3. Definition of Family, Child & Youth
• A family is any group of individuals who live
together or have a regular contact and are
expected to perform specific functions
especially for children (Ambrossino,
2005:298).
• According to the Government of the republic
of Zambia National Health policy, a child can
be regarded as a boy or a girl between birth
and physical maturity of 18 years (GRZ, 2008).
4. Definition of Family, Child & Youth,
cont’d
• Youth: This is a phase of life necessary for
personal development and social placement
made possible by social measures necessitated by
problems of society (Husselman 1989, in Osei-
Hwedie et al, 1990)
• Adolescence: This is a period of development
between childhood and adulthood characterised
by onset of puberty that takes between two to
four years to complete (Cobb N.J. 2007).
5. Maturation
• This is the systematic physical growth of the
nervous system and other bodily structures.
• Psychologists specializing in the study of child
development are interested to find out how
much of the changes that occur with age are
as a result of physical maturation or due to
experience (Lahey, 2009).
6. Dilemmas with Definitions
• Cobb (2007) observes “youth all over enter their
teens but not all become teenagers”.
• Our perceptions of what constitutes adolescents
are dominated by images of those who spend
their days in schools, hang out with friends, or go
out on dates, or dress and speak in ways unique
to their age.
• How representative are these images of
adolescents? They are not universally applicable.
7. History of Study of Child
• Child study, also called paidology or experimental
pedagogy, was an attempt to apply the methods
of modern science to the investigation of children
in order to discover the laws of normal child
development.
• The child-study movement arose in the last
decade of the nineteenth century in several
Western countries and was inspired by a number
of social reform movements that aimed to
improve the health and welfare of children.
8. History of Study of Child, cont’d
• The connection between child study, schools,
teachers, and movements for educational reform
was particularly strong, because many reformers
viewed the educational system as the most
promising avenue to improve the conditions of
children and to create the conditions for a better
and more just society.
• They became convinced that scientific insights
into the nature of children would aid their efforts.
9. History of Study of Child, cont’d
• Thus, Initially, the child-study movement was inclusive:
teachers, parents, ministers, psychologists, educational
administrators, physicians, psychiatrists, and others
concerned with the welfare of children participated in
its research.
• After the turn of the twentieth century, psychologists
and physicians aimed to make child study scientifically
respectable by excluding lay researchers.
• In their hands, child study became the science of child
development and developmental psychology.
10. History of Study of Child, cont’d
• During the first decade of the twentieth century,
a number of psychologists and physicians argued
that research in child study had resulted in vast
amounts of incoherent data based on free
observation under unspecified conditions,
unguided by theories and hypotheses, and
collected by untrained observers.
• They urgently advocated uplifting the scientific
standards of child study through more rigorous,
laboratory-based research by qualified scientists.
• There were two approaches to doing so.
11. History of Study of Child, cont’d
• The first approach was advocated by
educational psychologists, who stated that
pedagogy was the application of psychological
knowledge that was based upon laboratory
research or extensive psychometric testing.
• Teachers and educational administrators
needed to inform themselves about
psychological research and apply its results.
12. History of Study of Child, cont’d
• The second approach, advocated by educators
and pedagogists, proposed the establishment
of experimental schools and pedagogical
laboratories to conduct educational research.
• They argued that pedagogy or the science of
education could not be reduced to
psychological research.
13. History of Study of Child, cont’d
• Psychologists made two contributions to educational
research: they developed mental testing and investigated
the fundamental laws of learning.
• The first INTELLIGENCE TEST was developed in 1905 by
ALFRED BINET (1857–1911) of the French Society for the
Psychological Study of the Child and the educational system
in Paris.
• His intelligence test was an individualized diagnostic tool to
diagnose pupils with mental RETARDATION or learning
disabilities in order to place them in appropriate classes.
• The test was graded in terms of the age at which normal
children would be able to solve a number of tasks.
14. History of Study of Child, cont’d
• Psychologists in the United States and the United
Kingdom found new uses for mental tests and
developed the psychology of individual
differences.
