A Rights-Based Preventative Approach for Psychosocial Well-being in Childhood

Preface

Contents

List of Charts

Part I Introduction to a Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood

Introduction to Part I

Teaching–Learning Objectives

Chapter Plan

Recommended Reading

1 Theories of Child Development and Vulnerability in Childhood

1.1 Concepts of Human Development

1.1.1 The Biological System

1.1.2 The Psychological System

1.1.3 The Societal System

1.1.4 Stages of Development

1.2 Theories of Child Development

1.2.1 Theories of Cognitive Development

1.2.1.1 Key Concepts of Cognition

1.2.1.2 Cognitive Development

1.2.2 Theories of Psychosocial Development

1.2.2.1 Stages of Development

1.2.2.2 Developmental Tasks

1.2.2.3 Psychosocial Crises

1.2.3 Critique of Theories of Child Development

1.3 Social Construction of Childhood Vulnerability

1.3.1 Adultism and Protective Exclusion in Childhood

1.3.2 Social Construction of Childhood and Adolescence

1.3.2.1 Social Construction of Childhood

1.3.2.2 Social Construction of Adolescence

1.3.3 Western Scientific Construction of ''Normal'' Childhood

1.3.3.1 Universal Chronologisation Negating Variations in Movement Through Childhood

1.3.3.2 Discontinuity of Childhood

1.3.3.3 Confusion over Adolescence as a Stage in Childhood and in Youth

1.3.3.4 Social Construction of Deviance

1.3.4 Conclusion

1.4 Ecological Context of Childhood Vulnerability

1.4.1 Ecological Perspective on Childhood

1.4.2 Childhood Vulnerability in Patriarchal Family

1.4.3 Development, Liberalisation and Globalisation Aggravating Childhood Vulnerability

1.4.4 Conclusion

1.5 Concepts and Cycle of Problems in Childhood and Adult Life

1.5.1 Need to Redefine Concepts

1.5.2 Cycle of Problems in Childhood

1.5.3 Neglect in Childhood

1.5.4 Abuse in Childhood

1.5.5 Commercial Exploitation in Childhood

1.5.6 Conflict with Law in Childhood

1.5.7 Effects in Childhood

1.5.8 Implications for Adult Life

Note

References

2 The Child Rights Perspective

2.1 Pre-rights Policy Perspectives for Children

2.1.1 Laissez-faire and Patriarchy Perspective

2.1.2 State Paternalism and Child Protection Perspective

2.1.3 Defence of the Birth Family and Parents' Rights Perspective

2.2 The Child Rights Perspective

2.2.1 History of the United Nations Convention on the Rights of the Child

2.2.2 Needs Versus Rights Approach

2.2.3 Concepts of Child Rights

2.2.4 Review of the United Nations Convention on the Rights of the Child

2.3 Categories of Child Rights

2.3.1 Child Right to Family Care

2.3.1.1 Right to Family Care and Relations

2.3.1.2 Child Right to Parenting by Both Parents and Family Right to Assistance for Childcare

2.3.1.3 Child Right Not to Be Separated from Parents

2.3.1.4 Child Right to Reunification with Parents

2.3.2 Child Right to Development

2.3.2.1 Health and Nutrition Rights

2.3.2.2 Education Rights

2.3.2.3 Rest, Recreation and Cultural Rights

2.3.3 Child Right to Participation

2.3.3.1 Right to Expression of Views

2.3.3.2 Right to Communication of Information

2.3.3.3 Rights to Freedom

2.3.4 Child Right to Protection

2.4 Principles of Child Rights

2.4.1 Primary Consideration to Dignity and the Best Interests of the Child

2.4.2 Indivisibility and Interdependence of Child Rights and Holistic Approach

2.4.3 Universality, Equality, Non-discrimination and Inclusion of the Marginalised Among Children

2.4.4 State and Societal Accountability

References

3 A Conceptual Framework for Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood

