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  • The Child Rights Perspective: Paradigm Shift From Vulnerability To Competency

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    Jane Pearl Mangayan
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    The document discusses shifting perspectives on children from viewing them as vulnerable to viewing them as competent. It argues that traditionally children were seen as vulnerable beneficiaries that were acted upon, but the perspective of competency sees children as partners who can contribute and who should be consulted and empowered through participatory methods that identify their strengths rather than weaknesses. This competency perspective recognizes children's capabilities, sees childhood as a life in itself, and views children as active agents with rights and resilience rather than as passive and helpless.

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    Paradigm Shift of Child Rights Perspective

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    Day-2-2-Child-Rights-Perspective

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    The document discusses shifting perspectives on children from viewing them as vulnerable to viewing them as competent. It argues that traditionally children were seen as vulnerable beneficiaries that were acted upon, but the perspective of competency sees children as partners who can contribute and who should be consulted and empowered through participatory methods that identify their strengths rather than weaknesses. This competency perspective recognizes children's capabilities, sees childhood as a life in itself, and views children as active agents with rights and resilience rather than as passive and helpless.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    6 views8 pages

    The Child Rights Perspective: Paradigm Shift From Vulnerability To Competency

    Uploaded by

    Jane Pearl Mangayan
    The document discusses shifting perspectives on children from viewing them as vulnerable to viewing them as competent. It argues that traditionally children were seen as vulnerable beneficiaries that were acted upon, but the perspective of competency sees children as partners who can contribute and who should be consulted and empowered through participatory methods that identify their strengths rather than weaknesses. This competency perspective recognizes children's capabilities, sees childhood as a life in itself, and views children as active agents with rights and resilience rather than as passive and helpless.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 8

    The Child Rights Perspective:

    Paradigm Shift from


    Vulnerability to Competency
    •
    Orientation: where do we stand?
    • Vulnerability • Competency
    We do it FOR/TO We do it WITH/BY the child
    the child – partnership, with
    consultation
    Assumes that the child can
    contribute something
    Outlook: What is our prospect for the
    future of the children?

    • Vulnerability
    • Competency
    Child as beneficiary/
    Child as partner
    recipient
    Child as survivor
    Child as victim
    Attitude
    • Competency
    • Vulnerability
    Listening or learning attitude
    Discriminatory
    Recognize child’s capabilities
    Mistrust of child’s capabilities
    Gender/culture-sensitive
    Looks at difficult situations
    Looks at opportunities
    Views of children
    • Vulnerability • Competency
    Child with Rights
    Child is seen but not heard
    w/ unique needs/characteristics
    Child as little adult
    w/ potentials
    Possession/property
    w/ innate qualities
    Extension of parents
    Childhood is LIFE itself
    Incomplete human being
    Active agent of change and active
    Passive
    contributors of own development
    Helpless and weak
    Resilient
    Approach

    • Vulnerability • Competency
    Identifies weaknesses Identifies strengths
    (negative) (positive)
    Method
    • Vulnerability • Competency
    Participatory
    Curative
    Empowering
    Dole-out
    Uses creative arts, play,
    Drug-therapy
    indigenous
    Nature/Character
    • Vulnerability • Competency
    Output oriented Process oriented
    Rigid and formal Flexible and informal
    Statistical Descriptive
    Predetermined/Preconceived Evocative
    Clinical/Diagnostic Consultative
    Detached Participatory
    Palliative Holistic
    Compartmentalized Enriched helping relationship

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