Программа дисциплины “Family and child’s protection in modern world”

Правительство Российской Федерации

Федеральное государственное автономное образовательное учреждение высшего профессионального образования
"Национальный исследовательский университет
"Высшая школа экономики"

Общеуниверситетская кафедра публичной политики

Программа дисциплины “Family and child’s protection in modern world”

для направления 03.0200.68«Политология» подготовки магистра

для магистерской программы «Политический анализ и публичная политика» по специализации «Права человека и демократическое управление»

Автор программы:

, кандидат юридических наук, *****@***ru

Одобрена на заседании кафедры [Введите название кафедры] «___»____________ 20 г

Зав. кафедрой [Введите ]

Рекомендована секцией УМС [Введите название секции УМС] «___»____________ 20 г

Председатель [Введите ]

Утверждена УС факультета [Введите название факультета] «___»_____________20 г.

Ученый секретарь [Введите ] ________________________ [подпись]

Москва, 2012

Настоящая программа не может быть использована другими подразделениями университета и другими вузами без разрешения кафедры-разработчика программы.

2  Scope of the program and compliance with the internal university standards

The present syllabus is aimed at faculty teaching this course, their teaching assistants, and students of the degree program 03.0200.68 ‘Political Science’, master’s program ‘Political Analysis and Public Policy’ with the specialization in human rights and democratic governing studying the course “International and domestic mechanisms of human rights protection”.

This syllabus meets the standards required by:

•  National Research University - Higher School of Economics,

•  degree program 030200.68 ‘Political Science’, master’s program ‘Political Analysis and Public Policy’,

•  Master program curriculum as of 2012.

3  Course goals

The course “Family and child’s protection in modern world” has the following goals:

- to introduce the main problems and challenges in the modern world in the field of family and child’s protection

- to provide students with the knowledge of legal framework on the issues of family and child’s protection in Russia and abroad

- to provide students with knowledge of existing international mechanisms of family and child protection, their functions, development, interrelation, effectiveness, advantages and disadvantages;

- to cultivate the skills of critical assessment of various directions and tendencies of the state public policy in Russia in the field of the family and child protection;

- to form the ability to analyze the cases of human rights violations in covered fields..

4  Competences to be formed as a result of course studying

By the end of the course, the students are expected:

•  to have a knowledge of the main problems and challenges in the modern world in the field of family and child’s protection; the international human rights treaties covering the issues of the family and child’s protection, their scope and mechanisms of implementation; functions of international and national institutions of human rights protection in the field, their advantages and disadvantages; interrelation between international and domestic human rights standards and mechanisms of the family and child’s protection;

•  to be able to distinguish between the violation of the family interests and violation of the rights and interests of the family members; identify the cases of the conflict of interests in between the family members; to identify cases of human rights violations an distinguish them from other legal disputes; to critically access the cases of human rights violations in the field taking into the account tests and positions developed by the international human rights protection bodies; to identify factors important for the protection of the family and child in Russia;

•  to have skills to identify the jurisdiction of the human rights violation and bodies authorized to protect a particular right both on national and international level; to analyze the activities of the domestic and international bodies of human rights protection and their effectiveness; to analyze the compliance of state human rights policy in the field of the family and child’s protection with its international obligations and Constitution of the Russian Federation.

Students’ competences expected by the end of the course:

Competence	ФГОС/ НИУ Code	Descriptors	Teaching methods and forms
system(СК):
Is able to update and develop his/her level of culture and intelligence level, to build a trajectory of the professional development and career	СК - 4	Makes definitions on his/her own, possesses skills to select and adopt new literature on his/her topics of specialization or on interfaces, interprets subjects under the study in cultural, political, social context considering historical and technological changes.	Work without assistance with literature, home works on bibliography and abstracting the literature practice. Classroom discussions, data retrieval practice using data bases and Internet, essay writing.
Is able to analyze, verify, access a fullness of the information in the course of the professional activity, to fill in and synthesize the lacking information in the case of necessity and to work in conditions of ambiguity	СК - 6	Selects and adopts up-to-date scientific literature on research topic without assistance. Has formed the habit to observe regularly new information on the research topic from different sources. Can apply knowledge he/she has adopted through literature or distant education.	Working on his/her own with the course teachers periodical control, writing essays, home works preparation.
Is able to conduct professional and research activities in the international environment	СК - 8	Chooses those informational technologies which could be applied to the research, possesses the tools, uses in a creative way contemporary national and foreign experience.	Participation in the group work and discussions in class, writing essays, home works preparation.
professional (ПК)
Is able to use Russian and foreign languages as means for business communication easily	ПК-3	Uses Russian and English language materials	Participation in the group work and discussions in class, writing essays, home works preparation.
Is able to format, present an report the results of the conducted work.	ПК-5	Performs the research results according to professional requirements and type of research work.	Homework and team work results presentations.
Is able to conduct a political science analysis of the political, economic and social researches with the use of the quality and quantity methods.	ПК-8	Chooses appropriate common and specific methods to analyze a research subject.	Participation in the group work, writing essays, home works preparation.