3.1 Conceptual Framework for Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood

3.1.1 Foundation

3.1.2 Objectives and Principles from the Child Rights Perspective

3.1.2.1 Objectives of Child Rights

3.1.2.2 Principles of Child Rights

3.1.3 Goals from the Prevention Model of Health Care

3.1.4 Definition of Psychosocial Well-Being from the Theories of Positive Psychology

3.1.5 Intervention Aspects from Social Work Profession

3.1.5.1 Social-Work Approaches

3.1.5.2 Social-Work Attitudes

3.1.5.3 Social-Work Ethical Principles

3.1.5.4 Psychosocial Methods and Techniques of Social Work

3.1.5.5 Organisational Setup

3.2 Preventative Framework for Well-Being in Childhood

3.2.1 Current Classification of Child Welfare Services

3.2.2 Preventative Framework for Well-Being in Childhood

3.3 Approaches of Intervention with Children

3.3.1 Person-Centred Approach

3.3.2 Strengths-Based Approach

3.3.3 Participatory Approach

3.3.3.1 Child Right to Communication of Information

3.3.3.2 Child Right to Expression of Views

3.3.3.3 Child Right to Freedom

3.3.3.4 Children as Resourceful

3.3.3.5 Children's Agency

3.3.3.6 Child Responsibilities

3.3.3.7 Benefits of Child Participation

3.3.3.8 Participatory Approach to Intervention

3.3.3.9 Child-Friendly Participatory Process

3.3.4 Empowerment-Focused Approach

3.4 Attitudes in Intervention with Children

3.4.1 Warmth

3.4.2 Humility

3.4.3 Empathy

3.5 Skills for Intervention with Children

3.5.1 Barriers in Communication

3.5.2 Open Communication

3.5.2.1 Asking Questions

3.5.2.2 Use of Non-discriminatory Language

3.5.2.3 Sensitive Listening

3.5.3 Feedback Skills

3.5.3.1 Paraphrasing

3.5.3.2 Probing

3.5.3.3 Responding with Empathy

3.5.4 Use of Play and Humour

3.5.4.1 Play

3.5.4.2 Humour

3.6 Ethical Principles of Intervention with Children

3.6.1 Self-Determination

3.6.2 Informed Consent

3.6.3 Professional Boundaries

3.6.4 Confidentiality

References

Part II Primary Prevention for Psychosocial Well-Being in Childhood

Introduction to Part II

Introduction to Primary Prevention

Goals of Primary Prevention

Psychosocial Skills

Importance of Psychosocial Skills

Psychosocial Skill Education

Psycho-educational Group Work for Development of Psychosocial Skills

Teaching–Learning Objectives

Chapter Plan

Tutorial Plan

Recommended Reading

References

4 Methodology of Psycho-educational Group Work

4.1 Concepts of Psycho-educational Group Work

4.2 Methodologies

4.2.1 Experiential Learning

4.2.2 Group Process

4.2.2.1 Self-Awareness and Complementarity

4.2.2.2 Requirements of Effective Teamwork

4.2.2.3 Democratic Decision-Making

4.2.3 Facilitation Approach

4.3 Methods

4.3.1 Lecturettes

4.3.2 Pairing and Sharing, Small and Large Group Activities

4.3.3 Role-Plays and Simulations

4.3.3.1 Practice Psychosocial Skills

4.3.3.2 Stimulate Discussion on Complex Issues

4.3.3.3 Re-enact Past Experiences

4.3.4 Rounds and Brainstorming

4.3.5 Workshops

4.3.6 Self-Reflection and Expression

4.4 Tools

4.4.1 Case Studies

4.4.2 Local Stories and Songs

4.4.3 Games and Exercises

4.4.4 Energisers

4.4.5 Audio-Visual Aids

4.5 Discussion

4.5.1 Utility of Discussion

4.5.1.1 Processing an Activity

4.5.1.2 Processing Content

4.5.1.3 Stimulating Thinking Skills

4.5.1.4 Awareness of Attitudes

4.5.1.5 Participant Involvement

4.5.2 Techniques of Leading a Discussion

4.5.2.1 Asking Questions

4.5.2.2 Probing

4.5.2.3 Redirecting Questions and Comments

4.5.2.4 Referencing Back

4.6 Programme Planning

4.6.1 Components of a Programme Plan

4.6.2 Background for Planning

4.6.3 Baseline Assessment of Needs and Expectations

