A Rights-Based Preventative Approach for Psychosocial Well-being in Childhood (eBook)

Murli Desai (Autor)

eBook Download: PDF

2010 | 2010
XXIV, 404 Seiten
Springer Netherland (Verlag)
978-90-481-9066-9 (ISBN)

Infos

Children are one of the most important phase of human development and the most important target group for social work intervention. Most of the schools of human development and social work round the world have an elective course on children and some offer a concentration in this area. There are plenty of textbooks on intervention with children published by Western authors, focusing on useful theories and skills but mainly at the remedial level. They neither use the preventative approach nor the child rights perspective, which has been found useful in the developing nations. The books on child rights are generally published by the United Nations Children's Fund (UNICEF) and other international organisations working in the field of children such as Save the Children. These books focus on the useful child rights perspective but they neither integrate theories nor use the preventative approach. The proposed book A Rights-based Preventative Approach for Children's Psychosocial Well-Being: will be the first to apply the child rights perspective and the preventative approach to intervention for children's psychosocial well-being. It is an integration of theories with practice and teaching relevant in different parts of the world. The book is divided into the following three parts: Part 1: Introduction to a Rights-based Preventative Approach for Children's Psychosocial Well-Being.- Part 2: Primary Prevention for Children's Psychosocial Well-Being.- Part 3: Secondary and Tertiary Prevention for Children's Psychosocial Well-Being

Prof. Murli Desai has a doctorate in social work from the Washington University in St. Louis, United States of America. She was a faculty member for 22 years at the Tata Institute of Social Sciences, Mumbai, India, giving leadership to the fields of family studies and social work education and was invited to undertake national-level assignments in both the fields. She served as a Senior Visiting Fellow for two years at the National University of Singapore and now works as a Professor at the Seoul National University. She has authored two books, edited seven books and guest edited 11 special issues of journals. She has served as the Associate Editor of The Indian Journal of Social Work and the Managing Editor of the Asia Pacific Journal of Social Work and Development. She was an elected Member of the Board of Directors of the International Association of Schools of Social Work for two terms.

Inhalt

Preface 6
Contents 10
List of Charts 22
Part I Introduction to a Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood 23
Introduction to Part I 23
Teaching–Learning Objectives 23
Chapter Plan 23
Recommended Reading 24
1 Theories of Child Development and Vulnerability in Childhood 25
1.1 Concepts of Human Development 25
1.1.1 The Biological System 25
1.1.2 The Psychological System 26
1.1.3 The Societal System 26
1.1.4 Stages of Development 26
1.2 Theories of Child Development 26
1.2.1 Theories of Cognitive Development 27
1.2.1.1 Key Concepts of Cognition 27
1.2.1.2 Cognitive Development 27
1.2.2 Theories of Psychosocial Development 29
1.2.2.1 Stages of Development 29
1.2.2.2 Developmental Tasks 30
1.2.2.3 Psychosocial Crises 31
1.2.3 Critique of Theories of Child Development 31
1.3 Social Construction of Childhood Vulnerability 32
1.3.1 Adultism and Protective Exclusion in Childhood 32
1.3.2 Social Construction of Childhood and Adolescence 34
1.3.2.1 Social Construction of Childhood 34
1.3.2.2 Social Construction of Adolescence 35
1.3.3 Western Scientific Construction of ''Normal'' Childhood 36
1.3.3.1 Universal Chronologisation Negating Variations in Movement Through Childhood 36
1.3.3.2 Discontinuity of Childhood 37
1.3.3.3 Confusion over Adolescence as a Stage in Childhood and in Youth 38
1.3.3.4 Social Construction of Deviance 38
1.3.4 Conclusion 39
1.4 Ecological Context of Childhood Vulnerability 39
1.4.1 Ecological Perspective on Childhood 39