5  Place of the discipline in the Master program structure

This course is a professional one, taught in the first semester of the second year of Master Program ‘Political Analysis and Public Policy’ for the specialization ‘Human Rights and Democratic Governance’. This is an elective course that welcomes but does not necessarily require prior knowledge in human rights.

This course is crucial for mastering the degree program of students of a human rights specialization and is based on/linked to the following courses:

•  Theory and Philosophy of Human Rights in Globalizing World

•  Global Actors in Public Policy

•  Theory and Methods of Political Science Research

•  Human Rights in non-Western cultures,

•  Academic-research seminar “Human Rights Monitoring”.

It is also crucial for the students’ research papers and Master’s dissertation, especially for those who chose specialization in human rights and democratic governance.

6  Course Plan

			Lectures	Seminars	Independent students’ work
1	The family and childhood in the contemporary public policy in Russia. Key international agreements in the field of the family and child’s protection		4	2	8
2	Gender policy in Russia		2	2	8
3	Family rights of the child: right to live and to be brought up in the family environment.		4		8
4	The problem of social orphanhood and state measures, aimed at it’s prevention and elimination		2	2	8
5	Right of parents and other members of the family to maintain personal relations and direct contact with the child. Transnational marriages. Child’s abduction.		4		8
6	Juvenile justice in Russia – challenges and perspectives of the development in Russia.		4		8
7	Children in conflict with the law. Prevention of child’s delinquency.		2		8
8	Home violence. Protection of the child from all the forms of violence.		2		8
9	Child’s right to express his/her views freely in all matters affecting the child		4		8
10	Situation of person with HIV/AIDS in Russia.		2	2	12
11	State support of children with disabilities and their families. Social inclusion of persons with disabilities.		2	2	18
	Total:	144	32	10	102

7  Grading and Requirements

Type of grading	Форма контроля	1st year	Characteristics
1	2	3	4
Current
Homework		6			3-4 thousand words
Final	Exam		X			Written exam – 40 min

7.1  Course Grade Criteria

The current control includes one homework (3-4 thousand words analysis of one problematic issue in the field of thee family and child protection state policy) as prescribed by the curriculum. It is to be prepared at home and delivered in class.

Within the frame of the course the student should demonstrate: the knowledge of theoretical and normative literature on the topics of the course, good knowledge of the literature from the main list and some knowledge of the literature given in the additional list; ability to analyze the material read; ability to summarize and to confront arguments, facts, figures and points of view given in the reading materials and lectures; to put the received information in the current national and international context; ability to discuss the topics covered within the frame of the course on a high level.

The final control is done in the form of the written exam. The duration of the exam is 40 min with the use of reading and normative materials (open book exam) or without (close book exam).

During the final control the student should demonstrate that the material, prescribed by the syllabus was learned fully as well as the ability to analyze and creatively interpret the information received, to critically assess the state policy with regard to the family and child protection, and actions and decisions of human rights protection bodies in this regard.

The presentation of the student on the exam should be clear precise and comprehensive. It should cover substance of the question and demonstrate a student’s understanding of a various aspects of the problem.

8  Course Description

Topic 1. The family and childhood in the contemporary public policy in Russia. Key international agreements in the field of the family and child’s protection.

Family as a key social institute. The crisis of the family in Russia. New concept of state family policy. Youth policy, social policy etc. as elements of family policy in Russia. State bodies’ cooperation with foreign partners: education, conferencing, best practices exchange. The problem of universalism and multiculturalism in the context of the family and child’s protection in the modern world

Lectures: 4 hours. Seminars: 2 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

N. Kravchuk. Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4, 2009

Henry J. Steiner, Philip Alston, Ryan Goodman. International human rights in context. Law, politics, morals./Third edition. Oxford University Press. 2007. P.517-639

Jolanta Aidukaite. Reforming family policy in the Baltic States: The views of the elites.// Communist and Post-Communist Studies

Willem Adema. Setting the scene: The mix of family policy objectives and packages across the OECD.// Children and Youth Services Review–498

Jeanne Fagnani. Recent reforms in childcare and family policies in France and Germany: What was at stake?// Children and Youth Services Review–516

Международная и внутригосударственная защита прав человека: Учебное пособие для вузов / Отв. ред. , . Казань: Казанский государственный университет им -Ленина, 20с.

Международные и внутригосударственные акты о правах человека. Сборник документов / Сост. , . Казань: Казанский государственный университет им. -Ленина, 20с.

Нечаева. и ее дети (ребенок, закон, государство). М.: ИГПАН, 2000.

