Children’s Rights Children’s Rights International Study International Study Project (CRISP) – Project (CRISP) –

A shift from the children’s A shift from the children’s rights focus to the quality of rights focus to the quality of

life instrumentlife instrument

Zoran Pavlovic, Tina RutarZoran Pavlovic, Tina RutarEducational Research InstituteEducational Research InstituteGerbiceva 62, SI-1000 Ljubljana, Gerbiceva 62, SI-1000 Ljubljana, SloveniaSloveniaphone: +386 1 4201-256 -- fax: +386 1 phone: +386 1 4201-256 -- fax: +386 1 4201-2664201-266mailto:zoran.pavlovic@pei.simailto:zoran.pavlovic@pei.si

Aims and historyAims and history

In the In the late late 1980-ies International School 1980-ies International School Psychology Association started a cross-Psychology Association started a cross-national research project national research project “… to determine the “… to determine the perspectives of children and major child perspectives of children and major child caretakes regarding the existing and desired caretakes regarding the existing and desired status of children’s rights in homes and status of children’s rights in homes and schools.”schools.”

(Hart, S.N., Z. Pavlovic & M. Zeidner: The ISPA Cross-(Hart, S.N., Z. Pavlovic & M. Zeidner: The ISPA Cross-National Children’s Rights Research Project. School National Children’s Rights Research Project. School Psychology International, SAGE London, Vol. 22/2, Psychology International, SAGE London, Vol. 22/2, May 2001, p. 99.)May 2001, p. 99.)

First sweepFirst sweep

• Survey involved samples of students Survey involved samples of students (400 minimum) at the age 12-14, in (400 minimum) at the age 12-14, in 20 countries of most continents.20 countries of most continents.

• 40 items represented the UN 40 items represented the UN Convention and general rights Convention and general rights questions, covering a general questions, covering a general everyday experience of the child …everyday experience of the child …

• … … to be evaluated on 5 point to be evaluated on 5 point importance and existence scales, for importance and existence scales, for the home and the school separately.the home and the school separately.

Sample of the first sweep results:Sample of the first sweep results:relative ranks of importance of the right relative ranks of importance of the right ‘to be ‘to be

respected for your religion, language, color, race and respected for your religion, language, color, race and social group no matter what they are’.social group no matter what they are’.

SCHOOLHOMESTUDENTSRankMeanRankMeanSampleCountry

264.02303.942190Poland 154.27294.33340Denmark

84.35254.37612Czech R. 224.04244.23441Venezuela 174.41214.54463Lithuania 204.39194.53446Brazil 104.37174.44587Belgium 164.03174.14352Thailand 103.95154.14492USSR 124.21144.23250Slovenia 164.36124.411112China 144.31114.40519Australia

74.52104.59470Hungary 84.56104.69548Slovakia 44.7384.80667Iceland 93.8054.02216France 64.4554.58530USA 84.3843.94400Iran 44.4644.57448Turkey14.7444.80296Portugal 63.4613.55398India

11.44.2813.64.34Average country:

Sample of the first sweep results:Sample of the first sweep results:percentages of low responses on existence scales for percentages of low responses on existence scales for the right the right ‘to be protected from people and situations ‘to be protected from people and situations

which might hurt your body’.which might hurt your body’.

0 5 10 15 20 25 30 35 40 45 %

India Iran

France USSR

Thailand Venezuela

Poland Lithuania AustraliaSlovenia Belgium

Turkey

USA Brazil

Denmark China

Portugal Czech R. Hungary

Iceland Slovakia

HOME SCHOOL

Protect. from body harmpercentages of low scores

Modifications in the second Modifications in the second sweep (2000 and on)sweep (2000 and on)

• Rationalization and diversification of the Rationalization and diversification of the types of questions, based on the content types of questions, based on the content (importance and existence measured on less (importance and existence measured on less uniformed scales, new questions regarding uniformed scales, new questions regarding the ages of desired and expected the ages of desired and expected achievement of rights);achievement of rights);

• Expansion to other student age groups Expansion to other student age groups (beside the group 12-14, also 8-10 an(beside the group 12-14, also 8-10 andd 16- 16-18);18);

• Expansion to new target groups (beside Expansion to new target groups (beside students and teachers also parents).students and teachers also parents).

Sweeps in SloveniaSweeps in Slovenia• First sweep in 1991-1992, with 900 students and First sweep in 1991-1992, with 900 students and

adequate sample of teachers and school adequate sample of teachers and school psychologists;psychologists;

• Pilot sweep in 1994 with experimental questionnaire Pilot sweep in 1994 with experimental questionnaire modifications on a reduced sample – served as a base for modifications on a reduced sample – served as a base for the international methodology modification;the international methodology modification;

• Second sweep in 2001, with approx. 3000 students Second sweep in 2001, with approx. 3000 students and corresponding sample of parents, teachers and and corresponding sample of parents, teachers and other school professionals;other school professionals;

• An intermediate re-measurement with the same instrumentAn intermediate re-measurement with the same instrument

• The major re-measurement in 2006 on a similar The major re-measurement in 2006 on a similar sample, with minor modifications of the survey sample, with minor modifications of the survey instruments.instruments.