4.6.4 Objectives

4.6.5 Topics and Schedule

4.6.6 Planning the Opening Session

4.6.6.1 Setting Ground Rules

4.6.6.2 Formation of Committees

4.6.7 Planning Topicwise Sessions

4.6.7.1 Topicwise Plan

4.6.7.2 Estimation of Time

4.6.8 Planning the Closing Session

4.6.9 Organisational Plan

4.6.9.1 Venue

4.6.9.2 Equipment and Stationery

4.6.9.3 Use of Flannel Boards

4.6.9.4 Budget

Note

References

5 Enrichment of Self-Awareness

5.1 Concepts of Self-Awareness

5.2 Self-Identity

5.2.1 Concepts of Self-Identity

5.2.2 Individual-Level Self-Identity

5.2.3 Group-Level Self-Identity

5.2.4 Activities

5.3 Self-Esteem

5.3.1 Concepts of Self-Esteem

5.3.2 Self-Acceptance

5.3.3 Self-Worth

5.3.4 Self-Love

5.3.5 Self-Confidence

5.3.6 Assertiveness

5.3.7 High Self-Esteem

5.3.8 Low Self-Esteem

5.3.9 Activities

References

6 Enrichment of Proactive Thinking Skills

6.1 Concepts of Proactive Thinking Skills

6.1.1 Reactive Thinking

6.1.2 Proactive Thinking

6.2 Reframing Irrational Thinking with Rational and Critical Thinking Skills

6.2.1 Irrational Thinking

6.2.2 Rational and Critical Thinking Skills

6.2.3 Activities

6.3 Reframing Rigid Thinking with Flexible and Creative Thinking Skills

6.3.1 Rigid Thinking

6.3.2 Flexible and Creative Thinking Skills

6.3.3 Activities

6.4 Reframing Protective Thinking with Self-Responsibility

6.4.1 Passive Protectivity

6.4.2 Aggressive Protectivity

6.4.3 Distorting the Truth

6.4.4 Rationalisation

6.4.5 Self-Responsibility

6.4.6 Activities

6.5 Reframing Negative Thinking with Positive Thinking Skills

6.5.1 Negative Thinking

6.5.2 Positive Thinking Skills

6.5.3 Activities

References

7 Enrichment of Emotional Intelligence

7.1 Concepts of Emotional Intelligence

7.1.1 Emotions

7.1.2 Emotional Intelligence

7.1.3 Linkage Between Thinking and Emotions

7.2 Emotional Awareness and Expression

7.2.1 Awareness and Expression of Emotions in Self

7.2.2 Awareness of Emotions in Others/Empathy

7.2.3 Activities

7.3 Regulating Negative Emotions

7.3.1 Concept of Regulating Negative Emotions

7.3.1.1 Messages of Negative Emotions

7.3.1.2 Types of Negative Emotions

7.3.1.3 Effects of Negative Emotions

7.3.1.4 Regulating Negative Emotions

7.3.2 Anger

7.3.2.1 Regulating Anger

7.3.2.2 Coping with Someone Else's Anger

7.3.3 Hurt

7.3.4 Sadness

7.3.5 Fear and Anxiety

7.3.6 Activities

7.4 Enrichment of Positive Emotions

7.4.1 Concepts of Enrichment of Positive Emotions

7.4.2 Love

7.4.2.1 Capacity to Love

7.4.2.2 Unconditional Love

7.4.3 Joy and Happiness

7.4.4 Smile, Humour and Laughter

7.4.4.1 Smile

7.4.4.2 Humour and Laughter

7.4.5 Activities

References

8 Enrichment of Interpersonal Relationship Skills

8.1 Concepts of Interpersonal Relationship Skills

8.2 Interdependence in Relationships

8.2.1 Cohesion

8.2.2 Adaptability

8.2.3 Activities

8.3 Positive Perception of Others

8.3.1 Egalitarian Perception

8.3.2 Recognition of Strengths

8.3.3 Acceptance and Respect

8.3.4 Celebration of Differences

8.3.5 Activities

8.4 Positive Feelings for Others

8.4.1 Warmth

8.4.2 Humility

8.4.3 Empathy

8.4.4 Activities

8.5 Win–Win Goals in Relationships

8.5.1 Concepts

8.5.1.1 Goal of Win–Lose

8.5.1.2 Goal of Lose–Win

8.5.1.3 Goal of Win–Win

8.5.2 Activity

8.6 Collaborative Conflict Management Skills

8.6.1 Types of Interpersonal Conflict

8.6.2 Self-Fulfilling Prophecy in Conflicts

8.6.3 Collaborative Conflict Management Skills

8.6.3.1 Attitude Adjustment

8.6.3.2 Reducing Defensiveness in Others

8.6.3.3 Understanding the Other Person's Perception of the Conflict

