Meaningful Participation And Engagement Of Children And .
Meaningful Participationand Engagement of Childrenand Young PeopleChildren in Scotland’s Principles & Guidelines
IntroductionOur vision is that all children and young people in Scotland have an equal chanceto flourish. We cannot achieve this without actively listening to their voices andresponding to what they tell us. In response, these principles and guidelines havebeen developed to inform the way we involve children and young people in our work.One of Children in Scotland’s key strategic priorities isto champion the participation and inclusion of childrenand young people. In line with how rights are describedby the United Nations Committee on the Rights of theChild, our goal is to engage children and young people inmeaningful, ongoing dialogue and enable them to haveeffective and fulfilling participation in our work. This willhelp ensure that their voices influence our organisationalpractice, as well as the decisions and practices of widerpolicymakers and practitioners.The UN Committee on the Rights of theChild describes participation as:‘ Ongoing processes, which include informationsharing and dialogue between children and adultsbased on mutual respect, and in which childrencan learn how their views and those of adults aretaken into account and shape the outcome ofsuch processes’.1ParticipationArticle 12 of the UNCRC states that children have theright to be heard, listened to and taken seriously in alldecisions which will affect them. Article 12 forms one ofthe General Principles which should be considered in theinterpretation and implementation of all other rights.The term participation is broadly used to describepractice, policies and methodologies which enablechildren to be heard in decision-making.Participation of children and young people is animportant mechanism to ensure that, as an organisation,we are listening and communicating to our network andthe wider community the views and perspectives ofchildren and young people on a wide variety of issues.Children and young people should be supported toparticipate in decision-making in all relevant contextsand at all levels of their lives. These include, but are notlimited to: family, alternative care, education and school,health care, prevention strategies and national andinternational /AdvanceVersions/CRC-C-GC-12.pdfMeaningfulChildren andand YoungYoungPeoplePeople inciples& GuidelinesMeaningfulParticipationParticipation andand EngagementEngagement of ChildrenPrinciplesandGuidelines
Sharing our learningWe are happy to share these principles and guidelineswith organisations who engage or plan to engage childrenand young people in projects and decision-makingprocesses.“The views ofyoung people mustbe heard; we wantto participate andhave our voicesheard on the issuesthat affect us” 2“Every government, every politicalcampaign says that their policies willmake young people happier and givethem a better life, but as soon asyoung people actually speak up andrespond to that in any way then weare just shut out.” 3We would highlight that these principles and guidelineshave been developed to support Children in Scotland’sorganisational practice and would encourage otherorganisations to consider them in relation to their owncontext.These principles and guidelines do not provide a stepby-step guide on the delivery and methodologies ofparticipation work. This is because every context andevery child is unique. Instead, they should be consideredas an overarching framework of tips and considerationsfrom which practices, methodologies, tools andresources can be developed.4We acknowledge that achieving best practice in all of ourparticipation work will be an ongoing process and therewill be barriers and challenges to overcome. However,we will strive to ensure these principles and guidelinesunderpin everything we do and learn from our mistakeswhen we do not get it right.This is the second version of these principles andguidelines. They have been updated in response tofeedback received from Children in Scotland staff, ourmembers, partners and children and young people.We will continue to review and update as appropriate.If you have any feedback to help inform futureversions, please contact Elaine Kerridgeekerridge@childreninscotland.org.ukKey stagesThese principles and guidelines outline things to considerat 3 key stages of working with children and young people:1. Planning and coordination2. Delivery3. Reporting, evaluation and next stepsKey elements of inclusion, safeguarding and childprotection are overarching principles which areinterwoven throughout. They should be considered atevery stage.Children's Comments from the 'UNCRC Concluding Observations' Seminar 2017 - Children and Young People’s Evidence BankSource: r-2017/2Voting Age - Children and Young People’s Evidence BankSource: nandandYoungYoungPeoplePeople- Children— Childrenin Scotland’sPrinciplesGuidelinesMeaningful Participationin Scotland’sPrinciplesand&Guidelines32