1.4.2 Childhood Vulnerability in Patriarchal Family 40
1.4.3 Development, Liberalisation and Globalisation Aggravating Childhood Vulnerability 41
1.4.4 Conclusion 42
1.5 Concepts and Cycle of Problems in Childhood and Adult Life 42
1.5.1 Need to Redefine Concepts 42
1.5.2 Cycle of Problems in Childhood 42
1.5.3 Neglect in Childhood 43
1.5.4 Abuse in Childhood 44
1.5.5 Commercial Exploitation in Childhood 44
1.5.6 Conflict with Law in Childhood 45
1.5.7 Effects in Childhood 46
1.5.8 Implications for Adult Life 46
Note 48
References 48
2 The Child Rights Perspective 51
2.1 Pre-rights Policy Perspectives for Children 51
2.1.1 Laissez-faire and Patriarchy Perspective 51
2.1.2 State Paternalism and Child Protection Perspective 51
2.1.3 Defence of the Birth Family and Parents' Rights Perspective 51
2.2 The Child Rights Perspective 52
2.2.1 History of the United Nations Convention on the Rights of the Child 52
2.2.2 Needs Versus Rights Approach 53
2.2.3 Concepts of Child Rights 54
2.2.4 Review of the United Nations Convention on the Rights of the Child 55
2.3 Categories of Child Rights 56
2.3.1 Child Right to Family Care 56
2.3.1.1 Right to Family Care and Relations 57
2.3.1.2 Child Right to Parenting by Both Parents and Family Right to Assistance for Childcare 57
2.3.1.3 Child Right Not to Be Separated from Parents 58
2.3.1.4 Child Right to Reunification with Parents 58
2.3.2 Child Right to Development 59
2.3.2.1 Health and Nutrition Rights 59
2.3.2.2 Education Rights 60
2.3.2.3 Rest, Recreation and Cultural Rights 61
2.3.3 Child Right to Participation 61
2.3.3.1 Right to Expression of Views 62
2.3.3.2 Right to Communication of Information 62
2.3.3.3 Rights to Freedom 62
2.3.4 Child Right to Protection 63
2.4 Principles of Child Rights 63
2.4.1 Primary Consideration to Dignity and the Best Interests of the Child 64
2.4.2 Indivisibility and Interdependence of Child Rights and Holistic Approach 65
2.4.3 Universality, Equality, Non-discrimination and Inclusion of the Marginalised Among Children 65
2.4.4 State and Societal Accountability 66
References 68
3 A Conceptual Framework for Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood 69
3.1 Conceptual Framework for Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood 69
3.1.1 Foundation 69
3.1.2 Objectives and Principles from the Child Rights Perspective 69
3.1.2.1 Objectives of Child Rights 69
3.1.2.2 Principles of Child Rights 69
3.1.3 Goals from the Prevention Model of Health Care 70
3.1.4 Definition of Psychosocial Well-Being from the Theories of Positive Psychology 70
3.1.5 Intervention Aspects from Social Work Profession 70
3.1.5.1 Social-Work Approaches 70
3.1.5.2 Social-Work Attitudes 72
3.1.5.3 Social-Work Ethical Principles 72
3.1.5.4 Psychosocial Methods and Techniques of Social Work 72
3.1.5.5 Organisational Setup 73
3.2 Preventative Framework for Well-Being in Childhood 73
3.2.1 Current Classification of Child Welfare Services 73
3.2.2 Preventative Framework for Well-Being in Childhood 74
3.3 Approaches of Intervention with Children 74
3.3.1 Person-Centred Approach 74
3.3.2 Strengths-Based Approach 76
3.3.3 Participatory Approach 77
3.3.3.1 Child Right to Communication of Information 78
3.3.3.2 Child Right to Expression of Views 78
3.3.3.3 Child Right to Freedom 78
3.3.3.4 Children as Resourceful 78
3.3.3.5 Children's Agency 79
3.3.3.6 Child Responsibilities 79
3.3.3.7 Benefits of Child Participation 79
3.3.3.8 Participatory Approach to Intervention 80
3.3.3.9 Child-Friendly Participatory Process 80
3.3.4 Empowerment-Focused Approach 81
3.4 Attitudes in Intervention with Children 82
3.4.1 Warmth 82
3.4.2 Humility 82
3.4.3 Empathy 83
3.5 Skills for Intervention with Children 83
3.5.1 Barriers in Communication 83
3.5.2 Open Communication 84
3.5.2.1 Asking Questions 84
3.5.2.2 Use of Non-discriminatory Language 84
3.5.2.3 Sensitive Listening 85
3.5.3 Feedback Skills 86
3.5.3.1 Paraphrasing 86
3.5.3.2 Probing 86
3.5.3.3 Responding with Empathy 87
3.5.4 Use of Play and Humour 88
3.5.4.1 Play 88
3.5.4.2 Humour 88
3.6 Ethical Principles of Intervention with Children 89
3.6.1 Self-Determination 89
3.6.2 Informed Consent 89
3.6.3 Professional Boundaries 90