Sweeps in SloveniaSweeps in Slovenia (2) (2)

• The series of the sweeps in Slovenia The series of the sweeps in Slovenia enables us to establish certain trends. enables us to establish certain trends.

• Certain value hierarchies can be followed Certain value hierarchies can be followed through the 15 years span.through the 15 years span.

• Most of more detailed insight can be Most of more detailed insight can be obtained for the last 5 years, after the obtained for the last 5 years, after the major restructuring of the questionnaire.major restructuring of the questionnaire.

• Second sweep was not such an Second sweep was not such an international success, therefore only international success, therefore only limited cross-cultural comparisons can be limited cross-cultural comparisons can be obtained.obtained.

Importance trends - Importance trends - SloveniaSlovenia

• The most important items The most important items • (primary school students, age (primary school students, age

12-15) 12-15) • 19921992• Importance of rights at home: Importance of rights at home: • Right to …Right to …• … … food, clothing and shelter. food, clothing and shelter. • … … be given help quickly in distress.be given help quickly in distress.• … … be given medical help when sickbe given medical help when sick• … … be protected from physical be protected from physical

injuries.injuries.• … … to have opportunity to express to have opportunity to express

affection to others.affection to others.• Importance of rights at the school:Importance of rights at the school:• … … food, clothing and shelter. food, clothing and shelter. • … … be given help quickly in distress.be given help quickly in distress.• … … be given medical help when sickbe given medical help when sick• … … to grow up strong and healthyto grow up strong and healthy• … … to develop capacities and to develop capacities and

talents.talents.

• 20012001• Right to:Right to:• ... be given the medical help when sick... be given the medical help when sick• ... be with people who love and care ... be with people who love and care

about him/herabout him/her• ... have opportunities to be (for ... have opportunities to be (for

associating, socializing) with friendsassociating, socializing) with friends• ... have a time and place to be alone ... have a time and place to be alone

without being bothered by otherswithout being bothered by others• ... get the help he/she needs in order to ... get the help he/she needs in order to

learnlearn

• 20062006• Right to:Right to:• ... be given the medical help when sick... be given the medical help when sick• ... have opportunities to be (for ... have opportunities to be (for

associating, socializing) with friendsassociating, socializing) with friends• ... be with people who love and care ... be with people who love and care

about him/herabout him/her• … … to have the grade explained in schoolto have the grade explained in school• … … influence decisions about what will influence decisions about what will

happen to youhappen to you• (… get the help you need to learn)(… get the help you need to learn)

Importance – international comparisonsImportance – international comparisons(Students age 16-18: Slovenia, Hungary, (Students age 16-18: Slovenia, Hungary,

India)India)SLO-2001 HUN-2005 IND-2003/2004

Right to: M Rang M Rang M Rang

... be given the medical help 3.20 7 3.56 2 3.42 3

... be with people who love and care about him/her 3.42 5 3.38 5 3.36 5

... have opportunities to be (for associating, socializing) with friends 3.11 14 3.18 10 3.38 4

... get the help he/she needs in order to learn 3.46 2 3.60 1 3.08 14

... get help and support to develop abilities and talents3.02 17 3.37 6 3.19 10

... feel safe from people and situations which might hurt his/her body 3.20 7 3.21 9 3.09 13

... get guidance to learn what is right and wrong 3.45 3 3.52 3 3.35 7

... be treated fairly 3.48 1 3.50 4 3.14 11

... be given the attention and guidance 3.00 18 3.25 8 3.07 15

... be given the information he/she needs to make decisions 2.99 19 2.77 19 3.31 8

... receive good food 3.43 4 3.17 12 2.95 17

... have adults listen to and respect his/her ideas and opinions 3.17 9 3.14 14 3.25 9

... be protected from having to do work which is unfair (dangerous or wrong for his/her age) 3.27 6 3.33 7 3.46 1

... have opportunities to do work that makes life better for him/herself and others 3.12 12 3.18 10 3.45 2

... have adults encourage him/her to respect people who are different from him/her 3.12 12 3.03 16 3.36 5

Trend in existence of rightsTrend in existence of rightsStudents 12-14, SloveniaStudents 12-14, Slovenia