1.Planning andcoordinationParticipation and engagement with children and young people should begin asearly as possible in the project design stage.Rationale and scopeConsider whether any additional training is requiredto support staff to work well with new groups andsupport their understanding of specific issues, topics oremerging themes. Factor this into the project plan andbudget.Ensure the participation activity is necessary andmeaningful – it should never just be a quick tick-boxexercise.Build in sufficient time and budget to plan, developand resource meaningful participant and engagementactivities. Think about what is possible within theresources available.Ensure costs of participation, such as travel,refreshments and any additional expenses, are includedin project budgets.Follow organisational project management proceduresand develop a clear and concise project plan to ensurethat work stays on track. This should include robust riskassessments, health and safety, and equality impactassessments.Consider early on how involved children and youngpeople can be in the design and delivery of the project.For example: Is there sufficient capacity to support thisbeing a co-designed project? Will there be space forthem to inform the direction of the work and take thelead within sessions?StaffingEnsure that all staff have a clear understanding of theproject and the needs of the participants. If it is a newgroup, plan in time for staff to get to know the childrenand young people, such as an introductory visit or timeset aside in the first meeting.-“The development ofqualifications which relateto participation rights forprofessionals such as teachers,social workers, managers andstaff in social care settings wouldhelp to enshrine the rights oflooked-after young people.” 5Consider the impact on staff undertaking this work,including lone working and emotional impact. Ensurethat measures and resources to support staff areincluded at the planning stage and in project budgets.Ensure every member of staff has appropriate clearanceto work with children and young people. All staff whoare going to be working directly with children and youngpeople as part of their normal pattern of work must bea member of the Protecting Vulnerable Groups (PVG)scheme. Any adults assisting on participation projectsshould be working alongside a member of staff who is acurrent member of the PVG scheme.5Care Experienced Children Discuss Their Rights - Children and Young People’s Evidence BankSource: ildrenininScotland’sScotland’sPrinciples& ndEngagementEngagementofofChildrenChildren andand YoungYoung People -—ChildrenPrinciplesandGuidelines
Safeguarding and Child ProtectionRecruitment of participantsWhen we refer to safeguarding, we are talking aboutthe wider concept of promoting the welfare ofchildren, young people and ‘protected adults’ andtaking action to ensure best outcomes for everyone.Child protection is part of this, specifically referringto activities undertaken to prevent children suffering,or being likely to suffer, significant harm.Inclusion should be at the heart of all participationwork with children and young people. When recruitinga new group of children and young people for aproject, actively seek a mixed demographic. Takeinto consideration age, gender identity, ethnicity,geographical location, additional support needs etcof participants.In Scotland child protection is everyone’s legalresponsibility. It is important that during the planningof any participation and engagement activity, thoughtis given to child protection and safeguarding issuesand organisational polices are followed. It may alsobeneficial to refer to the Creating Safety6 guide(2019) which provides accessible information aboutchild protection for people working in the arts sector.If working in schools or a youth setting, allowenough time to coordinate with the staff andvolunteers there, to ensure they are fully informedand committed. Avoid unnecessary overload forthe children and young people or their schools,particularly at crucial times of the year such as duringrevision and exam periods.Some things to think about:Informed consent Processes need to be proportionate to the activitybeing plannedChildren and young people should be informed aboutthe purpose of their participation, what it will involveand how their information will be used. What policies and procedures are already in place?Get to know them. If they don’t exist, develop them Ensure that partner organisations have childprotection measures in place, including staff-widechild protection policies Have staff or adults involved had the appropriatechecks done? Are all staff aware of who the designated personfor child protection is, should there be anyconcerns? How do you get in touch with them?What information do you need to provide?Child protection guidelines should provide thisinformation Some children and young people may need supportbeyond the end of a project. Whose role will this be?Factor this into planning Make sure the children and young people knowabout all this. Where possible, involve them indeveloping any of the policies or writing codes ofbehaviour.Ensure appropriate risk assessment is completedprior to all participation and engagement ndation.com/about-us.htmlA tailored information sheet and consent form shouldbe provided ahead of starting engagement work. Thiswill ensure that participants have all the informationthey need to give informed consent to being involvedin the project.Consent forms should only seek necessaryinformation and be appropriate within the contextof the project. The consent required to take part in asession delivered to a class in school will be differentto the consent require to attend regular meetingswithin an office environment, for example.Seek information on consent forms about anyadditional support that children and young peoplewill need to be able to participate. This should befactored into planning.At Children in Scotland, we ask that consent formsare signed by children and young people and parentsand carers if they are under the age of consent.Be clear that information will be stored securely andwill not be shared.Children in Scotland’s consent policy is informed bythe 5rights approach7 and is regularly reviewed toensure GDPR lePeople- Children— Childrenin Scotland’sPrinciplesGuidelinesMeaningful Participationin Scotland’sPrinciplesand&Guidelines54
