ANDREA RÁCZ
Child p o ec ion models o mains eaming child’s igh s
In oduc ion
Thinking abou and dealing wi h child en, i is ex emely impo an o ensu e hey ge
e e y hing ha is needed o un old hei skills and po en ial alen s. The p o essionals
wo king wi h child en ha e o us hem and child en li ing on he bo de o child
p o ec ion, o hose li ing in public ca e ha e o be suppo ed in a way ha hei
needs – special and unique – a e aken in o conside a ion jus he same as i hey li ed
wi h hei amilies. The ecogni ion o he amily’s ole in child en’s li e is ine i able;
in ca e p o ision, i means he necessi y o mo e owa ds an in eg a ed, amily-
communi y based sys em o p o ision, which is capable o ensu ing e ec i e se ice
packs o he p ima y and seconda y a ge g oup o child p o ec ion, adjus ing o he
dual unc ion o child p o ec ion. “Child p o ec ion is a social ins i u ion ha was
c ea ed o suppo ano he social ins i u ion, he amily, in o de o help he amily in
i s asks ela ed o he child’ de elopmen and social inclusion, and i i is necessa y, o
ake o e he esponsibili y o he child om he amily which is unable o ensu e i .”
(Domszky 2011: 3-4). Fi s , he s udy p esen s Fox Ha ding’s ypology abou he
sys em logics o se ices o child en. Then, we deal wi h he need o s eng hening
he igh s o child en in ca e and illus a e i by wo examples: 1) FICE: ende o
good p ac ices in child p o ec ion and 2) he Child en’s Pa liamen 2014 which had
he heme o social in eg a ion.
Child P o ec ion Models and Child en’s igh s
The ideal ypes o se ices p o ided o child en we e de eloped mos
comp ehensi ely way by Fox Ha ding (1991, 1997) who iden i ied ou “ alue
posi ion”: 1) laissez- ai e; 2) s a e pa e nalism; 3) models p o ec ing he biological
amily; 4) models p o ec ing child en’s igh s1. Acco ding o his in e p e a ion, he
laissez- ai e model is based on he belie ha i is impo an o he amily o no ha e
any s a e in e en ion in he na u al p ocesses, ha is, we can alk abou only minimal,
o cing in e en ion. Res ic ing he exe cise o pa en s’ eedom and exe cise o he
s a e’s powe a ely should be applied. In a b oade ideological pe spec i e Fox
Ha ding associa es his kind o app oach wi h he pa ia cha e, whe e a s ong
a he /head-o - he-household is iden i ied. In his iew, he laissez- ai e model is no
1 Fox Ha ding acknowledges ha he e a e unce ain ies and he ou posi ions o e lap bu belie es ha
each model ep esen s di e en o ien a ion in he ield o poli ics and p ac ice aimed a child en.
