Alternativni Mod Dom_06-ENG

MOD DOM ALTERNATIVNI

Broadening horizons in alternative care

FEATURE TOPIC: CHILD

AND YOUTH

PARTICIPATION

Dear readers,

Assuming that you are among those who read the magazine from the front page, I’ll open this editorial with a question: What was your first reaction to the theme of this issue? Did you think, “Oh no, not this again…” or perhaps, “Finally, this topic!”?

Child and youth participation is one of those topics that tends to spark mixed reactions—it either inspires or bores. Although it is widely discussed, the general impression is that real results are lacking. There is undoubtedly an awareness of its importance, but since it requires longterm commitment, dedication, and investment, it is often easier to talk about participation than to implement it.

To avoid the trap of writing empty words, we focused on participatory actions. And we did not let any borders hold us back. We searched for inspiring examples all over the world—from New Zealand and Australia to Sri Lanka, the Netherlands and the UK. We even tackled the persistent stereotype that, in our region, there is a lot of talk and little action—and we disproved it with a series of powerful examples.

This was done straight from the source, from the pens and voices of those who have themselves experienced life in alternative care.

We thank them all for their willingness to share their stories, for the effort and time to turn those stories into texts, and for the trust they placed in us—that what we read will not remain just letters on paper but will move us to action.

Go forward boldly ��

Ljiljana Ban Executive Editor

Alternativni MOD/DOM – broadening horizons in alternative care

Issue No. 6 / May 2025

English edition

ISSN: 2949-843

PUBLISHER: Stichting Kinderperspectief, Terborchstraat 1, 8011 GD Zwolle

The Netherlands

EXECUTIVE EDITOR: Ljiljana Ban

EDITORIAL TEAM:

Antonija Bračulj, Denis Ćulahović, Associate Professor Gabrijela Ratkajec Gašević, Ljubiša Jovanović, Lea Oršuš, Saša Risojević, Assistant Professor Jelena Tanasijević, Martine Tobé, Milan Todorović, PhD Marijan Tustonja, Ljiljana Ban

JOURNALISTS: Dijana Janković, Miruna Kastratović, Anisa Šetka

PROOFREADING: Milica Vitaz, PhD of English language and literature

DESIGN AND PRINT: ACT Printlab d.o.o., Čakovec

CONTACT: Lban@kinderperspectief.nl

The journal is available in both print and online formats and is distributed free of charge to child and youth social care organizations across Bosnia and Herzegovina, Croatia, and Serbia. This special English edition of Issue No. 6 is also available free of charge.

The content of the journal is subject to a Creative Commons licence, allowing content sharing provided it is not used for commercial purposes, the source is acknowledged, and any new content is shared under the same terms. CC $

Actual

To begin with…

I Wonder, I Wonder

From the Diary of an Expert by Experience

Psychological Corner

The Voice of Children at Risk: Why Participation Is Their Right and Their Need

From the Children’s Perspective

On Decisions and Decision-Making

Feature Topic – Child and youth participation

Right to Participate: Are We Truly Ready for Genuine Child and Youth participation?

Youth Participation: Self-Awareness over Behaviour Control

When the Written-Off Turn On the Light: What Have the Student Protests Taught Us

About Participation, and How Do Young People in Care Participate?

Participation of Persons with Disabilities

Café “Frend” (“Friend”) – A Place That Wraps You in a Smile

Information as a Path to Choice

Someone Hears Me, Sees Me and Respects Me

The Journey from Local Initiatives to the United Nations: The Children’s Parliament as a Driver of Change

Youth voices in action: How U-Report is shaping policies across the Western Balkans

Youth Participation in the Netherlands: Being Heard and Seen

Youth Advisory Board of the ISKORAK Programme – Active Involvement of Young People in Strengthening the Care System for Children and Young People in Alternative Care

Global Care Leavers’ Community

IUVENTUS: The Voice of Young People for Changing the Social Welfare System in Bosnia and Herzegovina

Generation Never Give Up Network: Empowering Care Leavers in Sri Lanka

The Care Leavers’ Association: Participation in Action

VOYCE Whakarongo Mai - Listen To Us: Our journey and our newest Care Experienced Museum Project

International Exchanges – A Place for Meeting and Growth

My Circle – Innovative Tools for Empowering Young People Through Games

Leap into Life – A Platform Where Young People with Care Experience Find Their Voice

From a Foster Carer's Perspective

Being a Foster Carer Is Not Just a Role for Me, It Is a Life Mission

I Am Proof That Love and Care Can Change a Life – and Through My Role as an SOS Mother, I Am Continuing That Chain of Kindness

From the Diary of a Social Care Worker

Guess what?

Inspiration

To conclude…

Un Updated Edition of the Foster Care Handbook – A Valuable Guide for Foster Parents

By Jelena Milić, Program Manager at the Foster Carers Association of Vukovar-Srijem County “Zagrljaj” (“Hug”)

The Foster Carers Association of Vukovar-Srijem County “Zagrljaj” (“Hug”) has published an updated edition of the Handbook on Foster Care for Children Without Adequate Parental Care, developed as part of the three-year program For a Better Tomorrow. This handbook is intended for both current and prospective foster parents, providing essential information on the legal framework, the fostering process, and the rights of foster carers.

The new edition includes an expanded section on the responsible institutions, with a particular emphasis on the role of Foster Care Teams, making it easier to access information and professional support. It also features updated data on financial compensations, including the new base amount for calculating care allowances and compensation for foster carers, as well as information on additional support measures such as compensation for mitigating the impact of rising energy prices.

The handbook offers a clear overview of the legal regulations and procedures related to foster care, defines the conditions required for obtaining a fostering license, and explains the obligations of foster carers and the rights of children placed in foster families. Special attention is given to the available forms of support and contact information for relevant institutions, so that foster carers have everything they need in one place. Through this handbook, the “Zagrljaj” (“Hug”) Association aims to inform and support those already engaged in foster care, as well as those considering taking this important step.

The handbook is available in digital format and can be obtained by email at: udrugaudomitelja@ gmail.com or downloaded from the Association’s website: http://www.udrugazagrljaj.hr/doc/Prirucnik_o_ udomiteljstvu_2025.pdf

About the Association

The Foster Carers Association of Vukovar-Srijem County “Zagrljaj” (“Hug”) was founded in 2010 with the aim of promoting and developing foster care and providing support to foster carers and foster children. The Association actively works to raise awareness about foster care, organize activities for fostered children and improve the conditions of foster families. Through counselling, networking of foster carers and cooperation with competent institutions, the Association strives to enhance foster care practices and ensure quality care for children.

One of the Association’s most significant projects is the threeyear program For a Better Tomorrow, running since 2023. It was funded by the Ministry of Labour, Pension System, Family and Social Policy within the framework of the call Development and Expansion of the Network of Social Services for the Period 2023–2025, with co-financing from the City of Vukovar. The program includes a range of activities aimed at strengthening foster care capacities and providing support to fostered children and the fostering community.

"Chain of Safety – Together Against Violence" – Prevention Through Multisectoral Cooperation

By Mia Komšić, MA

in

Psychology and Ivan Ilijašević, MA

in Social Work, Social Welfare Service of the Municipality of Kiseljak

Photo: Project Team Archive

As professionals who face cases of violence and various risky behaviour among children on a daily basis, we realised that we spend too little time on prevention and too much on "putting out fires" in the field. This led us to the idea that it is essential to educate children about the entire chain of protection against

violence—who to turn to, and where to seek help. Our goal was to present the importance of a multisectoral approach to tackling violence, encompassing all relevant institutions.

From this idea, the project "Chain of Safety – Together Against Violence" was born, and we successfully implemented it on February 18, 2025, in collaboration with the organization Kindersperspectief and with the support of the Ministry of Education, Science, Youth, and Culture of the Central Bosnia Canton (SBK/KSB).

The project was designed as a multisectoral initiative in which 7th and 8th grade students from Kiseljak primary school and Kiseljak 1 primary school participated in interactive workshops to learn about the system of protection against violence. The focus was also on empowering children to recognize violence—whether peer or domestic—and how to prevent it. We are pleased that through these workshops, students gained practical knowledge on how to protect themselves, who to ask for help, and how to act in situations involving violence.

Numerous institutions that form the multisectoral team for combating violence in the Municipality of Kiseljak supported the project, including the Social Welfare Service, the Police Department, schools, the Health Center, the Red Cross, the Municipal Court, CEPS, and the Ministry/Inspectorate. CEPS (College of Business and Services) provided the facilities for the workshops, giving students a chance to learn about the protection system through hands-on experience.

This pilot project proved to be highly successful, with very positive feedback from both students and teachers. In the coming period, we plan to expand the project to other regional schools in the Municipality of Kiseljak and across the Central Bosnia Canton, to further contribute to creating a safer environment for children and youth.

"Chain of Safety – Together Against Violence" is not only a step toward reducing violence but also a significant contribution to building a safer and more responsible society for future generations. We believe that, as adults and professionals in our

respective fields, we have a duty to create a secure environment for children, while encouraging them to nurture empathy and a kind approach toward their peers.

Behaviour of Children in Conflict with the Law

Edited by:

Matea Babić, Senior Expert Advisor at the County Court in Zagreb, Vice President of the Association of Juvenile Judges, Family Judges and Child and Youth Experts

PHOTO: Stichting Kinderperspectief

The Association of Juvenile Judges, Family Judges and Experts for Children and Youth held a professional conference on February 20, 2025, in Zagreb on the topic: Is There Anything New in the Behaviour of Children in Conflict with the Law? Keynote speakers included Dr. Marina Zagorec, Nedjeljko Marković, Danijela Glogolja, and Associate Professor Dr. Dalida

event was moderated by Dr. Lana Petö Kujundžić, judge at the High Criminal Court of the Republic of Croatia.

At this conference, aimed at both professionals and the broader public, practitioners and researchers addressed the emerging patterns in children’s behaviour when in conflict with the law. Their goal was to answer critical questions: What is the current state of juvenile behaviour in conflict with the law in Croatia? What changes have occurred in the past five years or more? Is juvenile delinquency declining? Are there new trends? How do children behave today, and do we have effective ways to support them?

Danijela Glogolja, a social worker with extensive practical experience and the Executive Director of the Association for Creative Social Work, developed a program titled “Brutalna Vugla” (“Being hard-headed”) with professionals from The University of Zagreb Faculty of Education and Rehabilitation Sciences, The State Residential Home Ivanec, the Croatian Institute of Social Work, and the Community Service Centre Zagorje. This individualized psychosocial treatment is aimed at young perpetrators of violence. The program’s goals include halting and preventing violent behaviour, fostering awareness and accountability, building self-control, teaching alternative social skills, and promoting non-violent behaviour and belief systems. By the end of January 2025, over 70 children in conflict with the law had participated in this program.

Nedjeljko Marković, social worker and the President of the NGO Pragma, presented data to stimulate further policy development targeting children and youth. He noted that among 20–25% of students involved in Pragma’s “Pomak” project (“Advance”) in 2023 and 2024, certain patterns emerged in their interpersonal relationships (peers, family, friends, professionals), attitudes toward work and education, and ethical values. These findings revealed educational disorientation, materialism as a measure of success, related fears (unemployment, poverty, lack of family support), limited awareness of harmful behaviours, and a strong influence from non-traditional media and influencers. These insights support the need to strengthen educational programs and family support initiatives, promote non-material and educational values (e.g., volunteering, career counselling), and improve selfregulation and normative beliefs among youth.

Following the practical perspectives, scientific analyses were presented by Dr. Marina Zagorec and Associate Professor Dr. Dalida Rittossa.

Dr. Zagorec emphasized that data from the Croatian Bureau of Statistics (2014–2021) provide a foundation for envisioning a more ideal society, as they show a slight decrease in the number of reported, indicted and convicted minors. Although these numbers might appear optimistic, they reflect only temporary factors rather than long-term trends. Notably, a renewed increase in juvenile cases has been observed since 2022, supported by the 2023 reports from the Children’s Ombudsperson and the Ombudsperson. The majority of juvenile convictions relate to property crimes, which have decreased by 38% between 2017 and 2023. Convictions for crimes against public health also dropped by 50%, but convictions for child sexual abuse and exploitation rose by 33.3% during the same period. Alarming is the number of minors involved in child pornography offenses, highlighting the urgency for appropriate societal responses. A comprehensive approach— preventive, punitive, and rehabilitative—is essential, requiring coordinated efforts among schools, families, police, social services, and the justice system.

Associate Professor Dr. Dalida Rittossa at the Department of Criminal Law of the Faculty of Law in Rijeka broadened the analysis to a 30-year timeframe, identifying negative trends in juvenile justice. While the number of juvenile offenders recorded in official statistics is declining, the types of crimes—primarily property offenses—remain consistent. However, there has been a rise in crimes rarely associated with juveniles, such as cybercrime. In traditional categories like violent behaviour, new elements have emerged that intensify victimization—for example, recording and sharing acts of violence, which increases trauma and humiliation. She also highlighted crimes related to child pornography as particularly concerning, given the ease of content distribution online and the lack of youth awareness that possession alone constitutes a criminal offense.

Rittossa. The

In Lieu of a Conclusion:

It is possible that new patterns in children’s behaviour in conflict with the law are also driven by broader societal changes. Each generation, including those in conflict with the law, exhibits unique traits. Today’s children may be advanced in physical development and tech skills, yet they still require consistent emotional and social care from adults. Professionals working with children must adapt their practices to children’s developmental changes. The Juvenile Courts Act mandates that juvenile judges, prosecutors and defence attorneys must

Study on Children’s Participation in Decision-Making in the Republic of Serbia

By Anita Burgund Isakov, PhD, professor at the Belgrade University and Miona Gajić, PhD student, authors of the study

This study was developed as part of the project “Children in Decision-Making in the Republic of Serbia,” which focused on mapping the involvement of children in decision-making at various levels in Serbia. The project was implemented by the Global Campus of Human Rights (GC) and the European Regional Master’s Programme in Democracy and Human Rights (GCSEE/ERMA) at the University of Sarajevo.

In its introductory chapters, the study explains key concepts related to child participation as well as different models of child involvement. The authors also provide an overview of the legal framework that regulates child participation in the Republic of Serbia. The focus of the study is research on children’s involvement in decision-making at the family, school, and community levels. It analyses the views of state participants, non-governmental organizations, and other professionals on the barriers and opportunities for improving participation. The study also presents children’s perspectives on participation in decision-making in Serbia, highlighting the challenges of creating an inclusive environment.

Using a mixed-method approach, the research included the perspectives of 55 children through questionnaires and 8 children through focus groups, alongside input from decisionmakers, relevant stakeholders, and NGOs working to promote and protect children’s rights. During the qualitative phase of the study, interviews were conducted with representatives of ten identified governmental and non-governmental organizations relevant to the topic of child participation in Serbia: the Council for the Rights of the Child, the Office of the Ombudsman, the Office of the Commissioner for the Protection of Equality, the Youth Council of the Ministry of Youth and Tourism of the Republic of Serbia, UNICEF’s Youth Office, the Centre for Children’s Rights, the Užice Centre for

not only be inclined toward youth care and advocacy, but also possess knowledge in criminology, social pedagogy, child psychology, and social work.

While the law provides a clear framework, it is the responsibility of experts, policymakers, associations, and citizens to help shape a society that proactively addresses harmful behaviours and supports children in their development.

Children’s Rights, the Network of Organizations for Children of Serbia (MODS), the Union of Secondary School Students of Serbia, and the National Youth Council of Serbia (KOMS). The aim of the interviews was to gather insights and perspectives on how these organizations/institutions perceive and facilitate child participation, as well as the challenges they face in this area. This research approach enabled a comprehensive understanding of the current state of child participation in Serbia and the various efforts undertaken by different actors to effectively involve children.

The study concludes with recommendations for improving child participation in decision-making and strengthening the systems that support the rights and activism of children and youth.

http://katalog.fpn.bg.ac.rs/sites/default/ files/2025-02/CPDM%20Serbia.pdf

Building Quality Relationships with Children and Young People as a Prerequisite for Successful Cooperation

By Vanja Kožić Komar, Forum for Freedom in Education

PHOTO ARCHIVE: of the Forum for Freedom in Education

In working with children and young people, it is often the case—despite the best intentions—that we speak on their behalf, decide what is best for them, and talk about their needs, without including their voices, asking for their opinions, how they feel, or what they truly need. This has been confirmed by numerous studies conducted by the Forum for Freedom in Education (FFE)* over the past years with children and young people themselves, where they highlighted the belief that their voice is not valued:

“We always talk, every year there are surveys asking what we need, what we would like to change in school. But nothing ever changes.” (BE-IN project, FFE, 2022)

“We’re not allowed to say what we think or if we have problems. We might not have a lot of life experience, but we do have problems, and we wish someone older would listen to us.” (Initiate Change project, FFE, 2020)

This sentiment is especially common among children in vulnerable positions—those with disabilities, children from minority groups, children from families of lower socioeconomic status, and those with “invisible” or “less visible” difficulties. It is vital to encourage all children, especially those who, due to various life circumstances, feel additionally insecure or “invisible”, to speak up about their problems as well as potential solutions, and to create opportunities for them to collaborate with adults and contribute to positive changes. According to research (Sharp, 2014), activities that help children feel they have the power to change something in their lives or environment for a meaningful purpose can increase their resilience to hardship and their adaptability to life’s challenges.

In the handbook The Voice of children: Creating Space and Starting the Change – Manual for Adults, the author—an expert from the Forum for Freedom in Education—invites adults who work with children and young people to reflect and shift from the entrenched belief that adults must retain full control of the environments in which they interact with young people. The handbook offers suggestions, examples of good practice, and reflective exercises aimed at letting go of adult control, anxiety, and worry, and instead beginning to trust in the wisdom of children, of us and of the power of collaboration.

It also illustrates how we can support the development of children and young people—whether we are their teachers, educators, parents, carers…—so that they feel accepted, empowered, and actively engaged in the world around them.

“This handbook is not just for educational professionals and those working in schools. Every adult interested in building quality relationships with children and young people will find it useful and inspiring, so I encourage parents, aunts, uncles, grandparents, to read it. We have so much to learn.”