8.6.3.4 Steps for Collaborative Conflict Management

8.6.3.5 Agreement to End the Conflict

8.6.4 Activities

References

9 Enrichment of Interpersonal Communication Skills

9.1 Concepts of Interpersonal Communication Skills

9.1.1 Interpersonal Communication

9.1.2 Interpersonal Communication Skills

9.2 Verbal Communication Skills

9.2.1 Verbal Communication and Context

9.2.2 Open Communication Skills

9.2.3 Activities

9.3 Body Language Skills

9.3.1 Concepts of Body Language

9.3.2 Functions of Body Language

9.3.3 Difference Between Verbal and Body Language

9.3.4 Non-verbal Cues

9.3.4.1 Paralanguage

9.3.4.2 Appearance

9.3.4.3 Gestures

9.3.4.4 Touch

9.3.4.5 Use of Space

9.3.4.6 Use of Time

9.3.5 Modes of Body Language

9.3.6 Activities

9.4 Sensitive Listening Skills

9.4.1 Barriers in Listening

9.4.2 Sensitive Listening Skills

9.4.3 Activities

9.5 Feedback Skills

9.5.1 Negative Feedback Skills

9.5.1.1 Giving Negative Feedback

9.5.1.2 Receiving Negative Feedback

9.5.2 Positive Feedback Skills

9.5.2.1 Giving Positive Feedback

9.5.2.2 Receiving Positive Feedback

9.5.3 Activities

References

10 Family Life Education

10.1 Concepts of Family Life Education

10.1.1 Family and Household

10.1.2 Family in the Ecological Perspective

10.1.3 Types of Families

10.1.4 Family Life Education

10.2 Enrichment of Family Dynamics

10.2.1 Family Identity

10.2.1.1 Group-Level Family Identity

10.2.1.2 Unique-Level Family Identity

10.2.2 Family Composition

10.2.3 Family Development

10.2.3.1 Stages of Family Development

10.2.3.2 Family Developmental Tasks

10.2.3.3 Family Developmental Transitions

10.2.3.4 Family Adaptability

10.2.4 Family Relationships

10.2.5 Family Activities

10.2.6 Activities

10.3 Democratic Family Structure

10.3.1 Family Structure

10.3.1.1 Family Ideologies

10.3.1.2 Family Functional Orientation

10.3.1.3 Family Rules

10.3.1.4 Family Roles

10.3.1.5 Power in Family

10.3.1.6 Democratic Family Structure

10.3.2 Sexism and Rights of Women

10.3.2.1 Sexism

10.3.2.2 Human Rights of Women

10.3.3 Adultism and Rights of Child

10.3.4 Ageism and Rights of Elderly

10.3.4.1 Ageism

10.3.4.2 Human Rights of Older Persons

10.3.5 Democratic Family Decision-Making

10.3.6 Activities

10.3.6.1 Activity 11: Self-Disclosure of Gender Experiences

References

11 Parenting Education

11.1 Concepts of Parenting Education

11.1.1 Importance and Steps of Parenting Education

11.1.2 Content of Parenting Education

11.2 Marital Relationship Skills

11.2.1 What Is Marriage

11.2.2 Attachment with Parents in Infancy

11.2.3 Marital Relationship Skills

11.3 Assertive Parenting Skills

11.3.1 Self-Identity as Parents

11.3.2 Assertive Parenting Style

11.3.3 Appreciation for Child's Play

11.3.4 Assertive Communication with the Child

11.3.4.1 Problems in Communication

11.3.4.2 Positive Communication

11.3.5 Developing Child's Life Skills

11.3.5.1 Build Self-Esteem in the Child

11.3.5.2 Develop Child's Emotional Intelligence

11.3.5.3 Promote Children's Independence in Problem Solving

11.3.6 Positive Disciplining of the Child

11.3.6.1 History of Disciplining Methods

11.3.6.2 Positively Dealing with the Child's Problem Behaviour

11.4 Age-Appropriate Development Interventions

11.4.1 Development Needs in Infancy

11.4.2 Development Needs in Toddlerhood

11.4.3 Development Needs in Preschoolage

11.4.4 Development Needs in Middle Childhood

11.4.5 Developmental Needs in Adolescence

References

Part III Secondary and Tertiary Prevention for Psychosocial Well-Being in Childhood

