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Here you will find recomendations, tips and ideas from your PYP Mentor... That's Me!

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Here you will find recomendations, tips and ideas from your PYP Mentor... That's Me!

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Mark Shepard- Together we can change the world LYRICS

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I will be learning with you during this exhibition 2019. I'm sure we'll have fun together.

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Hey Gaby!

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Hey Ricky!!!!!

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You can find this awesome book in Amazon. Check it out to prepare your mind for what's coming!

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You can find this awesome book in Amazon. Check it out to prepare your mind for what's coming!

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if...: a mind-bending new way of looking at big ideas and numbers

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juvenile nonfiction / science & nature / general (see also headings under animals or technology)

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children's / teenage fiction & true stories

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If...: A Mind-Bending New Way of Looking at Big Ideas and Numbers

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Some things are so huge or so old that it's hard to wrap your mind around them. But what if we took these big, hard-to-imagine objects and events and compared them to things we can see, feel and touch? Instantly, we'd see our world in a whole new way.?

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I would like to inquire about the places in where the rights of people are not respected or about the people the doesnt respect others rigths

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I like to inquire about womans rights

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I like to inquire the rights of the kids

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Why are injustice with the women and men rigths

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we will respect the human rights of
men, women and kids

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HI!

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Our problem to solve!

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Convention on the Rights of the Child

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UNICEF | Children's Rights & Emergency Relief Organization

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Activating a promise

Nearly 25 years ago, the world made a promise to children: that we would do everything in our power to protect and promote their rights to survive and thrive, to learn and grow, to make their voices heard and to reach their full potential.

This year, as we approach the 25th anniversary of the Convention on the Rights of the Child (CRC), there is much to celebrate: from declining infant mortality, to rising school enrolment, to better opportunities for girls.

In spite of the overall gains, there are many children who have fallen even further behind. Old challenges have combined with new problems to deprive many children of their rights and the benefits of development. To meet these challenges, and to reach those children who are hardest to reach, we need new ways of thinking and new ways of doing.

Recognizing this, UNICEF has declared 2014 as the Year of Innovation for Equity - to focus the world's attention on showcasing and developing innovative solutions for children's well-being. Throughout 2014, UNICEF will convene a series of "Activate Talks" which will bring together change makers from all walks of life to rethink and rework how we can deliver results for the most vulnerable and marginalized children.

The talks will take place throughout 2014, and will be live-streamed or broadcast on the Activate Talks web portal. To broaden the dialogue we invite all visitors to the site to get involved in the discussions and debates and to share their views and experiences of innovation for children.

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Activating a promise Nearly 25 years ago, the world made a promise to children: that we would do everything in our power to protect and promote their rights to survive and thrive, to learn and grow, to make their voices heard and to reach their full potential.

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Cartoons for Children's Rights is a UNICEF broadcast initiative that aims to inform people around the world about child rights using the medium of animation.

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Yesterday you were talking about something about malls, right?

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Water Tower Place's new ban on unaccompanied minors started with some confusion among unaware shoppers on Friday.

"I'm 26," a woman told a security officer after being asked if she was a teenager. "Are you kidding me? Yeah, I'm 26."

The officer was one of a half dozen manning the main entrance as the Magnificent Mile shopping center's new "parental guidance required" policy went into effect, barring youngsters on Friday and Saturday evenings starting at 4 p.m.

Mall executives and Chicago cops looked on Friday as Water Tower public safety officers asked for IDs from any young-looking people trying to get inside.

Anyone under the age of 17 was told to stay with their parent or guardian, or turned away if they weren't with a "supervising adult" who was at least 21. Accompanied minors were given blue wristbands to wear inside.

An announcement over the intercom system at 3:45 p.m. had alerted young shoppers they had only 15 minutes left at the mall if they weren't with an adult. That was the final of several announcements made starting at 3.

The new rules were implemented until further notice "to eliminate disruptive behavior" by mobs of teens, mall managers announced this week. The change comes days after the latest in a string of chaos caused by young people in and around the ritzy mall.

Earlier this week, two teenage boys were charged with felony aggravated battery and mob action in connection with a Dec. 29 attack in which about 50 teenagers beat three people at the State/Chicago Red Line platform on the Near North Side.

"In an effort to eliminate disruptive behavior by unsupervised youth, we made the difficult decision to implement a curfew program," Mitch Feldman, senior general manager of Water Tower Place, was quoted as saying in a news release.

Though officials said the policy would be "strictly enforced throughout the shopping center property, including exterior entrances," the new approach could be tough to implement at a shopping center with multiple entrances, a theater and underground parking lot.

A walk through the eight-level mall Friday evening showed just as much, as groups of unsupervised teens strolled from store to store.

Ald. Brian Hopkins (2nd) said earlier in the week that Water Tower Place has been a "Michigan Avenue staple" for more than 40 years, and he didn't mind if firm rules were needed to keep the mall safe.

"Recent events involving large numbers of juveniles engaged in criminal behavior downtown have been organized and planned on social media," Hopkins wrote in an email to the Sun-Times.

"Frequently, we have seen Water Tower Place specifically listed as the rallying point for a large group to assemble with the intent to engage in mob action. This new policy will help Water Tower management curtail this activity."

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Curfew for teens begins at Water Tower Place: 'Are you kidding me?'

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Water Tower Place's new ban on unaccompanied minors started with some confusion among unaware shoppers on Friday. "I'm 26," a woman told a security officer after being asked if she was a teenager. "Are you kidding me? Yeah, I'm 26."

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Mavbe we sholud start by reading this one...

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TENGO DERECHO A SER NIÑO | AURELIA FRONTY | Comprar Libro México 9788498014815

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TENGO DERECHO A SER NIÑO del autor AURELIA FRONTY (ISBN 9788498014815). Comprar libro completo al MEJOR PRECIO nuevo o segunda mano en Casa del Libro México

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hi team andy pato ricky and dany

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Hello team

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Hi  Alvaro Dani and Mau Andy and ricky

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Responsibility and teenagers: what you need to know

During the teenage years, children’s need for responsibility and autonomy gets stronger – it’s an important part of their path to young adulthood. To become capable adults, teenagers need to learn to make good decisions on their own.

The process of helping children take responsibility and make decisions is a key task for parents. You have an important role in training and supporting your child to be ready for more responsibility. This means you need to plan when and in what areas to let your child start making decisions.

How quickly you hand over responsibility to your child is up to you. It depends on things like your own comfort level, your family and cultural traditions, and your child’s maturity.

Ideally, you and your child should both feel comfortable with the shift of responsibility and the pace of change. Too much or too soon might leave you both feeling overwhelmed. Too little or too slow might end up with your child feeling impatient or rebellious.

Read more about autonomy and independence in teenagers, including practical tips on encouraging independence.

How to start shifting responsibility: yes, no and maybe

Shifting responsibility to your child is a gradual process. It starts with letting your child make her own choices in some areas, or asking her to take on responsibility for certain things. You might not like all your child’s choices, but learning to be responsible helps your child develop skills for life.

When you’re thinking about whether to give your child more responsibility or to ask him to take on more responsibility, you have three options – yes, no and maybe.

The ‘yes’ option
This is for issues or activities that you feel your child:

is ready to take on – for example, walking or riding to school by herself

should be expected to take on – for example, cooking a family meal once a week or paying for her own clothes from her pocket money

should be up to your child – choosing her own hair cut or clothes.

When you put something in the ‘yes’ basket, you’re saying that you’ll accept your child’s decision, even if it’s not what you would prefer, or you’ll expect him to take on the task.

If your child handles the responsibility in a way you like, you can show your approval. If you don’t like the decision, stand back and try not to step in, unless you think your child is in danger. These are opportunities for your child to learn from experience.

The ‘no’ option
You might say ‘no’ to decisions that relate to potentially dangerous activities.

For example, these might involve things teenagers aren’t yet legally allowed to decide for themselves, like drinking alcohol. Or they might be things that could have a negative impact on other members of the family – for example, if your child’s decision would cost a lot of money.

Making the ‘no’ option work is about good communication and setting clear limits on behaviour. For example, the way you say ‘no’ matters. Giving the impression you absolutely forbid something might not be as helpful as saying, ‘I am not going to agree to this at this stage because …’.

The ‘maybe’ option
This is the grey area. You and your child might be able to negotiate a way to turn a ‘no’ into a ‘yes,’ depending on the circumstances. This might involve letting your child try something new to see how it goes – for example, letting your child go to the skatepark with her friends one afternoon a week.

I found this in internet
i hope you like it

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Thank you Dany!

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Thanks Danny

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Hi Mau! now we can be in touch using our Padlet.

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Hi Mau! now we can be in touch using our Padlet.

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Hello Álvaro! This time you get the right link! 

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Hello Álvaro! This time you get the right link! 

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You made it Pato! Now you are a Padlet expert!

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You made it Pato! Now you are a Padlet expert!

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Hi andy mau pato alvaro and ricky

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I found this in internet

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This is the link

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hi

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thank you pato

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hi team

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How to inform teenagers to take care of themselves in crowded and open places without adult's supervision.

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The United Nations Convention on the Rights of the Child lays out 54 rights for every child, regardless of ethnicity, gender or religion. Read through the list of these rights and learn about the responsibility governments have in fulfilling these rights.

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Convention on the Rights of the Child was adopted by the General Assembly of the United Nations on in 1989. Estonia joined the convention in 1991. The Child Protection Act of the Republic of Estonia also follows the principles of the Convention on the Rights of the Child by the United Nations.

The Convention on the Rights of the Child lists internationally acknowledged rights of children. The aim of the adoption of the convention was to emphasize something that adults tend to forget - a child is a human together with all the rights a parent has. The Convention on the Rights of the Child sees child as a subject of law or, to put in another way, as a holder of rights. This means that a child is an individual who has human rights and no one has owner's rights over the child, including parents.

Rights of a child are human rights. These are rights which apply to everyone, irrespective of age, gender, nationality or other characteristics. Therefore a child has mostly the same rights that adults have. When we speak about rights of a child we mean the child's human rights.

Children of different age and gender have various interests and needs. But despite the differences, they have equal rights. All of them have the right to equal treatment. All children have equal rights.

In addition to rights, children also have responsibilities, like adult members of the society. A child's rights end where the rights of another child or an adult begin. This means that rights have limits and a child must consider the rights of other children and adults when exercising his/her rights. Rights and responsibilities go hand in hand.

A child has the right to education, but at the same time his/her duty is to attend school. A child has a right to health protection, but he/she has an obligation take care of his/her health. A child has a right to free speech, but by exercising one's right to free speech, the child must respect the rights of other children and adults, above all the right to protect one's honour and dignity.

The Convention on the Rights of the Child gives the child the right to exercise his/her rights and bear obligations. This means that as the child grows his/her right to decide himself/herself increases and so does the scope of responsibility. Until a child is not able to execute his/her rights, his/her parents or representatives will do it. The interests of the child must always be the starting point.

As children cannot always protect their rights and interests, they need help and protection from adults. Children have to be protected from mental and physical violence, injustice, negligence, abuse, sexual abuse and other threats. Additionally, adults must ensure that children have what they need to live and establish suitable conditions for the development of children's skills and interests.

The basis for a mutually respectful living environment is mutual respect. Children must respect adults (parents, grandparents, kindergarten and school teachers, etc.) and other children like adults must respect children and other adults. Mutual respect and consideration of wishes is one of the important premises of the society's coexistence.

The Convention on the Rights of Children lists four general principles: prohibition of unfair treatment, setting the interests of a child as a priority, survival of a child, ensuring a child's development and taking a child's opinions into consideration. These four principles form the basis of the convention and a child friendly environment standard, which enables the child to develop harmoniously and realise all his/her potentials, if it is followed. ( Read more: Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, pages 11-15, 41.)

1. Prohibition of unfair treatment. All children have equal rights. A child cannot be treated worse than others due to his/her gender, origin, nationality, race, health condition or some other reason.

2. Setting the interests of a child as a priority. One of the main principles of the Convention on the Rights of the Child is to always make the interests of the child as priority when making decisions that have an impact on the child. To guarantee a child friendly society, the legislator, government, employees, unions and members of the society must evaluate the impact of decisions and activities on children. The interests of a child must always be taken into account when making decisions and planning activities. Setting the interests of a child as a priority means, among other things, that the child's concerns are paid attention to and his/her opinion is taken into consideration.

3. Guaranteeing survival and development. Every child has a right to life and development. The primary obligation of parents is to do whatever they can to establish a growth environment for their children, which enables them to grow and to realise their talents and skills. In relation to that, the state must offer every kind of help, counselling and support to parents. If the parents, despite every kind of help from the state, cannot guarantee necessary development conditions for children, the state must take this obligation over from parents.

4. Paying attention to the child's opinions. A child's opinion must be heard and taken into consideration in child related issues. This principle must be applied in all aspects of a child's life. (Read more: Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, page 71)

Click on the link and read more on the child's rights and obligations.

(Convention on the Rights of the Child, article 6, section 23; the Constitution, section 16)
Every child has an innate right to life and maximum possible (i.e. capability based) development. A parent has a right and an obligation to raise and teach their children and to look after their wellbeing.

All children have the right to life and development even those who have a disease or a physical or mental disability. An environment based on the children's needs and promoting maximum development must be available to children even with illnesses or disabilities. This environment has to be equal to the growing environment a healthy child has. Living conditions for a child with an illness or with a mental or physical disability, must guarantee to the child his/her dignity, promote the development of self-confidence and enable the child to participate actively in the society.

Many other rights of a child must be ensured for the child to develop as much as possible, like right to health protection, right to education, playing and resting. These are discussed in more detail under other rights.

Family is a natural living environment for a child. A parent is the primary person responsible for the child's growth and development. The state must raise and develop children who cannot live in their families, preferably in family like conditions.

An environment which enables the child to develop as well as possible means that the child must be guaranteed the best possible childhood. A child must be raised so that his/her natural skills and capabilities are taken into consideration. A child must have harmonious, loving, happy and understanding growth environment.