Lana Jurko (Network of Education Policy Centres)

*The Forum for Freedom in Education is a dedicated, innovative, and inclusive organisation from Croatia that works to improve education through the promotion of democratic values and support for students and educational professionals. For over 32 years, the Forum has empowered children, young people, and their teachers through training and both national and international projects, with the aim of building inclusive, inspiring, democratic, and happy schools offering equal opportunities for all pupils. Learn more at www.fso.hr, contact us at forum@fso.hr, and sign up for our monthly newsletter to stay informed about our work and available materials.

https://fso.hr/fso-publikacije/the-voice-ofchildren-creating-space-and-starting-thechange/

On the following pages, you will come across numerous questions from various authors related to your attitudes, thoughts, feelings, and dilemmas concerning the topic of participation. Therefore, at this point, we pause to ask just one question:

Are you ready to explore your own answers?

From the Diary of an Expert by Experience

Planet WE (6): Alenaturale

By Astronaut D14

Alenaturale’s birthday is approaching. A symbolic day on which we celebrate our emergence, crown new members of the fraction and share tales long into the night about our history and origins. By now, it’s clear why this fraction is significant. Now is your chance to witness our ceremony and learn more about us. Who knows, perhaps some of you will even decide to join.

After settling Planet WE, Destino soon realized that there wouldn’t be much love between the Naturals and the Arrivals. Not without a link. Something to bring them together. Sitting late into the night with a few Naturals, he tried to determine what that something might be. He proposed the idea of a gathering. An event where both the Arrivals a nd the Naturals could come together and reach some form of resolution. Convincing the Naturals to attend anything involving the Arrivals for longer than necessary was, at first, a monumental challenge. A new challenge for him. But the wise old man found just the thing—something that would satisfy everyone just enough and capture exactly the right amount of attention to spark curiosity. I’ve never met a more cunning person than Destino. And so, both fractions embarked on their first joint gathering, which involved a journey into an unexplored part of Planet WE. The task seemed simple—or at least, Destino made it sound simple. They were to explore and settle a completely new area. Essentially, to establish a community that could embody peaceful coexistence for both fractions. The rules of this quest were clear: anyone could propose ideas. The important thing was that all voices be heard and everyone be involved. But Destino, ever the sly fox, had a secret plan. He gave the Arrivals extra instructions—to act purely as support for the Naturals. Their task was to encourage the Naturals, by their presence and behaviour, to let the Naturals take centre stage. This limitation, cleverly disguised, directed them towards both Destino’s personal goal and the greater good: to earn the Naturals’ trust and demonstrate that true coexistence thrives on collaboration and mutual respect. This part came easy, because, as you might recall, the Arrivals had been trained precisely for this sort of cooperation—for sincere and unwavering support. Can you guess what happened?

For a full week, ideas were exchanged, pondered, debated—until, on the seventh day, the Naturals unanimously called for a final gathering. This meeting, known as the conclusion, would reveal their proposed solution. The famous final meeting took place, and the Naturals, unaware of the greater design, presented a plan that thrilled both Destino and the Arrivals. Through the Naturals’ ideas and the unconditional support of the Arrivals, a small town was born—Partopreno. It was the first settlement voluntarily cohabited by members of both fractions. What captivated the Naturals most was the idea that key city roles would be held by members of their fraction, and that the city’s infrastructure and functioning would be shaped according to their suggestions and needs. For the first time, they felt free—able to fully express themselves and shape something to their own measure. An entire city.

Trust had been built. Their guard was lowered. This was a monumental step forward. They were the final decision-makers.

Unrestricted. Empowered by the freedom to decide, they agreed to move forward. Remarkably, they did so together with the Arrivals. Unconsciously, they gave the other fraction an equal chance.

Perhaps freedom of choice has such a strong essence that it naturally yearns for shared happiness. Once you are granted full power and freedom, you learn to share. You learn that everyone matters equally. This experience was invaluable to the Arrivals as well. They learned that no matter how trained or skilled they were, they did not always have the best solutions. They discovered there was another way. A different way—but a good one.

A great day in the history of Planet WE was fast approaching: the grand opening ceremony of the city of Partopreno. Formal attire for all participants, ribbons over shoulders, a sense of victory, and the keys to the city in hand. The beginning of a unified community, ready to face many more challenges—this time as equals, together, on the same side. Without division. The speech was, of course, opened, delivered, and concluded by none other than Mr Destino himself: “You just needed to give one another a chance. Turns out, the best solutions can only come when you work together. And so, on this celebratory occasion, I hereby call for an eternal battle—not of division, but of unity. A battle in which one fraction shall lead this city and planet… You, the Alenaturales!” It was the first time the name was spoken aloud. Handing over the city key, Destino vanished in a flash—true to his dramatic style. He always had a flair for theatrics. The Naturals felt immense gratitude towards him—for helping them see that the Arrivals were truly on the same team, simply seeking peaceful coexistence. The Arrivals, in turn, were thankful for the chance to be accepted. The old fox knew exactly when to step back—and left behind what would later be called “the smoke of truth,” for celebrations continued deep into the night, and the Naturals and Arrivals, dazed by the haze, embraced each other. That very day, a pact was made—marking the birth of what we now know as the Alenaturales. Warriors for unity, for a better life on this planet. Beings born as Naturals, but strengthened by the training and support of the Arrivals—builders, creators, seekers of peace, harmony, and a good life. A blend of the finest qualities from both original fractions. Thus began a new era for all of us.

Ever since, on every birthday, a special Alenaturale patrol roams the land in search of new members. The recruitment method is quite unusual. There is a secret door at the entrance to Partopreno, which, upon sensing the presence of those destined for this city and hearing the password, unlocks and allows the candidates to enter. This is the only test that has remained part of the Alenaturale ceremony for generations. The riddle to enter the city lies in its name. If you believe you are an Alenaturale, solve the riddle of Partopreno and try your luck. Become part of the only true fraction of Planet WE. Become part of something greater. The way you send us your answer will be your judgement. Use your knowledge, wit and effort.

We await you, dear reader. The City of Partopreno.

The Voice of Children at Risk: Why Participation Is Their Right and Their Need

By Vanja Sovilj,

Child participation represents the fundamental right of every child to express their opinion, take part in decision-making, and be an active member of society. This concept is rooted in the United Nations Convention on the Rights of the Child, which emphasises that children have the right to be heard and included in processes that affect their lives. However, children

psychologist and systemic family psychotherapist, coordinator of the day centre at the "New Generation" association

PHOTO: Envato Elements

at risk – those exposed to poverty, domestic violence, neglect or discrimination – are often denied this opportunity. Their marginalisation can further hinder the realisation of their right to participate, deepening their sense of social exclusion and helplessness. Enabling participation for this group of children is of crucial importance for their development and empowerment, both on a personal and societal level.

Children at risk often live in environments where their opinions are not valued, where they are exposed to various forms of violence, or where they are deprived of a sense of control over their own lives. In such circumstances, participation becomes not only a right but also a tool for overcoming adverse conditions and strengthening self-confidence.

From a psychological perspective, involving children in decisions that affect them contributes to the development of essential emotional and social skills. Enabling participation for children at risk leads to:

• Development of self-confidence – children who are given the opportunity to express themselves feel valued and capable, which directly impacts their sense of selfworth.

• Reduction in feelings of helplessness – children at risk often feel they have no control over their lives, and participation enables them to become active agents in shaping their future.

• Development of social skills – through participation, children learn how to communicate, cooperate and solve problems, which better prepares them for the challenges of social life.

• Strengthening of resilience – the opportunity to express opinions and take part in decision-making helps children develop coping strategies for stressful situations, which contributes to their long-term mental stability.

In addition to individual benefits, participation also strengthens the community by encouraging mutual support, empathy and solidarity among children and adults. When children at risk are given the chance to voice their opinions and are respected, they become active agents of change rather than passive observers of their own lives.

For children at risk to fully realise their right to participation, it is essential that they have safe spaces where they can freely express their feelings, needs and ideas. These spaces should be supportive and inclusive, allowing children to develop in an environment of acceptance and respect.

Day centres are examples of such spaces, providing children with support through various activities and programmes tailored to their needs. These centres play a key role in fostering participation among children at risk through:

• Providing a safe and supportive environment – children feel protected and respected, which enables them to express themselves freely.

• Educational and creative activities – through various programmes, children develop skills that help them in everyday life and support better social integration.

• Opportunities for open dialogue with adults – children have the chance to talk with professionals who support and empower them, contributing to their emotional and mental development.

• Encouraging community and mutual support – children learn to cooperate and build relationships based on trust and solidarity.

Beyond institutional solutions, it is also important to raise public awareness about the importance of participation for children at risk. Families, schools, local communities and wider society all share the responsibility of ensuring conditions in which children can participate in decision-making processes that affect their lives.

In formal education, participation can be promoted through school councils, workshops, and interactive teaching methods that encourage children to develop critical thinking and freely express themselves. In local communities, children can be included in projects addressing issues that directly affect them, such as school safety, environmental protection or social solidarity.

Child participation is not a privilege, but a right of every child – and for children at risk, it represents a key step towards empowerment and a better future. By creating safe spaces where their voices are heard and where they can take part in decisions that affect them, we provide them not only with a better life today, but also with a chance for active participation in society tomorrow.

That is why it is vital to continue efforts to empower the participation of these children through institutional support, education and raising social awareness of their rights. All those involved – from families and schools to NGOs and decisionmakers – must work together to ensure that children at risk have a real opportunity to participate, enabling them not only safety and stability, but also a chance to realise their full potential.

On Decisions and Decision-Making

By Ljiljana Ban | PHOTO: Envato Elements

decision that preceded the creation of this column. It was, in fact, suggested by you – our readers – in your evaluation responses. Guided by the principle of practising what we preach, we listened to your voices. And so, From the Children’s Perspective was born, with its first edition naturally aligning with this issue’s main theme.

The younger members of our editorial team came up with the questions. There were plenty of ideas, and at one point, we had as many as 38 questions! Realising that not even highschool graduates answer that many questions at once, we managed to narrow the list down to the final six through several rounds of selection.

Our collaborators – already well-known and trusted by the children – conducted the conversations, using the selected questions and clearly explaining how and why their answers would be used. A total of 14 children took part in the process, aged between 6 and 16, all living in different forms of alternative care in Bosnia and Herzegovina and Serbia.

Questions for Children (and for You)

Before we dive into the children's answers, we challenge you to try answering these questions yourself, in the context of your workplace. The brave among you may even write them down (at your own risk!). Be warned – our own words, once written, can often surprise us and bring unexpected insights. So, be ready for a little introspective adventure ��.

• What are decisions?

• What do you decide about? What would you like to decide about?

• Who can you talk to openly about an idea, a wish, or something you'd like to change?

• How do you imagine the ideal social care worker / foster parent / facility manager?

• If you were in charge (e.g. a facility manager or minister), what would you do differently?

• What is most important for the happiness of children living outside their (biological) families

And After the Questions – More to Reflect On

How do your answers make you feel? Are you satisfied with your level of decision-making within your organisation/system? How close are you to the ideal image of a social care worker, foster parent, or facility manager? What would help you get closer to it? How long is the list of things you would do differently if you were in charge? Could you suggest any of those ideas to your superiors/the ones “in charge”? How much of what you believe to be key to children’s happiness is within your power? Can you name at least one thing you could do today to increase the happiness of those you care for? And one thing to improve your own sense of fulfilment at work?

Why wouldn’t

you try... Some Activity Ideas

After you’ve asked yourself these questions, perhaps you could also use them in future conversations with children.The professionals who conducted this survey for us said that, after completing the activity, they came up with a thousand more ideas and decided to print more copies of the questions and involve even more children they work with.They mentioned that some children found the questions challenging, and it was important to spend enough time on preparation and explanation. Of course, time should also be set aside to discuss the answers and explore what you can do together to fulfil at least some of the suggestions – and how to handle those that are (currently) not possible.

Children’s Answers

And finally, we come to the part where we reveal what those 14 children told us about decisions and decision-making. “When I decide something, I do it!” – was the most common definition of a “decision” given by the youngest children (aged 6 to 11). The older ones included the concept of choice that shapes our lives, such as: “Decisions are about forming independent opinions and choosing what’s best for us.”

Younger children said they made decisions about toys, clothing, how to spend free time, and choosing friends. The older ones talked about managing their pocket money, their education, school, happiness, and the present moment. Most of them were satisfied with the range of decisions they were able to make, but some expressed a wish to have a say in more things – like the daily menu, going on outings, and even what the future holds. The children expressed great trust in their primary carers (foster carers and social care workers), naming them as the people they could talk to openly about ideas, wishes, and changes they’d like to see. Besides carers, children also mentioned siblings, friends, and teachers. One particularly powerful response came from a 16-year-old girl who highlighted the importance of speaking to a psychologist, while also recognising the social stigma that still surrounds such conversations:

“At the moment, I talk to those closest to me – my foster mum. I think it’s important to talk to psychologists, too. But in our society that’s seen as shameful, even though it’s actually important.”

The significance of being listened to and understood was especially clear in responses about the ideal carer / foster parent, with most children highlighting these qualities:

“I imagine someone who cares for me, listens when I have a problem, and helps me solve it.”

“Someone who tries to understand how we feel and gives us support.”

Alongside listening and understanding, children described the ideal carer as a kind person, always smiling, willing to play, someone who tells bedtime stories, and most importantly, loves both the children and the work they do:

“Someone who gives their all for the children and treats them as their own.”

“For me, the ideal carer is someone who loves their job, loves children, and makes sure all children have equal rights.”

“Someone who is kind to me.”

Naturally, the ideal carer also allows things that may not currently be permitted, like having pets, serving favourite meals every day, or unlimited screen time:

“I want to eat spaghetti, macaroni, pizza and chips all day. I want to make the rules and look at my phone all day.”

Some children said they already had an ideal foster parent.

Others believed that an ideal carer didn’t exist:

“I’m not sure how I would answer this right now, because there’s no such thing as a perfect carer. I just want someone who’s a good person, treats us well, and understands our needs.”

To finish, we asked the children what they would do differently if they were the ones in charge. The younger ones said they’d allow more play, sweets, free time – and definitely less school:

“We’d all play more and have lots of sweets.”

“I’d change things so there’s less schoolwork and fewer lessons.”

“I’d build nurseries, parks, football and basketball courts, and orphanages.”

Older children would offer more choices and change the way adults communicate with them:

“I’d give more freedom for how children spend their free time, and I’d talk to them about what they need.”

“If I were in charge of this home, I’d try to make children’s achievable wishes come true – like learning to ride a bike or roller skate, or joining a dance class.”

“I’d definitely change the way adults talk to children – there should be more conversations, and they should be ageappropriate.”

Some would simply pass the power on to another trusted adult (“Let my uncle be in charge”), and some…

“For children not to have to go into foster care and for parents not to abandon their children.”

In conclusion, the children said that happiness for those living in alternative care didn’t require much. What matters to them is feeling safe, accepted, supported, and being able to see their siblings and parents:

“To feel like you’re not alone and that someone supports you.”

“To be understood and allowed to play.”

And of course:

“The most important thing is to make wishes that can be fulfilled come true, be honest, and communicate with care.”

And so, the children have had their say. As always, it’s up to us adults to decide what we’ll do with these insights – will their voices remain just words on paper, or will they spark meaningful action?

FEATURE TOPIC: CHILD AND YOUTH

PARTICIPATION

Right to Participate: Are We Truly Ready for Genuine Child and Youth participation?

By Kruno Topolski, Child Rights Specialist

PHOTO: Private archive of Kruno Topolski

We all appreciate being asked for our opinion – it makes us feel valued and seen. But the real question is: does our opinion truly matter, or are we being asked just for the sake of appearances? When it comes to children and young people in alternative care, we often hear terms like participation, inclusion and involvement. But what do these words mean in practice? Is it enough for someone to explain a decision that professionals have already made, or should children and young people have the right to express their views and genuinely be heard?

Kruno Topolski

For over a decade, I’ve been involved in various projects and advocacy initiatives focused on the rights of children and young people in alternative care – first as a care experienced young person, then through my studies and professional training, and finally in my role as a social care worker. Throughout the years, I’ve noticed that the messages and stories shared by care experienced young people have not changed much. I still hear the same issues voiced at conferences: young people want to be more involved, they want to be heard, they want a say in decisions that directly affect their lives. If their messages remain unchanged, have we truly done enough as a society?

What Does Real Participation Mean?

I’d like you to take a piece of paper and a pen. Write down your answer to these two questions:

1. What does active children and young people’s participation mean to me?

2. Which example of actively involving children and young people from alternative care in my work am I most proud of?

Participation can mean different things to different people, but it’s helpful to look at how experts define its levels. According to Hart (2008)1 and Lansdown (2010)2, children’s participation can be categorised into four forms:

• Non-participation – Children are neither informed nor involved in decisions that concern them.

• Consultative participation – Adults seek children’s opinions to better understand their experiences and needs, but the children have no real decision-making power.

• Collaborative participation – Children and young people take part in the decision-making process alongside adults.

• Child-led participation – Children and young people identify problems themselves, take initiative, and advocate for change, with adults providing support.

Where would you place the example you wrote down?

Participation in Practice: Between the Declarative and the Real

Various international and national documents, as well as by-laws, acknowledge and highlight the right of children to actively participate. In Croatia, for instance, institutions have user councils or children’s councils. But do these truly serve their purpose, or are they merely legal formalities?

1 Hart, J. (2008.). “Children’s Participation and International Development.” International Journal of Children’s Rights, 16, pages 407-418

2 Lansdown, G. (2010.). “The realisation of children’s participation rights – Critical reflections.” Percy-Smith, B., Thomas, N. (editors): A Handbook of Children and Young People’s Participation – Perspectives from Theory and Practice. Routledge, pages 11-23.

When I was in care, there were often initiatives that looked good on paper but brought no real change in practice. For years, young people have said they want to be heard, not just seen as a number in the system. Yet even today, I still hear the same messages from others in care. Have we changed anything at all?