• In addition to developing mental tests,
behavioural psychologists investigated the laws
basic to all learning and claimed that educational
practices needed to conform to these laws in
order to optimize learning in schools.
15. History of Study of Child, cont’d
• Psychologist G. STANLEY HALL (1844–1924) initiated
the child-study movement in the United States in the
1880s.
• Hall was influenced by the evolutionary theory of the
nineteenth-century English naturalist Charles Darwin
and adhered to the recapitulation theory, which states
that children repeat in their development the
physiological and cultural development of the species.
• Hall was also inspired by developments in psychology
and education in Germany, where he had spent several
years studying philosophy and psychology.
17. • Granville Stanley Hall (February 1,
1844 – April 24, 1924) was a
pioneering American psychologist
and educator.
• His interests focused on childhood
development and evolutionary
theory.
• Hall was the first president of the
American Psychological Association
and the first president of Clark
University.
18. History of Study of Child, cont’d
• In 1891 Hall founded the Pedagogical Seminary, which
became the most prominent outlet for research in child
study worldwide.
• A wide variety of methods were used: undirected
observations of children at home and at school;
personal letters or journals by children; quantitative
and qualitative answers to a variety of questionnaires;
observations of concrete behaviour; measurements of
weight, physical growth, and mental growth; results of
a variety of special tests; diaries by mothers and
teachers recording children's behaviour; and
autobiographical statements by adults reflecting upon
their childhood.
19. History of Study of Child, cont’d
• As a result of all these works, CHILD
PSYCHOLOGY or developmental psychology
was transformed into a respectable profession
with professional societies, journals, and
university-based research and training
centres.
20. The Formal Study of Adolescence
• During the late 19th century and through the nineteenth
century, biologists and physicians undertook more formal
study of adolescent phenomena.
• European scientists researched physical growth such as the
onset of MENARCHE in females and seminal emission
among males.
• These works provided scientific and philosophical
background when, in the 1890s, psychologists began
investigating the abilities, behaviours, and attitudes of
young people between the onset of PUBERTY and
marriage.
• Their work marked the first emergence of adolescence as a
formal concept.
21. MENARCHE - the first
time that a girl or young
woman menstruates
22. The Formal Study of Adolescence
• The notion of youth as a time of sexual awakening and
rebellion received particular expression in JEAN-
JACQUESROUSSEAU's philosophical narrative, Émile (1762),
which described the evolution of a noble boy into a civilized
man.
• At age fifteen or sixteen, according to Rousseau, a boy
experiences crisis, and his mind is in such "constant agitation"
that he is "almost unmanageable."
• With proper care and education, however, he learns to enjoy
beauty and wisdom so that at the end of adolescence he is
ready to marry and raise children.
23. The Formal Study of Adolescence
• At the same time of the development of the
concept of adolescence, the industrialization of
Western society placed new pressures on the
process of growing up.
• Industrial mechanization reduced the participation
of children in the workforce, thereby diminishing
the incidence of APPRENTICESHIP that formerly
had characterized the youth of many people.
• Fewer young persons left home to go to work;
more stayed in their parents' homes, often
attending school.
24. The Formal Study of Adolescence
• In the modern era adolescence is a middle-class
phenomenon, boosted by the expansion of
secondary schools.
• Established in part as a means to create a literate
work force in industrial society, the HIGH SCHOOL
has helped construct a new image of youth.
• The process of concentrating TEENAGERS in high
schools spurred the formation of youth peer
groups and underpinned attempts by adults to
control young people during their supposedly
stormy years.
25. Adolescence as a Universal Concept
Common to all
• Almost all adolescents
confront similar challenges
of stress and anxiety.
Variant
• Continuing rise in age at
marriage means family
formation is less of an end
point for adolescence.
• the assumption by preteens of
qualities and habits once
exclusive to teenagers, e.g.,
musical choice, dress, hair
styles, and even drug and
sexual behaviour has
challenged defn of adolescents
27. Theoretical Perspectives on Child Development
and Controversial Issues
• There are many theoretical perspectives on
child development; we shall look at six (6) of
such perspectives.
