A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood PDF
Preview A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood
A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood Children’sWell-Being:IndicatorsandResearch Volume 3 SeriesEditor: ASHERBEN-ARIEH PaulBaerwaldSchoolofSocialWork&SocialWelfare,TheHebrewUniversityofJerusalem EditorialBoard: J.LAWRENCEABER DAGMARKUTSAR NeyYorkUniversity,USA UniversityofTartu,Estonia JONATHANBRADSHAW KENLAND UniversityofYork,U.K. DukeUniversity,Durham,USA FERRANCASAS BONGJOOLEE UniversityofGirona,Spain SeoulNationalUniversity,Seoul,Korea ICK-JOONGCHUNG JANMASON DuksungWomen’sUniversity,Seoul,Korea UniversityofWesternSydney,Australia HOWARDDUBOWITZ KRISTINA.MOORE UniversityofMarylandBaltimore,USA ChildTrends,Washington,USA IVARFRONES BERNHARDNAUCK UniversityofOslo,Norway ChemnitzUniversityof Technology,Germany FRANKFURSTENBERG USHAS.NAYAR UniversityofPennsylvania,Philadelphia, TataInstitute,Mumbai,India USA WILLIAMO’HARE ROBBIEGILLIGAN KidsCountsproject,AnnieE.Casy TrinityCollege,Dublin,Ireland Foundation,Baltimore,USA ROBERTM.GOERGE SHELLYPHIPPS UniversityofChicago,USA DalhousieUniversity,Halifax,Nova IANGOUGH Scotia,Canada UniversityofBath,U.K. JACKIESANDERS AN-MAGRITTJENSEN MasseyUniversity,PalmerstonNorth, NorwegianUniversityofScienceand NewZealand Technology,Trondheim,Norway GIOVANNISGRITTA SHEILAB.KAMERMAN UniversityofRome,Italy ColumbiaUniversity,NeyYork,USA THOMASS.WEISNER JILLE.KORBIN UniversityofCalifornia,LosAngeles,USA CaseWesternReserveUniversity, HELMUTWINTESBERGER Cleveland,USA UniversityofVienna,Austria Thisnewseriesfocusesonthesubjectofmeasurementsandindicatorsofchildren’swellbeingandtheir usage,withinmultipledomainsandindiversecultures.Morespecifically,theseriesseekstopresentmea- suresanddataresources,analysisofdata,explorationoftheoreticalissues,andinformationaboutthestatus ofchildren,aswellastheimplementationofthisinformationinpolicyandpractice.Bydoingsoitaimsto explorehowchildindicatorscanbeusedtoimprovethedevelopmentandthewellbeingofchildren. Withaninternationalperspectivetheserieswillprovideauniqueappliedperspective,bybringingin avarietyofanalyticalmodels,variedperspectives,andavarietyofsocialpolicyregimes. Children’sWell-Being:IndicatorsandResearchwillbeuniqueandexclusiveinthefieldofmeasures andindicatorsofchildren’slivesandwillbeasourceofhighquality,policyimpactandrigorousscientific papers. Forfurthervolumes: http://www.springer.com/series/8162 Murli Desai A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood 123 MurliDesai,Ph.D.inSocialWork FormerProfessorattheTataInstitute ofSocialSciences #1203&1204,ApolloTower MahalakshmiMandirRoad,Deonar Mumbai400088,India [email protected] ISSN1879-5196 e-ISSN1879-520X ISBN978-90-481-9065-2 e-ISBN978-90-481-9066-9 DOI10.1007/978-90-481-9066-9 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2010932765 ©SpringerScience+BusinessMediaB.V.2010 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) To mysonSushant forhelpingmeunderstandpsychosocial well-beinginchildhoodinpractice Preface Childhood is the foundational phase of human development and the most impor- tant target group for intervention. Most of the schools of human development and social work around 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 these are 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’sFund(UNICEF)andotherinternationalorganisationsworkingforchil- dren in developing nations, such as Save the Children. These books focus on the useful child rights perspective but they neither integrate theories nor use the preventative approach. Prevention approach is an imperative in the child rights approach as it is the only way to effectively deal with children’s problems. The proposedbookARights-BasedPreventativeApproachforPsychosocialWell-Being in Childhood will be the first to apply the child rights perspective and the preven- tative approach to intervention for children’s psychosocial well-being. It attempts to integrate theories