File #2526: "2018_Book_HumanRightsInChildProtection.pdf"
Text
1|Preface|5
1|Contents|7
1|Notes on Contributors|9
1|Abbreviations|12
1|List of Pictures|13
1|List of Tables|14
1|1: Child Protection and Human Rights: A Call for Professional Practice and Policy|15
2|1 Introduction|15
2|2 The Aim and Scope of the Book|16
2|3 ‘Lady Justice’ at Street Level|18
2|4 Child Protection and Discretion|19
2|5 Human Rights and the Right to Protection|20
2|6 Child Protection as a Public and Professional Service|22
2|7 Contents of the Book|23
2|8 Conclusion|26
2|References|27
1|2: Children’s Right to Protection Under the CRC|29
2|1 Introduction|29
2|2 General Principles|32
2|3 Article 19: Interpretation and Scope|33
2|4 Prevention of Maltreatment|35
3|4.1 Overview|35
3|4.2 Social Policy Measures|36
3|4.3 Social Programmes for Caregivers and Children|37
3|4.4 Educational Measures|37
3|4.5 Individual Prevention: Identification and Intervention|38
2|5 Responding to Violence, Abuse and Neglect|40
3|5.1 Reporting and Referral|40
3|5.2 Investigation and Prosecution|41
3|5.3 Treatment and Follow-Up|42
3|5.4 Judicial Involvement|44
2|6 Best Interests of the Child|45
2|7 Conclusion|47
2|References|49
3|United Nations Documents|50
3|United Nations Committee on the Rights of the Child|51
3|European Court of Human Rights|51
1|3: Rights and Professional Practice: How to Understand Their Interconnection|53
2|1 Introduction|53
2|2 A Theory of Rights and the Right to Protection|56
3|2.1 Basic Human Rights Standard: Negative Right to Liberty|57
3|2.2 The Child’s Right to Liberty: The Special Case|58
3|2.3 The Prospective Right to Liberty|59
3|2.4 Prospective Right to Liberty During Childhood|60
2|3 Limits to Epistemology: The Indeterminacy of a Child’s Best Interests|61
2|4 Theory of Professionalism|63
3|4.1 The Formal Restriction|64
3|4.2 Rule of Approximation Embedded in Professional Practice|65
2|5 A Theory of Childhood in the Face of Professional Practice|67
2|6 Concluding Remarks: The World Is the Limit|68
2|References|71
1|4: The Child’s Best Interest Principle across Child Protection Jurisdictions|73
2|1 Introduction|73
2|2 The Principle of the Best Interest of the Child and Discretion|75
2|3 Child Protection Systems, Welfare States and Jurisdictions|78
2|4 Data and Methods|79
3|4.1 Limitations|83
2|5 Findings|83
3|5.1 Child’s Participation|85
3|5.2 The Child’s Needs|85
3|5.3 Permanency|86
3|5.4 Protection|87
3|5.5 The Child’s Relationships|88
3|5.6 The Child’s Identity|88
3|5.7 Parents’ Perspective|89
3|5.8 Future|89
3|5.9 Weight and Procedures|89
3|5.10 Summary Findings|90
2|6 Discussion|90
2|7 Strong and Weak Discretion|92
2|8 Concluding Remarks|96
2|References|99
3|Legislation and Conventions|101
1|5: Re-designing Organizations to Facilitate Rights-Based Practice in Child Protection|103
2|1 Introduction|103
2|2 Provision Rights and Promoting Development|105
2|3 Respecting Participation Rights|109
3|3.1 Listening to Children|109
3|3.2 Involving Children in Creating and Implementing a Safety Plan|112
3|3.3 Keeping Informed of What Is Happening and Why|115
2|4 Conclusion: How the Convention Can Guide Professional Practice|121
2|References|122
1|6: Experts by Experience Infusing Professional Practices in Child Protection|125
2|1 Introduction|125
2|2 Experts by Experience: Focus on Expert and Experiential Knowledge|127
2|3 The Expert Views from Inside: Survivors’ Messages|129
3|3.1 Listen to Children in Care|130