• There are also controversies ( disagreements
or arguments) among psychologists:
Nature vs. nurture? Continuous vs. discontinuous? Active
vs. passive?
• These perspectives directly influence how a teacher
interacts with children.
28. Core Perspectives on development
• A. The Psychoanalytic Perspective
• B. The Learning Perspective: Behavioral and
Social Cognitive Theories
• C. The Cognitive Perspective
• D. The Biological Perspective
• E. The Ecological Perspective
• F. The Sociocultural Perspective
29. A. The Psychoanalytic Perspective
• Psychoanalytic theories view children (and
adults) as being involved in conflict between
inner forces that result in outward
behaviour.
• These theories propose that children progress
through stages, which are distinct periods of
development, and that experiences during
early stages influence later stages.
30. 1. Freud’s Theory of Psychosexual
Development
• Proposes that there are three parts to
personality: id, ego and superego.
• Further, Freud proposes that children develop
through five stages, each having a different
source of gratification: oral, anal, phallic, latent,
and genital.
• If too little or too much gratification is
experienced during each stage, a person may
become fixated at that particular stage, resulting
in various personality traits later in life.
31. Three Levels of Awareness
• Conscious
• Preconscious
• Unconscious
32. Conscious
• Current contents of
your mind that you
actively think of.
• What we call working
memory.
• Easily accessed all the
time.
33. Preconscious
• Contents of the mind
you are not currently
aware of.
• Thoughts, memories,
knowledge, wishes,
feelings.
• Available for easy
access when needed.
34. Unconscious
• Contents kept out of
conscious awareness.
• Not accessible at all.
• We actively keep
these thoughts from
awareness.
36. Id
• The id is present at birth. Resides completely at the
unconscious level
• Acts under the pleasure principle:
– immediate gratification, not willing to compromise
– Generates all of the personality’s energy
37. Superego
• The moralist and idealistic
part of the personality
• Resides in preconscious
• Operates on “ideal principle”
– Begins forming at 4-5 yrs of
age
– initially formed form
environment and others
(society, family etc)
– Internalized conventions and
morals
• Essentially your
“conscience”
38. Ego
• Resides in all levels of
awareness
• Operates under “reality
principle”
• Attempts negotiation
between Id and
Superego to satisfy
both realistically
39. Conflicts of Personality Components
• Conflicts between the Id, Superego and Ego arise in
unconscious mind
• Can’t be reached bc in unconscious
• Come out in various ways
– Slips of tongue (“Freudian slip”)
– Dreams
– Jokes
– Anxiety
– Defense Mechanisms….
40. Evaluating Freud’s Psychosexual Stage
Theory
• The theory is focused almost entirely on
male development with little mention of
female psychosexual development.
• His theories are difficult to test
scientifically. Concepts such as the libido
are impossible to measure, and therefore
cannot be tested. The research that has
been conducted tends to discredit
Freud's theory.
41. Evaluating Freud’s Psychosexual Stage
Theory
• Future predictions are too vague. How can we
know that a current behavior was caused
specifically by a childhood experience? The
length of time between the cause and the effect
is too long to assume that there is a relationship
between the two variables.
• Freud's theory is based upon case studies and not
empirical research. Also, Freud based his theory
on the recollections of his adult patients, not on
actual observation and study of children.
42. 2. Erikson’s Theory of Psychosocial
Development
• Proposes that successful resolution of life
crises leads to a sense of self-identity.
• There are eight stages in this theory that span
infancy to old age.
• This perspective is appealing because it
emphasis choice (rather than unconscious
drives) and has some empirical support.
43. B. The Learning Perspective: Behavioral
and Social Cognitive Theories
• 1. John B. Watson argued that psychologists should
only study observable behavior, not mental thoughts or
desires which cannot be seen.
• This view is known as behaviorism.
• 2. Classical conditioning is a simple form of learning by
association.
• An Unconditioned Stimulus (UCS) naturally elicits an
Unconditioned Response (UCR).
• When a neutral stimulus is repeatedly associated with
an UCS, it become the Conditioned Stimulus (US) and
evokes a response similar to the UCR, the conditioned
response (CR).
