The Role of the Children’s Champion in promoting Children’s Protection, Participation and Power
Children are indisputably the most vulnerable group in societies across the world. Divorce, domestic violence, poverty, conflict, and war affect them the most. For example, McSherry (2004) explores how child neglect and poverty may be related. While it is increasingly less debatable whether children make good spokespersons to champion their cause, as adults we could do better for ourselves if we learned to champion for them (McSherry, 2004: P, 729). For ensuring the well-being and safety of children, nation-states formulate laws and policies, and these are overseen at multiple government levels. In addition to this, agencies such as UNICEF play a role in raising awareness and appealing to governments. One such role created by UNICEF is that of the Children’s Champion. Typically, the Children’s Champion could be sharing stories with friends, telling an MP to act, signing petitions, or raising awareness locally. Simply put, no matter what profession they are in, or what their beliefs are, they unequivocally campaign for children’s cause. “For every Child in Danger” is one of UNICEF’s many mantras for the Children’s Champion Network, to which anyone can sign up. UNICEF has roped in individuals as well as institutions and local authorities to act as Children’s Champions (Laming, 2003). The threefold aim of Children’s Champions as outlines in the various handbooks brought out by UNICEF over the years can be succinctly summarised as promoting protection, participation, and power of children. Let us spend some time on understanding protection, participation, and power. We begin with power, explore protection through laws and policies and finally analyse the importance of participation—all about the role of the Children’s Champion. When understanding the children protection and children champion, it is necessary to also understand the requisite skills and knowledge in the healthcare field, which is to be respected by peers and stakeholders (Dao et al., 2015: P, 43).
Children champion’s role in promoting protection of the children is quite visible, and government is a major support for all key stakeholders. In Book “Rethinking Governance” the role of the government to provide the support for these children champion has been defined effectively along with several insights. For Instance, in society, the government can streamline the top-down governance. By this consideration, the children champion’s capacity can be increased. The government can build better relations with these non-state actors and increase the capacity to meet the purpose (Bell and Hindmoor, 2009: P, 72)
Power is intangible, yet everywhere. According to Foucault, power relations permeate our entire existence, not just economic relations as is often understood (2001: P, 17). Analysing the role of power in numerous institutions such as the prison, the hospital, the judiciary and so on, Foucault notes how the school increasingly becomes a place to discipline and punish as well. In the school’s formative years as an institution, he says, it drew upon the pedagogical methods formed out of the child’s adaptations to school tasks and became operational directives for institutions and forms of power brought to bear on the child. Foucault and Faubion, (2002) also expand the notion of power by emphasising upon its context. When such a notion of power is contextualised in childhood, we can raise many questions (Foucault and Faubion, 2002: P, 80). For example, do we view children as holding power, do we think they should have the power to give consent, to say no, etc? A quick history of the theories of childhood reveals that it is only recently, since the 1970s, that children have begun to be viewed with greater respect within the larger framework of the rights discourse. For Instance, persuasive power is necessary to depict political relevance. Civil societal actors must have to streamline ideas to contribute to the children champion programmes (Risley, 2011: P, 669). Previously, theories of childhood have viewed children as lesser or incomplete adults, as inadequate or incapable. However, policies framed through the rights discourse alert us to the workings of power in our engagement with children, whether familial, social or otherwise. We realise that power could be shared, denied or shared unequally. When power is denied, hierarchical relationship results, in which one party has no choice or cannot negotiate. Gramsci (1979) concept of hegemony is important in that it complicates simplistic notions of power and reminds us of the subtle workings of power that could manipulatively gain consent. When there is an unequal or unfair distribution of power, there is scope for oppression and subjugation (Gramsci, 1979: P, 62). This possibility does not sit well with the anti-oppressive stance that legislation and policies have taken since The Children’s Act (1989), the Warnock Report (1971), Equality Act (2010) and the subsequent amendments to the Children’s Act and The Children’s and Families Act (2014) and the simultaneous development of constructionist theories of childhood.
