Not Listening to a Child as a Form of Neglect - Essay Example

IS NOT LISTENING TO A CHILD A FORM OF NEGLECT? HAS THE CHILD’S RIGHTS BEEN VIOLATED? WHY? WHY NOT? 11 April Introduction According to the 1989 convention on the rights of the child, childrens rights ought to be heard and this is considered essential in this present generation. However, it has been difficult to implement the resolutions due to the diverse attitudes towards children in different parts of the world. According to Alderson (2000), various stereotypes can be associated with exclusion of children from participating in matters affecting them; that is, they are rarely given time to express themselves. Most adults’ think that children, if listened to, will be putting a lot of burden on the adults, and they associate this with an array of reasons. Some of the reasons advanced include arguments that children are incompetent, that parents know what is best for their children and that children lack sound judgment among other reasons. Berrige (2007) asserts that such perceptions have denied children their rights for a long time, but with the world changing and sensitization increasing, people are starting to listen to children. In the United Kingdom for instance, the 2014 Children and Families Act was geared towards improving services for the children in danger, especially the looked after children managed by local authorities (Berrige 2007). Often, it has been found that children if given a chance will realize their potential of not only having views and perspectives to air, but also, their expressions can contribute to matters affecting the realization of their rights and welfare in a positive way (Lansdown 2004). Everywhere in the world today, governments, institutions, nongovernmental organizations and international bodies are striving to ensure that the childs right to be heard is implemented, and the United Kingdom is not going to lag behind (Wald 1976). Therefore, its crucial to understand these rights and how they are to be applied to all age groups, and the necessary strategies that should be in place so as to achieve proper and reasonable involvement in decision-making. However, the real challenge is the application of past findings and integrating them in the participation of children for the sustainability of their rights. Children’s Rights to Be Heard It is apparent from stereotypes and perceptions that the rights of children have been neglected hence impacting on the development of children. According to Lansdown (2005), listening to childrens expressions and experiences at school, home or other environmental settings helps in raising their esteem, social skills, and cognitive abilities. Therefore, the more children are involved and engaged, the more they increase their competence, confidence and acquisition of other skills. It is important as a parent or for any responsible person to positively engage them through listening them, as it will contribute positively to their mental and psychological growth. Marginalized children and those who are vulnerable in society especially the looked after face a challenge in realizing their potential, thus they should be provided with support through participatory engagement and listening to their demands and needs (Howe and Covell 2005). Listening to children also helps challenge situations of violence, discrimination, injustices or other related threats therefore serving to protect children. Silencing children means that any injustices against them are kept in the dark, while the abusers get protected rather than the children. Jones and Welch (2010) affirm that, if children are encouraged to speak and are listened to, then it will rather be easier for any violations to be exposed. It boosts their confidence and raises their self-esteem if they are allowed to voice their needs and it is through listening that any abuses or violations can be learned from parents or relevant authorities (Jones and Welch 2010). It is important to note that protective approaches that make children entirely dependent on adults for support may present the risk of the children being abandoned without resources once the protection is withdrawn. The plight of neglecting children and not being listened to, has led to various governments passing legislations that govern how children are handled and the kind of care they receive. In the England, the government has demonstrated its commitment towards securing the future of children by passing laws that ensure good development of these children, especially vulnerable groups such as looked after children (Great Britain 2010). Looked after children according to studies are found to relatively underperform in matters of education compared to their peers thus the reason why they are a group of concern and the government has moved to put legislations to reduce these disparities (Great Britain 2010). Petersen, Joseph and Feit (2014) highlight the reasons associated to these under-achievements to include; too much time out of school, unmet psychological and mental needs that impact on education, instability of care institutions and inability of caregivers to provide support for learning. The government in partnership with local authorities and other stakeholders has shown determination to bridge the gap. The 2004 Children Act mandated local authorities to promote educational achievement of looked after children (Great Britain and Francis 2014). Section 52 of the Act states that local