Introduction to Part III

Introduction to Secondary Prevention

Goals of Secondary Prevention of Neglect in Childhood

Interventions for Secondary Prevention

Introduction to Tertiary Prevention

Goals of Tertiary Prevention of Abuse and Commercial Exploitation in Childhood

Goals of Tertiary Prevention of Conflict with Law in Childhood

Systems and Interventions for Tertiary Prevention

Teaching–Learning Objectives

Chapter Plan

Tutorial Plans

Case Discussions

Visits

Recommended Reading

12 Process of Casework with Children and Their Families

12.1 Concepts of Process of Casework

12.2 Interview with Children and Their Families

12.2.1 Social Work Interview

12.2.2 Interview Setting

12.2.2.1 Desk

12.2.2.2 Play Media

12.2.3 Planning an Interview

12.2.4 Interview Transitions

12.2.5 Summarising

12.3 Initial Stages of Casework with Children and Their Families

12.3.1 Engagement

12.3.1.1 General

12.3.1.2 Engagement with Parents

12.3.1.3 Engagement with Children

12.3.1.4 Engagement with Families

12.3.2 Assessment

12.3.2.1 General

12.3.2.2 Assessing the Problem

12.3.2.3 Assessing the Strengths

12.3.2.4 Comprehensive Assessment

12.3.2.5 Sources of Assessment

12.3.2.6 Observation of Children

12.3.2.7 Observation of Family

12.3.2.8 Home Visits

12.3.2.9 Tools for Assessment

12.3.3 Planning

12.3.3.1 Goal Setting

12.3.3.2 Action Planning

12.3.3.3 Contracting

12.4 Concluding Stages of Casework with Children and Their Families

12.4.1 Evaluation

12.4.1.1 Purpose and Levels

12.4.1.2 Formative Evaluation/Monitoring

12.4.1.3 Evaluation of Effectiveness

12.4.1.4 Evaluation of Efficiency

12.4.1.5 Evaluation Through Follow-Up

12.4.2 Termination

12.4.2.1 Planned Termination

12.4.2.2 Unplanned Termination

References

13 Case Management with Children and Their Families

13.1 Concepts of Case Management

13.1.1 Importance of Case Management

13.1.2 Definition of Case Management

13.1.3 Principles of Case Management

13.1.4 Tasks of Case Managers

13.1.5 Principles of Teamwork for Case Management

13.1.6 Techniques of Case Management

13.2 Techniques of Direct Intervention with Children and Their Families

13.2.1 Giving Information and Advice

13.2.2 Teaching and Training Psychosocial Skills

13.2.2.1 Psychosocial Skills

13.2.2.2 Decision Analysis

13.2.2.3 Role-Play

13.2.2.4 Use of the Client--Worker Relationship

13.2.3 Counselling Children

13.2.3.1 Cognitive Restructuring with Children

13.2.3.2 Solution-Focused Counselling with Children

13.2.3.3 Crisis Intervention

13.2.3.4 Play Therapy

13.2.4 Working with Parents/Families

13.2.4.1 Positive Beliefs About Families

13.2.4.2 Intervention with Families

13.3 Techniques of System Linkage for Children and Their Families

13.3.1 Need for and Problems in System Linkages

13.3.1.1 Need for System Linkages

13.3.1.2 Problems in System Linkages

13.3.1.3 Implications of the Problems with System Linkages

13.3.1.4 Techniques of System Linkage

13.3.2 Information and Referral

13.3.3 Inter-organisational Collaboration

13.3.4 Linkages with Natural Support Systems

13.3.5 Linkages with Self-Help Groups

13.3.6 Conflict Mediation

References

14 Children at Risk of Neglect and Secondary Prevention

14.1 Concepts of Children at Risk of Neglect and Secondary Prevention