Климантова семейная политика современной России. Издательский дом Дашков и К, 2004

Климантова семейная политика – важнейшая политическая стратегия современной России. Семья: XXI век. Проблемы формирования региональной семейной политики / Аналитический вестник Совета Федерации ФС РФ№

Концепция государственнй семейной политики Российской Федерации (Одобрена решением Национального совета по подготовке и проведению Международного года семьи в Российской Федерации 12 мая 1993 г.)

Совместное коммюнике по итогам семинара «семья – самая безопасная среда для жизни ребенка», организованного Отделом внешних церковных связей Московского Патриархата и Детским фондом ООН (ЮНИСЕФ)

Additional readings:

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

Резолюция семинара региональных уполномоченных по правам ребенка «Продвижение современных механизмов защиты прав ребенка в контексте формирования семейной политики Российской Федерации», Всероссийский Форум «Защита детей. Модернизация государственной семейной политики гг.», 27-28 ноября 2010 г. Санкт-Петербург

Topic 2. Gender policy in Russia

Gender system and gender contracts in Soviet and Post-Soviet Russia. The main indexes of gender discrimination. Gender discrimination in labor market. Gender gap in life expectancy. Gender equity and family policy. Family violence: problems of measurement and prevention

Lectures: 2 hours. Seminars: 2 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Ashwin Sarah, Gender, State and Society in Soviet and Post-Soviet Russia, , Routledge, 2000

Jacobsen Joyce P. The Economics of Gender, Blackwell Publishing, 2007.

McDonald, P. 2000. Gender equity, social institutions and the future of fertility // Journal of Population Research, 17(1), 1-16

McDonald, P. 2006. Low fertility and the state: The efficacy of policy // Population and Development Review, 32(3): 485-510.

Здравомыслова, Е., Темкина, А., ред., Российский гендерный порядок: социологический подход: Коллективная монография / СПб.: Изд-во Европейского университета в Санкт-Петербурге, 2007. — 306 с. — (Труды факультета полит. наук и социологии; Вып. 12).

Калабихина фактор в экономическом развитии России. – М.: МАКС Пресс, 2009.

Тартаковская Социология. - Москва, 2005

Additional readings:

Калабихина экономика. Учебное пособие. – М.: ТЕИС, 2008.

McDonald, P. 2000. Gender equity in theories of fertility transition // Population and Development Review, 26(3), 427-439.

Рощин ли женщины мужчинам // Демоскоп, 2005. №№ 000-220, 221-222

Насилие над женами в Российских семьях // Демоскоп, 2005. № 000-226

Topic 3. Family rights of the child: right to live and to be brought up in the family environment.

Child’s right to live in the family. The concept of the best interest of the child. Limitation and withdrawal of parental rights. Adoption, custody and guardianship, and other forms of child’s family placement. The problem of the institutionalization of children in Russia.

Lectures: 4 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4, 2009

Tommy Lundström, Marie Sallnäs. Sibling contact among Swedish children in foster and residential care—Out of homecare in a family service system.// Children and Youth Services Review–402

Corey Shdaimah.“The law cannot terminate bloodlines”: Families and child welfare decisions.// Children and Youth Services Review–710

Elizabeth Lightfoot, Katharine Hill, Traci LaLiberte. The inclusion of disability as a condition for termination of parental rights.// Child Abuse & Neglect–934

E. Christopher Lloyd, Richard P. Barth. Developmental outcomes after five years for foster children returned home, remaining in care, or adopted.// Children and Youth Services Review–1391

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Кравчук Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб. науч. тр. – М., РАН. ИНИОН, 2009

Анализ достижений в области деинституционализации защиты детей и развития семейных форм их жизнеустройства в Российской Федерации. Анализ системы лишения родительских прав. Исследование причин отказов от ребенка при рождении и путей их профилактики. - Доклад. М.: Институт экономики города, 2008.

Additional readings:

Кравчук Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб. науч. тр. / Отв. Ред. , – М., РАН. ИНИОН, 2009

Кравчук аспекты защиты прав ребенка.// Труды Института Государства и Права Российской Академии Наук, 2008, №2.-

Кравчук права ребенка на жизнь и воспитание в семье в России в свете рекомендаций Комитета ООН по правам ребенка// Гражданин и право, 2009, №10

Кравчук семьи.- М.: Эксмо, 2006

Семья без родителей: социально-педагогическая система Германа Гмайнера. – М.: Центр развития социально-педагогических инициатив, 1993

Topic 4. The problem of social orphanhood and state measures, aimed at its prevention and elimination.

The phenomenon of the social orphanhood in Russia. Reasons for the parental rights limitation and withdrawal. Forms of placement of social orphans in Russia. After-care adaptation of institutionalized children. State policy with regard social orphans.

