Gall


 Conference

  2014:


  Putting

  Children

  First
Summary

  of

  Recommendations
December

  10,

  2014


 

Introduction
On

  December

  10th,

  2014

  in

  commemoration

  of

  International

  Human

  Rights

 
Day

  and

  the

  signing

  of

  the

  Universal

  Declaration

  of

  Human

  Rights

  at

  the

 
United

  Nations

  in

  1948,

  the

  John

  Humphrey

  Centre

  hosted

  the

  third

  annual

 
Gall

  Conference.

  The

  Gall

  Conference

  is

  held

  annually

  in

  legacy

  of

  one

  of

  our

 
founding

  directors

  and

  human

  rights

  champion

  Gerald

  L.

  Gall,

  O.C.
In

  2014,

  the

  Gall

  Conference

  considered

  the

  state

  of

  childrens

  rights

  in

  the

 
province

  of

  Alberta.

 

  The

  day

  was

  a

  blend

  of

  presentation,

  panel

  discussion

 
and

  dialogue

  that

  enabled

  a

  conversation

  on

  how

  we,

  as

  Albertans,

  ensure

 
positive

  outcomes

  for

  all

  children

  in

  the

  province.

 

  We

  considered

  policies

  and

 
programs,

  if

  we

  are

  meeting

  our

  collective

  obligations

  to

  children,

  and

 
potential

  strategies

  for

  collaboration

  and

  work.
Childrens

  rights

  provide

  a

  foundation

  to

  building

  communities

  that

  foster

  the

 
health

  and

  well-bring

  of

  all

  children.

  At

  the

  Gall

  Conference

  over

  sixty

 
delegates

  discussed

  the

  realities

  for

  children

  in

  the

  province

  but

  also

 
prioritized

  areas

  for

  collective

  impact.

  Lisa

  Wolff,

  Director

  of

  Advocacy

  and

 
Education

  at

  UNICEF

  Canada,

  set

  the

  day

  off

  with

  a

  presentation

  to

  help

 
delegates

  understand

  what

  our

  collective

  obligations

  are

  to

  childrens

  rights

 
and

  how

  we

  can

  consider

  childrens

  rights

  as

  a

  lens

  for

  programming

  and

 
policy.

 

  We

  then

  engaged

  in

  intense

  conversation

  of

  which

  this

  report

  seeks

 
to

  highlight

  the

  key

  outcomes.
A

  full

  copy

  of

  the

  Gall

  Conference

  Program

  can

  be

  found

  here:

  http://
www.jhcentre.org/sites/default/files/files/Final%20Print
%20Program_Gall(1).pdf

 

Setting

  the

  Stage
To

  kick

  off

  the

  dialogue

  for

  the

  day,

  the

  John

  Humphrey

  Centre

  provided

  a

  childrens

 
rights

  report

  card

  to

  each

  delegate.

  This

  report

  card

  was

  done

  individually

  and

  then

 
was

  used

  as

  a

  framework

  to

  launch

  off

  discussions

  about

  the

  state

  of

  childrens

 
rights

  and

  foster

  movement

  towards

  the

  creation

  of

  recommendations.
The

  below

  table

  is

  a

  summation

  of

  the

  report

  card.

  Each

  item

  was

  ranked

  on

  a

  scale

 
of

  four.

  The

  table

  below

  showcases

  the

  scores

  allocated

  to

  each

  item

  from

  lowest

  to

 
highest.

 

  The

  key

  items

  that

  came

  across

  in

  this

  report

  card

  are

  community

  concerns

 
about

  the

  availability

  of

  drugs

  for

  children

  and

  the

  lack

  of

  effective

  voice

 
engagement

  of

  youth

  and

  children

  in

  the

  decisions

  that

  affect

  them.

 

  Some

 
delegates

  responded

  with

  surprise

  at

  how

  low

  the

  rankings

  were.

Childrens

  Rights

  Temperature:

  Alberta

Average

Children

  are

  free

  from

  drugs

  in

  the

  community.
The

  government

  asks

  children

  and

  their

  parents

  their

  opinions

  about

  their

 
lives

  or

  their

  community.
Parents

  and

  children

  know

  of

  mental

  health

  care

  services

  (such

  as

 
counselling)

  for

  children.
Children

  in

  school

  have

  the

  opportunity

  to

  participate

  (individually

  or

  in

 
groups)

  in

  democratic

  decision-making

  processes

  to

  develop

  school

  policies

 
and

  rules.
Adults

  in

  the

  community

  help

  children

  learn

  about

  their

  rights.

