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SRSG on violence against children: Annual report 2014, para. 81
- Paragraph text
- Older children are equally active, using ICTs to prepare schoolwork, search for information, socialize with friends, play games, watch the news and video clips online, and to communicate, including through e-mail and instant messaging.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Children
- Older persons
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 98
- Paragraph text
- The school is especially important for connecting children, families and teachers and in remote areas it can become a bridge between a child's home and the community. Schools have a unique potential to nurture non-violent behaviour and to change attitudes that condone violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 92
- Paragraph text
- Accessing ICTs and promoting digital literacy in schools can also leverage efforts aimed at children's social inclusion and narrow the digital divide affecting the most vulnerable children, those who are otherwise less likely to enjoy the benefits of new technologies or access information promoting safe Internet use.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 83
- Paragraph text
- The Internet has opened up a digital divide among children, both between those who have ready and easy access to the Internet at home, school and elsewhere, and those who do not, and between those who are confident and proficient users and those who are not.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 49
- Paragraph text
- Across regions, more and more children use information and communication technologies, starting at an increasingly young age. Children navigate online for hours, often without adult guidance or supervision. Although that enhances children's digital literacy, it may also expose them to online risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 43
- Paragraph text
- Twenty-five years on, the rights of the child remain at the heart of our concerns. At the same time, information and communication technologies (ICTs) have evolved rapidly, bridging physical distances, opening up new ways of communicating, learning, delivering services and doing business.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 112
- Paragraph text
- Promoting digital literacy in schools can also leverage efforts aimed at children's social inclusion and narrow the digital divide affecting the most vulnerable children, those who otherwise are less likely to enjoy the benefits of new technologies or access information promoting safe Internet use.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 75
- Paragraph text
- Across regions, more and more children use ICTs at an increasingly young age. Children navigate online for longer hours, alone or without adult guidance or supervision. Although this enhances children's digital literacy, it equally exposes them to risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 73
- Paragraph text
- Alongside their unique potential, ICTs are associated with risks, making children vulnerable to harmful information, bullying, abuse and exploitation in ways that are sometimes difficult to detect and respond to, including by families and caregivers, teachers and others.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 107
- Paragraph text
- Restorative justice helps reduce costs associated with offending and reoffending. More importantly, children who complete community-based restorative justice programmes are more likely to return to school and increase their chances of becoming productive members of society.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2013, para. 19
- Paragraph text
- Widespread public information, awareness-raising and education campaigns and capacity-building of professionals working with and for children are crucial to making the provisions of the Protocol widely known and facilitating access to relevant information by all those concerned, including children.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 55a
- Paragraph text
- [The Oslo consultation recognized the importance of preventing and responding to violence in schools through a multidimensional strategy. In particular, it recommended that the following five priority dimensions be taken into account:] Promoting holistic, participatory and child-centred strategies;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Gender
- Governance & Rule of Law
- Violence
- Person(s) affected
- Children
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2011, para. 11d
- Paragraph text
- [In 2011, the Special Representative has, within the overall framework of her priority agenda, placed a special emphasis on:] Widening awareness and advocacy in order to prevent and address violence against children in education, as well as in justice-related institutions;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Gender
- Governance & Rule of Law
- Violence
- Person(s) affected
- Children
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2017, para. 16b
- Paragraph text
- [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;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Girls
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2017, para. Box, p. 5
- Paragraph text
- Protecting children from bullying is not just an ethical imperative or a laudable aim of public health or social policy; it is a question of human rights. Bullying is a hurtful and aggressive pattern of behaviour that is often part of a continuum, a torment that shapes children's lives at different moments and in different settings, from the schoolyard to the neighbourhood and, increasingly, into the online world.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Violence
- Person(s) affected
- Children
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2017, para. 11
- Paragraph text
- In his report on protecting children from bullying (A/71/213), the Secretary-General addressed this question in detail, presenting important findings from an online opinion poll promoted by the United Nations Children's Fund (UNICEF) in cooperation with the Office of the Special Representative. More than 100,000 children and adolescents were surveyed and 9 out of 10 considered that bullying was a problem; two thirds reported that they had been victims and one third of these children had told no one.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Adolescents
- Children
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2016, para. 114c
- Paragraph text
- [To be effective, national monitoring mechanisms need to have the following:] A clear human rights mandate to prevent and address any act of torture and other form of violence, as well as to protect the rights of children deprived of liberty, including to good-quality education, adequate physical and mental health and access to due process and to legal safeguards to participate in proceedings;
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2016, para. 95
- Paragraph text
- In the United States of America, a comprehensive resource for prevention and response was created by the Government. A dedicated siteprovides information on the nature of bullying and cyberbullying, who may be at risk, and how bullying can be prevented and addressed. Alongside advice for parents and children there is information about when and where to report cyberbullying.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 115