Lectures: 2 hours. Seminars: 2 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Wallová and Walla v. Czech Republic, ECtHR judgment of 26 October 2006

Kelly Noonan, Kathleen Burke. Termination of parental rights: Which foster care children are affected?// The Social Science Journal–256

Bilha D. Arad. Parental features and quality of life in the decision to remove children at risk from home.// Child Abuse & Neglect–64

Кравчук. Н.В. К вопросу о государственных гарантиях прав детей-сирот и детей, оставшихся без попечения родителей в России// Семейное законодательство Российской Федерации: опыт десятилетия и перспективы. Сборник научный статей.- Тверь: Научная книга. 2006

Кравчук Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб. науч. тр. / Отв. Ред. , – М., РАН. ИНИОН, 2009

Additional readings:

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 13-39

Анализ достижений в области деинституционализации защиты детей и развития семейных форм их жизнеустройства в Российской Федерации. Анализ системы лишения родительских прав. Исследование причин отказов от ребенка при рождении и путей их профилактики. - Доклад. М.: Институт экономики города, 2008. С.23-54

Topic 5. Right of parents and other members of the family to maintain personal relations and direct contact with the child. Transnational marriages. Child’s abduction.

Right of the child who is separated from one or both parents to maintain personal relations and direct contact with both parents (state care, imprisonment, abandoned, runaway or unaccompanied children, immigration and deportation, traditions or customs, parents working abroad). State policy on transnational marriages and disputes with regard to access to the child. Child’s abduction and state policy aimed to prevent it.

Lectures: 4 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Inger J Sagatun. Parental child abduction. The law family dynamics and legal system responses.// Journal of criminal justice. Vol 18. Pp. 433-442.

Guides to Good Practice on the Hague Convention of 25 October 1980 on the Civil Aspects of International Child Abduction http://www. /index_en. php? act=text. display&tid=21

Кравчук семьи.- М.: Эксмо, 2006

Płaza v. Poland, judgment of the ECtHR of 25 January 2011

Nistor v. Romania, judgment of the ECtHR of 2 November 2010

Errico v. Italy, judgment of the ECtHR of 24 February 2009

Additional readings:

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Topic 6. Juvenile justice in Russia – challenges and perspectives of the development in Russia.

Juvenile justice - main concepts. Juvenile justice in Russia – before and after the USSR. Specific rights of the child within the juvenile justice system. Perpective of the development of juvenile justice in Russia.

Lectures: 4 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice. (Adopted by the Committee of Ministers on 17 November 2010 at the 1098th meeting of the Ministers' Deputies).(Guidelines and Explanatory memorandum - version edited 31 May 2011. http://www. coe. int/t/dghl/standardsetting/childjustice/Guidelines%20on%20child-friendly%20justice%20and%20their%20explanatory%20memorandum%20_4_.pdf)

Barry Goldson, John Muncie. Towards a global ‘child friendly’ juvenile justice?// International Journal of Law, Crime and Justice

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

Catherine L. Lawson, JoAnne Katz. Restorative justice: an alternative approach to juvenile crime. Journal of Socio-Economics–188

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Ювенальная юстиция в России: проблемы становления. Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Мельникова юстиция: проблемы уголовного права, уголовного процесса и криминологии. Уч. Пос.– М.: Дело, 2000

Additional readings:

Судебная защита прав ребенка. Учебно-практическое пособие. М., Экзамен, 2003 г.

Автономов по правам ребенка и система ювенальной юстиции в России//Вопросы ювенальной юстиции, 2001, №1.- М.: НАН, 2001.

Правосудие по делам несовершеннолетних. Мировая мозаика и перспективы в России. Выпуск 2. М: МОО Центр «Судебно-правовая реформа», 2000.

Восстановительные процедуры и технологии в профилактике социального сиротства. – М.: МОО Центр «Судебно-правовая реформа», 2002.

Topic 7. Children in conflict with the law. Prevention of child’s delinquency.

Reasons of the child’s delinquency. The system of state bodies aimed at the prevention of child’s delinquency. Protection of child’s rights on a pre-trial stage. Problems at the stage of sentence’ serving.

Lectures: 2 hours. .

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Veronica M. Herrera, Laura Ann McCloskey. Gender differences in the risk for delinquency among youth exposed to family violence.// Child Abuse & Neglect–1051

Edward P. Mulvey, Michael W Arthur, N. Dickon Reppucci. The prevention and treatment of juvenile delinquency: a review of the research.// Clintcal P$olqgy Remem, Vol. 13, pp. 133-167, 1993

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 59-90

Additional readings:

Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4

Topic 8. Home violence. Protection of the child from all the forms of violence.

Physical or mental violence. Sexual abuses, sale of children, traditional practices, corporal punishment.