14.1.1 Children at Risk of Neglect

14.1.2 Secondary Prevention

14.1.2.1 Goals

14.1.2.2 Interventions

14.2 Children with Special Needs

14.2.1 Situational Analysis

14.2.1.1 Children with Neuro-behavioural Disorders

14.2.1.2 Children with Disabilities and/or Chronic Illness

14.2.2 Interventions

14.3 Children of Substance Users

14.3.1 Situational Analysis

14.3.2 Interventions

14.4 Children of HIV/AIDS-Infected/Terminally Ill Parents

14.4.1 Situational Analysis

14.4.2 Interventions

14.5 Children of Divorce

14.5.1 Situational Analysis

14.5.2 Interventions

14.6 Children of Prisoners

14.6.1 Situational Analysis

14.6.2 Interventions

14.7 Child-Headed Households

14.7.1 Situational Analysis

14.7.2 Interventions

14.8 Street Children

14.8.1 Situational Analysis

14.8.1.1 General

14.8.1.2 Conflict with the Law

14.8.1.3 Exploitation of Street Children

14.8.1.4 Substance Abuse

14.8.1.5 HIV/AIDS Among Street Children

14.8.2 Interventions

14.8.2.1 Level of Work

14.8.2.2 Structures of Work

14.8.2.3 Immediate Needs

14.8.2.4 Health Care

14.8.2.5 Reintegration

References

15 Children in Emergency Situations and Secondary Prevention

15.1 Concepts of Children in Emergency Situations and Secondary Prevention

15.1.1 Children in Emergency Situations

15.1.2 Secondary Prevention

15.1.2.1 Goals

15.1.2.2 Interventions

15.2 Children Affected by Emergency Situations in General

15.2.1 Situational Analysis of Children in Emergencies

15.2.2 Rights of Children in Emergency Situations

15.2.3 Intervention

15.2.3.1 Psychosocial Intervention

15.2.3.2 Guiding Principles on Unaccompanied and Separated Children

15.3 Children Affected by Environmental Disasters

15.3.1 Concepts of Environmental Disasters

15.3.2 Intervention

15.4 Children Affected by Ethnic/Armed Conflicts

15.4.1 Concepts of Ethnic/Armed Conflicts

15.4.2 Situational Analysis of Children in Ethnic/Armed Conflicts

15.4.3 Child Rights for Protection in Ethnic/Armed Conflict

15.4.4 Intervention

15.5 Child Refugees

15.5.1 Concept of Refugees

15.5.2 Situational Analysis of Child Refugees

15.5.3 Rights of Child Refugees

15.5.4 Role of the United Nations Refugee Agency

15.5.5 Intervention

15.5.5.1 Emergency Care

15.5.5.2 Durable Long-Term Solutions

References

16 Systems for Tertiary Prevention for Children

16.1 Concepts of Systems for Tertiary Prevention for Children

16.1.1 Goals of Tertiary Prevention

16.1.1.1 Goals of Tertiary Prevention of Abuse and Commercial Exploitation in Childhood

16.1.1.2 Goals of Tertiary Prevention of Conflict with Law in Childhood

16.1.2 Systems and Interventions for Tertiary Prevention for Children

16.2 Juvenile Justice System

16.2.1 Concepts of Juvenile Justice System

16.2.2 Retributive Versus Restorative Justice

16.2.3 Child Rights for Restorative Justice

16.2.3.1 Importance of Children's Views in Judicial Proceedings

16.2.3.2 Rights of Child Victims and Witnesses of Crime

16.2.3.3 Child-Sensitive Judicial Procedures

16.2.3.4 Multi-system Approach

16.2.3.5 Safeguards During Criminal Proceedings

16.2.3.6 Civil Remedies

16.2.4 Child Advocacy Interventions for Restorative Justice

16.2.4.1 Facilitate Child Rights in the Judicial Proceedings

16.2.4.2 Victim--Offender Mediation

16.2.4.3 Rehabilitation of the Child

16.2.4.4 Treatment of Offenders