3|3.2 Know Your Rights and Responsibilities|131
3|3.3 ‘We-Talk’ as an Ethical Choice|131
3|3.4 Changing the View from Problems to Strengths|132
2|4 Experiential Knowledge on Rights: Influences and Contradictions|133
3|4.1 Experiential Knowledge Influencing Policy and Legislation|133
3|4.2 The Inclusion of Children’s Views in Front-Line Practice|136
2|5 Summing Up|137
2|References|138
1|7: The Rights of Children Placed in Out-of-Home Care|143
2|1 Introduction|143
2|2 Background: The Danish Out-of-Home Care Landscape|145
2|3 The CRC as a Standard|146
2|4 Growing Up in Out-of-Home Care: Methods and Data|146
2|5 Rights of Young People in Out-of-Home Care|148
3|5.1 Participation: Giving the Child’s Views ‘Due Weight’|148
3|5.2 Protection from, for example, Violence, Abuse, Neglect|149
3|5.3 Risk Factors Characterizing Young People in Care|151
3|5.4 Everyday Life in Care and Life Satisfaction|152
2|6 Challenges in Measuring CRC Rights Enforcement|154
3|6.1 Measuring Life Satisfaction and Implementation of Rights in Out-of-Home Care|154
3|6.2 Pathways for Strengthening the Rights Perspective|156
2|7 Conclusion|157
2|References|158
1|8: Emergency Placements: Human Rights Limits and Lessons|161
2|1 Introduction|161
2|2 The Relevance of Human Rights to Professional Practice in Emergency Cases|163
2|3 National Regulation of Interim Orders in Emergencies|164
2|4 Court Review of County Board Decisions in Emergency Cases|166
3|4.1 Violence|166
3|4.2 Sexual Abuse|168
3|4.3 Drug Abuse|169
3|4.4 Psychological Disorders|170
3|4.5 Risk of Abduction|171
3|4.6 Neglect of Newborn Babies|172
2|5 Lessons Learned from Norwegian Case Law|174
2|6 How Human Rights Can Guide Professional Practice in Emergency Cases|176
2|7 Conclusion|177
2|References|178
1|9: Rights-Based Practice and Marginalized Children in Child Protection Work|180
2|1 Marginalization: An Integral Part of the Picture in Child Protection|180
3|1.1 Marginalization in Egalitarian Societies|181
3|1.2 Individualization of Social Needs|183
2|2 The Implementation of CRC in Child Protection|184
3|2.1 Freedom Rights and Welfare Rights: Two Sides of the Same Coin|184
3|2.2 Active Investment in Children|185
2|3 Can the Implementation of CRC in Professional Child Protection Work Improve the Lives of the Most Marginalized Children and Families?|186
2|4 School: One of the Most Important Generators of Marginalization|187
3|4.1 Education in the Knowledge Society|187
3|4.2 How Can the CRC Guide Professional Practice in Meeting the Needs of Marginalized Children’s’ Situation in School?|188
3|4.3 Child Protection Workers Need Knowledge of Children’s Situation at School|189
3|4.4 Child Protection Workers Can Take the Initiative in Defining Responsibilities|190
3|4.5 More Help Directed at the School Situation of CPS Children Living at Home|191
3|4.6 Recognize that Children in CPS Have Ability and Potential|192
2|5 Conclusion|192
2|References|194
1|10: In-home Services: A Rights-Based Professional Practice Meets Children’s and Families’ Needs|197
2|1 Introduction|197
3|1.1 The Relevance of the CRC to Professional Practice with In-home Services|198
2|2 When Does the State’s Responsibility for Providing Services Occur?|200
3|2.1 The Threshold for CWS Involvement|202
2|3 Realizing Children’s Rights to Services|205
3|3.1 Individual Rights to Services When Parents Do Not Give Their Consent|206
2|4 Targeting Parents to Secure Children’s Right to Timely and Adapted Help|208
3|4.1 Parents in Society|209