Lectures: 2 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

Laura A McCloskey, Riane Eisler. Family Structure and Family Violence.// Encyclopedia of Violence, Peace, & Conflict (Second Edition), 2008, Pages 813-820

Lina Leander. Police interviews with child sexual abuse victims: Patterns of

reporting, avoidance and denial.// Child Abuse & Neglect–205

Julian V. Roberts. Changing public attitudes towards corporal punishment: the effects of statutory reform in Sweden.// Child Abuse & Neglect, Vol. 24, No. 8, pp. 1027–1035, 2000

Защита детей от насилия и жестокого обращения: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Additional readings:

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

N. Kravchuk. Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4

Topic 9. Child’s right to express his/her views freely in all matters affecting the child

Respect for the views of the child as inherent component of the child’s right to express views. Child’s right to express views and right to participate in all the matters affecting him/her. The twin criteria of age and maturity.

Lectures: 4 hours.

Independent student’s work: 8 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour)

Assigned readings:

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Участие детей в деятельности по защите своих прав: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Additional readings:

Canadian International Development Agency (CIDA). RBM and Children’s Participation: A Guide to Incorporating Child Participation Results into CIDA Programs. CIDA. 2006.

Michael Freeman. The sociology of childhood and children’s rights. The International Journal of Children’s Rights, 1998, 6, p.433 – 444.

Gerison Lansdown, Ravi Karkara. Children’s rights to express views and have them taken seriously. The Lancet, 2006, Feb 25-Mar 3, p.690-692

Daniel O’Donnell. “The Right of Children to be Heard: Children’s right to have their views taken into account and to participate in legal and administrative proceedings”, Innocenti Working Paper No. 2009-04, UNICEF Innocenti Research Centre, Florence.

Topic 10. Situation of persons with HIV/AIDS in Russia.

HIV/AIDS epidemic in Russia: facts and myths. The main measures for HIV/AIDS epidemic prevention. Discrimination of HIV-positive persons, antidiscrimination policy. The role of non-commercial organization in prevention and antidiscrimination policy.

Lectures: 2 hours. Seminars: 2 hours.

Independent student’s work: 12 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) (1 hour). And are to finalise the text of their homework and the presentation to it(4 hours) .

Assigned readings:

Materials (Brochures and Policy Briefs) from Transatlantic Partners Against AIDS http://www. *****/

Materials (Brochures and Programmes) from http://www. hivrussia. org/about/index. shtml

Additional readings:

Демография ВИЧ / под. Ред – М.: Макс-Пресс, 2004 http://dmo. econ. *****/Biblio/Docs/dem-issled-hiv. pdf

Topic 11. State support of children with disabilities and their families. Social inclusion of persons with disabilities.

International standards in the filed of protection of children with disabilities. Situation of children/persons with disabilities in Russia. Measures of social protection. Access to the education. Inclusive education. Integration v inclusion.

Lectures: 2 hours. Seminars: 2 hours.

Independent student’s work: 18 hours

During the lectures and seminars the following forms of work will be applied: discussions, analysis of the cases of human rights violations (Each of the students are to prepare at least one case of human rights violation related to the topic of the lecture/seminar for every lesson), analysis of the international bodies case-law. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience related to the topic of the particular lecture/seminar is possible.

Within the frame of the independent work students are to read the assigned literature (5 hours), prepare themselves for the lecture and seminar (find cases related to the topic, identify problematic field of state policy in the field etc.) (2 hours), think over the future homework) ( 1 hour). Additional time is allocated for the preparation for the exam (10 hourse).

Assigned readings:

Raymond Lang, Maria Kett, Nora Groce, Jean-Francois Trani. Implementing the United Nations Convention on the rights of persons with disabilities: principles, implications, practice and limitations.// ALTER, European Journal of Disability Research 5 (20–220

Anne Waldschmidt. Disability policy of the European Union: The supranational level.// ALTER, European Journal of Disability Research 3 (2009) 8–23

Elizabeth Lightfoot, Katharine Hill, Traci LaLiberte. The inclusion of disability as a condition for termination of parental rights.// Child Abuse & Neglect–934

Обеспечение права детей с инвалидностью на образование: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 40-58

Additional readings:

A. Reis Monteiro. The right of the child to education: what right to what education?// Procedia Social and Behavioral Sciences 9 (20–1992

«О соблюдении прав детей-инвалидов в Российской Федерации».- Доклад Уполномоченного по правам человека в РФ, 2006

9  Teaching Methods and Recommendations

The course is taught with the use of interactive techniques. Students are expected to analyze the human rights situation with regard a certain given issue, work of the international bodies of human rights protection, coherence, logic and effectiveness of the state policy in this regard and to deliver their opinion. Also, students are analyse the cases of human rights violations in the given field.

The course is taught by the staff-members of the department, who have a considerable experience of work with the national and international mechanisms of human rights protection and are authors of numerous publications on the issues covered by the course. The invitation of the representatives of the Russian human rights sector and state authorities to talk on their experience is possible.

10  Grading Estimation

10.1  Provisional Topics for Current Control

The current control includes one homework (3-4 thousand words analysis of one problematic issue in the field of thee family and child protection state policy) as prescribed by the curriculum. It is to be prepared at home and delivered in class.

