Astuces de recherche
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Title | Date added | Template | Original document | Paragraph text | Body | Document type | Thematics | Topic(s) | Person(s) affected | Year |
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SRSG on violence against children: Annual report 2015, para. 126 | Aug 19, 2019 | Paragraph | In many parts of the world, there is a lack of alternative non-custodial measures and community-based programmes tailored to girls' developmental needs. Restorative justice approaches are rare and there is a lack of investment in programmes that promote girls' health and education and long-lasting reintegration. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2015 | ||
SRSG on violence against children: Annual report 2017, para. 16b | Aug 19, 2019 | Paragraph | [The agenda of the Special Representative has been guided by four strategic priorities: consolidating progress and mainstreaming implementation of the recommendations of the United Nations study; ensuring that violence against children is given prominence on the global agenda; reinforcing regional processes to enhance the protection of children from violence; and addressing emerging concerns. Significant results have been achieved, including:] Enhancing awareness and consolidating knowledge to prevent and respond to violence against children through international expert consultations, the development of research and the release of strategic thematic studies. As noted above, in 2016, two major studies Protecting Children Affected by Armed Violence in the Community and Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace were released. Previous studies by the Special Representative have addressed violence in schools and in the justice system; restorative justice for children; the rights of girls in the criminal justice system; child-sensitive counselling, and reporting and complaint mechanisms; protection of children from harmful practices; and the opportunities and risks for children associated with information and communications technologies. Child-friendly materials were also produced to inform and empower children concerning their right to freedom from violence, most recently issued in Braille; | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2017 | ||
SRSG on violence against children: Annual report 2012, para. 53 | Aug 19, 2019 | Paragraph | For vulnerable groups of children, including girls, children with disabilities, children belonging to minorities or indigenous groups, or affected by HIV, these efforts need to be redoubled. They face particular challenges in gaining access to schooling and in remaining in school. They are more likely to be subjected to violence, or disregarded when they seek advice or report incidents of violence. As a result, they may end up choosing not to report violence for fear of drawing attention. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2012 | ||
SRSG on violence against children: Annual report 2011, para. 52 | Aug 19, 2019 | Paragraph | Violence has a negative and often long-term impact on child victims. Beyond those directly affected, however, it creates fear and insecurity among students, hampering their learning opportunities and well-being. This in turn gives rise to anxiety and concerns in the family, sometimes fuelling pressure to keep children, particularly girls, out of school or to encourage school abandonment as a means of avoiding further violence. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2011 | ||
SRSG on violence against children: Annual report 2011, para. 51 | Aug 19, 2019 | Paragraph | Unfortunately, this unique potential is in marked contrast to the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression and, in some cases, sexual abuse. At times they are also victims of gang violence and assault. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2011 | ||
SRSG on violence against children: Annual report 2011, para. 94 | Aug 19, 2019 | Paragraph | Violence not only has a negative impact on child victims; beyond those directly affected, it also generates fear and insecurity among students, hampering their learning opportunities and overall well-being. This situation raises families' anxiety and concerns, at times fuelling pressure to keep children, particularly girls, away from school and encouraging dropping out of school as a means of preventing further violence and harm. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2011 | ||
SRSG on violence against children: Annual report 2011, para. 93 | Aug 19, 2019 | Paragraph | Unfortunately, however, this unique potential stands in stark contrast with the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression and, in some cases, sexual abuse. At times, they are also victims of gang violence and assault. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2011 | ||
SRSG on violence against children: Annual report 2013, para. 23 | Aug 19, 2019 | Paragraph | Around the world, countless numbers of girls and boys fall victim to harmful practices. Often violent in nature, these practices compromise the development and education of the child, have serious and long-lasting health and psychological consequences, and may result in disability or death. At the same time, positive experiences have led to the successful abandonment of these practices and a lasting commitment by concerned communities to prevent their occurrence and safeguard the protection of children's rights. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2013 | ||
SRSG on violence against children: Annual report 2011, para. 64 | Aug 19, 2019 | Paragraph | For vulnerable groups of children, including girls, children with disabilities, children belonging to minority or indigenous groups, and children affected by HIV and AIDS, these efforts must be redoubled. Such children face particular challenges in gaining access to schooling and in remaining in school. They are more likely to be subjected to violence or to be disregarded when they seek advice about or report incidents of violence. As a result, they may end up choosing not to report violence for fear of drawing attention to themselves. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2011 | ||
SRSG on violence against children: Annual report 2015, para. 33 | Aug 19, 2019 | Paragraph | In their recommendations, children highlighted three major issues. Firstly, they expressed deep concern at the high levels of violence affecting their lives - in schools, the community, the workplace and the home. Girls underscored the particularly high risk of sexual violence, and boys the special risk of severe forms of physical abuse, crime-related violence and homicide. Children called for their effective protection from violence in all contexts and at all times. They ranked protection from violence as their second highest priority, immediately after education. For them, education is crucial to develop children's talents and skills and to promote healthy lifestyles, and it is important in preventing violence and discrimination, countering intolerance, and enhancing dialogue and critical thinking. As they noted, receiving an inclusive and high-quality education helps prevent fear and abuse, as well as violence-related school dropout, early pregnancy, child marriage and child labour. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2015 | ||
SRSG on violence against children: Annual report 2012, para. 20d | Aug 19, 2019 | Paragraph | [The outcomes of the expert consultation are set out in a thematic report, to be launched during the commemoration of the 2012 International Day of the Girl Child, and include the following overarching recommendations:] Sound data collection and analysis, and cross-country and cross-regional sharing of good practices in legislation and implementation are needed to gain a deeper understanding of, and help to address, the complex dimensions associated with social conventions, beliefs and practices, as well as to inform legislative, administrative, educational, social and other measures to promote the sustained abandonment of harmful practices against children. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2012 | ||
SRSG on violence against children: Annual report 2012, para. 46 | Aug 19, 2019 | Paragraph | Education has a unique potential to generate an environment where attitudes condoning violence can be changed and non-violent behaviour can be learned. Schools are well placed to break patterns of violence and provide skills to communicate, to negotiate and support peaceful solutions to conflicts. However, this potential is in marked contrast with the daily reality of millions of children. Within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation, physical aggression, and in some cases sexual abuse. At times they are also victims of gang violence and assault. | Special Representative of the Secretary-General on violence against children | SRSG report |
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| 2012 |
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