Childrens Rights and Teacher Advocacy Essay

Tags: mental health child abuse family relationships human services

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The National Committees in UNICEF have actively participated in addressing every aspect of CRE successfully in one or two places. Concerning children's rights and adequate learning, while there are widespread opportunities for children, it is still not an entitlement in most parts of the world. When programme entitlements exist, it is quite common for links to be established between the rights contained in programme and certain responsibilities, when it should actually be linked to the United Nations Convention on Rights of the Child. This increases the chances of children learning about the rights without learning about the CRC; plus, they will be able to understand what being a duty-bearer or right-holder entails (two major aspects of the child right initiative) (Jerome, Emerson, Lundy, & Orr, 2015).



Understanding Children's Rights from a Teacher's Perspective



Educationalists have always had a dedicated professional sense of responsibility towards the children under their care. They show much concern about the safety, happiness, health and overall wellbeing of the children under their jurisdiction. These educationalists are well aware of their roles as role models in the lives of the children under their tutelage and the fact that the children may be looking up to them for support, protection and care (Crosson - Tower, 2003).



i. Personal Commitments



For most educationalists, an in-depth devotion to the overall well-being of the children under their care is part of their professional responsibility. This personal devotion is invaluable owing to the fact that without it, it becomes impossible to carry out effective child abuse and child neglect prevention and treatment.



ii. Reacting to Physical Abuse



In the case of child abuse, educationalists noticed both behavioural and physical symptoms and certain family models that, when amalgamated, acted as pointers to the occurrence of an abuse or a possible exposure to abuse (which include hearing, observation, domestic violence intervention, or subsequently having negative behaviours and fears to deal with, which according to some states amount to child maltreatment).



The challenge of the rights of children with regards to future policies is how to translate from specific pleading and support to major rights of children as contained in institutions and policies across board.

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This implies the institution of the right of children both in the ideologies of civil society organizations and local authorities. To most people, it is easier to see children as the vulnerable population that needs all the care and protection they can get, rather than see them as citizens who possess the right to stand for their own rights and voice out their own views. However, if we accept that children are entitled to a home, an identity, to quality education or to protection from all forms of abuse, we are simply consenting to an approach that is right-based, and ultimately to the position of accepting children as citizens in their own legal rights. Once this is done, we must recognize their rights for self-determination and participation (Thomas, 2011).



Child Advocacy



1979 was termed the International Year of the Child. During the UN Convention that year, the Polish delegates submitted a proposal to the United Nations General Assembly, on the need for the institution of an international treaty targeted at protecting the human rights of children all over the world.



"Every child should be entitled to the right for safety, adequate care and respect. Australia, in their right as a signatory to the UN Convention on the Rights of the Child, owes Australian children adequate safety/protection, make services available for the children to develop mentally, socially and physically to enable them maximize their potentials and equip them for effective participation in global issues (NFPAC, 2009)



Teacher as the Children's Advocate



With the guidance from the staff of the Parent Leadership Network, I started getting a much clearer understanding of the correlation existing between effective teaching practices and the elements of healthy partnership with parents. Moreover, I understood what the involvement of parents could mean for their children.



Anyone who promotes or supports the interests of others is an advocate, and that is what a teacher does when he/she involves both the students and their parents as active collaborators in a classroom community focused on achieving positive knowledge. Anyone who promotes a particular cause is also an advocate, and in….....

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References


Crosson - Tower, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and NEglect. Washington DC: U.S. Department of Health and Human Services.

Dept of Health and Ageing. (2013). How Mental Health affects Children. Commonwealth of Australia.

Earler, J. (2013). Emotional and behavioural problems. In E. Jessie, Growing up in the UK -- Ensuring a healthy future for our children (pp. 121-148).

Jerome, L., Emerson, L., Lundy, L., & Orr, K. (2015). Teaching and Learning about Child Rights. Belfast: UNICEF.

Mooney, A., Oliver, C., & Smith, M. (2009). Impact of Family Breakdown on Children's Well-being. London: Institute of Education - University of London.

NFPAC. (2009). National Framework for Protecting Australia's Children 2009-2020.

Public Health England. (2013). How healthy behaviour supports children's wellbeing. london: Public Health England.

Ridnouer, K. (2016). Introduction: The Teacher as Everyday Advocate. Retrieved from ASCD: http://www.ascd.org/publications/books/109009/chapters/Introduction@-The-Teacher-as-Everyday-Advocate.aspx

Thomas, N. (2011). Children's Rights: Policy Into Practice. Lancashire: Centre for Children and Young People.

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