with practice and teaching relevant in different parts of the world. Thebookdeconstructschildhoodvulnerabilityandre-conceptualisesandtraces the cycle of neglect, abuse, commercial exploitation and conflict with law in childhood with effects in childhood and implications for adult life in a longi- tudinal manner. In order to break this cycle, it develops a conceptual frame- work for a rights-based preventative approach for children’s well-being based on the foundation of the child rights perspective, the prevention model of pub- lic health, theories of positive psychology, and approaches, attitudes, ethical principles, methods, techniques and skills of intervention of the social work profession. Based on the United Nations Convention on the Rights of the Child (1989), the book identifies the objectives of a rights-based preventative approach for psychosocial well-being in childhood as achievement of child rights to family vii viii Preface care, development, participation and protection. The child rights principles are identifiedas: (cid:2) (cid:2) Primaryconsiderationtothedignityandthebestinterestsofthechild Indivisibility and interdependence of child rights and a holistic approach to (cid:2) children Universality, equality, non-discrimination and inclusion of the marginalised (cid:2) amongchildren Stateandsocietyaccountableforpromotingchildrights Basedonthecycleofvulnerability,neglect,abuse,commercialexploitationand conflictwiththelawinchildhood,thebookusesthepublichealthpreventionmodel foridentifyingthegoalsofinterventionasfollows: (cid:2) (cid:2) Primarypreventionofvulnerabilityinchildhood, (cid:2) Secondarypreventionofneglectofchildrenatriskand Tertiarypreventionofabuse,commercialexploitationandconflictwiththelaw inchildhood. Psychosocialwell-beingempowersselffordevelopmentandprotectionfromvul- nerability,abuseandconflictwiththelawinchildhood.Psychosocialwell-beingis conceptualisedinthisbookasbeingcomprisedof: (cid:2) (cid:2) Self-awareness:self-identityandself-esteem Proactive thinking skills: rational, realistic, flexible, creative, self-responsible (cid:2) andpositivethinkingskills Emotionalintelligence:emotionalawarenessandexpression,regulatingnegative (cid:2) emotionsandenrichmentofpositiveemotions Interpersonalrelationshipskills:positiveperceptionofothers,positivefeelings forothers,win–wingoalsinrelationshipsandcollaborativeconflictmanagement (cid:2) skills Interpersonal communication skills: assertive and open verbal and body lan- guageskills,sensitivelisteningskillsandfeedbackskills The rights-based preventative approach for psychosocial well-being in child- hoodrequirestheperson-centred,strengths-based,participatoryandempowerment- focused social work approaches; attitudes of warmth, humility and empathy; the ethicalprinciplesofself-determination,informedconsent,professionalboundaries and confidentiality; and the methods of psycho-educational group work and case managementforinterventionwithchildrenandtheirfamilies. Thebookisdividedintothefollowingthreeparts: PartI:IntroductiontoARights-BasedPreventativeApproachforPsychosocial Well-BeinginChildhood PartII:PrimaryPreventionforPsychosocialWell-BeinginChildhood Preface ix PartIII:SecondaryandTertiaryPreventionforPsychosocialWell-Beingin Childhood Part I introduces the rights-based preventative approach for psychosocial well- beinginchildhood.Theteaching–learningobjectivesforthisPartareto: 1. Critically review the theories of child development and deconstruct childhood vulnerability; 2. Understand the ecological context and cycle of vulnerability, neglect, abuse, commercialexploitationandconflictwiththelawinchildhoodandimplications foradultlife; 3. Understand the child’s rights to family care, development, participation and protection,andtheprinciplesofchildrights;and 4. Develop a conceptual framework for rights-based preventative approach for psychosocial well-being in childhood, based on the child rights perspective, prevention model of public health, theories