Moreover, issues often raised by children and young people –such as food choices, curfew times, use of mobile phones or the internet – are frequently deemed unimportant or not up for discussion. But who decides what’s important?

There’s often the question: do children and young people even want to participate? Do they know enough to contribute? If they are given a safe space to express themselves without consequences, if someone explains their rights and supports them, I’m confident they have a lot to say.

But are we, as a society, ready to handle their opinions and critical questions?

Examples of Genuine Participation

What would happen if children councils in care institutions had the power to question decisions, behaviours, and actions of staff and propose solutions? If they could send complaints directly to the Ombudsman for Children or relevant ministry (with adult support) when their issues weren’t addressed? How would we respond if child participation meant challenging our own decisions and practices?

Imagine if children and young people were involved in the selection process for staff in care institutions – not as the final decision-makers, but as voices in the hiring process. If they can nominate staff members for the “Zvone” award, why shouldn’t they have a say in who looks after them? In fact, there are already examples where this has been successfully implemented.

And what about house rules? Instead of being imposed from above, they could be created together with the children and young people, through dialogue and cooperation.

Are children and young people consulted when creating their individual care plans or when being placed in a particular form of alternative care?

Do they have the opportunity to organise events in their institutions or communities, and to choose trips and activities that genuinely interest them?

Workshops are often organised with good intentions, but what if the children and young people don’t find them meaningful? That’s why it’s essential to establish a dialogue and jointly select topics that matter to them. Imagine a child or young person actively participating (with proper preparation) in the Governing Council of an institution – the language would need to be adapted, but it would give them real influence.

Even a change in the institution’s name could be significant to children. Instead of being surprised by decisions, they could be informed in advance, understand the reasons, and offer their opinions. If children in Opatija can debate the city budget, why can’t children in care have their own budget within the institution and decide how to best spend it? Which trips or activities would they prefer?

Real participation isn’t just about being present – it means having a voice that is respected and capable of making a difference.

One of the most inspiring examples of the inclusion of children and young people in alternative care was their involvement at

all levels in organising the UN Committee on the Rights of the Child’s Day of General Discussion in 2021. Children and young people contributed to designing and developing a global survey aimed at capturing their experiences of life in alternative care. They also completed the survey themselves, helped organise the event, acted as panellists and co-chairs, and took part in writing the final report.

What motivates me the most is realising how openly children and especially young people express what they want to change or what bothers them. That’s why I believe it’s crucial to create a system where they feel safe sharing their views without fear of consequences.

It’s essential to provide them with the information and support they need to express themselves clearly, ensure their voices reach decision-makers, and most importantly, that their opinions are genuinely taken into account. Furthermore, they must receive feedback about what was done with their suggestions, including clear and reasoned explanations. These are the principles I follow when thinking about children’s participation – and they align with Laura Lundy’s3 theoretical model.

Are We Ready for a Paradigm Shift?

I often hear the argument that children are only taught about their rights. But children’s rights – hard-won over time – not only protect them but also teach them how to respect others and help build a fairer society. It’s also important to ensure the participation of every child or young person, to the extent they wish to be involved – regardless of their academic performance, behaviour, language skills, or any other factor.

Although in recent years there have been visible improvements in the participation of children and young people in alternative care, I believe we can and must do more. Not just to include them in conversation, but to truly listen and ensure their ideas don’t remain words on paper. Learning active participation will help them develop critical thinking, engage in informed debate, empower them, and ultimately prepare them for active involvement in life after care.

Children and young people are ready to participate. The question is – are we ready to listen and embrace at least some of the changes they propose?

3 Laura, Lundy (2007) “Voice” is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child”, British Educational Research Journal, 33:6, pages 927-942, available at: http://dx.doi. org/10.1080/01411920701657033

Youth Participation: Self-Awareness over Behaviour Control

When we talk about the care system in Australia, we are talking about a structure designed to protect children and young people who cannot live with their families. This system, known as Out-of-Home Care (OOHC), includes foster, kinship, and residential care. While it intends to provide safety, it often lacks the critical elements young people need to thrive: connection, stability, and genuine relationships. Many young people in care feel like decisions about their lives are made without them, reinforcing the idea that they have no voice. Participation is a word we use often, but it needs to move beyond discussion—it needs to be implemented in real, meaningful ways.

By Emily Hikaiti, Director of the International Foster Care Organisation (IFCO)

Growing up in the care system, I saw firsthand how professional distance and excessive paperwork failed to create the sense of belonging and security that children crave, I felt a stigma that existed because of my experiences and developed a sense of urgency to be better that only existed because of the way people deemed me as ‘troubled’ or ‘a lost cause’. What eventually made a difference for me came with the individuals who took a genuine interest in my well-being, people who saw me beyond my ‘case file’ and invested in my goals, my healing, and my future. My journey of advocacy began when I reached a breaking point: Through working in residential care units I realised that so many young people were struggling, unheard, and unsupported. From there I decided something needed to change. Now, as a Director for the International Foster Care Organisation (IFCO), a Brand Ambassador for Adopt Change, and a representative for CREATE Foundation, I work to ensure that young people in care have a seat at the table where decisions about their lives are being made.

PHOTO: Private archive of Emily Hikaiti/Adobe Stock

Feature Topic – Child and youth participation

How Participation Changes Outcomes

Young people in care often hear that they are ‘not interested’ in decision-making or that they ‘don’t want to be involved.’ This is not true. The reality is that many young people feel their input won’t make a difference. When we engage them in meaningful ways, provide them with skills, and demonstrate that their voices lead to action, they show up and contribute.

At CREATE Foundation, we run Speak Up training, equipping young people with the confidence and knowledge to share their experiences in ways that lead to systemic change. These trainings have been a fundamental part of my journey, helping me learn how to advocate, find my voice, and connect with other like-minded young people who are now ambassadors and advocates in their states and territories across Australia. Through these programs, young people gain the skills to speak up and also engage with opportunities to experience environments where their lived experience is valued and where they can drive real change.

Making Change Happen

Change happens when young people with lived experience lead the conversation. It’s not enough to have professionals and practitioners making decisions about the future of care. We need those with care experience to be part of designing the solutions.

Youth Advisory Groups are a powerful way to embed participation into policy and practice. These groups allow young people to share their experiences and perspectives in a structured, impactful way, ensuring

that the care system evolves based on real needs. Young people must be the first point of contact for policy change because they understand the lived realities of the system better than anyone else. Their insights ensure that policies are not only theoretical but practical and effective in improving life experiences. It is not enough to only consider a Young Person’s ‘care experience’, we have to understand that their lives are no different than your biological child. Would you be willing to do as much paperwork and as many outcomebased activities with your child and within your own family? Probably not. The reality is that children need to be raised by people willing to connect with them relationally, moving beyond the boundaries of bureaucracy and further into the attachment-based ideologies that create security in a person.

For those who feel that change is impossible, I want to be clear: it is happening. We are seeing a shift toward recognising that OOHC must move from a ‘child protection system’ to a ‘child connection system.’ Protection is not enough, it never has been. Children need secure attachments, genuine conversations, and the opportunity to build meaningful relationships.

Paperwork does not raise children; people do. My success did not come from a clinical, distant approach. It came from people who cared, from my willingness to engage in self-awareness and healing with trusted adults who showed genuine interest in who I was. The clinical aspects came from using therapies like CBT and EMDR to process my emotions and reactions productively with certified psychologists and psychiatrists working within guidelines designed to help heal trauma, not designed around trying to ensure I thrive as a citizen within communities.

If we want young people to thrive, we must prioritise their participation, invest in their voices, and create spaces where they feel seen and heard. Change is possible, and it starts with listening and evolves with acting on what young people tell us they need.

Cowboy4kids

Emily Hikaiti on the Panel at the Adopt Change Conference

When the Written-Off Turn On the Light: What Have the Student Protests Taught Us About Participation, and How Do Young People in Care Participate?

By Denis Ćulahović, President of the Association "Moj Krug" (“My Circle”)

PHOTO: Tozografija

Student protests are taking place across Serbia. Pardon—civic protests. It all began with students, but at this point, from babies in prams to grandmothers on crutches, a good portion of the nation is on the streets. They walk, run, drive—but most importantly, they march towards change

For years, we’ve been witnessing the collapse of all segments of society. And in all that darkness and hopelessness, the ones who flicked the light switch were the last people anyone expected—the students. Labelled as selfish, self-absorbed, and lost in a virtual world, they have now shown courage and determination. They’ve dumped truckloads of hope across the nation. Well, almost the whole nation—pardon again. They have precisely and clearly set out their demands to the relevant institutions. They’ve even set a deadline for the end of the protests. All that needs to happen is for the demands to be met. And what are those demands? That relevant institutions simply do their jobs—without interference from anyone else. Sounds simple, doesn’t it?

Feature Topic – Child and youth participation

These once written-off young people, now the pride of the nation, have travelled through remote villages so that everyone can see and hear them. The protests are perfectly organised, with over 270,000 people attending the most recent gatherings. The organisation is flawlessly run, divided into segments led by students whose field of study matches the task. They’ve shown they know, can and will.

Alongside the protests, food is shared, fellow citizens are helped, and donations are made to those who need them most. Solidarity, love, empathy, self-respect and humanity have returned. Hope has returned.

These young people are now candidates for the Nobel Prize. To us, they already are Nobel laureates. They’ve shown strength, intelligence, capability, and the will to participate in decisions that affect their lives. They’ve shown the power and outcome of participation.

Among them are many young people from the care system—those who were written off by society and the system before they even learned to walk, run or drive. Although they haven’t (yet) organised such mass protests specifically for their peers in care, their dedication and advocacy for a better system have time and again helped those both inside and outside of it.

I could write thousands of pages listing care leavers whose actions have changed countless lives. If I did, this magazine— already the size of a book—would become an encyclopaedia, and postmen across the region would probably refuse to deliver it. But, because we want to make sure this copy of Alternativni MOD/DOM reaches you, we’re sharing just one story—the story of Stefan’s participation.

“Fighting with dignity for my country and its youth is the greatest inspiration I’ve felt since leaving my foster family,” says Stefan, a young man from Niš who takes part in the protests as much as his job allows. Stefan has understood from a young age how important it is to be involved in decisions that shape one’s future. Although he didn’t find much understanding among the adults in his family, he never stopped fighting when he entered the care system.

“Because I grew up with a lack of trust in adults, I felt I couldn’t stay silent when decisions were being made about my life. I got involved in matters concerning my education, because if I hadn’t, I could have easily succumbed to narratives that I should pursue a degree for a secure income, rather than doing something that fulfils me,” he says.

In standing up for himself, Stefan initially received great support from his foster family’s older son. “In the first month, I was anxious. Thankfully, the older son of my foster carers was there and helped me feel more at ease. Watching him constantly improve things, I found a way to get involved—I helped him with everything. He probably doesn’t realise how much it meant to have a friend in that completely unfamiliar place. It also helped me quiet my mind and stay present in the moment,” he recalls.

Later, he got involved in youth organisations, where he found his place. It all started with an educational camp at Vlasina, organised by the youth organisation “Džedajski pokret” (“The Jedi Movement”) for children without parental care.

“I was confused when I saw how many young people like me existed, how many shared the same interests, and I wanted to join them as soon as possible!” And so he did. He joined the work of youth organisations, and from that experience came the idea for “Štit” (“Shield”) —an organisation that brings together young people from the social care system.

“I want the care system to take a holistic approach. I want more thorough and rigorous training and monitoring of everyone involved in the social care system, so that personality, abilities, and wellbeing guide work with young people—not just providing a bed and completing schooling. I wish for a society that lives in harmony with nature, where sustainable housing solutions exist for all young people leaving care. Where no one has to fear ending up on the street for not enrolling at university or just for turning eighteen. Where we don’t have to dream of owning a home in old age. As someone who’s been through a bit of everything, home is the only place I want to be—and I believe many of us feel the same,” he concludes.

In closing, Stefan adds that he believes people who have gone through difficult experiences—causing them to end up in the care system—often have a heightened sense of empathy and awareness of youth issues. “If we properly cultivate that potential, it can shape people to work in the best interest of their community. They can become essential parts of youth policy, and a role model and inspiration to all of us who want to see smiling, beautiful and healthy people in the country where we were born,” Stefan concludes.

This inspires me, too. And so, I solemnly and publicly promise that I will, within my means, continue participating for the rest of my life, ensuring others have space to participate as well, and doing my best to live in the light!

Honourable participation! And you? What are you waiting for?

Participation of Persons with Disabilities

"Bro, how long will I be here?" I was often asked this question as a young man in my twenties, grappling with the challenges of the (social) system of the country I live in – Bosnia and Herzegovina. It was asked by my brother, a person with mild intellectual disabilities, who was placed in an institution because our system did not – and still does not – recognise the principle of supported independent living in the community. Why is this question important? I will try to explain it as simply and clearly as possible, so you can understand the complexity of the system and the social environment that surrounds me/us – all with the aim of raising awareness about the importance of the participation of persons with disabilities in decisions about their own lives.

The word participation appears twenty-five times in the Convention on the Rights of Persons with Disabilities (hereafter: the Convention), a document just thirty-five pages long. A document that our country ratified fifteen years ago, thereby committing to uphold the dignity, autonomy, and freedom of persons with disabilities. What does this tell us?

I would respond simply and clearly: independent decisionmaking and the right to participate are fundamental principles of the Convention. To clarify further: the best interests of the person with a disability must be based on their own meaningful participation.

By Marijan Tustonja, PhD, Assistant Professor at the Department of Social Work and Head of the Office for Students with Disabilities at the University of Mostar

PHOTO: Private archive of Marijan Tustonja

As you read this, do you think I am being too utopian or idealistic about this topic – that such an approach exists only in theory and cannot be realised in real life?

In Bosnia and Herzegovina, 61,591 persons live with mental and physical developmental difficulties (Agency for Statistics, 2024). This figure clearly indicates how present persons with disabilities are in society, but it also reflects that almost 62,000 people are unfortunately “hidden” from the public eye, living lives shaped by and decided on by others. Recently, while preparing a presentation for a conference, I explored the topic: “Care for persons with intellectual disabilities who leave institutional care in Bosnia and Herzegovina”. The aim was to highlight what happens to young people with intellectual disabilities as they exit the social care system. Based on the data, it was distressing to conclude that these young people are often transferred to institutions and continue their adult lives in environments that negatively affect their psychosocial development.

Institutional placement remains the dominant approach to care for persons with disabilities in our country, while the concept of supported independent living has not been adopted by the social welfare system. Rather, it has been pushed forward over the past decade by the non-governmental sector: through the advocacy of international and local NGOs fighting for the right of persons with disabilities to self-determination, quality of life, and participation in decisions concerning their best interests.

For the purposes of this article, I had the opportunity –in cooperation with a social worker from a civil society organisation working with people with intellectual disabilities – to gain insight into how the users of that organisation perceive participation. Statements such as: “Never on my own – I always ask my superiors” or “While my mum was alive, we made decisions together. Now that she’s gone, others decide for me, and I go along with it. I’d love it if they respected my opinion more,” reveal how persons with disabilities experience participation. They also shared that household chores are easier when done together with family members, that having their decisions dismissed often leads to anger or tears, and that once they experience the joy of independence, they truly want to enjoy it fully (so much so that an early return from work by their mum can annoy them).

These testimonies clearly illustrate the varied levels of independence and the barriers faced by persons with disabilities in exercising their right to participate. On one hand, some users express feelings of helplessness and learned dependency, while others value and cherish the moments when they can make decisions on their own.

They also testify to the importance of encouraging participation in everyday decisions – not just in major life choices but also in matters related to their personal lives, families and communities.

As mentioned earlier, one of the key issues in Bosnia and Herzegovina is that the institutional framework still retains a paternalistic approach towards persons with disabilities, thereby limiting their autonomy and independence. The lack of a systematic approach to supported decision-making and the absence of adapted mechanisms to ensure greater inclusion in society further deepens their marginalisation. Although the Convention clearly underscores the right to independent decision-making, in practice, persons with disabilities are often excluded from processes that directly affect their lives.

Establishing a model of supported decision-making – one that enables people with disabilities to make informed decisions with appropriate support – is a crucial step in the deinstitutionalisation process. Such a model means that a person with a disability is supported in understanding information, considering options, and expressing their wishes, but the final decision is still theirs.

Positive examples of participation include supported independent living projects implemented by some NGOs in Bosnia and Herzegovina. These programmes allow people with disabilities to live in the community with tailored support, promoting greater autonomy. However, such programmes are still rare and reliant on civil society initiatives, while the institutional social welfare system does not systematically support such inclusive models.

For real change, comprehensive legal and societal reforms are necessary. First and foremost, legislation must be harmonised with the Convention, including the abolition of full deprivation of legal capacity, which still occurs far too often. Furthermore, strategies must be developed to enable persons with disabilities to participate equally in all aspects of social life, including education, employment, healthcare, and political engagement.

Finally, it is essential to change public perception and promote a culture of respect for the rights and dignity of persons with disabilities. Instead of being seen as passive recipients of care, they must be empowered as active participants in society, whose voices and choices matter. Only through this approach can we ensure that the question posed at the beginning of this text – “Bro, how long will I be here?” – never needs to be asked again.

Café “Frend” (“Friend”) – A Place That Wraps You in a Smile

By Ljiljana Ban

PHOTO: Archive of the Centre for Social Work, Prijepolje

Cafés have always been special places. They offer a gentle space for rest, refreshment and socialising. New ideas are born in cafés, friendships are formed, deals are made, and current affairs are debated. They also provide comfort for the soul. Over time, each of us finds a favourite café to which we become especially attached. In Prijepolje, a small town in south-western Serbia, the café “Frend” opened its doors a year ago. All its visitors agree on one thing: the warm welcome and coffee served with a cube of love make this café truly special.

Curious as ever, we stopped by “Frend” to learn more from those who prepare that famous coffee each day. Kristina and Mladen, our interviewees, are young persons with disabilities. Until recently, spending time with peers and taking part in activities outside the home were nothing more than a distant dream. In Prijepolje, there were no structured activities for persons with intellectual disabilities. But thanks to the perseverance and enthusiasm of professionals at the Centre for Social Work Prijepolje, things began to change. It started with creative workshops. Making crafts not only brought joy but also encouraged social interaction and exploration of individual potential. The group soon became so close that they gave themselves a name – the “Kreativci” (The Creatives).