3.6.4 Confidentiality 90
References 90
Part II Primary Prevention for Psychosocial Well-Being in Childhood 92
Introduction to Part II 92
Introduction to Primary Prevention 92
Goals of Primary Prevention 92
Psychosocial Skills 92
Importance of Psychosocial Skills 93
Psychosocial Skill Education 93
Psycho-educational Group Work for Development of Psychosocial Skills 94
Teaching–Learning Objectives 94
Chapter Plan 95
Tutorial Plan 95
Recommended Reading 97
References 97
4 Methodology of Psycho-educational Group Work 99
4.1 Concepts of Psycho-educational Group Work 99
4.2 Methodologies 99
4.2.1 Experiential Learning 100
4.2.2 Group Process 101
4.2.2.1 Self-Awareness and Complementarity 101
4.2.2.2 Requirements of Effective Teamwork 101
4.2.2.3 Democratic Decision-Making 101
4.2.3 Facilitation Approach 102
4.3 Methods 103
4.3.1 Lecturettes 103
4.3.2 Pairing and Sharing, Small and Large Group Activities 103
4.3.3 Role-Plays and Simulations 104
4.3.3.1 Practice Psychosocial Skills 104
4.3.3.2 Stimulate Discussion on Complex Issues 104
4.3.3.3 Re-enact Past Experiences 104
4.3.4 Rounds and Brainstorming 104
4.3.5 Workshops 105
4.3.6 Self-Reflection and Expression 105
4.4 Tools 106
4.4.1 Case Studies 106
4.4.2 Local Stories and Songs 106
4.4.3 Games and Exercises 106
4.4.4 Energisers 107
4.4.5 Audio-Visual Aids 107
4.5 Discussion 108
4.5.1 Utility of Discussion 108
4.5.1.1 Processing an Activity 108
4.5.1.2 Processing Content 108
4.5.1.3 Stimulating Thinking Skills 108
4.5.1.4 Awareness of Attitudes 109
4.5.1.5 Participant Involvement 109
4.5.2 Techniques of Leading a Discussion 109
4.5.2.1 Asking Questions 109
4.5.2.2 Probing 111
4.5.2.3 Redirecting Questions and Comments 111
4.5.2.4 Referencing Back 111
4.6 Programme Planning 111
4.6.1 Components of a Programme Plan 111
4.6.2 Background for Planning 112
4.6.3 Baseline Assessment of Needs and Expectations 112
4.6.4 Objectives 112
4.6.5 Topics and Schedule 113
4.6.6 Planning the Opening Session 113
4.6.6.1 Setting Ground Rules 113
4.6.6.2 Formation of Committees 114
4.6.7 Planning Topicwise Sessions 115
4.6.7.1 Topicwise Plan 115
4.6.7.2 Estimation of Time 116
4.6.8 Planning the Closing Session 116
4.6.9 Organisational Plan 117
4.6.9.1 Venue 117
4.6.9.2 Equipment and Stationery 117
4.6.9.3 Use of Flannel Boards 117
4.6.9.4 Budget 118
Note 118
References 118
5 Enrichment of Self-Awareness 120
5.1 Concepts of Self-Awareness 120
5.2 Self-Identity 121
5.2.1 Concepts of Self-Identity 121
5.2.2 Individual-Level Self-Identity 122
5.2.3 Group-Level Self-Identity 122
5.2.4 Activities 123
5.3 Self-Esteem 126
5.3.1 Concepts of Self-Esteem 126
5.3.2 Self-Acceptance 126
5.3.3 Self-Worth 126
5.3.4 Self-Love 126
5.3.5 Self-Confidence 127
5.3.6 Assertiveness 127
5.3.7 High Self-Esteem 128
5.3.8 Low Self-Esteem 129
5.3.9 Activities 129
References 133
6 Enrichment of Proactive Thinking Skills 135
6.1 Concepts of Proactive Thinking Skills 135
6.1.1 Reactive Thinking 135
6.1.2 Proactive Thinking 135
6.2 Reframing Irrational Thinking with Rational and Critical Thinking Skills 136
6.2.1 Irrational Thinking 136
6.2.2 Rational and Critical Thinking Skills 137
6.2.3 Activities 138
6.3 Reframing Rigid Thinking with Flexible and Creative Thinking Skills 139
6.3.1 Rigid Thinking 139
6.3.2 Flexible and Creative Thinking Skills 140
6.3.3 Activities 141
6.4 Reframing Protective Thinking with Self-Responsibility 143
6.4.1 Passive Protectivity 143
6.4.2 Aggressive Protectivity 145
6.4.3 Distorting the Truth 146
6.4.4 Rationalisation 146
6.4.5 Self-Responsibility 146
6.4.6 Activities 147
6.5 Reframing Negative Thinking with Positive Thinking Skills 148
6.5.1 Negative Thinking 148
6.5.2 Positive Thinking Skills 149
6.5.3 Activities 150
References 153
7 Enrichment of Emotional Intelligence 155
7.1 Concepts of Emotional Intelligence 155
7.1.1 Emotions 155
7.1.2 Emotional Intelligence 155
7.1.3 Linkage Between Thinking and Emotions 156
7.2 Emotional Awareness and Expression 156
7.2.1 Awareness and Expression of Emotions in Self 156
7.2.2 Awareness of Emotions in Others/Empathy 157
7.2.3 Activities 157
7.3 Regulating Negative Emotions 158
7.3.1 Concept of Regulating Negative Emotions 158