The concept of empowering children as professionals or children’s champions means that we are obligated to share power with them and constantly check if power has been genuinely shared. If power has been truly shared, it shouldn’t be taken back (Bell and Hindmoor, 2009) as it can demotivate children. For Instance, if power has been shared and children are engaged then taking it back may lead to the rebellion in society. Sharing power is a good way to ensure children’s participation in learning and education. Definitions of power that regard influence, action and decision-making and even non-decision-making as important are crucial since professionals engaged with children have a responsibility to empower or share power with them (Lukes, 2005: P, 125). In this essay, we will choose the Teacher (Pupil Referral unit) as a professional post and as an example of a children’s champion as we progress towards charting her/his role in promoting children’s participation, power and protection.
In more ways than one, the children’s champion is an active advocate of power who speaks with the vulnerable sections of society. Although the principles of advocacy may appear to be spoken for children as representatives, this power issue can be balanced if listening to the voices of children is continually practised, as also recommended by UNCRC
In other words, the children’s champion is an advocate who furthers the cause of children in the unlikeliest of places and with the most blinded authority figures, yet s/he constantly falls back on children’s inputs to formulate advocacy steps. Another aspect of the constructionist theory of early childhood is in the form of resilience. Matrix shows how resilience is not merely a matter of internal resource but also requires a fair social context to develop and grow. For Instance, in the children champion process, children can train through different physical objects. Symbolic meaning and value a is a key internal resource (Garnier, 2013: P, 338). The matrix views resilience as a result of multiple volatile factors and as vacillating between a protective environment, adversity and vulnerability. The domains of resilience show among other things. The importance of nurturing relationships, whether within the family or outside, is in the form of friendships. Hence, a children’s champion’s primary responsibility would be to understand what factors can be improved in the relationships around the child and how those improvements can be achieved.
When it comes to children’s advocacy, rights and protection come into life. Being a children’s advocate in the community, an individual can assess the needs of children in households, educational institutions, and care centres. It seems necessary to open some effective advocacy centres, as they can help to create a proactive environment in the community. The role of the advocacy will be to prevent child abuse in society. Apart from elders, children are also to be trained by these advocacy centres to prevent possible child abuse in society. On the other hand, children who survive are also engaged to become children again. Thus, advocacy is a complete process, which can play a constructive role, as far as child abuse prevention and development are concerned (Genesee Health Plan, 2019).
Children with depression and anxiety disorders can recover early if they contain a high level of resilience. According to Young-Eun Jung, Jung-Ah Min, and Dai-Jin Kim, children, or patients with high purposes in life may depict high resilience. Conversely, children with low purposes and motives in their lives may contain a low level of resilience. Thus, a high level of resilience is good, as far as life sustainability is concerned (Min et al., 2013: P, 234).
The children champion can recognise resilience by navigation the level of life motives. It is a fact that children are triggered by different relations, including parents or siblings. Thus, the role of these relations can help any children champion to examine, evaluate or recognise resilience (Dagdeviren, Donoghue and Promberger, 2016: P, 16).
A children’s champion’s responsibilities are not vastly different from the reflective practitioner that Gibbs (1988) frames. Gibbs’ model is useful because it does not evade the human who is professional. The children’s champion is not an emotionless robot who can function objectively or detachedly as is often demanded of professionalism. Instead, the children’s champion is often someone who deliberately chose the profession to become capable of making a positive diversity in the lives of those vulnerable. This is raised by (Lansdown, 2011: P,36) who views early years’ professionalism as a ‘caring profession.’ To this extent, the children’s champion functions more out of feeling and empathy and even uses these as resources. Thus, in Gibbs’ model, immediately after the description, the phase of feelings occurs, which is only later reworked into evaluative and analytical criteria. In Europe, European enlargement is based on the children champion function as well. Innovative policies in the children champion process made the difference (Iusmen, 2013: P, 520).
As a teacher who is a children’s champion, there is yet another area of concern and preparation regarding power. It is possibly inaccurate to claim that one can go about functioning without pursuing power. A more realistic assessment of professional situations results in the understanding that power needs to be built, not rejected and then utilised responsibly and for effectively championing children (Cheminais, 2008: P, 18).