Their gatherings were filled with music, laughter, and a strong sense of community, and more and more local residents wanted to be a part of it. That’s how the idea of opening a café was born. Thanks to the determination of the “Kreativci” and financial support from the local municipality and the Ministry for Family Care and Demography, “Frend” opened its doors in March 2024, quickly becoming a favourite meeting place for all generations.

I visited “Frend” virtually. On the other side of the screen, I was welcomed by Kristina and Mladen. Although it was their shift, their colleague Azra took over the coffee-making and serving so we could chat. Soon, the famous coffee arrived, and I could almost smell it through the screen. As the café has become a bit of a media sensation, both Kristina and Mladen are used to cameras and journalists, and they provided a whole introduction without much prompting.

The café is open on weekdays from 7:00 to 14:30, with members

of the “Kreativci” group rotating according to their abilities and preferences. They are supported daily by professionals from the Centre for Social Work, who help them organise their work. The café offers a simple selection – coffee, tea, juices, and water – which has proven to be more than enough. Among regular visitors are students from the nearby secondary school, who enjoy joining in the creative workshops while having a coffee.

With the arrival of spring, the café moves to its terrace, attracting even more guests. This year, the terrace will be refurbished with support from the local council, so “Frend” will shine even brighter. Kristina and Mladen are excited about the increase in visitors, especially since it means their “Charity Dinar Box” fills up faster – the funds of which they divide between themselves at the end of the shift. Yet, for a brief moment, a hint of sadness flickers in their eyes.

They explain that although they love working at “Frend”, they dream of having proper employment and a regular income. If they were the ones making decisions, they say, they would focus on creating jobs for young people. “That way, young people like us could work and have lives of their own,” says Mladen.

Kristina’s smile returns and the cheerful mood is restored. Mladen shifts the conversation to sport and proudly shares how things are improving for persons with disabilities in that area as well. Outdoor gyms with equipment adapted for persons with disabilities have been opened across Prijepolje. Now they have places to exercise. And that’s not all – video tutorials have been made with instructions and workout ideas. He proudly mentions that he himself participated in the filming with the coach.

Word by word, our meeting nears its end. Our coffee is finished, and new guests are arriving. Before parting, Kristina and Azra take the microphone and see me off with a song. I applaud, and a huge smile spreads across my face. At that moment, I realise – Café “Frend” wins your heart from the very first visit, thanks to its sheer joy and sincerity.

Kreativci and professional staff

Information as a Path to Choice

By Miruna Kastratović

PHOTO: Lea Oršuš’s private archive

Lea Oršuš is a student at the Faculty of Law, University of Zagreb. In addition to studying to become a social worker, she has been volunteering for many years. She works with young people from alternative care and young Roma people because she wants to support those who, through no fault of their own, often grow up in environments with fewer opportunities. Her aim is to change both the way future generations grow up and how they view the world. She herself chose the path of education and now wants to help others to be given that same chance.

3rd Congress of Roma Youth

Lea’s journey working with young people began at the organisation FICE Croatia, where she was once a service user herself. She started by attending secondary school tutoring, then educational workshops and camps, eventually becoming a volunteer. This is how she began working directly with young people from alternative care. She later collaborated with the Forum for Quality Foster Care, and then with the Roma Union of the Republic of Croatia “Kali Sara”. When the Union launched the two-year project “Educated Roma Women – Empowered Roma Communities!”, she got involved and began supporting Roma girls more specifically.

Over two years, around 200 girls participated in the project’s workshops. “They went through three rounds of training, and just having a safe space where they could talk about sensitive topics like reproductive health or toxic relationships meant a lot to them. This project was really aimed at young girls, to help them discover what interests them and to feel safe,” Lea explains.

This led to various congresses focusing on Roma secondary school pupils and students, and the potential only grew. The aim was to provide information, discuss problems, and encourage youth participation.

In her experience, young people often need support even with seemingly simple matters—like how to apply for a secondary school, how to enrol at university, what courses and faculties exist, where to apply for scholarships, how to get a place in a student dormitory, and whether dormitories are a good option or not.

The questions she answered were the sort typically asked of parents or carers—but many young people don’t get those answers. “It’s mostly about providing information, because information is vital,” says Lea Oršuš.

She adds that primary school is still manageable, but real uncertainty begins with secondary school. That stage brings a host of questions and a real need for information. Young people often don’t know how to approach school selection, what programmes are available, what vocational education means compared to four-year secondary schools, or what it means to finish grammar school and what their options are afterwards. “It all comes down to basic information. For example, if they complete a three-year vocational school, they’ll be doing manual work for a lower wage. If they opt for a four-year school, they can still work after, but they also have the option of going to university,” she says.

of support, and finally connections with donors willing to help. Good, quality information is needed for all of that,” Lea emphasises once again.

Lea is also a member of the Commission for Monitoring the Implementation of the National Plan for the Inclusion of Roma for the period 2021–2027. By being part of this commission, she can offer not only advice to young people but also concrete information on financial assistance. “This includes cofinancing opportunities for gifted pupils as well as for those engaged in areas like music or sport. Support is available for a wide range of educational advancement—from language or IT courses, completing secondary school at a People’s Open University, to covering the costs of university entrance exam preparation, admission fees and tuition fees at higher education institutions,” Lea says. She regretfully adds that funding for postgraduate studies is very rarely sought.

In addition to informing young people about school types, Lea places particular emphasis on financial support—something young people often can’t get from their families. “This means information on available scholarships—from state-funded ones based on nationality, to sports scholarships, other types Lea Oršuš

Someone Hears Me, Sees Me and Respects Me

By Miruna Kastratović

PHOTO: Josipa

Glavurdić’s private archive

Involving children and young people in decision-making processes within the alternative care system is not a common occurrence; in fact, it is quite rare. A good practice example where such an approach towards children is nurtured is the residential community of the Breza Association. At Breza, participation is a way of life and work, happening on a daily basis in both minor and major matters. Josipa Glavurdić, a former Breza resident who later became a social care worker there, and is now a mentor to new social care workers, and Nika Lastavec, a current Breza resident, shared their experiences with us.

Josipa explains how the difference between Breza and the previous children’s home where she lived was immediately obvious. After living in an institution with 63 other children, she moved into a two-storey house with just five children. Fewer children meant a much more individual approach: suddenly, it mattered whether she had eaten, how much she had eaten, whether she had brushed her teeth, whether she had slept. She found it all quite strange.

Moreover, everything was based on agreement, which implied listening and involvement. For example, when it came to chores around the house, Josipa preferred outdoor activities, so they told her she could work outside.

Similarly, as soon as she arrived, the social care workers asked her whether she was ready to attend regular school or would prefer to sit exams. That was new to her — she was being asked how she could best adapt to the new situation. “I had the impression that someone was finally hearing me, seeing me, and respecting my decision. They might not have agreed with it, but they respected it,” Josipa emphasises.

On Sundays at Breza, they would hold communal meetings where they would plan the weekly menu and chore schedule. Tasks were assigned based on each person’s strengths but were also adapted to the situation — for example, if someone was at school in the morning and couldn’t light the fire, someone else would take over and they would switch in the afternoon.

Nika Lastavec, a current Breza resident nearing the end of her programme, says that the residents still create the menu

Josipa Glavurdić and a resident of Brezaworking in the garden

themselves and write the shopping list for the groceries they want to buy. She adds that there are many examples where decisions are made through discussion, and the girls are always asked for their opinion and have the right to express it.

“It means a lot to me because otherwise you just feel frustrated. At school or university, you don’t have the right to your own opinion and you feel stupid. Here, we can say anything — how we feel, what we would like. It’s a sign of respect for us, and it teaches us that we have the right to an opinion,” says Nika.

She recounts how different it was when she was briefly at another institution, where no one asked her anything — not about meals, not about activities. Josipa Glavurdić adds more examples of involvement and listening. For instance, if a child had experienced bullying at school before coming to Breza, they wouldn’t be forced to return to school immediately. Instead, they would be given time to recover emotionally, and whether or not they returned would be a joint decision.

“Through involvement and choice, we ensure that the child feels seen and that someone cares about how they are. If a child has already come from chaos, why push them back into chaos?” she explains.

Josipa also shares how grateful she was that no one forced her into anything, even though there was still structure and order — but a structure that made sense. Compromise and understanding did not lead to a loss of discipline; quite the opposite. She describes how, as an eight-year-old, she reacted badly to what she calls a “generic” approach. “A child without love and support can immediately sense whether someone is working from their heart or not. These children have a special radar, and they notice it first. If they sense that a staff member has no motivation, no will, they shut down straight away,” Josipa adds.

Probably the most significant decision in the life of the community is the joint selection of new social care workers. Job interviews with candidates take place in the office with the head of the community, and, as Josipa describes, the residents are present too.

The girls can ask questions, and afterwards everyone discusses whether the candidate is a good fit. The final decision is reinforced by a probation period, giving both the candidate and the community a chance to assess the fit. “Looking back on the interviews at Breza, I rarely saw children enjoy something as much as they did that. The feeling that they had a say in choosing a social care worker is something quite special. The girls ask questions like ‘what would you do if I cut myself?’ or ‘if I’m having a bad day, would you force me to do something and how would you intervene?’ These situations are really important. The selection of social care workers is the most significant example of involvement,” Josipa describes.

Nika Lastavec recalls similar experiences when dealing with social care workers who behaved inappropriately. “We once asked a candidate what he would do if a girl lay down next to him on the bed. We had a resident who struggled with that kind of behaviour and wanted to see how he would react. He made a joke about it, but we didn’t find it funny. It was inappropriate, and we said we didn’t want him as a social care worker. In the end, he wasn’t hired.”

Another example of involvement Josipa shares relates to maintaining contact with parents. At the institution she lived in before Breza, no one ever asked her whether she wanted contact with her parents, whether it was healthy for her, or how she felt about it — it was simply something that had to be done. At Breza, she could say it was too much for her, and the social care workers would support her decision.

In the previous home, she had to visit her parents every other weekend, whether she wanted to or not. At Breza, the social care worker would assess whether family (home) visits were possible and manageable, and if the child did not want to go, they would be told they had the right to choose and would not be forced into it.

Josipa was a social care worker at Breza for seven years before moving on, but she remained a mentor to new social care workers and still occasionally visits the residential community. She says it was not easy being a social care worker, but she believes the children respected her more because they knew she understood them. “A huge advantage, a really huge advantage for me was my own experience, which was similar to theirs,” Josipa says.

Now she occasionally visits Breza to introduce new social care workers to the team. She also points out that she noticed a lack of supervision during her time as a social care worker, so she always encourages her young colleagues to attend psychotherapy sessions. She has proposed that advisory support should generally be developed further, as the job of a social care worker is demanding, undervalued, but extremely important.

Residents of Breza decorating their space

The Journey from Local Initiatives to the United Nations: The Children’s Parliament as a Driver of Change

By Anisa Šetka

Archive of the "Stronger Voice for Children" Network and Berina Ceribašić

The principle of child participation may seem familiar to many, but the reality within the social care system often paints a different picture –children and young people are, in most cases, excluded from decisionmaking processes. Some, however, do not give up so easily and have spent years working tirelessly on initiatives aimed at changing this situation and strengthening the voices of children and young people. Among them is the network "Stronger Voice for Children".

PHOTO:

The network was established in 2009 with the support of “Save the Children”, with the aim of strengthening the influence of organisations dealing with children’s rights in Bosnia and Herzegovina. From an initial 14 organisations, the network has grown to become a key factor in monitoring the state of children’s rights and advocating for change at the local, entity, national and international levels. “What we can say, and what we are perhaps most proud of, is the mutual partnership and friendly relationship that we all still share today,” highlighted Berina Ceribašić, the driving force behind the network. One of the network’s main missions is the active promotion of child participation in decision-making. Through education and activism, children are empowered to recognise and advocate for their rights and to actively take part in making decisions that affect them.

How do children and young people participate in the network’s work?

The network operates through children’s groups whose members undergo educational and activist processes, learning about the Convention on the Rights of the Child, advocacy, campaigning and conducting research. As part of the network, children implement concrete initiatives in their local communities, such as ensuring safety in schools, organising educational workshops, and lobbying for changes with local authorities.

“Over the years, 10 children’s groups have been active through the network, each supported by member organisations to undergo their educational and activist journeys. The children selected issues in their local communities and actively worked on solving them, from installing speed bumps in front of schools to setting up anonymous reporting boxes for breaches of children’s rights,” explained Ceribašić.

One of the network’s most significant successes was the “Children’s Report on the State of Children’s Rights in Bosnia and Herzegovina”, which children themselves presented to the UN Committee on the Rights of the Child in Geneva in 2019. “This was a historic moment because it was the first time that the voices of children from Bosnia and Herzegovina were directly presented before an international body,” she added.

Sajra Kustura – the journey from the Children’s Parliament to the UN

An example of how child participation can bring about real change is the journey of Sajra Kustura, who went from the Children’s Parliament in Bosnia and Herzegovina to international institutions. Sajra points out that her journey began when she participated in the Children’s Parliament

as a primary school pupil. “It all started with the Children’s Parliament! As a sixth-grade pupil, I became involved in various programmes, creative discussions and workshops. Initially, it seemed like just another extracurricular activity until, over time, I realised that everything we were doing became a tool that helped me find answers and solutions in life. I managed to stop the violence I was experiencing and to respond to injustices committed against me,” said Sajra.

“Without going into too much detail, the Children’s Parliament helped me to first protect myself and my rights, and then to grow into someone passionately advocating for the rights of others! Now, my lifelong learning and educational focus is centred around law, international relations, and the principles I once learned about in the offices of the Novi Grad Sarajevo Municipality.”

In recent years, Sajra has coordinated numerous campaigns and projects, moderated UN programmes, and initiated various local and regional initiatives. “Chosen by the Ministry for Human Rights and Refugees of Bosnia and Herzegovina, I was one of ten members of the first UN Youth Advisory Board in Bosnia and Herzegovina. Now, I am an active member of regional and global UN programmes, and in December 2023, I represented the voice of youth at the largest global UNHCR conference in Geneva! It all began with the Children’s Parliament and has turned into a lifelong mission to be one of those who will add fairer and brighter chapters to the book of humanity!” Sajra concluded.

How to get involved and why the voice of children matters

To empower children to make decisions, it is essential to provide educational programmes that help them understand their rights and possibilities.

“Every activity with children, alongside ensuring adequate and safe conditions, includes an educational process so that children gain the necessary knowledge. The goal is to achieve the highest possible level of child participation, from planning to implementation and evaluation of outcomes,” emphasised Berina Ceribašić.

“Child participation is not only important for children as individuals – it is crucial for society as a whole. Through participation, children learn responsibility, develop selfconfidence, critical thinking, and social skills. However, they must also be aware of the limits of their rights – freedom of expression does not mean absolute freedom of action. Children must understand that the same rights belong to

Feature Topic – Child and youth participation

others and that realising their own rights must not infringe on the rights of others,” Ceribašić added.

Children and young people interested in getting involved can contact member organisations of the network, depending on where they live. “Unfortunately, we do not have permanent support for this type of work with children, but we try to find the best ways to involve them. The organisation “Our Children” Sarajevo is always open to new young activists,” Ceribašić pointed out.

A question that often arises is – does the voice of children carry weight? “Many young people feel that their voice does not matter. However, through research we have conducted, we have seen that a large number of children express dissatisfaction with the way they are included in decisions that directly affect them. That is why we work to empower them and provide them with a platform to be heard,” she explained.

A practical example comes from the Children’s Parliament of the Municipality of Novi Grad Sarajevo. “The municipality realised that adults cannot know what children truly need. Children’s recommendations were incorporated into the “Action Plan for Children”, demonstrating that their voices can be respected and translated into concrete changes,” Ceribašić highlighted.

Challenges and the future of child participation

Despite its successes, the network faces challenges such as a lack of systemic support and funding, making it difficult to maintain longterm activities. “Children are eager to learn and work, but the system often does not provide enough opportunities. Lack of funding is one of the biggest challenges – while in other countries these programmes receive institutional support, here they mostly rely on international donors,” added Ceribašić.

The “Stronger Voice for Children” network continues to advocate for the establishment of more children’s parliaments throughout Bosnia and Herzegovina and is planning a new “Children’s Report for the UN Committee on the Rights of the Child”. “We want to see a Bosnia and Herzegovina where the voices of children and young people are respected not just symbolically, but as a real force for change,” she concluded.

Youth voices in action: How U-Report is shaping policies across the Western Balkans

By UNICEF teams from the Western Balkan countries

PHOTO: UNICEF archive

U-Report is UNICEF’s digital community for young people, by young people. Through polls, it gathers youth insights to shape policies on key issues like education, mental health, and climate action, while chatbots provide advice on topics that matter to young people..

Since launching in Uganda in 2011, U-Report has grown to over 36 million members in 90+ countries. The platform engages youth aged 15-30 via Instagram, Telegram, Viber, and Facebook while also mobilizing offline activities.

In the Western Balkans, U-Report launched in 2018 and has over 36,000 U-Reporters. Find out how young people in the region are participating in decision-making at local and global levels.

Shaping education policies in Albania

In 2024, UNICEF Albania consulted young people to shape education policy reforms. A U-Report poll found that 51% of respondents believe teachers need more training, while 73% want more internships and school projects. These insights helped shape the National Education Strategy recommendations submitted to the Ministry of Education and Sports.

On school safety, 42% of youth identified homeroom teachers as key to addressing violence and bullying, followed by psychologists and security officers. Additionally, 86% supported continuous teacher training to help educators recognize and address bullying. These findings influenced the National Action Plan for Safety and Security in Schools.

To engage more youth, UNICEF’s Adolescents Advisory Board (AAB) went to the streets to promote U-Report. “It was empowering to take the lead and connect with so many young people. At first, some were hesitant, but after hearing our stories, they saw their opinions truly matter,” said Dea, 17, a U-Reporter and AAB Member.