7.3.1.1 Messages of Negative Emotions 158
7.3.1.2 Types of Negative Emotions 159
7.3.1.3 Effects of Negative Emotions 159
7.3.1.4 Regulating Negative Emotions 160
7.3.2 Anger 161
7.3.2.1 Regulating Anger 161
7.3.2.2 Coping with Someone Else's Anger 162
7.3.3 Hurt 163
7.3.4 Sadness 163
7.3.5 Fear and Anxiety 164
7.3.6 Activities 165
7.4 Enrichment of Positive Emotions 166
7.4.1 Concepts of Enrichment of Positive Emotions 166
7.4.2 Love 166
7.4.2.1 Capacity to Love 166
7.4.2.2 Unconditional Love 166
7.4.3 Joy and Happiness 167
7.4.4 Smile, Humour and Laughter 167
7.4.4.1 Smile 167
7.4.4.2 Humour and Laughter 168
7.4.5 Activities 168
References 171
8 Enrichment of Interpersonal Relationship Skills 173
8.1 Concepts of Interpersonal Relationship Skills 173
8.2 Interdependence in Relationships 173
8.2.1 Cohesion 173
8.2.2 Adaptability 174
8.2.3 Activities 174
8.3 Positive Perception of Others 175
8.3.1 Egalitarian Perception 175
8.3.2 Recognition of Strengths 175
8.3.3 Acceptance and Respect 176
8.3.4 Celebration of Differences 176
8.3.5 Activities 177
8.4 Positive Feelings for Others 178
8.4.1 Warmth 178
8.4.2 Humility 178
8.4.3 Empathy 178
8.4.4 Activities 179
8.5 Win–Win Goals in Relationships 180
8.5.1 Concepts 180
8.5.1.1 Goal of Win–Lose 180
8.5.1.2 Goal of Lose–Win 180
8.5.1.3 Goal of Win–Win 181
8.5.2 Activity 181
8.6 Collaborative Conflict Management Skills 182
8.6.1 Types of Interpersonal Conflict 182
8.6.2 Self-Fulfilling Prophecy in Conflicts 182
8.6.3 Collaborative Conflict Management Skills 183
8.6.3.1 Attitude Adjustment 183
8.6.3.2 Reducing Defensiveness in Others 183
8.6.3.3 Understanding the Other Person's Perception of the Conflict 184
8.6.3.4 Steps for Collaborative Conflict Management 184
8.6.3.5 Agreement to End the Conflict 185
8.6.4 Activities 185
References 187
9 Enrichment of Interpersonal Communication Skills 189
9.1 Concepts of Interpersonal Communication Skills 189
9.1.1 Interpersonal Communication 189
9.1.2 Interpersonal Communication Skills 190
9.2 Verbal Communication Skills 190
9.2.1 Verbal Communication and Context 190
9.2.2 Open Communication Skills 191
9.2.3 Activities 192
9.3 Body Language Skills 195
9.3.1 Concepts of Body Language 195
9.3.2 Functions of Body Language 196
9.3.3 Difference Between Verbal and Body Language 196
9.3.4 Non-verbal Cues 197
9.3.4.1 Paralanguage 197
9.3.4.2 Appearance 197
9.3.4.3 Gestures 197
9.3.4.4 Touch 197
9.3.4.5 Use of Space 197
9.3.4.6 Use of Time 198
9.3.5 Modes of Body Language 198
9.3.6 Activities 199
9.4 Sensitive Listening Skills 199
9.4.1 Barriers in Listening 199
9.4.2 Sensitive Listening Skills 200
9.4.3 Activities 201
9.5 Feedback Skills 201
9.5.1 Negative Feedback Skills 202
9.5.1.1 Giving Negative Feedback 202
9.5.1.2 Receiving Negative Feedback 202
9.5.2 Positive Feedback Skills 203
9.5.2.1 Giving Positive Feedback 203
9.5.2.2 Receiving Positive Feedback 203
9.5.3 Activities 204
References 204
10 Family Life Education 206
10.1 Concepts of Family Life Education 206
10.1.1 Family and Household 206
10.1.2 Family in the Ecological Perspective 206
10.1.3 Types of Families 207
10.1.4 Family Life Education 207
10.2 Enrichment of Family Dynamics 207
10.2.1 Family Identity 207
10.2.1.1 Group-Level Family Identity 207
10.2.1.2 Unique-Level Family Identity 208
10.2.2 Family Composition 208
10.2.3 Family Development 209
10.2.3.1 Stages of Family Development 209
10.2.3.2 Family Developmental Tasks 209
10.2.3.3 Family Developmental Transitions 209
10.2.3.4 Family Adaptability 210
10.2.4 Family Relationships 210
10.2.5 Family Activities 211
10.2.6 Activities 211
10.3 Democratic Family Structure 215
10.3.1 Family Structure 215
10.3.1.1 Family Ideologies 215
10.3.1.2 Family Functional Orientation 216
10.3.1.3 Family Rules 216
10.3.1.4 Family Roles 216
10.3.1.5 Power in Family 216
10.3.1.6 Democratic Family Structure 217
10.3.2 Sexism and Rights of Women 217
10.3.2.1 Sexism 217
10.3.2.2 Human Rights of Women 218
10.3.3 Adultism and Rights of Child 218
10.3.4 Ageism and Rights of Elderly 218
10.3.4.1 Ageism 218
10.3.4.2 Human Rights of Older Persons 219
10.3.5 Democratic Family Decision-Making 219
10.3.6 Activities 220
10.3.6.1 Activity 11: Self-Disclosure of Gender Experiences 220