Professionals can empower children in many ways. They can offer choices to children by asking for their consent, by listening to their voices (especially when they say no), by maintaining a high staff-child ratio and so on. Some of these ways form the Dandelion method. For Instance, some children seem unflappable by their surroundings. Conversely, some children are sensitive to their environment. It has been revealed that most of the children are dandelions in nature, as they get good resilience and ability to deal with stress and adversity. Thus, it seems the dandelion method to streamline these elements or considerations. Of course, Orchid child is tough, as he seems more sensitive to the environment, and it is tough to get rid of different stressful situations (Npr.org, 2019).
International and National Policy and Practice
Much of the protocol for empowering practices has been laid down by policies. Some of the crucial legislation to heed, as professionals or Children Champions, are:
The Children Act 1989 emphasized the welfare of children, parental responsibility and risk assessment by authorities.
The UNCRC (1989)
Every Child Matters (2003)
The Children and Families Act 2014, which enshrines within it concerns for children’s rights.
Professionals have a role to play under the above Acts. They could assess risks and determine children’s eligibility for social care. Later policies have sharpened how children can be safeguarded and protected. Legislation and policies have depended on reports released by various researchers, significant of whom are the Laming Report (Laming, 2003) and Munro report (Munro, 2011). For example, the recommendations of the Munro report (2011) were taken seriously in legislation and guidance. Professionals have worked within the framework of such recommendations that advocate child-centeredness, the importance of family, offering help and working with families. Please reference with date very important.
International and national policy practice can be implemented by identifying or practicing the pertinent mode of governance. When it comes to the children champion, the role of governance comes into life. For Instance, VIA persuasion, different children’s champion policies can be executed. By integrating self-disciplined and compliance, the government or related institutions can shape behaviour of people (Bell and Hindmoor, 2009: P, 86) , as far as child protection in society is concerned: P, 39) (Baynes and Holland, 2012.
The UNCRC (1989) defines children’s rights in the following manner:
Protection right as they must be protected from all forms of exploitation and maltreatment, participation right to enable them to take part in decision making and taking actions that will allow them to participate in the society effectively and actively, provision right which include right to get education and responsibility of the state to provide aid to families and parents. (1989, Article 2, Article 19).
The United Nations Convention on the Rights of the Child with its 140 signatory countries is the strongest advocacy document for the protection, participation and empowerment of children. Article 12 clearly states that:
“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 bythe age and maturity of the child” (Lansdown, 2011: P, 1).
This is significant in the face of numerous regressive cultural views that interfere, dominate and control children’s lives. The Act, although positive on the whole, does not go into the details of how this should be achieved. It is evident that in most cultures, children are discouraged from having their views and are encouraged to do as the adults say. It is possible that there is less scope of experimentation as families’ class backgrounds come into play. The last sentence in the act, which states “the views of the child being given due weight by the age and maturity of the child” (Lansdown, 2011: P, 1)isvague, arbitrary and ambiguous. It could be used to justify the control of views of children and their expression. Hence, the Act requires a stronger endorsement from member countries through the formulation of specific, non-arbitrary legislation that can help teachers and other professionals follow the novelties of this act through.
The United Nations Convention on the Rights of the Child Article 13 continues that:
“The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or print, in the form of art, or through any other media of the child’s choice” (Detrick, Doek and Cantwell, 1992: P, 235).
In addition to policies and legislation like The Children’s Act (2004) and The Children and Families Act (2014), revised and updated empirical and theoretical work has offered a perspective on childhood that allows for professionals to significantly empower children, protect their rights and increase their participation in education. Some of the most relevant theories are the constructionist theories. These theories show how there is nothing natural about childhood. Instead, children progress in a directly proportionate relation to the opportunities they receive to participate. Mokrzycki Renfro (2016) three-part understanding of empowerment as personal efficacy, empowering relationships and empowering social contexts is crucial for a children’s champion because it breaks down as well as complicates simplistic notions of student success or social life, based on, for instance, personality differences such as introversion or extroversion (Mokrzycki Renfro, 2016: P, 167). While these psychological aspects may play a role in children’s overall successes, more crucial is the nature of the social setting constructed for them in schools and families. If the social settings are not structurally supportive and nurturing of children, children’s initiative is hardly a matter for Upholding inclusion and encouraging diversity is directly related to being anti-oppressive and sharing power. As Vandenbroeck (2009) points out, numerous other sides of diversity have beenexplored in the recent years, such asmen as carers, social or class backgrounds, the additionof children labelled with special needs and many other shapes of diversity (travelling populations, same-sex families, etc.) (Vandenbroeck, 2009: P, 168).His raised the question that we must look at how diversity is characterised in the educational environment (play materials, decorations, music, children’s books, etc.) is important—a task that the teacher children’s champion has ample opportunities to take on. The teacher children’s champion would be aware of any material whether in study or play that is non-conforming to current standards of inclusion and diversity and make immediate amends or report for further corrections (Detrick, Doek and Cantwell, 1992: P, 71).