156 METSZETEK Vol.3. (2014) No.4
only a heo e ical abs ac ion in pe iods, like he Vic o ian a ea o in he pe iod o he
Conse a i e go e nmen be ween 1979 and 1997, his app oach can be obse ed in
p ac ice. The model’s c i icism is ha s a e in e en ions a e nega i e and a special
gende - ole can be iden i ied as played by he a he in he amily. In he s a e
pa e nalis ic model, he ole o he s a e has o be limi ed bu exempla y a he same
ime. When he child en a e a isk in hei amilies o he pa en s a e incapable o
aking ca e o hem, s ong and e ec i e s a e in e en ions a e needed o he
child en’s p o ec ion. The e is conside able us in he abili y o he p o essionals, in
he in e en ion mechanisms and in ha e e y si ua ion would be assessed adequa ely
and p ope in e en ions will p e en bad ea men . The aim is o ix amilies ha a e
alling apa and p o ide se ices o he child en and he amilies. Acco ding o Fox
Ha ding, his model is ypical o he UK’s p ac ice a he end o he 1960’s and in he
1970’s, when he numbe o child en li ing in s a e ca e signi ican ly inc eased. The
c i icisms o he model a e ha i le s li le space o he amilies and child en and he
au ho i y o he p o essionals is oo big. I was diagnosed oo la e ha he
in e en ions a e no ac ually e icien and eliable enough. The s a e can seem o be
opp essi e du ing in e en ions, mainly in cases o poo and excluded amilies. The
model abou he p o ec ion o biological amily can be in e p e ed as a belie in he
posi i e ole o s a e in e en ion whe e hose p omo e he amilies’ well-being. The
inancial and o he o ms o suppo se e he au onomy o he amily. The e is a
pa ne ship be ween he amily and he se ice p o ide . The app op ia e le el o
suppo is necessa y o he amily’s wel a e. E en i special needs a ise, he
in e en ion s ill has o ha e a suppo i e na u e. I a child has o be emo ed, his
empo a y pe iod should aim o s eng hen he amily and no o sa is y a need o
long- e m and con inuous ca e. Wi hin his model, Fox Ha ding pe cei es wo ypes
o app oach: one is ep esen ed by he g oup o people who p o ec he amily’s igh s
and he o he claims ha s a e in e en ions aim o keep he child in he amily. The
model akes in o conside a ion he ac ha he ela ionship o he child and he
amily is complex and i should be he basis o in e en ions. I s c i icism o mula es
he iew ha i idealizes he biological amily and does no calcula e ealis ically he
capaci y o he wel a e s a e and i s willingness o spend on amily suppo and oo
op imis ic in ela ion o he e ec i eness o p o essionals’ p e en i e ac i i ies. In he
model ha p o ec s child en igh s he p o ec ion o he child en a all cos appea s on
one hand and he social esponsibili y on he o he hand. The Con en ion on he
Righ s o he Child o 1989 b ough signi ican shi in he app oach o child
ea men . F om he child en’s igh s pe spec i e, mee ing indi idual needs and
equi emen s is mos impo an so, he in e en ions ha e o be adap ed o hese and
he child has o be an ac i e pa icipan . I is essen ial o ha e he child o pa icipa e,
exp ess his poin o iew and o be hea d, as opposed o he o he models ha mos ly
pu he emphasis on child p o ec ion. Howe e , Fox Ha ding no es he e a e ce ain
igh s ha ha e o be “g own in o”, ha is, hey a e no uni e sal o ob ious om
bi h. The p o ec ion o child en’s igh s equi es ac i e in ol emen om he adul
socie y. Fu he c i icism is ha beside he igh s, he issue o esponsibili y is di icul
o in e p e (Smi h 2005: 22-27, Ki on 2005: 7-8).
And ea Rácz – Child p o ec ion models o mains eaming chold’s igh 157
Based on Fox Ha ding’ s anda diza ion, Hunga y can be classi ied as a pa e nalis ic
s a e model, al hough, he pe asi e alue o he Child P o ec ion Ac o 1997 is he
ex ensi e p o ec ion o child en’s igh s. The Hunga ian Child P o ec ion Ac was
g ea ly in luenced by he English one o 1989 ha basically a o ed p e en ion. This
means, in p inciple, ha i is a basic equi emen in he Hunga ian sys em o p o ide
e e y kind o help o he amilies and child en in o de o keep he child in his/he
amily. As o he e hos o domes ic law, i is child-cen e ed bu in p ac ice, he
se ices mainly concen a e on amilies in c isis. (Domszky 1999; Rácz 2013)
The Con en ion on he Righ s o he Child (1989) is he sum o he minimum igh s
ha ha e o be ensu ed o all child en2. The Con en ion b oadly de ined he igh s
o child en and ca ego ized hem in o h ee ca ego ies:
1, Righ s o ca e and p o ision, amily suppo ( o p ese e amily uni ), heal h, social
secu i y, educa ion, ec ea ion and play, special ca e and p o ec ion o disabled
child en, o e ugees, iden i y, na ionali y and eedom o eligion.