References 225
11 Parenting Education 227
11.1 Concepts of Parenting Education 227
11.1.1 Importance and Steps of Parenting Education 227
11.1.2 Content of Parenting Education 228
11.2 Marital Relationship Skills 228
11.2.1 What Is Marriage 228
11.2.2 Attachment with Parents in Infancy 229
11.2.3 Marital Relationship Skills 229
11.3 Assertive Parenting Skills 231
11.3.1 Self-Identity as Parents 231
11.3.2 Assertive Parenting Style 231
11.3.3 Appreciation for Child's Play 232
11.3.4 Assertive Communication with the Child 233
11.3.4.1 Problems in Communication 233
11.3.4.2 Positive Communication 234
11.3.5 Developing Child's Life Skills 235
11.3.5.1 Build Self-Esteem in the Child 235
11.3.5.2 Develop Child's Emotional Intelligence 235
11.3.5.3 Promote Children's Independence in Problem Solving 235
11.3.6 Positive Disciplining of the Child 235
11.3.6.1 History of Disciplining Methods 235
11.3.6.2 Positively Dealing with the Child's Problem Behaviour 236
11.4 Age-Appropriate Development Interventions 237
11.4.1 Development Needs in Infancy 238
11.4.2 Development Needs in Toddlerhood 238
11.4.3 Development Needs in Preschoolage 239
11.4.4 Development Needs in Middle Childhood 239
11.4.5 Developmental Needs in Adolescence 240
References 240
Part III Secondary and Tertiary Prevention for Psychosocial Well-Being in Childhood 242
Introduction to Part III 242
Introduction to Secondary Prevention 242
Goals of Secondary Prevention of Neglect in Childhood 242
Interventions for Secondary Prevention 242
Introduction to Tertiary Prevention 243
Goals of Tertiary Prevention of Abuse and Commercial Exploitation in Childhood 243
Goals of Tertiary Prevention of Conflict with Law in Childhood 243
Systems and Interventions for Tertiary Prevention 244
Teaching–Learning Objectives 244
Chapter Plan 245
Tutorial Plans 245
Case Discussions 245
Visits 246
Recommended Reading 246
12 Process of Casework with Children and Their Families 248
12.1 Concepts of Process of Casework 248
12.2 Interview with Children and Their Families 249
12.2.1 Social Work Interview 249
12.2.2 Interview Setting 250
12.2.2.1 Desk 250
12.2.2.2 Play Media 250
12.2.3 Planning an Interview 251
12.2.4 Interview Transitions 251
12.2.5 Summarising 252
12.3 Initial Stages of Casework with Children and Their Families 252
12.3.1 Engagement 252
12.3.1.1 General 252
12.3.1.2 Engagement with Parents 253
12.3.1.3 Engagement with Children 253
12.3.1.4 Engagement with Families 254
12.3.2 Assessment 255
12.3.2.1 General 255
12.3.2.2 Assessing the Problem 255
12.3.2.3 Assessing the Strengths 257
12.3.2.4 Comprehensive Assessment 258
12.3.2.5 Sources of Assessment 260
12.3.2.6 Observation of Children 260
12.3.2.7 Observation of Family 261
12.3.2.8 Home Visits 261
12.3.2.9 Tools for Assessment 261
12.3.3 Planning 263
12.3.3.1 Goal Setting 263
12.3.3.2 Action Planning 263
12.3.3.3 Contracting 264
12.4 Concluding Stages of Casework with Children and Their Families 264
12.4.1 Evaluation 264
12.4.1.1 Purpose and Levels 264
12.4.1.2 Formative Evaluation/Monitoring 265
12.4.1.3 Evaluation of Effectiveness 265
12.4.1.4 Evaluation of Efficiency 267
12.4.1.5 Evaluation Through Follow-Up 267
12.4.2 Termination 268
12.4.2.1 Planned Termination 268
12.4.2.2 Unplanned Termination 268
References 271
13 Case Management with Children and Their Families 273
13.1 Concepts of Case Management 273
13.1.1 Importance of Case Management 273
13.1.2 Definition of Case Management 273
13.1.3 Principles of Case Management 274
13.1.4 Tasks of Case Managers 274
13.1.5 Principles of Teamwork for Case Management 274
13.1.6 Techniques of Case Management 275
13.2 Techniques of Direct Intervention with Children and Their Families 275
13.2.1 Giving Information and Advice 275
13.2.2 Teaching and Training Psychosocial Skills 276
13.2.2.1 Psychosocial Skills 276
13.2.2.2 Decision Analysis 276
13.2.2.3 Role-Play 276
13.2.2.4 Use of the Client--Worker Relationship 277
13.2.3 Counselling Children 277
13.2.3.1 Cognitive Restructuring with Children 277
13.2.3.2 Solution-Focused Counselling with Children 278
13.2.3.3 Crisis Intervention 280
13.2.3.4 Play Therapy 281
13.2.4 Working with Parents/Families 283