Evans (2008) describes professionalism as an attitudinally-, ideologically-, epistemologically-intellectually which is based on the part of an individual, for professional practices to which s/he belongs, and that has significant impact on her/his professional practice. This covers several aspects, yet its separation of epistemology and practice could be problematic since much of the epistemology arises from the experience that practice enables (Evans, 2008: P, 31). In other words, a professional can also access hitherto un-articulated aspects of her practice. This is where notetaking possibly helps immensely. Interestingly enough, the teacher professional already does this to a great extent, a practice that could allow the professional to notice gaps in policy or principle and alert that researching either. According to Evans (2008), Hoyle devised two models of professionalism of teacher, the restricted and the extended. Here, she is not unaware of the divide that is merely relying on experience creates, while experience combined with epistemological understanding brings a better model of professionalism (Evans, 2008: P, 32).
Thus, the professional skills required to be a children’s champion include a sense of professionalism, a critical understanding of power and privilege, values that are standardised in the particular profession and awareness of social markers such as race, gender and class, which play a role in all social interactions. The professional needs to be careful in using power and authority (Lukes, 2005: P, 112), understand the need to obtain children’s consent and create a sense of influence or ability to choose in them. In short, a continuous commitment to reflective practice (Stanley, Graham‐Kevan and Borthwick, 2012: P, 270), openness to ongoing professional training and supervision helps bring out the best professional (Evans, 2008: P, 24).
The changing roles of children, families and professional spelling changes for the Children’s Champion as well. Hart (1992) wrote an important document for professionals, which is not only is easy to understand the role of children that has changed over time worldwide but also to understand the notion of their participation better. As Hart discovers in his research in over four countries, children’s participation was how countries viewed the achievement of children’s rights. Hart’s ‘Ladder of Participation’ is an important reminder for any professional in the field of protection of children, empowerment and participation as to what their goals should be. The ladder is made up of several rungs as it were and begins at the lower end with Manipulation, Decoration and Tokenism—all of which Hart considers as forms of non-participation. The rungs then progress to Assigned but informed, Adult-initiated shared decisions with children, Consulted and informed, Child-initiated shared decisions with adults, Children-initiated and directed. As is evident from the detailed gradations of children’s influence and involvement, manipulation is the worst possible situation for a child’s participation whereas a child-initiated shared decision with adults forms an ideal scenario of a child’s role within the family and society (Vandenbroeck, 2009: P, 167).
A great indicator of children’s role is their reception of domestic violence. If children are no longer “Passive bystanders” of domestic violence, as shown by (Dao et al., 2015: P, 42) then they are perceptive beings with an agency of their own, possess resources such as resilience (Risley, 2011: P, 680) and require appropriate responses from families and societies. In this case, a Children’s Champion would do well to listen to the voices of the children and recommend changes to the family; refer counsellors to them. By letting the matter not escalate to the point that children suffer the consequences of familial discord, the Children’s Champion can protect the child from the trauma caused by witnessing fights, verbal and physical abuse. As for (Risley, 2011: P, 684) caution, domestic violence can be exercised for starting child protection processes.On the other hand, Stanley et al., (2012) indicated that practitioners should strugglefor engaging offensive fathers in interventions for many causes (Stanley, Graham‐Kevan and Borthwick, 2012: P, 272).
The specific roles that parent play in children’s upbringing can often be a double-edged sword. Vandenbroeck (2009) suggests that parental conformity with the dominant
As if the largely negative roles of the family were not enough, the family is given the utmost importance in legislation and policies as well. Although families are not the single source of influence on a child, their primary nature is well-known and also recognised by the preamble of the UNCRC, which states that:
“Convinced that the family, as the fundamental group of society and the natural environment for the growth and wellbeing of all its members and particularly children, should be afforded the necessary protection and assistance so that it can fully assume its responsibilities within the community” (Jacobson, 2007: P, 2).
