Presentation_ChildONEurope_Lisbona by jizhen1947


									                Survey on
   the role of parents and the support
    from the Governments in the EU

commissioned to the ChildONEurope Secretariat by
  the Portuguese Ministry of Labour and Social
    Solidarity in the context of the Portuguese
                Presidency of the EU
                     Report Structure

I. International instruments
- United Nations
- European Union
- Council of Europe

II. CRC Committee concluding observations

III. Comparative analysis of EU States policies and
programmes on parenting support

Annexes: Bibliography and web-sites
International instruments: United Nations (I)
CRC – key elements

Principles for children’s rights
• No-discrimination, survival and development, best
interest, child hearing
• provide appropriate guidance and direction (in a non-
violent manner)
• provide materially for the child
• enable the child to be heard
• the guarantor
• the enabler
• the promoter
International instruments: United Nations (II)

CRC – key elements

•   Emphasize the way of parenting: nurturing, provide
    structure, provide recognition, be empowered
•   Shifts emphasis from parental authority to parental
•   Role of States Parties:
    -    Develop a policy on parenting
    -    Support parents in rearing their children
    -    Policy includes four functions:
        a. creating the conditions for positive parenting
        b. removing barriers
        c. promoting positive parenting
        d. providing equal access to resources
International instruments: European Union (I)‫‏‬
-   no formal competence to act in the area of family affairs
    except with regard to migrant workers and their family
-   the issues of family well-being is present in a transversal
    manners in others EU policy areas, such as:
        •    social ex/inclusion
        •    free movement
        •    working conditions
        •    employability
        •    social cohesion
        •    pensions
        •    gender equality
        •    migration.

-   the main concern in all these actions is the balance between
    work and family life, without mentioning other forms of support
    dedicated in particular to the socio-educational dimension
International instruments: European Union (II)‫‏‬

Communication from the European Commission promoting
solidarity between the generations (May 2007)‫‏‬

-   Family policies remain the exclusive responsibility of the
    Member States
-   the Lisbon Strategy is considered as a framework for
    the modernisation of family policies through the
    a. of equal working opportunities for women
    b. of a better reconciliation of work, private and family

with the main objective to contribute to female labour force
International instruments: Council of Europe (I)‫‏‬
  COE Recommendation (2006)19 on positive parenting
      adopted by the Committee of Ministers (13/12/2006)‫‏‬
-   “parenting”, as “all the roles falling to parents in order to care
    for and bring up children” - it is evident a focused on the
    relationship between parents and their children
-   “positive parenting” considered as the parental behaviour
    ensuring the fulfilment of the best interests of the child “that
    is nurturing, empowering, non-violent and provides
    recognition and guidance which involves setting of
    boundaries to enable the full development of the child”.

-   the “creation of the right conditions” as the: ensuring of
    access to appropriate material, psychological, social and
    cultural resources and undertaking steps to remove barriers
    to positive parenting
International instruments: Council of Europe (II)‫‏‬
COE Recommendation (2006)19 on positive parenting
adopted by the Committee of Ministers (13/12/2006)‫‏‬

The national programmes and policies suggested need to be
adopted with the intention to achieve three main objectives:

•   facilitate the access to appropriated and variegated material,
    psychological, social and cultural resources for all of
    those rearing children;

•   remove all the existing obstacles to the positive parenting;

•   promote positive parenting through actions of awareness
                  II. Comparative analysis

The survey focuses in particular on the socio-pedagogical
support given to parents through parental education
programmes and counselling.
•   The nature of parenting has deeply changed  it requires
therefore an appropriate attention and response by the States.
•   In this framework, the specific aim of the survey is to identify
policies, programmes and interventions on parenting support
currently carried out by the EU Member States at national level,
to compare them as well to share some of the most significant
and innovative experiences in this field.
                    II. Comparative analysis
Information from:
-   ChildONEurope partners
-   Council of Europe Conference of European ministers
    responsible for family affairs, XXVIIIth session, 16 – 17 may
    2006, Lisbon, Portugal "Changes in parenting: children today,
    parents tomorrow"
-   Last EU countries report to the CRC Committee
the reference made in the text to specific projects carried out in
the different EU countries does not claim to be exhaustive, but
rather aims at presenting different kinds of experiences as a
basis for reflection and knowledge-sharing
     Legislative and organisational framework (I)‫‏‬

•   few States have enacted specific legislation on the
    issue of parenting programmes, references can be
    found in more general legislations (e.g. family welfare,
    children's rights and protection)‫‏‬

•   three different levels of intervention as regards the
    bodies involved:
     -  bodies responsible for planning (central authorities
        and local governments)‫‏‬
     -  bodies that finance the activities (central authorities
        and local governments)‫‏‬
     -  bodies that are entrusted with the task of realizing
        the different parenting programmes. (local
        agencies, local services and private organizations)‫‏‬
    Legislative and organisational framework (I)‫‏‬

• decentralization of the provision of parenting services
  and programmes
• good public and private integration

