Relevant bibliographies by topics / The UN convention on the right of the child article 12

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Academic literature on the topic 'The UN convention on the right of the child article 12'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "The UN convention on the right of the child article 12"

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Hulshof, Henk. "Child participation in evaluating social protection projects: Do global development actors walk the talk?" Progress in Development Studies 19, no. 1 (2019): 1–20. http://dx.doi.org/10.1177/1464993418805170.

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This article assesses the compliance of key international development actors with children’s right to participation in evaluating social protection programmes they support in Africa. As children in sub-Saharan Africa assume an increasingly large share of global poverty, their right to be heard in these programmes is critical. The article elaborates on the legal requirements for the implementation of Article 12 of the UN Convention on the Rights of the Child (CRC) and demonstrates the practical relevance of children’s participation. The article concludes that as children are left out of the design and planning phase of social protection programmes, their role in monitoring and evaluation (M&E) can only be marginal.
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Kaukko, Mervi. "The crc of Unaccompanied Asylum Seekers in Finland." International Journal of Children’s Rights 25, no. 1 (2017): 140–64. http://dx.doi.org/10.1163/15718182-02501006.

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According to the un Convention on the Right of a Child (crc), all children in Finland have the right to participate in decision-making concerning them. This article shows how the conceptualisation of childhood affects the implementation of the crc, especially Article 12 on participation, focusing on unaccompanied asylum-seeking children in Finland. Universalist notions of childhood and children’s participatory rights overlook the specific socio-historical realities in which these rights exist. Therefore, this article adopts an intersectional view, in which children are seen not as future adults or citizens but as current rights-holders, and acknowledges the complexity of children’s reality where ethnicity, gender and past experiences are interrelated with the conception of childhood. Based on participatory action research with 12 unaccompanied girls, this article shows that they have justified views on their rights during the asylum process, and that those views should be heard and acted upon.
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Iryna, Protsenko. "The child right to be heard in court (using the 1980 Hague Convention in Ukraine as an example)." Yearly journal of scientific articles “Pravova derzhava”, no. 31 (2020): 426–34. http://dx.doi.org/10.33663/0869-2491-2020-31-426-434.

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The Hague Convention on Civil Law Aspects of International Child Abduction in 1980 introduced a mechanism for resolving issues related to the illegal export or maintenance of children by persons closely related to them. According to this mechanism, executive and judicial authorities must take measures to quickly return the child to the state of his usual place of residence. However, such a return may be refused if there are circumstances specified in the 1980 Convention. One of these is the court's identification of the child’s objections to his return, however, provided that the child has reached an age and level of maturity at which his opinion should be taken into account. Therefore, the court of Ukraine finds out the opinion of the child only if he considers that he has reached the required age and level of maturity. However, the abstractness of the wording of this circumstance leads to the fact that when considering return cases in Ukrainian courts, the child’s opinion is often not heard unreasonably (for example, if the court considers the child’s age insufficient to clarify his opinion, or because the defendant does not insist on hearing the views of the child, or because the parties fail to provide evidence that the child has reached the required age and level of maturity). In our opinion, the courts, in order to avoid such errors, should more actively implement the stipulated in Art. 13 of the Civil Procedure Code of Ukraine the right, on its own initiative, to collect evidence regarding the subject of the dispute, in particular, by appointing a psychological examination aimed at determining the level of development of the child. Clarification of the views of the child should also be carried out with mandatory consideration of the provisions of Article 12 of the 1989 UN Convention on the Rights of the Child, which governs the right of a child to be heard. At the same time, it is worth introducing into the judicial practice of Ukraine the approaches enshrined in the Comments of the UN Committee on the Rights of the Child of General Order № 12 (2009) “The Right of the Child to be Heard”, in particular, related to assessing the child’s ability to express his thoughts
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Lücker-Babel, Marie-Françoise. "The right of the child to express views and to be heard: An attempt to interpret Article 12 of the UN Convention on the Rights of the Child." International Journal of Children's Rights 3, no. 3-4 (1995): 391–404. http://dx.doi.org/10.1163/157181895x00177.