The example topics for the homework:

1.  The problem of the inclusion of children with disabilities in Russia

2.  State support of families with disabled children

3.  Home violence: reasons, means of elimination and prevention

4.  Prevention of social orphanhood in Russia

5.  Russian system of the prevention of child abduction

6.  Juvenile justice in Russia – justice for young criminals or the court to decide all issues related to the child?

10.2  Provisional Questions for grading estimation

Give a characteristic of the Russian state policy in the field of the family. What the main elements of this policy? What are the features that distinguish a contemporary Russian policy in this field? Give a characteristic to the main challenges the family faces in the contemporary Russia Describe the problem of universalism and multiculturalism in the context of the family and child’s protection in the modern world What is understood under the child’s right to live in the family? Give the legal basis, name the human rights problems in legal regulation and in practice of law application. Describe the state policy in the field. Describe and explain the concept of the best interest of the child When the parental rights can be withdrawn or limited? What are possible human rights issues here – analyze and give the example. List and comment on the forms of placement of child deprived of a parental care. Describe possible human rights issues in the field Give a characteristic to the problem of the institutionalization of children in Russia. Give a characteristic to the phenomenon of the social orphanhood in Russia and state policy in this regard. What is understood under Right of the child who is separated from one or both parents to maintain personal relations and direct contact with both parents? What are possible reasons of the child and parent separation? Describe the international standards on the ment on the problem of the child’s abduction and state policy related to it. Give a characteristic to the problem of juvenile justice in Russia. What are the main challenges in the introduction of juvenile justice? Characterize the state policy on this issue. Give a characteristic to the problem of the child’s delinquency in the discourse of human rights and in the discourse of the state policy. Describe and explain the problem of home violence. What are the main types of violence? What effort the state undertakes to prevent home violence – analyse them and comment of their effectiveness. Give a characteristic to the child’s right to express views. What are possible human rights issues here – analyze and give the example. Describe and explain the concept of the twin criteria of age and maturity in assessing the ability of the child to express views. Name the international standards in the filed of protection of children with ment on the situation of children/persons with disabilities in Russia and state policy in this regard. What are the main principles of the inclusive education? Comment on the state policy in the field. Describe the main advantages of gender equality family policy programs? Why did they lead to positive changes in fertility rates? What are the main characteristics of gender discrimination in Russian labor market? Comment the main measures of the Russian state policy for HIV/AIDS prevention from the human rights position

11  The rule of forming cumulative grade

The teacher evaluates student homework. The grades the students got for homework the teacher notes down into the work sheet.

The resultant grade (10-marks scale is used) for homework is determined as Ohomework.

The resultant grade for accumulated check consists of a student results in the following way:

Оcurrent = Оhomework

Оaccumulated = Оhomework

The final control is performed as an exam. The grade for the final control forms 50% of the resultant grade for the course.

During the final control the student has to demonstrate that he/she has entirely adopted the prospected material (knows basic concepts, uses correctly the terms, knows standards, can put gathered data into social and political contexts and so on), is able to analyze and comprehend information he/she got in a creative way, can evaluate easily and quickly a practical situation, possesses skill to explain studied issues.

The resultant grade for the final control (exam) is formed in the following way:

Оfinal = 0,5·О exam + 0,5·О current, where Oexam - the grade the students gets during exam itself. The arithmetical rounding is applied to the final grading

During the repeating of the exam the student is not provided with the chance to obtain additional mark to compensate the grade for current or intermediate controls.

Final control grade which is the resultant grade for the course goes to certificate of degree.

12  Reading and Materials

12.1  Textbooks and Readers

Reader on the course

12.2  Required Reading

Anne Waldschmidt. Disability policy of the European Union: The supranational level.// ALTER, European Journal of Disability Research 3 (2009) 8–23

Ashwin Sarah, Gender, State and Society in Soviet and Post-Soviet Russia, , Routledge, 2000

Barry Goldson, John Muncie. Towards a global ‘child friendly’ juvenile justice?// International Journal of Law, Crime and Justice

Bilha D. Arad. Parental features and quality of life in the decision to remove children at risk from home.// Child Abuse & Neglect–64

Catherine L. Lawson, JoAnne Katz. Restorative justice: an alternative approach to juvenile crime. Journal of Socio-Economics–188

Corey Shdaimah.“The law cannot terminate bloodlines”: Families and child welfare decisions.// Children and Youth Services Review–710

E. Christopher Lloyd, Richard P. Barth. Developmental outcomes after five years for foster children returned home, remaining in care, or adopted.// Children and Youth Services Review–1391

Edward P. Mulvey, Michael W Arthur, N. Dickon Reppucci. The prevention and treatment of juvenile delinquency: a review of the research.// Clintcal P$olqgy Remem, Vol. 13, pp. 133-167, 1993

Elizabeth Lightfoot, Katharine Hill, Traci LaLiberte. The inclusion of disability as a condition for termination of parental rights.// Child Abuse & Neglect–934