Removing barriers to participationBased on the principle of inclusive practice, it is importantthat policymaking and legislation should be informed bychildren and young people with a range of different livedexperiences, including those with additional support needs.Participation needs to be as accessible and inclusive aspossible to allow all children and young people to take part.Barriers to participation need to be removed.Developing and maintaining strong links withorganisations who specialise in supporting children andyoung people to participate is essential.We often hear from children and young people of theimportance of relationships based on trust, respectand non-judgement. It is important to work withpractitioners who have pre-existing relationshipswith children and know how to support them best.Discussions with the school staff, youth workers, parentsand carers and children and young people themselvesneed to take place early on and should be incorporatedinto early planning stages.Adopting a flexible approach is central for inclusiveparticipative practice. This can include adaptingmethods, materials, the environment and ways ofworking to accommodate the needs of the child or youngperson. Having plenty of time to work with children isoften a crucial factor for enabling inclusive practice.Consider whether any of the activities bring with themadditional legal considerations or risks. For example,if planning digital or online activities, think about whatsites participants will be accessing and the ages of thoseinvolved.Consider religious festivals and how this may impactparticipation. Consult a festivals calendar and planaccordingly.If possible, offer to book travel in advance. If this is notpossible, let people know that you will reimburse anycosts incurred by the children and young people on theday e.g. travel costs. Travel costs must not be a barrier toparticipation.“Marginalised groups of youngpeople can become very isolated;help make sure everyone isinvolved and supported” 8MethodologiesWork with children and young people to co-design allparticipation and engagement activities that they areinvolved in, whenever feasible.Use children and young people’s experiences and viewsfrom other projects to inform your work. If there is notexperience of this within the organisation, speak toorganisations that do have their experience. Evidence ofwhat works for children and young people can be foundin the Children and Young People’s Evidence Bank (seefootnote below).Plan the methods to suit the needs and interests of theindividual children and young people involved. Considercreative and engaging activities that account fordifferent learning styles and ways of working.“There isn’t a one-size-fits-all solution.Meaningful youth participation isn’t apiece of cake. It requires time, patienceand slightly different approaches fordifferent groups of young people.” 9Planning stages and methodologies should allow forflexibility. Be prepared to change approaches and waysof working based on the needs of the group you areworking with.Consider collecting baseline data at the beginningof the project to monitor the impact and progress ofparticipants.8Young Gypsy/Travellers Discuss the United Nations Convention on the Rights of the Child - Children and Young People’s Evidence BankSource: on-the-rights-of-the-child/9Empowering Children and Young People to be Decision-Makers - Children and Young People’s Evidence BankSource: Principles& ndEngagementEngagementofofChildrenChildren andand YoungYoung People -—ChildrenPrinciplesandGuidelines
2.DeliveryVenue/environmentEnsure venues used are appropriate. The physical spacemust be accessible and feel safe, comfortable andinformal. The choice of venue must also demonstratecultural sensitivity.There are simple steps that can be taken to make anenvironment feel relaxed and welcoming, such as music,lighting and soft furnishings. A separate designatedquiet space is also ideal (if there is one available) foranyone who may need time out.Be aware of the needs of the children and youngpeople in the group. Things that create a relaxed andwelcoming environment for some can create barriersfor others, such as background music, interactive icebreaker games and too many options of things to do.Refer to information collected at the planning stage onparticipants’ needs and remain flexible in approach.Take time to create a safe space by establishing a groupagreement together. This is an agreement that children,young people and staff should all adhere to and can bereferred back to and added to as needed. It will ensurethat there is a shared understanding of mutual respect.Encourage the participants to lead this discussion.Do not assume children and young people understand.Give them opportunities to clarify and ask questions.At the same time, be careful not to oversimplify andappear patronising.Age should not preclude younger children