Right to life and development is the basis to other principles guaranteeing growth, which are included in other articles of the convention. These discuss the right to education, health, adequate living standard and playtime. These articles of the convention, which protect a child from mistreatment, abuse and the effects of a military conflict, are related with the right to life and development. They further the recovery of children who got drawn into such situation and ensure special care and protection to children with disabilities.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 83-93. Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, page 41.

(Convention on the Rights of the Child, articles 19, 20, 32, 37; the Constitution, sections 18, 28, 29)
A child cannot always protect himself/herself. At the same time, it is important that a child is taken care of in any situation with means suitable to his/her age and that his/her safety is guaranteed. A child must be protected from any mental and physical violence, injustice, negligence, careless or cruel treatment or exploitation and sexual or other type of abuse. A child has a right to special protection and help from one's family, society, local governmen and state.
Protection from violence
A child like an adult has complete right to dignity. Any kind of violence, not mental or physical, targeted towards children is not justified. Therefore a child has the right not to be physically mistreated and to be protected from cruel and humiliating treatment. Mistreatment is considered to be torturing, cruel, inhuman or humiliating treatment or punishment.

Mental violence is considered to be humiliation, insulting, isolation and other activities, which have an impact on the child's mental health. Humiliating effect can also come from punishment, which is expressed in humiliation, creating a feeling of embarrassment, taunting, injustice, threatening, scaring or ridiculing. Children with physical and mental disabilities are extremely vulnerable to mental violence. Humiliating treatment is considered to be physical or mental pain or causing suffering with an aim to humiliate another person.

Physical punishment is one type of mistreatment. Physical punishment is considered to be any punishment where physical strength is used and where the aim is to cause any slight or great pain and discomfort. Physical punishment is considered to be striking or hitting with a tool, but also hair pulling, shaking, throwing, scratching, poking, burning or forced eating. Physical punishment is degrading for a child.

Physical or any other degrading treatment can take place in home, at school or in other places. It does not matter whether the punisher is father, mother, grandmother, grandfather, aunt, uncle, school or kindergarten teacher or someone else - physical or other kind of degrading punishment can never be considered acceptable. Degrading and violent (physical and mental) behaviour between children is also unacceptable.

Physical and any other degrading treatment has a negative effect on the child's self-esteem and violates his/her right to physical integrity. A parent should not behave towards a child in a way, which the parent considers to be inappropriate behaviour by others towards the parent.

Nevertheless, physical punishment targeted towards children occurs unfortunately in every country. Physical punishment of children is justified with traditions, raising methods, but also with protecting the rights of the child. It is in the interest of the child to be protected from any type of violence. By applying physical punishment, a parent is making the child afraid of him/her, but does not gain any respect. Besides, physical punishment does not help the child to understand, why the activity is forbidden. Physical punishment only teaches through fear to blindly obey commands and demands of a stronger and bigger person. Children depend on adults and they need protection from violence by adults.

The first country to ban physical punishment of children was Sweden, with a Family Act adopted in 1979.

Adults have a lot to learn on how to punish children. It is necessary to be able to see the incident through the eyes of the child. Usually, a child's aim is not to behave badly. Mistakes are caused by a lack of knowledge and due to the fact that a child cannot assess situations like an adult. Adults do not have the right to treat children degradingly only because children do not understand the world as adults do. Understanding can be increased with words and attitude. To the child, the punishment has to seem fair and in proportion with the done deed. Children desire greatly to be like adults - smart. Let's give them a chance, learn ourselves and teach right behaviour by setting an example.

The task of adults dealing with children is to protect children both from mental and physical violence. This means that adults must stand up for children and inform about occasions when children have been physically punished, physically and mentally mistreated or if there is a chance or there is a doubt. It is obligatory to inform a child protection official of a local municipality and in case of need to the police about a child in need of help. One should call to the children's helpline 11611 to receive consultation. Received information is forwarded to suitable specialists (the police, child protection officials of local municipalities, etc.).

The Supreme Court has stated in case no 3-2-1-145-01 on 5 December 2001, concerning physical punishment of children, that the law prohibits a method of punishment, which torments the child, causes physical damages or in any other way threatens his/her mental or physical health. In the same decision the court has also stated that guaranteeing the observance of principles of the law is done in the interest of the public.

The general principle states that the best growing environment for a child is in his/her family with parents. A child can be separated from his/her family only if there is serious doubt that the child is mistreated in the family. The European Court of Human Rights has stated in case no 38000(1)/05 R. K., A. K. versus the United Kingdom that a child may be temporarily separated from his/her family and it is permitted if there is a mistreatment doubt.
Protection of children from unsuitable work
The constitution prohibits adult and child forced labour. Children should not be abused to get work done. A child cannot do work that is dangerous to him/her, does not enable him/her to attend school or is hazardous to his/her health and development.

The Employment Contracts Act regulates the working of children. It includes age limits and special conditions regulating children's work. Depending on the minor's age, he/she needs to have a permit from a parent or from a labour inspector to work.
Social protection
A child has the right to social protection, including social insurance. If parents cannot provide maintenance to a child due to lack of work, illness, special needs, old age, etc. the child must have economic support from the state.

Therefore the law prescribes various support schemes (e.g. family support) and social services to children and families with children. The state must take care of the child, if his/her parents or other persons responsible are not doing it.

Information on support and services offered to children and families with children by the state can be received from the local city or rural municipality government or from the children's helpline 116111.

The Grand Chamber of the European Court of Human Rights has stated in case no 39948/06 Saviny versus Ukraine that if the local government feels that the parents cannot provide suitable conditions for children, only factual circumstances are not enough to back it up. The local government must definitely prove that the same circumstances give sufficient cause to separate a child from his/her family. This means that the decision to separate a child from his/her family must be based on evidence, which have not been collected only during random visits by the officials of the local government. It is also necessary to have the opinions of doctors and if possible, depending on the age, also the child's opinion. All other alternatives must be considered before a child is separated from his/her family. It might be possible that the situation can be solved with counselling, economic, food or clothes aid. Once the child has been separated from the family, all around support must be continuously provided to the child and to parents, to make it possible for the child to return home. The child must be able to keep in touch with his/her family regularly, while being separated from the family, and children from one family should be kept in the same child care institution, if possible.

The European Court of Human Rights has stated in case no 27751/95 K. A. versus Finland that a better and more suitable growing environment, which the child would have after being relocated to a new family, is not sufficient cause to separate a child from his/her biological parents. Other significant circumstances have to be present to separate a child from his/her parents.
Protection from narcotic and psychotropic substances
Children must be protected from the use of narcotic and psychotropic substances. Legal, administrative, social and educational measures will be used to guarantee this.

It is necessary to have preventive work on the state level to protect children from narcotic and psychotropic substances and to have treatment and rehabilitation for dependent children.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 249-273, 277-289, 479-498, 547-567. Verhellen, E. Convention on the Rights of the Child. Estonian Union for Child Welfare: Tallinn, 2000, page 157.)

(Convention on the Rights of the Child, article 24; the Constitution, section 28)
Right to health protection is linked with the right to life. A child must be guaranteed the chance to be healthy and to receive medical aid.

Every child has the right to the best possible health, medical equipment and treatment and an equal right to receive aid and care.

Children in Estonia will have free health insurance until they reach the age of 19 (clause 5 (4) 2) of the Health Insurance Act). By that age the children have also the right to receive free dental treatment.

Children have the obligation to take care of their health. This means that a child is responsible for his/her personal hygiene, eat healthily, develop his/her physical capabilities and have enough rest. Evidently, he/she must abstain from health damaging lifestyles, including smoking, alcohol and drugs.

The number for anonymous helpline for drug addicts is 1707. Psychologists are consultants on the other end. You can call to the helpline if you want information on services supporting to get rid of any kind of addiction or you want to talk about your problems.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 343-375.

(Convention on the Rights of the Child, article 16; the Constitution, section 26)
It is prohibited to interfere with any child's private life, family matters, correspondence and intrude into their home arbitrarily and illegally. A child has a right to a personal life, friends and acquaintances. This means that a child must be guaranteed privacy in every situation, including in the family. Right to privacy means also that a child's family and home must be protected from an unlawful intrusion.

Children's right to privacy is violated by video surveillance at schools. Video surveillance must be reasonably explained and it has to be in proportion with an objective in mind. As video surveillance violates fundamental rights, it is always necessary to find out, when considering applying video surveillance, whether it has a lawful objective or not. Video surveillance can be justifiably applied on the front door of a school to prevent theft and other improper activities. Surveillance in classrooms to check what teachers or students are doing in the class, might not be justifiable.

Children must also have the possibility to use toilets and wash rooms privately in a children's institution. Also, a child's age is irrelevant - any child of any age has the right to privacy and the child's right to privacy must be respected.

A child has a right to receive medical or legal counselling without his/her parent's approval and without the parent being informed about it. Obviously, the doctor must also consider the child's age and maturity.

A Child's right to privacy cannot be violated with arbitrary or illegal intervention, thereby violating the child's honour, dignity and good reputation. Recurring gross intervention to the child's private life can be considered as basis to bring administrative or disciplinary action against the violator or limit or deprive the parent's custody.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 203-211.

(Convention on the Rights of the Child, articles 7, 9, 10; the Constitution, section 27; Family Law Act, sections 116, 117, 118)
Family is a natural development environment for a child. Primary responsibility for raising and developing a child lies on his/her parents. Children have the right to be cared by both parents and have the right to communicate with both parents even if they are not living together.

A child has the right to being brought up by his/her parents. Family is the best growing environment for a child. The state has a duty to educate parents and families and support the establishment of development conditions necessary for children. The parents have the obligation and right to take care of their child. Married parents have joint custody over their child. Parents, who are not married at the moment of the child's birth registration, can have joint custody if they do not express their will to give guardianship only to one of the parents, when declaring their expression of will of parenthood admission. Parents with custody rights fulfil their custody obligation at their own responsibility and in agreement, bearing in mind the child's complete wellbeing.

A child has a right to his/her parents' care. At the same time, the child is obliged to help, suitably to his/her age, his/her parents, teachers and other members of the family and participate in joint activities and daily work of the family. An adult and a child must support and respect each other and take into consideration each other's interests and rights.

The child must have a permanent living residence even if your parents live separately. The child's interests have to be taken into account when the place of residence is chosen. In any case, the place of residence issue should be discussed with the child and the solution must be the best for the child.

A child can be separated from his/her parents only if it is in the interest of the child. For instance, when the child experiences violence in the family or the child is treated cruelly.

The child has the right to communicate with both parents. If the child's interests are not in jeopardy, he/she must be able to interact regularly with both parents even if they are separated. The possibility to interact with a parent not living with the child must be guaranteed even when the parents have a bad relationship with each other. The child has the right to continue interacting with his/her parent even if the parent has moved abroad. The child cannot be forced to interact with a parent who scares the child or if the interaction with the parent is not in the interest of the child for any other reason.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 97-109, 121-131, 135-140.
The Supreme Court has stated on 30 May 2011 in case no. 3-2-1-32-11 decision that a parent living with the child must abstain from activities that damage the child's relationship with the other parent. If a parent damages the child's relationship with another parent, then he/she violates the child's right, prescribed in the first sentence of subsection 143 (1) of the Family Law Act, to personally communicate with both parents. A parent must always bear in mind the best interests of the child when executing his/her rights as a parent and exercise his/her rights as a parent in good faith also without the court's designated detailed interaction procedure.

The Grand Chamber of the European Court of Human Rights has stated in case no. 41615/07 Neulinger, Shuruk versus Switzerland that in custody cases, on the one hand, it is required to maintain as close as possible family relations (except in cases when a family is completely unsuitable for the child for some reason). Family relations can be terminated only in certain exceptional cases. All means to keep the family together must be exhausted, before the relations are terminated. If possible, it is obligatory to help to restore family relations. On the other hand, it is in the child's interest that a parent, who would have a negative impact on the child's development or health, does not have the right to interact with his/her child.

The Supreme Court has said in case no. 3-2-1-4-07 of 1 March 2007 that a court can deprive a parent's rights if the parent has misused his/her rights or has unlawfully or wrongfully neglected his/her obligations as a parent to raise and care for the child. When a parent leaves his/her child without care and oversight, i.e. intentionally does not fulfil his/her obligations as a parent, is also considered evasion of fulfilling one's obligations. The panel finds it important to mention that depriving a parent of his/her parental rights is an extreme judicial remedy to protect the interests of the child. The aim of the law is not to punish the parent with the deprivation of rights, but to protect the child from a parent who without any serious reason does not properly fulfil his/her obligations as a parent or who with his/her activity causes damage to the child's interests.

The court has stated in the same decision that a harmful effect on a child is not only a parent's violent or threatening behaviour towards the child, but it can also be violent or threatening behaviour towards people close to the child, if the child senses such behaviour. Therefore threatening phone calls between parents may have a harmful effect to the child, although the child does not know the exact contents of the phone calls.

The European Court of Human Rights has stated in case no 36065/97 on 26 September 2006 that placing a child to a social welfare institution should be a temporary measure, which should be stopped immediately when the situation allows it. A child can be placed to a social welfare institution with an aim to take him/her back to the family as soon as possible. The court has also state that complete termination of parental relations can take place only in very extreme cases when it is absolutely necessary to protect the child's interests. The court has prescribed that to protect the parents, the state must guarantee the parents' access to information related with the child's placement to a social welfare institution, as parents must be able to participate in child related decision making and to demonstrate their capabilities in taking care of the child.

The Grand Chamber of the European Court of Human Rights has discussed a parent's rights to meet his/her child, in case no. 30943/96 Sahin versus Germany on 8 July 8 2003. The court has stated that article 8 of the European Convention on Human Rights, which protects the privacy of family and private life, requires that a state should consider the interests of parents and children. According to the opinion of the court, special attention has to be paid to the child's interests when considering the interests of the child and parents, because the interests of the child might outweigh the interests of parents in importance and character. Article 8 states that a parent cannot adopt such measures in dealings with his/her child that would have a negative impact on the child's health and development. Article 8 protects the family's integrity, which also includes the child's and parent's mutual right to be with each other. This decision shows how the aspect of child's health and development has outweighed, in the interest of the child, the parent's right to meet with the child.