Guides to Good Practice on the Hague Convention of 25 October 1980 on the Civil Aspects of International Child Abduction (http://www. /index_en. php? act=text. display&tid=21)

Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice. (Adopted by the Committee of Ministers on 17 November 2010 at the 1098th meeting of the Ministers' Deputies).(Guidelines and Explanatory memorandum - version edited 31 May 2011. http://www. coe. int/t/dghl/standardsetting/childjustice/Guidelines%20on%20child-friendly%20justice%20and%20their%20explanatory%20memorandum%20_4_.pdf)

Henry J. Steiner, Philip Alston, Ryan Goodman. International human rights in context. Law, politics, morals./Third edition. Oxford University Press. 2007. P.517-639

Inger J Sagatun. Parental child abduction. The law family dynamics and legal system responses.// Journal of criminal justice. Vol 18. Pp. 433-442.

Jacobsen Joyce P. The Economics of Gender, Blackwell Publishing, 2007.

Jeanne Fagnani. Recent reforms in childcare and family policies in France and Germany: What was at stake?// Children and Youth Services Review–516

Jolanta Aidukaite. Reforming family policy in the Baltic States: The views of the elites.// Communist and Post-Communist Studies

Julian V. Roberts. Changing public attitudes towards corporal punishment: the effects of statutory reform in Sweden.// Child Abuse & Neglect, Vol. 24, No. 8, pp. 1027–1035, 2000

Kelly Noonan, Kathleen Burke. Termination of parental rights: Which foster care children are affected?// The Social Science Journal–256

Laura A McCloskey, Riane Eisler. Family Structure and Family Violence.// Encyclopedia of Violence, Peace, & Conflict (Second Edition), 2008, Pages 813-820

Lina Leander. Police interviews with child sexual abuse victims: Patterns of reporting, avoidance and denial.// Child Abuse & Neglect–205

McDonald, P.. Gender equity, social institutions and the future of fertility // Journal of Population Research, 17(1), 2000, рр. 1-16

McDonald, P. Low fertility and the state: The efficacy of policy // Population and Development Review, 32(3), 2006, pp. 485-510.

N. Kravchuk. Culture, Democracy and the Child’s Right to Express his/her Views (Russian perspective)// The Irish Review of Community Economic Development Law and Policy. Volume 1 Issue 2, 2012

N. Kravchuk. Children in post-communist Russia: some aspects of the right to protection.// International journal on Children’s rights, 2009, Volume 17, No.4, 2009

Raymond Lang, Maria Kett, Nora Groce, Jean-Francois Trani. Implementing the United Nations Convention on the rights of persons with disabilities: principles, implications, practice and limitations.// ALTER, European Journal of Disability Research 5 (20–220

Tommy Lundström, Marie Sallnäs. Sibling contact among Swedish children in foster and residential care—Out of homecare in a family service system.// Children and Youth Services Review–402

Veronica M. Herrera, Laura Ann McCloskey. Gender differences in the risk for delinquency among youth exposed to family violence.// Child Abuse & Neglect–1051

Willem Adema. Setting the scene: The mix of family policy objectives and packages across the OECD.// Children and Youth Services Review–498

Здравомыслова, Е., Темкина, А., ред., Российский гендерный порядок: социологический подход: Коллективная монография / СПб.: Изд-во Европейского университета в Санкт-Петербурге, 2007. — 306 с. — (Труды факультета полит. наук и социологии; Вып. 12).

Калабихина фактор в экономическом развитии России. – М.: МАКС Пресс, 2009.

Климантова семейная политика современной России. Издательский дом Дашков и К, 2004

Климантова семейная политика – важнейшая политическая стратегия современной России. Семья: XXI век. Проблемы формирования региональной семейной политики / Аналитический вестник Совета Федерации ФС РФ№

Комментарий к Семейному кодексу Российской Федерации, отв. Ред. . – 3-е изд., перераб и доп. – М.: Юрайт, 2011

Концепция государственной семейной политики Российской Федерации (Одобрена решением Национального совета по подготовке и проведению Международного года семьи в Российской Федерации 12 мая 1993 г.)

Кравчук Европейским Судом по правам человека действий и решений национальных органов по делам о праве ребенка на жизнь и воспитание в семье.— Права человека: Законодательство и судебная практика: Сб. науч. тр. – М., РАН. ИНИОН, 2009

Кравчук семьи.- М.: Эксмо, 2006

Кравчук. Н.В. К вопросу о государственных гарантиях прав детей-сирот и детей, оставшихся без попечения родителей в России// Семейное законодательство Российской Федерации: опыт десятилетия и перспективы. Сборник научный статей.- Тверь: Научная книга. 2006

Международная и внутригосударственная защита прав человека: Учебное пособие для вузов / Отв. ред. , . Казань: Казанский государственный университет им -Ленина, 20с.