1.91
2.02

Children

  are

  free

  to

  express

  their

  individuality

  and

  are

  not

  discriminated

 
against

  because

  of

  lifestyle

  choices,

  such

  as

  dress,

  associating

  with

  certain

 
people,

  or

  non-school

  activities.
Children

  who

  are

  separated

  from

  their

  families

  have

  options

  for

  alternative

 
care

  in

  family

  like

  settings.
Children

  are

  free

  to

  hold

  opinions

  without

  fear

  of

  judgement

  or

  being

 
silenced.
When

  discrimination

  occurs,

  it

  is

  dealt

  with

  in

  a

  fair,

  timely,

  and

  appropriate

 
manner.
Children

  are

  encouraged

  to

  organize

  and

  take

  action

  to

  address

  societal

 
and

  global

  problems

  related

  to

  justice,

  ecology,

  poverty

  and

  peace.

2.23

It

  is

  safe

  for

  children

  to

  walk

  and

  cycle

  in

  their

  community.
Children

  are

  free

  to

  express

  their

  ideas

  and

  beliefs

  (such

  as

  speaking

  out

  at

 
student

  council,

  or

  sharing

  thoughts

  about

  how

  events/clubs/activities

 
should

  be

  run

  at

  school,

  etc.)

  Children

  are

  taken

  seriously

  by

  adults

  when

 
they

  share

  their

  opinion(s).
There

  are

  adults

  outside

  of

  the

  family

  with

  whom

  children

  can

  talk

  to

  freely

 
about

  abuse

  or

  violence

  to

  get

  help.

 

2.33
2.34

2.11
2.15
2.20

2.26
2.31
2.31
2.31

2.39

Children

  have

  safe

  places

  to

  play

  outside

  of

  their

  home.

  Places

  for

  play

  in

 
the

  community

  are

  also

  designed

  to

  be

  used

  by

  children

  with

  physical

 
disabilities.
In

  our

  community,

  children

  are

  respected

  regardless

  of

  their

  color,

  religion,

 
nationality,

  culture

  or

  disabilities.
Children

  are

  free

  and

  able

  to

  organize

  or

  work

  with

  others

  to

  stand

  up

  for

 
their

  rights.
Children

  and

  their

  families

  are

  aware

  of

  and

  have

  access

  to

  help

  from

  the

 
government

  if

  we

  are

  poor

  or

  are

  in

  need.
Children

  are

  free

  and

  safe

  in

  expressing

  their

  cultural

  ideas,

  beliefs

  and

 
practises

  (such

  as

  speaking

  home

  language,

  freely

  practising

  their

  religion,

 
wearing

  culturally

  traditional

  clothing,

  etc.)
In

  school,

  children

  with

  disabilities

  are

  respected

  and

  given

  equal

 
treatment.
Parent(s)/guardian(s)

  encourage

  childrens

  development

  (physically,

 
mentally,

  emotionally,

  spiritually,

  etc.)

  and

  the

  family

  unit

  is

  strong,

  loving

 
and

  supportive.
When

  in

  danger,

  children

  and

  their

  parents

  know

  where

  to

  report

  it

  and

 
get

  help.
Children

  have

  their

  basic

  needs

  met

  including

  food,

  clothing

  and

  a

  safe

 
place

  to

  live.
If

  children

  are

  able

  to

  work,

  they

  are

  paid

  fairly

  and

  kept

  safe.

2.43

Children

  receive

  guidance

  in

  learning

  new

  skills

  and

  ways

  to

  get

  along

  with

 
others.

  Adults

  help

  them

  find

  and

  understand

  information.
Public

  spaces,

  including

  schools,

  are

  accessible

  to

  children

  with

  disabilities.

