Action for the Rights of Children (ARC) Foundations Child and Adolescent Development CONTENTS Page BRIEFING NOTES FOR FACILITATORS Introduction.............................................................................................................3 Topic 1: Defining Children and Childhood..............................................................7 Topic 2: Introducing Child Development Thinking into Programme Planning.......11 Topic 3: Risk and Resilience in Children and Adolescents...................................16 Topic 4: Some Critical Threats to Child Development in Emergency Situations...21 Topic 5: Promoting Child and Adolescent Development in Programming ............30 Topic 6: Action in “the Best Interests of the Child”................................................36 Topic 7: Child and Adolescent Participation.........................................................42 Sample Programmes............................................................................................48 TRAINING MATERIALS Overheads............................................................................................................57 Exercises..............................................................................................................82 Handouts............................................................................................................130 RESOURCES Further Readings and Websites.........................................................................136 ________________________________________ Child and Adolescent Development - Revision Version 04/01 Action for the Rights of Children (ARC) Acknowledgements ARC Resource Packs have been developed from contributions made by a multitude of staff from within UNHCR and International Save the Children Alliance as well as other organisations – our thanks go to all of them. UNICEF and the OHCHR have participated in the development of sections of these Resource Packs, in accordance with the principles and policies of their missions and within the scope of their respective mandates. Particular recognition is given to the four independent consultants who have helped in developing the training approach and materials, namely Bruce Britton, Peter Firkin, Maureen O'Flynn and David Tolfree. Editor: David Nosworthy. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Action for the Rights of Children (ARC) Child and Adolescent Development Introduction Facilitators who have not recently trained or worked in the area covered by this Resource Pack, should read carefully through the various Topics, Overheads, Exercises, and Handouts before starting to plan their training activity. Please note that these materials aim to stimulate learning and discussion, and should be used in conjunction with stated policy (they do not replace it). INTRODUCTION Children and adolescents are not short adults - they are qualitatively different. They have physical, psychological and social needs that must be met to enable healthy growth and development. The extent to which parents, the family, the community and the society are able to meet these developmental needs (or not) has long-term consequences for the kinds of adults they will become. Armed conflict, displacement, disruption of normal life, and separation from family and/or community can have powerful, long-lasting effects that need to be compensated for in protection and assistance interventions. The fact that almost half of the people of concern to UNHCR are children and adolescents, gives quantitative significance to these operational issues. Children and adolescents are not a homogenous group. While they share basic universal needs, the expression of those needs depends on a wide range of personal, social and cultural factors. The protection and assistance interventions of UNHCR and its partners are less likely to achieve their intended impact if a population of concern is treated as an undifferentiated group. An understand is necessary, in a given situation, of what differences among gender, age, maturity, social class or caste, cultural or religious background have operational implications. Taking these factors into account is basic to good programming. Children need the care, protection and guidance which is normally provided by parents or other care-givers, especially during the early years when they are most dependent. While their emerging abilities and capacities change the nature of this vulnerability from infancy through adolescence, their need for attention and guidance at each stage remains. Parents and communities have the primary responsibility for protecting and caring for their children, and initiating them into culturally relevant skills, attitudes and ways of thinking. Interventions by outsiders are significant largely to the extent that they strengthen (or inadvertently undermine) family and community capacities to provide this care and protection. There are some circumstances where the urgent needs of children or adolescents must be met directly, but maintaining a long-term view is essential to finding ways to enable families and communities to care for and protect their children on an on- going basis. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 3 Action for the Rights of Children (ARC) KEY CONCEPTS The following are the key concepts, which are addressed in this Resource Pack. These can also be found in Overhead 1.0. 1. There is no universal definition of children or of childhood. Childhood is a cultural and social construction, and not simply a universal stage in the human being’s physical and psychological development. 2. Children and adolescents have needs and capacities that are significantly different from those of adults. 3. Although certain general features of child development are predictable, there are significant cultural differences in the ways in which children and adolescents develop, and in the beliefs, goals and expectations and child- rearing practices that shape development. 4. Gender differences are especially significant, as are differences related to social status, class/caste and specific needs – e.g. related to disability. 