Case no 21188/09 on 12 April 2011 Gluhaković versus Croatia in the European Court of Human Rights shows that the court's decision, which states the place and time of meetings, is insufficient to ensure the right of a separated parent and a child not living with the parent to meet. When deciding upon the time and place of meetings, the court must consider whether meetings are actually possible under these circumstances and conditions. In this case, the state court had decided upon meeting times, which did not suit for the father, who did not live with the child, due to the nature of his work, and a meeting place, which was not assessed for its suitability. Parents must facilitate meetings and in case of need to apply measures, so that the meetings would take place.

(Convention on the Rights of the Child, articles 7, 8; the Constitution, sections 9 and 26; Names Act; Citizenship Act)
Every person is different and special, i.e. unique. Therefore every person has the right to his/her acknowledgement of speciality, which is ensured with birth registration and issuing suitable documents. Upon birth registration, the child receives his/her birth certificate. All children born in Estonia are registered in Estonia, despite the place of residence of their parents and citizenship.

A child has the right to have a name upon birth. Name distinguishes and emphasizes uniqueness. A child receives his/her first and last name, personal identity code and birth certificate when he/she is entered in the Estonian population register. Pursuant to law, it is obligatory to register the child within the first month after birth. A child without a birth certificate does not exist for the state. Without birth registration, a child might not receive state aid and protection - medical care and education that he/she needs. State has many reasons to maintain an account over children. One of the reasons is to assess the need for schools and kindergartens.

Citizenship means constant legal link between a person and a state. Citizenship grants a person citizenship related rights and obligations and the state's protection. One becomes a citizen of Estonia by birth if one of the parents is a citizen of Estonia. One can become a citizen later also. According to the international law, the state does not have the obligation to give citizenship to all children born on their territory. But the state is obliged to do everything (cooperation with other countries if necessary) so that a child would have citizenship by birth. Among other things, the state has an obligation to protect and in case of need to restore the basics of a child's identity, which are name, citizenship and family relations.

The right to keep one's name, maintain one's citizenship and family relations are directly linked with the integrity of family life, which originates from the Constitution. Let it be said that adoption can violate a child's right to maintain one's identity due to changes in name, citizenship and family relations. Law permits to adopt a child only in the interest of the child. The child's approval for adoption is necessary when the child is at least 10 years old.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 97-109, 113-117. The Constitution. Commented edition. Updated second print, page 286.

(Convention on the Rights of the Child, article 30; the Constitution, section 49, 50)
The official language of Estonia is Estonian. People of different origin live in Estonia. A child of another national origin has the right to be part of his/her culture and practice his/her religion and speak his/her mother tongue. People speaking other languages can establish educational institutions based on their mother tongue.

Everyone has the right to maintain their national identity. Children of national, religious or language minority have the right to experience their culture together with their community members, confess and practice their religion and use their mother tongue.

Right to mother tongue means that children of national minority must have the possibility to learn their mother tongue. At the same time, they must have the option to study the official language to such extent that in the future they would have equal opportunities in Estonia. Lack of knowledge of the official language places children of minority origin, compared with Estonians, to an unequal position. Therefore, children whose mother tongue is not the official language, must have the opportunity to learn their language so that they would not lose the link with their nationality and culture, but they must be educated in the official language so that they would be competitive in obtaining higher education and in the job market.

With the right to language and culture comes the obligation to preserve nature, culture and the living environment. By caring for the living environment, the valuable surrounding environment is saved for oneself and for future generations. Preserving cultural objects and the living environment means that one should not scribble, write or paint on the walls and trash should be always put to waste bin.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef, Geneva 2007, p 435-466.
The European Court of Human Rights has stated in case no 5095/71; 5920/72; 5926/72 Kjeldsen, Busk Madsen, Pedersen versus Denmark that education given to the children must be objective, critical and pluralistic, so that it would take into consideration the parents' religious and moral beliefs. The parents must have the opportunity to teach their children to get to know their beliefs and convictions.

(Convention on the Rights of the Child, articles 28, 29; the Constitution, section 37; Basic Schools and Upper Secondary Schools Act, section 9).
A child has the right to education. The state must keep open enough educational institutions (basic schools, upper secondary schools, vocational schools and institutions of higher education) so that education would be available to everyone who desires it. Necessary study materials and basic and upper secondary school education have to be available without charge.

Additionally, right to education means that the study environment must be suitable and hobby education must be available. Children with special needs have the same kind of right. Right to education is accompanied with compulsory school attendance. School attendance is compulsory until basic education is completed or until one turns 17. Children have an obligation to study according to their capabilities and prepare themselves for an independent life full of responsibilities, which means that they are able to handle social relations, being a citizen, monetary matters, politics, sexual life and many other things.

It is not obligatory to continue one's studies after the completion of basic education, but basic education is insufficient to find a likeable and well-paid job. It is most sensible to continue studying either in a vocational school or upper secondary school and later in a university.

Right to education means also that next to study materials children have also the right to teachers. Children with special needs have the same kind of right. The state is obliged to develop study materials.

A child has the right to education that is aimed at developing his/her personality, gifts, physical capabilities and potential as completely as possible. Therefore, among other things, the education must teach to respect human rights and increase respect towards cultural and other values.

The school's disciplinary system must not violate a child's dignity.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 407-432, 437-451. Verhellen, E. Convention on the Rights of the Child. Estonian Union for Child Welfare: Tallinn, 2000, page 172.
The European Court of Human Rights has stated in case no 15766/03 on 16 March 2010 Oršuš et al. versus Croatia that a very serious reason must be behind unequal treatment of children in school. This case discussed the school education for Romas. Separate classes were formed of Romas, which were supposed to be opportunity classes. Formation of separate classes was justified with insufficient knowledge of the local language. The court decided that formation of separate classes is not in accordance with discrimination prohibition and right to equal treatment, as the language skills of Romas were not tested adequately before the commencement of studies and during the study process. Special classes could have been justified if suitable tests would have been applied and the school would have wanted to deal with the language skills of students in special classes with an aim to integrate them to ordinary classes step by step.

The European Court of Justice has stated in case C-480/08 Maria Teixeira versus London Borough of Lambeth, Secretary State of Home Department that according to regulation no. 1612/68 article 12 of the Council of Europe, a child will have the right in the European Union to have access to education, if he/she has started to live in a member state of the European Union while his/her parent works there. The right is still valid even when the child's parent loses his/her job. The purpose of the article is to ensure that the children of the citizens of EU member countries could finish their studies at their school in the member state where their parents used to work as a migrant worker, if their parents should lose their jobs. The court has stated in the same case that the right of residence, allowing the parent to remain in the country, of the parent taking care of the child ends when the child becomes an adult (except in cases when a child needs the presence and care of his/her parent to continue and complete his/her studies).

The European Court of Justice has stated in case C-413/99 Baumbast, R. versus Secretary of State for the Home Department that the right way to interpret article 12 of regulation 1612/68, which gives children the right to live in the host State and attend a school of general education there, is so that the article allows the parent raising the child, irrespective of the parent's citizenship, to live together with the child to facilitate the execution of this right, despite the fact that the parents have divorced or if the parent, who is a EU citizen, is no longer an employee in the host State.

Right to freely express one's opinion

(Convention on the Rights of the Child, articles 12, 13; the Constitution, sections 41,45)
A child has been considered to be a dependent, invisible and passive member of the family. The attitude of current parents towards children has changed. Children are given increasingly more chances to state their opinions. Dialogue, negotiations and inclusion are keywords, which are increasingly more linked with children. Thus, a family is hopefully becoming the first place for children where they can familiarise themselves with democracy.

A child is an equal member of a society and his/her opinion matters. A child has the right to express his/her opinion on every matter that concerns him/her and he has the right to be heard and to his/her opinion to be taken into consideration. This means that a child has the right to express his/her opinion on all matters, which are related to him/her directly or indirectly. Age is of no importance. A child has to be treated as an active member of a family and society who has his/her understanding, interests and opinion.

A child's freedom of speech means the right to ask, receive and disclose information and ideas orally, in writing, in the form of art or in any other way the child chooses. Freedom of speech can be restricted only if arising from law, is necessary for the respect of rights or reputation of other people, protecting national security, public order or public health or morality. A child has the right to disclose his/her opinions and feelings in any way and place, except if it would violate the rights of third persons. A child has the right to express his/her opinions and other people are obliged to consider them in every child related issue.

In order for the child to express his/her opinions, it is necessary to introduce him/her the ways and opportunities for expressing opinions and the consequences following opinion expression. But the aforementioned is on the other hand linked with the right to receive diverse information.

In order to guarantee children the possibility and skill to express their opinions as adults and to participate in decision making processes, it is necessary to encourage both boys and girls to take interest in social, economic and political issues.

A child's opinion must be heard and considered in the family and on the society and state level. Children and youth organisations and movements help the children to make their voices heard and children have the absolute right to participate in the activities of these institutions.

Right to freedom of expression is accompanied with an obligation to respect Estonian laws, public order and customs. A child's obligations in the society increase as he/she gets older. A child, like any other person, must have respect towards laws, order and customs.

Also, children have to adhere to rules set out at home, school, kindergarten, training courses and hobby education courses. By adhering to rules, one shows respect towards other children and adults. Common rules exist so that we would know what kind of behaviour we can expect from others. Therefore it is important that all, including children, follow rules.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 149-169, 177-182.

(Convention on the Rights of the Child, article 31)
A child learns and obtains life skills through game. Every child has the right to playtime and resting time, which he/she uses for age suitable and pleasing activities, depending on health, desires and possibilities. A child has the right to participate in cultural and art life.

A child must have enough rest so that he/she would not suffer from illnesses due to overfatigue. Overfatigue threatens the child's development. Enough rest time does not only include sleep time. Next to school, studies, chores and work ¹ a child must have enough time for hobbies and interests and relaxing. Parents must consider the aforementioned when making their children do chores and teachers must adhere to aforementioned when giving out homework and setting deadlines for it.

A child must be able to play. This requires suitable conditions. Most of the games have a developing effect. It is important to pay attention to safety while playing. Children must have the option to play games, which do not require guidance from parents and where they don't participate. Child needs freedom while playing and he/she must be able to play creatively and in a disorganised manner.

Right to playing is frequently considered less important, because the link between the child's development and playing is not understood. Limits to a child's opportunity to play , among other things, the family's state of poverty, insufficient number of public land areas suitable for playing and limited understanding of education.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 469-476. Children's rights. The Principles of the Convention on the Rights of the Child of the United Nation in Practice. Estonian Union for Child Welfare: Tallinn, 2005, pages 13-14.
1 Work time for minors is limited with laws and, depending on the age, in order to work the minor needs an approval either from his/her parent or labour inspector.

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Children's and youth rights and responsibilities

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Convention on the Rights of the Child was adopted by the General Assembly of the United Nations on in 1989. Estonia joined the convention in 1991. The Child Protection Act of the Republic of Estonia also follows the principles of the Convention on the Rights of the Child by the United Nations.

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Convention on the Rights of the Child was adopted by the General Assembly of the United Nations on in 1989. Estonia joined the convention in 1991. The Child Protection Act of the Republic of Estonia also follows the principles of the Convention on the Rights of the Child by the United Nations.

The Convention on the Rights of the Child lists internationally acknowledged rights of children. The aim of the adoption of the convention was to emphasize something that adults tend to forget - a child is a human together with all the rights a parent has. The Convention on the Rights of the Child sees child as a subject of law or, to put in another way, as a holder of rights. This means that a child is an individual who has human rights and no one has owner's rights over the child, including parents.

Rights of a child are human rights. These are rights which apply to everyone, irrespective of age, gender, nationality or other characteristics. Therefore a child has mostly the same rights that adults have. When we speak about rights of a child we mean the child's human rights.

Children of different age and gender have various interests and needs. But despite the differences, they have equal rights. All of them have the right to equal treatment. All children have equal rights.

In addition to rights, children also have responsibilities, like adult members of the society. A child's rights end where the rights of another child or an adult begin. This means that rights have limits and a child must consider the rights of other children and adults when exercising his/her rights. Rights and responsibilities go hand in hand.

A child has the right to education, but at the same time his/her duty is to attend school. A child has a right to health protection, but he/she has an obligation take care of his/her health. A child has a right to free speech, but by exercising one's right to free speech, the child must respect the rights of other children and adults, above all the right to protect one's honour and dignity.

The Convention on the Rights of the Child gives the child the right to exercise his/her rights and bear obligations. This means that as the child grows his/her right to decide himself/herself increases and so does the scope of responsibility. Until a child is not able to execute his/her rights, his/her parents or representatives will do it. The interests of the child must always be the starting point.

As children cannot always protect their rights and interests, they need help and protection from adults. Children have to be protected from mental and physical violence, injustice, negligence, abuse, sexual abuse and other threats. Additionally, adults must ensure that children have what they need to live and establish suitable conditions for the development of children's skills and interests.

The basis for a mutually respectful living environment is mutual respect. Children must respect adults (parents, grandparents, kindergarten and school teachers, etc.) and other children like adults must respect children and other adults. Mutual respect and consideration of wishes is one of the important premises of the society's coexistence.

The Convention on the Rights of Children lists four general principles: prohibition of unfair treatment, setting the interests of a child as a priority, survival of a child, ensuring a child's development and taking a child's opinions into consideration. These four principles form the basis of the convention and a child friendly environment standard, which enables the child to develop harmoniously and realise all his/her potentials, if it is followed. ( Read more: Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, pages 11-15, 41.)

1. Prohibition of unfair treatment. All children have equal rights. A child cannot be treated worse than others due to his/her gender, origin, nationality, race, health condition or some other reason.