2, P o ec ion Righ s: p o ec ion om iolence and abuse, kidnapping, human
a icking, child labou , sexual exploi a ion, wa and a med con lic , d ug abuse,
inhumane ea men in case o ju enile o ende s.
3, Pa icipa ion Righ s o espec ing child en’s igh s, ensu ing he eedom o
associa ion and exp ession and ensu ing access o in o ma ion.
By he bi h o Con en ion on he Righ s o he Child he iew ha s a es “child en
a e p ope ies o he pa en s” was eplaced by he iew ha s a es he pa en ’s p ima y
esponsibili y is aking ca e o he child. The Con en ion changed he concep ion o
child en undamen ally and con ibu ed o ea ing child en as social alue and o
paying a en ion how o ea child en, how o assess child en’s needs and
compe ences (Robinson, 2010). Mode n heal h ca e, social wo k and child p o ec ion
conside child en o ha e u he igh s in addi ion o human igh s.
The exis ence and de elopmen o he Con en ion a e s ongly associa ed wi h child
po e y and wi h he de elopmen o child en in gene al. In mains eaming child en’s
igh s, a en ion should be paid o wha mic o-le el social issues a e ela ed o
child en, wha poli ical esponses he e a e, ha is, how g an ing child en’s igh s
appea , how he ecession a ec ed child en, social ins i u ions and he b oade
suppo ing en i onmen . In he beginning o 2000’s he UN Commi ee ound ha
he poli ics ela ing o child en can be conside ed good in ce ain coun ies, howe e ,
comp ehensi e app oaches o child en’s igh s p e ail less. The issue o child po e y
is no emphasized enough in pa icula si ua ion assessmen s, u he mo e, he
oppo uni ies o consul a ion wi h child en and young adul s a e no widesp ead. The
e ec s o he ecession on child en a e ob ious: malnu i ion, inc eased child labou ,
bigge p opo ion o unemployed you h, di e en o ms o child exploi a ion,
2 Hunga y a i ied he CRC in 1991 and p oclaimed i by he LXIV law o 1991. Besides, he Fundamen al
Law (i.e. Cons i u ion) also s a es ha child en mus be p o ec ed wi h special measu es. The Child
P o ec ion Ac con ains he wides ange o child’s igh s.
158 METSZETEK Vol.3. (2014) No.4
iolence and mal ea men , dec ease in schooling, dec ease in he use o heal h ca e
se ices, dec eased emo ional secu i y, and he access o public se ices ela ed o ca e
and p o ision became limi ed. All hese h ea en he u u e capaci ies o child en.
Se e al expe s d aw a en ion o he ac ha he si ua ion o child en could be
s abilized i coun ies ealized he e ec s o he ecession on child en and esponded
along a well-de eloped s a egy wi h e ec i e oolboxes – in addi ion o including he
ci il socie y, conduc ing an ac i e poli ical dialogue and equi ing he go e nmen ’s
c isis managemen measu e o be accoun ed o . This includes suppo ed child ca e
se ices, se ices o men al and psychical heal h, educing addi ion, p e en i e
measu es, p o ec ion o he in es men s in child p o ec ion and social se ices
(Ha pe e al. 2010). Fo example, Canada conside s mains eaming child en’s igh s as
no only a legal and mo al obliga ion o he adul socie y bu also as good economic
and social in es men . Needs we e a icula ed o ha ing child en’s igh s
mains eamed, child en’s de elopmen ensu ed and o ensu ing hey become ull
membe s o he socie y. Fu he mo e, he poli ics on child en should be cen alized,
ha is, o uni e he agmen ed esponsibili ies o di e en go e nmen al bodies and
le els (Canadian Coali ion o he igh s o Child en 2010). Acco ding o Eu ochild