44. Behavioral and Social Cognitive
Theories, cont’d
• 3. In operant conditioning, a behavior is associated with its
effects.
• Reinforcers increase the frequency of a behavior and can
be positive (something pleasant added) or negative
(something unpleasant removed).
• Extinction occurs when a behavior is repeatedly met with
no reinforcement.
• Punishments have the opposite effect and decrease the
frequency of a behavior.
However, it is important to note the many drawbacks
associated with using punishment, such as not teaching
children acceptable forms of behavior and creating
hostility.
45. Behavioral and Social Cognitive
Theories, cont’d
• 4. A Closer Look: Operant Conditioning of
Vocalizations in Infants: A study empirically
demonstrated that infants will increase in their
production of vocalizations when reinforced with
sounds, smiles, and touches.
• This increase was extinguished when the
researchers stopped responding to the babies.
• 5. Albert Bandura’s Social Cognitive Theory
suggests that children actively acquire basic
“know-how” through observational learning.
46. C. The Cognitive Perspective
Basis of Cognitive
Perspective
Focuses on how children
perceive and mentally
represent the world.
Cognitive Development
• Piaget's stage theory describes
the cognitive development of
children.
• Cognitive development
involves changes in cognitive
process and abilities.
• In Piaget's view, early cognitive
development involves
processes based upon actions
and later progresses into
changes in mental operations.
47. The Cognitive Perspective
• 2. Jean Piaget’s Cognitive-Developmental Theory
rests on the ideas that cognitive development
depends largely on the maturation of the brain
and that children are active “little scientists” who
seek schemes to organize their knowledge.
• Piaget stated that cognitive development
progresses through four distinct stages through
assimilation, responding according to existing
schemas, and accommodation, modifying a
scheme to fit new information.
48. Jean Piaget's Background
• Born in Switzerland in 1896.
• Received his doctoral degree at age 22
• From working with Alfred Binet, Piaget
developed an interest in the intellectual
development of children.
• Based upon his observations, he concluded that
children were not less intelligent than adults;
they simply think differently.
• Albert Einstein called Piaget's discovery "so
simple only a genius could have thought of it."
49. The Cognitive Perspective
• The stages are sensorimotor (infancy),
preoperational (preschool ages), concrete
operational (school ages), and formal
operational (adolescence).
• Although this theory is influential in many
educational settings, Piaget may have
underestimated children’s abilities by age, and
cognitive growth may be more gradual than
Piaget’s distinct stages.
50. The Cognitive Perspective
• 3. Information-Processing Theory was
influenced by the concepts of computer
science and examines the processes in which
information is encoded, stored, retrieved, and
used to solve problems.
• This theory considers the size of children’s
short-term memory and their ability to multi-
task.
51. D. The Biological Perspective
• 1. Concerned primarily with physical
development, including that of the body and the
brain.
• 2. Ethology,a perspective influenced by Charles
Darwin, Konrad Lorenz, and Niko Tinbergen,
focuses on instinctive behavior patterns, which
preprogram an organism to behave in a certain
way.
• In humans, however, it is assumed that instinctive
behaviors can be modified through learning.
52. E. The Ecological Perspective
• 1. The Ecological Systems Theory, influenced
by Urie Bronfenbrenner, explains development
through reciprocal interactions between
children and the settings in which they live.
• The developing child is embedded in a series
of systems: microsystem, mesosystem,
exosystem, macrosystem, and chronosystem.
ers.
53. F. The Sociocultural Perspective
• 1. This perspective views children as social beings
who are influenced by the cultures in which they
live.
• 2. Lev Vygotsky’s Sociocultural Theory
emphasizes the zone of proximal development
(ZPD) and the use of conversations, external and
internal, to guide children’s learning.
• More advanced learners also scaffold the
learning of children by providing as much help as
a child needs to achieve a task independently.
54. The Sociocultural Perspective, cont’d
• 3. The sociocultural perspective also stresses
awareness of diversity among children,
including factors such as ethnicity, gender,
sexual orientation, and disabilities.
