1. The UN Convention on the Rights of the Child (UNCRC): From International Law to Practice
Question from Puja to Jessica: (Jessica will have 10 minutes, 11:35 – 11:45) How do you incorporate the broad principles from the CRC into your daily practice? How do these principles guide your work? What are the best practices that help you keep your work/planning child focused? How do you incorporate the child’s voice into your practice?
Jessica D. Warner, MSW, MA

2. Best Practices Children’s RIGHTS (not needs)
Universal Rights AND (not or) Cultural Relativism
Child Welfare (not only child protection)
Well-being (not only safety and permanency)
Interdisciplinary Practice
Child-Centered Practice – Expressed Wishes
(not only best interests)
Specialization
Children
Specific populations of vulnerable/marginalized children

3. Rights-based Approach (as Opposed to Needs-based Approach)
Based on assessed needs and relevant only to children with an identified need
Based on established universal rights and applicable to all children everywhere
No obligation to meet needs (needs are met when resources are available)
States and international entities have an obligation to meet rights
Asks those in position of power at all levels for help
Holds those in positions of power at all levels accountable
International Child Campaign:

4. Best Practices
Adverse Childhood Experiences AND Adverse Community Environments
Strengths-Based Practice (not deficit-based)
People First Language
Disability is Natural
Burnout, Secondary Traumatic Stress and Vicarious Trauma
Professional Quality of Life Scale (ProQOL)
After this slide, Puja to ask Piya: (Piya to have 10 min, 11:45 – 11:55) (WHAT IS MULTI-DISCIPLINARY COLLABORATION): How is it possible to devise solutions that incorporate a variety of stakeholders? Everybody’s approach in the field seems to be that they are tasked with something very specific with relation to the child but this can distort the long-term or bigger picture. In light of this fragmented approach we risk ending up with delays or compromises of the child’s best interest, what is the role of multi-disciplinary collaboration in overcoming these challenges and achieving best interest?
[Potential discussion points for Piya: social workers’ role in the legal system in the UK, the lawyers’ role in working with the social worker/hearing the voice of the child, the legal system’s role in creating child-focused legislation, etc.]
When Piya finishes her part, Puja to ask Jessica: (10 min, 11:55 – 12:05) What kind of adverse circumstances and situations impact the children you work with? This leads Jessica to next slide.

5. Adverse Childhood Experiences and Adverse Community Environments
Q: What kind of adverse circumstances and situations impact the children you work with?
When Jessica finishes this slide, Puja to ask Piya: (10 min, 12: :15) (HOW DO YOU CREATE MULTI-DISCIPLINARY PARTNERSHIPS/COLLABORATIONS): How do you structure a relationship with these multiple partners so that everyone’s expertise can be leveraged effectively without losing sight of the ultimate desired outcome to secure the child’s best interest?
When Piya finishes her discussion, Puja will ask Jessica the question on the next slide…
Q: Best practice requires different approaches for different types of cases. For example, you might be in a situation where you have to balance a child’s rights with other rights’ holders or where you need to incorporate the child’s voice or it might be difficult to discern how to map out the best interest of this particular child. Could you use one or two examples of some of the more challenging cases you have encountered where you have still been able to implement these best practices to achieve the 3 Ps?
ACE Study:

6. Challenging Cases of Children in Institutional Care
Adolescents
Children who run away
Children who are “hard to place” (usually due to particularly severe behavioral or emotional challenges)
Children who experience frequent placement changes
May be due to poor placement options
May be due to attachment difficulties
Often both
Children who are involved with both child welfare and youth justice systems
Special populations - vulnerable and marginalized children
3rd QUESTION FOR JESSICA (10 min, 12:15-12:25): Best practice requires different approaches for different types of cases. For example, you might be in a situation where you have to balance a child’s rights with other rights’ holders or where you need to incorporate the child’s voice or it might be difficult to discern how to map out the best interest of this particular child. Could you share one or two examples of some of the more challenging cases you have encountered where you have still been able to implement these best practices to achieve the 4 Ps?

7. Vulnerable/Marginalized Children
ALL children, by nature of being children, and especially children who are child welfare involved, are vulnerable, but even more so…
Infants and toddlers (ages 0-3)
Adolescents
Girls
Ethnic minorities (esp. Black, Latinx and Native youth in the U.S.)
Children who identify as LGBTQI or GNC
Unaccompanied immigrant children
Refugee children
What

8. Vulnerable/Marginalized Children
Children with chronic medical illnesses
Children with disabilities
Children who are being sexually exploited
Children who are poly-victims
Children coping with mental health challenges (including substance abuse)
Children with problematic behavior and/or children who have had police contact and contact with justice systems
Children of incarcerated parents

9. “Children are neither the property of their parents, nor even the world. They belong only to their own future freedom.” Mikhail Bakunin
When Jessica finishes, Puja will ask Piya (10 min, 12:25 – 12:35) : (SPECIFIC EXAMPLE) Can you draw on one of the cases you worked on and share your experience. What were the challenges to multi-disciplinary collaborations and how did you overcome the challenges to ensure the best interests of the child were met?