- Paragraph text
- Restorative justice can be introduced into every stage of the criminal justice process and is relevant in other contexts, such as family, school, care institutions and communities. It allows for the design and implementation of holistic interventions in line with children's development and the achievement of their potential in all aspects of life.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 115
- Paragraph text
- Knowledge gaps also need to be addressed. So far, studies have focused more on problems and concerns, and less on online opportunities and the long-term consequences of risks. Few studies have been conducted in countries in middle- and low-income countries and less is known about how very young children engage with ICTs. Given that it is in those areas that change has been fastest and the need to minimize risks is particularly felt, it is there that research should be promoted further.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Health
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 94
- Paragraph text
- That process is, however, largely dependent on the extent to which teachers themselves understand the online environment and have the necessary skills and training to advise, guide, empower and support children and young people, to identify early signals of abuse, and to report and follow up on such cases in an ethical and child-sensitive manner. That is an area in which more investment is needed.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Youth
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 93
- Paragraph text
- Especially in remote areas, schools can also become a bridge between a child's home and community, an environment where students, parents and other community members meet to gain digital literacy and confidence, and to benefit from ICT-based training on life skills, social and economic empowerment and entrepreneurship.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 91
- Paragraph text
- Schools have unique potential to promote non-violent behaviour and to support changes in attitudes that condone violence. Through quality education, children can gain the skills and abilities to surf cyberspace with confidence, avoid and address risks, and become well-informed and responsible digital citizens. Digital literacy skills enhance creativity, self-expression, interpersonal relations and the sense of empowerment to prevent and address incidents of online violence.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 88
- Paragraph text
- Parents' and caregivers' own digital literacy is a key factor. They need support and advice to reduce their anxiety and to gain an understanding of the online world and of how children operate in that environment, the risks they might encounter, the harm that can potentially ensue and, crucially, the most effective ways to cope and develop their children's resilience.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 86
- Paragraph text
- Guided by children's evolving capacities, it is equally important to support a positive, caring, digitally-informed and protective family environment, with access to relevant child-friendly information and services, including on how to report online abuse. Strategies to enhance children's resilience online include: - Open communication with children, both at home and at school, about issues concerning the online environment; - Opportunities for children to learn how to use online coping strategies, such as deleting messages, blocking contacts and reporting providers of inappropriate content, from an early age; - Appropriate support for children to tackle their psychological problems and build self-confidence, especially for vulnerable children; - Parental Internet access and use, which both cultivates the confidence of parents and caregivers and enhances their ability to provide guidance to children; - Positive attitudes about online safety and proactive coping strategies among peer groups; - Support for children's Internet use and safety by schools and teachers, both technical support and assistance in developing problem-solving strategies; - Action by parents to address online risk, including monitoring and mediation, rather than simply restricting children's Internet use.Technological advances have been so rapid that parents and caregivers often struggle to keep up with developments, and to detect and respond to online risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 60
- Paragraph text
- Understanding the way children embrace ICTs is key to the development of strategies to maximize opportunities and minimize risks of violence against children. A number of important studies show that factors such as age, gender, education, geography, socioeconomic background and vulnerability influence the way children engage with ICTs, benefit from their potential and are more easily exposed to potential risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Violence
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 55
- Paragraph text
- The more children engage in online activities, the more they enhance their digital literacy, gain skills and resilience, and become self-confident and curious. Yet the more skills they possess, the more online opportunities they explore which puts them at greater danger of being confronted with associated risks. Gaining online skills and resilience can, however, also reduce the harm that children experience, and help them to cope better with potential online threats.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 50
- Paragraph text
- ICTs and access to the Internet open avenues for children's empowerment, learning, communication, social interaction and entertainment. Increasingly research is showing the importance of digital technology as a learning tool, and its contribution to children's linguistic, cognitive and social development. For the youngest children, the use of touchscreen devices in kindergarten is associated with vocabulary development and academic achievement.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2015, para. 44
- Paragraph text
- Children have not been exempt from those developments: mobile phones, computers and access to the Internet are very present in children's daily lives. ICTs offer children new and exciting means of enhancing knowledge and skills and experiencing creative research and cultural activities, as well as engaging in play, socialization and entertainment.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Children
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
SRSG on violence against children: Annual report 2014, para. 127
- Paragraph text
- Similarly, it is vital to promote awareness and give children, parents and caregivers the skills to enable them to seek opportunities and prevent and manage harm associated with ICTs. Balancing children's empowerment and protection is critical, and strategies to reduce risks should not hamper children's online opportunities or their learning to cope with risks.
- Body
- Special Representative of the Secretary-General on violence against children
- Document type
- SRSG report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Families
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph