This diploma thesis deals with poverty and social exclusion in the context of education, on both a theoretical and empirical level. The theoretical part provides a comprehensive picture of the phenomena of poverty, social exclusion and low-income families and then shows them towards education. The theoretical basis of the protection of families and children is also clarified in this part. The text focuses in detail on the specifics of the schooling of students from low-income families in Most, this focus is then extended by a qualitative data survey in the practical part. The research report provides interpretation of data from interviews with primary school pupils in Most, whose families meet the poverty risk attributes. The results of the practical part capture the student's perception of their educational careers. The results of research interviews are then confronted with the conclusions of the research reports mentioned in the theoretical part. Powered by TCPDF (www.tcpdf.org)

The diploma thesis is called "Ethical context of the performance of child protection departments at the municipal authorities with extended powers". The aim of the thesis is to describe ethical dilemmas arising out of direct social work with minors and their families and contribute with an empirical qualitative research. The thesis is divided into seven main chapters, discussing child protection itself as well as ethical dilemmas and theoretical possibilities of support in working with ethical dilemmas. The main part of the thesis is a chapter on the perception and work with ethical dilemmas from the perspective of child protection social workers at the municipalities with extended powers. The outcome of the thesis is a reflection of selected ethical dilemmas from the perspective of both theory and practice. This reflection is discussed in the conclusion.

Children around the world suffer greatly due to conflicts. One of the most common interventions to support children affected by conflicts are Child Friendly Spaces (CFSs). Implemented within different cultural contexts, CFSs aim to be both culturally sensitive and contribute to gender equality, an interaction that can be complex. Previous research regarding CFSs is limited. As CFSs are commonly used in Humanitarian Action, further knowledge is central.This thesis aims to explore and compare how culture and gender appropriate responses in CFSs guidelines and manuals are expressed in order to gain an increased understanding of how these guidelines handle the interaction between gender norms in different cultures.In this study I discuss six CFSs guidelines and manuals by conducting comparative analysis and applying the Ecological Resilience Framework.The result suggests that culture and gender appropriate responses are central in all guidelines and manuals but emphasized in different ways. The participation of children, families and communities, as well as the adaption of activities, are all strategies aimed at cultural sensitivity. The result also entails that the equal inclusion of all children is a general gender appropriate approach. In addition, I claim that the main intervention, aiming to be both gender and culture appropriate, is separated groups between boys and girls. Finally, I argue that gender and culture may clash due to different perceptions of gender and culture appropriate responses.

This final thesis deals with the individual planning of child protection and safeguarding in the Czech Republic. It describes individual aspects of this type of planning. It specifically explains the concept of individual planning and it also describes the client in the process and its legislation. Futhermore, it focuses on social and legal protection of children and their workers. This final work subsequently reflects these points also in ethical view. The used phenomenons as freedom, responsibility, conscience and subsidiarity are also described here. The final thesis is divided into theoretical analysis and interview with the client and a social worker.

The thesis deals with the divorce process, whose problem course has a negative influence on the development of children. The aim of the thesis is to clarify whether the divorce process influences the socioemotional development of children, to describe the issue of divorce in contemporary society, and persue source of undesirable phenomena that bring long-term conflicts between parents. Complicated cases of children who find themselves in the middle of relationship between parents are still increasing.

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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.

This study examines how the unprecedented placement of blame on social workers in B.C., following the Report of the Gove Commission into Child Protection in 1995, has affected those workers, by exploring the phenomenon from the point of view of the social workers themselves. By using structural social work theory, with a feminist perspective, the conceptual context is explored in terms of how risk and blame have been constructed and how the relationship between clients and workers, and the treatment of social workers by management have been impacted by that construction. Purposeful criterion sampling was used, applying a snowball approach of recruitment. Ten social workers participated who are or have been recently employed by the Ministry for Children & Families. Data collection occurred through one focus group session as well as individual interviews. Transcripts of the interviews were made from audiotapes. Categorical and holistic content analysis led to identification of participant themes. Findings confirmed fear of blame as a significant contributor to high stress levels but, surprisingly, social workers expressed their belief that a similar fear was frequently behind management decisions. This research provides unique insight into the factors which motivate individuals to do the difficult work of child protection. It also offers an explanation for the ongoing difficulty which government experiences in recruiting and retaining skilled, trained staff, which, if unaddressed, is a serious impediment to the effective delivery of child welfare services in B.C.

This thesis examines the experiences of girl child soldiers in Uganda in order to explore the gender gaps that exist in post-conflict programming and to engender meaningful policy solutions that target these gaps. This thesis uses a gender lens to analyze the challenges faced by Ugandan girls and to explore how entrenched gender norms feed into a singular narrative of conflict – dangerous boys and traumatized girls – that renders particular combatants – and their unique needs – invisible. Adopting a feminist methodology that prioritizes the importance of girls’ narratives and self-perceptions, the author argues that girl child soldiers must be meaningfully included in the design and implementation of programming aimed at serving their needs. A participatory action research methodology is presented as a promising way forward. It can help address specific gendered challenges in the post-conflict environment, while also recognizing and drawing upon the resiliency and strengths of the girl child soldiers themselves.

This thesis examines the experiences of girl child soldiers in Uganda in order to explore the gender gaps that exist in post-conflict programming and to engender meaningful policy solutions that target these gaps. This thesis uses a gender lens to analyze the challenges faced by Ugandan girls and to explore how entrenched gender norms feed into a singular narrative of conflict – dangerous boys and traumatized girls – that renders particular combatants – and their unique needs – invisible. Adopting a feminist methodology that prioritizes the importance of girls’ narratives and self-perceptions, the author argues that girl child soldiers must be meaningfully included in the design and implementation of programming aimed at serving their needs. A participatory action research methodology is presented as a promising way forward. It can help address specific gendered challenges in the post-conflict environment, while also recognizing and drawing upon the resiliency and strengths of the girl child soldiers themselves.