2.67

If

  a

  child

  is

  accused

  of

  wrongdoing,

  they

  are

  presumed

  innocent

  until

 
proven

  guilty.
Children

  have

  time

  to

  rest

  and

  play

  and

  are

  able

  to

  choose

  their

  own

 
friends.
Children

  have

  the

  opportunity

  to

  express

  their

  culture

  through

  music,

  art,

 
dance,

  spoken

  word,

  or

  in

  other

  forms.
Children

  are

  not

  forced

  to

  do

  labour

  that

  harms

  them.
Children

  have

  access

  to

  a

  good

  quality

  of

  education

  as

  well

  as

  information

 
and

  knowledge.
If

  a

  child

  is

  found

  guilty

  for

  something,

  they

  are

  given

  a

  fair

  trial

  and

  not

 
punished

  in

  a

  cruel

  and

  harmful

  way.

  Children

  who

  get

  in

  trouble

  with

  the

 
law

  have

  access

  to

  a

  separate

  justice

  system

  from

  adults.

2.77

If

  sick,

  children

  have

  access

  to

  healthcare.

3.19

2.44
2.49
2.50
2.51

2.51
2.54
2.59
2.61
2.63

2.71

2.81
2.89
2.95
3.01
3.11

Key

  Themes

  and

  Recommendations
The

  following

  articulates

  a

  list

  of

  the

  key

  themes

  and

  recommendations

  that

  were

 
taken

  from

  the

  dialogues.

  Each

  table

  had

  a

  note

  keeper

  and

  worksheet

  to

  capture

 
discussions

  and

  priority

  items

  to

  advance

  as

  recommendations.

1.0

  Privilege

  of

  Accessing

  Services
Barriers

  to

  accessing

  services

  was

  highlighted

  as

  the

  key

  issue

  from

  the

  dialogues

 
and

  that

  the

  needs

  and

  rights

  of

  marginalized

  groups

  (disability,

  poverty,

 
indigenous)

  are

  not

  being

  met.

  Delegates

  stressed

  that

  if

  one

  is

  educated,

 
accessibility

  is

  an

  option

  but

  that

  there

  is

  generally

  a

  lack

  of

  understanding

  of

  how

 
to

  navigate

  and

  access

  services

  in

  the

  community.

 

  Knowledge

  of

  available

  services

 
depends

  on

  literacy,

  connectivity

  and

  having

  a

  champion/supporter.

  Barriers

  of

  time

 
and

  challenges

  with

  basic

  survival

  also

  make

  it

  difficult

  for

  people

  to

  access.
Access

  to

  services

  is

  also

  impacted

  by

  stigma.

  Within

  Aboriginal

  communities,

  it

  was

 
stressed

  that

  there

  are

  more

  rights

  violations

  of

  Aboriginal

  children

  and

  challenges

 
with

  accessing

  services

  due

  to

  stigma

  and

  perceived

  discrimination.

  Children

  that

 
dont

  have

  parents

  or

  advocates

  get

  lost.

  Refugee

  children

  suffer

  deficits

  and

  may

 
end

  up

  working

  more/earlier

  rather

  than

  going

  to

  school.

  Kids

  in

  care

  often

  bounce

 
around

  families

  and

  schools,

  end

  up

  not

  graduating

  and

  being

  left

  behind.

  It

  was

 
general

  agreed

  that

  we

  needed

  to

  go

  beyond

  the

  school

  to

  ensure

  those

  youth

  not

 
represented

  in

  schools

  are

  able

  to

  access

  the

  services

  they

  need.
Another

  significant

  barrier

  to

  accessing

  services

  is

  the

  employment

  conditions

  and

 
environment

  for

  social

  workers.

  They

  are

  overworked

  and

  underappreciated.

  This

 
does

  not

  contribute

  to

  the

  creation

  of

  an

  effective

  and

  supportive

  environment

  for

 
those

  accessing

  services.
There

  are

  barriers

  inherent

  in

  accessing

  information

  about

  services

  as

  well

  as

  lack

  of

 
coordination

  and

  alignment

  about

  whats

  happening

  in

  community.

  The

  systems

 
and

  organizations

  cant

  provide

  everything

  and

  there

  is

  a

  major

  need

  to

  work

 
together;

  policies

  and

  procedures

  set

  up

  by

  government

  make

  it

  difficult

  and

  there

  is

 
lack

  of

  communication

  crossover.
Concern

  was

  particularly

  expressed

  about

  the

  ability

  for

  people

  to

  access

  mental

 
health

  essential

  services.

Recommendations:
1.1

  Enhance

  communication

  about

  available

  services

  to

  the

  community.

