This article presents key findings from a scoping review, which answers the following question: What is the state of knowledge on children’s experiences, perspectives and participation in the context of domestic violence?
This scoping review aims to summarise current research on the participation of siblings of children with childhood-onset chronic conditions.
This study analyses secondary data from a prior umbrella review by the authors, focusing on children’s involvement in research processes.
Internationally, there has been a significant focus in policy and practice on the participation of children and young people in decisions that affect them, underpinned by respect for their rights under Article 12 of the UNCRC. While children’s participation has become a core focus for practice improvement in child welfare services, there is a dearth of practical examples of how participation is implemented in organisations. In this paper, we provide a reflective case study of participation in practice in the Youth Advocate Programme (YAP) in Ireland, a large non-profit child welfare organisation. YAP Ireland works with young people who are considered ‘high risk’ using a strength-based approach in a wraparound service that is family-driven and youth-guided. Drawing on qualitative interviews and focus groups with young people, parents, advocates, and staff and management, we describe and critically analyse YAP’s approach to participation. Critical factors in practice include a commitment to participation in policy, practice and culture at all levels of the organisation and scaffolding of participation by staff. Challenges include ensuring that participation principles are upheld consistently across the organisation and resourcing participation.
This paper considers children’s participation in CP legislative and policy frameworks of Bulgaria, Ireland, Malta, Norway and Serbia. It proceeds by detailing the extent to which children are heard and facilitated with access to participate in practice.
In this paper we detail and contextualise the collaborative participatory research process developed throughout the IMMERSE research project which maps the integration of migrant children in education in Europe.
The rights of children and young people have gained prominence over recent years, spanning a range of settings and domains. In particular, the importance of eliciting, listening to and acting on the voices and views of children and young people has featured strongly in a range of legislative and policy documents. Internationally, this rights-based focus is particularly informed by the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities.
In Brazil, Education of Rural Areas is a model which started with social movements and became a public policy with the aim of improving participation of people of rural areas in making decisions about the model of their education. Schools in that context need to improve access to scientific and technological knowledge, but ensuring that previous values and knowledge of the students about agroecology and sustainability are considered.
This article evaluates school meal policies in the UK and Ireland as a means to ensure the fulfilment of children’s right to food, as protected under international law. It adopts a comparative approach, assessing the varying strategies adopted across the two jurisdictions and their challenges. Whilst new developments, including the recent expansion of both hot meal provision in Ireland and universal free school meals in Wales and Scotland, are welcomed, the article argues that school meal policies across the UK and Ireland need to be radically rehauled if they are to make any headway in the realisation of children’s right to food.
Recent attempts to systematise the constitutional protection of children’s rights by creating constitutional typologies have been a useful first step in theorising this growing field. These efforts have focused on the wording of constitutions rather than their application, while forms of constitutional protection that are less textually explicit and more difficult to detect have received limited attention. By exploring the constitutional protection of children’s rights in France, this article demonstrates that some constitutions poor in explicit provisions on children’s rights can provide valuable protection through their general provisions. The article further argues that constitutional typologies of children’s rights protection should be expanded to encompass non-liberal constitutions.