2. Setting the interests of a child as a priority. One of the main principles of the Convention on the Rights of the Child is to always make the interests of the child as priority when making decisions that have an impact on the child. To guarantee a child friendly society, the legislator, government, employees, unions and members of the society must evaluate the impact of decisions and activities on children. The interests of a child must always be taken into account when making decisions and planning activities. Setting the interests of a child as a priority means, among other things, that the child's concerns are paid attention to and his/her opinion is taken into consideration.

3. Guaranteeing survival and development. Every child has a right to life and development. The primary obligation of parents is to do whatever they can to establish a growth environment for their children, which enables them to grow and to realise their talents and skills. In relation to that, the state must offer every kind of help, counselling and support to parents. If the parents, despite every kind of help from the state, cannot guarantee necessary development conditions for children, the state must take this obligation over from parents.

4. Paying attention to the child's opinions. A child's opinion must be heard and taken into consideration in child related issues. This principle must be applied in all aspects of a child's life. (Read more: Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, page 71)

Click on the link and read more on the child's rights and obligations.

(Convention on the Rights of the Child, article 6, section 23; the Constitution, section 16)
Every child has an innate right to life and maximum possible (i.e. capability based) development. A parent has a right and an obligation to raise and teach their children and to look after their wellbeing.

All children have the right to life and development even those who have a disease or a physical or mental disability. An environment based on the children's needs and promoting maximum development must be available to children even with illnesses or disabilities. This environment has to be equal to the growing environment a healthy child has. Living conditions for a child with an illness or with a mental or physical disability, must guarantee to the child his/her dignity, promote the development of self-confidence and enable the child to participate actively in the society.

Many other rights of a child must be ensured for the child to develop as much as possible, like right to health protection, right to education, playing and resting. These are discussed in more detail under other rights.

Family is a natural living environment for a child. A parent is the primary person responsible for the child's growth and development. The state must raise and develop children who cannot live in their families, preferably in family like conditions.

An environment which enables the child to develop as well as possible means that the child must be guaranteed the best possible childhood. A child must be raised so that his/her natural skills and capabilities are taken into consideration. A child must have harmonious, loving, happy and understanding growth environment.

Right to life and development is the basis to other principles guaranteeing growth, which are included in other articles of the convention. These discuss the right to education, health, adequate living standard and playtime. These articles of the convention, which protect a child from mistreatment, abuse and the effects of a military conflict, are related with the right to life and development. They further the recovery of children who got drawn into such situation and ensure special care and protection to children with disabilities.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 83-93. Children's rights. Estonian Union for Child Welfare: Tallinn, 2005, page 41.

(Convention on the Rights of the Child, articles 19, 20, 32, 37; the Constitution, sections 18, 28, 29)
A child cannot always protect himself/herself. At the same time, it is important that a child is taken care of in any situation with means suitable to his/her age and that his/her safety is guaranteed. A child must be protected from any mental and physical violence, injustice, negligence, careless or cruel treatment or exploitation and sexual or other type of abuse. A child has a right to special protection and help from one's family, society, local governmen and state.
Protection from violence
A child like an adult has complete right to dignity. Any kind of violence, not mental or physical, targeted towards children is not justified. Therefore a child has the right not to be physically mistreated and to be protected from cruel and humiliating treatment. Mistreatment is considered to be torturing, cruel, inhuman or humiliating treatment or punishment.

Mental violence is considered to be humiliation, insulting, isolation and other activities, which have an impact on the child's mental health. Humiliating effect can also come from punishment, which is expressed in humiliation, creating a feeling of embarrassment, taunting, injustice, threatening, scaring or ridiculing. Children with physical and mental disabilities are extremely vulnerable to mental violence. Humiliating treatment is considered to be physical or mental pain or causing suffering with an aim to humiliate another person.

Physical punishment is one type of mistreatment. Physical punishment is considered to be any punishment where physical strength is used and where the aim is to cause any slight or great pain and discomfort. Physical punishment is considered to be striking or hitting with a tool, but also hair pulling, shaking, throwing, scratching, poking, burning or forced eating. Physical punishment is degrading for a child.

Physical or any other degrading treatment can take place in home, at school or in other places. It does not matter whether the punisher is father, mother, grandmother, grandfather, aunt, uncle, school or kindergarten teacher or someone else - physical or other kind of degrading punishment can never be considered acceptable. Degrading and violent (physical and mental) behaviour between children is also unacceptable.

Physical and any other degrading treatment has a negative effect on the child's self-esteem and violates his/her right to physical integrity. A parent should not behave towards a child in a way, which the parent considers to be inappropriate behaviour by others towards the parent.

Nevertheless, physical punishment targeted towards children occurs unfortunately in every country. Physical punishment of children is justified with traditions, raising methods, but also with protecting the rights of the child. It is in the interest of the child to be protected from any type of violence. By applying physical punishment, a parent is making the child afraid of him/her, but does not gain any respect. Besides, physical punishment does not help the child to understand, why the activity is forbidden. Physical punishment only teaches through fear to blindly obey commands and demands of a stronger and bigger person. Children depend on adults and they need protection from violence by adults.

The first country to ban physical punishment of children was Sweden, with a Family Act adopted in 1979.

Adults have a lot to learn on how to punish children. It is necessary to be able to see the incident through the eyes of the child. Usually, a child's aim is not to behave badly. Mistakes are caused by a lack of knowledge and due to the fact that a child cannot assess situations like an adult. Adults do not have the right to treat children degradingly only because children do not understand the world as adults do. Understanding can be increased with words and attitude. To the child, the punishment has to seem fair and in proportion with the done deed. Children desire greatly to be like adults - smart. Let's give them a chance, learn ourselves and teach right behaviour by setting an example.

The task of adults dealing with children is to protect children both from mental and physical violence. This means that adults must stand up for children and inform about occasions when children have been physically punished, physically and mentally mistreated or if there is a chance or there is a doubt. It is obligatory to inform a child protection official of a local municipality and in case of need to the police about a child in need of help. One should call to the children's helpline 11611 to receive consultation. Received information is forwarded to suitable specialists (the police, child protection officials of local municipalities, etc.).

The Supreme Court has stated in case no 3-2-1-145-01 on 5 December 2001, concerning physical punishment of children, that the law prohibits a method of punishment, which torments the child, causes physical damages or in any other way threatens his/her mental or physical health. In the same decision the court has also stated that guaranteeing the observance of principles of the law is done in the interest of the public.

The general principle states that the best growing environment for a child is in his/her family with parents. A child can be separated from his/her family only if there is serious doubt that the child is mistreated in the family. The European Court of Human Rights has stated in case no 38000(1)/05 R. K., A. K. versus the United Kingdom that a child may be temporarily separated from his/her family and it is permitted if there is a mistreatment doubt.
Protection of children from unsuitable work
The constitution prohibits adult and child forced labour. Children should not be abused to get work done. A child cannot do work that is dangerous to him/her, does not enable him/her to attend school or is hazardous to his/her health and development.

The Employment Contracts Act regulates the working of children. It includes age limits and special conditions regulating children's work. Depending on the minor's age, he/she needs to have a permit from a parent or from a labour inspector to work.
Social protection
A child has the right to social protection, including social insurance. If parents cannot provide maintenance to a child due to lack of work, illness, special needs, old age, etc. the child must have economic support from the state.

Therefore the law prescribes various support schemes (e.g. family support) and social services to children and families with children. The state must take care of the child, if his/her parents or other persons responsible are not doing it.

Information on support and services offered to children and families with children by the state can be received from the local city or rural municipality government or from the children's helpline 116111.

The Grand Chamber of the European Court of Human Rights has stated in case no 39948/06 Saviny versus Ukraine that if the local government feels that the parents cannot provide suitable conditions for children, only factual circumstances are not enough to back it up. The local government must definitely prove that the same circumstances give sufficient cause to separate a child from his/her family. This means that the decision to separate a child from his/her family must be based on evidence, which have not been collected only during random visits by the officials of the local government. It is also necessary to have the opinions of doctors and if possible, depending on the age, also the child's opinion. All other alternatives must be considered before a child is separated from his/her family. It might be possible that the situation can be solved with counselling, economic, food or clothes aid. Once the child has been separated from the family, all around support must be continuously provided to the child and to parents, to make it possible for the child to return home. The child must be able to keep in touch with his/her family regularly, while being separated from the family, and children from one family should be kept in the same child care institution, if possible.

The European Court of Human Rights has stated in case no 27751/95 K. A. versus Finland that a better and more suitable growing environment, which the child would have after being relocated to a new family, is not sufficient cause to separate a child from his/her biological parents. Other significant circumstances have to be present to separate a child from his/her parents.
Protection from narcotic and psychotropic substances
Children must be protected from the use of narcotic and psychotropic substances. Legal, administrative, social and educational measures will be used to guarantee this.

It is necessary to have preventive work on the state level to protect children from narcotic and psychotropic substances and to have treatment and rehabilitation for dependent children.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 249-273, 277-289, 479-498, 547-567. Verhellen, E. Convention on the Rights of the Child. Estonian Union for Child Welfare: Tallinn, 2000, page 157.)

(Convention on the Rights of the Child, article 24; the Constitution, section 28)
Right to health protection is linked with the right to life. A child must be guaranteed the chance to be healthy and to receive medical aid.

Every child has the right to the best possible health, medical equipment and treatment and an equal right to receive aid and care.

Children in Estonia will have free health insurance until they reach the age of 19 (clause 5 (4) 2) of the Health Insurance Act). By that age the children have also the right to receive free dental treatment.

Children have the obligation to take care of their health. This means that a child is responsible for his/her personal hygiene, eat healthily, develop his/her physical capabilities and have enough rest. Evidently, he/she must abstain from health damaging lifestyles, including smoking, alcohol and drugs.

The number for anonymous helpline for drug addicts is 1707. Psychologists are consultants on the other end. You can call to the helpline if you want information on services supporting to get rid of any kind of addiction or you want to talk about your problems.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 343-375.

(Convention on the Rights of the Child, article 16; the Constitution, section 26)
It is prohibited to interfere with any child's private life, family matters, correspondence and intrude into their home arbitrarily and illegally. A child has a right to a personal life, friends and acquaintances. This means that a child must be guaranteed privacy in every situation, including in the family. Right to privacy means also that a child's family and home must be protected from an unlawful intrusion.

Children's right to privacy is violated by video surveillance at schools. Video surveillance must be reasonably explained and it has to be in proportion with an objective in mind. As video surveillance violates fundamental rights, it is always necessary to find out, when considering applying video surveillance, whether it has a lawful objective or not. Video surveillance can be justifiably applied on the front door of a school to prevent theft and other improper activities. Surveillance in classrooms to check what teachers or students are doing in the class, might not be justifiable.

Children must also have the possibility to use toilets and wash rooms privately in a children's institution. Also, a child's age is irrelevant - any child of any age has the right to privacy and the child's right to privacy must be respected.

A child has a right to receive medical or legal counselling without his/her parent's approval and without the parent being informed about it. Obviously, the doctor must also consider the child's age and maturity.

A Child's right to privacy cannot be violated with arbitrary or illegal intervention, thereby violating the child's honour, dignity and good reputation. Recurring gross intervention to the child's private life can be considered as basis to bring administrative or disciplinary action against the violator or limit or deprive the parent's custody.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 203-211.

(Convention on the Rights of the Child, articles 7, 9, 10; the Constitution, section 27; Family Law Act, sections 116, 117, 118)
Family is a natural development environment for a child. Primary responsibility for raising and developing a child lies on his/her parents. Children have the right to be cared by both parents and have the right to communicate with both parents even if they are not living together.

A child has the right to being brought up by his/her parents. Family is the best growing environment for a child. The state has a duty to educate parents and families and support the establishment of development conditions necessary for children. The parents have the obligation and right to take care of their child. Married parents have joint custody over their child. Parents, who are not married at the moment of the child's birth registration, can have joint custody if they do not express their will to give guardianship only to one of the parents, when declaring their expression of will of parenthood admission. Parents with custody rights fulfil their custody obligation at their own responsibility and in agreement, bearing in mind the child's complete wellbeing.

A child has a right to his/her parents' care. At the same time, the child is obliged to help, suitably to his/her age, his/her parents, teachers and other members of the family and participate in joint activities and daily work of the family. An adult and a child must support and respect each other and take into consideration each other's interests and rights.

The child must have a permanent living residence even if your parents live separately. The child's interests have to be taken into account when the place of residence is chosen. In any case, the place of residence issue should be discussed with the child and the solution must be the best for the child.

A child can be separated from his/her parents only if it is in the interest of the child. For instance, when the child experiences violence in the family or the child is treated cruelly.

The child has the right to communicate with both parents. If the child's interests are not in jeopardy, he/she must be able to interact regularly with both parents even if they are separated. The possibility to interact with a parent not living with the child must be guaranteed even when the parents have a bad relationship with each other. The child has the right to continue interacting with his/her parent even if the parent has moved abroad. The child cannot be forced to interact with a parent who scares the child or if the interaction with the parent is not in the interest of the child for any other reason.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 97-109, 121-131, 135-140.
The Supreme Court has stated on 30 May 2011 in case no. 3-2-1-32-11 decision that a parent living with the child must abstain from activities that damage the child's relationship with the other parent. If a parent damages the child's relationship with another parent, then he/she violates the child's right, prescribed in the first sentence of subsection 143 (1) of the Family Law Act, to personally communicate with both parents. A parent must always bear in mind the best interests of the child when executing his/her rights as a parent and exercise his/her rights as a parent in good faith also without the court's designated detailed interaction procedure.

The Grand Chamber of the European Court of Human Rights has stated in case no. 41615/07 Neulinger, Shuruk versus Switzerland that in custody cases, on the one hand, it is required to maintain as close as possible family relations (except in cases when a family is completely unsuitable for the child for some reason). Family relations can be terminated only in certain exceptional cases. All means to keep the family together must be exhausted, before the relations are terminated. If possible, it is obligatory to help to restore family relations. On the other hand, it is in the child's interest that a parent, who would have a negative impact on the child's development or health, does not have the right to interact with his/her child.