3|4.2 In-home Services and the Case of Immigrant Families|210
2|5 Challenges to Rights-Based Practice|212
3|5.1 Homogenization of Parenthood|212
3|5.2 Reduction of Complex Needs|212
3|5.3 Marginalization of the Child|213
2|6 Conclusion|214
2|References|216
1|11: Embodied Care Practices and the Realization of the Best Interests of the Child in Residential Institutions for Young Children|221
2|1 Introduction|221
2|2 Discovering the Body|223
2|3 Good Practice, Knowing Bad Practices Occur|225
2|4 A Methodological Consideration of Embodiment|225
2|5 The Body in Care Practices, or the Embodiment of Care|226
2|6 Towards a Specific Understanding of Social Work Professionalism: Care Ethics, Good Care Practices and the Child’s Best Interest|227
2|7 Connecting Embodied Care Practices with the Best Interests of the Child|230
2|8 Conclusion|234
2|References|235
1|12: Formal and Everyday Participation in Foster Families: A Challenge?|239
2|1 Children’s Participatory Rights and Professional Work|239
2|2 Rights, Relationships and Generations|241
2|3 Formalized Participation for Children in Foster Care|244
3|3.1 Legislation and Regulations|244
3|3.2 Enforcing Foster Children’s Participatory Rights|245
2|4 Participation as a Natural Part of Everyday Family Life|246
3|4.1 Age and Type of Decision Matter|247
3|4.2 Participation Is Relational and Entails Compromise|249
3|4.3 The Decision to Become a Foster Family|250
2|5 Interactions in Everyday Life|251
2|6 Professional Practice with All Children in a Foster Home|253
2|References|254
1|13: Conclusion: Towards Rights-Based Child Protection Work|257
2|1 Introduction|257
2|2 The Systems Level|258
2|3 The Policy Level|260
2|4 Three Examples from Child Protection Practice|262
2|5 Conclusion|265
1|Index|266
1|Contents|7
1|Notes on Contributors|9
1|Abbreviations|12
1|List of Pictures|13
1|List of Tables|14
1|1: Child Protection and Human Rights: A Call for Professional Practice and Policy|15
2|1 Introduction|15
2|2 The Aim and Scope of the Book|16
2|3 ‘Lady Justice’ at Street Level|18
2|4 Child Protection and Discretion|19
2|5 Human Rights and the Right to Protection|20
2|6 Child Protection as a Public and Professional Service|22
2|7 Contents of the Book|23
2|8 Conclusion|26
2|References|27
1|2: Children’s Right to Protection Under the CRC|29
2|1 Introduction|29
2|2 General Principles|32
2|3 Article 19: Interpretation and Scope|33
2|4 Prevention of Maltreatment|35
3|4.1 Overview|35
3|4.2 Social Policy Measures|36
3|4.3 Social Programmes for Caregivers and Children|37
3|4.4 Educational Measures|37
3|4.5 Individual Prevention: Identification and Intervention|38
2|5 Responding to Violence, Abuse and Neglect|40
3|5.1 Reporting and Referral|40
3|5.2 Investigation and Prosecution|41
3|5.3 Treatment and Follow-Up|42
3|5.4 Judicial Involvement|44
2|6 Best Interests of the Child|45
2|7 Conclusion|47
2|References|49
3|United Nations Documents|50
3|United Nations Committee on the Rights of the Child|51
3|European Court of Human Rights|51
1|3: Rights and Professional Practice: How to Understand Their Interconnection|53
2|1 Introduction|53
2|2 A Theory of Rights and the Right to Protection|56
3|2.1 Basic Human Rights Standard: Negative Right to Liberty|57
3|2.2 The Child’s Right to Liberty: The Special Case|58
3|2.3 The Prospective Right to Liberty|59
3|2.4 Prospective Right to Liberty During Childhood|60
2|3 Limits to Epistemology: The Indeterminacy of a Child’s Best Interests|61