13.2.4.1 Positive Beliefs About Families 283
13.2.4.2 Intervention with Families 284
13.3 Techniques of System Linkage for Children and Their Families 285
13.3.1 Need for and Problems in System Linkages 285
13.3.1.1 Need for System Linkages 285
13.3.1.2 Problems in System Linkages 285
13.3.1.3 Implications of the Problems with System Linkages 287
13.3.1.4 Techniques of System Linkage 287
13.3.2 Information and Referral 287
13.3.3 Inter-organisational Collaboration 288
13.3.4 Linkages with Natural Support Systems 288
13.3.5 Linkages with Self-Help Groups 288
13.3.6 Conflict Mediation 288
References 290
14 Children at Risk of Neglect and Secondary Prevention 292
14.1 Concepts of Children at Risk of Neglect and Secondary Prevention 292
14.1.1 Children at Risk of Neglect 292
14.1.2 Secondary Prevention 293
14.1.2.1 Goals 293
14.1.2.2 Interventions 293
14.2 Children with Special Needs 293
14.2.1 Situational Analysis 293
14.2.1.1 Children with Neuro-behavioural Disorders 293
14.2.1.2 Children with Disabilities and/or Chronic Illness 294
14.2.2 Interventions 295
14.3 Children of Substance Users 296
14.3.1 Situational Analysis 296
14.3.2 Interventions 296
14.4 Children of HIV/AIDS-Infected/Terminally Ill Parents 297
14.4.1 Situational Analysis 297
14.4.2 Interventions 297
14.5 Children of Divorce 298
14.5.1 Situational Analysis 298
14.5.2 Interventions 299
14.6 Children of Prisoners 299
14.6.1 Situational Analysis 299
14.6.2 Interventions 299
14.7 Child-Headed Households 300
14.7.1 Situational Analysis 300
14.7.2 Interventions 301
14.8 Street Children 301
14.8.1 Situational Analysis 301
14.8.1.1 General 301
14.8.1.2 Conflict with the Law 302
14.8.1.3 Exploitation of Street Children 303
14.8.1.4 Substance Abuse 303
14.8.1.5 HIV/AIDS Among Street Children 303
14.8.2 Interventions 303
14.8.2.1 Level of Work 303
14.8.2.2 Structures of Work 304
14.8.2.3 Immediate Needs 304
14.8.2.4 Health Care 304
14.8.2.5 Reintegration 304
References 306
15 Children in Emergency Situations and Secondary Prevention 307
15.1 Concepts of Children in Emergency Situations and Secondary Prevention 307
15.1.1 Children in Emergency Situations 307
15.1.2 Secondary Prevention 307
15.1.2.1 Goals 307
15.1.2.2 Interventions 308
15.2 Children Affected by Emergency Situations in General 308
15.2.1 Situational Analysis of Children in Emergencies 308
15.2.2 Rights of Children in Emergency Situations 309
15.2.3 Intervention 310
15.2.3.1 Psychosocial Intervention 310
15.2.3.2 Guiding Principles on Unaccompanied and Separated Children 311
15.3 Children Affected by Environmental Disasters 313
15.3.1 Concepts of Environmental Disasters 313
15.3.2 Intervention 314
15.4 Children Affected by Ethnic/Armed Conflicts 314
15.4.1 Concepts of Ethnic/Armed Conflicts 314
15.4.2 Situational Analysis of Children in Ethnic/Armed Conflicts 314
15.4.3 Child Rights for Protection in Ethnic/Armed Conflict 315
15.4.4 Intervention 316
15.5 Child Refugees 317
15.5.1 Concept of Refugees 317
15.5.2 Situational Analysis of Child Refugees 317
15.5.3 Rights of Child Refugees 318
15.5.4 Role of the United Nations Refugee Agency 318
15.5.5 Intervention 318
15.5.5.1 Emergency Care 318
15.5.5.2 Durable Long-Term Solutions 319
References 320
16 Systems for Tertiary Prevention for Children 321
16.1 Concepts of Systems for Tertiary Prevention for Children 321
16.1.1 Goals of Tertiary Prevention 321
16.1.1.1 Goals of Tertiary Prevention of Abuse and Commercial Exploitation in Childhood 321
16.1.1.2 Goals of Tertiary Prevention of Conflict with Law in Childhood 322
16.1.2 Systems and Interventions for Tertiary Prevention for Children 322
16.2 Juvenile Justice System 323
16.2.1 Concepts of Juvenile Justice System 323
16.2.2 Retributive Versus Restorative Justice 323
16.2.3 Child Rights for Restorative Justice 325
16.2.3.1 Importance of Children's Views in Judicial Proceedings 325
16.2.3.2 Rights of Child Victims and Witnesses of Crime 325
16.2.3.3 Child-Sensitive Judicial Procedures 326
16.2.3.4 Multi-system Approach 326
16.2.3.5 Safeguards During Criminal Proceedings 326
16.2.3.6 Civil Remedies 326
16.2.4 Child Advocacy Interventions for Restorative Justice 327