The Supreme Court has said in case no. 3-2-1-4-07 of 1 March 2007 that a court can deprive a parent's rights if the parent has misused his/her rights or has unlawfully or wrongfully neglected his/her obligations as a parent to raise and care for the child. When a parent leaves his/her child without care and oversight, i.e. intentionally does not fulfil his/her obligations as a parent, is also considered evasion of fulfilling one's obligations. The panel finds it important to mention that depriving a parent of his/her parental rights is an extreme judicial remedy to protect the interests of the child. The aim of the law is not to punish the parent with the deprivation of rights, but to protect the child from a parent who without any serious reason does not properly fulfil his/her obligations as a parent or who with his/her activity causes damage to the child's interests.

The court has stated in the same decision that a harmful effect on a child is not only a parent's violent or threatening behaviour towards the child, but it can also be violent or threatening behaviour towards people close to the child, if the child senses such behaviour. Therefore threatening phone calls between parents may have a harmful effect to the child, although the child does not know the exact contents of the phone calls.

The European Court of Human Rights has stated in case no 36065/97 on 26 September 2006 that placing a child to a social welfare institution should be a temporary measure, which should be stopped immediately when the situation allows it. A child can be placed to a social welfare institution with an aim to take him/her back to the family as soon as possible. The court has also state that complete termination of parental relations can take place only in very extreme cases when it is absolutely necessary to protect the child's interests. The court has prescribed that to protect the parents, the state must guarantee the parents' access to information related with the child's placement to a social welfare institution, as parents must be able to participate in child related decision making and to demonstrate their capabilities in taking care of the child.

The Grand Chamber of the European Court of Human Rights has discussed a parent's rights to meet his/her child, in case no. 30943/96 Sahin versus Germany on 8 July 8 2003. The court has stated that article 8 of the European Convention on Human Rights, which protects the privacy of family and private life, requires that a state should consider the interests of parents and children. According to the opinion of the court, special attention has to be paid to the child's interests when considering the interests of the child and parents, because the interests of the child might outweigh the interests of parents in importance and character. Article 8 states that a parent cannot adopt such measures in dealings with his/her child that would have a negative impact on the child's health and development. Article 8 protects the family's integrity, which also includes the child's and parent's mutual right to be with each other. This decision shows how the aspect of child's health and development has outweighed, in the interest of the child, the parent's right to meet with the child.

Case no 21188/09 on 12 April 2011 Gluhaković versus Croatia in the European Court of Human Rights shows that the court's decision, which states the place and time of meetings, is insufficient to ensure the right of a separated parent and a child not living with the parent to meet. When deciding upon the time and place of meetings, the court must consider whether meetings are actually possible under these circumstances and conditions. In this case, the state court had decided upon meeting times, which did not suit for the father, who did not live with the child, due to the nature of his work, and a meeting place, which was not assessed for its suitability. Parents must facilitate meetings and in case of need to apply measures, so that the meetings would take place.

(Convention on the Rights of the Child, articles 7, 8; the Constitution, sections 9 and 26; Names Act; Citizenship Act)
Every person is different and special, i.e. unique. Therefore every person has the right to his/her acknowledgement of speciality, which is ensured with birth registration and issuing suitable documents. Upon birth registration, the child receives his/her birth certificate. All children born in Estonia are registered in Estonia, despite the place of residence of their parents and citizenship.

A child has the right to have a name upon birth. Name distinguishes and emphasizes uniqueness. A child receives his/her first and last name, personal identity code and birth certificate when he/she is entered in the Estonian population register. Pursuant to law, it is obligatory to register the child within the first month after birth. A child without a birth certificate does not exist for the state. Without birth registration, a child might not receive state aid and protection - medical care and education that he/she needs. State has many reasons to maintain an account over children. One of the reasons is to assess the need for schools and kindergartens.

Citizenship means constant legal link between a person and a state. Citizenship grants a person citizenship related rights and obligations and the state's protection. One becomes a citizen of Estonia by birth if one of the parents is a citizen of Estonia. One can become a citizen later also. According to the international law, the state does not have the obligation to give citizenship to all children born on their territory. But the state is obliged to do everything (cooperation with other countries if necessary) so that a child would have citizenship by birth. Among other things, the state has an obligation to protect and in case of need to restore the basics of a child's identity, which are name, citizenship and family relations.

The right to keep one's name, maintain one's citizenship and family relations are directly linked with the integrity of family life, which originates from the Constitution. Let it be said that adoption can violate a child's right to maintain one's identity due to changes in name, citizenship and family relations. Law permits to adopt a child only in the interest of the child. The child's approval for adoption is necessary when the child is at least 10 years old.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 97-109, 113-117. The Constitution. Commented edition. Updated second print, page 286.

(Convention on the Rights of the Child, article 30; the Constitution, section 49, 50)
The official language of Estonia is Estonian. People of different origin live in Estonia. A child of another national origin has the right to be part of his/her culture and practice his/her religion and speak his/her mother tongue. People speaking other languages can establish educational institutions based on their mother tongue.

Everyone has the right to maintain their national identity. Children of national, religious or language minority have the right to experience their culture together with their community members, confess and practice their religion and use their mother tongue.

Right to mother tongue means that children of national minority must have the possibility to learn their mother tongue. At the same time, they must have the option to study the official language to such extent that in the future they would have equal opportunities in Estonia. Lack of knowledge of the official language places children of minority origin, compared with Estonians, to an unequal position. Therefore, children whose mother tongue is not the official language, must have the opportunity to learn their language so that they would not lose the link with their nationality and culture, but they must be educated in the official language so that they would be competitive in obtaining higher education and in the job market.

With the right to language and culture comes the obligation to preserve nature, culture and the living environment. By caring for the living environment, the valuable surrounding environment is saved for oneself and for future generations. Preserving cultural objects and the living environment means that one should not scribble, write or paint on the walls and trash should be always put to waste bin.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef, Geneva 2007, p 435-466.
The European Court of Human Rights has stated in case no 5095/71; 5920/72; 5926/72 Kjeldsen, Busk Madsen, Pedersen versus Denmark that education given to the children must be objective, critical and pluralistic, so that it would take into consideration the parents' religious and moral beliefs. The parents must have the opportunity to teach their children to get to know their beliefs and convictions.

(Convention on the Rights of the Child, articles 28, 29; the Constitution, section 37; Basic Schools and Upper Secondary Schools Act, section 9).
A child has the right to education. The state must keep open enough educational institutions (basic schools, upper secondary schools, vocational schools and institutions of higher education) so that education would be available to everyone who desires it. Necessary study materials and basic and upper secondary school education have to be available without charge.

Additionally, right to education means that the study environment must be suitable and hobby education must be available. Children with special needs have the same kind of right. Right to education is accompanied with compulsory school attendance. School attendance is compulsory until basic education is completed or until one turns 17. Children have an obligation to study according to their capabilities and prepare themselves for an independent life full of responsibilities, which means that they are able to handle social relations, being a citizen, monetary matters, politics, sexual life and many other things.

It is not obligatory to continue one's studies after the completion of basic education, but basic education is insufficient to find a likeable and well-paid job. It is most sensible to continue studying either in a vocational school or upper secondary school and later in a university.

Right to education means also that next to study materials children have also the right to teachers. Children with special needs have the same kind of right. The state is obliged to develop study materials.

A child has the right to education that is aimed at developing his/her personality, gifts, physical capabilities and potential as completely as possible. Therefore, among other things, the education must teach to respect human rights and increase respect towards cultural and other values.

The school's disciplinary system must not violate a child's dignity.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 407-432, 437-451. Verhellen, E. Convention on the Rights of the Child. Estonian Union for Child Welfare: Tallinn, 2000, page 172.
The European Court of Human Rights has stated in case no 15766/03 on 16 March 2010 Oršuš et al. versus Croatia that a very serious reason must be behind unequal treatment of children in school. This case discussed the school education for Romas. Separate classes were formed of Romas, which were supposed to be opportunity classes. Formation of separate classes was justified with insufficient knowledge of the local language. The court decided that formation of separate classes is not in accordance with discrimination prohibition and right to equal treatment, as the language skills of Romas were not tested adequately before the commencement of studies and during the study process. Special classes could have been justified if suitable tests would have been applied and the school would have wanted to deal with the language skills of students in special classes with an aim to integrate them to ordinary classes step by step.

The European Court of Justice has stated in case C-480/08 Maria Teixeira versus London Borough of Lambeth, Secretary State of Home Department that according to regulation no. 1612/68 article 12 of the Council of Europe, a child will have the right in the European Union to have access to education, if he/she has started to live in a member state of the European Union while his/her parent works there. The right is still valid even when the child's parent loses his/her job. The purpose of the article is to ensure that the children of the citizens of EU member countries could finish their studies at their school in the member state where their parents used to work as a migrant worker, if their parents should lose their jobs. The court has stated in the same case that the right of residence, allowing the parent to remain in the country, of the parent taking care of the child ends when the child becomes an adult (except in cases when a child needs the presence and care of his/her parent to continue and complete his/her studies).

The European Court of Justice has stated in case C-413/99 Baumbast, R. versus Secretary of State for the Home Department that the right way to interpret article 12 of regulation 1612/68, which gives children the right to live in the host State and attend a school of general education there, is so that the article allows the parent raising the child, irrespective of the parent's citizenship, to live together with the child to facilitate the execution of this right, despite the fact that the parents have divorced or if the parent, who is a EU citizen, is no longer an employee in the host State.

Right to freely express one's opinion

(Convention on the Rights of the Child, articles 12, 13; the Constitution, sections 41,45)
A child has been considered to be a dependent, invisible and passive member of the family. The attitude of current parents towards children has changed. Children are given increasingly more chances to state their opinions. Dialogue, negotiations and inclusion are keywords, which are increasingly more linked with children. Thus, a family is hopefully becoming the first place for children where they can familiarise themselves with democracy.

A child is an equal member of a society and his/her opinion matters. A child has the right to express his/her opinion on every matter that concerns him/her and he has the right to be heard and to his/her opinion to be taken into consideration. This means that a child has the right to express his/her opinion on all matters, which are related to him/her directly or indirectly. Age is of no importance. A child has to be treated as an active member of a family and society who has his/her understanding, interests and opinion.

A child's freedom of speech means the right to ask, receive and disclose information and ideas orally, in writing, in the form of art or in any other way the child chooses. Freedom of speech can be restricted only if arising from law, is necessary for the respect of rights or reputation of other people, protecting national security, public order or public health or morality. A child has the right to disclose his/her opinions and feelings in any way and place, except if it would violate the rights of third persons. A child has the right to express his/her opinions and other people are obliged to consider them in every child related issue.

In order for the child to express his/her opinions, it is necessary to introduce him/her the ways and opportunities for expressing opinions and the consequences following opinion expression. But the aforementioned is on the other hand linked with the right to receive diverse information.

In order to guarantee children the possibility and skill to express their opinions as adults and to participate in decision making processes, it is necessary to encourage both boys and girls to take interest in social, economic and political issues.

A child's opinion must be heard and considered in the family and on the society and state level. Children and youth organisations and movements help the children to make their voices heard and children have the absolute right to participate in the activities of these institutions.

Right to freedom of expression is accompanied with an obligation to respect Estonian laws, public order and customs. A child's obligations in the society increase as he/she gets older. A child, like any other person, must have respect towards laws, order and customs.

Also, children have to adhere to rules set out at home, school, kindergarten, training courses and hobby education courses. By adhering to rules, one shows respect towards other children and adults. Common rules exist so that we would know what kind of behaviour we can expect from others. Therefore it is important that all, including children, follow rules.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 149-169, 177-182.

(Convention on the Rights of the Child, article 31)
A child learns and obtains life skills through game. Every child has the right to playtime and resting time, which he/she uses for age suitable and pleasing activities, depending on health, desires and possibilities. A child has the right to participate in cultural and art life.

A child must have enough rest so that he/she would not suffer from illnesses due to overfatigue. Overfatigue threatens the child's development. Enough rest time does not only include sleep time. Next to school, studies, chores and work ¹ a child must have enough time for hobbies and interests and relaxing. Parents must consider the aforementioned when making their children do chores and teachers must adhere to aforementioned when giving out homework and setting deadlines for it.

A child must be able to play. This requires suitable conditions. Most of the games have a developing effect. It is important to pay attention to safety while playing. Children must have the option to play games, which do not require guidance from parents and where they don't participate. Child needs freedom while playing and he/she must be able to play creatively and in a disorganised manner.

Right to playing is frequently considered less important, because the link between the child's development and playing is not understood. Limits to a child's opportunity to play , among other things, the family's state of poverty, insufficient number of public land areas suitable for playing and limited understanding of education.
Hodgkin, R.; Newell, P. Implementation Handbook for the Convention on the Rights of Child. Third ed. Unicef: Geneva 2007, p 469-476. Children's rights. The Principles of the Convention on the Rights of the Child of the United Nation in Practice. Estonian Union for Child Welfare: Tallinn, 2005, pages 13-14.
1 Work time for minors is limited with laws and, depending on the age, in order to work the minor needs an approval either from his/her parent or labour inspector.

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Children's and youth rights and responsibilities

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Convention on the Rights of the Child was adopted by the General Assembly of the United Nations on in 1989. Estonia joined the convention in 1991. The Child Protection Act of the Republic of Estonia also follows the principles of the Convention on the Rights of the Child by the United Nations.

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Have you ever asked yourself what a teenager's rights are? It is easy to feel that teens have no power over anything--including their own lives. However, teens have more rights than you think.

A Teenager's Rights

While family, social, health, legal and educational rights are not a full listing of a teenager's rights, they are some of the most basic ones. Many of a teenager's rights stem from having the ability to make a decision without parental consent.

Related Articles

Family and Social Rights

Above all else, a teen has a right to be treated as a human being by friends, family and associates. This right extends to all, whether teen, toddler or elderly. Although it may often be on different levels, teens have the right of respect from others. A teen also has the right to a sustainable lifestyle. Shelter, food and clothing are all basic rights that teens have. Of course, this doesn't mean that a teen has the right to the newest styles at the mall. A teen's right to clothing involves only what is necessary to protect him/her from the elements.

A teen also has the right to be loved. While some people have stronger families than others, each teen deserves someone around to provide support and comfort.

One of the final social rights that a teenager has is the right to be safe from harm. This includes all types of harm from physical (such as child abuse or bullying), emotional (such as threats and insults) or any other type.

Health Rights

Teens have many health rights in which their parents do not need to know about or consent to.

A teenager can be tested or treated for a sexually transmitted disease.

In many states, a teen at the age of 16 or 17 can abort a pregnancy.

Teens can receive a pregnancy test at any age.

A teenager can also have up to six mental health care appointments under certain circumstances.

A teenager can also seek drug counseling.

Legal Rights

Legal rights can differ between states so be sure to check with your local authorities before assuming you have a right. In most states, a teen has the right to begin work at the age of 16. Teens can have a local paper route-type job as early as the age of 12. Unfortunately, teens don't have the formal right to property until they are 18. The reason for this is that if something were to happen to a teen's property (such as theft of a bike or car), the parents would be responsible for taking recourse--not the teen.

However, in certain circumstances, a teenager can emancipate themselves from their parents. What this means is that a teen is completely independent of their parents due to extreme circumstances and is legally allowed to fend for themselves. In this circumstance, the teen is responsible for providing for his/her life.

Educational Rights

All teens have the right to an education. While not all states agree on curriculum, they all agree that a teen has the fundamental right to be taught and learn. This includes having the proper resources, environment, and facilities to learn the basic levels of education provided to a teenager.

Teens 16 and older also have the right to decide if they would like to drop out of high school. In most states, a parent is required to agree to this decision.

Teens also have the right to choose some portion of their high school curriculum outside of required courses. A teen has the right to have some say in the elective courses that they take.

Final Thought

Though it may sometimes seem like teens have little rights in the world, a teenager's rights actually are a lot more significant than most teens would initially think.

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Have you ever asked yourself what a teenager's rights are? It is easy to feel that teens have no power over anything--including their own lives. However, teens have more rights than you think. While family, social, health, legal and educational rights are not a full listing of a teenager's rights, they are some of the most basic ones.

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"Personal responsibility means taking responsibility for your actions, in other words, it's being able to take care of one's well-being without expecting or blaming others to do it for you," as stated by QuintinBaker1 (2012). In another word, I am accountable for my actions to coincide with my goals because as a student, I'm expected to perform the assignments and study the materials to succeed in the course. Establishing and maintaining the positive relationship with my facilitator, I can communicate by the internet or by phone, and I know I can depend on the moderator to help me navigate through the course by asking questions if I do not understand the assignments.

Once a decision is made to enter the academic lifestyle, it is my personal responsibility to do everything that is required of me to succeed. The university life is a journey that will lead to a positive area, and since more adults with other responsibilities are attending college, they will deal with others. Earning a degree in the field of...will provide me with a better opportunity of being employed in a career of my choice, and a route to serve others. The road ahead is not too long, therefore, I remind myself of that to keep me focus the way I did before. There will be unexpected turns but tell myself the reason that I am in the program. I trust that my positive attitude will help me with the pressure of staying committed and to keep moving forward.

Another reason to accept the personal responsibility is also that of the aspect. The cost of University is high to educate a student. Therefore it's important to apply me to the journey and achieve my best. The reward for completing the goal of a degree will represent the education to work in that field and serve others.

Another point I would like to make about personal responsibility is the fact that it will affect academic success. My task is to be patient with myself and believes that I will succeed in the program when I follow the directions. I am to take charge of my learning by completing assignments on time, do the research and assignments for the courses. Performance needs to be to the best of my ability and recognize my learning styles and used possible learning strategies. Any mistakes or failures are my responsibility since it also involves my http://characteristics.It 's my responsibility to study for the test. I intend on setting a schedule to do my school work, ask questions to my facilitator and counselor when I don't understand the assignments, or I am confused about any subjects. I need to follow direction by reading carefully and internalize the issues. I plan on utilizing professional competence which will give me the ability to analyze, understand and master specific skills which will transfer to my career later on.

It's my personal responsibility to know my types of personality and intelligence and learning styles because it will also affect my academic success. Part of my success is my interaction with others; I am an intrapersonal type of person which means I use my past experiences and feelings as a bridge to my readings and lectures. I think a lot about what I want in the future. It's my personal responsibility to choose the right career base on my type of intelligence. Also being able to work in a team by learning other's ethnic lens and being open-minded when working with others. Even with discontentment, my goal is to continue to aim for the success of the team. Pride and impertinence could be part of the team but my personal responsibility is to understand it is part of critical thinking, and it is a requirement for success. As Steve Brunkhorst states (2005), "A great philosophy of responsibility: When things are working, I am responsible...and when they need fixing, I am responsible."

The plan to practice personal responsibility in my education is being disciplined by logging to the University website and follows the courses, assignments and so on to accomplish the goal of the program even if I am tired. Next, is to make sure I have the necessary materials for the course, for example, I need a computer with Microsoft Word and of course the internet. Last week, due to mother nature there wasn't electricity in my house, and the library and Barnes & Noble closed. Thank God Dunking Donut not far from my home has electricity. The place was filled with people, and I wanted to get used to the electronic unit. It was a challenge to conquer, and efficient strategy for success as a student was needed, and I plan on using all necessary resources available to me to succeed. Critical thinking will be part of the program, also because it is a must for the master student. I have to look at a problem from a different lens and weight different option before I decide what is the right answer for my assignments. It will help with achievement, qualification, and success. I will be capable and able to do something and also able to perform the requirement as a student. According to (Journal of Higher Education Management), 2012.

Personal responsibility in my life is about balancing my health, family, and my school life. I have two teenagers with a full schedule that require my times; I have to prepare my daily plan to fit school into my life. My children's schedules vary from week to week because of karate classes. They attend tournaments, demo at different locations, and they teach classes. It plays a big part in our family for many years. I can attend the University course because I am not involved full-time in karate anymore. I fit my school time during the hours my children are at karate class. I prepare easy meals to save time, and they are still nutritious. My daughter and I shop for food and her personal items together which help us with bonding. My son and I bond on Sunday afternoon by watching sports.

Although my facilitator and my classmates play a role in my actions, personal responsibility means I am accountable for my actions for two main reasons. First, establish and maintain the positive relationship with my facilitator. But most importantly, as a student, accept to perform the assignments and learn the materials needed to succeed in the course. This plan will lead to a successful career which will bring me to my purpose in life.

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Answer: "Personal responsibility means taking responsibility for your actions, in other words, it's being able to take care of one's well-being without expecting or blaming others to do it for you," as stated by QuintinBaker1 (2012). In another word, I am accountable for my actions to coincide wi...

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1. Home

2. What are Children's Rights?

The full list of rights for children and young people under the age of 18 is set out in the United Nations Convention on the Rights of the Child, the most accepted standard on children's rights in the world. Ireland committed to promote children's rights when it signed up to the Convention in 1992.

Children's rights include the right to health, education, family life, play and recreation, an adequate standard of living and to be protected from abuse and harm. Children's rights cover their developmental and age-appropriate needs that change over time as a child grows up.

There are four general principles that underpin all children's rights:

Non-discrimination means that all children have the same right to develop their potential in all situations and at all times. For example, every child should have equal access to education regardless of the child's gender, race, ethnicity, nationality, religion, disability, parentage, sexual orientation or other status

The best interests of the child must be "a primary consideration" in all actions and decisions concerning a child, and must be used to resolve conflicts between different rights. For example, when making national budgetary decisions affecting children, Government must consider how cuts will impact on the best interests of the child

The right to survival and development underscores the vital importance of ensuring access to basic services and to equality of opportunity for children to achieve their full development. For example, a child with a disability should have effective access to education and health care to achieve their full potential

The views of the child mean that the voice of the child must be heard and respected in all matters concerning his or her rights. For example, those in power should consult with children before making decisions that will affect them.

Read more about how the Children's Rights Alliance improves the lives of all children and young people by ensuring Ireland's laws, policies and services comply with the standards set out in the United Nations Convention on the Rights of the Child.

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Home What are Children's Rights? The full list of rights for children and young people under the age of 18 is set out in the United Nations Convention on the Rights of the Child, the most accepted standard on children's rights in the world.

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not everything is important

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What Are Human Rights?

Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.

International Human Rights Law

International human rights law lays down the obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups.

One of the great achievements of the United Nations is the creation of a comprehensive body of human rights law-a universal and internationally protected code to which all nations can subscribe and all people aspire. The United Nations has defined a broad range of internationally accepted rights, including civil, cultural, economic, political and social rights. It has also established mechanisms to promote and protect these rights and to assist states in carrying out their responsibilities.

The foundations of this body of law are the Charter of the United Nations and the Universal Declaration of Human Rights, adopted by the General Assembly in 1945 and 1948, respectively. Since then, the United Nations has gradually expanded human rights law to encompass specific standards for women, children, persons with disabilities, minorities and other vulnerable groups, who now possess rights that protect them from discrimination that had long been common in many societies.

Universal Declaration of Human Rights

The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 by General Assembly resolution 217 A (III) as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected. Since its adoption in 1948, the UDHR has been translated into more than 500 languages - the most translated document in the world - and has inspired the constitutions of many newly independent States and many new democracies. The UDHR, together with the International Covenant on Civil and Political Rights and its two Optional Protocols (on the complaints procedure and on the death penalty) and the International Covenant on Economic, Social and Cultural Rights and its Optional Protocol, form the so-called International Bill of Human Rights.

Economic, social and cultural rights

The International Covenant on Economic, Social and Cultural Rights entered into force in 1976. The human rights that the Covenant seeks to promote and protect include:

the right to work in just and favourable conditions;

the right to social protection, to an adequate standard of living and to the highest attainable standards of physical and mental well-being;

the right to education and the enjoyment of benefits of cultural freedom and scientific progress.

Civil and political rights

The International Covenant on Civil and Political Rights and its First Optional Protocol entered into force in 1976. The Second Optional Protocol was adopted in 1989.

The Covenant deals with such rights as freedom of movement; equality before the law; the right to a fair trial and presumption of innocence; freedom of thought, conscience and religion; freedom of opinion and expression; peaceful assembly; freedom of association; participation in public affairs and elections; and protection of minority rights. It prohibits arbitrary deprivation of life; torture, cruel or degrading treatment or punishment; slavery and forced labour; arbitrary arrest or detention; arbitrary interference with privacy; war propaganda; discrimination; and advocacy of racial or religious hatred.

Human Rights Conventions

A series of international human rights treaties and other instruments adopted since 1945 have expanded the body of international human rights law. They include the Convention on the Prevention and Punishment of the Crime of Genocide (1948), the International Convention on the Elimination of All Forms of Racial Discrimination (1965), the Convention on the Elimination of All Forms of Discrimination against Women (1979), the Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), among others.

Human Rights Council

The Human Rights Council, established on 15 March 2006 by the General Assembly and reporting directly to it, replaced the 60-year-old UN Commission on Human Rights as the key UN intergovernmental body responsible for human rights. The Council is made up of 47 State representatives and is tasked with strengthening the promotion and protection of human rights around the globe by addressing situations of human rights violations and making recommendations on them, including responding to human rights emergencies.

The most innovative feature of the Human Rights Council is the Universal Periodic Review. This unique mechanism involves a review of the human rights records of all 192 UN member states once every four years. The Review is a cooperative, state-driven process, under the auspices of the Council, which provides the opportunity for each state to present measures taken and challenges to be met to improve the human rights situation in their country and to meet their international obligations. The Review is designed to ensure universality and equality of treatment for every country.

UN High Commissioner for Human Rights

The United Nations High Commissioner for Human Rights exercises principal responsibility for UN human rights activities. The High Commissioner is mandated to respond to serious violations of human rights and to undertake preventive action.

The Office of the High Commissioner for Human Rights (OHCHR) is the focal point for United Nations human rights activities. It serves as the secretariat for the Human Rights Council, the treaty bodies (expert committees that monitor treaty compliance) and other UN human rights organs. It also undertakes human rights field activities.

Most of the core human rights treaties have an oversight body which is responsible for reviewing the implementation of that treaty by the countries that have ratified it. Individuals, whose rights have been violated can file complaints directly to Committees overseeing human rights treaties.

Human Rights and the UN System

Human rights is a cross-cutting theme in all UN policies and programmes in the key areas of peace and security, development, humanitarian assistance, and economic and social affairs. As a result, virtually every UN body and specialized agency is involved to some degree in the protection of human rights. Some examples are the right to development, which is at the core of the Sustainable Development Goals; the right to food, championed by the UN Food and Agriculture Organization, labour rights, defined and protected by the International Labour Organization, gender equality, which is promulgated by UN Women, the rights of children, indigenous peoples, and disabled persons.

Human rights day is observed every year on 10 December.
Resources:

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What Are Human Rights? Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.

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What Are Human Rights?
Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.  Everyone is entitled to these rights, without discrimination.

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What Are Human Rights?
Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.  Everyone is entitled to these rights, without discrimination.

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Insight Course - Be The Change: A free, dynamic course brings together the best of the Internet and calls you to be the change you want to see in the world. This heart-and-mind expanding course is designed to inspire you and expand your awareness off all that is happening in your life and our world.

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Human rights are the basic rights and freedoms that belong to all of us, from birth until death. We explore where they come from and how they can help you.

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this is the good one

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We went from:

"How to inform teenagers to take care of themselves in open and crowded places without adults supervision" to "How to inform teenagers to take care of themselves and avoid risky situations"

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It's true that teens are going to engage in some sort of risky behavior. It goes hand in hand with their need to explore, discover, and grow, a psychological and emotional necessity at this stage in life.

The Center for Disease Control (CDC) is an organization that protects America from healthy, safety, and security threats. Among their many tasks and large-scale projects, they maintain research and health statistics on adolescents. For instance, the Youth Risk Behavior Surveillance System monitors six priority teen risk behaviors that play a role in the causes of death, disability, and social problems among teens and adults. These behaviors often begin in childhood or early adolescence and are listed below:

1. Behaviors that Contribute to Unintentional Injuries and Violence

According to the CDC, there are certain risky behaviors that lead to unintentional injury, such as riding a bicycle without wearing a helmet, not wearing a seatbelt when riding as a passenger in a car, riding in cars with drivers who had been drinking, and texting or emailing someone while driving a vehicle. Furthermore, the CDC recognizes behaviors among teens that specifically lead to violence such as carrying a weapon, carrying a gun specifically versus other weapons, being in a physical fight, experiencing being hit, slapped, or physically hurt intentionally by a boyfriend or girlfriend (dating violence), avoiding school because of its lack of safety, experiencing bullying, or considering and/or attempting suicide.

2. Sexual Behaviors That Lead to Unwanted Pregnancies or Sexually Transmitted Diseases

In addition to the behaviors listed above, there are risk factors that contribute to unintentional pregnancies and diseases, such as having intercourse before the age of 13, having multiple partners, not using protection during intercourse, not being tested for HIV, drinking alcohol or using drugs during or before intercourse.

3. Alcohol or Drug Use

Risky behaviors regarding alcohol or drug use include having at least one drink during their lifetime, currently drinking on a regular basis, having five or more drinks in a row (binge drinking experiences), trying other drugs such as cocaine, inhalants, heroin, methamphetamines, steroids, or prescription drugs.

4. Tobacco Use

Behaviors that lead to tobacco use include trying cigarette smoking, smoking an entire cigarette before the age of 13, smoking a cigarette at least once in a week, and using various forms of smokeless tobacco.

5. Unhealthy Dietary Behaviors

Risky behavior that leads to unhealthy diets include not eating the right amounts of fruit or drinking fruit juices, not eating any vegetables, not drinking milk, drinking sugar based drinks such as sodas, not eating breakfast.

6. Inadequate Physical Activity

Risky behavior that leads to lack of physical health is not getting enough exercise, which includes the following risk factors: not doing any cardio activity in the last week, not attending Physical Education classes, playing video games or spending time on the computer for 3 or more hours per day, watching television for 3 or more hours per day.

Although it is natural for teens to explore, when some of these teen risk behaviors become habitual it can be dangerous. The CDC keeps tracks of the leading causes of death among teens with respect to the risky behaviors described above. For instance, in 2010, 12,341 adolescents between the ages of 15-24, died due to an unintentional injury; 4,678 died due to homicide; and 4,600 died because of suicide.

Knowing these teen risk behaviors can help keep teens safe and prevent injury, violence, or even death.
References:
The Center for Disease Control. Youth Risk Behavior Surveillance System: 2011 National Overview. Retrieved on April 9, 2014 from: http://www.cdc.gov/healthyyouth/yrbs/pdf/us_overview_yrbs.pdf

The Center for Disease Control. 10 Leading Causes of Death by Age Group, United States - 2010. Retrieved on April 9, 2014 from: http://www.cdc.gov/injury/wisqars/pdf/10LCID_All_Deaths_By_Age_Group_2010-a.pdf

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The Top Six Teen Risk Behaviors - Paradigm Malibu

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It's true that teens are going to engage in some sort of risky behavior. It goes hand in hand with their need to explore, discover, and grow, a psychological and emotional necessity at this stage in life. The Center for Disease Control (CDC) is an organization that protects America from healthy, safety, and security threats.

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what can we do to solve our problem

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Testing boundaries and taking some risks is a healthy way for your child to learn limits. But you might worry about them getting hurt or worse. Here's what you can do.

Why do young people take risks?

Tune into your child and notice the signs. Their risk taking may be influenced by the following:

Modelling friends and family

Questioning the norms of society

Absence of positive role models

What types of risks might your child take?

There are many different forms of risk taking. The level of risk involved can increase depending on the age of your child. Some of the concerns parents have for their kids include:

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It might be scary seeing your teen take risks - it's normal to worry!

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Testing boundaries and taking some risks is a healthy way for your child to learn limits. But you might worry about them getting hurt or worse. Here's what you can do. Tune into your child and notice the signs.

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https://www.infosalus.com/salud-investigacion/noticia-principales-riesgos-salud-si-eres-adolescente-20150812181815.html

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I took a good look at my teenager, followed him around, interviewed him and other teenagers, did some research, and this is what I found.
Teen Issues

Recently, I attended a school program with other parents of teenagers. The conversation was mainly complaints about raising teenagers. Each parent was only adding items to the list of complaints, but offering no solutions. I searched the net, but the result wasn't much different... most articles are about how to get your teen to clean their rooms or be more responsible, how to handle rebellious, defiant, out-of-control, aggressive teens... but not much is written from the teenager's perspective.

This got me thinking that what we need today is to look at the problem in a different light. I took a good look at the teenager I raise, followed him around, spoke to him awhile, talked with other teenagers, and this is what I found.

10 Most Common Issues Teenagers Face Today

1. They suffer from negative body image.

2. They long to belong to supportive and accepting communities beyond their family.

3. They experience stress and difficulty prioritizing and managing their time.

4. They feel lots of pressure from peers, parents, and society to conform to conflicting expectations.

5. They are at risk of mental and physical health issues.

6. They lack good mentors, role models, and heroes.

7. They are tempted to begin unhealthy patterns with drugs and alcohol.

8. They are exposed to on-screen violence and unhealthy social media.

9. They face bullying-online and off.

10. They may participate in risky sexual activity and behavior.

Each of these is described fully below, with suggestions for how a parent can help navigate or avoid these problems.

Common Problems That Teenagers Face Today

1. Issues With Body image

During the transition from childhood to adulthood, while their bodies are morphing into new shapes and sizes, teens are struggling to come to terms with their bodies and get comfortable inside their own skins. The cherubic child is gone and they are left looking at a stranger in the mirror: gawky, gangly, hairy, zitty, and unfamiliar.

Eating disorders (including anorexia, bulimia, binge-eating, etc.) typically start just before and during adolescence, and 95% of people with eating disorders are between 12 and 25 years old. (SAMHSA). Eating disorders can affect a teen's health, mood, relationships, and day-to-day functioning.

Eating disorders affect women more than men, but more young men are more prone to something called muscle dysmorphia, where they become unhealthily obsessed with being bigger and more muscular.

Even if the discontentment with their body doesn't cause them to excessively exercise or make themselves sick, the ongoing and pervasive feeling that their bodies are "not right" can have many lasting negative affects on their lives.

2. An Unmet Need for Community and Identity

I see many teenagers struggling to find a place in society, wanting to be recognized by their peers and accepted for what they are. This is one of the most important tasks of their lives at this juncture and they are faced with a lot of anxiety and insecurity as they work around this.

When teens get the message that they don't fit in and don't belong here, it can lead to feelings of isolation, disconnect, and depression. The television shows marketed to this age group normalize bullying, premarital sex, aggressive and violent behavior, and rule-breaking. You are cool only if you own all the brands. What is a teen to do? Is it their fault if they are confused, defiant, or out-of-control?

Take my son as an example. He was brought up to be respectful, helpful, kind, gentle, tolerant, follow moral and biblical principles of honesty, integrity etc., but in the world, he gets the message that these values are passé. Even his friends don't accept him, though they know that when they are in trouble they can turn to him for help.

He is like most teenagers who haven't yet found a group of friends that accepts and loves them the way they are. This feeling of not-belonging is prevalent and affects all aspects of a teen's life.

3. Time-Management Stress

Stress increases at school and the older they get, the number of projects to be done, tests to cope with, and social drama increases, not to mention sports and other extracurricular activities. On the social front, a new and tantalizing horizon opens up-dating, partying, and hanging out with friends. Meanwhile, they are constantly distracted by electronic media. A teenager learning to juggle all of these expectations is under a lot of stress.

The teen is suddenly expected to act like an adult. They are expected to manage their work independently, make and follow through on the right decisions, and manage their finances. Though most parents complains about filthy bedrooms, untidy shelves and cabinets, smelly socks, missing stuff, I wonder... where is the time!? They simply can't do it all, and the pressure makes them more prone to anxiety and depression.

4. Social and P arental Pressure

Oftentimes, parents live through their children and expect their kids to achieve everything they wanted but did not have. Expecting the teenager to get good grades, have great friends, excel in extracurricular activities, and be well-behaved, responsible for themselves and sometimes for their younger siblings is a lot of pressure. Added to this is peer pressure. To be accepted among peers and to become "popular," teens feel pressured to conform in their tastes, behaviors, and appearance.

When all the people surrounding the teenager are attempting to mold him/her into a different shape, the pressure builds. Parents, teachers, family elders, siblings, friends, schoolmates, and social groups all play a part and pull the teenager in different directions.

5. Mental and Physical Health Issues

All of these things affect a teenager's health:

Poor nutrition. The eating habits of teens are poor and unmonitored. They are urged towards eating disorders, either starving themselves or binging on unhealthy, fatty, high-calorie junk food.

Lack of sleep. In an effort to do and be it all, the teen sacrifices sleep. They require about nine hours of sleep but on average, teens get roughly seven hours. This means that every day, they are running at a deficit.

Depression and anxiety. Hormonal changes, added to the chaos and strain of scheduling, prioritizing, achieving, and fulfilling expectations, put a teen under considerable emotional pressure. This is reflected in mood swings, aggression, depression, anxiety, and sometimes even a complete breakdown.

Mental and physical health are connected. If your teen isn't healthy physically, it will have an affect on his psychology, and vice-versa.

6. A Lack of Positive Role Models and Heroes

Often the biggest bullies, richest spoilt brats, and the most self-destructive kids are held up as the most enviable and popular. The media glorifies these people, and bad behavior is applauded in movies, sports, and music. Wherever they go, our children are fed on a diet of lousy role models and are imbibing the depraved values of those "heroes" portrayed in the media.

7. Drugs and Alcohol

33.2% of high school seniors in the US reported drinking alcohol within the past month.

In 2017, by their senior year in high school, 5.9% of teenagers in the US had a daily habit of using marijuana.

In 2017, an annual survey of drug and alcohol use among teens in the US found that almost 40% of all 12th-graders surveyed had used some kind of illicit drug in the past year, and 55.7% had used alcohol.

Both alcohol and marijuana can damage a teenager's developing brain. It's so important to talk to them to find out what is happening in their school and peer group, discover what they're exposed to, and educate your kid about the dangers.

When used responsibly, Facebook, Instagram, Twitter, and other social platforms can be great ways for teens to connect with the world, but when used irresponsibly, they are problematic. Violent video games promote aggression and violence. Going online exposes teens to bad characters, mean people, unhealthy images, porn, violence, and sexual content. No matter what you do, there's no way to protect them entirely. It's up to parents to know what kids are doing online and teach them how to interact with the internet safely. To learn more, read How Does Social Media Affect Teens?

9. Bullying

Approximately 30% of teens in the US have been affected by bullying-either as a victim or as a perpetrator. 1 in 3 students in the US say they have been bullied at school, but now bullying happens online, too. Many don't know that bullying can be direct or indirect, which includes gossip and rumor-spreading. Many kids don't even know what cyberbullying is or fully understand the potentially damaging effect of their online behaviors.

10. Risky Sexual Activity and Behavior

According to the National Center for Health Statistics (NCHS), more than half of teenagers in the US have had sex by age 18. Although there has been a decline in teen pregnancy in recent years, that doesn't necessarily mean they are using protection: Out of 20 million new STD diagnoses each year, more than half of those affected are between the ages of 15 and 24.

Despite the facts, surveys consistently show that most parents don't think their children are sexually active. Again, it's so important to talk to your kids about sex, even if you don't think they're having it.

Helping Teens Deal With the Problems They Face

Teens today are forced to live at a very superficial level, on the edge of society, with no acceptance and very little positive affirmation. They are expected to learn how to live from the internet and television, where they find little emphasis on moral value or personal excellence. What a paradox is the life of a teenager is today!

In 2016, the rate of suicide for 15- to 24-year-olds was 13.15%.

What Can Parents Do to Help Their Teenagers?
What we need is a paradigm shift of who our teens are and a clearer view of our role as parents.

We need to look at ways to help teens, amp up our parenting skills, stop complaining, and take responsibility for our teens to right now.

We cannot ignore our parental duties. Even though they're in their teens, they still need us, just as they did when they were little. Cell phones, computers, and other gadgets that they spend time with cannot give them the nurturing they need.

Provide a healthy and complete meal whenever you pack it or put it on the table. Make vegetables and fruits interesting.

Build lines of communication that are so strong that your children always look to you as allies instead of enemies. Communicate positively and avoid commands and I-told-you-sos.

Discuss and establish rules for chores, homework, driving, dating, sex, and drug and alcohol use. Keep talking about all these issues.

Let them know that you don't always have all the answers and you are not always right. Listen to their opinions and offer help whenever needed.

Be graceful enough to thank, appreciate, and love them at every possible occasion.

Punishing teenagers does not really work, but disciplining teenagers does. Make sure your policies are helping instead of hurting.

Be willing to listen to their point of view. Give it a good thought before you trash it. An encouraging and supporting attitude goes a long way.

Fear of failure is one of the greatest reason for stress, so help them manage their anxiety and build self-esteem.

Look out for signs of stress, anxiety, lack of concentration, poor eating habits, poor oral and personal hygiene, disturbances in sleep, and plummeting of interest in social activities, and address them immediately.

If your teen shows any signs of anxiety or depression, get them help immediately.

Most importantly, let them know that you care!

Wishing you all success!

Kids go where there is excitement. They stay where there is love.

- Zig Ziglar

This content is accurate and true to the best of the author's knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.
Questions & Answers

Question: As a teenager, what can I do to live a holy life?

Answer: Read your Bible and follow what it tells you. No one has better counsel than the holy scriptures.

Shauna waddell on July 30, 2020:

I want to move forwards towards my boyfriend justin wright

oprah on June 30, 2020:

thank you so much for this article.i am a teenager myself and still going through the struggles mentioned above and really taking everything a step at a time .

maria on June 21, 2020:

I'm a teanager myself. I feel like I am lost. Because my life isn't simple. And what I thought was this is only my problem. Thanks for this article it helped me realise that many teanagers face many problems like I do. I really appreciate you for writing this article. Thank you so much. It opened my eyes. May God bless you.

