ࡱ> #` yCbjbj 2b;?(444 > JJJ^B*B*B*8z**\^)E**++++++DDDDDDD$Gh}IDJ+++++DJJ++D---+^J+J+D-+D--?`JJ(D+* l,B*,LC\LD\D0)EC)J,)J(D)JJ(D$+"6+-N+b+Y+++DDw-^+++)E++++^^^!B*^^^B*^^^JJJJJJ  PRACTICE STANDARDS IN CHILD PARTICIPATION  INTRODUCTION TO PRACTICE STANDARDS IN CHILD PARTICIPATION What are Practice Standards? Practice standards are statements that describe an expected level of performance. These practice standards state what children and others can expect of Save the Children's practice in child participation. They apply to all of Save the Children's child participation work and represent the Save the Children's minimum expectations of the ways in which their staff will behave and operate. Why Practice Standards? The primary purpose of these practice standards is to ensure consistent, high quality child participation practice throughout Save the Children's programmes. They provide a framework that provides guidance and direction to field staff in continuously improving participatory practice. They provide a guide to practice development that has been generally endorsed by Save the Children organisations, its partners and the children with whom they work. The standards can be used to: Assist Save the Children staff in assessing their practice in child participation and identifying improvements. Inform training and other approaches to competency that ensure that staff working with children have the attitudes, skills and confidence required to deliver the practice standards. Provide a basis for accountability and challenge if practice falls below a certain standard. Review and evaluate current practice and identify goals for the future. Establish a safe and meaningful environment for the participation of children and minimise the risk to children from involvement in participatory practice. About the Standards These standards are written for Save the Children managers and practitioners working with children. Each standard includes a set of criteria to indicate whether the standard is being met. The standards are designed to be relevant and achievable. At the same time, given the enormous variation in country contexts and circumstances, they will also need to be adapted to fit local conditions. Guiding Principles The practice standards should be interpreted within the context of the following general principles derived from the UN Convention on the Rights of the Child: Children have rights to be listened to, to freely express their views on all matters that affect them, and to freedom of expression, thought, association and access to information. Measures should be put in place to encourage and facilitate their participation in accordance with their age and maturity. Participation should promote the best interest of the child and enhance the personal development of each child. All children have equal rights to participation without discrimination. All children have the right to be protected from manipulation, violence, abuse and exploitation. Definitions Child/Young Person Following the UN Convention, a child means every human being below the age of eighteen years. Participation Participation is about influencing decision-making and achieving change. Children's participation is an informed and willing involvement of all children including those who are differently abled and those at risk, in any matter concerning them either directly or indirectly. Children's participation is a value that cuts across all programmes and takes place in all arenas from homes to government, from local to international levels. Overview of Practice Standards in Child Participation Standard 1: An Ethical Approach: Transparency and Honesty Standard 2: Children's Participation is Appropriate and Relevant Standard 3: A Child Friendly, Enabling Environment Standard 4: Equality of Opportunity Standard 5: Staff are Effective and Confident Standard 6: Participation promotes the Safety and Protection of Children Standard 7: Follow Up and Evaluation  Standard 1 An Ethical Approach: Transparency and Honesty What Adult organisations and workers are committed to ethical participatory practice and to the primacy of childrens best interests. Why There are inevitable imbalances in power and status between adults and children. An ethical approach is needed in order for childrens participation to be genuine and meaningful. How to meet this standard: Children are able to freely express their views and opinions and have them treated with respect. There is clarity of purpose about children's participation and honesty about its parameters. Children understand how much impact they can have on decision-making and who will make the final decision. The roles and responsibilities of all involved (children, adults and other stakeholders) are clearly outlined, understood and agreed upon. Clear goals and targets are agreed with the children. Children are provided with and have access to relevant information regarding their involvement Children are involved from the earliest possible stage and are able to influence the design and content of participatory processes. Children have time to consider their involvement and have to give their personal, informed consent to it. Outside adults involved in any participatory processes are sensitised to working with children, clear about their role and willing to listen and learn. Organisations and workers are accountable to children for the commitments they make. Where the process of involvement requires representation from among a wider group of children, the selection of representatives will be based on principles of democracy and non-discrimination The barriers that children who have been empowered to participate may meet in other spheres of their lives are considered and discussed with the children involved. Standard 2 Children's Participation is Relevant and Voluntary What Children participate in work on issues that directly affect them and have the choice as to whether to participate or not. Why Childrens participation should build on their personal knowledge the information and insights that children have about their own lives and the issues that affect them. Recognising their other commitments, children should be able to participate on their own terms and for lengths of time chosen by them. How to meet this standard: The issues are of real relevance to the children being involved and draw upon their knowledge, skills and abilities. Children are involved in setting the criteria for selection and representation for participation. Children are given sufficient information and support to enable them to make an informed decision on their participation. Children participation is voluntary and they can withdraw at any time they wish. Children should be involved in ways, at levels and at a pace appropriate to their capacities and interests. Childrens other time commitments are respected and accommodated (e.g. to home, work, school). Ways of working and methods of involvement should incorporate and build on supportive local structures, traditions, knowledge and practice. Standard 3 A Child Friendly, Enabling Environment What Children experience a safe, welcoming and encouraging environment for their participation. Why The quality of childrens participation and their ability to benefit from it are strongly influenced by the efforts made to create a positive environment for their