E.g. Specific bodies
-  National Advisory Group to strengthen parenting
   education in schools, the National Family and
   Parenting Institute, National Academy for Parenting
   Practitioners (UK)‫‏‬
-  Birth and Children Office – Belgium (French
-  Networks for listening, support and counselling of
   parents (REAAP), France
-  National observatory on family (Italy)‫‏‬
         The modalities of providing parenting support
                         programmes (I)‫‏‬

• Introduction of a family support dimension in the
  provision of health services in particular those related
  with family planning, pregnancy and the rearing of new-
  born children

• Courses about birth preparation, increasing tendency to
  involve also fathers in these initiatives

• Home visits after the birth of a child are also becoming
  more common
         The modalities of providing parenting support
                        programmes (II)‫‏‬
parental education and counselling can be provided
through general courses, workshops or conferences
addressed to all interested parents or through individual
advice to parents upon request
-   telephone help lines are increasingly used (e.g.
    Belgium, Bulgaria, Cyprus, France, Germany, Hungary,
    Luxembourg, Netherlands, Romania, Sweden, UK) or
    also of website forums.
-   pre-marital counselling for young couples is offered in
    many countries by church related services or
-   child-care services or school related services aimed
    primarily at children but aiming to involve parents as
         The modalities of providing parenting support
                          programmes (III)‫‏‬

• parents associations often provide networks that link
  families, community networks and parents self helping

• family mediation and mediation in school

• awareness raising campaigns also through TV and
  radio programmes as well as brochures, booklets,
  publications and websites on parenting education

• parenting support initiatives for families at risk or with
  specific difficulties
Some examples of parenting support programmes
   Pilot project for parents' education at workplace (Austria)‫‏‬
   Triple P – Positive Parenting Programme (Germany,
    Netherlands etc)‫‏‬
   Springboard Initiative (Ireland)‫‏‬
   Video Home Training (Netherlands)‫‏‬
   Centres for Family Support and Parental Guidance
   Community Parent Education Program (COPE) and
    KOMET (Sweden)‫‏‬
   Parental counselling and parental “schools” (e.g. Cyprus,
    Greece, Estonia, Romania, Spain)‫‏‬
     The characteristics of parenting support programmes

• age of children: the majority of the initiatives taken by
  the different countries is addressed to families with
  young children, mostly from 0-6 years. However there
  are also some examples of specific initiatives for
  parents of adolescents and of children who start the

• modalities of access: free in the majority of cases as
  they are supported by public funds, some require a low
  participation fee. Private institutions that are not funded
  by government ask for a higher participation fee.
      Aims and contents of parenting services and

   Empowerment of parents
   Accent on prevention (e.g. Netherlands electronic
    files for each child; UK – “Respect Action Plan”)‫‏‬
   Promotion of alternative methods to corporal
    punishment (many awareness raising campaigns
    and studies on the effects of prohibition of corporal
    punishment e.g. Sweden)‫‏‬
                         Critical points
   limited availability in terms of geographical distribution of
   impossibility to reach all interested families also due to
    budget limitations
   mainly for families at risk and not as a general instrument
    to support all parents
   difficult inclusion in these programmes of migrant families
   difficulties in networking among the different bodies
                         Training and research

Most countries show a strong interest in investing in training and
-   UK - National Academy for Parenting Practitioners
-   Austria - Federal Ministry for Family Affairs has elaborated a
    training scheme for enhancing professionalism
-   Spain study entitled “Strategies to prevent and deal with
    conflicts in the family relations (parents-children)”;
    Observatory on Family-School-Social Agents Partnerships
-   Portugal - cooperation protocol among different public
    institutions and universities
-   Sweden - the Government has commissioned a study to the
    Swedish National Institute for Public Health on methods and
    programmes for parental support and education
            Guidelines for Work with Parents

   Council of Europe Recommendation Rec(2006)19
    of the Committee of Ministers to member states on
    policy to support positive parenting
   Parenting UK - “The Principles and Values of the
    Work with Parents sector”
   French Networks for listening, support and
    counselling of parents (REAPP)
      Guidelines for Work with Parents - common points
   Parenting education and support must be rights-based and should
    reflect the rights of the child set out in the CRC
   parents, whether they are biological or adoptive, must be considered
    by the professional as partners in the area of child protection
   Support parenting programmes must be considered as a way of
    empowering parents‘ competences/skills and never as a way to replace
    them and should be conducted in a non-judgemental and not
    discriminatory way
   Anyone who works with parents should have specific training for that
   Co-ordination among the services working to support a family should
    constantly be sought
   Great variety among parenting support programmes across
    the EU Member States
   General    acknowledgement       that   the   setting   up   or
    consolidation of parenting policies and programmes is
   Most common forms of parenting support are: family
    support dimension in the provision of health services and
    parental education and counselling
   increasing attention to training and research also in order to
    identify replicable best practices
   Council of Europe: “the process of ascertaining the needs of
    parents has just started and requires more political attention
    and priority”
   The wish is that this survey may be helpful to provide more
    information on this subject, both by making a review of the
    most important international instruments on this issue and by
    identifying policies, programmes and interventions carried
    out by the EU Member States at national level as well as by
    sharing some of the most significant and innovative
    experiences in this field.

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