(2014), besides de eloping a pe manen child en’s igh managemen sys em, i is also
impo an o he poli icians, decision make s and public o icials o ake pa in
child en’s igh s aining. Fo example, Canada u ges o de e mine wha e ec s he
annual budge decisions ha e on he child en and ce ain g oups o people. In 2007,
Hunga y spen 22.7% o he GDP on social p o ec ion expendi u e. By 2009, his
expendi u e g ew (24.3%) bu in 2011 i d opped o he le el o 2007 (23%). Be ween
2010 and 2013, he p opo ion o he poo and excluded g ew among child en and in
he whole popula ion. 43% o he child en belonged o his g oup. (Fe ge-Da as
2014: 64-66)
The need o s eng hening child en’s igh was ein o ced by a su ey in 2006, which
poin ed ou ha 75% o people do no know how o exe cise hei igh s wi h espec
o he o he ’s igh s. The su ey also e ealed ha pa en s a e mo e awa e o
child en’s igh han he child en. (Canadian Coali ion o he igh s o Child en
2010:22) Század ég Founda ion’s esea ch o 2014 shows ha i is impo an o mos
o he socie y o be awa e o basic legal knowledge. The majo i y (52%) equi es
in o ma ion abou inancial se ices, 49% needs in o ma ion abou eal es a e and
ehicle adminis a ion, mo e han 40% ma ked he a eas o public adminis a ion and
judicial adminis a ion. As o e e yday li e, legal knowledge is mos ly used ela ed o
p i a e a ai s, daily li e (43%) and he labou ma ke (46%). Mo e han 3000
in e iewed people said ha he mos e icien in o ma ion p o ision is pe sonal
in o ming, ollowed by elec onic legal publica ions and specialized books3.
3 h p://www.jogi o um.hu/hi ek/32990 (las download: 27. 12. 2014)
And ea Rácz – Child p o ec ion models o mains eaming chold’s igh 159
I was exp essed ha mo e a en ion should be paid o how he helpe s o child en
and young adul s can be in ol ed in he in e p e a ion o child en’s iews o he
poli icians (Ha pe e al 2010). An online su ey4 ca ied ou among child en be ween
9 and 18 yea s old Canadians in 2008, highligh s he ac ha he leas p e ailing a ea
o child en’s igh s a e: ensu ing child en’s pa icipa ion and lis ening o hem. Mos
pa en s ensu e basic clo hing, ood, school a endance while secu i y p o ision is
uns able: 27% o he pa en s p o ec hei child en om bully, 38% ensu es sa e y
while hey a e a hei wo kplace and 22% o hem alk abou d ugs. (Canadian
Coali ion o he igh s o Child en 2010:23-24) Many esea ch d aw a en ion o he
ac ha child en and young adul s would like se ice p o ide s and p o essionals o
p o ide oppo uni ies o in ol emen indecision-making abou esponsibili y- aking
in acco dance wi h hei ma u i y. I is a key a ea o ha e choice in ega d o using
se ices, inclusion in o se ice planning, de elopmen and o ask hem o eedback as
a means o quali y assu ance and o p o ide hem wi h adequa e in o ma ion abou
hei igh s, and ce ain p o isions and se ices. Fo example, in ela ion o hose who
lea e he sys em, i is p oblema ic ha he lea e s a e no in ol ed in planning he
p ocess o lea ing and a e no ea ed as pa ne s. In cases o disabled child en,
esea ch shows ha school consul a ions would mean g ea help o hem in
unde s anding hei igh s, howe e , p o essionals a he see hei disabili ies han
hei hidden po en ials. Ano he esea ch shows ha hose child en who we e expelled
om school - ha is, hei s udies we e in e up ed - we e no consul ed du ing he
disciplina y hea ing (ci ied by Mainey e al. 2009: 20-22).
