Within article 3 of the Convention on the Rights of the Child (UN, 1989), it states the ‘best interest of the child’ is the primary goal to every action taken related to children. It is specified that: “State Parties undertake to ensure the child such protection and care as is necessary for his or her well- being”. In these terms, the ‘well-being’ of the child can be considered as a fundamental part of his/ her ‘best interest’ (Toczydlowska and Bruckauf, 2017), in all its possible declinations (e.g. care, protection, health) (Fundamental Rights Agency, 2019; Sen, 2009). This is particularly true in situations where children are more vulnerable and their ability for developing resilience to possible mental health conditions must be developed. In fact, strengthening an aptitude for resilience is fundamental in relation to the concept of mental health, as discussed in Chapter 2, in order to prevent mental health difficulties. The contribution of educational professionals is pivotal for working in these directions, with the aim of ensuring children’s well-being. Based on a children’s rights perspective, this chapter will explore the role of educational professionals (teachers, educators, social workers) in guaranteeing children’s well-being within the field of mental health vulnerability, and the conditions that can promote their resilience, with reference to the Italian effort to take care of Special Educational Needs in schools.

Biffi, E., Palmieri, C., Gambacorti Passerini, M. (2020). Well-being as a right. Challenging the role of educational professionals in supporting children in Italian schools. In Z. Williams-Brown, S. Mander (a cura di), Childhood Well-being and Resilience: Influences on Educational Outcomes (pp. 154-161). Routledge [10.4324/9780429324635-19].

Well-being as a right. Challenging the role of educational professionals in supporting children in Italian schools

Biffi, E;Palmieri, C;Gambacorti Passerini, MB
2020

Abstract

Within article 3 of the Convention on the Rights of the Child (UN, 1989), it states the ‘best interest of the child’ is the primary goal to every action taken related to children. It is specified that: “State Parties undertake to ensure the child such protection and care as is necessary for his or her well- being”. In these terms, the ‘well-being’ of the child can be considered as a fundamental part of his/ her ‘best interest’ (Toczydlowska and Bruckauf, 2017), in all its possible declinations (e.g. care, protection, health) (Fundamental Rights Agency, 2019; Sen, 2009). This is particularly true in situations where children are more vulnerable and their ability for developing resilience to possible mental health conditions must be developed. In fact, strengthening an aptitude for resilience is fundamental in relation to the concept of mental health, as discussed in Chapter 2, in order to prevent mental health difficulties. The contribution of educational professionals is pivotal for working in these directions, with the aim of ensuring children’s well-being. Based on a children’s rights perspective, this chapter will explore the role of educational professionals (teachers, educators, social workers) in guaranteeing children’s well-being within the field of mental health vulnerability, and the conditions that can promote their resilience, with reference to the Italian effort to take care of Special Educational Needs in schools.
Capitolo o saggio
children's well-being; educational professionals; resilience; recovery; special educational needs in Italian school
English
Childhood Well-being and Resilience: Influences on Educational Outcomes
Williams-Brown, Z; Mander, S
29-ott-2020
2020
9780429324635
Routledge
154
161
Biffi, E., Palmieri, C., Gambacorti Passerini, M. (2020). Well-being as a right. Challenging the role of educational professionals in supporting children in Italian schools. In Z. Williams-Brown, S. Mander (a cura di), Childhood Well-being and Resilience: Influences on Educational Outcomes (pp. 154-161). Routledge [10.4324/9780429324635-19].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/293431
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