authorities should safeguard and promote the welfare of looked after children by giving them the necessary attention to their education requirements and their welfare. The regulation (Great Britain 2012) stipulates that schools are expected to take a proactive approach when dealing with these types of children, by cooperating and supporting them through listening and involving them in matters that concern them. The government has set up various recommendations that will ensure that children are listened to and necessary steps are taken. The Munro report reduced bureaucracy so that social workers will be free to the children (Paton and Munro 2006). It is also clear that the government listens to children under care through the "Tell Tim", website where the children can get in touch with the minister responsible for children affairs directly thus enhancing communication (Lemay and Ghazal 2007). Similarly, there are regular ministerial meetings with groups of children in care to listen to their experiences and any issues. The government stresses that children require long-term care and support if they are going to develop well. The number of placement centers is relatively small compared to the number of children who are supposed to be under the care, and this result in instability. The government therefore issued revised care planning, placements and case review guidance in 2011 (Harker, Dobel-Ober, Berrige and Sinclar 2004). It aimed at improving the quality of being in time concerning making a decision on matters related to childcare and finding permanent placement. The 2008 Children and Young Persons Act gives the provision of commissioning services which local authorities should follow, when considering making the placement decisions for looked after children (Goddard 2000). According to Goddard (2000), it is their duty to protect the welfare of the child whose priority is to be reunited with parents for the best interest of the child; that is after consulting with the child. In the event that it becomes challenging for the child to reunite with parents, the act gives other provisions that in turn drive the planning and commissioning processes. The governments directive is for the local authorities to improve how they plan and commission services of the looked after children, while taking into account a range of issues and factors, including the views of the children. To show full commitment in 2011, the government included extra financing in the local authority formula grant to support local authorities reviewing and making improvements to the commissioning processes. Therefore, the government of England has shown commitment to the department for education business plan to roll out interventions for children in the care of local partnerships (Lansdown 2005). The department works with sector stakeholders to draw on learning of looked after children through pilot programs, to test commissioning models. Its aim is to move towards a fully spectral owned program that operates in the course of the period. Conclusion It is conclusive that children have a right to heard if they are going to develop in order to realize their potential. The vulnerable groups in society such as looked after children need to be given much attention, as they are in situations dealing with greater problems in their lives. They are faced with challenges and struggle with past experiences thus one-on-one attention is required if they are to perform as par their fellow peers. The challenge of giving children a chance to voice their views requires the governments to introduce various policies and regulations that will protect the children and create conducive environments for them as evidenced in England. It is therefore necessary to recognize the potential and unique contributions of children in the society hence prioritize their welfare. References Alderson, P., 2000. Young Childrens Rights: Exploring Beliefs, Attitudes, Principles, and Practice. Philadelphia, P: J. Kingsley. Berridge, D., 2007. Theory and Explanation in Child Welfare: Education and Looked‐After Children. Child & Family Social Work, 12(1), 1-10. Goddard, J., 2000. The Education of Looked After Children. Child and Family Social Work, 5(1), 79-86. Great Britain, 2010. Childrens Rights: Government Response to the Committees Twenty-Fifth Report of Session 2008-09: Tenth Report, Session 2009-10: Report, together with Written Evidence and Formal Minutes. London: The Stationery Office. Great Britain and Francis, H., 2014. Legal Aid: Children and The Residence Test: First Report of Session 2014-15: Report, together with Formal Minutes. London: Stationery Office Limited. Great Britain, 2012. The Government Response to the Family Justice Review: A System with Children and Families at Its Heart. Norwich: The Stationery Office. Harker, R. M., Dobel‐Ober, D., Berridge, D. and Sinclair, R., 2004. More than the Sum of Its Parts? Inter‐Professional Working in the Education of Looked After Children. Children & Society, 18(3), 179-193. Howe, R. B. and Covell, K., 2005. Empowering Children: Childrens Rights Education as a Pathway to Citizenship. Toronto: University of Toronto Press. Jones, P. and Welch, S., 2010. Rethinking Childrens Rights: Attitudes in Contemporary Society. New York: Continuum International Publishing Group. Lansdown, G., 2004. Participation and Young Children. Early Childhood Matters, 103, 4-14. Lansdown, G., 2005. Can You Hear Me? 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