  This

  needs

 
to

  be

  tailored

  and

  culturally

  appropriate;

  for

  example

  with

  immigrants,

  there

  is

  a

 
need

  to

  engage

  with

  community

  leaders

  as

  the

  key

  centre

  for

  communication

 
dissemination.

 

  It

  is

  essential

  that

  communication

  is

  simple

  and

  straight

  forward.
1.2

  In

  order

  to

  enhance

  knowledge

  about

  services,

  there

  is

  a

  need

  to

  strengthen

 
partnerships

  between

  organizations

  providing

  services

  for

  efficiency

  and

  to

 
eliminate

  people

  falling

  through

  the

  gaps.

  While

  there

  are

  structures

  to

  support

 
childrens

  rights,

  access

  to

  services

  and

  resources,

  they

  are

  siloed

  and

  not

 
communicating.

  There

  needs

  to

  be

  bridge

  building

  and

  connection

  fostered

 
between

  organizations

  that

  work

  on

  similar

  issues.

 
1.3

  In

  building

  on

  this

  idea,

  the

  John

  Humphrey

  Centre

  recommends

  that

  learning

 
from

  the

  Prince

  Albert

  Community

  HUB

  model

  may

  be

  helpful

  in

  building

 
environments

  of

  collaboration

  that

  foster

  improved

  intervention

  and

  support

  for

 
people

  accessing

  services.

  Considering

  inviting

  representatives

  from

  this

  HUB

  to

 
Edmonton

  to

  facilitate

  a

  conversation

  on

  collaboration

  in

  a

  larger

  urban

  centre

 
would

  be

  helpful.

2.0

  A

  Space

  for

  Childrens

  Voice
One

  of

  the

  core

  elements

  of

  childrens

  rights

  is

  to

  foster

  participation

  and

 
engagement

  in

  the

  decisions

  that

  affect

  them.

  This

  came

  across

  at

  the

  loudly.

  There

 
was

  a

  feeling

  that

  there

  needs

  to

  be

  people

  with

  experience,

  not

  necessarily

 
expertise,

  in

  channels

  to

  affect

  decisions

  (like

  task

  forces).
In

  relation

  to

  child

  voice,

  a

  number

  of

  groups

  put

  forward

  the

  concern

  that

  children

 
are

  listened

  to

  and

  may

  have

  opportunities,

  but

  they

  are

  not

  taken

  seriously.

  Their

 
input

  is

  not

  considered

  or

  respected

  and

  children

  need

  to

  participate

  in

  strategy

 
development.
Delegates

  also

  expressed

  a

  concern

  that

  children

  are

  not

  viewed

  as

  rights

  holders

  in

 
society.

  There

  is

  a

  need

  for

  children

  to

  have

  access

  to

  advocates

  other

  than

  their

 
parents

  and

  it

  was

  noted

  that

  if

  a

  child

  is

  not

  in

  care,

  they

  do

  not

  have

  this

  kind

  of

 
help.

  They

  are

  in

  a

  grey

  area.

  All

  children

  should

  have

  the

  right

  to

  a

  voice

  and

 
advocacy

  for

  children

  is

  fundamental.
Recommendations:
2.1

  Child

  rights

  impact

  assessments

  should

  become

  a

  natural

  part

  of

  program

  and

 
policy

  development.

  Training

  should

  be

  provided

  to

  agencies

  and

  organizations

  to

 
ensure

  they

  understand

  childrens

  rights

  and

  can

  be

  sensitive

  to

  childrens

  needs

 
within

  a

  rights

  based

  framework.

2.2

  Fostering

  true

  youth

  and

  child

  engagement

  in

  decisions

  that

  affect

  them

  was

 
most

  important

  in

  the

  mind

  of

  the

  delegates.

  Efforts

  need

  to

  be

  made

  at

  all

  levels

  of

 
governance

  to

  ensure

  that

  youth

  are

  able

  to

  engage

  and

  have

  a

  voice.

  This

  may

 
involve

  training

  for

  community

  agencies

  or

  public

  officials,

  but

  it

  could

  also

  involve

 
direct

  support

  to

  those

  that

  are

  effectively

  engaging

  youth

  voice

  in

  the

  community

 
and

  ensuring

  their

  alignment

  with

  public

  policy

  and

  program

  development.

