Child rights and protection programming is underpinned by various theories that guide the design, implementation, and evaluation of programs aimed at ensuring the safety, wellbeing, and rights of children. Here are some of the key theories:
Human Rights Theory
Concept: Rooted in international human rights law, particularly the UN Convention on the Rights of the Child (CRC), this theory emphasizes that children have inherent rights that must be protected and promoted by states, families, and communities.
Application: Programs based on this theory prioritize children’s rights to survival, development, protection, and participation. They ensure that policies and interventions are child centered and rights based.
Ecological Systems Theory
Concept: Proposed by Urie Bronfenbrenner, this theory posits that a child’s development is influenced by multiple environmental systems, from immediate surroundings (family, school) to broader societal contexts (cultural, economic, political).
Application: Child protection programs using this theory consider the different layers of influence on a child’s life. Interventions may address family dynamics, community practices, and national policies to create a supportive environment for children.
Developmental Theory
Concept: This theory, influenced by the work of developmental psychologists like Piaget and Erikson, focuses on the stages of cognitive, emotional, and social development that children go through.
Application: Programs designed with developmental theory in mind tailor their interventions to be age appropriate and developmentally supportive, ensuring that they meet the evolving needs of children as they grow.
Attachment Theory
Concept: Originated by John Bowlby and Mary Ainsworth, this theory emphasizes the importance of secure attachments in early childhood for healthy psychological development.
Application: Child protection programs promote stable and nurturing relationships between children and caregivers. Efforts may include foster care, adoption support, and family strengthening programs to ensure children have secure attachments.
Resilience Theory
Concept: This theory focuses on the capacity of individuals to cope with and bounce back from adversity, emphasizing strengths and protective factors.
Application: Programs based on resilience theory aim to build children’s resilience by enhancing their coping skills, providing supportive relationships, and creating safe and stable environments.
Social Learning Theory
Concept: Proposed by Albert Bandura, this theory suggests that children learn behaviors and norms through observing and imitating others, especially influential models like parents and peers.
Application: Child protection programs may include components that model positive behaviors, use peer education, and engage role models to influence children’s behavior positively.
Cultural Relativism and Contextualism
Concept: This perspective emphasizes the importance of understanding and respecting cultural contexts and norms when designing and implementing child protection programs.
Application: Programs adopt culturally sensitive approaches, engaging local communities and respecting cultural practices while advocating for children’s rights and protection.
Systems Theory
Concept: This theory views child protection as a system with interconnected parts, including legal, social, educational, and health systems, all of which need to work together effectively.
Application: Programs aim for a coordinated approach, ensuring that all parts of the child protection system—government agencies, NGOs, schools, health services—collaborate and communicate effectively.
Rights Based Approach
Concept: This approach integrates human rights principles into the programming, ensuring accountability, participation, nondiscrimination, and empowerment.
Application: Programs are designed to uphold and promote the rights of children, ensuring their voices are heard and they are actively involved in decisions affecting their lives.
Participatory Theory
Concept: Emphasizes the involvement of children and communities in the decision making processes that affect them.
Application: Programs encourage the active participation of children, families, and communities in the design, implementation, and evaluation of child protection interventions.
By applying these theories, child protection programs can be more effective, comprehensive, and responsive to the diverse needs of children, ultimately creating safer and more supportive environments for their growth and development.
Mohammed Zafor Ullah Nizam
Mohammed Zafor Ullah Nizam is a seasoned professional with over 22 years of experience in the development sector, both internationally and nationally. He holds two postgraduate degrees from Dhaka University: A Master in Population Sciences (MPS) and a Master in Public Affairs (MPA) with a specialization in Governance and Public Policy. Additionally, he earned a B.Sc. (Honors) in Forestry from Chittagong University.Throughout his extensive career, Mr. Zafor has held pivotal roles in several esteemed organizations. He has served as a Senior Protection Manager at the International Rescue Committee (IRC), Protection Team Leader at Oxfam, and both Protection Capacity Building Manager and Activity Manager at Solidarités International. His experience extends to Save the Children, where he was a Deputy Program Manager, and Chemonics, as a Brand and Service Promotion Specialist. Furthermore, he has contributed his expertise as a Project Assistant at UNFPA Bangladesh, a Senior Training Officer at Save the Children Australia, a National UN Volunteer at UNODC, and a Program Manager at the Bangladesh Women Health Coalition.Mr. Zafor has an impressive track record in training and capacity building. He received specialized training in Project Planning, Development, and Management (PPDM) from the Asian Institute of Management (AIM) in the Philippines. He also completed the COMPASS training program from Harvard Business Publishing, which covers essential skills such as Change Management, Coaching, Decision Making, Delegating, Managing Difficult Interactions, Providing Feedback, Leading People, Persuading Others, and Presentation Skills. Additionally, he has undergone training in Leadership, Time Management, and Conflict and Stress Management from MDS Training.His expertise in training facilitation is well-recognized. Mr. Zafor has conducted PPDM training for five batches through BDJOBS and has provided training to over 1000 participants on a wide range of topics. These include project management, management skills enhancement, child rights, protection, community engagement, community-based protection, monitoring and data analysis, advocacy, inclusiveness, child protection, protection rapid assessment, research tool design, anti-trafficking, communication skills, data analysis, report writing, risk management, and emergency response.Mr. Zafor's training sessions have benefited participants from various sectors, including government agencies, local and national NGOs, and international NGOs. Some of the organizations he has worked with include JTS, Swanirvar Bangladesh, PSTC, SUPPS, SSKS, Image, CWFD, BAMANEH, PSF, Fair Foundation, BWHC, Mukti, YPSA, BLAST, VERC, CODEC, FIVDB, RDRS, Oxfam, IRC, and Solidarités International.With his comprehensive background in capacity building in different areas, Mohammed Zafor Ullah Nizam wants to continue to make significant contributions to the knowledge and skill development of different professionals through effective training and guidance.