  2001 2003 2006

Item Home School Home School Home School

1. Just treatment 3,23 2,86 3,12 2,79 3,23 2,73

2. Medical help 3,89 3,75 3,82

3. Attention and guidance 3,49 2,99 3,43 2,99 3,46 2,93

4. Emotional safety 3,33 2,82 3,16 2,74 3,30 2,70

5. Influencing decisions 3,35 3,12 3,27 3,09 3,43 3,16

6. Satisfaction with food 3,64 2,66 3,55 2,63 3,61 2,58

7. Physical safety 3,35 2,85 3,18 2,68 3,32 2,70

8. Opinions respected 3,17 2,61 3,15 2,62 3,21 2,55

9. Sufficient info. 3,26 3,14 3,16 3,06 3,25

10. Be with people who care 3,84 3,07 3,77 3,03 3,80 2,99

11. Associate with friends 3,36 3,40 3,26 3,32 3,55 3,58

12. Play and imagination 3,23 2,47 3,19 2,57 3,40 2,57

13. Do useful work 3,13 2,96 3,04 2,90    

14. Have grade explained   2,57   2,50   2,72

15. Respect of difference encouraged 3,19 2,95 3,13 2,86 3,53 3,31

16. Privacy 3,17   3,07   3,43 2,11

17. Place to learn 3,41   3,38      

18. Support to develop capabilities 3,57 3,04 3,50 2,95 3,41 2,92

19. Enough help to learn 3,26 3,02 3,19 2,97 3,41 3,05

20. Guidance to learn right from wrong 3,58 3,21 3,51 3,12 3,66 3,19

21. Protected from unfair work 3,64 3,65 3,56 3,58    

Trends in desired ages for Trends in desired ages for obtaining adult like obtaining adult like

rightsrights - - Students 12-14, SloveniaStudents 12-14, Slovenia

Item \ year 1995 2001 2003 2006

Drivers licence 17,88 17,87 17,54 17,48

Criminal responsibility 17,20 15,51 17,54 15,31

Right to vote 18,08 17,66 16,72 17,27

Employment   15,26 15,26 15,04

Choose religion/world view 15,77 13,48 12,48 13,50

Choose spend gift money 17,08 11,69 12,27 13,13

Sexuality 18,23 17,98 17,27 17,41

Trends in adults’ attitudes towards Trends in adults’ attitudes towards children’s rights - Sloveniachildren’s rights - Slovenia

%Statement

Teachers1991

Parents 2001

Teachers2001

Teachers2006

Parents2006

a. Children should have no rights of their own, because rights are achieved at full age of majority (18 years or older) 0,0 1,2 0,0 0,2 2,0

b. Children should have no rights of their own, because children belong to their parents who represent them. 0,0 0,9 0,0 0,1 0,7

c. Children should not have rights. What they need is security and good conditions for their development. 0,3 0,7 0,0 0,0 0,6

d. Children should only be given rights to the extent they are ready to assume related responsibilities. 19,7 22,0 21,4 23,8 30,9

e. The rights of children should be to have their needs satisfied; which means to be fully protected and provided for, and gradually given decision-making powers appropriate to their maturity. 25,0 46,9 43,5 42,6 40,6

f. Children should have all their rights and autonomy respected from the beginning of life since they are persons and not property. 26,0 22,6 23,0 18,3 20,4

g. Children should have all human rights respected with no age discrimination. The only limitation set to the rights of children should be the rights and freedoms of other persons. 29,0 5,7 12,1 15,1 4,8

Total 100 100 100 100 100

Trends on assigning responsibility Trends on assigning responsibility for the child for the child SloveniaSlovenia

Responsibility for the child: Responsibility for the child: 0 – all responsibility on community/society, none on the 0 – all responsibility on community/society, none on the familyfamily5 – responsibility evenly divided5 – responsibility evenly divided10 – all responsibility on the family, none on the 10 – all responsibility on the family, none on the communitycommunity

Respondents \ Year 1991 2001 2006

Parents 6,64 6,89

Teachers 5,75 6,83 7,03

The Future: From the rights The Future: From the rights to the quality of life survey?to the quality of life survey?• The survey has not been exclusively rights The survey has not been exclusively rights

oriented to begin with (not strictly linked to the oriented to begin with (not strictly linked to the UN Convention, nor exclusively related to the UN Convention, nor exclusively related to the obligations of the state;obligations of the state;

• Legal rights are a concept too narrow and often Legal rights are a concept too narrow and often not related to the everyday experience of the not related to the everyday experience of the child, “natural” rights are too arbitrary;child, “natural” rights are too arbitrary;

• Quality of life provides a potentially broader Quality of life provides a potentially broader concept and allows for the linking to the variety concept and allows for the linking to the variety of research experiences and approaches, while of research experiences and approaches, while probably more demanding from the point of probably more demanding from the point of view of the need to systematize such indicators.view of the need to systematize such indicators.