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With children, for children, with you
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With children, for children, with you The Good Childhoo d Shaping the Future The Good Childhoo d Evidence from children and young people
description
The Good Childhood. The Good Childhood Shaping the Future. Evidence from children and young people. With children, for children, with you. UNICEF Report Card 7. media coverage. Media coverage. Source: MORI 2008. With children, for children, with you. violence and crime. - PowerPoint PPT Presentation
Transcript of With children, for children, with you
With children, for children, with you
The Good Childhood Shaping the Future
The Good Childhood
Evidence from children and young people
UNICEF Report Card 7
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Media coverage
Source: MORI 2008
media coverage
violence and crime
Trends in percentage of 11-16 year-olds self-reported offending: MORI 2006
violence and crime
Trends in disposals of 11-16 year-olds : YJB 2008
education and parenting
accident
accident
abuse and neglect
Source: Innocenti Report Card 5, 2003
5 year period 1971-75
5 year period 2000-05
Childhood deaths from maltreatment, abuse,
homicide
abuse and neglect
Risk: by age
Risk: by household income
lifestyle
lifestyle
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Children as a proportion of total UK population
05
1015
2025
3035
40
%
Dominant trendsdominant trends: demographic
dominant trends: family
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Dominant trends
Distribution of families
by household
Source ONS 2008
dominant trends: household
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Dominant trends
Distribution of children by household income
0
5
10
15
20
Income band - higest-lowest
2001 1951
dominant trends: poverty
dominant trends: disadvatage
0
10
20
30
40
50
60
70
80
White
Mix
ed
India
n
Pakis
tani
Bangla
deshi
Oth
er A
sia
n
Bla
ck C
arrib
ean
Bla
ck A
frica
Oth
er B
lack
Chin
ese
Oth
er
Families with dependent children as a total of all families by ethnic group (ONS 2001)
dominant trends: diversity
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The task of The Good Childhood Inquiry panel was to produce an evidence-based report that can help to improve the lives of children and young people in the UK today. It considered:
• What are conditions for a good childhood?
• What obstacles exist to those conditions today?
• What changes could be made which on the basis of evidence would be likely to improve things?
These may be changes in the behaviour of parents, teachers, government, voluntary sector or faith organisations, or in society at large.
The panels findings were published on 5th February 2009 in A Good Childhood: Searching for Values in a Competitive Age
the task
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Patron
The Right Revd Dr Rowan Williams, Archbishop of Canterbury
Chair
Professor Judith Dunn, Professor of Developmental Psychology Institute of Psychiatry, King’s College London
Panel Members
Professor Sir Albert Aynsley-Green, Dr Muhammad Abdul Bari, Shami Chakrabarti, Jim Davis, Professor Philip Graham, Professor Kathleen Kiernan, Professor Lord Richard Layard, Dr Barbara Maughan, Dr Stephen Scott, Bishop Tim Stevens, Professor Kathy Sylva
the panel
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Call for evidence
‘my life’ postcards and microsite www.mylife.uk.com
Oral evidence sessions at inquiry panel meetings
Partnership with CBBC Newsround
60 focus groups with children and young people nationwide
National survey (The Children’s Society and the University of York)
how?
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What children and young
people told us
Environment
Self
Health - physical, mental, emotionalLifestyle - leisure, fun, balance of time
Values and attitudesLearning and growth
Perceptions of the future
Safety
Freedom
Relationships
Love
‘Love and care by the people they want to love and care for them & an easy life’
Support
‘Someone to talk to and someone to lisene’
Fairness
‘Having choices, being treated fairly. Children getting heard’
Respect
‘being treated right by adults…’
Environment
Self
Health - physical, mental, emotionalLifestyle - leisure, fun, balance of time
Values and attitudesLearning and growth
Perceptions of the future
Safety
Freedom
Relationships
Respect
‘understanding parents, friends, people to speak to when in trouble, respect’
LOVE support fairness respect
Love
‘a home and freinds that love you and care about you’
Support
‘having family and friends to turn to if you are upset’
Fairness
‘parents allowing them to do stuff with there friends, but saying that, being strict as well’
Environment
Self
Health - physical, mental, emotionalLifestyle - leisure, fun, balance of time
Values and attitudesLearning and growth
Perceptions of the future
Safety
Freedom
Relationships
LOVE support fairness respect
Lack of love and care
‘having a nasty mum or dad. Having a really poor family’
Bullying
‘Being bullied an scared of life, to have nowhere to go where you feel safe, to not have anyone who understands
them or they can talk to’
Peer pressure
‘If there friends are bad they might be forced to do something they don’t want to just to impress their friends’
Lack of respect
‘teachers are nobheads with no respect. They don’t lisen’.