• It is critical to understand influences of
children’s family values and cultural
expectations on development.
56. A. The Nature-Nurture Controversy
• The most important controversy we should
know about.
• Most researchers agree that both genes
(heredity) and environmental influence have
an impact on development.
• There are few examples of traits that are
influenced purely by nature or nurture.
57. Nature
• Nature seems to dictate predominantly physical
characteristics, such as blood type and eye
colour.
• In contrast, nurture influences learned abilities
such as the specific language that one speaks.
• Babies are born with the ability to understand all
the phonemes in the world’s languages, but by six
months can only distinguish the phonemes in the
languages being spoken around them.
58. Hybrid Influences
• Most characteristics are influenced by a
combination of nature and nurture.
• Most psychological traits are influenced by
both of these forces, but physical
characteristics may also be a result of nature
and nurture.
For instance, weight is influenced by a person’s
genetic make-up and by the diets in their
environment.
59. B. The Continuity-Discontinuity
Controversy
• Stage theories view development as a
discontinuous process.
• Those that view development as continuous
see it as a gradually unfolding process.
60. C. The Active-Passive Controversy
• An active child shapes his or her own
environment, while a passive child is shaped
by the environment.
• There is no agreement as to which influence is
strongest.
61. Matrix Table of Theoretical
Perspectives on Child Development
and Dimensions of Controversy
Nature/Nurture Active/Passive Continuous/Discontinuous
Freud’s Theory of Psychosexual
Development Both Passive Discontinuous
Erikson’s Theory of Psychosocial
Development Both Active Discontinuous
Watson’s Behaviorism
Nurture Passive Continuous
Bandura’s Social Cognitive Theory
Nurture Active Continuous
Piaget’s Cognitive-Developmental Theory
Both Active Discontinuous
Information-Processing Theory
Both Active Continuous
Lorenz’s Ethology Both (Primarily Nature but early
experience is necessary.)
Passive
Discontinuous (due to early critical
period)
Bronfenbrenner’s Ecological Systems
Theory Both Active Continuous
Vygotsky’s Sociocultural Theory
Both Active Continuous
62. Nature/Nurture Active/Passive Continuous/Discontinuous
Freud’s Theory of Psychosexual
Development
Both Passive Discontinuous
Erikson’s Theory of Psychosocial
Development
Both Active Discontinuous
Watson’s Behaviorism
Nurture Passive Continuous
Bandura’s Social Cognitive Theory
Nurture Active Continuous
Piaget’s Cognitive-Developmental Theory
Both Active Discontinuous
Information-Processing Theory
Both Active Continuous
Lorenz’s Ethology
Both (Primarily Nature but early
experience is necessary.)
Passive Discontinuous (due to early critical period)
Bronfenbrenner’s Ecological Systems
Theory
Both Active Continuous
Vygotsky’s Sociocultural Theory
Both Active Continuous
64. Chapter Outline
• The Socialization Process
• Agents of Socialization
• Theories of Socialization
• Growing up in a Diverse Society
• Socialization Across the Life Course
• Resocialization
65. The Socialization Process
• Humans learn the expectations of society
through socialization.
• Socialization is different based on race,
gender and class.
67. Socialization and Self-Esteem
• How much value one sees in oneself is greatly
affected by socialization- how you are seen by
society.
• A national study of 9th and 12th graders examined
the eating behaviors:
– 57% of the girls and 31% of the boys reported
eating disorders.
– Fear about one’s appearance to others was is
associated with this risky behavior.
68.
69. Consequences of Socialization
1. Establishes self-concept.
2. Creates the capacity for role taking.
3. Creates the tendency for people to act in
socially acceptable ways.
4. Makes people bearers of culture.
70. Agents of Socialization
• Institutions pass on expectations about
appropriate social behavior:
• Family
• Media
• Peers
• Religion
• Sports
71. The Family
• Families introduce children to the expectations of
society.
• How parents define and treat a child is crucial to the
development of the child’s sense of self.
• Some families emphasize educational achievement;
some may be more permissive, whereas others
emphasize strict obedience and discipline.