3.0

  Education

  on

  Childrens

  Rights
Education

  on

  childrens

  rights

  was

  identified

  as

  a

  priority

  within

  the

  conference.

 
There

  was

  a

  general

  feeling

  that

  teachers

  may

  not

  be

  aware

  of

  childrens

  rights

  but

 
also

  that

  most

  delegates

  who

  attended

  did

  not

  feel

  they

  had

  a

  good

  grounding.

 

 
There

  is

  limited

  awareness

  on

  the

  rights

  of

  the

  child

  and

  concern

  that

  children

  are

 
not

  viewed

  as

  rights

  holders.
Recommendations:
3.1

  Providing

  training

  and

  education

  for

  policy

  makers

  and

  teachers

  on

  childrens

 
rights

  is

  a

  priority

  and

  will

  foster

  sustained

  shifts

  in

  ensuring

  programming,

  policy

 
and

  education

  are

  child-centred.

4.0

  Parental

  Rights/Family

  Status
At

  the

  conference,

  delegates

  discussed

  the

  lack

  of

  clarity

  around

  parental

  rights

  and

 
the

  best

  interests

  of

  the

  child.

 

  It

  was

  felt

  that

  this

  conversation

  is

  a

  critical

  one

  in

 
the

  province

  to

  reconcile

  issues

  around

  family

  voice

  and

  childrens

  rights.

 
Delegates

  stressed

  that

  the

  family

  is

  a

  critical

  place

  for

  fostering

  the

  well-being

  of

 
children.

 

  It

  was

  highlighted

  that

  Aboriginal

  children

  still

  lack

  parental

  modelling

 
resulting

  from

  residential

  schooling.

  It

  was

  also

  felt

  that

  the

  province

  needs

  to

 
reorient

  their

  spending

  priorities

  around

  children

  in

  care.

  It

  was

  expressed

  that

 
building

  parental

  and

  family

  capacity

  over

  supporting

  foster

  care

  is

  a

  much

  better

 
model

  to

  support

  children

  and

  bring

  them

  up

  in

  stable

  and

  secure

  homes.
Challenges

  facing

  families

  are

  also

  crossing

  across

  many

  social

  classes.

  Parents

  are

 
busy

  in

  middle

  income

  homes

  and

  parental

  engagement

  with

  children

  is

  taking

  a

 
backseat.

  Families

  face

  challenges

  in

  finding

  a

  balance

  between

  work

  and

  kids

  with

 
children

  getting

  the

  short

  end

  of

  the

  stick

  lacking

  parental

  guidance

  and

  time.

  In

 
relation

  to

  education,

  there

  is

  increasing

  concern

  that

  working

  parents

  do

  not

  have

 
the

  capacity

  or

  ability

  to

  support

  and

  mentor

  their

  children

  to

  achieve

  their

  full

 
potential.

  Presentations

  and

  discussion

  highlighted

  the

  high

  number

  of

  middle

  class

 
child

  development

  issues

  and

  stress

  on

  parents.

This

  is

  further

  accentuated

  with

  the

  world

  of

  social

  media

  where

  children

  spend

 
more

  and

  more

  unmonitored

  time

  online.

  There

  is

  a

  need

  for

  more

  education

  for

 
youth

  AND

  adults

  on

  the

  influence

  of

  social

  media.

  It

  was

  suggested

  that

  there

 
needs

  to

  be

  a

  deeper

  understanding

  and

  commitment

  to

  parental

  responsibilities

 
and

  understanding

  where

  we

  influence

  children.
Recommendations:
4.1

  Enhance

  educational

  programs

  for

  parents

  and

  youth

  on

  social

  media,

  privacy

 
and

  managing

  cyber-conflict.

 

 
4.2

  Special

  efforts

  can

  be

  made

  to

  support

  tutoring

  and

  coaching

  programs

  for

 
students

  to

  ensure

  the

  lack

  of

  parental

  supports

  is

  balanced.

  This

  needs

  to

  be

 
coupled

  with

  efforts

  to

  engage

  parents

  in

  understanding

  their

  responsibilities

  to

 
their

  children.

  This

  could

  be

  approached

  through

  a

  public

  education

  campaign.

