The Green Paper for Vulnerable Children - Ministry of Social ...

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At-risk children and youth: About half of youth submissions said that children and youngpeople who were at risk of abuse and neglect or negative outcomes should receive priority.Some of these submissions specified the circumstances where children and young peoplemay be at risk, such as poverty, living in a single parent family, first-time parents and teenagers.Poor, disadvantaged communities that score low [on] social deprivation indexes.Those who are adversely affected by the extreme levels of inequality in New Zealand.(child/young person)People who are suffering: The remaining half of youth submissions specified situations wherechildren and young people were already being harmed or disadvantaged. These includedchildren and young people who are being abused or neglected, and those with an illness ordisability that means they need extra assistance. Children and young people with learningdisabilities or mental health problems were mentioned by a number of submissions.Those who need it the most because they are the ones who are suffering.(child/young person)From your own experience, what makes a difference?Echoing responses to the question, “What does it mean to thrive, belong and achieve?”a clear majority of submissions spoke of the benefits of having a personal connection withsomeone. Those benefits included love, nurturing, advice and other such supports.Someone who believes in me: About half of the youth submissions said support was mostoften given by people who had close contact with them. Parents, friends, teachers and mentorswere commonly cited. Youth submissions said having someone believe in them and care abouttheir wellbeing had made a difference. Sometimes just knowing that these people were there ifneeded was enough.When I was struggling, I found it very comforting to know there was somebody I couldturn to for help. (child/young person)Someone who loves me: Nurturing and love had also made a difference in a minority of youthsubmissions. Family played a big role here, but sometimes youth found love and nurturing inparental substitutes. They said being noticed, encouraged, inspired and appreciated made adifference to them.The child understanding that they are important and they deserve to be cherished.(child/young person)Someone to talk to: Having someone to talk to and give them advice had an impact for aminority of youth submissions. Hearing that others had gone through similar situations helpedthem gain perspective on their problems. The advice could come from someone outside theyoung person’s day-to-day life, and sometimes it was preferred if they were independent.Talking to someone and experiencing the change they had said would happen.(child/young person)Education: A minority of youth submissions said the opportunities provided to them by beinginvolved in education made a difference. They said they saw schools as places where they werevalued.30 Submissions from Children and Young People
A good school, with good teachers who make you feel like you have value.(child/young person)Activities: Community activities made a difference for a small minority of youth submittersbecause they could do something “fun”. Being around others in their community also meantthey could gain a different perspective on their lives.Giving the vulnerable kids something to do the whole year through, like computer clubor other leisure activities for free. (child/young person)Good environment: A small minority of youth submissions pointed to interventions they hadreceived that ensured they were being brought up in a good environment, away from negativeinfluences. This ranged from support for their parents, to help ensuring they stayed healthy, tohelp accessing services when they needed them.Getting children most vulnerable away from the negative environment and with friends/peers that are of a positive influence in a good environment. (child/young person)What are the best ways we can make life better for children and youngpeople in New Zealand?Support young people and their families: A large minority of youth submissions said the way tomake life better for children and young people was to support them and their families. Generally,support for youth was seen as giving help and letting them know where to get help. Submissionsalso said improving self-belief was an important way to make life better. Some youth submissionssaid life could be made better for children and young people if they felt loved.By being helping hands to those who do struggle and walking beside those who justneed a little push to reach what they want to become. (child/young person)Specific ideas around support for families included parenting programmes and assistance to raisechildren in the form of income support. For some youth submissions, raising living standards wasimportant, particularly by improving access to services and reducing child poverty.Make sure young people are supported, as well as their families. This is through ensuringthey receive proper income, live in a safe and loving environment, as well as having ahealthy, warm and safe living environment. (child/young person)Through