72. The Media
• The average young person (age 8–19) spends 6 3/4
hours per day immersed in media in various forms,
often using multiple media forms simultaneously.
• Television is the dominant medium, although half of
all youth use a computer daily.
• Analysts estimate that by age 18, the average child
will have witnessed at least 18,000 simulated
murders on television.
73. Polling Question
• Which media source do you think has the
strongest impact on attitudes and behaviors
of your generation?
A. Mobile Phone
B. Advertising
C. Television
D. Music and music videos
E. The Internet
F. Magazines
74. Peers
• For children, peer culture is an important source of
identity.
• Through interaction with peers, children learn
concepts of self, gain social skills, and form values
and attitudes.
– Girls’ peer groups tend to be closely knit and
egalitarian.
– Boys’ peer groups tend to be more hierarchical,
with evident status distinctions between
members.
75. Religion
• Children tend to develop the same religious beliefs as
their parents.
• Very often those who renounce religion return to
their original faith at some point in their life,
especially if they have strong ties to their family of
origin and after they form families of their own.
• Religious socialization also influences beliefs about
sexuality and marriage, including the likelihood of
tolerance for polygamy, divorce, gay and lesbian
sexuality.
76. Sports
• Through sports, men and women learn concepts of
self.
• Men learn that being competitive in sports is
considered a part of “manhood.”
• Current research finds that women in sports develop
a strong sense of bodily competence, which is
typically denied to them by the prevailing cultural
images of women’s bodies.
78. Schools
• In school, teachers and other students are the source
of expectations that encourage children to think and
behave in particular ways.
• Research finds that teachers respond differently to
boys than to girls, with boys receiving more of their
attention.
• The hidden curriculum consists of the informal and
often subtle messages about social roles conveyed
through classroom interaction and materials.
79. Polling Question
• Which agent of socialization do you think is the
most responsible for gender differences in how
males and females are socialized?
A. The family
B. Religion
C. The peer group
D. Education
E. Mass media
80. Psychoanalytic Theory of Socialization
Individual
Learning
process
Unconscious mind shapes
behavior
Formation of self Emerges from tension
between id and superego
Influence of
society
Societal expectations are
represented by the
superego
81. Object Relations Theory of Socialization
Individual Learning
process
Infants identify with
same-sex parent
Formation of self
Emerges through
separating oneself from
primary caretaker
Influence of society Division of labor in the
family shapes identity
82. Social Learning Theory of Socialization
Individual
Learning process
People respond to social
stimuli in their
environment
Formation of self
Created through
interaction of mental and
social worlds
Influence of
society
Young children learn
principles that shape the
external world
83. Functionalist Theory of Socialization
Individual
Learning
process
People internalize role
expectations in society
Formation of
self
Internalizing the values of
society reinforces social
consensus
Influence of
society
Society relies on
conformity to maintain
social equilibrium
84. Conflict Theory of Socialization
Individual
Learning
process
Aspirations that are part of
identity are shaped by
available opportunities
Formation of
self
Group consciousness is
formed in the context of a
system of inequality
Influence of
society
Social control agents exert
pressure to conform
85. Symbolic Interaction Theory of
Socialization
Individual
Learning
process
Children learn by taking the
role of significant others
Formation of
self
Emerges as the creative self
interacts with social
expectations of others
Influence of
society
Expectations of others form
the context for learning social
roles
86. Piaget: Cognitive Theory
Stages of cognitive development:
• Sensorimotor
• Preoperational
• Concrete operational
• Formal operational
87. Looking-glass Self
• How we think we appear to others.
• How we think others judge us.
• How these make us feel - proud,
embarrassed or something else.
88. Mead: Taking the Role of the Other
1. Imitation stage - children imitate behavior of
those around them.
2. Play stage - children take on the role of
significant others.
3. Game stage - children internalize an abstract
understanding of how society sees them.
91. Socialization Across the Life Cycle
• Childhood - establish identity and values.
• Adolescence - form a consistent identity.
• Adulthood and Old Age - learn new roles and
expectations in adult life.