Co-creating teaching materials in Bosnia and Herzegovina

UNICEF Bosnia and Herzegovina engaged over 3,000 students, including through U-Report, to shape education content.

Three U-Report polls, with 900 respondents, highlighted the need to include mental health, social norms, and violence prevention in the curriculum. These insights shaped a new teacher practicum, co-created with psychologists and educators, which was implemented in 300 schools and has reached over 60,000 children.

Raising voices on climate change in Kosovo1

Ahead of COP28, young people from Kosovo participated in a global U-Report poll on climate change, contributing to UNICEF’s advocacy at the conference.

“I may be small, but being able to share my thoughts with world leaders makes my words feel huge!” said Klea, a 17-year-old U-Reporter from Pristina. Young people from diverse backgrounds, including rural and urban areas, shared perspectives that informed global climate policies and action plans.

Co-designing education reform in Montenegro

Through focus groups, in-person polls and U-Report, UNICEF Montenegro involved young people in exploring how the education system can be improved. In a country of only 600,000 people, over 6,000 students, parents, teachers and psychologists shared their views on education reform. The insights were analyzed and then integrated into the new National Education Reform Strategy.

Adolescents and youth remarked that they felt that an effort had been made to have their voices heard and appreciated. “A

1 All references to Kosovo shall be understood under the context of UNSCR 1244 (1999)

lot of the teachers never ask us what we think, only to memorize, so being asked what we want school to look like in the future is a great start. Schools need more empathy, and we can get there through better communication,” said a 16-yearold U-Reporter from Podgorica.

Informing mental health policies in North Macedonia

UNICEF North Macedonia used U-Report to gather youth perspectives on mental health priorities. “We should be able to talk openly about mental health. People who need help should know there is nothing to be ashamed of,” says a 16-yearold U-Reporter. Insights from polling guided the National Committee for Mental Health in developing the National Action Plan for the Mental Health of Children and Adolescents, which was later adopted by the Ministry of Education and Science.a

Engaging youth in civic action in Serbia

Although Serbia faces some of Europe’s highest air pollution levels, young voices were previously absent from policy discussions. Through U-Report, UNICEF Serbia gathered opinions on air quality and presented the findings to policymakers. High schools, youth offices, and NGOs mobilized volunteers aged 15-18 to engage their peers, leading to 3,000 new U-Reporters joining the platform.

Despite zero funding, the initiative successfully influenced air quality and energy efficiency policies in Uzice, Subotica, and Priboj. “Seeing my opinion influence decisions makes me believe we can create change,” says a 16-year-old U-Reporter from Uzice. Now, more cities are integrating U-Report into their decision-making, showing that youth engagement drives real action.

Join U-Report and make your voice heard!

U-Report is empowering young people to influence decisions and shape their future. Follow these links to join U-Report in your country today:

Albania/Kosovo/Montenegro: https://westernbalkans.ureport.in/

Bosnia and Herzegovina: https://bih.ureport.in/

North Macedonia: https://mk.ureport.in/

Serbija: https://serbia.ureport.in/join/

AAB members promoting U-Report

Youth Participation in the Netherlands: Being Heard and Seen

By Lily Rijnberg

PHOTO: Stichting Kinderperspectief

Youth

participation is not just about listening to young people, but about actively involving them in decisions that affect their lives. My name is Lily Rijnberg, and for over five years I’ve been committed to participation in youth care, focusing on topics such as the 18-/18+ transition, safety and compassionate youth care.

During my own time in the youth care system, I quickly realized I wanted to give something back. That’s why I started with the youth council at Jarabee, which is affiliated with the Youth Welfare Forum (JeugdWelzijnsBeraad). Since then, I’ve been actively involved in several initiatives and organizations, including the Youth Welfare Forum and Generation YouthCare. In this article, I share my experiences and insights into youth councils and the impact we make with councils in care.

Youth Councils in the Netherlands

In the Netherlands, youth councils within care institutions play a key role in improving youth care. Through direct involvement, they ensure that young people’s voices are heard and taken seriously during decision-making. This is crucial not only for the young people themselves but also for organizations and policymakers, who gain better insight into what’s really going on and what’s needed.

A youth council represents the entire organization. It works as follows: each group within the care institution holds its own house meeting, after which at least one representative per group joins the youth council. The council meets approximately every six weeks at one of the locations of the care organization. These meetings are structured similarly to those in the professional world—there’s an agenda, and topics are discussed systematically.

Personal Growth and Development

Being part of a youth council has had a major impact on me personally. When I first arrived in the residential group, I was shy and didn’t feel like my voice truly mattered. Through my involvement with the youth council, I discovered that my opinion is valuable and that my experiences can help bring about real improvements.

Lily Rijnberg

It helped me develop practical skills such as debating, presenting, and collaborating. But more than anything, I learned that youth participation should be a vital part of policy development.

Key Topics in Youth Councils

Youth councils within care institutions address a wide variety of topics. Young people provide both solicited and unsolicited feedback on issues that directly affect their environment. These may include major and structural topics such as:

• Improvements in youth and foster care

• Mental health and well-being of young people

• Participation and influence in policymaking

In addition, everyday matters also play a key role— such as safety in the living environment or the design of residential spaces. A youth council ensures that young people’s voices not only get heard but actually lead to tangible change and improvement.

The Role of a Youth Council Coach

A youth council coach is a professional from the organization— such as an outreach worker—who plays a crucial role in supporting and guiding young people in their participation. This person helps organize meetings, structure ideas, and offers a listening ear when needed. A good coach encourages young people to speak up and supports them throughout the process.

The Youth Welfare Forum: By and For Young People

The Youth Welfare Forum (JeugdWelzijnsBeraad – JWB) is a national organization that connects youth councils across the Netherlands. Four times a year, the JWB organizes gatherings where young people share experiences and give input on key topics in youth care. What makes JWB unique is that it has both

Did you know that …

… the JWB (umbrella organization for youth councils of care providers) started in 1980! It is a platform for youth councils in youth care, dedicated to sharing experiences, addressing challenges, and creating plans to improve youth care in the Netherlands. Each year, regional gatherings and special sessions for coaches to enhance their roles are organized. The annual national day brings together youth councils, politicians, and policymakers to discuss key issues and share insights. By meeting in different locations, we keep our discussions fresh and impactful, working together to drive change in the youth care system.

a youth board and an adult board, creating equal collaboration. I am proud to be part of the youth board, where I work to amplify the voices of young people in youth care.

Generation YouthCare: Alone You Go Fast, Together You Go Far

Generation YouthCare is a collaboration between five influential initiatives: the Youth Welfare Forum (JWB), Expex, JongWijs, Youth Panel De Derde Kamer, and SAMAH. Together, we focus on key priorities such as youth participation, compassionate youth care, and the 18-/18+ transition. This collaboration strengthens the position of young people in the youth care system and ensures their voices have real influence on policy and implementation.

My Dream for Youth Care in the Netherlands

I dream of a youth care system in the Netherlands that puts young people first in every aspect—not just seen as case files. I want a youth care system that is based on compassion, customized support, and meaningful participation. Policymakers and professionals should engage in continuous dialogue with young people, so that decisions reflect their actual needs and lived experiences. I also hope for greater attention to the transition into adulthood and the issues surrounding the 18-/18+ gap—ensuring that no young person is left behind.

Youth participation is not a luxury—it’s a fundamental right. When young people are genuinely heard and taken seriously, we can build a youth care system that better meets their needs and expectations. Let’s make sure young people don’t just get a seat at the table, but also a real say in shaping their future.

The JWB annual national day

Youth Advisory Board of the ISKORAK Programme – Active Involvement of Young People in Strengthening the Care System for Children and Young People in Alternative Care

By Andrea Ćosić, PhD and Andreja Šprem

PHOTO: www.skrb.hr

The Youth Advisory Board, established in 2021 within the ISKORAK (Step Forward) Programme, represents an important initiative aimed at strengthening the participation of children in alternative care in Croatia. The ISKORAK Programme, implemented by the Ministry of Labour, Pension System, Family and Social Policy, the Ministry of Justice, Public Administration and Digital Transformation, the UNICEF Office for Croatia, and the University of Zagreb’s Faculty of Education and Rehabilitation Sciences, seeks to strengthen the system for delivering appropriate, timely and effective interventions and support for children and young people in alternative care.

One of the key activities of the Programme was the establishment of the Advisory Board for the Care and Treatment of Children and Young People, tasked with monitoring the implementation of the Programme and advocating for the sustainability of its interventions. Members of the Board

come from a variety of systems – from representatives of the Programme’s implementing partners, ministries, academia and professional associations, to representatives of the Office of the Ombudsperson for Children, service providers from the public and civil sectors, and young users of the social welfare and justice systems. The Board is composed of 32 adult members and 12 young people from seven different institutions and organisations providing care for children and young people across Croatia. This has enabled young people aged 14 to 18 to actively participate in the decision-making processes related to the activities of the ISKORAK Programme.

The particular significance of the Youth Advisory Board lies in its mission to promote the active and meaningful participation of young people – users of the social welfare and justice systems. It is also the first formal body in the Republic of Croatia to bring together this group of children and young people in alternative care.

Youth Advisory Board during preparations for the SKRB2024 conference

Young members regularly take part in Board meetings, following preparatory sessions that allow them to better prepare for discussion topics and actively contribute their suggestions and opinions. Meetings discuss ongoing and completed activities within the ISKORAK Programme and address issues raised by young people as important to the quality of life in care. Children and young people are supported and guided in their activities at meetings by mentors – social care workers employed in the social welfare and justice institutions and organisations from which the young people come. Through these meetings, young people also have the opportunity to socialise with their peers, share life experiences, and work together to improve the quality of life in care.

“My aim is to improve the system so that future generations don’t have to go through the things I went through,” said a young man who has been a member of the Youth Advisory Board since its inception. Progress is already visible, as the active involvement and proposals of young people have resulted in numerous important initiatives and changes in the care system.

Young people actively participated in the analysis of the conditions and needs of selected care institutions in Croatia, providing significant recommendations for improving the childcare system. Following suggestions from Board members, some institutions have changed the way meals are prepared and served, and children and young people now actively participate in the selection process of new staff and social care workers. Board members also took an active role in the scientific and professional conferences on alternative care, SKRB 2023 and SKRB 2024, where they clearly emphasised how important it is for adults to create more opportunities and space for dialogue and exchange of views with young people to enable genuine, meaningful changes in practice.

elopment of child participation in the community through their engagement in the UPSHIFT programme, where they had the opportunity to initiate and design projects addressing aspects of their lives in care which they deemed relevant. Through this, they also developed their creativity and skills in innovative

problem-solving within their own environments. Topics selected by the young participants included destigmatisation of young people in care, hygiene standards in residential institutions, pocket money for young people in care, proper nutrition, and non-violent conflict resolution, among others.

Over the three years of its work, the Youth Advisory Board has fostered new friendships, the sharing of experiences, solidarity, and concrete changes in some institutions. Beyond strengthening meaningful participation, the Board’s activities have also played an important role in sensitising professionals to the rights of this group of children. The importance of this is captured in the words of one of the younger members: “I see the importance of this Board in the opportunity to share with system employees our perspective on some of their practices. They sometimes don’t see or understand their mistakes, thinking they are acting correctly, but when they put themselves in our shoes, they realise where they go wrong. Besides that, I like how the Board allows young people from different institutions across Croatia to meet, socialise and help each other. Here, we all understand each other because we’ve been through the same experiences – there’s no judgement, only support. That means a lot to me.”

In recognition of their contribution, the members of the Youth Advisory Board this year received a special commendation – a Special Mention of the “Emil Paravina” Award, presented by the “Our Children” Association in Croatia (Savez Društava “Naša djeca”). This award further confirms the value and impact of the Board on empowering participation within the alternative care system for children.

Given the successes and positive outcomes of working with children and young people in the Youth Advisory Board, there are plans to expand its work by establishing a Youth Advisory Board for Children and Young People in Alternative Care. This new body will bring together children and young people from a variety of care settings – children’s homes, residential institutions, and foster care. It is intended to become a key platform for further developing and improving services and care for children and young people at the national level, providing professional and consultative support to all stakeholders – children, young people and adults alike.

The ISKORAK Programme and its Youth Advisory Board are thus not only improving the quality of life for young users of the social welfare and justice systems but are also setting new standards for a system that listens, cares and values the voice of young people as equal partners.

More information about the ISKORAK Programme and activities with young people can be found at the website: www. skrb.hr

At the Emil Paravina Award Ceremony

Global Care Leavers’ Community

By Lourdes Cafivela, GCLC member

The Global Care Leavers’ Community (GCLC) is a transnational network of care-experienced individuals from over 28 countries, spanning Asia, Africa, Europe, and Latin America.

Members come from diverse backgrounds and work in different sectors, including social work, advocacy, academia, policymaking, research, and grassroots activism. Despite our varied locations and professional paths, we are united by our shared experiences of leaving care and our commitment to improving policies, systems, and support structures for care leavers worldwide.

PHOTO: GCLC archive

Members of GCLC at the 35th FICE Congress in Split

Our Core Activities:

1. Bridging the Gap – We act as a central hub for care leavers, connecting individuals across different regions, backgrounds, and experiences.

2. Tracking & Celebrating Special Days – We keep track of care leavers’ birthdays, achievements, and other significant milestones, ensuring that no one feels forgotten.

3. Recognizing & Celebrating Each Other – We uplift and celebrate care leavers’ successes, big or small, to build a culture of encouragement and mutual support.

4. Sharing Opportunities – We actively provide and share information about scholarships, jobs, training, grants, and other opportunities available to care leavers globally.

Additional Ways We Support Care Leavers:

• Creating Safe Spaces – Offer platforms for care leavers to express themselves, share experiences, and find emotional support.

• Advocacy & Awareness – Raise awareness about the unique challenges faced by care leavers and advocate for systemic changes that benefit the community.

• Skill Building & Mentorship – Provide guidance, workshops, and mentorship to help care leavers develop personal and professional skills.

• Networking & Community Building – Organize events, discussions, and forums where care leavers can build relationships and support each other.

One of the most impactful moments for GCLC was the First International Care Leavers Convention (ICLC) in 2020, which brought together 2,300+ delegates from 80+ countries to discuss the lived realities of care leavers worldwide.

This led to the formation of GCLC and the creation of a Declaration of Care Leavers’ Rights and Demands, which has since been used in advocacy efforts across different countries.

Another defining moment was the recent FICE International event in Croatia, where four global care leavers from GCLC participated.

This gathering highlighted the urgent need for support beyond the five basic needs—we must move beyond survival to living and thriving.

Meeting each other in person was an emotional and empowering experience, reinforcing the strength of our global connections and shared mission.

For many of us, GCLC is more than a network—it is a heartfamily, a place where we feel heard, valued, and empowered. It is a platform where we move from being passive beneficiaries of care systems to active contributors in shaping policies and programs that affect us. Our collective strength enables us to break the cycle of invisibility and marginalization, ensuring that no care leaver is left behind.

You can find more about GCLC and how to join us at: https://careleaverscommunity.org/

IUVENTUS: The Voice of Young People for Changing the Social Welfare System in Bosnia and Herzegovina

By Anisa Šetka

PHOTO: IUVENTUS Association Archive

The topic of the participation of children and young people in the social welfare system, or public care, often recurs in public discussions, yet its true implementation still lags behind. While decision-makers are often deaf to the needs of those they make decisions about, there are examples of young people who have decided to take matters into their own hands and drive change. One such example is the IUVENTUS Association, founded by young people who grew up within care systems in Bosnia and Herzegovina. Their story is a testament to persistence, solidarity, and the fight for the rights of children and young people.

The idea to establish IUVENTUS was born among young people who had grown up in institutions and within the care system. As early as 2015, through activities organised by the British charity Hope and Homes for Children, these young people began discussing the challenges they faced. What particularly affected them was the fact that decisions about their lives were made by others, without anyone ever asking for their opinion. Bilal Kovačević, one of the founders of IUVENTUS, describes that moment: “Pocket money was not the same for everyone, living conditions in institutions were not the same, healthcare was not the same, but what hurt the most was that decisions were made without us. No one asked us about decisions that were crucial for our own lives. That was the trigger for us to start working for ourselves and for the generations to come.” The road to founding the association was long and demanding. The first step was the establishment of the Council for Children and Youth in BiH, but due to legal obstacles, it could not operate long-term. Over time, with the support of legal experts and organisations such as Hope and Homes for Children and the Muharem Berbić Foundation, the young people succeeded in officially registering the IUVENTUS Association in July 2020, despite the challenges posed by the pandemic.

Mission and Objectives

IUVENTUS was founded with clear objectives: to fight for better conditions for children and young people within the social welfare system, to provide them with quality support, and to actively involve them in decision-making processes.

Their work includes:

• Bringing together professionals, parents, carers and young people to improve the educational, health and social systems.

• Advocating for modern, evidence-based methods of working with children and young people in care.

• Improving legislative and institutional frameworks.

• Organising non-institutional activities that enhance the quality of life for children and young people.

Bilal emphasises: “Our priority is that children and young people feel good and that we do not undermine their integrity. Every activity must be designed to bring them real, tangible benefits.”

IUVENTUS leads numerous activities aimed at supporting children and young people. Their “After School Programme” includes tutoring, creative workshops and excursions, while psychological and speech therapy services help children with developmental difficulties. They also run preparation programmes for young people leaving the public care system, providing psychological support and education on independent living. The response from children and young people to their programmes demonstrates just how necessary these initiatives are. Children actively engage in activities, while young people often seek help only once they leave the system and face the challenges of independent living. “We see that young people often contact us only after they have left the system, when they truly need support. That is why it is important to be present before that moment arrives,” says Bilal.

Key to Success and Advice for Young People

Founding and running such an association is no easy task, but IUVENTUS members emphasise that perseverance is crucial.

“The most important thing is not to give up. There were those who doubted us, but we knew we were doing the right thing,” say the founders. Their advice to young people in other countries who wish to start similar initiatives is to begin as soon as possible: “Decision-makers must hear your voice, but you must be the ones who use it.”