16.2.4.1 Facilitate Child Rights in the Judicial Proceedings 327
16.2.4.2 Victim--Offender Mediation 327
16.2.4.3 Rehabilitation of the Child 328
16.2.4.4 Treatment of Offenders 328
16.3 Substitute Child Welfare 328
16.3.1 Concepts and History of Substitute Child Welfare 328
16.3.2 Concerns in Substitute Child Welfare 329
16.3.3 Child Right to Biological Parental Care 329
16.3.4 Intervention 331
16.3.4.1 Principles for Child Placement in Substitute Care 331
16.3.4.2 Family Preservation Services 332
16.3.4.3 Permanency Planning 332
16.3.4.4 Standards of Substitute Child Welfare 332
16.4 Foster Family Care of Children 334
16.4.1 Concepts of Foster Family Care 334
16.4.1.1 Definition 334
16.4.1.2 History 334
16.4.1.3 Types 334
16.4.1.4 Limitations 335
16.4.2 Child Rights in Foster Family Care 335
16.4.3 Intervention 336
16.4.3.1 Intake and Assessment of the Child and His/Her Natural Family 336
16.4.3.2 Selection of a Foster Family 336
16.4.3.3 Placement of the Child 337
16.4.3.4 Facilitation of Child's Separation from the Natural Family 337
16.4.3.5 Involvement of the Natural Parents 337
16.4.3.6 Supervision of the Foster Family 338
16.4.3.7 Psycho-educational Group Work 338
16.4.3.8 Child's Reunification with the Natural Family 338
16.5 Child Adoption 339
16.5.1 Concepts of Child Adoption 339
16.5.2 Child Rights in Adoption 339
16.5.3 Intervention 341
16.5.3.1 Counselling the Natural Parents 341
16.5.3.2 Study and Selection of Adoptive Parents 342
16.5.3.3 Counselling the Adoptive Parents 342
16.5.3.4 Post-adoption Services 342
16.6 Institutional Childcare 343
16.6.1 Concepts of Institutional Childcare 343
16.6.1.1 History 343
16.6.1.2 Definition 343
16.6.1.3 Types 343
16.6.1.4 Use 343
16.6.1.5 Disadvantages 344
16.6.2 Intervention 345
16.6.2.1 Aims 345
16.6.2.2 Physical Facilities 345
16.6.2.3 Staff-Training 346
16.6.2.4 Child's Participation in the Institution and the Community Life 346
References 347
17 Abuse in Childhood and Tertiary Prevention 349
17.1 Concepts of Abuse in Childhood and Tertiary Prevention 349
17.1.1 Child Abuse 349
17.1.2 Tertiary Prevention 350
17.1.2.1 Goals 350
17.1.2.2 Interventions 350
17.2 Causes of Child Abuse 351
17.2.1 Psychosocial Theories of Child Abuse 351
17.2.1.1 Individual-Level Causes 351
17.2.1.2 Family-Level Causes 351
17.2.2 Critical Theories of Child Abuse 352
17.2.2.1 Poverty 352
17.2.2.2 Patriarchy 352
17.2.2.3 Adultism 352
17.2.3 Cycle of Abuse 352
17.3 Child Right to Protection from Abuse 353
17.4 Assessment of Child Abuse 354
17.4.1 Types of Assessment 354
17.4.2 Interview and Observation of the Child 354
17.4.3 Interview and Observation of the Family Members 355
17.4.4 Interview of the Abuser 356
17.5 Psychosocial Intervention in Child Abuse 356
17.5.1 Dealing with Guilt 356
17.5.2 Treating Fears and Anxiety 356
17.5.3 Treating Behavioural Problems 357
17.5.4 Rebuilding Trust 357
17.6 Emotional and Psychological Abuse of Children 357
17.6.1 Concepts of Emotional and Psychological Abuse of Children 357
17.6.2 Types of Emotional and Psychological Abuse of Children 358
17.6.3 Implications of Emotional and Psychological Abuse of Children 358
17.7 Physical Abuse of Children 358
17.7.1 Concepts of Physical Abuse of Children 358
17.7.2 Assessment of Physical Abuse of Children 359
17.7.3 Intervention with Abusive Parents 360
17.8 Sexual Abuse of Children 360
17.8.1 Concept of Child Sexual Abuse 360
17.8.1.1 Definition 360
17.8.1.2 Types in the Order of Severity 361
17.8.2 Child Sex Abusers 362
17.8.2.1 Paedophiles 362
17.8.2.2 Incestual Sexual Abusers 362
17.8.2.3 Situational Child Sex Abusers 363
17.8.3 Vulnerability to and Pre-conditions of Child Sexual Abuse 363
17.8.4 Impact of Child Sexual Abuse 364
17.8.5 Child Right to Protection from Sexual Abuse 365
17.8.6 Medical Assessment of Child Sexual Abuse 365
17.8.7 Intervention with Child Sexual Abuse 366
17.8.7.1 Facilitating Disclosure 366
17.8.7.2 Treating Feelings of Guilt 366
17.8.7.3 Treating Altered Sense of Self and Self-Esteem 367
17.8.7.4 Managing Traumatic Sexualisation 367
17.8.7.5 Explanation of Child Sexual Abuse 367
17.8.7.6 Protection from Future Victimisation 367
17.8.7.7 Psycho-educational Group Work 368