92. Work and Play Among Youth
Gender
%
Work
%
Play
%
Both
%
Neither
Male 29.4 29.6 8.2 32.7
Female 27.9 26.9 9.6 35.7
93. Work and Play Among Youth
Race/Ethnicity
%
Work
%
Play
%
Both
%
Neither
Asian 31.4 26.8 11.2 31.5
Hispanic 29.1 23.9 7.5 40.6
African
American
29.3 22.8 7.5 38.4
White 27.9 30.9 10.0 31.9
Native
American
23.9 29.9 10.8 35.4
94. Resocialization
• Existing social roles are altered or
replaced.
• Takes place in organizations that
maintain strict social control.
• Examples: military, prison, new religion,
cults etc.
96. 1. According to Piaget, at what stage do
children begin to use language and other
symbols?
a.play stage
b.sensorimotor stage
c.concrete operational stage
d.preoperational stage
97. Answer: d
• According to Piaget, children begin to use
language and other symbols at the
preoperational stage.
98. 2. According to Mead, at what stage do children
become capable of taking on a variety of
roles at the same time?
a.the preoperational stage
b.the imitation stage
c.the play stage
d.the game stage
99. Answer: d
• According to Mead, children become
capable of taking on a variety of roles at the
same time at the game stage.
100. 3. Psychoanalytic theory originates in the work
of:
a. George Herbert Mead
b. Sigmund Freud
c. Charles Horton Cooley
d. Jean Piaget
102. 4. The process of resocialization involves:
a.learning the values and beliefs of a
new school
b.relearning existing social roles
c.changing or replacing existing social
roles
d.adjusting to new significant others
103. Answer: c
• The process of resocialization involves
changing or replacing existing social
roles.
104. 5. Society has no influence on one's
identity.
a. True
b. False
109. Brief History of The UN Convention on the
Rights of the Child
• Origins: Declaration on the Rights of the Child
drafted 1923 by Eglantyne Jebb, founder of
Save the Children.
• In 1959, just like its predecessor the league of
Nations, the UN adopted a Declaration of the
Rights of the Child.
• The declaration's articles were nonbinding;
states were not legally accountable for their
treatment of children.
110. History of CRC contd
• Inspired by the UN's International Year of the Child
(1979), CRC was adopted by the General Assembly in
1989 and went into effect the following year.
• The CRC was the first children's rights instrument to
obligate states to legally comply with its provisions.
• The Convention was ratified by 191 states, becoming
the UN's most ratified treaty.
• Only two, Somalia and the United States, have not
ratified it.
111. Compliance
• The Committee on the Rights of the Child, a
committee of experts, reviews the state's
fulfillment of its obligations.
• To monitor treaty compliance, ratifying states
are required to supply scheduled reports to
the committee.
112. Protocols
• To further strengthen international law
regarding pressing issues of children's rights,
in 2000 the G/Assembly adopted two
Protocols:
the Protocol on the Involvement of Children in
Armed Conflict and
the Protocol on the Sale of Children, Child
Pornography, and Child Prostitution.
113. Content of UNCRC
• Covers whole spectrum of rights: civil,
political, economic, social and cultural.
114. United Nations Convention
On The Rights Of The Child
My country and other members of the UN
have made these promises the children who
live there:
Anyone under the age of 18 is a child.
You cannot take part in armed conflict if you are under the
age of 15.
All children have the rights listed below.
All decisions made about children should be based on the
child’s ‘best interest’.
115. Every child has the right to:
Individual Rights
life;
a name;
a nationality;
not be separated from their
parents (unless it is for their
own good);
be cared for by the state in
the absence of their
parents;
116. Every child has the right to, contd:
express their opinion;
information;
freedom of thought, conscience and
religion;
peaceful meetings;
privacy, honour and reputation;
education;
health care;
117. Every child has the right to, contd:
protection from abuse by parents or
other people who look after them;
enjoy their culture and language (if they
belong to a minority);
play;
protection from harmful work;
protection from drugs, sexual abuse and
abduction;
118. Every child has the right to, contd:
• freedom from torture, capital
punishment and life imprisonment.