IUVENTUS’s greatest success is that they have become recognised as an important voice in decision-making processes affecting children and young people. Their long-term goal is to open branches throughout Bosnia and Herzegovina, so that every young person leaving public care has somewhere to turn for help and support. Their vision is to become a financially sustainable, politically independent organisation that gathers young people from the social welfare system, employs former care leavers, and actively works to protect and promote their rights.

Bilal adds: “We are proud that decision-makers now see us as important members of society. They can no longer make decisions about us without us. We know best what we need and what we have lacked.”

IUVENTUS proves that young people with the experience of public care are more than capable of being drivers of change. Their work not only supports new generations but also shows that the participation of children and young people can be real and effective when implemented in practice, not just theory. Their story is an inspiration to anyone who wishes to change the system from within – with courage, solidarity and perseverance, change is possible.

Have You Heard About...

The Youth Information Guide?

One of the key resources developed by IUVENTUS is the Informator (Information Guide), created with the support of Catholic Relief Services (CRS). This publication provides young people with information on documentation, education, employment, housing, and finances – essential aspects of independent living after leaving the public care system. The guide enables young people to find answers to their questions independently, without relying on others, granting them greater autonomy and security during this transitional period.

More about Informator is available at the link: https://drive. google.com/file/ d/1x0ZQpyjlMPFdfGB0W-NOEATe4lVciwN/ view

Therapeutic riding

Generation Never Give Up Network: Empowering Care Leavers in Sri Lanka

By Nimali Kumari, Co-founder of GNGN

Nimali Kumari’s archive

My name is Nimali Kumari, commonly known as Nimmu. I am a care leaver from Sri Lanka who established and piloted a youth group called the Generation Never Give Up Network, which is Asia's first Care Leavers Network. The GNG Network provides vital services to Sri Lankan care leavers.

PHOTO:

In Sri Lanka, children in childcare institutions are legally required to leave their care homes by the age of 18. However, there is no effective mechanism in place to support these youths. In response, the Generation Never Give Up Network (GNGN) was founded in 2017 with the support of SOS Children’s Villages Sri Lanka.

The GNGN is a peer support network designed to advocate for and support youth who have transitioned from alternative care and face new vulnerabilities. Currently over 500+ care leavers are in member list.

The GNGN Resource Center plays a crucial role in maximizing support for care leavers. The team is diligently working to develop effective mechanisms to provide comprehensive support, including awareness programs in other Child Care Institutions (CCIs). The resource center is coordinated by a dedicated individual who oversees events.

GNGN collaborates closely with the Department of Probation and Child Care Services in all nine provinces. Key activities run by GNGN include:

• Providing scholarships for care leavers’ higher education

• Offering legal support

• Delivering counselling services

• Creating job opportunities

• Maintaining a job bank

Additionally, GNGN members participate in various awareness sessions, empowering teenagers and preparing them for reintegration into society.

I have actively participated in many of these sessions, sharing my life journey as someone who grew up in a CCI.

As a care leaver, I have faced numerous challenges, particularly in securing housing. During the COVID-19 pandemic in 2021, I organized online classes for children living in CCIs in collaboration with the Edu4EverChild charity foundation, which was run by a volunteer youth team. Over 32 teachers taught 45 subjects for more than two years, making it a successful initiative.

During this time, I shared my life story on my personal Facebook page, which went viral across the country. This led to invitations to appear on various leading TV channels, newspapers, and social media platforms, where I spoke about the feelings, needs, and attention points of children living in CCIs, particularly focusing on care leavers.

Gathering of the GNGN members

As a result, the topic of care leavers gained significant attention, and GNGN was recognized and registered as a charity in that period of time. We began advocating for issues faced by care leavers, including housing, birth certificate, and national identity card challenges. We were even able to participate in the Parliament Oversight Committee to address these issues.

The outcome of these initiatives was a success. After five years of sustained advocacy, the government agreed to remove the clause regarding parental marital status from birth certificates—a change that significantly benefited care leavers

In Sri Lankan culture, the marital status of parents can carry social stigma, and care leavers often face discrimination or social exclusion when their backgrounds are not clearly or positively documented. Most birth certificates for care leavers previously stated “Not Married” under parental marital status, making it uncomfortable and even distressing for them to use their birth certificates in everyday matters. This issue becomes particularly problematic when applying to educational institutions or seeking employment, as many of these entities require documentation of family background. Blank fields or stigmatizing remarks in the birth certificate can create additional barriers to access.

I continue to raise awareness about care leavers’ needs and rights through social media. Personally, I feel fortunate to have married a wonderful person whose family respects my past and present. In October 2023, I was gifted a temporary house to live in with my husband until I can build my own home. The kindness of others continues to support me and fellow care leavers in achieving a better future.

In my home, many care leavers gather every weekend to live as a family. We cook together, celebrate birthdays, and provide a place for them to stay during holidays. My home is always open to care leavers.

Short about Nimmu

I completed my Bachelor of Science in Journalism, Advertising, and Mass Communication at NIILM University, Haryana. Additionally, I hold diplomas in Criminal Investigation and Criminal Psychology from the University of Sri Jayewardenepura in Sri Lanka, as well as a special certification in Social Science from the Open University of Sri Lanka. My ambition is to become a Crime Reporter and continue the impactful work of the GNG Network. Currently, I serve as a Foster Care Project Coordinator at Their Future Today.

In 2024, I co-founded the second professional care leavers network in Sri Lanka, called the New Horizon Professional Care Leavers Network.

Nimali Kumari

The Care Leavers’ Association: Participation in Action

By Jim Goddard, PhD, CLA Chair

Adobe Stock

The Care Leavers’ Association (CLA) was set up in the year 2000. We are one of very few organisations around the world that were both set up by and are run by care leavers of all ages. By ‘care leavers’ we mean anyone who was in the legal care of the state as a child. Such people were usually brought up in either foster care (i.e. in a family setting) or in children’s homes. Some of these children’s homes have been small, with perhaps as few as six children, while the older ones, back in the 1960s and earlier, often had hundreds of children in them.

PHOTO: CLA archive,

In our work, we cover England and Wales. There are about half a million adult care leavers (i.e. over the age of 18) in England and Wales. The percentage of children in care in many countries around the world, not just in the UK, is between 0.5% and 1.0%. When they are adults, many have issues related to their childhood in care. They often suffer educational and other forms of disadvantage due to their experience in care and the reasons why they came into care.

One of our biggest issues – we have been campaigning on it since 2005 – is about access to care files. All children in care in the UK will have a file kept on them. These files used to be on paper but now they are more likely to be digital. The files contain many useful details about our childhoods. However, getting access to these files can be difficult. Also, information in the files is ‘redacted’ (i.e. censored) to protect other people. This means that we cannot read information in the files about our parents or siblings, unless they have given permission.

In the past twenty years, we’ve helped hundreds of care leavers to access their files. We’ve also helped achieve a change in the law so that younger care leavers, those under the age of 25, are entitled to support when accessing their care files. We’d like to get that right to support extended to care leavers of all ages and we’d also like to reduce the redaction of file information to the absolute minimum.

As a legal charity we have a Board of Trustees. Their job is to set our priorities and oversee the work of our staff. Since we were set up in 2000, all of our trustees have been care leavers. I myself was in care in children’s homes between 1966 and 1980. This included some large homes run by Roman Catholic nuns and a smaller ‘Family Group Home’ on a normal state council housing estate.

Also, almost all of our staff have also been care leavers. This is particularly important for our work because it helps other care leavers to trust us.

For example, the three staff members who are currently running our ‘Connected’ project, which helps to connect care leavers with each other and provides support in various ways, all grew up in care. This makes it easier for them to work with fellow care leavers by enabling them to develop empathy.

As well as our Trustees, we also regularly consult our care leaver members. Only care leavers can be full members. Every year we have an Annual General Meeting and what we call a ‘National Gathering’. This is an opportunity for care leavers to come together and influence what we do.

When we engage in projects with care leavers, such as with providing support and advice to younger care leavers or those in the criminal justice system, we always try to follow principles of co-production, where care leavers help to design the projects and shape how they are going to be helped. This is very different from how many of them were treated by professionals when they were in care.

Because we are governed by and staffed by care leavers, the maximum participation of care leavers in what we do is central to how with think and act. It always will be.

www.careleavers.com

Jim Goddard, CLA Chair

VOYCE Whakarongo MaiListen To Us: Our journey and our newest Care Experienced Museum Project

By Amanda Faauga, Sydney-Anne Martin & Jamie Lee Evans

VOYCE – Whakarongo

Mai stands for Voices of the Young and Care Experienced – Listen to Me. We were created with care experienced young people, for care experienced young people. We work with care experienced pēpi (babies), tamariki (children) and rangatahi (young people).

PHOTO: Michael Perkins, VOYCEWhakarongo Mai & Jamie Lee Evans, Envato Elements

Feature Topic – Child and youth participation

VOYCE has been in operation since 2017 and has been working hard to make sure young people have their say in lots of different ways since. VOYCE has helped young people speak to the Select Committee, and have their voices heard at a government level.

VOYCE also runs tūhono, or connection events, to help care experienced young people meet other people who are also in care.

These events can be a whole range of things, but some examples of VOYCE tūhono/events include pool parties, picnics, trampoline park fun, learn to surf, and so much more!

VOYCE Kaiwhakamana (advocates) help young people by attending FGC’s (Family Group Conferencing), making sure that young people have their voices heard, and understanding the decisions that are being made.

Kaiwhakamana can help attend other meetings with young people and support young people in residences. VOYCE does all this work because when we were being created, young

people told us that they needed a service that could support them, help them understand what was happening, and to help connect them people who were important to them.

The VOYCE pou

The VOYCE pou were co-created with care experienced young people and Māori artist, Shane Hansen, to reflect the five pou, or pillars of VOYCE:

• Whakatairanga – We promote the collective voice of care experienced tamariki and rangatahi atawhai so that it can influence the wider care system.

• Whai Pūkenga – We equip and enable tamariki and rangatahi atawhai for their future.

• Whakamana – We advocate alongside of and with tamariki and rangatahi atawhai in relation to their goals and concerns.

• Rangatiratanga – We build leadership among tamariki and rangatahi atawhai.

• Tūhono - We connect tamariki and rangatahi atawhai through activities and local networks.

The pou are represented by artwork of animals that embody elements of the pou, for example, the web of the spider in the

VOYCE Pou

1

Tūhono pou, represents the strong bonds that a young person forms with their whānau and other important support people. The whakatairanga pou is represented by the Tui, whose beautiful song is heard loud and clear – for all to hear. This is representative of our young people having their voices heard in the care system.

The Foster Care Museum

The Foster Care Museum Project in Aotearoa1 is six months young and growing. VOYCE Whakarongo Mai has provided incubation and seed funding to get it started. The project is inspired by Foster Youth Museum (FYM) in the United States, which has been running for 20 years. The Aotearoa project will be officially named soon. This and all other critical decisions are guided by an advisory committee of seven former care experienced youth. Jamie Lee Evans, who is also a former foster youth, is the founder of FYM in the U.S. She moved to Aotearoa seven years ago and is leading the project.

The pilot phase of the Aotearoa museum includes three Pop-up exhibitions around the country. Each Pop-up is accompanied by a storytelling workshop geared to support youth to identify the most poignant and important stories and artefacts that represent their experience of foster care.

Pop-ups give the project the opportunity to sample the kinds of stories that Aotearoa youth want to make known. At the end of each pop up the youth have the opportunity to loan or donate their items to the museum’s developing collection. The first two pop ups have been immensely successful, with sizable public attendance and youth donations to the collection.

The first Pop-up in Auckland had more than 30 items on exhibition. It included a contribution from Tupua. His piece was a hand made carving by his father who was in prison at the time he made it. The carving is a wooden frame with five cut-outs for photos. Those holes remain empty, depicting the hard truth that many if not most children who spend their lives in foster care, rarely have photos of themselves as infants or children. Tupua has loaned the carving to the museum, and it was also displayed at the second pop up in Christchurch.

More than 40 items were displayed at the Christchurch pop up, including teddy bears, paintings, and documentation from interactions with the foster care system. More than 50 people from the community attended the Pop-up. An artefact commented on by many visitors was a souvenir brought back from a foster family who put their foster kids in respite care while the biological family went on a tropical island holiday. This was donated to the collection - the donor stating powerfully that the piece was a symbol of being excluded rather than included.

More pop ups are planned for other parts of the country. When a critical mass of artefacts and art has been collected, the project will begin looking for a larger and possibly more permanent space to invite more of the public to see and hear the stories of care experienced youth. The hope is to inspire communities to make a difference in the lives of youth in care and to educate about the journeys, needs, fears and successes these youth experience.

From a youth advisory committee member

It is an undeniable privilege to be on the advisory committee for a project that has the chance for us all to reflect, inform and potentially change the care system.

It involves many voices with different relationships to the care system and brings stories of different times, the improvements, the changes and the unfortunate on-going issues still faced today.

This is done mostly through late night online meetings as our advisory committee includes young parents, students overseas, and hard workers with varying work hours.

This project is to showcase the powerful stories of our young people and what they will and have already overcome. We have identified some consistent themes here in New Zealand and continue to gather stories and artifacts to showcase them. Our Museum themes include:

• Unfiltered - an intense showcase of the gruesome details of abuse and the unfolding of the protection of abuse.

• Advocacy and Policy Change - the respect given to and acknowledgment of the power of survivors, and the effects and triggers that come with being a dedicated advocate.

• Loss of Culture - an important theme that has been felt across Aotearoa by many of the diverse cultures here is loss of culture. Not having the chance to learn and understand our culture and having to find access points of understanding as a cultural outsider in adulthood.

We have also identified that being a survivor of foster care and then becoming a parent can be tough because of the trauma carried, and the anxiety of being judged for your parenting.

Something as simple as being in public with unbrushed hair or bare feet creates anxiety about having a report of neglect made about you. As a care experienced parent we have fear that there is a target on our backs.

Aotearoa is the Māori name for New Zealand

Feature Topic – Child and youth participation

Amanda’s story featured in the Foster Care Museum: Halloween Haul

October 31st 2002

I’m waiting for the school day to end to go home and find anything that can pass as a trick or treat basket. My siblings and I are excited to get free lollies from door knocking, knowing that we would have instant noodles or marmite sandwiches2 as our main course at dinner time. But, the school bell hasn’t rung and I’m being sent to the school office. Muscle memory tells me this is normal as I’m always going to the office for something. But my two older sisters, my twin brother and I have all been called to the office, which is confusing.

We get put into the car with a lady who said we would be staying at “mum’s friends” for a bit. My oldest sister in the front seat starts crying first as we were driving. I’m in the middle of the back seat with my brother on my left and my other sister on my right. The second sister starts crying saying she doesn’t want to go. My brother starts crying like it’s a chain reaction that can’t be helped. I can’t comprehend why they’re crying or what is happening. We arrive at a house and I don’t want to go on, I want to go trick

2 Marmite sandwiches are sandwiches that contain Marmite spread. Marmite is a type of yeast-based spread, thick in texture and dark in colour. Those who have tried it say you either love it or hate it ��

or treating. I don’t care for your hot meal, your clean new clothes or even my own bed in my own room. Today I am supposed to be getting lollies and rushing home to share with mum.

Our new caregivers seem to understand the importance of Halloween to us “neglected kids” so they load us all up into their Honda Odyssey and take us to PAK’nSAVE 3. They tell us that we can pick one item from the lolly aisle. My twin brother and I scanned the shelves and what popped out was the 1kg bag of Mackintosh’s toffees. What a score! If we can only pick one thing why not this? After protesting that they mean we can have one item between all of us they say we can have the one bag of Mackintosh’s only if we share them between the four of us. My brother and I protest and then give up and opt for some pick’nMix lollies each.

3 PAK’nSAVE is a New Zealand discount supermarket chain known for offering low prices on groceries by keeping costs down. The stores have a no-frills, warehouse-style layout, and customers are expected to pack their own groceries.

In PacNSave shop

International Exchanges – A Place for Meeting and Growth

By Miruna Kastratović

PHOTOS: Private archive of Natalija Oršuš and Petar Čurila

Participation in international exchanges has proven to be a powerful tool in empowering, connecting and encouraging young people from the alternative care system. We spoke with two participants, Petar and Natalija, about their experiences. Both live in foster families and are currently pursuing their studies: Natalija Oršuš is a first-year social work student, while Petar Čurila is a second-year nursing student.

Natalija first took part in international exchanges five years ago, when she started secondary school, and has since participated at least once a year. Petar has taken part in two exchanges so far. For both, these experiences have been crucial in opening up to others, encountering diverse opinions and perspectives, and enjoying days filled with new experiences.

Natalija explains that she got involved in international exchanges thanks to the foster carers’ association “Osmijeh” (“Smile”) from Đurđevac. Most exchanges were held in Selce, involving young people from Serbia and Bosnia and Herzegovina, while an exchange with young people from Bulgaria and North Macedonia took place in Đurđevac. Return visits to Serbia were also organised.

Exchanges usually last around ten days, during which participants have time to socialise and bond, but also to engage in workshops, presentations, discussions and group projects. The first day is dedicated to designing the workshops and planning the programme. Topics vary, ranging from climate change to youth empowerment, resilience, and encouraging active participation in society. The leaders know the topics in advance, while participants can choose whether they want to

know the topic beforehand or be surprised. Natalija preferred knowing the topic so she could better prepare for the workshop.

A different type of exchange was organised in Spain through Natalija’s school. Due to high interest, a selection competition was held, and two students were chosen—one of whom was Natalija. This exchange was coordinated by her English teacher in collaboration with a mentor in Spain, who assisted with the organisation of her stay and schooling.

However, exchanges are not solely about work. An essential part of the experience is socialising and discovering new cultures. During the so-called cultural evenings, participants explore the traditions of different countries, their music and cuisine, through games, presentations and quizzes. Petar recalls the nervousness during the conference days, where participants gave lectures, delivered speeches, expressed ideas and opinions, and interacted with the audience.

“These experiences taught me that I am never truly alone, that not everything is bleak, and that even our voices and unity can make a difference – if not for us, then for future generations. After each exchange, I come back more cheerful, inspired, and enriched with new knowledge and a few more friends,” says Petar Čurila.