5.0

  Transition

  Years

  Support
Delegates

  expressed

  concern

  over

  the

  barriers

  that

  exist

  for

  youth

  when

  they

  turn

 
age

  18

  and

  that

  there

  are

  gaps

  between

  child

  programs

  and

  supports

  and

  those

 
that

  are

  moving

  into

  adulthood.

6.0

  Access

  to

  Health

  and

  Sexual

  Health
In

  relation

  to

  health

  of

  children,

  there

  was

  concern

  that

  legislation

  restricts

  the

 
teaching

  of

  sexual

  health

  and

  thus,

  kids

  are

  not

  effectively

  exposed

  to

  issues

  around

 
pregnancy,

  sexually

  transmitted

  infections

  (STIs),

  etc.

  Generally

  however,

  the

  lack

  of

 
communication

  and

  awareness

  around

  health

  for

  young

  people

  is

  a

  barrier

  and

  a

 
challenge

  that

  needs

  to

  be

  addressed.
Recommendations:
6.1

  No

  child

  should

  need

  a

  referral

  from

  another

  doctor

  to

  be

  able

  to

  see

  a

 
pediatrician.

  This

  is

  an

  unnecessary

  hurdle

  and

  barrier

  for

  children

  to

  be

  able

  to

 
access

  healthcare.
6.2

  Maximize

  the

  use

  of

  community

  health

  centres

  and

  engage

  community

 
members

  in

  awareness

  and

  programming

  through

  these

  centres.
6.3

  Revisit

  the

  teaching

  of

  sexual

  health

  in

  schools

  and

  ensure

  that

  the

  education

  is

 
preparing

  our

  young

  people

  effectively

  around

  sexual

  health.

7.0

  Childcare
Consistently

  throughout

  the

  event,

  delegates

  expressed

  concerns

  about

  the

  low

 
quality

  of

  childcare

  and

  lack

  of

  spaces.

  Generally

  it

  was

  felt

  that

  childcare

  is

  not

 
effectively

  valued

  in

  Alberta

  and

  this

  is

  a

  major

  barrier

  to

  overcoming

  many

  of

  our

 
social

  challenges

  such

  as

  poverty.

8.0

  Affirming

  Government

  Commitment
Childrens

  rights

  are

  an

  easy

  area

  for

  elected

  officials

  to

  talk

  about

  but

  delegates

 
expressed

  that

  there

  is

  not

  always

  follow

  through

  with

  funding

  or

  programs.

 
Generally

  childrens

  rights

  programs

  and

  supports

  are

  the

  first

  to

  be

  cut

  back

  in

 
times

  of

  austerity.

 

 

 
Recommendations:
8.1

  Across

  all

  levels

  of

  government,

  delegates

  felt

  that

  there

  was

  a

  need

  to:
Show

  legal

  commitment

  to

  Charter

  and

  Convention

  on

  the

  Rights

  of

  the

 
Child;
Integrate

  and

  consider

  voice

  of

  all

  children

  in

  the

  development

  of

 
programming

  and

  policy;

  and,

 
Increase

  taxes

  to

  allow

  focused

  and

  greater

  funding

  for

  children.
8.2

  At

  the

  federal

  level,

  delegates

  stressed

  a

  need

  to

  foster

  a

  commitment

  to

  uphold

 
the

  Convention

  of

  the

  Rights

  of

  the

  Child

  and

  support

  the

  development

  of

  common

 
standards

  across

  the

  country

  that

  provinces

  and

  municipalities

  should

  aspire

  to.

The John Humphrey Centre for Peace

and Human Rights is an organization
committed to advancing the
principles enshrined in the United
Nations Universal Declaration of
Human Rights, and other
international documents, through
education, dialogue and change.
Named after John Peters Humphrey,
a Canadian lawyer and principal
drafter of the Universal Declaration of
Human Rights, the Centre believes
that education in human rights has an
immense power to transform.
On its foundation rest the
cornerstones of freedom,
democracy and sustainable
development. (Kofi Annan)

www.jhcentre.org
2014/2015 Board of Directors
Joan Cowling, President
Lewis Cardinal, Vice President
Robert Gardner, Treasurer
Norm McLeod, Secretary
Gurcharan Bhatia
Dominique Clment
Claire Edwards
Salma Lakhani
Raffath Sayeed
Roxanne Ulanicki

10