2|4 Theory of Professionalism|63
3|4.1 The Formal Restriction|64
3|4.2 Rule of Approximation Embedded in Professional Practice|65
2|5 A Theory of Childhood in the Face of Professional Practice|67
2|6 Concluding Remarks: The World Is the Limit|68
2|References|71
1|4: The Child’s Best Interest Principle across Child Protection Jurisdictions|73
2|1 Introduction|73
2|2 The Principle of the Best Interest of the Child and Discretion|75
2|3 Child Protection Systems, Welfare States and Jurisdictions|78
2|4 Data and Methods|79
3|4.1 Limitations|83
2|5 Findings|83
3|5.1 Child’s Participation|85
3|5.2 The Child’s Needs|85
3|5.3 Permanency|86
3|5.4 Protection|87
3|5.5 The Child’s Relationships|88
3|5.6 The Child’s Identity|88
3|5.7 Parents’ Perspective|89
3|5.8 Future|89
3|5.9 Weight and Procedures|89
3|5.10 Summary Findings|90
2|6 Discussion|90
2|7 Strong and Weak Discretion|92
2|8 Concluding Remarks|96
2|References|99
3|Legislation and Conventions|101
1|5: Re-designing Organizations to Facilitate Rights-Based Practice in Child Protection|103
2|1 Introduction|103
2|2 Provision Rights and Promoting Development|105
2|3 Respecting Participation Rights|109
3|3.1 Listening to Children|109
3|3.2 Involving Children in Creating and Implementing a Safety Plan|112
3|3.3 Keeping Informed of What Is Happening and Why|115
2|4 Conclusion: How the Convention Can Guide Professional Practice|121
2|References|122
1|6: Experts by Experience Infusing Professional Practices in Child Protection|125
2|1 Introduction|125
2|2 Experts by Experience: Focus on Expert and Experiential Knowledge|127
2|3 The Expert Views from Inside: Survivors’ Messages|129
3|3.1 Listen to Children in Care|130
3|3.2 Know Your Rights and Responsibilities|131
3|3.3 ‘We-Talk’ as an Ethical Choice|131
3|3.4 Changing the View from Problems to Strengths|132
2|4 Experiential Knowledge on Rights: Influences and Contradictions|133
3|4.1 Experiential Knowledge Influencing Policy and Legislation|133
3|4.2 The Inclusion of Children’s Views in Front-Line Practice|136
2|5 Summing Up|137
2|References|138
1|7: The Rights of Children Placed in Out-of-Home Care|143
2|1 Introduction|143
2|2 Background: The Danish Out-of-Home Care Landscape|145
2|3 The CRC as a Standard|146
2|4 Growing Up in Out-of-Home Care: Methods and Data|146
2|5 Rights of Young People in Out-of-Home Care|148
3|5.1 Participation: Giving the Child’s Views ‘Due Weight’|148
3|5.2 Protection from, for example, Violence, Abuse, Neglect|149
3|5.3 Risk Factors Characterizing Young People in Care|151
3|5.4 Everyday Life in Care and Life Satisfaction|152
2|6 Challenges in Measuring CRC Rights Enforcement|154
3|6.1 Measuring Life Satisfaction and Implementation of Rights in Out-of-Home Care|154
3|6.2 Pathways for Strengthening the Rights Perspective|156
2|7 Conclusion|157
2|References|158
1|8: Emergency Placements: Human Rights Limits and Lessons|161
2|1 Introduction|161
2|2 The Relevance of Human Rights to Professional Practice in Emergency Cases|163
2|3 National Regulation of Interim Orders in Emergencies|164
2|4 Court Review of County Board Decisions in Emergency Cases|166
3|4.1 Violence|166
3|4.2 Sexual Abuse|168
3|4.3 Drug Abuse|169
3|4.4 Psychological Disorders|170
3|4.5 Risk of Abduction|171
3|4.6 Neglect of Newborn Babies|172
2|5 Lessons Learned from Norwegian Case Law|174
2|6 How Human Rights Can Guide Professional Practice in Emergency Cases|176
2|7 Conclusion|177
2|References|178