Exchanges were equally inspiring for Natalija. They motivated her to become more active within her community and to engage more deeply with topics she finds important. “I realised how much we learn from one another through workshops, even about everyday matters we often overlook. Once shy and reluctant to speak in front of others, I have, through practice,

gained the confidence to talk about topics I have studied,” shares Natalija Oršuš.

Natalija has participated in multiple exchanges, including return visits. She enjoys reconnecting with “old teams” and recalls fondly a workshop on recycling old paper, where participants created new paper from old notebooks and books. Another favourite activity of hers is the secret friend exercise, where each participant draws a name and dedicates special attention to getting to know that person. Petar, on the other hand, was particularly touched by the impression they left on the attendees of an international conference: “They congratulated us on our speeches and presentations and asked how they could help create a better environment for children from alternative care.”

Meeting young people with similar experiences from around the world showed Petar how differently alternative care systems function in different countries. By getting to know each other, participants noticed that many had chosen careers involving working with people and helping others. Natalija reached similar conclusions, realising that, despite differences in cultures and languages, they are fundamentally similar, facing the same challenges and sharing the same hopes and goals. Through this, she learned to appreciate diverse perspectives and understood the importance of open communication and collaboration.

Moreover, she became aware of how much an individual can influence society and how positive changes can be initiated through even the smallest steps.

International exchanges transform people and their outlook on life. They help overcome the fear of public speaking, develop critical thinking as well as active listening skills. They offer an opportunity for personal growth and the development of social skills, self-confidence, independence, and adaptability – skills that are incredibly valuable for young people in their future lives.

Making sustanable bags

By Dijana Janković

PHOTO: Stichting Kinderperspectief

My Circle –Innovative Tools for Empowering Young People Through Games

My Circle is a youth association founded by care leavers, aiming to support their peers through education, mentoring and peer support. Among other activities, they develop innovative board games that empower young people through fun, learning, and mutual support. The members created the games "What did you say?" and "Independent but Not Alone", based on real challenges faced by young people, both within the association and more broadly, demonstrating a deep understanding of the issues young people encounter. I spoke about this with Alma Mustajbašić, Denis Ćulahović, and Aleksandar Dikić.

The idea for developing educational board games emerged during their participation in a project focused on the creation and development of board games. The project encouraged them to think about how they could provide peer support in an innovative way through board games. This led to the creation of tools that creatively and effectively help young people acquire practical skills and empower themselves through positive experiences. Alongside Alma, Denis, and Aleksandar, a team of experts in relevant fields – including association members, volunteers, and their friends, as well as partners from organisations GriG and Dežurni asistent – participated in this extensive project, supported by the Kinderperspectief foundation. Together, they designed the games with the clear goal of offering young people a practical tool for learning through fun and mutual support. They wanted to combine education with something enjoyable and accessible to all, recognising that board games are a perfect way for young people to connect, learn and develop through play. It is worth noting that the project was completed in record time – under a year – even though everyone involved worked on it in their free time, after fulfilling their daily obligations.

Alma, Denis and Aleksandar are particularly proud of being part of the entire process – from the initial idea, through agreements and creation, registration, to the moment when the games came to life and young people enthusiastically started playing them. They now hope that the games will continue their journey beyond My Circle – into schools, universities and various everyday settings.

Two Games, Two Approaches

The game “What did you say?” is designed to improve communication skills and public speaking. Aleksandar explains that, in addition to improving presentation skills, it helps players overcome stage fright, allowing them to express their thoughts clearly, without stuttering or filler words. Just like in real life, the game introduces distracting factors, requiring speakers to focus fully on their presentation and resist being sidetracked by interruptions.

Alma adds: “This game creates a safe space for players because it is usually played among friends, making it easier to practise and concentrate in a relaxed environment. The idea is that the skills gained in this way can later be applied in more stressful situations.”

The game “Independent but Not Alone” offers an experience of solidarity and cooperation. The idea is to give young people the opportunity to experience real-life challenges of independent living through play and to support one another throughout the experience. Alma explains that the aim was to include as many characters and diverse roles as possible, helping players to meet a variety of people who live around them and, despite differences, realise how much we all share the same basic needs. Denis adds: “The game helps young people who are not from the care system, or who do not face such challenges, to understand those who do – without putting anyone in a vulnerable position. It enables stories to be heard without the individuals having to personally disclose their hardships.”

Through the game, young people become familiar with the real-life challenges awaiting them when they move towards independence – challenges that apply to any young person but are often more numerous and complex for those from the care system.

Aleksandar points out: “This board game is valuable for the future of those people, because it prepares them for the next steps in life.”

Development Process, Adaptability and Target Groups

The development of these games involved research, testing, design and formal registration. Testing was conducted with young people from the care system, young people without care experience, education and social work professionals, and board game specialists.

The games are not intended solely for young people in alternative care. They have been designed to also benefit young people outside the care system, professionals in social welfare, and a wider public, fostering empathy and understanding through play.

It is crucial for those not directly involved in the care system to understand the difficulties young people face and to recognise the value of support and empathy. Denis emphasises how important it was to properly thank everyone who contributed to the creation of the games: “We gave the characters in

“Independent but Not Alone” the names of the people who helped and participated in its development. It was our way of making them a lasting part of the game and showing our deep appreciation for their contribution.” Alma explains that testing during the Krugolijada event provided valuable insights into the functionality of “Independent but Not Alone” She feels that the game achieved exactly what it was intended for –fostering identification with the characters and promoting solidarity. One participant, for instance, who had already reached the finish line, decided to return and help other players complete the game. This clearly showed how solidarity and mutual support are built into the heart of the game, making it truly unique.

The games have already been presented at the Faculty of Law in Zagreb, Department of Social Work, and received extremely positive feedback. Denis proudly shares: “This success motivated us to expand the games to other educational institutions. We have already received invitations from secondary schools, and some university professors will be using them in their teaching.” This is significant, as these games help young people develop empathy and communication skills in a way that is both accessible and liberating.

Looking Ahead – A Call to Action

The games “What did you say?” and “Independent but Not Alone” represent an innovative approach to empowering young people and enhancing the work of social welfare professionals. They have been created by those who understand young people’s challenges first-hand, alongside professionals working for and with young people.

These games are not just tools for learning – they are opportunities for connection, understanding and collective growth. Play opens new doors for dialogue and empathy, enriching the experiences of all participants. They can be used in a range of contexts – from education and social welfare to informal youth work – and we hope they will become valuable resources in your work as well.

Leap into Life – A Platform Where Young People with Care Experience Find Their Voice

By Martina Kranjec, a young entrepreneur with experience of living in alternative care, and a user and volunteer at the Association Igra (Play)

PHOTO: Archive of the Association Igra (Play)

The Leap into Life platform captivated me from the very first encounter – not only with its name, but also with the powerful message it carries. I too had to “leap into life” that wasn’t always kind to me. I felt I had no choice – I had to accept the challenges and move forward, even when it was at its hardest. That’s why, for me, Leap into Life isn’t just a platform – it’s a symbol of courage, change and new beginnings.

At first, doubts overwhelmed me. How would I even start writing? Would my story mean anything to anyone? Would I be able to express myself the way I wanted to? Yet what happened was more than just writing. That feeling, hard to put into words, awakened motivation, self-confidence and inner strength within me. Leap into Life allowed me to discover my own resources – I realised that I had a voice, and that I could use it through writing. Writing became my way of expressing myself, understanding the world, and dealing with my own insecurities.

What was particularly meaningful to me was the opportunity to read stories from other young people who had gone through similar life challenges. Many of us who grew up within the care system face feelings of loneliness, insecurity, and stigma. It often feels as if society does not understand us or even see us. Leap into Life gave us a space where we could be heard. Reading the stories of other young people, I found understanding and support – the sense that I am not alone in what I have been

through and continue to go through, as well as a handful of practical tips.

Leap into Life tells our stories – from our own perspectives, as if you are walking in our own shoes. Behind every word lie powerful, often indescribable emotions. Through the texts I write, I am learning to accept myself, to understand my own emotions, and to deal with the challenges I face.

This platform has not only shaped my writing – it has shaped me. It encouraged me to see life from a new perspective, to realise how important attitude and perception are, and to understand that every obstacle can be a stepping stone to a new beginning. That leap into life is not just a physical act – it is a mental and emotional leap towards self-awareness and personal growth. It is the courage to face uncertainty and, even when we do not know where the path will lead us, to trust that solutions are always within reach. Leaping into life means letting go of past hurts, wiping away tears, lifting your head, and moving forward. Because no matter what happens, life goes on – and each new day brings a new opportunity for growth and change.

If you are a young person with care experience and would like to become part of the Leap into Life team, contact us at: +385 95 522 3330 or https://www.skokuzivot.hr/

Martina Kranjec, writes for the Leap into Life

Being a Foster Carer Is Not Just a Role for Me, It Is a Life Mission

By Arnela Dubrić (27), Foster Carer

PHOTO: Private archive of Arnela Dubrić

I have always known that I wanted to work with children. I grew up in alternative care, in an SOS Children's Village, where I was given love, care and attention. Watching my SOS mother selflessly take care of us, I felt deep down that if life did not bless me with a biological child, I would offer a home to a child in need.

More than nine years ago, I began to research what it means to be a foster carer, and at first, it all seemed very complex. However, this did not discourage me – on the contrary, it motivated me even more to learn and find out as much as possible. I realised that fostering was a way to fulfil my dream: to be there for a child, to offer support, and to be their safe anchor. Working with children has always fulfilled me. I volunteered in a nursery, worked as a nanny and was surrounded by children in alternative care, but I felt I could and wanted to do even more. In those roles, no matter how dedicated I was, there were always limits – a nanny or nursery worker can only be there for a certain time. As a foster carer, however, I could offer a child lasting security and a true home.

When I decided to become a foster carer, I had no fears or doubts. I knew exactly what children needed: love and a safe environment where they would feel accepted.

The fostering process began with gathering the necessary documentation and applying to the Centre for Social Work. After that came the training, which lasted just over a month. Every day, we worked through different scenarios, learning about the challenges of fostering, the needs of children, the support provided by the system and the ways to respond to various situations. We also had the chance to hear from experienced foster carers and professionals in social work. The training was demanding but incredibly valuable. It gave me extra confidence and assurance that I was on the right path. At the end of the process, after an individual interview with the experts, I received confirmation that I met all the requirements to become a foster carer.

The greatest challenge was not the process itself, but the moment I finally became a foster carer. That was when real-life dilemmas appeared: “How will I balance work, my private life, and caring for a child? Will I be able to provide everything they

need?” These questions ran through my mind, but they quickly disappeared the moment the child walked into my home. I knew then I had made the right decision.

My biggest support came from my mother, my family and a few close friends. Of course, there were those who doubted me and asked why I needed “such a burden”. Sometimes their comments hurt, but I understood – not everyone can see things from my perspective. Still, I followed my instincts and love for children. I knew that if I provided security and love, the child would grow into a healthy and happy individual.

My daily life as a foster carer has not changed much. I still go to work, the children go to school, and we prepare meals together (sometimes their favourites, and sometimes the healthier ones they like a bit less��). We tackle schoolwork, spend free time walking around town, play with peers from the neighbourhood and children from a nearby school, and talk about everything. I strive to offer what was once given to me: security, love and a sense of belonging. Every small victory, every smile, every bit of trust the child shows me confirms that I am on the right path. Being a foster carer is not just a role for me; it is a life mission. My experience from alternative care helps me to better understand what a child is going through. I know what insecurity feels like; I know how important it is to feel the warmth of a home. I understand the need for support, attention, and a sense of belonging. Children in alternative care are not very different from those in biological families – the only difference is that they need extra reassurance that they are loved and that they matter.

The foster care system in Bosnia and Herzegovina is still developing and there is room for improvement. From my experience, I would love to see the law recognise the importance of the bond between the foster carer and the child, and to give foster carers priority when it comes to potentially adopting a

Arnela Dubrić

child who has been with them for a longer period. The emotional connection foster carers and children develop must not be overlooked.

My message to young people who grew up in the system and are considering becoming foster carers is this: believe in yourselves

and in your ability to be a pillar of support for someone. No one understands better than you what these children are going through, and no one can understand them as you do. If you feel you can offer a home, love and security, do not be afraid to embark on that journey. You might think you are doing only a little, but to one child, you are everything.

I Am Proof That Love and Care Can Change a Life – and Through My Role as an SOS Mother, I Am Continuing That Chain of Kindness

By Taiba Muminović (29), SOS Mother

Hello, my name is Taiba, and my childhood began in Srebrenica. However, due to difficult circumstances, no one was able to care for me. At the age of seven, I became part of an SOS family. I remember that moment as one of the most important in my life.

When I first arrived at the SOS Children's Village, I was welcomed by my SOS mother – the person whose love and support would go on to shape my life. The feeling of warmth and belonging that I experienced at that time was truly priceless. My fondest memories are filled with laughter and play with my peers, family meals that brought us closer together, educational workshops that helped me grow and joint trips where I learnt the importance of team spirit and mutual support. A particularly special memory was the day I received my own room – my small corner of safety. The cuddly toys, the neatly arranged books and the feeling that I truly belonged somewhere gave me the strength to move forward. Today, when I look back, I realise how deeply that care and attention had shaped my character.

The decision to become an SOS mother came from a deep inner desire to continue the mission that once changed my life. Through my own experience, I know how insecurity, fear and feelings of not belonging can affect a child. But I also know that love, understanding and support can completely transform someone's life path. My SOS mother was my rock, my guide and my unwavering support. Even after I left the SOS Village, she remained by my side, as a friend and an adviser. Now, I want to be that person for other children – their support, their safe harbour, someone who believes in them even when they struggle to believe in themselves.

Being an SOS mother brings many challenges. Even though I was familiar with the organisation and its ways of working, I still asked myself – will I be good enough? Will the children accept me? Will I be able to accept them? In the early days, there was a

certain distance between us, but I knew that trust would come gradually. I started to bond with them through activities they loved – we played games, went for walks, roller-skated, talked, and I cooked their favourite meals. I remember the moment when I told them that I was there for them, no matter how big or small their problems were. That conversation was a turning point – they opened up to me, shared their stories, and at that moment, I knew I had earned their trust. Today, after a few months together, I can truly say that we have become a family. When I am not with them, I miss them – and that simply confirms to me that I am on the right path.

There is no greater feeling than knowing you have changed someone’s life for the better – offering them safety, warmth, and the opportunity to grow into a happy and successful person. Children growing up in alternative care are not just numbers or stories on paper – they are wonderful, talented, and courageous individuals who need support. I am living proof that love and care can change a life, and now, in my new role, I am continuing that chain of kindness. My guiding belief is that family is not defined solely by blood ties, but by love, care and the feeling of belonging.

PHOTO: Private archive of Taiba Muminović

Taiba Muminović

Leading Role

By Maya the Bee

PHOTO: Envato Elements

She was like water, finding her way into everyone's heart. Unbelievably beautiful and endearing. We all felt the need to hug her and protect her. We were happy whenever we had a chance to do something for her. And she? Always smiling, even when she had every reason to be sad or angry. She would find a way to cheer up both herself and others. Words of comfort and understanding would pour from her effortlessly, without the slightest struggle. The most beloved little bee of all, even among those bees and bumblebees whose "official duty" seemed to be finding fault with everyone.

Nursery and school parties were unimaginable without her. Her schedule was packed with extracurricular activities, and yet she was always the first to offer a helping hand, never asking for anything in return. She could do and knew how to do everything on her own. She proudly stated that she was from the Hive and how much it meant to her. She encouraged other bees and bumblebees not to hide the meadows and clearings they had flown from. She had an opinion on everything and voiced it clearly. Never an observer, she always played the leading role in her own film. As the best student of her generation, she found employment in the blink of an eye. Beautiful, intelligent, and successful. The pride of all of us who knew her. We secretly hoped that we had played a key role in her success. There was no field in which she was mediocre, so everyone could find their own part in which they had been important. And then – a bolt from the blue.

She resigned, got married, and moved back to the village where she had a family home – one that had fallen into disrepair like all houses left uninhabited. Soon after, she gave birth to her first child. She and Pavo fixed everything themselves. They watched tutorials online and – hard as it was to believe – they succeeded. A city girl and a fierce activist for women's rights, now pregnant for the fourth time, milking cows and tending the garden. At first, we blamed Pavo, and then we found out it had been her idea. None of us would have cast her in this role. We had imagined a different sequel to the film. We didn’t know why, but we all felt disappointed. The film was supposed to be a high-budget, modern story. Dance and singing lessons, foreign languages, travel abroad. It all suddenly seemed pointless... Had she gone to university only to end up milking cows and collecting eggs? Where had we gone wrong? She had once led peer workshops on the subject of contraception. Now she was pregnant for the fourth time.

After some time, we began to wonder – what exactly was wrong with this film? Or had we simply fallen victim to a consumerist society, where success is usually equated with status and wealth?

She sensed our disappointment. Of course, she forgave us and understood. No one ever said a word to her. We were ashamed.

KLIJANAC and PUP (Seedling and Bud) – Karlovac Community Service Centres Join a Unique Experiential Nature Learning Programme

By Ivana Francišković Olrom and Valentina Mesarić, Klijanac and Pup (Seedling and Bud)

PHOTO: Klijanac and Pup Archive

After decades of experience advocating for the protection of the environment and nature through information campaigns, education, actions, initiatives, and projects, the Karlovacbased association Eko Pan decided to continue its mission by creating a programme of learning about nature – in nature itself. This decision was inspired by the children themselves, whom we taught the basics of permaculture over several years through practical workshops on making small gardens and composters. Each of these workshops would begin with a short theoretical introduction and a presentation of an ecosystem, during which children would consistently recognise the environment and animals as part of nature – but not humans. They saw themselves as completely separate from the living world around them. Thus, at the onset of the pandemic, we dared to launch a unique programme for learning about nature. This gave rise to Klijanac and Pup (Seedling and Bud), a form of experiential and active learning, created in response to the challenges of traditional education, reduced outdoor time for children, and the excessive use of technology.