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Herbots, Katrien, and Johan Put. "The Participation Disc." International Journal of Children’s Rights 23, no. 1 (2015): 154–88. http://dx.doi.org/10.1163/15718182-02301007.

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Over twenty years after the adoption of the un Convention on the Rights of the Child, child participation and the child’s right to participate still remain subjects of discussion and interpretation. This article aims to examine critically the notion of “participation” through a literature analysis that cuts across several academic disciplines. A framework for understanding participation is proposed in the form of a participation disc. the crc is critically examined against the background of this participation disc. The significance to be attached to the crc participation rights will be ascertained with a particular focus on Article 12. An assessment, by means of a theoretical review, leads to the conclusion that enacting the participation rights in the crc is a result of a casuistic and fragmentary approach to participation rather than a well-considered view of participation. Therefore, a certain vigilance is required when interpreting, implementing and monitoring crc participation rights.
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Charles, Anthony, and Kevin Haines. "Engaging Young People as Partners for Change: The ur Community Project." International Journal of Children’s Rights 27, no. 1 (2019): 140–75. http://dx.doi.org/10.1163/15718182-02701007.

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Article 12 of the un Convention on the Rights of the Child (uncrc) declares that young people have the right to express views and to have these taken into account when decisions are made that affect them. Yet, children’s voices are still not universally heard in policy and operational discourses. In many areas of service delivery in particular, young people remain disenfranchised, in spite of evidence which attests to their desire positively to engage with adult decision makers. Challenging the apparent discordance between the rhetoric relating to young people’s decision making and reality (as perceived by children), this article offers a new and innovative template for researching with young people as partners for change in the specific context of research dissemination. Seeking to enhance understanding and influence practice, the article sheds some much-needed light on how participation rights can be made “real” at a local level.
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Welty, Elizabeth, and Laura Lundy. "A children’s rights-based approach to involving children in decision making." Journal of Science Communication 12, no. 03 (2013): C02. http://dx.doi.org/10.22323/2.12030302.

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Children’s issues have become a greater priority on political agendas since the UN General Assembly adopted the Convention on the Rights of the Child (UNCRC). Each government has agreed to ensure that all those working with and for children understand their duties in relation to upholding children’s rights including the obligation to involve children in decisions that affect them (Article 12). Respecting children’s views is not just a model of good pedagogical practice, but a legally binding obligation. However, there is a limited awareness of Article 12, and how to actualise it. While many people speak about the ‘voice of the child’ or ‘student voice’, these concepts do not capture the full extent of the provision. Lundy (2007) developed a model, which helps duty bearers involve children meaningfully in decision-making. According to this model four separate factors require consideration: Space, Voice, Audience, and Influence. In this paper, we provide an overview of these four factors and a summary of the main implications of the model.
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Streelasky, Jodi. "Valuing children’s voices across diverse global contexts: A gallery exhibit of children’s multimodal art." Global Studies of Childhood 10, no. 2 (2019): 145–55. http://dx.doi.org/10.1177/2043610619858752.

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This article describes an international classroom partnership with twenty-eight 5-to 7-year-old Canadian and Tanzanian children, and outlines the meaningful ways they were involved in the research process. In this project, the children shared their valued school-based experiences and environments through multiple self-chosen modes. The children’s arts-based multimodal texts, descriptions of their valued school experiences and environments, and their personal biographies were then shared at a 2-week exhibit at a national art gallery in Canada. The findings across both data sets revealed the children’s interest in spending time outdoors in their local contexts, engaging in collaborative and imaginative play. This project also addresses the importance of providing a space for children to share their perspectives, which aligns with Article 12 of the UN Convention on the Rights of Child. Article 12 addresses the importance of children having a right to have a voice and to have their opinions heard in matters that affect them. Article 13 is also highlighted in this project and outlines children’s right to freedom of expression. This right includes the freedom ‘to seek, receive, and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice’. In this project, the Canadian and Tanzanian children’s multimodal texts of their valued school-based experiences revealed more similarities than differences in relation to what learning experiences mattered to them at school. During this project, the children in both contexts became interested and invested in their international peers’ lives and school-based experiences, and felt a sense of connectedness and kinship across the globe.
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Watkins, Dawn, Effie Lai-Chong Law, Joanna Barwick, and Elee Kirk. "‘If you are 10, you go to prison’: children’s understanding of the age of criminal responsibility." Northern Ireland Legal Quarterly 67, no. 3 (2016): 311–26. http://dx.doi.org/10.53386/nilq.v67i3.120.