Unde s anding child en and suppo ing hem in social en i onmen s a e basically
dependen on wo main aspec s: 1) holis ic app oach o child en, which means
disabled child en, child en wi hou amily a e ea ed like child en in he mains eam
socie y and he p o essionals wo king wi h hem ensu e hei pa icipa ion in a ious
p og ams and main aining iendships; 2) Recogni ion o he amily’s ole in child en’s
li es is ine i able; child en also see wha suppo s a e needed o main aining amily
union and ha hese a e also equi ed du ing long- e m ca e o main ain con ac wi h
he biological amily. On ca e sys em le el, i means he shi owa d in eg a ed amily
and communi y based ca e, ensu ing e icien se ice and ca e packs o child en and
hei pa en s (Mainley e al 2009; Eu opean Commission Daphne P og amme 2007;
Volun ee De elopmen Agency 2011). In he case o child en li ing in public ca e, i
is e y impo an o he ca e o ha e some kind o he apeu ic a mosphe e and wi h
p o essionals suppo o help child en lea n how o cope wi h s ess, ge o e aumas,
o o m app op ia e beha iou and o be sa e emo ionally. Fo his, he p o essionals
ha e o concen a e on he s eng hs o child en, o ecognize hei alen s and o
suppo hem. The basis o inc ease in child en’s esponsibili y aking and a posi i e
iew o he u u e is a s able emo ional s a e, o which he p o essionals ha e he
p ima y esponsibili y (Fu ni al-G an 2014).
4 The sample’s size: 629 people.

160 METSZETEK Vol.3. (2014) No.4
Pa icipa ion can be in e p e ed as he pedagogy o lis ening, which ensu es ha he
opinion and he pe spec i es o child en a e hea d g an ing he chance o be
unde s ood. Lis ening means no only hea ing he equi emen s/needs bu also means
a en ion and igh s o sha e opinion, deba e and ques ioning. T ea ing child en as
ulne able dependen g oups s eng hens he denial o hei igh s o exp ess hei
iews. Exe cising child en’s igh s by child en depends on how much pa en s can pay
a en ion and how much he pedagogy o hea ing, as an app oach is embedded in
socie y. (Te One 2011). The i s Hunga ian ci il epo o mains eaming child’s
igh s was w i en in 2013 co e ing he pe iod be ween 2006-2012. This ci il epo is
based on b oad collabo a ion and pa ne ship in which signi ican ci il o ganiza ions,
p o essionals and child p o ec ion p o essionals ook pa , u he mo e, child en we e
asked in w i en o d awn o ms abou how hey see child en’s igh s (Ci il
(Al e na i e) epo 2013)
Because o he big changes in he li es o child en emo ed om hei amilies and
because o he loss o hei suppo ne wo ks, hey need s able, sa e home, ad ocacy,
help in hei educa ion, ex ended ela ionship wi h pee s and mos impo an ly, a
s able, ca ing, suppo ing adul in bo h ins i u ional and os e ca e. (LEARNS n.y.).
The e o e, kinship ca e ins ead o os e ca e is suppo ed in many coun ies,
al hough, a Canadian esea ch highligh s ha acco ding o p o essionals, he ela i es
go h ough he same s uggles as he biological pa en s om whom he child en we e
aken. (B iesbois e al. 2013)
Child p o ec ion scenes o mains eaming child’s igh s: Hunga ian
examples
The Na ional Child P o ec ion Con e ence was held on 20 h o No embe in 2014, on
he In e na ional Day o Child en’s Righ s ha aimed o commemo a e he 25 h
anni e sa y o he Con en ion on he Righ s o he Child. The Hunga ian Associa ion
o FICE con ibu ed o he commemo a ion by he call o ende s o Good
P ac ices in Child P o ec ion and by holding a Child en’s Pa liamen session.
The ende o Good P ac ice in child p o ec ion aimed o collec he bes and mos
inno a i e p ocesses in basic ca e and long- e m ca e and o make hem a ailable o
p o essionals. The heme o he ende was: p o ec ing and en o cing child en’s igh s.