While this is a crucial step in curbing excessive State activism and the unnecessary interventions of agencies such as the Child Protection Services, it overlooks data that is crystal clear: families are the largest perpetrators of mistreatment on children. When such is the case, how could families be expected to perform their role in ensuring the protection, participation and empowerment of children? Nevertheless, the understanding that parents understand the needs of their children best is a bias that has been visibly in the present. In this case, the role of the professional should be as a vigilant person who recognises signs of abuse early on, and places trust in the child’s version of events in cases of accusations. It is the children champion’s role to critically view the legislations and policies in place, be aware of their loopholes, problems of implementation and so on, to always shield the child’s interests. For example, children champion must be well-versed with the details of the latest reports released on child abuse. Crucial among such reports is the NSPCC (2002), which states among other things, alarming facts such as there were more boys than girls on child protection registers in the United Kingdom. In addition to this, the children champion will be aware of the problem of filicide and child deaths (Mokrzycki Renfro, 2016: P, 171).
The practical aspects of the protection of children are often confused with a paternalistic attitude. Fives (2017) defines paternalism succinctly thus: “Paternalism involves exercising power over others, for their good, and without their consent” (Fives, 2018: P, 151). His work is related to parents/families and the moral wrongness of paternalism but could well apply to the scenarios encountered by teachers and other children’s champions (Fives, 2018: P, 157). Fives demonstrates that when we act paternalistically, we took away some of the options that the child has; we interfere with the child’s liberty when we make decisions on their behalf, whether or not they are competent to make good decisions for themselves. Fives also clarifies that just because we do interfere in the child’s liberty to protect its safety does not mean that interference with the child’s liberty at other times is justifiable. Over time, the role of professionals or the children’s champion has increased to actively include values of social justice and inclusive education. The values, however, are not self-evident or universal and hence need to be critically analysed and made transparent among and between professionals. The expanded roles of the professional are also now understood as vulnerable, since burn outs and secondary trauma are highly likely. Thus, a recommendation of a healthy lifestyle that involves reflective practice, ongoing professional training and supervision is incorporated into the role of the children champion (Fives, 2018: P, 158).
The importance of working together for professionals across agencies cannot be stressed enough but is captured well in the report by (Dagdeviren, Donoghue and Promberger, 2016: P, 9). The Children’s Champion must be a part of such a team around the child.
For understanding the causes of partial or not engagement with the ECM/ES agenda, this study reveals that there is a need of clarification of objectives in connection with other related agencies, schools developing relationships with other agencies andparents, schools crafting shared vision, goals, objectives with agencies, a general understanding of technical languages being used in different professional disciplines, schools with established proper way of communication, decision making and accountability with agencies, sufficient contribution of agencies on leadership teams of schools, training of school staff to work with multi agencies effectively, sharing of evaluative feedback between multi agencies and schools, a vivid understanding of relevant responsibilities and roles of agencies and partners to implement ECM, proper support from local authority to secure by facilitating multi agency inputs such as funding for ring-fenced for developing and cementing such partnershipworking, trained nominated schools staff for coordinating the multi ranging, multi-agency partnerships (Munro, 2011).
Evidently, legislation comes with gaps that practitioners need to re-negotiate on the ground and also interpret in such a way that captures in spirit and safeguards the interests of the child. To this end, the professional or Children Champion may have to cope with many challenges that arise from lack of funding, communication issues, staff resistance and so on. According to (Iusmen, 2013: P, 520) improving sharing of information between agencies and promoting the progress of multi-agency services around children’s centres and schools is a positive way to overcome the challenges of multi-agency work. This is indeed the best approach for professionals or Children Champions. Government is also included in the multi agencies. Challenges such as missing children are quite visible. And making children safe is one of the most prominent priorities (Mokrzycki Renfro, 2016: P, 175).
Hierarchy, community engagement, persuasion, markets, and governance are some key elements that can become drivers for children champion. Non-liberal ideology and regulatory failure are two major barriers in this process. However, streamlining some key priorities can help to optimize the role of government when shaping strategies regarding the children champion and protection.
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