The programme is delivered through three services: Forest School – spending time in nature while learning through practical modules; Green Skills – acquiring practical knowledge and skills (gardening, sewing, cooking, making natural cosmetics) in line with Zero Waste principles; and Forest Birthday – celebrations in nature featuring fun and educational activities.

We are proud of Klijanac and Pup and of the positive changes it brings to individuals, society, and the environment. Although it is part of the association’s social entrepreneurship, we believe it should be available to everyone.

This year, the Forest School programme is being implemented with the support of the Ministry of Science, Education and Youth, and is intended for the users and carers of Karlovac’s community service centres – Centre Banija and Centre Vladimir Nazor. Over the course of the project, we will conduct a total of 20 forest sessions, some of which will include weekend camping along the Korana River. During these sessions, participants will learn the basics of equipping themselves for outdoor living, navigation, and first aid; they will become familiar with local flora and fauna; and they will use tools and other aids. We delight in every new gathering, hoping to leave the children not only with memories, but also with new knowledge, skills, and –most importantly – a deep experience of the abundance of life that surrounds us and which we are responsible for preserving. An added value of our experiential learning is reflected in the faces of our participants, where happiness and a quiet pride in what they have walked, conquered, and learned that day can clearly be seen.

At Klijanac and Pup we like to say – we are a nursery of good will. Here, knowledge, skills and experiences grow, and we give them to you with full trust that you will carry them boldly through life, allowing them to grow alongside you.

A Conversation About…

By Emilija Golubović, final-year Speech and Language Therapy student, volunteer at the Zvezda Centre

PHOTO:

Zvezda Centre Archive

The Zvezda Centre, in collaboration with the Centre for the Advancement of Society, has launched a series of educational workshops under the symbolic title “A Conversation About...” The aim of these workshops/conversations is to enable young people and professionals to jointly discuss, reflect on, and freely express their views on topics important for young people’s journey towards independence.

The first workshop, “A Conversation About Finances”, was held at the end of February, with the aim of introducing young participants to savings techniques, financial management, and everything they need to know about opening bank accounts, types of cards and accounts. We also touched on the topic of housing loans and interest rates.

The workshop was attended by as many as 24 young people from children’s homes and foster families. We are extremely proud of them all for coming, willing to learn something new. Thanks to the wonderful people at the Radisson Hotel, we had a venue and refreshments for the young participants. The workshop was led by our long-time friend, Miodrag Džodžo, PhD, an expert in banking.

The series of educational workshops “A Conversation About...” is part of the project “Independent, but not Alone”, which aims to empower young people on their path to independence through socialising, educational sessions, and creative workshops. So far, we have held more than 15 gatherings and have met many wonderful young people. The young participants respond positively to our support, which gives us even more motivation to continue planning and to always be there for them.

What Am I Capable Of?

By Lorena Živković, Master of Social Work, Association Igra (Play)

PHOTO: Archive of Association Igra (Play)

Here is what young people are capable of creating when given the opportunity. This was revealed to us through projects aimed at enhancing meaningful leisure opportunities for young people in the Correctional Institutions in Turopolje and Požega, as well as the Juvenile Prison Unit at Turopolje Penitentiary, funded by the Ministry of Justice, Public Administration and Digital Transformation.

Last year, residents of the Correctional Institution created comic books through which they told their stories, sharing personal experiences and emotions in a creative way. At the same time, young women at the Correctional Institution in Požega designed colouring books featuring mandala motifs, allowing them to relax, focus on details, and explore their thoughts and feelings through art. These activities were not merely a form of creative expression; they also provided the young people with an opportunity to reflect on their own experiences and emotions. Positive feedback encouraged us to further enrich the content for users within the “What Am I Capable Of?” programme over the next three years, and to include participants from the Juvenile Prison Unit at Turopolje Penitentiary.

Sport, art, and creative expression are becoming tools for personal growth and development. The young women participate in yoga sessions, while the young men at the Correctional Institution face the challenges of Croatia’s Outward Bound School. Alongside physical activities, the programme includes drumming workshops, drama and literary activities, and an Advent celebration featuring a concert performed by the residents and a stand-up comedy performance.

Initiatives such as these demonstrate how important it is to offer young people the chance to explore their interests and develop new skills. The daily structure within institutions often leaves little room for creativity and personal development, but with a bit of imagination and good will, it is possible to design activities that bring about positive change. Whether it involves sport, art, music, or another type of activity entirely, it is crucial to recognise potential and give young people the space to explore it. Sometimes, it is a single workshop, one drawing, or a single drumbeat that can spark transformation.

Every Child Can Learn Through Educational Webinars and Regional Collaboration –Find Out How

By Ivana Cerović, Perkins Serbia

PHOTO: Archives of Perkins Serbia, Mali dom and GRIG

Perkins is a global organisation dedicated to supporting the development of model programmes in the field of education and learning for children with visual impairments and/or multiple developmental difficulties. Perkins believes that every child can learn, and from this deep conviction — proven over decades of practice — it continues to influence the improvement of educational frameworks and services for children through highquality, knowledge-based approaches. As part of this support, a significant focus is placed on providing education both for professionals working directly with children and for parents.

Our region has had the honour and privilege of Perkins establishing partnerships and long-term cooperation here, in order to enhance the educational settings for children with developmental difficulties. In seeking organisations dedicated to both children and their families, as well as to strengthening the capacity of children’s natural environments, Perkins found

valuable partners in GRIG (Belgrade) and Mali dom (Zagreb) — the latter also serving as the Perkins resource centre for the region, bringing together professionals who have completed Perkins training. In Serbia, Perkins also cooperates with educational institutions, universities, parents’ associations, and children’s homes.

Through several years of collaboration, we aspired to implement in Serbia a good practice model of education and knowledgesharing already established in Zagreb. Thus, educational webinars on various topics have been created, aimed at strengthening the capacities of professionals, parents, and all others interested in providing better support to children. Every environment that influences a child should be a place of learning — accessible, stimulating, and adapted to all children — promoting functional, meaningful, active learning and an inclusive approach. The webinars have been designed to offer very specific, theoretically grounded and experience-based content (enriched with practical examples and video recordings) across various topics related to working with children with multiple disabilities of all ages. Colleagues from the Mali dom resource centre and the Perkins Team in Serbia have developed the webinar content, while GRIG facilitates its distribution to professionals across the region via its platforms. The Perkins Team in Serbia, GRIG, and Mali dom from Zagreb ensure that quality approaches to working with children are made widely accessible, promoting successful methodologies and highly practical examples of how to work with children and how to support parents. Furthermore, these webinars contribute to raising awareness and challenging existing beliefs about the educational potential of children with multiple disabilities and their capacity for learning and development. By unlocking minds, we unlock opportunities — ensuring that no child goes unseen.

The webinars are free of charge and available upon registration via links shared monthly by GRIG. They are intended for up to 100 participants, and interestingly, places are typically filled within 24 hours due to high demand throughout the region. Those who attend once often continue to follow future webinars. Evaluations show high levels of participant satisfaction, with feedback highlighting the content as highly practical, concrete, consistently offering new and useful insights, while also inviting suggestions for future topics.

Some of the topics covered in previous webinars include: “Designing and Using Songs in Work with Persons with Developmental Difficulties”, “Adapting Materials for Work with Persons with Complex Disabilities”, “A Multimodal Approach to Reading for Persons with Multiple Developmental Difficulties”, “How Your Child Sees”, “Therapeutic Feeding in Children with Developmental Difficulties”...

https://www. perkins.org/ international/ https://www.malidom.hr/ https://cspagrig.org/

News from Kamenčići (Pebbles)

By The “Kamenčići” (Pebbles) Association Team

PHOTO: Archive of the “Kamenčići” Association

The “Kamenčići” (Pebbles) Association has recently launched a project of educational programmes entitled “News from Kamenčići”, aimed at both children and adults. The reporters are members of our Association who conduct interviews with ordinary people whose work is of our everyday lives. Through creating these segments, our primary aim is to have fun, learn something useful, and also demonstrate that people with intellectual disabilities, in line with what they are capable of, wish to be equal members of society.

The Association of Persons with Intellectual Disabilities of Šibenik-Knin County, “Kamenčići”, was officially registered in 1997 and operates within the Šibenik-Knin County area. The members of the Association are parents and their children and young people with intellectual disabilities (nominal members).

Through the Association’s regular programmes, such as creative workshops and work rehabilitation programmes, we strive to organise the leisure time of children and young people with intellectual disabilities in a way that promotes social mobility. In our society, prejudice against this population still exists, often as a result of a lack of knowledge and insufficient public awareness.

You can watch the programmes and stories we create on our YouTube channel “Udruga Kamenčići”.

Follow our work via our Facebook and web page: https://udruga-kamencici.hr/

My Path to Independence –The Ideal Planner for Every Young Person

By CRS Team

PHOTO: CRS Archive

We live in a digital age – a dynamic era in which we are, much like superheroes or secret agents, surrounded by various gadgets designed to make our everyday lives easier. In our pockets, we carry devices that tell us how many steps we have taken, how we have slept, how much water we need to drink, what our tasks are, and what is happening around the world.

Despite this abundance of possibilities at our fingertips – or rather, at the tip of our fingers – we should be masters of our time and good habits. But is it really so? It seems, in fact, quite the opposite – that we have less and less time to truly devote ourselves to anything, and yet time and commitment are crucial for good life planning.

In an effort to slow down the pace a little, to regain a sense of control in planning, and to provide support to young people leaving the care system as they transition to independent living, Catholic Relief Services (CRS) has created the planner My Path to Independence within the framework of the project Creating Appropriate Solutions for Active Support to Young People Leaving Care – KORAK. It is designed as a guide through the most important aspects of independent living.

Developed from CRS’s brochure The Art of Becoming Independent, prepared by a psychologist Jasna Sofović and an entrepreneurship educator Almir Paočić, this planner aims to help young people strengthen various skills to step more confidently into the world of independence. Although there are already many brochures and publications on this topic, CRS’s intention was to reach young people in a different and nonintrusive way, offering advice and messages that will prove very useful for a successful transition to independent living.

At first glance, it appears to be an ordinary planner with a monthly calendar and space for notes. However, the covers of My Path to Independence conceal much more – tips on financial literacy, life skills, as well as personal development and improvement.

The first section contains a monthly calendar and a table for planning a monthly budget. This part is accompanied by advice on financial management, saving strategies, ways to generate additional income, and tips for job searching. There are also useful tricks for efficient time management, as well as advice on finding accommodation and running a household. Finally, space is reserved for highlighting memorable experiences –inspiring people, learned skills, and key events of the year.

Recognising that becoming independent is a process full

of challenges, uncertainties, and stress, CRS dedicated the second part of the planner – Time for You – to strengthening self-confidence, mental health, emotional intelligence, and developing good habits among young people. Here, you can find advice on recognising and dealing with emotions, stress and everyday challenges, enhancing social skills, maintaining social connections, and looking after physical health.

Designed like a scrapbook, this section offers young people a chance to have some fun and add colour to their planning. It includes motivational colouring pages, space for photos of friends, a meal planning chart, and a charming reading diary in the form of a bookshelf that can be coloured in with each book read.

My Path to Independence is intended for young people aged 15 to 30, especially those who are still living within the public care system. CRS has distributed it through children's homes and partner organisations across Bosnia and Herzegovina.

Although the planner is, unfortunately, not available for general purchase, you may still benefit from the guidelines contained in The Art of Becoming Independent brochure on which it is based, available at:

https://drive.google.com/file/d/1oP0VDUBmnN BAihY7FS46zIvMQpr4beY2/view

A Small Guide to Big Feelings and I Shine from Within –Handbooks for Children by the CeZaM Association

By The CeZaM Zaprešić Team

PHOTO: The CeZaM Zaprešić Team

As part of the project There Is No Health Without Mental Health, the CeZaM Zaprešić Association has created two handbooks for children aged 7 to 14. The handbook A Small Guide to Big Feelings is intended for children aged 7 to 10 and aims to teach them about emotions through fun and creative activities. For children aged 11 to 14, we have designed the handbook I Shine from Within, which focuses on encouraging the development of a positive self-image.

These handbooks were created in response to the need for simple, free, yet professional materials that every child can use at home. Children participating in workshops and individual counselling at CeZaM Zaprešić often highlight how helpful and enjoyable they find these types of activities. In addition, professional associates from our partner organisations view these materials as practical and useful for their daily work with children.

The author of the handbooks is a social pedagogue Silvia Plažanin, who has many years of voluntary and professional experience working with children, young people and adults.

Both handbooks are available for free download via a link on the CeZaM Zaprešić website. Creating educational materials is just one of the many activities undertaken by CeZaM Zaprešić. The Association was founded in 1998 at the initiative of the Zaprešić City Council, under the name Centre for Youth Zaprešić. Since its establishment, the main goal

The Power of Mandalas: How Drawing Opens Young People’s

Hearts and Minds

By Lucija Ujdenica, Master of Social Pedagogy, Association Igra (Play)

PHOTO: Drawing taken from the Relaxation Colouring Book, Association Igra (Play)

There are moments in working with young people when we feel they need something more than words – something that will connect them to their inner world in a way that is safe, creative and deeply personal. Sometimes, words are simply not enough.

of the Association has been to organise various activities to ensure a healthy and creative life for children and young people in Zaprešić and to meet their needs for socialising and entertainment.

Our current activities focus on preventing unacceptable behaviour, protecting mental health, developing volunteering and active participation, and organising activities for quality leisure time. Our work is recognised by both donors and professionals, and we are the proud recipients of numerous awards. We continue to create new activities for our users, and you can follow all our latest news via our Facebook and Instagram pages.

Mali vodic za velike osjećaje #nzbmz

SJAJI IZNUTRA Priručnik za razvoj pozitivne slike od sebi #nzbmz

It was from this very feeling that, as part of the project What Am I Capable Of? – leisure activities contributing to resocialisation and social rehabilitation, funded by the Ministry of Justice, Public Administration and Digital Transformation – we organised a creative workshop making mandalas with girls at the Juvenile Correctional Institution in Požega. The workshop was led by a visual artist Mia Maraković, and supported by a social pedagogue Lucija Ujdenica. In an unexpected and magical way, artistic technique, the vision of a goal (creating a colouring book), the creative process, the state of flow, the power of group work and personal development, all of this came together.

Mandalas as a Safe Space for Expression

Our initial idea was simple: through drawing mandalas, we wanted to offer the girls a chance to relax, connect with themselves, express themselves, and create something meaningful and

lasting – something they could be proud of. However, what emerged far exceeded our expectations. Their drawings became journeys through their own emotions, thoughts and dreams. As the mandalas took shape, conversations began to flow: about the frustrations and impatience that arise when following rigid rules, about the urge to leave a personal stamp on every task, and about the creativity that blossoms when given a solid framework.

Gently and spontaneously, deep themes emerged – their strength, vulnerability, longings and hopes. Knowing that they were not expected to open up, they did so at their own pace, through the shapes, colours, and symmetry of their drawings. Talking about their creative process, the girls were in fact talking about themselves, but with enough distance to feel safe and less exposed. If they wished to remain simply at the level of drawing, they could. If they wanted to connect the creation of the mandala with their personal processes, the space for that was open. The girls thus set the pace and depth of their own work, moving flexibly between the roles of creator, sharer and learner.

From Paper to Personal Change

In the end, all their works were combined into a printed colouring book – a tangible, real proof of their creativity and effort. Yet the most important thing they carried away from the experience was not merely the colouring book, but a sense of achievement, connection, and safe self-expression at their own pace.

Drawing mandalas is not just art – it is a process that can spark reflection, empower individuals, and open space for important conversations. For anyone working with young people, I would encourage you to try this activity.

Why Mandalas?

Drawing symmetrical, repetitive structures in mandalas creates a soothing rhythm and has an almost meditative effect. Focusing on fine shapes and patterns redirects attention to the present moment, reducing stress and anxiety.

We answered, “Listen to yourself and draw what comes to you.”

Her response moved us deeply. She said, “Nobody ever tells me to listen to myself. They always tell us to listen to adults. It’s wonderful to finally hear – listen to yourself!”

The process of creating mandalas became a metaphor for their journey and a playground for new experiences: what happens when I master structure and rules and then authentically and creatively express myself within that space?

The very act of making mandalas also demands physical engagement – turning the paper, occasionally standing up, activating the neck and body. These subtle movements can enhance the sense of presence and connect the mind and body in a unique creative rhythm.

Creating a mandala begins with a precise, mathematical foundation – drawing axes, marking points, connecting them with circles. Although it may seem rigid and limiting, this very structure provides the security from which expressive freedom can grow. Within this “skeleton”, the girls created their own shapes – the “flesh” of the mandala.

This process balances two extremes – imposed structure and free creation. In this way, it mirrors both upbringing and growing up: first, we learn the rules and structures, and once these create a stable framework, it is time to express what makes us unique within them.

When we reached the part of the workshop where the girls had creative freedom, improvising repetitive elements that made each mandala unique, one girl asked, “What should I draw now?”

An Invitation to Explore

If you work with children and young people, try introducing mandala drawing. You don’t need to be an artist to run such a workshop – you only need to create a space where young people can explore, express themselves and grow.

Mandalas are more than drawings. They are a process, introspection, play, and learning.

They are proof that personal development does not happen only through conversation, but also through colours, shapes, and the silence in which young people find their own answers.

Sometimes, through drawing, they can express what they never could in words.

We’re certain that, unless you’re one of those who start reading from the back, this issue has given you plenty of inspiration to encourage participation – not only of children and young people, but your own as well.

And while you’re in that MODE of action, we’d like to take the opportunity to invite you to write to us! Share with us what you’re working on, what brings you joy, what’s on your mind – anything at all that you’d like to share.

Also, share your copy of the magazine with children, young people, colleagues, friends… anyone you think might find it interesting.

And finally, click through to our social media channels now and then. We’ve been so inspired by this issue ourselves that we have a whole host of plans and ideas for all sorts of workshops, meet-ups and gatherings. Who knows – if you keep encouraging us and asking about them – we just might make some of them happen ��

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