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A Brief Report on Empowering Children and Young People through Participation: Giving Space and Voice to Childhood Experiences of Domestic Violence and Abuse
Get PDFArticlePurpose: Understanding children’s experiences of living with domestic violence and abuse (DVA) is central to a child-centered, rights-based approach to working with children and young people. However, the tension between children’s right to be heard and their need to be protected from harm can often mean that those opportunities are experienced as tokenistic. In response to this concern about the reality of children’s participation in the context of DVA, the Empower Kids Project (EKP) was initiated by Barnardos [Ireland] in 2020. The EKP collaborates with partner agencies who collectively come together to provide children with a supported environment to give voice to their experiences of domestic violence and abuse. The children participate in this work within the safe and trusted relationship of their keyworker, through one to one or group work or through their support group in their local area service.
Methods: Located primarily within Lundy’s model of participation, this brief report charts the journey of the EKP over the last four years across Lundy’s four quadrants of Voice, Space, Audience and Influence.
Results: Beginning with just 12 children in 2020, the EKP has to date included the voices of 74 children in its work. Analysis of the children’s journey of participation illustrates poignantly how meaningful participation is possible when scaffolded space is provided to elevate the voices of young survivors of childhood DVA. Employing child friendly multi-modal methodologies resulted in a potent sense of ownership and impact, encapsulated by one child articulating that she felt she was part of a ‘movement’.
Conclusions: The testimonies of the children and young people participating in the EKP challenge any concern that children who have experienced an adversity such as DVA may be too vulnerable to participate. Rather, the EKP participants felt part of a ‘movement’ that was influencing and creating change. Importantly, participating in the EKP has provided an otherwise marginalized and silenced group, a platform to share their experiences of living with such abuse
Back to School 2024 (Infographic)
No full textInfographicInfographic summarising the results of the 2024 Back to School Survey
Responding to Trauma in Early Learning and Care: Homelessness
Get PDFInformation sheetIn Ireland today, there are babies, toddlers and young children growing up in households impacted by poverty, addiction, neighbourhood violence, discrimination, mental health problems, homelessness and domestic violence, and some children are being subjected to chronic neglect and/or abuse. Working in Early Learning and Care (ELC) settings, we have seen first-hand the devastating impact that traumatic experiences such as these can have on the lives of the youngest and most vulnerable people in our society. For many children, the impact of adverse experiences will negatively affect their wellbeing and development, leading to poor outcomes, and social, emotional and physical issues over the course of their lives.
As early years educators, we can play a critical role in supporting children and families by promoting a safe, supportive environment and providing stable, caring relationships in those critical first years of life. Through our intimate relationships with young children and their families we have the opportunity to make a real, positive difference.
This resource, which is one in a series looking at how ELC settings can support children experiencing adversity, focuses on children experiencing homelessness. It explores how homelessness can impact children, and how, as early years educators, in partnership with families and other agencies, we can support children and their families experiencing homelessness
ChildLinks Issue 3: Early Learning and Childcare in Ireland
No full textBarnardos journal ChildLinksEarly Learning and Childcare has been the subject of significant policy development over the years. From the introduction of the first set of Early Years Regulations in 1996 and the Síolta quality framework in 2006, to the development of regulations for childminders, the launch of Equal Start and the update of Aistear, the Early Childhood Curriculum Framework, in 2024, so much has been accomplished. There has also been the recent milestone news that more than 1 million children in Ireland have enrolled in the free preschool programme since it was first introduced, with current uptake rates at 96%. It is also heartening to see a strategic pathway in place for the development of the sector with documents such as First 5 and National Action Plan for Childminding 2021- 2028 setting out clear goals for the future.
The tangible improvements for children and families across Ireland that these developments have brought are to be welcomed, but change rarely comes about without challenge and many providers, educators, school age childcare practitioners and childminders have faced difficulties along the way.
For this final issue of ChildLinks, we asked key stakeholders from the Department of Children, Equality, Disability, Integration and Youth, Department of Education, NCCA, Tusla, Dublin City University, Early Childhood Ireland and Barnardos, as well as an early years provider, to reflect on the changes in the sector over the years and to consider their vision and recommendations for the future. While priorities may differ, in this issue it is clear that there is a collective determination to provide quality services that support each child in Ireland to reach their full potential.
With ChildLinks, we in Barnardos have aimed to inspire, provoke and engage all those whose primary goal is to support the learning, development and wellbeing of our country’s youngest citizens. We have learned so much from the contributors over the years and want to thank each and every provider, educator, policy maker, researcher and academic, both nationally and from all around the world, who have shared their research, their knowledge and their experience with us and with our readers.
And this final issue cannot pass by without us acknowledging the dedication and commitment shown by all those working with children in settings across Ireland to providing the best possible start in life for each and every child
Exploring AI (Artificial Intelligence) with Children & Young People
Get PDFReportEach year, Barnardos Online Safety Programme consults with children to understand their online experiences, producing a report based on their insights. This year’s report focuses on Artificial Intelligence (AI), reflecting children’s increasing engagement with AI technologies both actively and passively in their daily lives. The consultation revealed a wide range of attitudes among children, from excitement and optimism about AI’s potential to concerns about its risks. Many children appreciate AI for its usefulness and creativity, aiding their learning and understanding of the world. However, they also express worries about privacy, manipulation, and possible dangers associated with AI. The report notes significant uncertainty among children, parents, and teachers regarding AI’s future impact. It emphasizes the need for adults—parents, educators, and professionals—to offer guidance and support as children navigate the evolving landscape of AI and the online world, recognizing both the opportunities and risks that AI presents
Early Years eNews: Issue 4
No full textNewsletterIn this issue of Early Years eNews, we bring you updates from across the ELC and SAC sector including information on the new regulations for childminders, which is a significant shift towards formal regulation and oversight of childminding in Ireland. We also bring news of other key reports, strategies and resources recently launched, including Barnardos new resource for educators giving guidance on mealtimes in early learning and care
Parental Mental Health and the Impact on Children: Summary
Get PDFReportThis report aims to cover the full spectrum of mental health and mental wellbeing issues that parents feel negatively impacts on their parenting and the lives of their children. As a result, we considered it important that the report does not focus exclusively on parents who have been diagnosed with a mental health illness.
We commissioned Amárach to carry out a survey looking at all parents who felt they had mental health and wellbeing issues. One in five parents (20%) said they currently had poor mental health. Almost half said their mental health was ok (46%) and one third (34%) said it was good. Two-thirds (67%) of parents said that they would have, at times in the past, had worse mental health than they do at present. Generally, two thirds of parents said that at some point, they had poor mental health and wellbeing. A substantial proportion of parents reported feeling anxious, depressed and/or overwhelmed most or some of the time
Barnardos Trauma-informed Approach for Children and Parents Living with Parental Drug Use: An Evaluation of Lorien and Ballyogan Services (South Dublin) (Summary)
Get PDFEvaluation reportAn evaluation of Barnardos trauma-informed approach for children and parents experiencing substance use was carried out by the School of Applied Social and Policy Sciences, Ulster University. The research was conducted in Barnardos Lorien and Ballyogan services, South Dublin
Early Years eNews: Issue 1
No full textNewsletterIn this first issue of Early Years eNews for 2024, we bring you updates from across the ECEC sector including the OECD Starting Strong Teaching and Learning International Survey, the 2023 State of the Nation's Children report, consultation on the draft childminding regulations and more. We also have information about the latest from Barnardos Learning and Development team