schools: A large minority of youth submissions specifically saw schools with a role inmaking life better for children and young people. Youth submissions suggested that schoolscould provide more support to their students, and that they should have a particular focus onmaking sure young people succeed.Improve the relationship between teachers and students. (child/young person)Provide opportunities: A large minority of youth submissions said providing more opportunitieswas the best way to make life better for children and young people. The type of opportunities theywant included education, jobs, to make friends, to try new things and to reach their full potential.Ensure good, meaningful opportunities for children and young people. (child/young person)Practice Changes Policy Changes Show Leadership Share Responsibility Children / Young People Executive SummaryThe Green Paper for Vulnerable Children Full Summary of Submissions31
Page 2 and 3: Published by the Ministry of Social
Page 4: Ministerial forewordWhen I launched
Page 9 and 10: MethodologyHow submissions were ana
Page 12 and 13: The role of government: Children an
Page 15 and 16: Features of an action plan: Some su
Page 17 and 18: Make child-centred policy changesTh
Page 19 and 20: Mandatory reporting: A small number
Page 21 and 22: Improving service deliveryWe want t
Page 23 and 24: The community and government: In th
Page 25 and 26: What does it mean to thrive, belong
Page 27 and 28: When abuse is occurring: A minority
Page 29 and 30: A third party that would act as a m
Page 31: What kind of information can be sha
Page 35 and 36: Children and young people: Free-for
Page 37 and 38: Meet their physical needs: Adults s
Page 39: SchoolsChildren and young people wa
Page 42 and 43: Lower taxes, increase income: Relat
Page 44: Listen to usI reckon adults should
Page 47 and 48: Q&AParents and caregivers:Question
Page 49 and 50: There must be better financial supp
Page 51 and 52: Clearly something is wrong because
Page 53 and 54: When a child is notified or abuse i
Page 55 and 56: The gap between rich and poor is to
Page 57 and 58: Mental health: A small minority of
Page 59 and 60: I would love to see a strengthening
Page 61 and 62: Increase community action on child
Page 63 and 64: Not allowing alcohol to be readily
Page 65 and 66: Some submissions specified the poss
Page 67 and 68: Supporting familiesMoney and resour
Page 69 and 70: Through paid employment: A minority
Page 71 and 72: This theme was raised by a large mi
Page 73 and 74: Other submissions echoed the idea o
Page 75 and 76: We believe that the primary respons
Page 77 and 78: Show leadershipAn important element
Page 79 and 80: Q&AA Vulnerable Children’s Action
Page 81 and 82: Raise awareness: A minority said an
Page 83 and 84:
• Improving education.Fund altern
Page 85 and 86:
A Vulnerable Children’s Action Pl
Page 87 and 88:
Goals and actions for a Vulnerable
Page 89 and 90:
School ageEducation: A small minori
Page 91 and 92:
Q&ALegislation changes:Question and
Page 93 and 94:
What other actions or principles wo
Page 95 and 96:
Other: A small minority of submissi
Page 97 and 98:
• reviewing child support provisi
Page 99 and 100:
families in. Service-based strategi
Page 101 and 102:
Vulnerable Māori children need to
Page 103 and 104:
What could be improved to ensure th
Page 105 and 106:
Are the children aggressive (there
Page 107 and 108:
Work in partnership to deliver serv
Page 109 and 110:
Similar to the question and answer
Page 111 and 112:
Reallocating funding: Submissions c
Page 113 and 114:
Reduce funding when not child-centr
Page 115 and 116:
• new motorways and bike tracks
Page 117 and 118:
Review government spending to get b
Page 119 and 120:
Support for universalism: A small m
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MSD has funded a vast array of inte
Page 123 and 124:
SummaryPrioritising carers, family
Page 125 and 126:
• prioritisation should be consid
Page 127 and 128:
What services do you think should b
Page 129 and 130:
• carers needed a realistic, live
Page 131 and 132:
Q&AWatching out for vulnerable chil
Page 133 and 134:
Ten years ago I would have said “
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This should be managed by key peopl
Page 137 and 138:
What negative consequences are impo
Page 139 and 140:
How much personal information shoul
Page 141 and 142:
Under what circumstances should the
Page 143 and 144:
Health professionals: A small minor
Page 145 and 146:
As much as is fiscally practical. I
Page 147 and 148:
from community meetings, other orga
Page 149 and 150:
The ‘one child-one-record’ syst
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needs assessment, culture, mental h
Page 153 and 154:
Removing funding and contractual ba
Page 155 and 156:
Need to link agencies that have peo
Page 157 and 158:
To support New Zealand families we
Page 159 and 160:
The primary level services Plunket
Page 161 and 162:
Q&ABetter connecting vulnerable chi
Page 163 and 164:
All services should feed through sc
Page 165 and 166:
Improving service deliveryThe Green
Page 167 and 168:
What other opportunities exist to d
Page 169 and 170:
Practice ChangesPolicy Changes Show
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