A he same ime, he 15 h Child en’s Pa liamen session was held, wi h 40 child en
discussing wha social in eg a ion means o hose who li e in ca e. A e he session
he Child en’s Pa liamen epo ed o he decision-make s and p o essionals
pa icipa ing in he con e ence wha changes, suppo ing mechanism and p o essional
p og ams a e needed o social inclusion. In he ollowing, we i s p esen he
classi ica ion o he p oposals o Good P ac ice in Child P o ec ion in e ms o how
he mains eaming and p o ec ion o child en’s igh s appea in he p o essional wo k,
wha new ini ia i es we e c ea ed in he ield o child wel a e and child p o ec ion and
And ea Rácz – Child p o ec ion models o mains eaming chold’s igh 161
along hem, wha inno a i e solu ions can be dissemina ed ega ding he de elopmen
o he child p o ec ion sys em.
Inno a i e ini ia i es in Child P o ec ion
Collec ing inno a i e child p o ec ion solu ions and local ini ia i es and sp eading
hem among p o essionals a e impo an elemen s o laying he me hodological
ounda ion o child p o ec ion wo k (Domszky 2011:10).
19 ende s we e ecei ed and 3 o hem we e om he ield o child wel a e.
We ypi ied he good p ac ices in e ms o how he p o ec ion and mains eaming o
child en’s igh s appea .5 Child en as a a ge g oup we e no add essed as a p ima y
a ge g oup in e e y case, ha is, we ha e o dis inguish hose p ac ices ha ha e
child en as a di ec a ge g oup om hose whe e child en’s igh s p e ail indi ec ly,
o example, ia he p o essional’s wo k and s eng hening pa en al ea men . The
applica ions can be di ided in o ou ypes: 1) p og ams aimed a child en; 2)
p og ams aimed a pa en s; 3) p og ams aimed a p o essionals; 4) p og ams aimed a
sys em de elopmen . The p og ams aimed a child en can be u he di ided:6 a)
p og ams based on eaching child en’s igh s; b) p og ams aiming o de elop he
child en’s pe sonali y, compe ences and inc ease hei knowledge; c) p og ams based
on o ming he socie y’s iew.
5 I is impo an o men ion ha he p oposals can be classi ied in se e al ways. In he ollowing, he
p esen ed pieces o in o ma ion a e om he p og ams o he p oposals; hey a e p esen ed
anonymously. (No e ha he E alua ion Commi ee ook in o conside a ion o he aspec s also du ing
he e alua ion p ocess).
6 Sub- ypes a e no sepa a ed igidly, he e is some o e lap in he goals.
162 METSZETEK Vol.3. (2014) No.4
Table 1.: Types o applica ions acco ding o a ge g oups and achie ed goals
Child en as di ec a ge g oup
P og ams based on
eaching law o
child en
P og ams aiming o de elop
child en’s pe sonali ies and
compe ences and inc easing
hei knowledge
P og ams based
on changing he
socie y’s iew
law camp
c ea ion and applica ion
on a cons i u ion
d ug p e en ion and o he hema ic
p og ams
complex li es yle p og ams
p og ams aiming o con ey
household knowledge
alen suppo
men o ing
eam-building
spo p og am
ca ied ou by
b oad social
collabo a ion/
p esen ing alues
o he a ge g oup
o he socie y
Child en as indi ec a ge g oup
P og ams a ge ing
pa en s
P og ams o p o essionals
P og ams aiming
sys em
de elopmen
p og ams ha de elop
pa en al compe ences
p og ams o
dec easing po e y
aining
p o essional aining
de eloping a
quali y assu ance
sys em in
pedagogical wo k
IT de elopmen
The child en we e he p ima y a ge g oups in 13 applica ions ou o he submi ed
good p ac ices.