5. It is important to integrate both a child rights and a child development perspective into programme planning. 6. Armed conflict and forced migration are likely to impose various risks which may have a particularly serious impact on children’s development: these risks can be both multiple and cumulative. 7. Children and adolescents also have the capacity to be resilient in the face of adversity. The concept of resilience directs attention to those factors within the individual, the family and the wider context which help people to cope with adversity. 8. Strengthening supportive networks may be the most effective way of enabling children and their families to cope with adverse circumstances. 9. Conflict and migration can pose some particularly critical threats to the development and well-being of children and adolescents: these include experiences of violence and fear; separation from parents or other care-givers; exploitation and abuse; and involvement in fighting forces. 10. In situations in which children’s development is under threat because of sudden displacement, a high priority should be given to restoring a sense normality in their lives and by protecting them from further threats to their development. 11. The Best Interests of the child is an important principle in both legal and child development contexts, and can be applied to individual children and more generally in programming. But implementing it sometimes requires handling complex and contradictory considerations. 12. As well as being an important legal right, child participation can promote child and adolescent development and can enhance decision-making about young people. Clarity of objectives and methods, a careful consideration of issues of culture, gender and age, and the real commitment by the adults involved will greatly facilitate effective implementation of this important principle. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 4 Action for the Rights of Children (ARC) OVERVIEW AND DEFINITIONS This resource pack does not aim to offer a comprehensive account of child and adolescent development: rather it seeks to provide some introductory material which relates particularly to some of the critical isues facing children with a refugee background. It is mainly knowledge based: facilitators will find many references to other ARC Resource Packs and may find it helpful to turn to these both to amplify some of the issues and to find more skill-oriented training materials. The Convention on the Rights of the Child defines “child” as everyone under the age of 18 unless, under applicable law, majority is attained earlier (Article 1): for most purposes in this Resource Pack, this definition is adopted. However, as Topic 1 argues, the concept of childhood is understood differently in different cultural and social contexts. “Child development”, or “child and adolescent development” refer to the process of growth and maturation of the human individual from conception to adulthood. The term “adolescence” has particular connotations in particular cultural and social contexts. In this resource pack, it is used to describe young people who are in the stage of development that occurs between the beginning of puberty until adulthood, without any implication that this period is characterised by any particular behaviour or attitudes. However, a distinction between children and adolescents is sometimes necessary in order to highlight the particular issues facing older young people, whose needs can be, and are frequently, overlooked in programming. In many cultures, the care of children is shared among a wider group of adults, and often older children, than is common in western societies. The term “carer”, “care-taker” and “care-giver” are used interchangeably to refer to those people who play significant roles in the care of children. This Resource Pack introduces the key concepts of “risk” and “resilience”: risk refers to any factor or circumstance which poses any kind of threat to the normal and healthy development of the child, while resilience is defined as the capacity of the person to cope with risk or adverse circumstances. The term “normal”, however, should be understood as indicating the norms of the particular society or community, and not referring to any supposed universal standards. STRUCTURE OF THE RESOURCE PACK This Resource Pack provides an introduction to some aspects of child development to inform and complement the material contained within the ARC Critical Issues Resource Packs. It is organised in seven topics: Topic 1 argues that there is no universal definition of who is a child, adolescent or youth, and that the concept of childhood is understood differently in different cultural and social contexts. Topic 2 considers the process of child development and the importance of integrating both a child rights and a child development perspective into programme planning. It demonstrates how children’s needs and capacities are significantly different from those of adults, and that armed conflict and displacement are likely to have a particularly serious impact on children’s development. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 5 Action for the Rights of Children (ARC) Topic 3 introduces the concepts of risk and resilience in children and adolescents, and outlines some approaches which may reduce risk and enhance resilience. Topic 4 examines some particularly critical threats to children’s development: experiences of violence and fear; separation from parents or other carers; exploitation and abuse; and young people’s involvement in fighting forces. Topic 5 outlines some strategies to promote child development in adverse conditions: these seek to restore a sense of normality, and to prevent further harm. Topic 6 examines the important concept of the child’s Best Interests and considers some of the issues involved in implementing it. Topic 7 looks at the principle of child and adolescent participation from both a legal and child development perspective. It considers the potential beneficial impact of participation on young people and discusses some implementation issues. Participatory exercises, case studies, overheads and handouts are provided. In most situations, Facilitators will probably wish to use this Resource Pack in conjunction with others which consider implementation strategies in more detail. Facilitators are strongly recommended to develop regional or country-specific materials such as case studies and group exercises, in order to make the training more relevant and engaging. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 6 Action for the Rights of Children (ARC) Child and Adolescent Development Topic 1 Defining Children and Childhood KEY LEARNING POINTS • There is no universal definition of who is a child, adolescent or youth. Chronological age is not a sufficient criterion for establishing operational definitions. • Childhood is understood in very different ways in different contexts. Childhood is a social and cultural construction, not merely a stage in physical and psychological development. • Children and adolescents can be especially vulnerable because of their immaturity and dependence, but it is important also to recognise their potential and resilience. A child-centred situation analysis may be important in identifying and assessing the particular needs of children in particular situations. Although it is common to define children by reference to age and the level of children’s biological and psychological development, definitions of children and of childhood are much more complex than this. DEFINING CHILDREN BY AGE The Convention on the Rights of the Child (Article 1) states that “a child means every human being below the age of 18 years unless, under the law applicable to the child, majority is attained earlier” (this appears as Overhead 1.2). While this definition provides a point of common reference for international organisations, NGOs and governments, operational definitions in the field may differ. For example, the International Committee of the Red Cross defines an unaccompanied minor as “below 15 years of age and not being accompanied by an adult”. In contrast, the UNHCR definition is consistent with the CRC and sets “under 18” as the age for inclusion in family tracing services. During the return of African National Congress members to South Africa, the term “youth” was widely applied to single young men, frequently up to the age of thirty-five. In other countries, the threshold for youth may be at a much younger chronological age. In many situations of conflict and displacement, the accuracy of children’s ages may be in question. Lack of official birth records can combine with the fact that, in many societies, exact dates of birth are of little importance. In others, children are considered to be aged one at birth. In the context of very high infant mortality, ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 7 Action for the Rights of Children (ARC) new-borns may not be formally named or even recognised until they have passed a full year, when it becomes more certain that they will survive. In many cultures there is a distinction between different stages of childhood - especially between stages of the “innocence” or “ignorance” of childhood and a later stage of “reason” and “responsibility”. Many legal codes define the age at which children are legally deemed to be responsible for their actions. CULTURAL FACTORS In different cultural contexts, factors other than age may be important in determining who is a child or an adolescent: factors such as social roles, gender, marital status and the capacity to contribute economically may be more important than chronological age in shaping expectations of children. Rituals of religion or custom may also confer social status, clearly marking points of transition in rights and obligations in the eyes of the wider community. These may be indirectly linked to age, notably the onset of puberty. In many cultures, adolescents, both boys and girls, go through rites of passage which, once successfully completed, confer adult rights and responsibilities. The ability to maintain such customs is often difficult in the context of displacement, where lack of income and access to important resources may delay or dilute these practices. An assessment of the way universal principles, national laws, local regulations and customs shape expectations of children at various ages should be the starting point for intervention. In the context of displacement and other circumstances of severe adversity, children may find themselves assuming roles that have not been traditionally prescribed. This can include becoming the head of a household. Some illustrations are given in Overhead 1.3. CHILDHOOD AS A SOCIAL AND CULTURAL CONCEPT Childhood is neither timeless nor universal: it is not determined only by age, or by biological and psychological factors. Rather childhood is understood by reference to particular cultural and social contexts and to particular periods in history. Childhood in Mexico is not the same as childhood in Madras or Madrid: childhood at the beginning of the third Millennium in London is not the same as it was two hundred years ago. In the more developed countries of the north, for example, childhood is now seen as an extended period of economic dependency and protected innocence during which play and schooling are seen as central components: but this is far removed from childhood in many other cultures, where work (whether paid, or work within the household) must take precedence over both schooling and play. In many countries of the south, the child-rearing environment is characterised by large families and high infant mortality: a heavy emphasis on parents’ efforts to ensure the physical survival of their children means that parents must devote much of their time to economic and domestic activity, with many “parenting” tasks delegated to other people, often older children. Western notions of childhood often place an emphasis on children’s vulnerability and innocence, but again in other contexts this may be much less appropriate. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 8 Action for the Rights of Children (ARC) Many child-rearing practices also reflect particular cultural contexts: in some contexts in Asia, mothers may be quite protective of their children, seeking to keep their infants quiet and contented, and as they grow up there may be an expectation of compliance and conformity, and an acceptance of adult authority: by contrast, many American parents may encourage open, expressive, autonomous and assertive behaviour and allow a pre-school child to take physical risks that would be unacceptable to many Asian mothers. In both instances there may be marked ways in which girls are treated differently from boys. In some contexts, being a boy, or a girl, may be more significant than the fact of being a child. Different societies have contrasting ideas about both children’s vulnerabilities and their capacities, about how they best learn, about what is good for them and what is bad for them. Within a given context, childhood is often highly differentiated not only according to gender, but also according to social class or caste. Approaches to discipline and punishment will also vary greatly between cultures: severe corporal punishment may be the norm in some societies but be regarded as abusive in others. Clearly, for families who seek refuge in countries where norms are very different from those to which they are used, there is considerable potential for conflict and confusion. Exercise 1.2 provides an example. Exercise 1.3 provides an example of the different ways in which young people may be considered to be responsible for their actions. It has sometimes been suggested that the CRC and other international instruments reflect a “globalised” conceptualisation of the child and of childhood which do not always sit comfortably with the reality of many countries of the South. The CRC, for example, tends to emphasise schooling and play rather than acknowledging work as a legitimate aspect of childhood. On the other hand, it is widely acknowledged that the CRC does provide an extremely valuable reference point which offers universal standards to be aspired to. Care must be taken to avoid introducing expectations and norms of childhood derived from one situation into another, different cultural context. The ARC materials contain many examples of situations where it is essential to have a comprehensive grasp of the culture in order to understand and make sense of what children experience - whether in respect of separation from the family or other carers, exploitation, disability and so on. Without an informed cultural lens, and the capacity to communicate with children, negotiations around different child- rearing practices and norms are likely to produce conflicts that do not serve the best, long-term interests of the child. AVOIDING ASSUMPTIONS ABOUT VULNERABILITY IN CHILDREN AND ADOLESCENTS Children may be especially vulnerable because of their immaturity and reliance on adults for their care and protection. But it is also important to remember that resilience as well as vulnerability is a characteristic of the growing human organism. This will be explored in more detail in Topic 3. Many different factors, relating to the individual child, the family, the immediate social situation and the wider cultural context may combine to place children in a position of risk of threats to their well-being, development and rights. The capacity to anticipate, acknowledge and assess such factors is fundamental to the effective protection of children. ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 9 Action for the Rights of Children (ARC) In many refugee contexts, programme responses emphasise children of primary school age, who are frequently the most visible group of children. However, the relative invisibility of other groups of children (pre-school children, and adolescents for example) sometimes leads to their relative neglect in programming. Limited visibility of children with disabilities may mean that there are relatively few disabled children within the particular population, or alternatively that they are shut away out of sight and possibly away from human contact and stimulation. Many of the typically-identified sub-groups of vulnerable children may interact and overlap - for example, separated children, street children, child soldiers, child- headed households and so on. While it may be vital to identify particular groups of children whose development and well-being is threatened, the targeting of special assistance to these groups of children may have negative, unintended consequence if the long-term goals of social and economic integration are not fully appreciated. A child-centred situation analysis is an important tool for assessing the particular needs of various categories of children and adolescents who may require special attention if their assistance and protection needs are to be met adequately. The views of the children themselves, the opinions of adult community members and the insights of local leaders are all essential in determining the extent to which particular children may be at risk. Reference may be made to the ARC Resource Pack on Situation Analysis for further information on this subject. TRAINING MATERIALS FOR TOPIC 1 Overhead 1.1: Key Learning Points for Topic 1 Summary of the key learning points Overhead 1.2: CRC Definition of Who is a Provides the text for the CRC, Article 1 Child Overhead 1.3: Views of Children and Provides some quotations from Young People Adolescents Exercise 1.1: Discussion Questions Discussion questions on definitions of children Exercise 1.2: Child or Adult? An examination of the role and status of a young person Exercise 1.3: Are Children Responsible for Examines issues concerning the age at which their Actions? children become responsible Handout 1.1: Notes on Developmental Stages Summary of some of the things children of different ages can do ________________________________________ Child and Adolescent Development - Revision Version 04/01 Page 10