engaging.CommunicationGood communication must underpin all participationand engagement work with children and young people.All communication should be accessible, clear andaccurate. Make sure all information is presented in anaccessible way, avoiding complicated words, acronymsand jargon. Make discussion topics, information and keyquestions clear and easy to understand.Provide information on different coloured paper as thiscan help participants with dyslexia.Children use multiple ways of communicating andinterpreting their world. Thus, multiple methods ofcommunication can be used to engage children andyoung people.Ask children and young people for advice and guidanceon their preferred methods of communication andadapt according to their feedback.Be open to discussion about the appropriate use ofsocial media for the purpose of participation andengagement work, remembering that most social mediasites have age oplePeople- Children— Childrenin Scotland’sPrinciplesGuidelinesMeaningful Participationin Scotland’sPrinciplesand&Guidelines76
“If a teacher is kind it travels acrossthe class and puts everyone in a goodmood.” 10“Someone who is able to listen,someone who you are able to trust.” 11ActivitiesThe purpose behind any participation activity should beclearly explained to the children and young people at theoutset. Be realistic and honest. Children and young peopleshould know the difference their participation can make.Ensure that the children participating understand how theirviews will be used and attributed. It may be appropriate toanonymise all of the data collected or it may be fine to seekconsent to use participants’ first names.Always make it clear to the children and young peoplethat there are no right or wrong answers when beingconsulted about their views.Take time to develop the children and young people’sunderstanding of choice and decision-making. This willensure they feel relaxed and able to share their views.Create an ethos that encourages children and youngpeople to ask questions and allows staff to checkunderstanding.Be clear about involvement. Children and young peopleshould know that their participation is voluntary and thatthey can withdraw at any point. If a child or young personwants or needs to stop participating at any point, makethis as easy as possible for them.RelationshipsChildren and young people often identify theimportance of practitioners being kind, nonjudgemental, trustworthy and good at listening.Developing positive relationships with childrenand young p
children and young people on a wide variety of issues. Children and young people should be supported to participate in decision-making in all relevant contexts and at all levels of their lives. These include, but are not limited to: family, alternative care, education and school, health care, prevention strategies and national and international settings. The UN Committee on the Rights of the .
and 'meaningful' way. Meaningful Use Goal O The goal of meaningful use is to promote the spread of electronic health records to improve health care in the United States O To show that the utilization of EHRs are done in a 'meaningful' way. O Certified Electronic Health Record Technology (CEHRT) Benefits of Meaningful Use O Complete .
Meaningful Use Settings Clinic Tab Note: These values apply to all providers within the practice in the context of Meaningful Use. 1. Dashboard frame a. Meaningful Use On - select this check box to enable meaningful use logic system-wide b. Show Dashboard - select this check box to display the system-level ARRA Dashboard icon
2. Implementing customer engagement 12 Effective customer engagement is a dialogue 12 Effective customer engagement aims to build mutual trust 13 Effective customer engagement is strategic and planned 13 Effective customer engagement recognises a scale of participation 16 Effective customer engagement is conducted responsibly 17 Case Study 2 18 3.
Engagement Report 2021 Credit Suisse Rockefeller SM Ocean Engagement Fund. Engagement für eine Blue Economy. 2/22. Engagement Report 2021 3/22 Inhaltsverzeichnis 04 Vorwort 06 Engagement-Indikatoren 07 Rückblick auf 2020 08 Schlüsselereignisse, die 2020 die Agenda für einen nachhaltigen Ozean
The three mains components of meaningful use are the use of a certified EHR: - in a meaningful manner, - for electronic exchange of health information to improve the quality of health care, and - to submit clinical quality and other measures. "Meaningful Manner" There are a total of 25 meaningful use objectives which were created to show .
the meaningful use incentive program. The working group will also establish criteria to determine Stages 2 and 3 of meaningful use. Criteria for Stage 2 of meaningful use will begin in 2014, and criteria for Stage 3 of meaningful use will b
RPMS sites must be using certified EHR to meet meaningful use. In other words, sites using only RPMS roll-and-scroll will not meet meaningful use. Commercial vendors of EHRs are subject to the same meaningful use requirements, standards, process, and schedule as RPMS EHR. 2.2 Stage 1 Meaningful Use Considerations
of engagement, as opposed to focusing on “engagement for engagement’s sake.” Source: Corporate Leadership Council research. Engagement Drivers * Rational commitment to the job was not measured due to its similarity to rational commitment to the team, direct manager, and organization. CLC’s Employee Engagement Survey