1|9: Rights-Based Practice and Marginalized Children in Child Protection Work|180
2|1 Marginalization: An Integral Part of the Picture in Child Protection|180
3|1.1 Marginalization in Egalitarian Societies|181
3|1.2 Individualization of Social Needs|183
2|2 The Implementation of CRC in Child Protection|184
3|2.1 Freedom Rights and Welfare Rights: Two Sides of the Same Coin|184
3|2.2 Active Investment in Children|185
2|3 Can the Implementation of CRC in Professional Child Protection Work Improve the Lives of the Most Marginalized Children and Families?|186
2|4 School: One of the Most Important Generators of Marginalization|187
3|4.1 Education in the Knowledge Society|187
3|4.2 How Can the CRC Guide Professional Practice in Meeting the Needs of Marginalized Children’s’ Situation in School?|188
3|4.3 Child Protection Workers Need Knowledge of Children’s Situation at School|189
3|4.4 Child Protection Workers Can Take the Initiative in Defining Responsibilities|190
3|4.5 More Help Directed at the School Situation of CPS Children Living at Home|191
3|4.6 Recognize that Children in CPS Have Ability and Potential|192
2|5 Conclusion|192
2|References|194
1|10: In-home Services: A Rights-Based Professional Practice Meets Children’s and Families’ Needs|197
2|1 Introduction|197
3|1.1 The Relevance of the CRC to Professional Practice with In-home Services|198
2|2 When Does the State’s Responsibility for Providing Services Occur?|200
3|2.1 The Threshold for CWS Involvement|202
2|3 Realizing Children’s Rights to Services|205
3|3.1 Individual Rights to Services When Parents Do Not Give Their Consent|206
2|4 Targeting Parents to Secure Children’s Right to Timely and Adapted Help|208
3|4.1 Parents in Society|209
3|4.2 In-home Services and the Case of Immigrant Families|210
2|5 Challenges to Rights-Based Practice|212
3|5.1 Homogenization of Parenthood|212
3|5.2 Reduction of Complex Needs|212
3|5.3 Marginalization of the Child|213
2|6 Conclusion|214
2|References|216
1|11: Embodied Care Practices and the Realization of the Best Interests of the Child in Residential Institutions for Young Children|221
2|1 Introduction|221
2|2 Discovering the Body|223
2|3 Good Practice, Knowing Bad Practices Occur|225
2|4 A Methodological Consideration of Embodiment|225
2|5 The Body in Care Practices, or the Embodiment of Care|226
2|6 Towards a Specific Understanding of Social Work Professionalism: Care Ethics, Good Care Practices and the Child’s Best Interest|227
2|7 Connecting Embodied Care Practices with the Best Interests of the Child|230
2|8 Conclusion|234
2|References|235
1|12: Formal and Everyday Participation in Foster Families: A Challenge?|239
2|1 Children’s Participatory Rights and Professional Work|239
2|2 Rights, Relationships and Generations|241
2|3 Formalized Participation for Children in Foster Care|244
3|3.1 Legislation and Regulations|244
3|3.2 Enforcing Foster Children’s Participatory Rights|245
2|4 Participation as a Natural Part of Everyday Family Life|246
3|4.1 Age and Type of Decision Matter|247
3|4.2 Participation Is Relational and Entails Compromise|249
3|4.3 The Decision to Become a Foster Family|250
2|5 Interactions in Everyday Life|251
2|6 Professional Practice with All Children in a Foster Home|253
2|References|254
1|13: Conclusion: Towards Rights-Based Child Protection Work|257
2|1 Introduction|257
2|2 The Systems Level|258
2|3 The Policy Level|260
2|4 Three Examples from Child Protection Practice|262
2|5 Conclusion|265
1|Index|266