RelationshipsLove and care
SupportFairnessRespect
Environment
School
‘‘support from teachers who believe you can do well’
‘I play with my friends at school’
Home
‘A secure and safe home with family and friends’
Money
Having close friens, a loving family, a nice home and enough money..
Local area
‘places to have fun and places to socialise’
Church
‘nice vicer, nice people’
RelationshipsLove and care
SupportFairnessRespect
EnvironmentMoneyHome SchoolChurchLocal area/outdoorsNational and local
Societal attitudes
‘Young people get blaimed for Britains ‘rising crime’ making people scared of us’
School
‘A rubbish school that doesn’t care’
Local area
‘‘Adults don’t want you to play there – they are being unsociable to us’
Home
‘Not having nowhere to go and then being moaned at’.
Money
‘there’s nowhere safe to go if you got no money’
Church
‘‘we should be aloud to do more things and not just sit there.
Relationships EnvironmentLove and care
SupportFairnessRespect
MoneyHome School
Local area/outdoorsNational and local
Self
Health – physical/mental/emotional
‘less stress, less pressure, social life’
Lifestyle – leisure and fun
Enough free time to relax or do stuff with your mates
Values and attitudes
‘live life as if its your last day and get on with others’
Learning and growing
‘growing up and learning and taking responsibility
Perceptions of the future
‘get good grades, get a good job and get money’
Relationships Environment
Self
Love and careSupportFairnessRespect
MoneyHome School
Local area/outdoorsNational and local
Health - physical, mental, emotionalLifestyle - leisure, fun, balance of time
Values and attitudesLearning and growth
Perceptions of the future
Safety
Freedom
Within the family
‘a secure and safe atmosphere with a family that care about you’
Within friendships
‘stop spitful frends and bullies’
In school
‘a school without bullies and chavs outside
In the local area
‘a good and safe environment, a place to go and play
Societal attitudes
‘To be able to socialise and not be discriminated against just because we are young. We all aren not thugs and vandals’
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•The quality of children’s relationship with others
Love
‘Love and care by the people they want to love and care for them & an easy life’
Respect
‘understanding parents, people to speak to when in trouble, respect’
Support
‘Someone to talk to and someone to lisene’
Fairness
‘Having choices, being treated fairly. Children getting heard’
cross-cutting themes
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cross-cutting themes
•Safety, security and protection
Within the family
‘a secure and safe atmosphere with a family that care about you’
Within friendships
‘being bullied and scared of life and have nowehere to go and feel safe’
Within the their local communities
‘not having to fear druggies drunks gangs and kiddie fiddlers’
cross-cutting themes
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cross-cutting themes
•FreedomIn a general sense
‘let the enjoy their lives and make their own decisions, let them make their own mistakes so they can learn from them’
Being free from certain restrictions within the family or in society
‘to be able to go out with mates’
‘age restrictions and other young people stopping free will’
Freedom from pressure
‘too much pressure, not enough free time’
A recognition that there is a need for limits to freedom
‘be able to be free and still have good discipline and feel safe and secure.’
cross-cutting themes
Relationships Environment
Self
Love and careSupportFairnessRespect
MoneyHome School
Local area/outdoorsNational and local
Health - physical, mental, emotionalLifestyle - leisure, fun, balance of time
Values and attitudesLearning and growth
Perceptions of the future
‘people think we are all the same e.g. a teenager might have been rude to someone, elderly, person etc. So they think we are all like that and then be rude to other teenagers’
‘Equality and respect from adults e.g. freedom to go out with our friends’
‘Give them opertunitys and things to do’
‘you can be free in the choices we make and still have have good discipline and feel safe and secure’
‘Less stress, more well respected, a social life’
‘Some parents are soo overprotective because they stereo type the world and that effects their children because they won’t be aloud to do things because parents are shit scared paranoid people’
cross-cutting themes
