions.
At an individual level, participants gain skills and confidence. They learn to debate, negotiate and communicate within groups and to act as facilitators and leaders. They also make social contacts and develop relationships with other young people as well as with adults. These skills and contacts may lead to their taking initiatives and tackling issues on their own.
Purposes of participation
As noted above, children and young people can participate in decision-making for different purposes. These include taking part in decisions or being consulted about:
• policy making at the local or central government level
• developing and evaluating services for children and young people
• management - through advisory boards and committees
• their personal situation, for example through reviews of residential care options or medical or judicial decisions
• research, where children and young people are the subjects of the study.
Hart’s ladder of Participation:
1. Manipulation
Children and young people do or say what adults suggest they do, but have no real understanding of the issues, OR children and young people are asked what they think and adults use some of their ideas but do not tell them what influence they have on the final decision.
2. Decoration
Children and young people take part in an event, e.g. by singing, dancing or wearing t-shirts with logos on, but they do not really understand the issues.
3. Tokenism
Children and young people are asked to say what they think about an issue but have little or no choice about the way they express those views or the scope of the ideas they can express.
4. Assigned but informed
Adults decide on the project but children and young people volunteer for it. The children and young people understand the project and know who decided they should be involved and why. Adults respect their views.
5. Consulted and informed
The project is designed and run by adults but children and young people are consulted. They have a full understanding of the process and their opinions are taken seriously.
6. Adult-initiated, shared decisions with children
Adults have the initial idea but children and young people are involved in every step of the planning and implementation. Their views are not only considered but they are also involved in making the decisions.
7. Child-initiated and directed
Children and young people have the initial idea and decide how the project is to be carried out. Adults are available but do not take charge.
8. Child-initiated, shared decisions with adults
Children and young people have the ideas, set up the project, and invite adults to join them in making decisions.
The five levels in HART'S model are:
• children are listened to
• children are supported in expressing their views
• children’s views are taken into account
• children are involved in decision-making processes
• children share power and responsibility for decision-making.
ADULTS' RESPONSIBILITIES (FOR YOUR EYES ONLY FRANK!).
The importance of adults and organisations adapting their own behaviour as it does on techniques for reaching children and young people. The emphasises the need for organisations to:
• believe in the importance of giving children and young people a say in decisions
• make sure that children and young people understand their role in the decision-making process
• make children and young people feel comfortable in taking part in discussions
• develop strong relationships with children and young people
• ensure that involvement is enjoyable and rewarding for both participants and the organisation.
Indeed, the literature on the involvement of children, young people and young adults is forthright about the need for adults to clarify their own beliefs, feelings, knowledge and behaviour about the involvement of young people before they engage in the process...in other words, adults need to “put on their own masks” before they turn their attention to children, young people and young adults.
BEING INCLUSIVE
The need to be inclusive and fair. Here are three examples:
1. The opportunity to participate should be available to children and young people across all abilities, ages, ethnic and religious backgrounds, social classes and personal circumstances and behaviour. (Willow 1997:98).
2. A fair and democratic selection process recognizes the diversity of the youth population and provides broad-based access to leadership. (Simms 2000:24).
3. Do not limit yourself to consulting via mainstream representative bodies. Think how and when young people may be excluded, and make sure you are reaching all young people, not just those with the confidence to speak out in an adult setting. If possible, involve people and organisations young people talk to and trust, for example, youth workers. Think about who you involve from ethnic communities; again, are young people’s views and experiences fully reflected by representative bodies for ethnic groups? Young Asian women, for example, say they find it difficult to get their voices heard in the responses of wider community groups. (Home Office 2000:59).
Summary
There are legal, social and organisational reasons for involving children, young people and young adults in decision-making. Participation can also take place at several levels, ranging from manipulation or tokenism to full involvement of children and young people with a high degree of power sharing by adults. Genuine participation will be inclusive and realistic and adults will see it as a legitimate part of the decision-making process.
Overall, successful strategies and initiatives for participation by children, young people and young adults will:
• have clear objectives
• have clear boundaries about how much power and decision-making will (or can) be shared with children and young people
• treat children and young people as individuals and acknowledge that not everyone will want to get involved
• take active steps to include children and young people not traditionally involved
• prepare well by carefully considering the different options for meeting their objectives
• involve adults in a supportive or advisory capacity
• broadcast the benefits widely
• link general policies and strategies with particular projects and initiatives
• avoid looking for a single solution or quick fix
• involve children and young people at the earliest stage possible
• constantly evaluate and learn from experience
• respond quickly to children’s and young people’s requests and demands and prioritise, informing them of outcomes and consequences (Willow 1997:97-98).
ADULTS (FOR YOUR EYES ONLY AGAIN...FRANK!).
"Children need adults who make them feel safe, not just in the physical sense, but also in the sense of psychological security. Adults need to be trustworthy, not act without consulting the child and thus allow them a measure of self-determination. This includes adults respecting and keeping confidences and not allowing their own needs and fears to dominate the relationship. (Middleton 1999:96)".
In particular, adults working with children and young people should:
• be honest
• listen to criticism
• be open and approachable
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• keep a sense of humour
• treat children with respect
• not patronise
• not prejudge
• be non-judgemental
• learn from their mistakes
• take account of young people’s needs
• be flexible
• not expect children to lavish them with thanks (Save the Children and the Children’s Rights Office 1997:39).
Tackling Bullying in the Community Case Study Challenging Bullying in Sports Clubs
Sports organisations, clubs and activity groups have a duty of care towards the children attending their activities, and as a consequence should ensure that the child’s welfare is at the heart of the club’s activities. Therefore sports clubs need to address the issue of bullying directly.
“Challenging Bullying in Sports Clubs: Guidance and Exercises for Sports Leaders”.
Its aim is for sports leaders to address issues of bullying with children and young people in sports clubs.
Activity 1: what is bullying behaviour?
1. Emotional bullying
2. Verbal bullying
3. Shouting at officials
4. Abusive language
5. Threatening children
Parents are the worst offenders, I am afraid to say.
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