of positive psychology, and social workapproaches,attitudes,ethicalprinciples,methods,techniquesandskillsof intervention. Part II focuses on the rights-based primary prevention for psychosocial well- being in childhood. It focuses on the methodology of psycho-educational group workfordevelopmentofpsychosocialskills,usefulalsoforsecondaryandtertiary prevention.Theteaching–learningobjectivesforthisPartareto 1. Learn the experiential methodology, group process and facilitation approach, methods, tools, discussion techniques, and programme planning for psycho- educationalgroupwork; 2. Study the theories of psychosocial skills of self-awareness, proactive think- ingskills,emotionalintelligence,interpersonalrelationshipskills,interpersonal communication skills and family life education, and learn to carry out psycho- educational group work activities for the enrichment of psychosocial skills of parentsandchildrenaccordingtotheiragegroupsandlifesituations;and 3. Learn the theories of parenting education comprised of enrichment of marital relationshipskills,assertiveparentingskillsandage-appropriatedevelopmental tasksandinterventionsneeded. PartIIIfocusesontherights-basedsecondarypreventionofneglectofchildren in at risk situations and tertiary prevention of abuse, commercial exploitation and conflictwithlawinchildhood.Theteaching–learningobjectivesforthisPartareto 1. Learntocarryoutthestagesofcaseworkprocessandconductcasemanagement withchildrenandtheirfamilieswithreferencetodirectworkandsystemlinkage; 2. Examinethetypes,causesandconsequencesofsituationswherechildrenareat riskofneglect,includingtheemergencysituations,andlearntocarryoutrights- basedinterventionwiththemforsecondaryprevention; x Preface 3. Learn to carry out child advocacy interventions for restorative justice in the juvenilejusticesystemfortertiaryprevention; 4. Learntocarryoutrights-basedplacementofchildreninfosterfamilycare,child adoptionandinstitutionalchildcare,aimingattertiaryprevention; 5. Examinethetypes,causesandconsequencesofabuseandcommercialexploita- tion in childhood, and learn to carry out rights-based intervention for tertiary prevention;and 6. Examine the types, causes and consequences of conflict with law in childhood andlearntocarryoutrights-basedinterventionfortertiaryprevention. Thebookisplannedtoteachandlearntwocourses: 1. Primary Prevention for Psychosocial Well-Being in Childhood (comprising PartII) 2. Secondary and Tertiary Prevention for Psychosocial Well-Being in Childhood (comprisingPartIII) PartIonIntroductiontoARights-BasedPreventativeApproachforPsychosocial Well-Being in Childhood can be included in the course that is offered first. Every chapterofthebookcoverstheteaching–learningobjectives,conceptsandtheories, childrightsandpsychosocialintervention. This book draws considerably from a comprehensive literature review; expe- rience of conducting workshops for adolescents and training programmes for volunteers, paraprofessionals, social work students and practitioners, and school teachers; consultation, interaction and work with several professionals from vol- untaryorganisations,governmentandinternationalorganisationsandacademicians; andcurriculumplanningandteachingcourses,intheUnitedStates,India,Singapore and South Korea. I am indebted to each and everyone for their inputs into my thinkingthathasgoneintodevelopingandorganisingknowledgeforthisbook. The primary market of this book comprises of faculty and students of Social Work and Human Development. The secondary markets comprise of faculty and studentsofthefollowinginstitutions: (cid:2) AcademicInstitutionsofEducationalPsychology,MentalHealth,HumanRights (cid:2) andTeacherEducation Training Institutions run by Government and Voluntary Organisations that (cid:2) conducttrainingprogrammesonchildrightsandsocialwork Social workers and counsellors in schools and child-centred government and voluntaryorganisations Mumbai,India MurliDesai
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