Международные и внутригосударственные акты о правах человека. Сборник документов / Сост. , . Казань: Казанский государственный университет им. -Ленина, 20с.

Мельникова юстиция: проблемы уголовного права, уголовного процесса и криминологии. Уч. Пос.– М.: Дело, 2000

Нечаева. и ее дети (ребенок, закон, государство). М.: ИГПАН, 2000.

Совместное коммюнике по итогам семинара «семья – самая безопасная среда для жизни ребенка», организованного Отделом внешних церковных связей Московского Патриархата и Детским фондом ООН (ЮНИСЕФ)

Тартаковская Социология. - Москва, 2005

Reports

Materials (Brochures and Policy Briefs) from Transatlantic Partners Against AIDS http://www. *****/

Анализ достижений в области деинституционализации защиты детей и развития семейных форм их жизнеустройства в Российской Федерации. Анализ системы лишения родительских прав. Исследование причин отказов от ребенка при рождении и путей их профилактики. - Доклад. М.: Институт экономики города, 2008.

Дети в трудной жизненной ситуации: новые подходы к решению проблем. - Доклад Фонда поддержки детей, находящихся в трудной жизненной ситуации. Москва, 2010. С. 59-90

Доклад Уполномоченного по правам человека в Российской Федерации за 2011 год http://ombudsmanrf. org/.html

Доклад Уполномоченного по правам человека в Российской Федерации за 2010 год http://ombudsmanrf. org/.html

Доклад Уполномоченного по правам человека в Российской Федерации за 2009 год http://ombudsmanrf. org/.html

Защита детей от насилия и жестокого обращения: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Обеспечение права детей с инвалидностью на образование: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Участие детей в деятельности по защите своих прав: Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Ювенальная юстиция в России: проблемы становления. Межрегиональный тематический доклад. (в соавт.) – М.: Институт семьи и воспитания РАО, 2010

Case-law

Errico v. Italy, judgment of the ECtHR of 24 February 2009

Nistor v. Romania, judgment of the ECtHR of 2 November 2010

Płaza v. Poland, judgment of the ECtHR of 25 January 2011

Wallová and Walla v. Czech Republic, ECtHR judgment of 26 October 2006

Materials (Brochures and Programmes) from http://www. hivrussia. org/about/index. shtml

12.3  Optional Reading

A. Reis Monteiro. The right of the child to education: what right to what education?// Procedia Social and Behavioral Sciences 9 (20–1992

Canadian International Development Agency (CIDA). RBM and Children’s Participation: A Guide to Incorporating Child Participation Results into CIDA Programs. CIDA. 2006.

Gerison Lansdown, Ravi Karkara. Children’s rights to express views and have them taken seriously. The Lancet, 2006, Feb 25-Mar 3, p.690-692

Daniel O’Donnell. “The Right of Children to be Heard: Children’s right to have their views taken into account and to participate in legal and administrative proceedings”, Innocenti Working Paper No. 2009-04, UNICEF Innocenti Research Centre, Florence.

Michael Freeman. The sociology of childhood and children’s rights. The International Journal of Children’s Rights, 1998, 6, p.433 – 444.

McDonald, P. Gender equity in theories of fertility transition // Population and Development Review, 26(3), 2000, pp.427-439.

Автономов по правам ребенка и система ювенальной юстиции в России//Вопросы ювенальной юстиции, 2001, №1.- М.: НАН, 2001.

Семья без родителей: социально-педагогическая система Германа Гмайнера. – М.: Центр развития социально-педагогических инициатив, 1993

Восстановительные процедуры и технологии в профилактике социального сиротства. – М.: МОО Центр «Судебно-правовая реформа», 2002.

Насилие над женами в Российских семьях // Демоскоп, 2005. № 000-226

Демография ВИЧ / под. Ред – М.: Макс-Пресс, 2004 http://dmo. econ. *****/Biblio/Docs/dem-issled-hiv. pdf

Калабихина экономика. Учебное пособие. – М.: ТЕИС, 2008.

Кравчук аспекты защиты прав ребенка.// Труды Института Государства и Права Российской Академии Наук, 2008, №2.-

Кравчук права ребенка на жизнь и воспитание в семье в России в свете рекомендаций Комитета ООН по правам ребенка// Гражданин и право, 2009, №10

Кравчук семьи.- М.: Эксмо, 2006

Нечаева защита прав ребенка. Учебно-практическое пособие. М., Экзамен, 2003 г.

Правосудие по делам несовершеннолетних. Мировая мозаика и перспективы в России. Выпуск 2. М: МОО Центр «Судебно-правовая реформа», 2000.

Резолюция семинара региональных уполномоченных по правам ребенка «Продвижение современных механизмов защиты прав ребенка в контексте формирования семейной политики Российской Федерации», Всероссийский Форум «Защита детей. Модернизация государственной семейной политики гг.», 27-28 ноября 2010 г. Санкт-Петербург

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