16.3 Substitute Child Welfare

16.3.1 Concepts and History of Substitute Child Welfare

16.3.2 Concerns in Substitute Child Welfare

16.3.3 Child Right to Biological Parental Care

16.3.4 Intervention

16.3.4.1 Principles for Child Placement in Substitute Care

16.3.4.2 Family Preservation Services

16.3.4.3 Permanency Planning

16.3.4.4 Standards of Substitute Child Welfare

16.4 Foster Family Care of Children

16.4.1 Concepts of Foster Family Care

16.4.1.1 Definition

16.4.1.2 History

16.4.1.3 Types

16.4.1.4 Limitations

16.4.2 Child Rights in Foster Family Care

16.4.3 Intervention

16.4.3.1 Intake and Assessment of the Child and His/Her Natural Family

16.4.3.2 Selection of a Foster Family

16.4.3.3 Placement of the Child

16.4.3.4 Facilitation of Child's Separation from the Natural Family

16.4.3.5 Involvement of the Natural Parents

16.4.3.6 Supervision of the Foster Family

16.4.3.7 Psycho-educational Group Work

16.4.3.8 Child's Reunification with the Natural Family

16.5 Child Adoption

16.5.1 Concepts of Child Adoption

16.5.2 Child Rights in Adoption

16.5.3 Intervention

16.5.3.1 Counselling the Natural Parents

16.5.3.2 Study and Selection of Adoptive Parents

16.5.3.3 Counselling the Adoptive Parents

16.5.3.4 Post-adoption Services

16.6 Institutional Childcare

16.6.1 Concepts of Institutional Childcare

16.6.1.1 History

16.6.1.2 Definition

16.6.1.3 Types

16.6.1.4 Use

16.6.1.5 Disadvantages

16.6.2 Intervention

16.6.2.1 Aims

16.6.2.2 Physical Facilities

16.6.2.3 Staff-Training

16.6.2.4 Child's Participation in the Institution and the Community Life

References

17 Abuse in Childhood and Tertiary Prevention

17.1 Concepts of Abuse in Childhood and Tertiary Prevention

17.1.1 Child Abuse

17.1.2 Tertiary Prevention

17.1.2.1 Goals

17.1.2.2 Interventions

17.2 Causes of Child Abuse

17.2.1 Psychosocial Theories of Child Abuse

17.2.1.1 Individual-Level Causes

17.2.1.2 Family-Level Causes

17.2.2 Critical Theories of Child Abuse

17.2.2.1 Poverty

17.2.2.2 Patriarchy

17.2.2.3 Adultism

17.2.3 Cycle of Abuse

17.3 Child Right to Protection from Abuse

17.4 Assessment of Child Abuse

17.4.1 Types of Assessment

17.4.2 Interview and Observation of the Child

17.4.3 Interview and Observation of the Family Members

17.4.4 Interview of the Abuser

17.5 Psychosocial Intervention in Child Abuse

17.5.1 Dealing with Guilt

17.5.2 Treating Fears and Anxiety

17.5.3 Treating Behavioural Problems

17.5.4 Rebuilding Trust

17.6 Emotional and Psychological Abuse of Children

17.6.1 Concepts of Emotional and Psychological Abuse of Children

17.6.2 Types of Emotional and Psychological Abuse of Children

17.6.3 Implications of Emotional and Psychological Abuse of Children

17.7 Physical Abuse of Children

17.7.1 Concepts of Physical Abuse of Children

17.7.2 Assessment of Physical Abuse of Children

17.7.3 Intervention with Abusive Parents

17.8 Sexual Abuse of Children

17.8.1 Concept of Child Sexual Abuse

17.8.1.1 Definition

17.8.1.2 Types in the Order of Severity

17.8.2 Child Sex Abusers

17.8.2.1 Paedophiles

17.8.2.2 Incestual Sexual Abusers

17.8.2.3 Situational Child Sex Abusers

17.8.3 Vulnerability to and Pre-conditions of Child Sexual Abuse

17.8.4 Impact of Child Sexual Abuse

17.8.5 Child Right to Protection from Sexual Abuse