P og ams based on eaching child’s igh s ( wo p oposals) con ey he knowledge o
child en in di e en ways, like a law camp whe e he pa icipan s e lec abou he ac
ha he child en in ju enile jus ice a e ypically no amilia wi h he pa icipan s and
s ages o he p ocess, and wi h hei own igh s. In hese cases he compe encies and
goals o be de eloped we e “ aking esponsibili y, lea ning ic ims’ emo ions,
awa eness, s eng hening ad ocacy, aising legal knowledge, inc easing le el o
communica ion, p e en ion, educing o ending.” In he o he good p ac ice – ha
can be classi ied in o his ype – child en could c ea e hei own cons i u ion, in which
hey decla ed he sys em o igh s and esponsibili ies p o iding beha iou models o
child en and young adul s. In he daily applica ion o he accep ed sys em o ules, he
ollowing main aims we e o mula ed: o make child en sel -con iden du ing
decision-making, o demons a e democ a ic a i udes in hei exp essions, o exp ess
And ea Rácz – Child p o ec ion models o mains eaming chold’s igh 163
hei iews in an app op ia e way, o ecognize hei own and hei pee s’ alues, o
espec each o he , o be empa he ic. In ela ion o he p oposals g ouped in his
ca ego y, suppo ing he de elopmen o law-conscious beha iou was o mula ed as
he basic goal.
P og ams aiming a imp o emen o child en’s pe sonali y and compe ences and
ex ending hei knowledge (9 ende s) we e deli e ed in a ious ways and p esen ed
mains eaming child’s igh s in a ious ways. The e we e ende s ha aimed o change
child en’s knowledge o iews in a complex way including many a eas. One p oposal
is especially wo h men ioning in which child en could lea n abou di e en opics like
d ug abuse, ha m educ ion, psychical-men al heal h, ci il socie y, ole o a wi hin
he amewo k o a se ies o hema ic e en s. The mo o was “lea ning by playing”.
“Wi h he expe iences, app op ia e mo i a ion can be o med o ecei ing he
knowledge. Passi e lis ening can be eplaced wi h joy ul lea ning ac i i y. Thus
eaching and compe ence de elopmen go hand in hand play ully and ha e he
expec ed e ec s.” Ano he good p ac ice pu s emphasis on becoming adul and
helped o lea n skills in egula sessions, like washing, cooking, cleaning and
u nishing. A ende a ge ed o e coming school disad an ages and in i s amewo k a
men o ing sys em was de eloped and in oduced. Two o ganiza ions conside ed alen
suppo o be especially impo an in ela ion o mains eaming child’s igh s. One
mo e p oposal is wo h men ioning in his ca ego y, which indica es a complex
pedagogical sys em, he so-called li es yle me hod which is o e all ega ding he
child en’s li e li ing in child en’s home and con ains healing elemen s as well. The
p o essional p og am esponses o he ac ha child en who a e aken in o long- e m
ca e usually ge in o a child p o ec ion ins i u ion a an inc easing la e age, usually a
pube y; and ha he e a e mo e and mo e people in ca e who ha e special needs and
because o his, complex me hodology is equi ed in daily ope a ion.
P og ams o he o ma ion o he socie y’s iew had wo p oposals; bo h based on
b oad collabo a ion. One o hem is a global a mee ing in which he show con ained
songs o indi iduals and bands and hea e plays as well. The pa icipan s we e
child en who li e in hei amilies and in child p o ec ion. “In he public’s mind he e
is an image o child en li ing in child p o ec ion as un o una e and helpless child en
(…) we would like o call he a en ion o he hose child en who a e success ul in
some ield o a – music, d ama, ine a s – due o hei alen o in spi e o hei
disabili y.” The o he ende is he Fi s Child en’s Ma a hon ha aims o de elop
willpowe , endu ance and shape child en’s cha ac e by spo in o de o ha e heal hy
sel -es eem.
In six p oposals, child en and young adul s appea as indi ec a ge g oups.
As o he p og ams a ge ing pa en s ( wo p oposals), one o hem was sen by a
child en’s home and he o he was sen by a child wel a e se ice. The ende o he
child en’s home aimed o s eng hen he connec ion wi h he biological pa en s and
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