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Under Article 12 of the UN Convention on the Rights of the Child, all children who are capable of forming their own views have the right to express those views freely in all matters affecting them. Through the use of innovative, participatory methods, the authors of this paper have gathered the views of over 600 children aged 8–11 years concerning the current age of criminal responsibility under English law. The aim of this article is to demonstrate what and how children think about the age of criminal responsibility; in the hope that children’s views, both individually and collectively, will both inform and influence debate on this significant issue. Through their analysis of children’s views, the authors demonstrate in this article that there exists for children a strong association between the notion of criminal responsibility and imprisonment. In light of this, the authors suggest that, alongside the discussions that are taking place around the appropriate age for setting criminal responsibility, priority must also be given to the consideration of steps that can and should be taken to increase children’s awareness of the English legal system to enhance their understanding of the criminal justice system and to improve their knowledge and understanding of children’s rights both in the context of wrong-doing, and more widely.
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Ouis, Pernilla. "Honourable Traditions? Honour Violence, Early Marriage and Sexual Abuse of Teenage Girls in Lebanon, the Occupied Palestinian Territories and Yemen." International Journal of Children's Rights 17, no. 3 (2009): 445–74. http://dx.doi.org/10.1163/157181808x389911.

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AbstractGirls in the Middle East are often exposed to serious violations of their rights as set out in the UN Convention of the Rights of the Child; these violations are particularly evident in the field of gender-based sexual discrimination and violence. The project described in this article attempts to produce a situation analysis of the exposure to sexual violence of girls aged 12-18 in three countries: Lebanon, The Occupied Palestinian Territories (the OPT) and Yemen. The article focuses on three particular types of gender-based sexual violence against teenage girls, namely honour violence, early marriages, and sexual abuse. The methods applied in the research were Focus Groups Discussions (FGDs) with about 8-12 participants in each FGD. In addition to the FGDs, life stories were also collected. The project emphasised the experiences and opinions of girls regarding the three types of sexual violence listed above. 384 teenagers participated in FGDs to express their views and experiences on sexual violence and more than thirty life stories were collected. The article explores how honour violence, early marriages, and sexual abuse are violations of the CRC and analyses the particular cultural mechanisms that underlie this gender-based sexual violence in the Middle East.
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Dissertations / Theses on the topic "The UN convention on the right of the child article 12"

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Wiberg, Caroline, and Emelie Sjöblom. "Att bemöta, lyssna till och delaktiggöra ungdomar på HVB-hem : En kvalitativ studie ur personalens perspektiv." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23633.

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When young people are placed in residential care, the staff have a responsibility to ensure that the youth have a safe environment where they can thrive and develop. Residential staff also have responsibilities to ensure the rights of youth during the residential care. This study aims to examine how staff consider themselves to treat the youth in residential care. Furthermore the study aims to examine how the staff consider themselves to ensure youth their right to be heard and have an impact on their own lives, in agreement with Article 12 of the UN convention on the rights of the child (CRC). A qualitative method has been used in order to answer the study's purpose and issues. Five interviews were conducted with residential staff, four of which were environmental therapists and one who was a manager. The results show that the staff consider themselves to respond well to the youth, however, a good treatment is difficult to define and therefore hard to achieve. Furthermore, it appears that the knowledge about children’s rights varies among the staff, which can have negative effects on how they manage to reassure youth their rights to be heard and have an impact on their own lives, in agreement with Article 12 of the CRC.
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Johansson, Linnea, and Matilda Poijes. "”Delaktighet är ju svårt” : Barns delaktighet i barnavårdsutredningar ur socialsekreterares perspektiv." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-172787.

