Increasing access to rights for young people has highlighted the fact that little is known about their thinking and understanding of rights issues. However, expanding children’s access to rights without adequate knowledge of how they understand, experience and are able to use these rights, may be detrimental to their well-being. Thus far, research has explored conceptions of rights in several populations, including school aged children and young offenders, but little attention has been focused on maltreated children – a particularly vulnerable group. The purpose of the current study was to examine conceptions of and attitudes towards children’s nurturance and self-determination rights in 10-18-year-old children with histories of maltreatment who were living in state care. Associations between rights conceptions and attitudes, and factors related to the experience of maltreatment and child welfare care (e.g. type of maltreatment, type of foster care, time in care, and number of foster care placement changes), were explored. Rights concepts were assessed by having participants generate and discuss children’s rights issues arising in three contexts: home, school and the greater community, as well as through general knowledge questions. Attitudes were assessed using the Children’s ii iii Rights Attitudes questionnaire (Peterson-Badali, Morine, Ruck & Day, 2004), a 32 item likert-scale measure of children’s endorsement of various nurturance and self-determination rights. Results indicated that, while maltreated children’s conceptions of rights did frequently vary from previous findings with non-maltreated children, there were also a number of broad-based similarities. Interestingly, while maltreatment and child welfare care variables were largely unrelated to rights conceptions and attitudes, participants’ understanding did appear to be informed by the particular concerns that emerged from their unique circumstances (e.g., the fulfillment of basic needs such as food, clothing, and education). Findings are discussed in relation to theory, research, policy, and practice.

Increasing access to rights for young people has highlighted the fact that little is known about their thinking and understanding of rights issues. However, expanding children’s access to rights without adequate knowledge of how they understand, experience and are able to use these rights, may be detrimental to their well-being. Thus far, research has explored conceptions of rights in several populations, including school aged children and young offenders, but little attention has been focused on maltreated children – a particularly vulnerable group. The purpose of the current study was to examine conceptions of and attitudes towards children’s nurturance and self-determination rights in 10-18-year-old children with histories of maltreatment who were living in state care. Associations between rights conceptions and attitudes, and factors related to the experience of maltreatment and child welfare care (e.g. type of maltreatment, type of foster care, time in care, and number of foster care placement changes), were explored. Rights concepts were assessed by having participants generate and discuss children’s rights issues arising in three contexts: home, school and the greater community, as well as through general knowledge questions. Attitudes were assessed using the Children’s ii iii Rights Attitudes questionnaire (Peterson-Badali, Morine, Ruck & Day, 2004), a 32 item likert-scale measure of children’s endorsement of various nurturance and self-determination rights. Results indicated that, while maltreated children’s conceptions of rights did frequently vary from previous findings with non-maltreated children, there were also a number of broad-based similarities. Interestingly, while maltreatment and child welfare care variables were largely unrelated to rights conceptions and attitudes, participants’ understanding did appear to be informed by the particular concerns that emerged from their unique circumstances (e.g., the fulfillment of basic needs such as food, clothing, and education). Findings are discussed in relation to theory, research, policy, and practice.

Undergraduate honors paper--Mount Holyoke College, 2008. Dept of Anthropology. / Includes bibliographical references (leaves 85-89).

Thesis (Ed.D.)--University of Oklahoma, 1986. / Bibliography: leaves 269-273.

Thesis (D.Phil (Social Work))--University of Pretoria, 2005. / Includes abstract in English and Afrikaans. Includes bibliographical references.

No description available.

This research has been carried out on the basis of a quite short and quite simple question: Is the notion of children's citizenship a reality or romanticism? It looks at the status and extent of our knowledge of the position of children over a period of about 2500 years in the past and toward an as yet unpredictable time in the future. In so doing it looks at not only 'ourselves' (Western European societies) but other cultures, traditions and beliefs that broaden the question's base. It considers branches of knowledge such as the social sciences, theology and philosophy. Those disciplines have examined humanity with varying amounts of reference to children or childhood for at least as long as any of them has existed. The choice of methods includes analytic induction, morphological analysis and content analysis cum symptomatic reading. Those choices are governed by the fact that most parts of all data are printed texts. Some of the content is also my own work, partially field based and other parts published texts. Some of my more recent, undocumented field based work has also raised questions that require answers that a work of this nature might provide. This research moves on and away from child participation using a children's rights based argument toward examination of the relationship of the child with the state, thus as a potential full member citizen, including children's rights as part of the broader human rights agenda. In so doing, the conclusions complete research that has taken a course in which the intent before examining evidence was to reach a position that was partly advocacy for full citizenship. The conclusions bearing the weight of historically and geographically widespread data now look at a better informed reality of the possibility of that being realised.

Research on children's rights very often deals with the legal aspects of their rights, based on perceived protection and provisioning needs, and focussed on deficiencies in children's lives. There is obviously a place for such considerations. It is rare however for writers on children's rights to deal with the personal, ontological and moral rights of children in a principled way. This study aims to address this deficit and reveal the axiomatic and essential rights of children in their home setting. The standing of children's rights in the Republic of South Africa (RSA) is reviewed. Although the primary focus will be on the South African situation, it will be illuminated by references to cogent international experience and positions, apposite to the prosecution and theme of this study. This is appropriate, as South Africa is integral to the international initiatives and imperatives in human rights, especially as they apply to children. In terms of the South African state, children's rights have been given formal recognition in the Constitution, as well as in laws and policies flowing there from. It is noted that there may be deficiencies in the implementation and realisation of these rights in practice, however. Only a fraction of children's rights apply in the public sector. Children live their lives predominantly in the home and so the realisation of their rights very often comes down to the attitudes and actions of their parents, in a horizontal application of the Bill of Rights. This study explores what rights children should be bestowed by their parents in their home and according to what values and criteria. The traditional and emerging roles of parents are considered, as they relate to the realisation of rights by their children. The evolution of the concept of childhood is explicated, including social change advocacy and social movements designed to assist children to realise their rights optimally. This study is not based on legal rights per se, but is predicated on an ontological vision of personhood, as it applies to children. Instead of natural rights, the fundamental and universal values that underlie human rights are considered. These values include respect for person, dignity , equality, autonomy, freedom and justice for children in their relationships with their parents. In order to generate the debate on children's rights in the home, two exemplars are considered, based on first principles and fundamental, axiological values. The first exemplar is the child's right not to receive corporal punishment from parents. The second exemplar considers the child's right to realise freedom of religion in the home, including the right to hold different religious beliefs from his or her parents, and to act on these beliefs, in contradistinction to the religion espoused by his or her parents. The thesis contained in this study is that children's rights can only be realised and assured if parents treat their children as persons of worth and dignity, and raise them to become fully functioning adults. The concept of an 'enlightened parent' is critical, if children are to realise their rights. Enlightened parenting involves a lifetime of support and education by parents in order to assist their children to achieve their own special ends as persons. The concept of an 'enlightened parent' is proposed as the portal through which children's rights will be realised. An 'enlightened parent', as the ideal type of parent, should form the basis on which an advocacy campaign should be mounted to enhance the realisation of children's rights in the private domain. The values implicit in an 'enlightened parent' are briefly sketched, incorporating critical values such as tolerance, good will, respect, care, concern and unconditional positive regard. These are the relational values between parents and children that will deliver the human rights values, and therefore ensure, in effect, the accomplishment of children's rights. / Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2006.

Diss. Karlstad : Karlstads universitet, 2009.

Thesis (M.S.W.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 88-92).