119. UNCRC: Issues related to Violations
• Disabled children, sexual abuse, child labour,
conflict situations, juvenile justice, drug abuse,
family reunification.
• Invisibility: violations not noticed/seen as
important or relevant to disabled children
• Indivisibility of rights: some examples of ‘good
practice’ violate other rights
• Some impairment groups more invisible than
others
121. INTRODUCTION
•The first Zambia National Youth Policy was
adopted in 1994 aiming to assess the
problems affecting youth by implementing
programs to ensure that they fully develop.
•However the National Youth Policy currently
defines a youth as a male or female between
18-35 years old
122. • The total Population of Zambia is about
13.8 million of which youth represent
over fifty percent (50%). According to
the 2010 census, 60.5% of the youths
reside in rural areas while 39.5% live in
urban areas.
Situation analysis of
the youth in Zambia
123. Vision of the policy
• to have “ a Zambia that guarantees at least
50% of youth employment, 30% of youth
representation at all levels of decision making
in the public sector and where all youths
exercise their rights and obligations and enjoy
equitable opportunity to participate in
national development by 2015 regardless of
their gender ability, HIV/AIDS status or
locality.”
124. Guiding Principles of the Youth Policy
Equity, accessibility and gender inclusiveness
HIV/AIDS impact mitigation
Youth participation
Communication
Partnership and networking
125. Implementation of the Youth Policy
Youth Capacity Building
Zns training - carpentry, agriculture, plumbing, brick-
laying
Entrepreneurship skills training
Youth Empowerment
provision of credit lending facilities and micro-financing
schemes
126. Continuation
• Youth Resettlement and re-integration
resettlement scheme and reserves about 40%
rehabilitation and re-integration of street and
other vulnerable youth
127. Conclusion
The National youth policy takes a holistic approach to
implementing youth development and empowerment.
Emphasis is on strengthening the Ministry responsible
for youth development.
At National level, the Ministry of Youth and Sport
development spearheads the overall policy
implementation, monitoring, evaluation and review, in
addition to mobilizing resources necessary for the
implementation.
129. Background
• It is based on the convention of the rights of
improving the welfare of children all around
the world.
• It recognizes that programs for children
should find prominent place in the national
plans for the development of human
resources.
130. Zambia and the National Child Policy
• In Zambia it was adopted in 1991
• In 1994 Zambia also adopted and ratified the
United Nations Conventions on the right of
the child (UNCRC)
• Zambia has obliged to take they necessary
measures such as putting legislation and
administrative measures.
131. Zambia and the National Child Policy
• The government of Zambia through the
ministry of sports youth and child
development revised the child policy
incorporate a wide range of issues that affect
children and youth, such as:
Child abuse
Children with disabilities
Food and nutrition
HIV/AIDS
132. Childs Right
• Basic human rights needed for the enjoyment,
development and well being of a child.
• They include rights on issues such as:
Education
Health care
Protection from abuse, exploitation and
discrimination.
133. Children's Right
• According to the CRC every child as a right to
the following:
The child has a right to survive: the right to life,
family life, healthcare, social security.
The child has a right to development: the right to
education, recreation, association.
The child has a right to be protected: protection
from mass media,abuse,exploitation,juvenille
offenders, armed conflict, Capital punishment.
134. THE NATIONAL CHILD POLICY
STRUCTURE
• CHAPTER ONE: child's role in the society and
national development.
• CHAPTER TWO: Analysis of the current situation
regarding the development and welfare of the
child for the sake of the formulation of the policy.
• CHAPTER THREE: comprises of the vision,
rationale and guiding principles.
135. THE NATIONAL CHILD POLICY
STRUCTURE CON,T
• CHAPTER FOUR: goals and objectives
• CHAPTER FIVE: implementation, framework
of the prescribed mechanism for the
implementation of the policy is done and
followed.
136. REFERENCES
• GRZ (2006) National child policy, ministry of
sports, youth and child development, Lusaka.
• UNICEF (2002) A world fit for children,
millennium development goals, special
session on child documents, the conversion on
the rights of the child.