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The aim of this study is to examine how social workers within the child protective services define children’s participation and what the strategies are to achieve it. Our method was to interview six social workers about their experiences of their pursuit to make children participate during a child protection investigation. The theoretical framework we used to analyze our results was Shier’s pathways to participation. This model is based on five levels of participation, which has different degrees of participation for children. The main finding of this study was that the social workers define children participation as that they should be listen to, be informed and have the ability to choose in what way they participate. Furthermore, we can see from the social workers descriptions about their strategies and the structure of the organisation that they live up to parts of Shier’s criterias for level one, two and tree. Our results both confirm and contrast international and national studies in this field of research.
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Book chapters on the topic "The UN convention on the right of the child article 12"

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"Participation and Article 12." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_004.

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Ilias, Bantekas. "Art.7 Children with Disabilities." In The UN Convention on the Rights of Persons with Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198810667.003.0008.

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This chapter examines Article 7 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The first instrument to specifically address the rights of children with disabilities was the 1989 Convention on the Rights of the Child (CRC).The CRC recognizes four key guiding principles that permeate our understanding and construction of all pertinent rights related to children. These principles are: a) the best interests of the child (Article 3 CRC); b) respect for the views of the child (Article 12 CRC); c) the right to life, survival, and development (Article 6 CRC); and d) non-discrimination (Article 2 CRC). The CRC was also the first instrument specifically to address the rights of children with disabilities, particularly in Article 2(1) (non-discrimination) and Article 23 (general welfare for disabled children). However, Article 7 CRPD and other children-related rights in the CRPD (eg Article 23) constitute a significant improvement to Article 23 CRC.
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"Implementing Article 12: Procedures, Obstacles and Explanations." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_005.

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"Concepts and Theories: On ‘the Child’, ‘Childhood’, and Rights." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_003.

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"Setting the Scene." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_002.

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"Country Study: Sweden." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_006.

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"Concluding Reflections." In Implementing Article 12 of the UN Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004324053_007.

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Hiskes, Richard P. "Beyond Victimhood." In Suffer the Children. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197565988.003.0005.

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The 1990 UN Convention on the Rights of the Child (CRC) has been ratified by all nations except the United States. The reasons for the US refusal have to do with national sovereignty and the alleged conflict of children’s rights with the rights of parents. Both are explored here. The CRC advances children’s rights by making protection and provision rights universal for all children, but also by adding the “third P,” rights of participation. Rights of participation (Article 12) in decisions that affect them give children for the first time the public agency to be heard in decision-making forums concerned with protecting the “best interests” of the child. Allowing children into the public realm challenges Arendt’s insistence that child security must keep them in the private sphere and away from politics.
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"Article 12: The Translation into Practice of Children’s Right to Participation in Health Care." In The United Nations Convention on the Rights of the Child. Brill | Nijhoff, 2017. http://dx.doi.org/10.1163/9789004295056_033.

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Phil, Fennell. "Art.15 Protection against Torture and Cruel or Inhuman or Degrading Treatment or Punishment." In The UN Convention on the Rights of Persons with Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198810667.003.0016.

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This chapter examines Article 15 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which prohibits torture and cruel, inhuman, or degrading treatment or punishment (CIDTP), irrespective of the circumstances and the victim’s behaviour. Article 15 rights overlap with rights under other CRPD articles, including the right to legal capacity on an equal basis with others under Article 12; the right to liberty and security under Article 14; the right to protection against violence, exploitation and abuse under Article 16; the right to physical and mental integrity under Article 17 and; the right to health care on an equal basis with others and based on informed consent under Article 25.
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