Neville Reay on May 31, 2020:

i liked the way you described the problems of teenagers and the remedy.I am a teacher.

Scott Golden on February 19, 2020:

I was surprised to notice that you haven't included in your list of issues, commonly experienced by teenagers, the matter of Sexual Orientation and struggling to come to terms with being Gay / Lesbian or Gender Dysphoria.

It is well known that this is the source of considerable anxiety for teenagers and may lead to many incidents of fear, depression, self-harm and even suicide!

I think it is worthy of inclusion in its own right, and note that you haven't even touched upon it specifically neither alluded to it which I feel is remiss.

Perhaps you might consider it when you are updating your blog.

Gamers rise up on January 21, 2020:

"Violent video games promote aggression and violence."

This is fricking false. The fact that parents even think this only makes me realize how much like boomers they are.

Ashutosh singh Maura on January 16, 2020:

Very impressive and nice key points

helped me a lot

THANKS

gelliefer aga on November 18, 2019:

I have a public speaking lesson and this article really pick my attention...i also experienced most of the information you wrote on my past teen years and it also opened my eyes because i have my kids too...i'm looking forward for other informative articles you will be posting,God bless you

Nikki on October 20, 2019:

I really appreciate and like this article. And I really agree that teenagers also have a tough time. I'm a teenager myself, and I feel like there's too much pressure from parents, friends, peers, school, society, and how nobody understands what me or other teenagers are facing at all.

Sharon on October 17, 2019:

Thanks for the information

it really helped me so much , I even took notes from this

hope to learn more

Madhav on September 27, 2019:

Thankyu very much for this i am very thankful to the person who has provided such a marvelous information and solutions regarding that i loved it seriously

Derrick Rose on September 09, 2019:

Thanks for this

Derrick allen on September 04, 2019:

thank you for the research in all of this. i am writing a book geared towards teens and the problems that they face in today's society. this helped a lot

Duane on August 14, 2019:

thank you! I'm a young Youth Pastor and I really do want to connect with my kids not just dumping information at them.

Ogbodo precious O on August 09, 2019:

This is so helpful

... on July 09, 2019:

thanks! really helpful!

Jane on June 30, 2019:

This might help

Karm on June 12, 2019:

This was a very big help to my thesis tank's

Faye on May 18, 2019:

Wow! This is sooooo helpful!!! I'm not a parent but this will guide me in influencing teenagers around me. Thank you so much!!!!

No name on May 12, 2019:

This help me for my project

Anne Moriarty on April 01, 2019:

Thx! I found this article to be very helpful. I'm a tapping (EFT) coach working with teens, kids and families so I'm always on the lookout for info on what's going on in their lives. This article validates much of what I believed to be true for teens, which is helpful when I'm working with them to relieve stress and release trauma.

I especially appreciate the solutions you offer. Like you, I hear a lot of complaints and not as much focus on problem-solving. I'm committed to being part of the solution, to give them tools which minimize the natural body tendency to hang onto negative energy and thereby create unhealthy patterns and actions.

I signed up so I can follow this group.

Debbie on March 04, 2019:

This helped me a lot. Awesome

great on February 11, 2019:

great information; helped me with my essay!

eya on February 06, 2019:

i like that very much

we need to know more about ourself

i hope parents can understand this

and support their children

Akshay on January 10, 2019:

it helped me very much and is very motivational

Tùng on December 02, 2018:

Good page it will help me alot

Sophie (author) on November 26, 2018:

Thanks for taking the time to read it. Greatly appreciated.

Aganyo on November 26, 2018:

Thanks for the article, i liked going through it

Sophie (author) on November 16, 2018:

Glad you think so

Fzeeshan on November 16, 2018:

all of it is extremely trueeeeee

Sophie (author) on November 06, 2018:

That is life. Being able to prioritize and manage your time is important too.

Cj on October 30, 2018:

I agree I always have bullshit homework that I wish I could die cometimes bc of how much there is and like I need to deal with homework and my girlfriend so it's very hard

alex dibdobs fawcett on September 26, 2018:

no u wrong

haonda on September 10, 2018:

how teen settle money problem

Kajal Agarwal on August 05, 2018:

Awesome...

arjun on June 28, 2018:

It has helped me to know about teen and their problems

arjun on June 28, 2018:

It has helped me to know about teen and their problems

Shianne on June 17, 2018:

well I'm a teen and what I have to say is that this year ive been bullied and yes that causes a lot of stress. yes I do know this I have depression because of school and yes I dont like it but thats life and we need to take care about it

Miz on February 05, 2018:

Really good.... I hope every parent reads n realises this though n try to understand teens.... it's difficult coping up without parents trusting u... like ssly my parents wud still think tht I'm at fault even after reading something like this

Minerva Rodriguez on December 13, 2017:

Just found your articles, do you want to read more. Will put some advice and ideas in practice hoping to be able to help my child heal. Thanks.

kidatschooldoingreserch on December 05, 2017:

not good for a texan.

wEST on October 25, 2017:

Wow great article

Dione on October 24, 2015:

I feel like every single point here is my life. Help me!

rose on August 01, 2015:

many of a teens problem of family so the child not found it

so u can love your child

tanya on June 01, 2014:

Nice

AnnaHudson on April 02, 2014:

Thank you for such an insightful and considerate article! I'm thinking about a series for young adults that include some of these issues. Thanks again! Oh, one last thing, God bless you!

deeshana on February 26, 2014:

serious man its very informative im lovin it .serious atleast one person in this whole universe understands teenagers feelings and hope parents to understand and encourage the same way instead of cribbing .

AHALYA 2014 TAMILNADU on January 15, 2014:

Teens are getting depreesion because of schools activities . a very topic

STRESS & STRAIN FACED BY TEENAGERS i am looking forward for many topics. BYE .......... ,......

simon paul sutton on November 03, 2013:

Great article covering some key points and solutions and spreading awareness in the areas most shy away from. The sooner all see that the teenagers of today create our culture and society for the next generations the better. Many talk of creating a new earth but look at the core creators and what they endure. If we set the foundations right for our youth then the rest takes care of itself in terms of functioning society and communication. Thank you for the post

Avinesh Prahladi from Chandigarh on October 10, 2013:

It is very important that you listen to the teens and while doing this, make sure that you are calm and composed. Understanding what they are trying to express is very important, this will build a confidence in them that at least someone is there for them all the time.

Avinesh Prahladi from Chandigarh on September 22, 2013:

Being a father of a teenager, I found that this hub was quite helpful to me. It was good to know the things that can help in the ideal upbringing of your kid. Well, I will definitely keep the discussed things in mind, so that I could be a better parent.

Ebonny from UK on July 30, 2013:

A thought provoking read. Thank you for sharing. Voted up etc.

mathira from chennai on July 14, 2013:

sofs, excellent hub. This transition period from childhood to adolescence is the toughest period faced by the parent as well as by the child.

buikees v a on July 13, 2013:

greatly helped us.

angel on April 23, 2013:

wow! you've created a very inspirational and motivational topics about teenager's life!a love it.. i hope you'll write some ways on how would teenagers love themselves more and avoid stupid insecurity.. =)

soul burgers on April 08, 2013:

Keep going ...nice start...

poonam on March 14, 2013:

too much perfect pointz :)

Arati Suryawanshi on February 28, 2013:

Wonderful information but sadly no share is provided.

arshia on February 11, 2013:

great and awesome..............

sssseeeee on January 31, 2013:

coolllllllll

gagri on January 19, 2013:

nice

Darren Curtis from Reading, UK on December 29, 2012:

This is a great article and fits really well with the book "I'm a parent get me out of here, before I kill my teenager", which was written to help parents change the way they deal with their child or teenager and help the communication process.

unknown on October 07, 2012:

every teenager and even parent should visit this sight and solve all the problems that are faced by the teenagers..............................................

kylzkie on October 05, 2012:

hai thankz for this article.. it helps me a lot in doing a script in our activity in school regarding tha teenagers problem and a good way in solving this.... thankz a lot...

vimbai on September 26, 2012:

This is so true.Thank you wish to read more...

tamar on September 18, 2012:

thank you:)

shnatiea gibson on September 15, 2012:

well my intex on this is that in many cases some people look to teen as a bad person . and i hope this chapter in my book inrail alot because we are ot bad but in our own eyes just trying to fit in with the crowd it sometimes best to not be a follower but to go your own way

Sophie (author) on September 10, 2012:

KK20girl, Thanks. Appreciate that!

kk202girl on September 06, 2012:

great information really good

Sophie (author) on July 13, 2012:

Thanks Rathi. Have a great day.

rathi on July 12, 2012:

info's quite good and helpful

Sophie (author) on July 04, 2012:

ljeoma, you need to live for the values you believe in , not to make a mark on someone.. you will eventually do that when you live according to the high standards you set for yourself. Best wishes to you.

Ijeoma(Nigeria) on June 30, 2012:

Having to be a good child as the only daughter and first child out of two children has given me a great challenge to leave a good mark for my younger brother to follow, I'm glad I have learn more from your educative information, because being a teenager is a very complex stage in ones life dealing with peer pressure, stress,anger and still having to meet up with the African standards,especially"Nigeria" is my challenge.

Sophie (author) on June 29, 2012:

Thanks LongTimeMother for that reassurance.!

LongTimeMother from Australia on June 28, 2012:

Hey shanky, I can imagine how much you hate those pimples. The good news is, they'll go away. Maybe one of your friends could recommend a good lotion or potion or soap that helps them get rid of their pimples. If you can't afford to buy anything that will help, all you need is patience. Patience is free!

By the way, one more thought. You know how those pimples seem huge and awful and you think everyone notices them? They probably don't notice them at all.

Some of the nicest people I knew when I was a girl had dreadful problems with pimples. They didn't try to cover them with their hair. They just made sure their hair was always clean and looked nice, and spoke to everyone with confidence and good humour. I remember always being pleased to see one girl who had pimples all over her face because she was so nice.

And you'll be pleased to know, I saw her after we finished school and her skin was so-o-o-o smooth and lovely.

It just takes time, shank.

Sophie (author) on June 28, 2012:

Shanky, this is a problem of raging hormones at this period of time. You could switch to a high fiber diet, drink at least ten glasses of water each day and use a good face wash. You need not hide your pimples under your hair.. in fact it could help spread the infection some more.. Best wishes to you..

shanky on June 28, 2012:

i have pimples in my forehead which i covered with my hairs

Sophie (author) on June 20, 2012:

longtimemother, maybe the issues teenagers face haven't changed much, but they have surely intensified. I do agree with what you say. Thanks for dropping by. I appreciate this very much. Have a lovely day.

LongTimeMother from Australia on June 18, 2012:

The issues teenagers face haven't changed much over the generations ... but I believe that social media certainly magnifies them. As parents we have to work harder now to help our teenagers get through such a difficult stage of life.

Sophie (author) on June 06, 2012:

DDE, thanks for stopping by to read and comment. Have a lovely day.

Devika Primić from Dubrovnik, Croatia on June 06, 2012:

Brilliant write up!!

Sophie (author) on June 01, 2012:

Eire, thanks for those tips to Infobucket, I would like to add you can add more to your personality which will make you stand out tall. Have a great day.

Éire on May 31, 2012:

Info bucket... There are surgeries to increase height..plus it doesn't matter about height. Except when you need something off the top shelf or if someone taller asks you what's up!xD otherwise heights no matter.

Sophie (author) on May 07, 2012:

Great! You are blessed! Have a lovely day!

Yeah Buddy! on May 06, 2012:

I never had these problems... thank GOD

Sophie (author) on April 13, 2012:

Epic, Thanks for stopping by to post your comment. I do agree that bullying is a major problem for children of all ages.. Maybe I would write on this subject as soon as I find some time.. Have a great day!

Epic on April 12, 2012:

I just read your article, mainly because i was doing a school essay, but i found lots of useful thing here that i will be able to use in my life(as a teen myself I agree with everything that's here. But I'd just like to add that bullying is a major problem as well) So thanks for writing this wonderful hub!

Sophie (author) on April 10, 2012:

Alisha, Thank you... maybe you should send the link to your parents .. it would help them understand you better! Have a great day!

alisha on April 09, 2012:

awesome........i loved it......as a 15 year old,i too face these probs

Sophie (author) on April 04, 2012:

Teens like all people need to be understood, I agree. Have a great day.

Devika Primić from Dubrovnik, Croatia on April 04, 2012:

Issues with teens are most difficult if you don't understand what they are going through

Sophie (author) on March 30, 2012:

Kushi, I am sorry that you are stressed out by your health. Check out these articles https://hubpages.com/business/Living-life-with-pos...

https://hubpages.com/education/Positive-self-talk-... they could help you. Best wishes to you. Have a lovely day.

Khushi on March 30, 2012:

the most terribble problem i face is the tension of my health which is not good

ups on March 21, 2012:

this is good for teenagers

Sophie (author) on March 09, 2012:

You are welcome and I am glad that you were helped. Have a wonderful day.

B BOY KAZIN ZEE on March 07, 2012:

this article helped me doing my research about teen thank you :)

Sophie (author) on March 02, 2012:

Maybe sometime.. but the point is if someone gets this then they get it all. Have a wonderful day.

katlyn on March 02, 2012:

I really think this was a good article! but i would like if you couold do a few more? like a top 15!

Sophie (author) on February 27, 2012:

Poeticmentor, thank you. Have a wonderful day.

Asahda Shavaja Poet of the New Age from New York City on February 26, 2012:

voting up. thanks

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10 Common Problems and Issues Teenagers Face Today

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Teens today have it hard. Parenting teenagers is not easy, but understanding the issues they struggle with can help everyone involved. You can't help solve a problem until you know what it is. Here, I highlight the most common problems faced by teenagers today.

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Rodrigo Sánchez de la Peña

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Procurador del DIF Naucalpan

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So intresting!