17.8.7.8 Working with Men and Boys 368
References 369
18 Commercial Exploitation in Childhood and Tertiary Prevention 371
18.1 Concepts of Commercial Exploitation in Childhood and Tertiary Prevention 371
18.1.1 Commercial Exploitation in Childhood 371
18.1.2 Tertiary Prevention 372
18.1.2.1 Goals 372
18.1.2.2 Intervention 372
18.2 Child Labour 373
18.2.1 Concepts of Child Labour 373
18.2.1.1 Child Work 373
18.2.1.2 Child Labour 373
18.2.1.3 Debt Bondage 374
18.2.2 Causes of Child Labour 374
18.2.3 Child Right to Protection from Exploitation for Labour 375
18.2.4 Intervention 375
18.3 Commercial Sexual Exploitation of Children 376
18.3.1 Concepts of Commercial Sexual Exploitation of Children 376
18.3.2 Causes of Commercial Sexual Exploitation of Children 377
18.3.3 Child Prostitution 378
18.3.3.1 Concept of Child Prostitution 378
18.3.3.2 Locations of Child Prostitution 379
18.3.4 Child Pornography 379
18.3.5 Child-Sex Tourism 380
18.3.6 Child Right to Protection from Commercial Sexual Exploitation 381
18.3.7 Intervention 382
18.3.7.1 Street/Mobile Setting 382
18.3.7.2 Drop-in-Centre 382
18.3.7.3 Residential Care 382
18.4 Trafficking and Sale of Children 383
18.4.1 Child Trafficking 383
18.4.1.1 Concepts of Child Trafficking 383
18.4.1.2 Factors Leading to Trafficking 384
18.4.1.3 Modus Operandi of Trafficking 385
18.4.1.4 Impact of Trafficking 385
18.4.2 Sale of Children 386
18.4.3 Child Right to Protection from Trafficking and Sale 387
18.4.4 Intervention 388
18.4.4.1 Identification and Rescue 388
18.4.4.2 Standards for the Treatment of Trafficked Persons 389
18.4.4.3 Rehabilitation 390
References 390
19 Conflict with Law in Childhood and Tertiary Prevention 392
19.1 Concepts of Conflict with Law in Childhood and Tertiary Prevention 392
19.1.1 Conflict with Law in Childhood 392
19.1.1.1 Status Offenders 392
19.1.1.2 Juvenile Delinquents 392
19.1.1.3 Bullying 392
19.1.1.4 Gangs 393
19.1.1.5 Children in Conflict with Law 393
19.1.2 Tertiary Prevention 394
19.1.2.1 Goals 394
19.1.2.2 Interventions 394
19.2 Causes of Conflict with Law in Childhood 394
19.2.1 Scientific Construction of ''Normal'' Childhood 395
19.2.2 Social Construction of Adolescence and Testing of Boundaries 395
19.2.3 Neglect and Abuse 396
19.2.4 Poverty and Class Conflict 396
19.2.5 Neuro-behavioural Disorders 397
19.3 Review of the Retributive Justice for Children 397
19.3.1 Police Violence 397
19.3.2 Detention 398
19.4 Child Rights in the Juvenile Justice System 399
19.4.1 United Nations Convention on the Rights of the Child 399
19.4.2 United Nations Standard Minimum Rules for the Administration of Juvenile Justice 400
19.4.3 United Nations Rules for the Protection of Juveniles Deprived of Their Liberty 401
19.5 Child Advocacy Intervention for Restorative Justice 401
19.5.1 Child Advocacy Interventions for Restorative Justice 401
19.5.2 Prevention of Conflict with Law 402
19.5.3 Decriminalisation of Status Offences 402
19.5.4 Community-Based Diversion for Petty Offences 403
19.5.5 Regulating Detention for Violent Offences 403
19.5.6 Reintegration and Rehabilitation 404
References 405
Index 406

Produkt-Details

• Erscheint lt. Verlag: 2.9.2010
• Reihe/Serie: Children’s Well-Being: Indicators and Research
• Reihe/Serie: Children’s Well-Being: Indicators and Research
• Zusatzinfo: XXIV, 404 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Medizin / Pharmazie ► Allgemeines / Lexika
• Themenwelt: Studium ► Querschnittsbereiche ► Prävention / Gesundheitsförderung
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Sozialpädagogik
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Themenwelt: Sozialwissenschaften ► Soziologie ► Empirische Sozialforschung
• Schlagworte: Casework • Child Development • Children's Psychosocial Well-being • Childrens rights • Child Rights • communication skills • Development • Emotional Intelligence • Family life education • Parenting Education • Preventative Approach • Proactive Thinking Skills • Psycho • Psychosocial Skills • Psychosocial Well-Being • Relationship Skills • Secondary Terti • self-awareness • vulnerability
• ISBN-10: 90-481-9066-5 / 9048190665
• ISBN-13: 978-90-481-9066-9 / 9789048190669