Abigail Bryning

T6602254

The traditional model of children’s welfare constructs the child as a passive recipient of care and protection. It perceives them as lacking the capability, knowledge and experience to assume responsibility for their own lives. This Welfare approach suggests that adults are better equipped for decision making and have the competence to decide “what is in the best interests of the child” (Lansdown in the Reader, p87). However, we now know that there are limitations to the old model. The traditional view emphasises the dependent status of the child and results in policy and practice that focuses primarily on “needs”. It represents children’s welfare with a negative agenda that concentrates on deficits and risks, categorising children as a homogenous group that can be shaped and moulded by adult expertise and control. It is now recognised that adults can sometimes abuse their power over children, both within the family and the care system (Lansdown in the Reader, pp87, 88). It has also been acknowledged that some adult decisions and government policy, intended to promote children’s welfare, have in fact been inappropriate and, although not deliberately harmful, have failed to fully serve the child’s best interests. Furthermore, in contrast to the assumptions of the welfare approach, it is increasingly realised that children do have the capacity to make a valuable contribution to the decision making process (Lansdown in the Reader, p93).

Since the 1980’s there has been a shift in perspectives on children, moving from the notion of children as subjects of need located within the traditional model, to a new vision of children as subjects with rights. This new approach, championed by the UNCRC in 1989, has helped to promote children’s rights by developing laws and practice that aim towards a more positive agenda for a child’s well-being and seeks to encourage an increase in their visibility within policy making. It is based upon the three principles of protection, provision and participation (Topic 5, p29).

In this essay, whilst I acknowledge the importance of the right to provision and protection, I will be focussing on the third principle of participation. It is widely recognised that adhering to the first two principles will no doubt enhance a child’s well-being; they are basic human rights. However, the right to participation has traditionally been restricted to individuals perceived to have competence in decision making and planning (Thomas in the Reader, p105). I hope to outline how children’s rights can be promoted through practice and illustrate the benefits of their participation on individual experience and well-being.

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Central to the UNCRC is Article 12 which states “the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with age and maturity of the child” (Thomas in the Reader, p109). Section 1 of the Children’s Act 1989 supports this article. If children are viewed in terms of positive contributions, permitted to participate in decision making and have their ideas respected, everyone could reap the benefits. For example, it could be argued that adopting this stance would significantly improve a child’s “Quality of Life”. Contrary to ...

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