participation. How to implement this standard: Ways of working build the self-esteem and self-confidence of children so that they feel they are able to contribute and that they have valid experience and views to contribute. Methods of involvement are developed in partnership with children so that they reflect their preferred mediums of expression, their age, maturity and evolving capacities. Sufficient time and resources are made available for quality participation. Adults are sensitised to help them understand the value of childrens participation and to enable them to play a positive role in supporting it (e.g. through awareness-raising, reflection and capacity-building) Child-friendly meeting places are used where children feel relaxed, comfortable and have access to the facilities they need. They should be accessible to disabled children. Organisational or official procedures are designed / modified to facilitate (rather than intimidate) children and welcome less experienced children. Support is provided where necessary to share information and/or build skills and capacity to enable children to participate effectively. Children are asked what information they need and accessible information is shared with children in good time, in child friendly formats and in languages that the children understand. In situations where children meet with different native/first languages interpretation should be provided that allows for children's full participation in discussions and access to written information. Non-technical language is used in all discussions involving children and/or all jargon or technical terms are clearly explained. Standard 4 Equality of Opportunity What Child participation work should challenge not reinforce existing patterns of discrimination and exclusion. Why Children, like adults, are not a homogeneous group and participation should provide for equality of opportunity for all regardless of age, situation, ethnicity, gender, abilities, class, caste or other factors. How to implement this standard: All children should have an equal chance to participate and are not discriminated against because of age, gender, abilities, language, social origin, class, ethnicity, geographical location, etc. Childrens involvement should be aimed at including all rather than a few, this could mean reaching out to children in their local settings rather than inviting representatives to a central point. Participatory practice with children should be flexible enough to respond to the needs, expectations and situation of different groups of children and to regularly re-visit these concerns. The age range, gender and abilities of children are taken into account in the way participation is organised e.g. in the way information is presented. No assumptions are made about what different groups of children can and cannot do Wherever possible, children should themselves select from among their peers those who will represent them in participatory initiatives. Influential adults are engaged to gain community support for the participation of discriminated-against groups. Standard 5 Staff are Effective and Confident What Adult staff and managers involved in work on childrens participation are trained and supported to do their jobs to a high standard. Why Adult workers can only encourage genuine childrens participation effectively and confidently if they have the necessary understanding and skills. How to implement this: All staff and managers are sensitised to children's participation and understand the commitment to childrens participation. Staff are provided with appropriate training and other development opportunities in participatory practice to enable them to work effectively and confidently with children. Staff are properly supported and supervised, and evaluate their participation practice. Specific technical skills or expertise (e.g. in communication, facilitation, conflict resolution or multi-cultural working) is built up through a combination of recruitment, selection, staff development and practice exchange. Relations between staff and between staff and management model appropriate behaviour, treating each other with respect and honesty. Support is provided for managers and staff for whom childrens participation represents a significant personal or cultural change, without this being regarded as a problem. Staff are able to express any views or anxieties about involving children in the expectation that these will be addressed in a constructive way. Standard 6 Participation promotes the Safety and Protection of Children What Child protection policy and procedures form an essential part of participatory work with children. Why Organisations have a duty of care to children with whom they work and everything should be done to minimise the risk to children of abuse and exploitation or other negative consequences of their participation. How to implement this: The protection needs of children are paramount in the way childrens participation is planned and organised. Children involved in participation work are aware of their right to be safe from abuse and know where to go for help if needed. Safeguards are in place to minimise risks and prevent abuse (e.g. children are adequately supervised and protected at all times; risk assessments are in place for residential activities away from home).). Staff recognise their legal and ethical obligations and responsibilities (e.g. in respect of their own behaviour or what to do if they are told about the inappropriate behaviour of others). Child protection procedures recognise the particular risks faced by some groups of children and the extra barriers they face to obtaining help. Careful assessment is made of the risks associated with childrens participation in speaking out, campaigning or advocacy. Depending upon the risks identified, steps may be needed to protect childrens identity or to provide follow-up measures to give protection (e.g. to ensure their safe reintegration into their communities). Consent should be obtained for the use of all information provided by children and information identified as confidential needs to be safeguarded at all times. No photographs, videos or digital images of a child should be taken or published without that childs consent. Unless otherwise agreed, it should not possible to trace information back to individual/groups of children. Standard 7 Follow Up and Evaluation What Respect for childrens involvement is indicated by commitment to provide feedback and / or follow-up and to evaluate the quality and impact of childrens participation. Why It is important that children understand what has been the outcome from their participation and how their contribution has been used. It is also important that, where appropriate, they are given the opportunity to participate in follow-up processes or activities. As a key stakeholder, children should be an integral part of monitoring and evaluation processes. How to implement this: Children are given rapid and clear feedback on the impact of their involvement, the outcome of any decisions/next steps and the value of their involvement. Feedback reaches all children involved. Children are asked about their satisfaction with the participation process and for their views on ways in which it could be improved. 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