17.8.6 Medical Assessment of Child Sexual Abuse

17.8.7 Intervention with Child Sexual Abuse

17.8.7.1 Facilitating Disclosure

17.8.7.2 Treating Feelings of Guilt

17.8.7.3 Treating Altered Sense of Self and Self-Esteem

17.8.7.4 Managing Traumatic Sexualisation

17.8.7.5 Explanation of Child Sexual Abuse

17.8.7.6 Protection from Future Victimisation

17.8.7.7 Psycho-educational Group Work

17.8.7.8 Working with Men and Boys

References

18 Commercial Exploitation in Childhood and Tertiary Prevention

18.1 Concepts of Commercial Exploitation in Childhood and Tertiary Prevention

18.1.1 Commercial Exploitation in Childhood

18.1.2 Tertiary Prevention

18.1.2.1 Goals

18.1.2.2 Intervention

18.2 Child Labour

18.2.1 Concepts of Child Labour

18.2.1.1 Child Work

18.2.1.2 Child Labour

18.2.1.3 Debt Bondage

18.2.2 Causes of Child Labour

18.2.3 Child Right to Protection from Exploitation for Labour

18.2.4 Intervention

18.3 Commercial Sexual Exploitation of Children

18.3.1 Concepts of Commercial Sexual Exploitation of Children

18.3.2 Causes of Commercial Sexual Exploitation of Children

18.3.3 Child Prostitution

18.3.3.1 Concept of Child Prostitution

18.3.3.2 Locations of Child Prostitution

18.3.4 Child Pornography

18.3.5 Child-Sex Tourism

18.3.6 Child Right to Protection from Commercial Sexual Exploitation

18.3.7 Intervention

18.3.7.1 Street/Mobile Setting

18.3.7.2 Drop-in-Centre

18.3.7.3 Residential Care

18.4 Trafficking and Sale of Children

18.4.1 Child Trafficking

18.4.1.1 Concepts of Child Trafficking

18.4.1.2 Factors Leading to Trafficking

18.4.1.3 Modus Operandi of Trafficking

18.4.1.4 Impact of Trafficking

18.4.2 Sale of Children

18.4.3 Child Right to Protection from Trafficking and Sale

18.4.4 Intervention

18.4.4.1 Identification and Rescue

18.4.4.2 Standards for the Treatment of Trafficked Persons

18.4.4.3 Rehabilitation

References

19 Conflict with Law in Childhood and Tertiary Prevention

19.1 Concepts of Conflict with Law in Childhood and Tertiary Prevention

19.1.1 Conflict with Law in Childhood

19.1.1.1 Status Offenders

19.1.1.2 Juvenile Delinquents

19.1.1.3 Bullying

19.1.1.4 Gangs

19.1.1.5 Children in Conflict with Law

19.1.2 Tertiary Prevention

19.1.2.1 Goals

19.1.2.2 Interventions

19.2 Causes of Conflict with Law in Childhood

19.2.1 Scientific Construction of ''Normal'' Childhood

19.2.2 Social Construction of Adolescence and Testing of Boundaries

19.2.3 Neglect and Abuse

19.2.4 Poverty and Class Conflict

19.2.5 Neuro-behavioural Disorders

19.3 Review of the Retributive Justice for Children

19.3.1 Police Violence

19.3.2 Detention

19.4 Child Rights in the Juvenile Justice System

19.4.1 United Nations Convention on the Rights of the Child

19.4.2 United Nations Standard Minimum Rules for the Administration of Juvenile Justice

19.4.3 United Nations Rules for the Protection of Juveniles Deprived of Their Liberty

19.5 Child Advocacy Intervention for Restorative Justice

19.5.1 Child Advocacy Interventions for Restorative Justice

19.5.2 Prevention of Conflict with Law

19.5.3 Decriminalisation of Status Offences

19.5.4 Community-Based Diversion for Petty Offences

19.5.5 Regulating Detention for Violent Offences

19.5.6 Reintegration and Rehabilitation

References

Index